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.
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