1. Example of Broadening Participation through a CAREER Award  CAREER Award to Gina MacDonald, James Madison University, began June 1998  Became a Presidential Early Career Award for Scientists and Engineers in 1999  Dr. MacDonald provided the following presentation.

2. Facts  65,000 (1996) K-12 students in U.S. with significant hearing loss  81% educated in local schools special teaching, speech language therapy, educational interpreting, amplification  Lack of Science Knowledge of Interpreters translates to fewer deaf students in the sciences

3. Facts  Advisors and administrators in public schools counsel deaf students away from laboratory sciences. They may fear that the students could be in danger  Severe shortage of science teachers in deaf schools more serious than the shortage of science teachers in hearing schools advanced sciences are often not offered in deaf schools.

4. Solutions?  Interpreter training in the laboratory new environment new language  Involve Deaf undergraduates students in research  Encourage high school students and teachers  Supportive environment for research students

5. JMU Strengths  Research with undergraduates = Teaching  Summer Research 14 years  NSF-REU Site approximately 10 years  Education and Outreach to Local Schools  Outstanding Communication Sciences and Disorders Department

6. Research, Education, Outreach - NSF-CAREER- REU-RET  Involving undergraduates in research  Supporting New and Senior Faculty  Involving high school teachers in research Excited science teacher = excited students Involving high school students in research  Used active summer research foundation provided by the REU for trial outreach programs

7. Evolution of the Program (note first two summers PECASE funding only)  Summer 2 Mike Marzolf Dorothy Wynne –MSSD Jason Dietz – high school  Summer 1 Mike Marzolf –VSDB teacher Laurie Kain, JMU undergraduate – wanted to be a teacher Chris Colbert-interpreter  

8. Evolution of the Program  Summer 3 – 2000 - The Brave new World Teacher + interpreting student (RET supplement to Chem- REU) Interpreter trainee and Faculty (JMU funding) 3 Gallaudet Students (MacDonald- PECASE)   Summer 4 (2001) – We have arrived? REU, match, additional: 2 interpreting students, 3 college students, K-12 teacher Program is fully integrated into the REU Site program additional faculty mentor = EXPANSION

9. Current Goals  Encourage ALL students to continue in the sciences Important experiences for all hearing students  Expand research opportunities for teachers opportunity to update and share their scientific skills with high school students and undergraduates  Familiarize the next generation of interpreters and educators with the laboratory Scientists are really not that unusual

10. Students and Interpreters

11. Interpreting Students

12. What Have We Learned?  To recruit Deaf students into the sciences Need interpreters comfortable with the language and laboratory Direct interaction of faculty with students works best

13. Benefits  Hearing students more likely to include students with disabilities in their future careers  Retains and excites teachers and students  Similar techniques can be used to incorporate any minority or disabled student Long way to go before the population is reflected in the scientific community  Opportunity to learn about culture - language

14. Resources  Brenda C. Seal, Dorothy Wynne, and Gina MacDonald*(2002) Journal of Chemical Education, 79, 239-243.  Teaching Chemistry to Students With Disabilities http://membership.acs.org/C/CWD/teaching/start.htm  Dr. Harry Lang – http://www.rit.edu/~comets/pages/featurespages/newsletters/comets 7.html & http://www.rit.edu/~490www/Individuals/langh.html http://www.rit.edu/~comets/pages/featurespages/newsletters/comets 7.htmlhttp://www.rit.edu/~490www/Individuals/langh.html  Caccamise and Lang Signs for Science and Mathematics: A Resource Book for Teachers and Students  http://www.gallaudet.edu/ http://www.gallaudet.edu/  B.C. Seal Best Practices in Educational Interpreting

15. ACKNOWLEDGEMENTS  Student Interpreters Lacey Hansen, Heather Hogston, Cristin Crabtree, Alexis Thompkins  Chris Colbert- Interpreter  Teachers Dorothy Wynne, Michael Marzolf, Yuko Suguiko, Deidra Coles  Gallaudet and RIT students: Ron Petruchi, Michael Wynne, Daniel Lundberg, Natalie Ludwig, Amber Marchut, Marcy Knox NSF-MCB-9733566 NSF REU, RET James Madison University

17. Overall  Start small  Expand – improve – expand resources  Have faculty who are truly interested in the outcome of the project  Faculty initiated, student supported = FUN