Undergraduate Research Involving Deaf and Hard-of-Hearing Students in Interdisciplinary Science ProjectsReport as inadecuate




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Education Sciences, v5 n2 p146-165 Jun 2015

Scientific undergraduate research in higher education often yields positive outcomes for student and faculty member participants alike, with underrepresented students often showing even more substantial gains (academic, professional, and personal) as a result of the experience. Significant success can be realized when involving deaf and hard-of-hearing (d/hh) undergraduate students, who are also vastly underrepresented in the sciences, in interdisciplinary research projects. Even d/hh Associate degree level students and those in the first two years of their postsecondary careers can contribute to, and benefit from, the research process when faculty mentors properly plan/design projects. We discuss strategies, including the dissemination/communication of research results, for involving these students in research groups with different communication dynamics and share both findings of our research program and examples of successful chemical and biological research projects that have involved d/hh undergraduate students. We hope to stimulate a renewed interest in encouraging diversity and involving students with disabilities into higher education research experiences globally and across multiple scientific disciplines, thus strengthening the education and career pipeline of these students.

Descriptors: Undergraduate Students, Student Research, Deafness, Hearing Impairments, Interdisciplinary Approach, Science Projects, Inclusion, Disproportionate Representation, Information Dissemination, Disabilities, Associate Degrees, Chemistry, Biological Sciences, Program Effectiveness

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Author: Pagano, Todd; Ross, Annemarie; Smith, Susan B.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2756&id=EJ1117237







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