Disability DCL: Transforming the Chemistry Experience for Deaf and Hard of Hearing Students via the Design, Implementation, and Evaluation of a Descriptive Sign Language Lexicon

该项目旨在通过改善聋人和听力困难（D/HH）学生在本科化学课程中的课堂体验来服务于国家利益。重要的是，该项目有可能扩大对STEM的参与，并有助于创造一个更加多样化，具有全球竞争力的STEM劳动力。追求STEM职业的D/HH学生面临的最大挑战之一是缺乏正式的STEM标志术语。因此，改善化学课堂文化，通过正式的标志纳入D/HH学生变得更加包容和欢迎是这个项目的核心。该创新项目旨在开发和实施直观传达概念和术语的化学符号，以便：（i）在各种化学课程中增加D/HH学生的认知和情感收益，（ii）当教师和口译团队促进STEM符号纳入时，改善D/HH课堂文化和包容性实践，和（iii）提高D/HH社区内化学术语的标准化和传播。该项目的成功将提供一个更好的理解的方式，科学是教D/HH学生和潜在的通知听觉学习者的教育实践。该项目旨在解决与学习化学作为一个D/HH的学生，特别是因为它涉及到化学课程缺乏正式的标志词汇相关的挑战。该项目的目标将是：（1）为一般，有机和生物化学课程开发直观地传达这些课程中教授的概念和术语的符号词典;（2）维持D/HH学生和口译员持续使用新化学符号的方法;（3）将新开发的符号分发给D/HH学生，教师和STEM社区的口译员;和（4）评价和评估努力的有效性，因为它们与D/HH学生的成功，自我效能，科学身份和归属感，而在化学课程序列注册。将使用定量和定性评估工具来处理形成性和总结性评价和评估活动。 该项目的成果将通过讲习班、同行评审的出版物、会议介绍和ASLcore网站广泛传播，以提高科学和技术认识。NSF IUSE：EDU计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by improving the classroom experience for Deaf and Hard of Hearing (D/HH) students in their undergraduate chemistry courses. Importantly, this project has the potential to broaden participation in STEM and contribute to creating a more diverse, globally competitive STEM workforce. One of the greatest challenges for D/HH students pursuing STEM careers is the lack of formalized STEM sign terminology. Thus, improving the chemistry classroom culture to become more inclusive and welcoming of D/HH students through formalized sign incorporation is central to this project. The innovative project aims to develop and implement chemistry signs that intuitively convey the concepts and terms in order to: (i) increase cognitive and affective gains among D/HH students in a variety of chemistry courses, (ii) improve D/HH classroom culture and inclusion practices when the faculty and interpreter teams facilitate STEM sign incorporation, and (iii) improve standardization and propagation of chemistry terminology within the D/HH community. The project’s success will afford a greater understanding of the manner in which science is taught to D/HH students and potentially inform education practices for auditory learners. The project intends to address the challenges associated with learning chemistry as a D/HH student, particularly as it pertains to the lack of a formalized sign lexicon in chemistry courses. The goals of the project will be to: (1) develop sign lexicons for general, organic, and biochemistry courses that intuitively convey the concepts and terms taught in these courses; (2) sustain a method for continual use of the new chemistry signs among D/HH students and interpreters; (3) distribute the newly developed signs to D/HH students, instructors, and interpreters in the STEM community; and (4) evaluate and assess the effectiveness of efforts as they relate to D/HH student success, self-efficacy, science identity, and sense of belonging while enrolled in the chemistry course sequence. A combination of quantitative and qualitative assessment tools will be used to address both formative and summative evaluation and assessment activities. The results of the project will be disseminated broadly to enhance scientific and technological understanding via workshops, peer-reviewed publication, conference presentations, and the ASLcore website. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.