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Example of Broadening Participation through a CAREER Award

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. Facts.

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Example of Broadening Participation through a CAREER Award

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  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 1 • Mike Marzolf –VSDB teacher • Laurie Kain, JMU undergraduate – wanted to be a teacher • Chris Colbert-interpreter • Summer 2 • Mike Marzolf • Dorothy Wynne –MSSD • Jason Dietz – high school  

  8. 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 Evolution of the Program

  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/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

  15. 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 ACKNOWLEDGEMENTS James Madison University

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

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