1686 Views
  1. Judy Vesel
  2. Principal Investigator
  3. Presenter’s NSFRESOURCECENTERS
  4. TERC
  1. M. Clark
  2. https://www.lamar.edu/fine-arts-communication/deaf-studies-deaf-education/faculty-and-staff-directory/diane-clark.html
  3. Department Chair and Professor
  4. Presenter’s NSFRESOURCECENTERS
  1. Tara Robillard
  2. https://www.terc.edu/profiles/tara-robillard/
  3. Lead Researcher
  4. Presenter’s NSFRESOURCECENTERS
  5. TERC

Increasing STEM Signing Knowledge of Undergraduate Student Interpreters

NSF Awards: 1703343

2020 (see original presentation & discussion)

Undergraduate

This video will showcase the unique and innovative features of a Signing Bioscience Dictionary (SBD) that was developed in the context of an IUSE Level 1 Exploration and Design project for undergraduate students enrolled in Lamar University’s Interpreter Training Program (ITP) to increase their American Sign Language (ASL) life science vocabulary. The video will highlight the need for the dictionary and process used for term selection. It will show the principles of Universal Design for Learning (UDL) that have been integrated into the interface. It will also share the methodology and findings from a formative evaluation in the context of three primary research questions used to investigate use and effectiveness in increasing knowledge and ability to sign life science terms and capacity to accurately and clearly interpret content taught in undergraduate biology courses. Comments and images of students using the SBD and instructors working with them will be integrated into the video. Emphasis on approaches used for design of the SBD as well as research findings will be relevant for those involved in preparing undergraduate ITP students to accurately and fluently interpret STEM content in pre-college and college settings. Expected learning objectives are for viewers involved in various aspects of interpreter training to become aware of the features of the new technology and ways of integrating it into ITP programs so as to create learning experiences that will lead to more students who are deaf or hard of hearing enrolled in STEM courses and pursuing STEM careers.

 

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Original Discussion from the 2020 STEM For All Video Showcase
  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 4, 2020 | 08:45 a.m.

    Welcome to our video of the Increasing STEM Signing Knowledge of Undergraduate Student Interpreters project! We hope watching it is both useful and informative. Please join the Discussion and let us know what you noticed, found interesting or valuable, enjoyed or learned.

    Judy Vesel, Principal Investigator; M. Diane Clark, Co-principal Investigator, Tara Robillard, Lead Researcher

     
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    Kristin Flaming
  • May 5, 2020 | 01:40 p.m.

    Great project. Thanks for sharing!

  • Small default profile

    Andrea Nodal

    Researcher
    May 4, 2020 | 07:05 p.m.

    This is absolutely amazing and I actually cannot believe I have just stumbled upon this. I have just earned a bachelors degree in marine biology, and about 9 months ago started an interpreter program. I fully intend to finish the program and become an interpreter but I was thinking endlessly about how I could combine it with my science background, especially with the lack of signs for more specific biological terms. I would love to learn more about this and get involved in some way if that is possible. 

     
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    Discussion is closed. Upvoting is no longer available

    Sasha Palmquist
    Kate Meredith
    Lorna Quandt
  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 5, 2020 | 09:11 a.m.

    Andrea: Thank-you for the note. We are always looking for practitioners who are interested in working with us. I've added your name to our database and will contact you in the near future as our work proceeds. You can also check our Signing Math & Science Facebook page for postings about our research needs.

     

     
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    Jessica Kaelblein
  • Icon for: M. Clark

    M. Clark

    Co-Presenter
    May 5, 2020 | 09:28 a.m.

    Interpreters with backgrounds like yours are a plus at the college level where deaf students are in hearing universities and taking STEM content.  Get certified and consider that kind of opportunity.

     

     
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    Kristin Flaming
  • Icon for: Lisa Dierker

    Lisa Dierker

    Higher Ed Faculty
    May 5, 2020 | 11:11 a.m.

    Very exciting project! Warmest congratulations. How do you choose what to add to the Signing Bioscience Dictionary? Would you be open to including additional terms relevant to statistics education? 

     
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    Kristin Flaming
  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 5, 2020 | 11:26 a.m.

    Lisa: We have a complex process for selecting terms. In a nutshell it involved identifying terms used in Campbell Biology, the text used in Lamar's undergraduate introductory biology course, identifying those that were incorporated into one of our signing dictionaries, and including terms that were needed for understanding the meaning of terms. This version of the BSD is a prototype. We have an extensive preliminary list of additional terms to include in a subsequent version. We are interested in expanding this list to include additional categories such as  terms relevant to statistics.

     
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    Kristin Flaming
  • Icon for: michael canale

    michael canale

    Higher Ed Administrator
    May 5, 2020 | 11:45 a.m.

    How have you collaborated with the Deaf community to determine the agreed-upon sign for these terms? 

     
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    Lorna Quandt
  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 6, 2020 | 09:10 a.m.

    Michael: I would like to add that the prototype SBD incorporates terms from our published series of signing dictionaries (available from our project Web site). The signs for these were researched and developed by members of the deaf community, including scientists, researchers, and educators. They also drew on corpura of signs already developed. This was a rather complex process that is described in detail in our publications and evaluation reports (also available from our project Web site).

  • Icon for: M. Clark

    M. Clark

    Co-Presenter
    May 5, 2020 | 11:49 a.m.

    Excellent question.  

    Yes, as any deaf related research must include deaf collaborators.  One member was accidentally left off of this presentation.  Dr. Amber Marchutt has a background in biology and has taught science in the classroom.  Dr. Katie Cue worked with us as well as Amber on identifying the correct way to sign these terms. Katie has also taught science to deaf children.

    naturally it is always a work in progress.  Prior to COVID 19 we were planning to change some signs, again based on collabortion with deaf researchers.

     
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    Sasha Palmquist
    Kristin Flaming
  • Icon for: M. Clark

    M. Clark

    Co-Presenter
    May 5, 2020 | 11:51 a.m.

    oops -- forgot to add that we have yet to redo these signs because we could not get into the studio to work on them.

    But again, it is always a work in progress

    Thanks for the question

  • Icon for: Monica VanDieren

    Monica VanDieren

    Higher Ed Faculty
    May 5, 2020 | 12:47 p.m.

    What an interesting and important research project!  I am sharing this video with a student of mine who is studying ASL on her own and plans to go to graduate school in the sciences.  Thank you so much for sharing your work!

    You might be interested in my team's presentation as well.  While we do not focus explicitly on accessibility of STEM educational materials, we are using 3D-printed solids in multivariable calculus as a way for students to engage physically with the mathematical concepts.  And your video reminds me that we need to be more intentional about making the educational materials that we develop accessible to a broad community of learners.

     
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    Sasha Palmquist
  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 5, 2020 | 12:50 p.m.

    Monica: Thank-you for sharing our work with your student. I'll take a look at your video.

  • Icon for: Jody Paul

    Jody Paul

    Higher Ed Faculty
    May 5, 2020 | 02:09 p.m.

    Thank you for this very meaningful contribution!

    Is an implication of this work that there is a need for discipline-specific dictionaries (for computer science, mechanical engineering, etc.) as well as discipline-specific training?

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 6, 2020 | 09:15 a.m.

    Jody: Our initial research indicates that there is a need for signing dictionaries, if not discipline-specific, that focus on terms used in other disciplines and interpreter training. As our work proceeds, we intend to examine this need in greater detail.

  • Icon for: M. Clark

    M. Clark

    Co-Presenter
    May 5, 2020 | 02:19 p.m.

    I think you have made an important point.  I know that several different groups are working on developing discipline-specific corpuses (is that the plural--checked and it can be or corpora--learned something!) This need is driven by the exciting increase in the number of deaf individuals entering into diverse fields.  As technology increases access, deaf individuals have more opportunities.

     
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    Sasha Palmquist
  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 5, 2020 | 02:49 p.m.

    I would like to add that we need to do additional research to identify how to organize the next iteration of the SBD and create other signing dictionaries that incorporate terms, definitions, and illustrations from other disciplines. Our ongoing research and development will likely incorporate many of the signs for terms being developed by other groups and examine the the training that is needed.

     
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    Sasha Palmquist
  • Icon for: Overtoun Jenda

    Overtoun Jenda

    Facilitator
    May 5, 2020 | 04:53 p.m.

    This is just wonderful. Any plans to scale this up to math and chemistry etc?

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 6, 2020 | 09:22 a.m.

    Overtoun: We are planning on conducting further research to establish specific needs in other disciplines and to help us figure out how to structure a series of signing dictionaries that incorporates terms from other disciplines with the overall goal of offering a set of signing STEM dictionaries for interpreters and others in the 12+ community to draw on.

     
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    Sasha Palmquist
  • Icon for: Joe Heimlich

    Joe Heimlich

    Researcher
    May 5, 2020 | 05:45 p.m.

    This is such a great project, Judy. And it reveals how important this type of resource and study for and on interpreters is for science learning in all settings. Thank you!

     
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    Sasha Palmquist
  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 6, 2020 | 09:23 a.m.

    Joe: I'm so glad you find our work of interest!

  • Small default profile

    Monica Bradsher

    Researcher
    May 5, 2020 | 10:52 p.m.

    What a great project

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    1You've made a fine contribution to STEM education that will help both hearing-impaired students and their interpreters.Not surprising that the students often couldn't keep up with the speed of the lecture. Just as with a foreign language, there needs to be pre-teaching of the relevant vocabulary and students practicing making the signs they will see before they view the lecture. I think the video might be improved by showing best practices of using these wonderful new tools with a class that includes deaf or hearing -impaired students.

     
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    Sasha Palmquist
  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 6, 2020 | 09:29 a.m.

    Monica: Thank-you for the suggestion. The next step in our research is to establish a beginning set of best practices. When we have these, we'll be able to incorporate them into our offerings.

  • Small default profile

    Randall Terry

    Higher Ed Administrator
    May 6, 2020 | 09:41 a.m.

    Very informative and professionally produced video.  Super work by TERC and Dr. Clark and her colleagues and students at Lamar.  This is important work that has potential to significantly benefit those with speech and hearing impairments in the sciences. 

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 6, 2020 | 10:19 a.m.

    Randy: Thank-you for your contribution. I'm so glad you are pleased with the outcome.

  • Icon for: M. Clark

    M. Clark

    Co-Presenter
    May 6, 2020 | 11:37 a.m.

    Thanks Randall

    it is great working with you as the subject matter expert and the students really learned a great deal of biology!

     

  • Icon for: michael canale

    michael canale

    Higher Ed Administrator
    May 6, 2020 | 12:27 p.m.

    In terms of best practices, this may be helpful. 

    At UMBC all of our Deaf students are studying computer science, engineering, biology, and chemical engineering. We have an inhouse dictionary of signs we have used and links to other dictionaries. Each interpreter for these highly contextualized classes has to review the content vocabulary and hold an office hour with the student each week to review vocabulary. This is paid time and is invaluable to their language output. In addition, it reinforces the English vocabulary  that is what will appear on the exam 

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 6, 2020 | 01:35 p.m.

    Michael: This is good to know. Thank-you for sharing it with us.

  • Icon for: Kate Meredith

    Kate Meredith

    President - GLAS Education
    May 6, 2020 | 01:15 p.m.

    Can you provide more detailed information about how you developed the dictionaries?

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 6, 2020 | 01:34 p.m.

    Kate: This might be more than you're asking for, but this is how we approached development of the prototype.

    Preparing the SBD involved the Lamar team in reviewing the glossary entries in Campbell Biology, 8th Edition to identify an initial set of terms. This text was selected because it is used at Lamar for their undergraduate biology course. The review resulted in a list of 1,455 terms that were submitted to the TERC team with the terms organized by text chapter. The TERC team then identified those bioscience terms in the list that are included in video versions of TERC’s Signing Life Science Dictionary (SLSD), Signing Physical Science Dictionary (SPSD), Signing Earth Science Dictionary (SESD) and/or Signing Science Dictionary (SSD).  This resulted in 648 of the terms identified in the Lamar list to include in the prototype SBD. It also resulted in the identification of an additional 932 signing dictionary terms that were not in the Lamar list and are necessary for fully understanding the meaning of a dictionary term or content directly related to a term. This resulted in a final list of 1,580 terms to incorporate into the prototype SBD.

    The Lamar team then used the Campbell Biology chapter headings to create content categories for the 648 terms from the text that had been incorporated into the final list. Review of the additional terms drawn from the signing dictionaries with respect to their fit with a category, resulted in the TERC team creating a modified set of categories that included most of the terms identified for inclusion in the prototype SBD. It also resulted in 387 terms that did not clearly fit into a category and would appear in the letter list only. The final list of 12 categories that emerged and the number of terms in each category was as follows: Animal Structure & Function (252), Atomic & Molecular Structure (72), Cellular Structure & Function (84), Ecology & Ecosystems (141), Energy & Magnetism (18), Evolution & Diversity (92), Health (58), Heredity & Genetics (84), Matter & Substances (144), Plant Structure & Function (100), Reproduction (51), Scientific Methods, Measures & Tools (95). TERC’s Web Designer then adapted the existing video interface for the SLSD, as it was the source dictionary for the majority of terms, to create the interface for the SBD.

     
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    Sasha Palmquist
  • Icon for: michael canale

    michael canale

    Higher Ed Administrator
    May 6, 2020 | 01:30 p.m.

    Sure, we used our local deaf resources from NSA, NASA, and Gallaudet for any established signs. We also worked with one of our interpreters who is a certified deaf interpreter (CDI) to work with our deaf students and interpreters to come up with a sign that we couldn't find that would be linguistically correct and conceptually accurate. I will be adding this dictionary to our resources.     

  • Icon for: Jeanne Reis

    Jeanne Reis

    Facilitator
    May 8, 2020 | 04:36 p.m.

    Michael, are the UMBC dictionaries public, or internal resources only?

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 9, 2020 | 09:40 a.m.

    Jeanne: I hope you received a response from Michael. He is not a member of our team so I'm really not sure how this works. In any event, if you do not hear from him, I suggest contacting him via UMBC.

     
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    Jeanne Reis
  • Icon for: Richard Ladner

    Richard Ladner

    Professor Emeritus
    May 6, 2020 | 02:57 p.m.

    Great project.  This is one of the few ASL dictionaries I know of that uses signing avatars.  Most use human signers.  Why were avatars chosen instead of human signers?  Is there any evidence that the avatars are more effective for learning signs than human signers?

     

    Thanks

     
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    Lorna Quandt
  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 6, 2020 | 03:43 p.m.

    Richard: We began our research and development years ago when avatars were not used for  much of anything and the Internet was not even available. In fact, we had to explain what an avatar was.  We have not specifically researched effectiveness of the use of avatars for learning signs compared to use of human signers. What we know is that students find the avatars fun and easy to use. They most enjoy use of the interactive features and range of characters. We also know that some adults who are used to human signers would prefer human signers. This does not exactly answer your question but gives you some of the essentials of what we have discovered in this regard over the years.

     
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    Discussion is closed. Upvoting is no longer available

    Lorna Quandt
    Sasha Palmquist
  • Icon for: Richard Ladner

    Richard Ladner

    Professor Emeritus
    May 6, 2020 | 03:50 p.m.

    Judy, thanks for the explanation.

  • Icon for: John Fraser

    John Fraser

    President & CEO
    May 6, 2020 | 05:18 p.m.

    I guess this isn't helpful to the discussion. This project in genius and so necessary for a fully inclusive higher education program. I'm so glad you got funding to do this work. 

     
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    Jill Rhoden
  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 7, 2020 | 09:29 a.m.

    John: Thank-you for letting us know. We appreciate it.

  • Icon for: Sasha Palmquist

    Sasha Palmquist

    Facilitator
    May 7, 2020 | 12:15 a.m.

    This is a fantastic project! It was a pleasure to learn about your work and as many others have already noted in this discussion, I am eager to know what additional contributions your team will continue to make in the future. 

    And now for my question: I appreciate the discussion above about the opportunities and challenges of expanding this work to other disciplines. I am also curious about the implications of developing something like this to support interpretation of informal science learning experiences-- particularly table-top science demonstrations like those found on museum explainer carts or at science festivals? 

  • Icon for: Tara Robillard

    Tara Robillard

    Co-Presenter
    May 7, 2020 | 03:00 p.m.

    Hi Sasha - Thank you for your question.  Following up on Judy's response I also wanted to let you know that you (and others) can find out more about the Six Signing Glossaries that we developed for informal science educational settings in a video that was featured in last years STEM for ALL Video Showcase.  https://videohall.com/p/1365 

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 7, 2020 | 09:52 a.m.

    Sasha: We learned from development of our series of signing dictionaries for use in grades K-12 that they are also useful for creating access to STEM content in informal settings. This resulted in a series of six signing glossaries that are specific to the content encountered in each of the six informal STEM educational learning environments. It may be that signing dictionaries such as the SBD are useful in informal settings as is or require modification. We intend to examine this in detail as our work progresses.

  • May 7, 2020 | 02:39 p.m.

    This is fantastic! I am a chemistry graduate student and I started to take ASL classes because I noticed the necesity of interpreters in scientific conferences and even for specific courses so I find this project great. I would like to get involved so I could learn more vocabulary and use it to increase the deaf community participation in STEAM. 

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 7, 2020 | 02:51 p.m.

    Liz: We are always interested in connecting with individuals who are interested in working with us on our projects. I have added you to our database and will be in contact as our needs evolve.

  • Icon for: Jeanne Reis

    Jeanne Reis

    Facilitator
    May 8, 2020 | 12:46 p.m.

    Thanks for sharing your project. I have a few questions!

    First, I wonder if the avatars in your dictionary feature the grammatical elements of ASL that appear on the face, as these markers are required elements for accurate expression of many signs. If not, is that in the works? Would you consider implementing the types of technology shown in the Signing Avatars project video (https://stemforall2020.videohall.com/presentati...), or collaborating with that team?

    I'm also wondering if you consult other dictionaries or resources that share STEM signs in ASL. In the ASL Clear project, which I lead (https://aslclear.org/app/#/), we've benefitted greatly by consulting with both US-based and international resources, such as Spread the Sign https://www.spreadthesign.com/en.us/search/. So I wonder if you've found other resources beneficial as well. 

     

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 8, 2020 | 01:30 p.m.

    Jeanne: We always do our best to take advantage of existing resources and integrate them into our work and to consider new collaborations. Regarding facial expression, this has been a component of Vcom3D's (developers of the avatars) ongoing research. As the technology has advanced, they have been able to integrate this aspect into their signing. As it continues to advance, we (and others) will be able to continue in this direction.

  • Icon for: Alison Billman

    Alison Billman

    Researcher
    May 8, 2020 | 08:24 p.m.

    This is such an important area of work! For me it is very interesting to hear that knowing vocabulary is not enough, but that the interpreters would benefit from a deeper understanding of the science. While you are focused on supporting interpreters, one of your key findings is not that different from what we have learned about science instruction=>knowing and being able to define words is related to but not sufficient for deeply understanding science concepts. This is so interesting! I wish you continued success!

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 9, 2020 | 09:38 a.m.

    Alison: Yes, our research in formal and informal settings also shows that vocabulary is an important component, but not sufficient.

  • Icon for: Mark Bealo

    Mark Bealo

    Higher Ed Faculty
    May 10, 2020 | 07:38 p.m.

    Wonderful project! I'm immediately sharing this with our interpreters. Such a valuable resource!

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 11, 2020 | 08:37 a.m.

    Mark: Thank-you for the feedback. I hope your interpreters find the information helpful.

  • May 12, 2020 | 11:29 a.m.

    A great resource that is very needed and freely available anywhere.  Nice work.  Thank you for outlaying the problem, your solution, its features and the types of data you collect and the research questions it answers.  Does the web portal provide you with analytics for the types of traffic? How often? From where? etc.? 

  • Icon for: M. Clark

    M. Clark

    Co-Presenter
    May 12, 2020 | 12:28 p.m.

    Thanks for the feedback.  I am going to ask Judy and Tara about the analytics--is that collected?

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 12, 2020 | 12:53 p.m.

    Michael: Our site does collect some material about use. However, in all honesty, it is not as detailed as we would like. This is something we plan on addressing when TERC reopens after the shut down.

  • Icon for: Dennis Sunal

    Dennis Sunal

    Higher Ed Faculty
    May 12, 2020 | 12:24 p.m.

    Thank you for the work completed. A needed resource for teachers that does need to be expanded. An NSF project completed in the 1980s attempted a similar expanded signing resource "Science Adapted for the Hearning Impaired" for grades 3-7; SPI-8005450. The project national field trial included Gallaudet College in Washington DC and was in use in a number of state schools at the time.

  • Icon for: M. Clark

    M. Clark

    Co-Presenter
    May 12, 2020 | 12:28 p.m.

    Thank you for that information and the feedback

     

  • Icon for: Viviana Vazquez

    Viviana Vazquez

    May 12, 2020 | 04:21 p.m.

    Thank you for sharing this valuable resource! This is something that I am sure so many will benefit from, and something that will open the door for more inclusion in the STEM field. 

  • Icon for: Judy Vesel

    Judy Vesel

    Lead Presenter
    Principal Investigator
    May 12, 2020 | 04:31 p.m.

    Viviana: We hope you are correct and that it will serve this purpose.

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