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A Transition Community for Deaf and Hard of Hearing Students in Engineering Programs

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Creating Equity Through Structure and Pedagogy

Tagged Topics

Diversity and ASEE Diversity Committee

Page Count

10

Permanent URL

https://peer.asee.org/29742

Download Count

10

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Paper Authors

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Raja S. Kushalnagar Gallaudet University Orcid 16x16 orcid.org/0000-0002-0493-413X

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Gary W Behm Rochester Institute of Technology (CET)

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Abstract

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.

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. https://peer.asee.org/29742

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