Abstract
Overall, science teaching at the university level has remained in a relatively static state. There is much research and debate among university faculty regarding the most effective methods of teaching science. But it remains largely rhetoric. The traditional lecture model in STEM higher education is limping along in its march toward inclusion and equity. The NGSS and Common Core reform efforts do little to help university science teachers to change their orientation from largely lecture-driven practice with laboratory supplements. While it is impossible to address all diverse student groups, the need for accommodations tend to be overlooked. As a Deaf student and advocate, I felt responsible to share recommendations from this perspective regarding how exclusionary or inclusive National Reforms in Science Education can be.
Highlights
“I didn’t think Deaf people could be scientists,” said another young, Deaf female
Like many educators in higher education, I reached a point in my STEM educator role at the National Technical Institute for the Deaf (NTID) where further professional growth would best be reached through a Doctorate of
I offer my own reflections as a STEM educator to my fellow colleagues for how STEM faculty can support all students, those of the Deaf community
Summary
“I didn’t think Deaf people could be scientists,” said another young, Deaf female. It was a statement that provoked me to internalize the responsibility that comes with the privilege of being one of the few Deaf, female scientists in the chemistry workforce—and with such a privilege comes great responsibility. With this newfound sense of responsibility, I became determined to increase visibility of Deaf women within this field, I decided to leave my industrial career and enter academia.
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