careers and increased their interest in both. Most students were interested in finding out what the STEM career involved and in seeing the professional at work as well as in learning about the emergence of the professional’s interest in STEM and in factors that maintained their interest. Other areas of interest included becoming aware of the challenges and obstacles the various professionals encountered and how they overcame them and in getting advice about what to do and think about when pursuing STEM and a STEM career. Although this was a small study, it provides valuable informa- tion about the value STEM career stories told by professionals who are Deaf or hard of hearing add to the learning of students. Additional testing with middle grade and high school students is underway. Outcomes will provide additional information about implementation and effectiveness of the stories. PRODUCT INFORMATION The stories were developed by TERC and Bridge Multimedia. They were funded in part by the National Science Foundation, Grant No. DRL-2005511. Video versions are available free from https://signsci.terc.edu/SWS/index.html. They can also be used on phones and tablets using a Web browser. REFERENCES Bureau of Labor Statistics, U.S. Department of Labor. (2023). Occupational Outlook Handbook , [Fastest Growing Occupations]. Retrieved from: https://www.bls.gov/ooh/ fastest-growing.htm
National Center for Science and Engineering Statistics (NCSES). (2023). Diversity and STEM: Women, minorities, and persons with disabilities: 2023 . Special Report NSF 23-315. Alexandria, VA: National Science Foundation. Available at https://ncses. nsf.gov/wmpd. National Center for Science and Engineering Statistics (NCSES). (2021). National survey of college graduates: 2019 . NSF 22- 310 Alexandria, VA: National Science Foundation. Available at https://ncses.nsf.gov/pubs/nsf22310/. National Science Board, National Science Foundation. (2021). The STEM labor force of today: Scientists, engineers and skilled technical workers. Science and Engineering Indicators 2022 . NSB-2021-2. Alexandria, VA. Available at https://ncses. nsf.gov/pubs/nsb20212. Vesel, J., Nave, B. & Robillard, T. (2023a. STEM workforce stories for adolescents who are deaf or hard of hearing project . Primary Evaluation Report. Retrieved from: https://sign- sci.s3.amazonaws.com/publications/Primary_Evaluation_ Report_June_2023.pdf Vesel, J., Robillard, T. & Nave, B. (2021). Identifying factors influencing individuals who are deaf or hard of hearing becoming interested in pursuing a STEM career [White Paper]. Retrieved from: https://sign-sci.s3.amazonaws.com/ publications/STEM_Careers_White_Paper_FINAL.pdf
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from: http://udlguidelines.cast.org
Creswell, J., & Plano Clark, V.L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Gallaudet University. (2012). Workshop for emerging deaf and hard of hearing scientists [White Paper]. Retrieved from: http://doit-prod.s.uw.edu/accesscomputing/sites/default/ files/WhitePaper-Final_Gallaudet_Emerging_Sci_2_15_13- 1.pdf Jenson, R. J., Petri, A. N., Day, A. D., Truman, K. Z., & Duffy, K. (2011). Perceptions of self-efficacy among STEM students with disabilities. Journal of Postsecondary Education and Disability, 24 (4), 269-283. Retrieved from: https://files.eric. ed.gov/fulltext/EJ966129.pdf Johnson, R. B., Onwuegbuzie, A. J., & Turner, L.A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1, 112-133. Retrieved from: https:// journals.sagepub.com/doi/10.1177/1558689806298224
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