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Case

This week, Dan Reilly was not looking forward to his chemistry discussion section. As he entered the classroom, he knew what was going to happen. It was the same issue every time.

Every two weeks, Professor Sylvia O’Rourke’s chemistry class had a session of what Professor O’Rourke called “challenge problems.” Dan had another word for them, but he did not share his opinion – even with his interpreter, Jane McIntosh, who accompanied him to every class.

Jane had majored in English as an undergraduate and gone on to become a sign language interpreter. Although her vocabulary was extensive, chemistry was like a foreign language to her. There had been several times so far during a lecture when she had difficulty translating. She wished that the professor would talk a bit more slowly.
 
Jane and Dan sat down near Dan’s discussion group. The TA nodded to them as they entered and said something to Jane.

As the TA began to write out the day’s problem on the board, Jane’s fingers began flying. “Whichever group solves today’s challenge problem first will have five points of extra credit.”

The group around Dan turned to each other. Mitch Cottrell took out a sheet of paper, straightened his striped collar unconsciously, and looked around at the group, ignoring Dan. “So, what do you guys think we should do?”

“I think we have to start by figuring out what poly(acetylene) is,” Shania Skylar suggested, tucking a black curl behind her ear. She took out her textbook and shuffled through the pages of the chapter on polymers. “See – acetylene, there,” she pointed, “but what...”

Jane didn’t know signs for acetylene or poly(acetylene), so she had to spell them out. “A-c-e-t-y-l...”

“O.K.,” Dan signed. He moved over so that he could see the book.
 
“What should the structure of poly(acetylene) be?” Mark Amery scratched his crew cut.

“I think we can tell if we check our notes and draw it out,” replied Mitch. He turned towards a nearby blackboard. “Professor O’Rourke showed us how to make poly(ethylene) from ethylene... Don’t you think it might be the same idea?”

Jane began spelling again. By the time she was halfway through, Mark and Mitch were arguing about the mechanism of the polymerization reaction. Soon they moved on to trying to figure out the mistake that the chemist who synthesized poly(acetylene) had made, and to devise a correct synthesis for the desired product, engaging in a lively dialogue. The TA was talking with another group.

In frustration, Dan walked back to his desk and opened his own textbook. He took out a pen and paper. Jane followed him and watched as he sat silently for a few moments. “Do you want me to keep signing?” she asked.

“Wait a minute,” replied Dan. He looked closely at the textbook description of addition polymerization. Slowly and steadily he worked through the problem. The mistake and its solution became glaringly obvious.

As Dan and Jane walked back to the group, there was a commotion at the front of the room. Another group had won.

Case
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Before you read the sample analysis for this case, you may want to consider the following questions.

Case
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An Example Case Analysis
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An Example Case Analysis

Some Issues Raised By the Case:

The TA may be engaging in poor classroom practice by setting up a time competition on a problem where time to solution is not relevant. In addition, the TA, the professor, and the interpreter are not collaborating to make sure that Dan is included in the course. Dan may be tired of having to advocate for himself, or he may be resigned to the situation. However, Dan appears to have an aptitude for chemistry. Unfortunately, his teammates are unable to benefit from his knowledge because they are ignoring him – perhaps, because they are uncomfortable communicating with students with hearing disabilities.

Possible Discussion Questions:

• What could the TA have done at the beginning of the class to help his students learn to work with Dan? What could Sylvia O’Rourke have done? How could they have made their expectations clear?
• Why might Dan not have shared his feelings with Jane, his teammates, or his instructors?
• Why are the other students ignoring Dan and Jane?
• What responsibility does Sylvia O’Rourke have to ensure that Dan is able to participate fully in her class?
• How could the professor, TA and interpreter have worked together to optimize Dan’s learning experience?
• What is the role of the university support services in resolving these kinds of communication problems?

A Possible Set of Responses and Their Consequences:

1. Response : The instructors could reassess the original intent of the time-based competition and consider alternative techniques for having students complete challenge problems. There are a variety of students in the class and, while Dan’s problems with this approach might be the most obvious, there are probably other students who are also disadvantaged by this competition.
               
Consequences : Alternative techniques are likely to provide the TA with a better assessment of student learning and create a more meaningful learning experience for the students.

2. Response : Share the content with the interpreter in advance of the class meeting so she is familiar with the terminology and better prepared to present the problem and follow-up discussion to Dan.

Consequences : There will be a better accommodation for Dan without the appearance that he is getting “special treatment.”

3. Response : Sylvia O’Rourke could have communicated directly with Dan’s TA to establish effective mechanisms for including Dan in the challenge problem experience. An option might have been to have his group meet outside of class so that Dan and his interpreter could talk with the group about how to best include Dan in the conversation.

Consequences : All the students would benefit from Dan’s understanding of chemistry, and they would learn how to communicate with a hearing impaired colleague. The students would have to devote more time to their challenge problem. However, Dan’s group would be better prepared to work together, having taken the time to develop a communication strategy.  
 
4. Response : The TA could contact the disability services center, and ask for advice on how to best accommodate Dan in the classroom.

Consequences : The TA would get expert support and would learn new strategies to include hearing-impaired students in the classroom.  The TA would need to devote time and energy beyond the normal expectations of the job to get help. 

Case
Worksheet
An Example Case Analysis
Useful Resources

Useful Resources

Reaching All Students: A Resource Book for Teaching in Science, Technology, Engineering and Mathematics (STEM)

• Students of Different Backgrounds
• Moving Forward
• Group Work
• The First Day

Diversity Institute Literature Review

• Biewert, C. (2002). Making accomodations for students with disabilities: A guide for faculty and graduate student instructors. (CRLT occasional paper) Ann Arbor, MI:: University of Michigan.
• University of Washington. (2004). Teaching and learning @ UW: A handbook for teaching assistants Retrieved September 15, from http://www.washington.edu/doit/Stem/