What does it mean to be a full participant in a faculty-student partnership? We tackled this question by considering disability identity and communication access as pivotal mindsets in facilitating not only pedagogical change in the college classroom, but also student transformation into change agents. Via a series of semester-long FLCs, we used a partnership model to develop strategies aimed at increasing interaction and inclusion in postsecondary courses (Schley et al., 2021). The student partners were all deaf or hard of hearing (DHH), with a diverse set of communication preferences. Faculty partners were also diverse: some were DHH though most were hearing; disciplinary areas included math and statistics, engineering, visual arts, psychology, and developmental writing.

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Department, Program, or Center

Master of Science in Secondary Education (NTID)


RIT – Main Campus