ArticleCBE life sciences education2018
Welcoming Deaf Students into STEM: Recommendations for University Science Education.
Article in CBE life sciences education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
19 citing papers in PubMed, 61 citations in OpenAlex.
- From Accommodation to Anticipation: A Philippine Deaf-Ready STEM Teaching Framework.CBE life sciences education · 2026Article
- Adjustment to the learning environment among university students who are deaf or hard of hearing.The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings · 2025Article
- Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education.CBE life sciences education · 2024Article
- Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research.CBE life sciences education · 2024Article
- Illuminating the deaf experience at STEM conferences.Nature reviews. Chemistry · 2024Article
- Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature.CBE life sciences education · 2024Review
- Inclusive Research Environments for Deaf and Hard of Hearing English Speakers.CBE life sciences education · 2024Article
- Student-centered factors influencing inclusion in biomedical majors among first-year undergraduate students.PloS one · 2024Article
- The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses.CBE life sciences education · 2023Article
- Inclusive teaching at your fingertips.Nature reviews. Chemistry · 2023Article
- Mathematics anxiety in deaf, hard of hearing, and hearing college students.Annals of the New York Academy of Sciences · 2022Article
- Students with Disabilities in Life Science Undergraduate Research Experiences: Challenges and Opportunities.CBE life sciences education · 2022Article
- Opening the Pathway: An Example of Universal Design for Learning as a Guide to Inclusive Teaching Practices.CBE life sciences education · 2022Article
- "How Do We Do This at a Distance?!" A Descriptive Study of Remote Undergraduate Research Programs during COVID-19.CBE life sciences education · 2022Article
- Sign Language Incorporation in Chemistry Education (SLICE): Building a Lexicon to Support the Understanding of Organic Chemistry.Journal of chemical education · 2022Article
- COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions.CBE life sciences education · 2021Article
- Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities.CBE life sciences education · 2020Article
- Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters.Journal of microbiology & biology education · 2020Article
- A review of mentoring deaf and hard-of-hearing scholars.Mentoring & tutoring · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We also discuss the importance of including deaf scientists in research about deaf individuals.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.