Sign Language Incorporation in Chemistry Education (SLICE): Building a Lexicon to Support the Understanding of Organic Chemistry

• Kaitlyn Clark ^[1] ; Asma Sheikh ^[1] ; Jennifer Swartzenberg ^[1] ; Ashley Gleason ^[1] ; Cody Cummings ^[1] ; Jonathan Dominguez ^[1] ; Michelle Mailhot ^[1] ; Christina Goudreau Collison ^[1]
  1. [1] Rochester Institute of Technology

     Rochester Institute of Technology

     City of Rochester, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 1, 2022, págs. 122-128
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Historically, deaf and hard-of-hearing students (D/HH) who solely rely on an interpreter during organic chemistry lecture courses at the Rochester Institute of Technology consistently performed below the average in the class. A barrier attributed to this D/HH student performance is the lack of standardized methods in sign language to effectively communicate the organic chemistry terminology. As such, our group worked to address this challenge through a deliberate effort to develop a lexicon of insightful signs/classifiers that convey organic chemistry vocabulary as well as descriptive expansions to demonstrate challenging concepts. We will share our remarkable findings after the signs were developed and implemented, and the implications sign language incorporation in education could have on how we teach all students enrolled in STEM disciplines in the future.