1. PROJECT ACCESS pepnet2 - AHEAD Conference July 2016 Leslie Hussey, Caroline Koo, Patricia Phelps

2. Introduction  Who are we?  Who are you?

3. Before we continue… ■Communication ■Handouts ■Plan for Change ■Evaluations

4. Agenda ■DeafTEC in a Nutshell ■Warm Up Discussion ■Project Access ■Perils of Lecturing ■Student and Faculty Perspective ■Top Ten Things ■Plan for Change and Evaluations

5. DeafTEC in a Nutshell ■DeafTEC: Technological Education Center for Deaf and Hard of Hearing Students ■A National Science Foundation Advanced Technological Education (ATE) National Center of Excellence ■A resource for: –High schools and colleges that educate deaf and hard of hearing students in the STEM fields –Employers that employee deaf and hard of hearing STEM employees

6. Regional Partners ■Academic Partners CaliforniaFloridaTexasIllinois California School for the Deaf Riverside, CA Fremont, CA TBD College Florida School for the Deaf and Blind St. Augustine, FL Florida State College at Jacksonville Jacksonville, FL Texas School for the Deaf Austin, TX Austin Community College Austin, TX Hinsdale South High School Darien, IL Harper College Palatine, IL

7. Regional Partners ■Industry Partners Cisco Systems AT&T Solar Turbines Lockheed Martin Qualcomm Motorola Solutions The Dow Chemical Company ConMed Corporation

8. DeafTEC’s Goals ■Increase the number of deaf and hard of hearing students pursuing post secondary education and future employment in a technical (STEM) field –Outreach –Training –Online resources

9. Importance of STEM ■Deaf and hard-of-hearing workers in STEM careers earn 30% more than deaf workers in non-STEM ■STEM degrees reduce the earnings gap from 76% to 87% of hearing workers’ salary

10. US Education Trends

11. Average Earnings by Degree

15. Warm Up Discussion ■Make a t-chart on the paper you are given with the headings “Challenges” and “Solutions.” ■Think about the deaf and hard of hearing students you work with. ■What are some of the challenges and barriers deaf and hard of hearing students face in mainstream college classrooms? Are there challenges unique to STEM courses and classes? ■List under “Challenges” on your t-chart. What are some possible solutions for the challenges identified? List under “Solutions” on your t-chart.

16. Project Access Overview ■Experiential workshop ■Provides faculty with strategies and online resources for providing improved access to learning for deaf and hard of hearing students in mainstreamed classes

17. Project Access Training Components of Project Access Training Universal Design Perils of Lecturing Student Perspective Faculty Perspective Support Services Access Technology Online Resources Deaf Culture

18. Project Access ■This training benefits ALL of your students, not just your deaf and hard of hearing students. ■We can design and customize training to fit you and your needs. ■Training is funded by the DeafTEC grant – it is FREE for your campus!

19. Why Project Access? Annie Jump Cannon Nyle DiMarco and Peeta Murgatroyd

20. Why Project Access? From Faculty Members… ■David Farnsworth - https://www.deaftec.org/classact/perspective s/teachers/210 https://www.deaftec.org/classact/perspective s/teachers/210 ■Graham Howell – ■Patricia Phelps

21. Universal Design for Instruction ■Provides equal access to learning, not simply equal access to information. ■Allows the student to control the method of accessing information while the teacher monitors the learning process and initiates any beneficial methods. ■Does not remove academic challenges; it removes barriers to access. Simply stated, Universal Design for Instruction is just good teaching!

22. Who benefits from Universal Design? ■Students with disabilities ■Students who use English as a second language ■International students ■Older students ■Students whose learning style is inconsistent with the teacher’s preferred teaching style. ■The students on the ‘margins.’ ■The students in the ‘middle.’ All students!

23. Universal Design of Instruction from University of Guelph ■Class Climate ■Interaction ■Physical Environments and Products ■Delivery Methods ■Information Resources and Technology ■Feedback ■Assessment ■Accommodations

24. The Perils of Lecturing…

25. Biomolecules I: Carbohydrates BIOL 1406

26. Biomolecules/Macromolecules...are very large molecules found in all living organisms. There are four major classes of biomolecules, known as the carbohydrates, the lipids, the proteins and the nucleic acids. The carbohydrates include foods such as rice, wheat and corn; the lipids include butter, cholesterol and other steroids as well as the phospholipids of plasma membranes; the proteins serve many functions in organisms including hormones, enzymes, transport and contractile molecules; and the nucleic acids are the DNA in the nucleus of eukaryotes and the nucleoid region of prokaryotes, the ribonucleic acid and often the hydrogen acceptors and energy molecules such as adenosine triphosphate. These four categories of macromolecules are essential components of cells and present in the food groups that we ingest.

27. Monomers and the Condensation Reaction Monomers are small molecules that combine together by dehydration, the removal of water, to make the carbohydrates, lipids and proteins of cellular macromolecules. The dehydration reaction is also called a condensation reaction, a similar concept to the condensation of water that forms on the outside of glasses of iced drinks in the summer time. In a condensation reaction the hydroxide is removed from one monomer and the hydrogen from another, producing water and establishing a single covalent bond between the monomers; this continues until a large molecule is produced. The exception is that nucleic acids to not undergo a dehydration reaction.

28. Monosaccharides, Polysaccharides and Carbohydrates A prevalent monomer of many carbohydrates is glucose, an aldohexose with the functional groups of an aldehyde carbonyl and five hydoxyls. When dry glucose is a linear molecule; in solution glucose forms a hexagonal hemiacetal. The hydroxyl of Carbon 1 of one glucose molecule is removed and the hydrogen of Carbon 4 of another glucose molecule is removed in a condensation reaction to make the acetal structure of the disaccharide. Occasionally, there is a 1→6 condensation reaction to produce a branch point along the polysaccharide.

29. Storage Carbohydrates In both plants and animals, carbohydrates are used as energy storage, with plants using starch as long term energy storage to fuel the growth of the seedling and animals using glycogen as short term energy storage. glycogen

30. The Perils of Lecturing ■How did it feel to be a student in this course? ■What did the instructor do that made you feel this way? ■What suggestions would you have for improving this course?

31. Student and Faculty Perspectives ■Deaf students are your best sources for information on how to best teach deaf students! ■When you train faculty, make sure you include a panel discussion by deaf students on what they need to be successful. ■Invite faculty with experience in teaching deaf students to share what they have discovered for helping their students to succeed.

32. Student Perspectives ■https://www.deaftec.org/classact/perspectives/stu dents/231https://www.deaftec.org/classact/perspectives/stu dents/231 ■https://www.deaftec.org/classact/perspectives/stu dents/232https://www.deaftec.org/classact/perspectives/stu dents/232 ■https://www.deaftec.org/classact/perspectives/stu dents/223https://www.deaftec.org/classact/perspectives/stu dents/223 ■https://www.deaftec.org/classact/perspectives/stu dents/201https://www.deaftec.org/classact/perspectives/stu dents/201

33. Faculty Perspectives ■https://www.deaftec.org/classact/perspectives/tea chers/242https://www.deaftec.org/classact/perspectives/tea chers/242 ■https://www.deaftec.org/classact/perspectives/tea chers/244https://www.deaftec.org/classact/perspectives/tea chers/244

34. Challenges and Solutions T-Charts ■Take five minutes to talk to your group about new insights you may have. Add more ideas to your challenges and solutions t-charts.

35. Top Ten Things List ■Read and review the Top Ten Things List. ■Compare this list to your challenges-solutions chart. ■Talk with your group. Did we leave out anything important? Are there items on the list we could revise? What items on the list would you emphasize? ■Have someone from your group share a summary of your group’s discussions with the larger group.

36. Plan for Change and Evaluations ■For your Plan for Change form, describe how DeafTEC would be able to partner with you and your institution. ■Return the white copy and keep the yellow copy for yourself. ■Please complete workshop evaluations and turn in before leaving.

37. We want to hear from you! ■Leslie Hussey, Adjunct Faculty and DeafTEC Project Coordinator & Trainer at Austin Community College - leslie.hussey@austincc.eduleslie.hussey@austincc.edu ■Caroline K. Koo, Adjunct Faculty and DeafTEC Trainer at Austin Community College, ckoo12@austincc.edu ckoo12@austincc.edu ■Patricia Phelps, Biology Professor and DeafTEC Trainer at Austin Community College, pphelps@austincc.edu pphelps@austincc.edu ■Erika Shadburne, Assistant Dean, Arts and Humanities, Associate Professor, ASL- ESOL and DeafTEC PI at Austin Community College, erika.shadburne@austincc.eduerika.shadburne@austincc.edu ■Katie Romano, DeafTEC Specialist at Harper College, kromano@harpercollege.edukromano@harpercollege.edu