Sign Language Incorporation in Chemistry Education (SLICE) at the University-Level
Streaming Media
Location
Gallaudet University - JSAC Multipurpose Room
Start Date
3-3-2024 2:30 PM
End Date
3-3-2024 3:00 PM
Description
Deaf and hard-of-hearing students (D/HH) rely on an interpreter during a chemistry lecture deal with a significant number of challenges since most teaching methods favor auditory learning. One major barrier for D/HH students is the lack of standardized methods in sign language to effectively communicate the chemistry terminology. Our group worked to address this challenge through a deliberate effort to develop a lexicon of insightful signs and classifiers that convey organic chemistry vocabulary as well as descriptive expansions to demonstrate challenging transition state concepts. This talk will showcase our methods and findings after the signs were developed, implemented in the classroom, and disseminated to our interpreters. We will discuss the impact that SLICE is having on, not only the D/HH students in the class, but also its reception by the rest of the students in the course. We will highlight the implications such endeavors can have on building bridges among the instructors, students, and interpreters when holistically adopted.
Recommended Citation
Collison, Christina and Sheikh, Asma, "Sign Language Incorporation in Chemistry Education (SLICE) at the University-Level" (2024). Global Year of STEM Sign Language. 10.
https://ida.gallaudet.edu/global_STEM_signlanguage/STEM_signlanguagesummit/day_2/10
Sign Language Incorporation in Chemistry Education (SLICE) at the University-Level
Gallaudet University - JSAC Multipurpose Room
Deaf and hard-of-hearing students (D/HH) rely on an interpreter during a chemistry lecture deal with a significant number of challenges since most teaching methods favor auditory learning. One major barrier for D/HH students is the lack of standardized methods in sign language to effectively communicate the chemistry terminology. Our group worked to address this challenge through a deliberate effort to develop a lexicon of insightful signs and classifiers that convey organic chemistry vocabulary as well as descriptive expansions to demonstrate challenging transition state concepts. This talk will showcase our methods and findings after the signs were developed, implemented in the classroom, and disseminated to our interpreters. We will discuss the impact that SLICE is having on, not only the D/HH students in the class, but also its reception by the rest of the students in the course. We will highlight the implications such endeavors can have on building bridges among the instructors, students, and interpreters when holistically adopted.
