skip to main content

Title: Improving Video-Conference Workshops Through an Intersectionality Lens
This paper reports on workshops developed as part of an NSF ADVANCE Partnership project focused on faculty salary equity titled Let’s Talk Money (LTM). The LTM workshops are conducted via video conferencing to a mixed audience of deaf, hard-of-hearing, and hearing participants from three partner universities. The aim is to train and support teams of administrators and faculty in using a collaborative process to build knowledge and understanding of the institutional compensation system, and take action to improve salary-related policies, perceptions, leadership skills, and community engagement. The workshops prepare the partner institutions to engage in salary equity efforts and demonstrate best practices in teamwork. Guiding principles used in creating the workshop content include - Collaboration between diverse stakeholders - Providing accessible and clear communication for all - Addressing and challenging “unstated assumptions” - Recognizing the emotions surrounding the subject of salary and equity Over the first year of the project, the workshops presented communication and facilitation challenges with this audience. American Sign Language (ASL) interpreting within multiple breakout rooms of mixed-hearing-status participants was of varying effectiveness, and workshop facilitators struggled to attend to requests regarding interpreting in real time. Formative assessment based on observations of the project evaluation team and open feedback channels with participants from our partner universities allowed us to quickly identify these problems and collaboratively determine ways to improve. Thus, revisions were made to the workshop design and “run of show” support documentation, including a backchannel communication method among the presentation team, reminders to enable auto-transcription as a backup for interpreting, and real-time checking on quality of ASL interpretation. These changes improved the workshop experience for all participants, not only those who are deaf or hard-of-hearing. Ensuring that communication is clear supports inclusivity for everyone while paving the way for full participation and richer discussions.  more » « less
Award ID(s):
Author(s) / Creator(s):
; ; ; ; ; ;
Date Published:
Journal Name:
ASEE annual conference exposition proceedings
Page Range / eLocation ID:
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. This paper describes the framework and processes of a multi-faceted salary equity initiative in which a team of administrators and faculty developed a process to conduct annual salary equity studies for faculty and disseminate findings to the campus. Program elements include a request for proposals and associated evaluation rubric, executive summaries, campus presentations of salary studies, and workshops for faculty and salary decision-makers to increase understanding of the university’s faculty compensation system. As a result of this program university-level salary studies continue, faculty and administrators have embarked on additional collaborations to address faculty salary, and transparency of university pay practices has increased. This paper offers lessons learned and tangible steps for stakeholders at other campuses seeking to implement a salary equity initiative, including organizational documents and guidelines. 
    more » « less
  2. Videoconferencing usage has surged in recent years, but current platforms present significant accessibility barriers for the 430 million d/Deaf or hard of hearing people worldwide. Informed by prior work examining accessibility barriers in current videoconferencing platforms, we designed and developed Jod, a videoconferencing platform to facilitate communication in mixed hearing groups. Key features include support for customizing visual layouts and a notification system to request attention and influence behavior. Using Jod, we conducted six mixed hearing group sessions with 34 participants, including 18 d/Deaf or hard of hearing participants, 10 hearing participants, and 6 sign language interpreters. We found participants engaged in visual layout rearrangements based on their hearing ability and dynamically adapted to the changing group communication context, and that notifications were useful but raised a need for designs to cause fewer interruptions. We provide insights for future videoconferencing designs and conclude with recommendations for conducting mixed hearing studies. 
    more » « less
  3. As many as three million school age children between the ages of 5 and 14 years, live with severe to profound hearing loss in Nigeria. Many of these Deaf or Hard of Hearing (DHH) children developed their hearing loss later in life, non-congenitally, hence their parents are hearing. While their teachers in the Deaf schools they attend can often communicate effectively with them in dialects of American Sign Language (ASL), the unofficial sign lingua franca in Nigeria, communication at home with other family members is challenging and sometimes non-existent. This results in adverse social consequences including stigmatization, for the students.With the recent successes of AI in natural language understanding, the goal of automated sign language understanding is becoming more realistic using neural deep learning technologies. To this effect, the proposed project aims at co-designing and developing an ongoing AI-driven two-way sign language interpretation tool that can be deployed in homes, to improve language accessibility and communication between the DHH students and other family members. This ensures inclusive and equitable social interactions and can promote lifelong learning opportunities for them outside of the school environment.

    more » « less
  4. Little is known about how information to the left of fixation impacts reading and how it may help to integrate what has been read into the context of the sentence. To better understand the role of this leftward information and how it may be beneficial during reading, we compared the sizes of the leftward span for reading-matched deaf signers ( n = 32) and hearing adults ( n = 40) using a gaze-contingent moving window paradigm with windows of 1, 4, 7, 10, and 13 characters to the left, as well as a no-window condition. All deaf participants were prelingually and profoundly deaf, used American Sign Language (ASL) as a primary means of communication, and were exposed to ASL before age eight. Analysis of reading rates indicated that deaf readers had a leftward span of 10 characters, compared to four characters for hearing readers, and the size of the span was positively related to reading comprehension ability for deaf but not hearing readers. These findings suggest that deaf readers may engage in continued word processing of information obtained to the left of fixation, making reading more efficient, and showing a qualitatively different reading process than hearing readers.

    more » « less
  5. An inclusive science, technology, engineering and mathematics (STEM) workforce is needed to maintain America’s leadership in the scientific enterprise. Increasing the participation of underrepresented groups in STEM, including persons with disabilities, requires national attention to fully engage the nation’s citizens in transforming its STEM enterprise. To address this need, a number of initiatives, such as AccessCSforALL, Bootstrap, and CSforAll, are making efforts to make Computer Science inclusive to the 7.4 million K-12 students with disabilities in the U.S. Of special interest to our project are those K-12 students with hearing impairments. American Sign Language (ASL) is the primary means of communication for an estimated 500,000 people in the United States, yet there are limited online resources providing Computer Science instruction in ASL. This paper introduces a new project designed to support Deaf/Hard of Hearing (D/HH) K-12 students and sign interpreters in acquiring knowledge of complex Computer Science concepts. We discuss the motivation for the project and an early design of the accessible block-based Computer Science curriculum to engage D/HH students in hands-on computing education. 
    more » « less