Kushalnagar, R. S., & Behm, G. W. (2018, June), A Transition Community for Deaf and Hard of Hearing Students in Engineering Programs   Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29742

\bibitem{asee_peer_29742}
  Kushalnagar, R. S., \& Behm, G. W. (2018, June), \emph{A Transition Community for Deaf and Hard of Hearing Students in Engineering Programs }
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--29742

Raja S. Kushalnagar and Gary W Behm.  "A Transition Community for Deaf and Hard of Hearing Students in Engineering Programs ".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/29742 Internet.  14 Dec, 2024

\bibitem{asee_peer_29742}
  Raja S. Kushalnagar and Gary W Behm.
  "A Transition Community for Deaf and Hard of Hearing Students in Engineering Programs ".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/29742 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_29742
author = "Raja S. Kushalnagar and Gary W Behm"
title = "A Transition Community for Deaf and Hard of Hearing Students in Engineering Programs "
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29742}
number = {10.18260/1-2--29742}
}

TY  - CPAPER
AB  - Deaf and hard of hearing (DHH) students are underrepresented and less successful compared to their hearing counterparts in Engineering programs, as they tend to have less academic readiness.  They also generally have lower ACT scores and lower content knowledge for introductory courses.  DHH students face difficult adjustments in handling the demands and expectations of college level classes and specifically introductory mathematics courses. As a result, without appropriate support, most DHH students fail to succeed in introductory mathematics courses in their first year. 
For this group of underprepared students, a transitional community and transitional engineering course has been shown to significantly improve their academic success. This paper describes 1) how the establishment of a community of peers with an appropriate academic support structure improves graduation persistence, 2) how a transition engineering program with an appropriate support structure improves success in succeeding in engineering and 3) resources available for instructors who have DHH students in the classroom.

AU  - Raja S. Kushalnagar
AU  - Gary W Behm
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - A Transition Community for Deaf and Hard of Hearing Students in Engineering Programs 
UR  - https://peer.asee.org/29742
DO  - 10.18260/1-2--29742
ER  -