The Influence of a Blind Professor in a Bioengineering Course.

Biomedical Engineering Education
Benjamin R GreenvallMona S Minkara

Abstract

Although there is increasing literature on blind and visually impaired students in science, technology, engineering, and mathematics (STEM), there is a prevalent gap in the literature regarding STEM educators who are blind or visually impaired. This account aims to partially fill this gap by presenting the methodology and implementation of teaching by Dr. Mona Minkara, a blind bioengineering professor, as well as the tangible outcomes of this approach. We discuss the efforts taken by Dr. Minkara and a team of access assistants to develop accessible methods for teaching a largely visual course, including the use of assistive technologies, such as alternative text, braille, and text-to-speech software. Outside perspectives from teaching assistants, access assistants, and students are also discussed. Student feedback was collected in an end-of-term survey and analyzed to obtain quantitative and qualitative data. Evidenced by student feedback on their experience, we demonstrate that Dr. Minkara's visual impairment altered student perceptions about blindness in education and led to a more interactive and engaging learning environment for her students. This evidence also shows that students were overwhelmingly in support of more blin...Continue Reading

References

May 14, 2014·Proceedings of the National Academy of Sciences of the United States of America·Scott FreemanMary Pat Wenderoth

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