What considerations do you make when you want to divide the class into groups to work on an outside project? Is your approach different when the groups are working together during the class time?
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Biology, School of Life Sciences, College of Science
Hi I’m Doctor Dawn Carter. I teach biology in the school of life sciences in the College of Science. Initially I’d divided the class up into groups that I’d made and I put some of the deaf students with some hearing students and another group with other hearing students and had an interpreter each. And it turned out to be very difficult for everybody. The next time we did that, I said to them, “Well, hey what do you want to do?” And they said, “Well we’d rather worth together with both interpreters.” So the interpreters get a bit of a break and we can work things out together. But what they ask for was their tutor to come in. And I managed to arrange that for them and that seemed to work out better. Again, its communication and asking them what’s going to work.
Information Science and Technologies, Golisano College
I'm Michael Floeser, I work over in the Golisano College in the Information Science and Technologies Department. My preference is for the students to be happy when they're working so I leave it up to them to divide themselves up. Generally, projects, programming projects, the deaf students will all group together. Sometimes they're like, "Nope, no, I want to be the only deaf student in a hearing group. I want to interact with that because I am always in the deaf or hard of hearing group and we're all signing. I want to learn how to be in the hearing group." So it's like, Okay. We have one of those this quarter. So it's like, alright good. I let them divide up any way they want.