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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.
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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
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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.
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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
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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
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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
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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 teacherChris Colbert-interpreter
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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
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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
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Students and Interpreters
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Interpreting Students
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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
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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
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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/comets7.html & http://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/ B.C. Seal Best Practices in Educational Interpreting
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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-9733566NSF REU, RET
James Madison University
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Overall
Start small
Expand – improve – expand resources
Have faculty who are truly interested in the outcome of the project
Faculty initiated, student supported = FUN