Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters

Deaf undergraduates are eager to engage in research but often feel marginalized due to lack of appropriate accommodations to allow for effective communication within heterogeneous research teams consisting of hearing peers and/or mentors. In this case study, we interviewed four American Sign Languag...

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Autores principales:	Laura E. Ott, Linda C. Hodges, William R. LaCourse
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/7f0814b90d6443a5926c49a5d3779870
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spelling	oai:doaj.org-article:7f0814b90d6443a5926c49a5d37798702021-11-15T15:04:41ZSupporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters10.1128/jmbe.v21i1.19431935-78851935-7877https://doaj.org/article/7f0814b90d6443a5926c49a5d37798702020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.1943https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Deaf undergraduates are eager to engage in research but often feel marginalized due to lack of appropriate accommodations to allow for effective communication within heterogeneous research teams consisting of hearing peers and/or mentors. In this case study, we interviewed four American Sign Language (ASL) interpreters who provided full-time accommodations to teams consisting of one deaf student and two hearing peers during a six-week internship. We queried the interpreters on their role and experiences in supporting the research teams. Our findings indicate that the interpreters can be a valuable asset to heterogeneous teams by supporting both deaf and hearing individuals and advocating for the deaf student. That said, interpreters also had to overcome challenges unique to interpreting in the research environment, such as deciding when and how to interpret. The insights provided by the interpreters interviewed here are valuable as undergraduate research programs evaluate how to provide appropriate accommodations to deaf students engaged in research. In addition, they also highlight the need for research experience coordinators and mentors to consider supporting diverse teams in developing effective communication strategies and applying universal design for learning to the research environment.Laura E. OttLinda C. HodgesWilliam R. LaCourseAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Laura E. Ott Linda C. Hodges William R. LaCourse Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters
description	Deaf undergraduates are eager to engage in research but often feel marginalized due to lack of appropriate accommodations to allow for effective communication within heterogeneous research teams consisting of hearing peers and/or mentors. In this case study, we interviewed four American Sign Language (ASL) interpreters who provided full-time accommodations to teams consisting of one deaf student and two hearing peers during a six-week internship. We queried the interpreters on their role and experiences in supporting the research teams. Our findings indicate that the interpreters can be a valuable asset to heterogeneous teams by supporting both deaf and hearing individuals and advocating for the deaf student. That said, interpreters also had to overcome challenges unique to interpreting in the research environment, such as deciding when and how to interpret. The insights provided by the interpreters interviewed here are valuable as undergraduate research programs evaluate how to provide appropriate accommodations to deaf students engaged in research. In addition, they also highlight the need for research experience coordinators and mentors to consider supporting diverse teams in developing effective communication strategies and applying universal design for learning to the research environment.
format	article
author	Laura E. Ott Linda C. Hodges William R. LaCourse
author_facet	Laura E. Ott Linda C. Hodges William R. LaCourse
author_sort	Laura E. Ott
title	Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters
title_short	Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters
title_full	Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters
title_fullStr	Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters
title_full_unstemmed	Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters
title_sort	supporting deaf students in undergraduate research experiences: perspectives of american sign language interpreters
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/7f0814b90d6443a5926c49a5d3779870
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Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters

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