Award Abstract # 0307602
Eliminating Communication and Technological Barriers to STEM Education

NSF Org: DRL
Division of Research on Learning in Formal and Informal Settings (DRL)
Recipient: ROCHESTER INSTITUTE OF TECHNOLOGY
Initial Amendment Date: June 12, 2003
Latest Amendment Date: August 8, 2005
Award Number: 0307602
Award Instrument: Continuing Grant
Program Manager: Gregg Solomon
gesolomo@nsf.gov
 (703)292-8333
DRL
 Division of Research on Learning in Formal and Informal Settings (DRL)
EDU
 Directorate for STEM Education
Start Date: September 1, 2003
End Date: August 31, 2007 (Estimated)
Total Intended Award Amount: $883,883.00
Total Awarded Amount to Date: $899,723.00
Funds Obligated to Date: FY 2003 = $282,449.00
FY 2004 = $300,602.00

FY 2005 = $316,672.00
History of Investigator:
  • Marc Marschark (Principal Investigator)
    MEMRTL@RIT.EDU
  • Jeff Pelz (Co-Principal Investigator)
  • Linda Siple (Former Co-Principal Investigator)
Recipient Sponsored Research Office: Rochester Institute of Tech
1 LOMB MEMORIAL DR
ROCHESTER
NY  US  14623-5603
(585)475-7987
Sponsor Congressional District: 25
Primary Place of Performance: Rochester Institute of Tech
1 LOMB MEMORIAL DR
ROCHESTER
NY  US  14623-5603
Primary Place of Performance
Congressional District:
25
Unique Entity Identifier (UEI): J6TWTRKC1X14
Parent UEI:
NSF Program(s): RESEARCH ON LEARNING & EDUCATI
Primary Program Source: app-0403 
04000405DB NSF Education & Human Resource

app-0405 
Program Reference Code(s): 9177, 9251, SMET
Program Element Code(s): 166600
Award Agency Code: 4900
Fund Agency Code: 4900
Assistance Listing Number(s): 47.076

ABSTRACT

The researchers propose to study the impact that new display technologies in classroom have on hearing-impaired students. They will conduct a series of experiments using videotape and eye-tracking technology that will investigate the extent to which visual technologies may place additional cognitive burdens on such students in STEM classrooms. They draw on the literatures on divided attention, interference, and the effects that utilizing competing modalities has for integrating information. The investigators will be able to track individual students' attention and document, for example, precisely what information they receive when gazing at the interpreter, when they look away to view the visual display, and what information they receive from it. The researchers can compare these informational transcripts against those received by other students (hearing and hearing-impaired) as well as against the complete record of communication. They will be able to compare the efficacy with which different students deal with these competing input-streams. They hope to identify strategies by which learners and educators can enhance learning through the coordination of visual technologies and interpreting.

PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH

Note:  When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

Marschark, M., Rhoten, C., Fabich, M. "Effects of cochlear implants on children's reading and academic achievement" Journal of Deaf Studies and Deaf Education , 2007
Marschark, M., Rhoten, C., Fabich, M. "On Ethics and Deafness: Research, Pedagogy, and Politics" Deafness and Education International , 2007

Please report errors in award information by writing to: awardsearch@nsf.gov.

Print this page

Back to Top of page