Chemical and biological research with deaf and hard-of-hearing students and professionals: Ensuring a safe and successful laboratory environment

Sign Language Incorporation in Chemistry Education (SLICE): Building a Lexicon to Support the Understanding of Organic Chemistry

Historically, deaf and hard-of-hearing students (D/HH) who solely rely on an interpreter during organic chemistry lecture courses at the Rochester Institute of Technology consistently performed below the average in the class. A barrier attributed to this D/HH student performance is the lack of standardized methods in sign language to effectively communicate the organic chemistry terminology. As such, our group worked to address this challenge through a deliberate effort to develop a lexicon of insightful signs/classifiers that convey organic chemistry vocabulary as well as descriptive expansions to demonstrate challenging concepts. We will share our remarkable findings after the signs were developed and implemented, and the implications sign language incorporation in education could have on how we teach all students enrolled in STEM disciplines in the future.

Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters

Deaf undergraduates are eager to engage in research but often feel marginalized due to lack of appropriate accommodations to allow for effective communication within heterogeneous research teams consisting of hearing peers and/or mentors. In this case study, we interviewed four American Sign Language (ASL) interpreters who provided full-time accommodations to teams consisting of one deaf student and two hearing peers during a six-week internship. We queried the interpreters on their role and experiences in supporting the research teams. Our findings indicate that the interpreters can be a valuable asset to heterogeneous teams by supporting both deaf and hearing individuals and advocating for the deaf student. That said, interpreters also had to overcome challenges unique to interpreting in the research environment, such as deciding when and how to interpret. The insights provided by the interpreters interviewed here are valuable as undergraduate research programs evaluate how to provide appropriate accommodations to deaf students engaged in research. In addition, they also highlight the need for research experience coordinators and mentors to consider supporting diverse teams in developing effective communication strategies and applying universal design for learning to the research environment.