Adapting Experiential Learning to Develop Problem-Solving Skills in Deaf and Hard-of-Hearing Engineering Students

Area of Science:

• Engineering Education
• STEM Inclusion
• Accessibility in Higher Education

Background:

• Deaf and hard-of-hearing (DHH) individuals are significantly underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields.
• This underrepresentation may stem from challenges in developing and retaining crucial mathematical and problem-solving skills.
• Addressing these skill gaps is vital for improving DHH participation in STEM professions.

Purpose of the Study:

• To develop and evaluate an intervention for first-year DHH students in postsecondary STEM programs.
• The intervention aimed to enhance problem-solving skills through experiential learning and adapted industrial best practices.
• To assess the immediate and long-term retention of these developed skills.

Main Methods:

• An industrial engineering laboratory setting with manufacturing and warehousing simulations was utilized.
• Students participated in team-based, real-world problem-solving activities.
• A structured Plan-Do-Check-Act (PDCA) methodology was adapted for DHH students to document and communicate their problem-solving process.

Main Results:

• Students who underwent the intervention demonstrated a 14.6% improvement in problem-solving proficiency compared to a control group.
• The observed improvement in problem-solving skills was retained at 6 months post-intervention.
• Skill retention was further confirmed at the 12-month follow-up mark.

Conclusions:

• Experiential learning incorporating industrial best practices effectively enhances problem-solving skills in DHH STEM students.
• The adapted PDCA approach provides a viable framework for DHH students to engage with and document complex problem-solving tasks.
• This intervention shows promise for improving the preparation and retention of DHH individuals in postsecondary STEM education, potentially mitigating underrepresentation.