Annual Report of Achievements

Transcription

October 1, 2011-September 30, 2012
Fiscal Year 2012
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Cover 4.indd 2
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October 1, 2011-September 30, 2012
Fiscal Year 2012
Front matter.indd 1
1/8/13 10:14 AM
Front matter.indd 2
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Table of Contents
Letter to Secretary Duncan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Fiscal Year 2012 Highlights. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Definitions of Terms Used . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
About Gallaudet University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
I. II. III. IV. Mission Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vision Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Gallaudet Credo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
History of Gallaudet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The first 100 years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A time of expansion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
V. Pictorial History of Diplomas and Institutional Name. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
VI. Fast Facts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Location. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Website. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Founded. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Public Service. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Enrollment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Alumni. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Employees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Annual University Tuition and Room and Board (Academic Year 2011-2012). . . . . . . . . . . . . . . . .
Funding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Endowment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fundraising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Community Impact. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
VII. Accreditation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
VIII. Board of Trustees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Executive Committee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Additional Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Voting Trustees Public Members. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IX. The Office of Diversity and Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Special presentations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Education and professional development offerings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Internal studies and institutional activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Campus events. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
X. Climate Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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25
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26
26
26
26
27
27
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27
28
29
29
30
30
31
31
31
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Performance Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
I.
Education of the Deaf Act Reporting Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
From the EDA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
From the EDA on Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
II. Government Performance Results Act Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Program Goal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
37
38
39
39
Gallaudet Strategic Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
I. Brief History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Strategic Plan Goal A: Enrollment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
I. Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
II. Recruitment of a Diverse Student Body. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
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Strategic Plan Goal B: Persistence and Graduation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
I. Persistence and Graduation Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
II. Support Programs and Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Academic Advising Office. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Tutorial & Instructional Programs (TIP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Athletics and Intramural Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Career Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
First Year Study Tour. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .126
Mental Health Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Office for Students with Disabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Office of Residence Life and Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Office of Student Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Office of Campus Ministries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Student Centered Programs and Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Supporting a Multicultural Campus Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Multicultural Student Programs (MSP) and the Office of Diversity and
Equity for Students (ODES). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Strategic Plan Goal C: Resource Efficiency. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
I. II. III. IV. V. Recent Resource Efficiency Steps. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fiscal Year 2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fiscal Year 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fiscal Year 2010 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Employee Demographics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Development and Alumni Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
FY 2012 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Gallaudet University 2022 Campus Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Communication Access—Gallaudet Interpreting Service. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
135
135
136
137
139
145
145
148
150
Strategic Plan Goal D: Academic Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
I. Program Prioritization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
II. Academic Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
III. Institutional Student Learning Outcomes: The General Studies Program and Literacy Measures. . . . . . .
IV. Bilingual Teaching and Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Gallaudet Scholarship of Teaching and Learning Initiative. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Bilingual Approaches Seminars. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Classroom Discourse Observation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ASL Materials Development Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Deaf Studies Digital Journal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
V. Academic Enrollment Trends. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
VI. Alumni Survey Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Post-graduation Employment Experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Employment Fields. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Internship Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Satisfaction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Hearing undergraduate outcomes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
155
156
156
158
162
162
162
162
162
163
164
169
169
169
169
169
170
Strategic Plan Goal E: Research and Outreach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
I. Research and Outreach Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
II. Research Priorities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
III. Students Actively Engaged in Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
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IV. Research and Scholarly Activities by Research Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Gallaudet Research Institute (GRI). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Rehabilitation Engineering Research Center on Hearing Enhancement (RERC-HE). . . . . . . . . . . 191
Science of Learning Center on Visual Language & Visual Learning (VL²) . . . . . . . . . . . . . . . . . . . 196
Brain and Language Laboratory (BL2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Technology Access Program (TAP). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
V. Academic Departments/Units. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Academic Advising. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Administration and Supervision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
ASL and Deaf Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Biology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Chemistry and Physics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Communication Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
Educational Foundations and Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
General Studies Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Government and History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Hearing, Speech, and Language Sciences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .244
Honors Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
Interpretation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
Linguistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
Mental Health Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Office for Diversity and Inclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Office of Academic Quality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
Office of Bilingual Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Office of the Dean, Graduate School and Professional Programs (GSPP). . . . . . . . . . . . . . . . . . . . 261
Office of the Provost. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
Philosophy and Religion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
Physical Education and Recreation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Social Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Theatre Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
World Languages and Cultures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
VI. Sponsored Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 280
Sponsored Programs: An Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Sponsored Programs: Research Compliance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282
Awards for Research Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Awards for Training, Scholarships, and Other Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
Proposals for Research Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290
Proposals for Training, Scholarships, and Other Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
VII. Outreach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Enrollment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Programs (reported alphabetically). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
v
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Table of Contents
Laurent Clerc National Deaf Education Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
I. Overview of the Clerc Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
FY 2012 Highlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
II. Education of the Deaf Act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Primary Responsibilities of the Clerc Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Reporting Requirements for the EDA. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
III. Public Input. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Clerc Center’s Response to Public Input. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Stages of the Public Input Process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Stage One: Public Input Critical Needs Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Stage Two: Identifying Strategic Goals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Public Input Respondent Demographics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IV. Strategic Plan Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Curriculum and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ASL Content Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Resources for Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Early Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Family and Professional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
V. Research Plan, Priorities, and Projects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Scope of the Research Agenda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Priority Research Areas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Priority Topic Area #1: Student Academic Achievement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Priority Topic Area #2: Evidence-Based Strategies and Resources for Deaf and
Hard of Hearing Students with Disabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Priority Topic Area #3: Early and Ongoing Intervention in Support of Linguistic Competence . . .
VI. Training and Technical Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Products and Publications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Outreach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Collaborations, Consultation, and Technical Assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Outreach Efforts by Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
FY 2012 Outreach Efforts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
VII. Demonstration Elementary and Secondary Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Implementing Standards-Based Instruction and Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Program Logic for the Standards-Based Reforms at the Clerc Center . . . . . . . . . . . . . . . . . . . . . . .
VIII. Accountability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Curriculum and Assessment Progress Accomplishments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Demonstration School Initiatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Adequate Yearly Progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IX. KDES Student Characteristics, Related Educational Services Received, and Achievement. . . . . . . . . . . .
Enrollment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Characteristics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Support Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Achievement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
X. MSSD Student Characteristics, Related Educational Services Received, and Outcomes. . . . . . . . . . . . . .
Enrollment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Characteristics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Support Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
317
317
318
318
319
320
320
321
324
324
325
327
328
330
331
332
333
336
336
336
338
342
344
347
347
348
348
348
351
353
354
354
354
354
358
360
360
361
363
364
364
364
366
368
369
369
369
371
372
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
vi
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“Revealing Hidden Truths”
Mikail Baptiste
Photography and Photoshop
Fiscal Year 2012 Highlights
This chapter contains a variety of numeric tables highlighting the activities of Gallaudet during the current year. Included are data on enrollment, demographics of undergraduate and graduate students, home states of students,
international students by country, students with cochlear implants, and data on entering students—including ACT
scores, applied/accepted/enrolled students, declared majors and minors. All of the data contained in this chapter was collected for the fall semester of Academic Year 2012-2013, which is the first quarter of Fiscal Year (FY)
2013. The data in subsequent chapters covers FY 2012.
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Definitions of Terms Used
Academic career – Academic career is a student’s type of academic pursuit—graduate, undergraduate, professional studies,
consortium, or English Language Institute.
Degree-seeking – For the purpose of this report, a student
enrolled and pursuing a course of study for a formal degree or
certificate program.
Academic year – At Gallaudet, the academic year is considered to be the fall, spring, and summer (September 1 through
August 30), unless otherwise noted. Academic Year is the
calendar by which courses are offered.
Distinct headcount – Enrollment determined by counting
each student only once.
Dual program enrollments – Those enrolled in two or more
programs.
Accepted – See “Admitted”
Admitted – A description of the subset of applicants offered
admission to a degree-granting or certificate program.
English Language Institute (ELI) – The English Language
Institute provides comprehensive immersion programs in English as a Second Language to international students.
Alumni – Students who received a degree, certificate, or other
formal award.
Enrolled – Enrolled students are those registered in any
course(s) offered by the university.
Applied – A description of a prospective student who has
completed an application for enrollment.
Enroute enrollment – Students completing a set of requirements for a second program while pursuing completion of
their primary program.
Bachelor of Arts in Interpretation (BAI) – The Bachelor of
Arts in interpretation program is open to deaf, hard of hearing,
and hearing undergraduates. Hearing undergraduates apply
directly to the BAI program, and are not counted toward the
hearing undergraduate cap, which limits to 5% the number of
the entering class who may be hearing.
First-time freshman – A completely new student at the
undergraduate level, including students enrolled in the fall
term who attended college for the first time in the prior summer term, and including students who entered with advanced
standing (college credits earned before graduation from high
school).
Census date – At Gallaudet the census date is the fifteenth
calendar day, including weekends, from the first day of class in
the fall and spring semesters, and is the day on which formal
student counts are produced.
Full-time – An undergraduate student enrolled for 12 or more
semester credits or 24 or more contact hours a week during the
fall, spring, or summer. Graduate students are considered fulltime if they are enrolled in nine or more semester credits.
Clerc Center – The Laurent Clerc National Deaf Education
Center is comprised of the Kendall Demonstration Elementary
School (KDES), the Model Secondary School for the Deaf
(MSSD), and the national mission of improving the quality of
education afforded to deaf and hard of hearing students from
birth to age 21 throughout the United States.
Graduate – A student who holds a bachelor’s degree or equivalent, and is taking courses at the post-baccalaureate level.
Graduation rate – Calculated, as required under the Student
Right-to-Know Act, as the total number of completers within
150% of normal time divided by the number in the cohort;
for example, those who complete a four-year degree within six
years.
Cohort – A specific group of students established for tracking
purposes, such as calculating retention and graduation rates.
An example is the six-year graduation rate of the full-time,
first-time freshmen cohort.
Hearing Undergraduate (HUG) – HUGs are hearing undergraduates enrolled in a degree-seeking undergraduate program.
Gallaudet adjusts the slots for potential newly enrolled hearing undergraduate students, by increasing or decreasing the
number of new applicants admitted, so that overall numbers
Completer – A student who receives a degree, diploma, certificate, or other formal award that is actually conferred.
3
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Program – A course of study within an academic career that
leads toward a bachelor’s, master’s, doctorate, or first-professional degree, or resulting in credits that can be applied to one
of these degrees.
of undergraduate students who are hearing does not exceed a
5% limit. The cap does not include hearing undergraduates
accepted into the Bachelor of Arts in Interpretation program.
New to career – An individual who is a graduate student,
undergraduate student, professional studies student, or English
Language Institute student who is in one of those programs for
the first time.
Retention rate – The percentage of first-time bachelor’s (or
equivalent) degree-seeking undergraduates from the previous
fall who are enrolled in the current fall.
New to program – An individual in a course of study for the
first time, regardless of whether the student is new or returning
from another academic career or program.
Second degree – An undergraduate student who has already
received a bachelor’s degree, and is pursuing another bachelor’s
degree.
Persistence – A measure of how many students return one
semester from a previous term.
Traditionally Underrepresented Groups (TUG) – A member
of one of the following racial or ethnic groups: African American/Black, Asian, American Indian/Alaska Native, Native
Hawaiian/Other Pacific Islander, Hispanic/Latino, or Two or
More.
Professional Studies (PST) – An array of professional development and outreach programs and services designed to
promote career development, advocacy and leadership abilities,
and other life-long learning. Programs and courses may be
offered for graduate, undergraduate, or non-degree professional studies credit and are held on-campus, online, or at sites
across the United States through collaboration with sponsoring
schools, programs, agencies, and Gallaudet regional centers.
Undergraduate – A student enrolled in a bachelor’s degree
program.
Data in this annual report cover several different “years.” Primarily the report covers Fiscal Year 2012 (from October 1, 2011 to
September 30, 2012). However, this one chapter (“FISCAL YEAR 2013 HIGHLIGHTS,”) covers the beginning quarter of fiscal
year 2013. Both of these periods are shown in the table below.
Partial Calendar
Year 2010 (by
month)
A
S
O
N
Calendar Year 2011 (by month)
D
Partial
Fiscal
Year
2010
J
F
M
A
M
J
J
A
S
O
Academic Year 2010-2011
Spring Semester
2011
N
D
J
F
M
A
M
J
J
A
S
Fiscal Year 2012 (Note: This report primarily covers
this time period.)
Fiscal Year 2011
Fall Semester 2010
Calendar Year 2012 (by month)
Fall Semester 2011
Spring Semester
2012
N
D
Partial
Fiscal Year
2013 (Note:
This chapter
primarily
covers
this time
period.)
Partial Academic
Year 2012-2013
Summer
2011
O
Summer
2012
Fall Semester 2012
4
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Fall 2012 Census University & Clerc Center Enrollment
Full-time
Undergraduate Degree-seeking
Part-time
Total
% of
Enrollment
1,045
52
1,097
Freshmen
321
9
330
Sophomores
225
2
227
Juniors
221
9
230
Seniors
266
27
293
12
5
17
0
20
20
1,045
72
1,117
321
125
446
0
17
17
321
142
463
24%
90
0
90
5%
0
4
4
0%
1,456
218
1,674
87%
94
0
94
150
0
150
TOTAL CLERC CENTER
244
0
244
13%
TOTAL UNDERGRADUATE, GRADUATE, ELI, & CLERC CENTER
1,700
218
1,918
100%
0
147
147
Second degree
Undergraduate Non Degree-seeking
TOTAL UNDERGRADUATE
Graduate Degree-seeking
Graduate Non Degree-seeking
TOTAL GRADUATE
English Language Institute
Consortium
TOTAL UNDERGRADUATE, GRADUATE, ELI & CONSORTIUM
Kendall Demonstration Elementary School
Model Secondary School for the Deaf
Professional Studies
1
58%
Professional Studies students can enroll continuously throughout the semester. Therefore, the one-time snapshot of Professional Studies
enrollment shown on this line does not provide an accurate picture. The snapshot of Professional Studies enrollment is used, however, in
reporting enrollment in the Government Performance and Results Act (GPRA) Report.
1
5
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Fall 2012 Degree-seeking Diversity by Career Level
Undergraduate
Graduate
Total
RACE/ETHNICITY
International/Resident Alien
72
26
98
3
2
5
43
10
53
Black/African American
125
36
161
Hispanic of any race
144
35
179
2
1
3
29
6
35
676
284
960
3
46
49
Male
509
83
592
Female
588
363
951
1,011
187
1,198
86
249
335
0
10
10
Full-time
1,045
321
1,366
Part-time
52
125
177
1,097
446
1,543
American Indian/Alaska Native
Asian
Native Hawaiian/Other Pacific Islander
Two or more
White
Race and ethnicity unknown
GENDER
HEARING STATUS
Deaf/Hard of hearing
Hearing
Unknown
ACADEMIC LOAD
TOTAL FOR EACH CATEGORY
6
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Fall 2012 Undergraduate Degree-seeking Diversity by Class Year
Freshmen
Sophomores
Juniors
Seniors
Second
Degree
TOTAL
RACE/ETHNICITY
31
14
12
10
5
72
0
1
0
2
0
3
Asian
10
15
7
10
1
43
42
25
27
30
1
125
43
32
32
37
0
144
1
0
1
0
0
2
12
6
5
6
0
29
189
134
146
197
10
676
2
0
0
1
0
3
Male
155
119
102
126
7
509
Female
175
108
128
167
10
588
318
216
208
254
15
1,011
12
11
22
39
2
86
Full-time
321
225
221
266
12
1,045
Part-time
9
2
9
27
5
52
330
227
230
293
17
1,097
Two or more
White
GENDER
HEARING STATUS
Hearing
ACADEMIC LOAD
7
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Fall 2012 Graduate Degree-seeking Diversity by Degree Level
Certificates
Masters
Specialists
Doctorates
TOTAL
RACE/ETHNICITY
0
15
2
9
26
0
0
0
2
2
Asian
0
6
0
4
10
0
21
4
11
36
1
21
3
10
35
0
1
0
0
1
Two or more
0
3
0
3
6
White
5
176
5
98
284
0
33
1
12
46
Male
0
52
1
30
83
Female
6
224
14
119
363
2
143
3
39
187
Hearing
2
129
10
108
249
Unknown
2
4
2
2
10
Full-time
0
224
11
86
321
Part-time
6
52
4
63
125
6
276
15
149
446
GENDER
HEARING STATUS
ACADEMIC LOAD
8
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Undergraduate Degree-seeking Fall 2012
INTERNATIONAL/
RESIDENT ALIEN
7%
RACE AND ETHNICITY
UNKNOWN
<1%
AMERICAN INDIAN/
ALASKA NATIVE
<1%
ASIAN
4%
WHITE
62%
BLACK/
AFRICAN
AMERICAN
11%
HISPANIC OF
ANY RACE
13%
NATIVE HAWAIIAN/
OTHER PACIFIC ISLANDER
<1%
TWO OR MORE
3%
Graduate Degree-seeking Fall 2012
RACE AND ETHNICITY
UNKNOWN
10%
INTERNATIONAL/
RESIDENT ALIEN
6%
AMERICAN INDIAN/
ALASKA NATIVE
<1%
ASIAN
2%
BLACK/
AFRICAN
AMERICAN
8%
HISPANIC OF
ANY RACE
NATIVE HAWAIIAN/
8%
<1%
WHITE
64%
TWO OR MORE
1%
9
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Fall 2012 U.S. Degree-seeking Students by State/Territory
Undergraduate
Graduate
TOTAL
19
1
20
Alaska
4
1
5
Arizona
15
7
22
Arkansas
3
1
4
California
108
32
140
Colorado
17
8
25
Connecticut
6
2
Delaware
4
District of Columbia
Undergraduate
Graduate
TOTAL
Nebraska
6
2
8
Nevada
3
0
3
New Hampshire
5
2
7
New Jersey
39
18
57
New Mexico
7
3
10
New York
59
35
94
8
North Carolina
22
9
31
0
4
North Dakota
0
0
0
34
39
73
Ohio
33
8
41
Florida
40
17
57
Oklahoma
12
1
13
Georgia
24
4
28
Oregon
7
3
10
Hawaii
6
1
7
Pennsylvania
31
9
40
Idaho
1
0
1
Puerto Rico
1
1
2
Illinois
29
14
43
Rhode Island
3
2
5
Indiana
21
1
22
South Carolina
7
2
9
6
1
7
South Dakota
1
0
1
15
1
16
Tennessee
19
2
21
Kentucky
9
8
17
Texas
61
11
72
Louisiana
11
0
11
Utah
6
9
15
6
4
10
Vermont
1
1
2
137
76
213
Virginia
66
38
104
Massachusetts
28
5
33
Virgin Islands
0
0
0
Michigan
22
12
34
Washington
14
8
22
Minnesota
24
7
31
West Virginia
4
1
5
Mississippi
3
0
3
Wisconsin
8
3
11
Missouri
17
6
23
Wyoming
0
0
0
Montana
0
0
0
Unknown
1
4
5
1,025
420
1,445
Alabama
Iowa
Kansas
Maine
Maryland
TOTAL
10
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1/8/13 10:31 AM
Fall 2012 International Undergraduate Degree-seeking
Enrollment by Country
Undergraduate
Graduate
Total
Bahamas
1
0
1
Belgium
1
0
1
Botswana
5
0
5
32
5
37
China
4
0
4
Fiji
1
0
1
France
1
0
1
India
3
0
3
Italy
1
0
1
Japan
1
3
4
Kenya
0
1
1
Korea, Republic of
0
1
1
Kuwait
0
1
1
Malaysia
0
2
2
Mali
1
0
1
Mongolia
0
1
1
Morocco
0
1
1
Nepal
1
0
1
Netherlands
1
0
1
Nigeria
5
1
6
Paraguay
1
0
1
Peru
2
0
2
Philippines
0
1
1
Saudi Arabia
3
1
4
Spain
0
1
1
Sri Lanka
1
0
1
Sweden
4
0
4
Thailand
0
2
2
Unknown
3
5
8
72
26
98
Canada
TOTAL
11
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Fall 2012 Degree-seeking Student Cochlear Implant Use
Cochlear
Implants
% of Enrollment
105
10%
UNDERGRADUATE
Freshmen
36
Sophomores
21
Juniors
21
Seniors
27
Second degree
0
GRADUATE
TOTAL
9
2%
114
7%
Fall 2012 Hearing Undergraduate (HUG) Enrollment by Declared Majors
2012
American Sign Language
1
Biology, B.S.
1
Communication Studies
1
Deaf Studies
7
Education
2
English
1
Interpretation
5
International Studies
1
Psychology
1
Recreation & Sports Program
1
Social Work
1
Sociology
1
Spanish
2
Undeclared
22
TOTAL HEADCOUNT1
47
HUG headcount includes students who haven’t yet declared a
major.
1
12
Highlights.indd 12
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Fall Undergraduate Degree-seeking Enrollment Trend by Declared Majors and Minors
Majors
Majors
Accounting
22
History
20
13
Interpretation
45
Information Technology
16
20
Art
Art History
6
2
Minors
1
4
Athletic Coaching
5
Liberal Studies
Biology
3
Linguistics
7
Mathematics
2
Biology, B.A.
4
Biology, B.S.
16
Business Administration
33
Chemistry
2
Mathematics, B.A.
5
5
Mathematics, B.S.
2
3
Philosophy
1
7
Chemistry, B.A.
1
Photography
Chemistry, B.S.
3
Physical Education
30
Computer Science, B.A.
1
Psychology
Computer Science, B.S.
1
Recreation & Leisure Studies
Deaf Studies
40
Digital Media
4
8
30
Economics & Finance
Physical Education & Recreation
2
15
English
19
Family & Child Studies
12
3
4
7
51
Recreation and Sports Program
13
1
19
Religion
1
Education
13
2
Self-directed Major
1
Social Work
37
2
Sociology
12
9
6
Spanish
2
4
French
2
Studio Art
5
German
1
Theatre Arts
16
3
Undeclared
605
Government
Graphic Design
1
Minors
14
8
3
TOTAL PLAN ENROLLMENT1
1,142
112
HEADCOUNT
1,097
105
Dual degree enrollments are included; this is not a headcount.
13
Highlights.indd 13
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Fall 2012 Graduate Degree-seeking Enrollment by Degree Program and Discipline
2012
2012
CERTIFICATES
SPECIALISTS
Deaf and Hard of Hearing Infants, Toddlers, and Families
11
Deaf History
1
Deaf Studies
1
Deaf Students with Disabilities
1
CERTIFICATES TOTAL
Deaf Education
School Psychology
15
DOCTORATES
14
Administration: Special Education
2
7
Audiology, Au.D.
40
Audiology, Ph.D.
8
Counseling: Mental Health
15
Clinical Psychology
40
Counseling: School
19
Critical Studies in the Education of Deaf Learners
13
Deaf Studies
24
Deaf Education
5
5
Deaf Education: Advanced Studies
1
Hearing, Speech, and Language Sciences
Deaf Education: Special Programs
1
Interpretation
24
Linguistics
13
Education
34
International Development
15
DOCTORATES TOTAL
155
Interpretation
34
TOTAL PROGRAM ENROLLMENT1
467
Linguistics
19
HEADCOUNT
446
Public Administration
14
Sign Language Teaching
32
Social Work
45
Speech-Language Pathology
28
MASTERS TOTAL
1
14
SPECIALISTS TOTAL
MASTERS
Administration
1
283
Dual program enrollments are included. Enroute enrollment counted while student is pursuing another program.
14
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Fall 2012 New Undergraduate Degree-seeking
by Applied, Admitted, and Enrolled
Applied
Admitted
Enrolled
RACE/ETHNICITY
53
32
23
6
3
1
24
12
9
128
57
34
111
66
45
3
1
1
23
16
12
344
241
172
35
6
1
Male
295
184
130
Female
432
250
168
Deaf/Hard of Hearing
593
388
264
Hearing
134
46
34
First-time Freshmen
509
313
213
Transfers
210
114
82
8
7
3
727
434
298
Asian
Two or more
White
GENDER
HEARING STATUS
APPLICATION TYPE
Second Degree
Fall 2012 New Undergraduate Degree-seeking Average ACT
2012
English
17.2
Math
18.0
Reading
19.7
15
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Fall 2012 New Degree-seeking Hearing Undergraduates
2012
Hearing undergraduate (HUG)
47
Percentage of new undergraduate enrollment
4%
Bachelors of Interpretation (BAI)
39
TOTAL HEARING STUDENTS
86
8%
Fall 2012 New-to-Graduate Career Degree-seeking Diversity
by Applied, Admitted, and Enrolled
Applied
Admitted
Enrolled
RACE/ETHNICITY
32
13
7
2
1
1
Asian
17
4
3
46
19
17
65
22
14
0
0
0
11
7
1
White
291
174
121
131
47
26
Male
112
57
46
Female
482
229
144
1
1
0
196
124
88
Hearing
382
158
99
17
5
3
595
287
190
Two or more
GENDER
Unknown
HEARING STATUS
Unknown
16
Highlights.indd 16
1/8/13 10:31 AM
Fall 2012 New-to-Program Degree-seeking Graduate Students by Applied, Admitted, and Enrolled
Applied
Admitted
Enrolled
CERTIFICATES
ASL/Deaf Studies
3
1
1
18
15
10
5
3
2
1
1
1
31
10
6
Counseling: School
11
4
4
5
1
1
Deaf Studies
24
16
11
Education
46
24
13
5
2
0
13
7
6
Interpretation
48
27
21
Linguistics
25
18
11
Public Administration
21
18
14
Social Work
45
38
26
73
37
30
141
35
15
2
1
1
15
10
8
Audiology
62
23
12
Clinical Psychology
39
10
7
Critical Studies in the Education of Deaf Learners
18
8
8
9
7
5
15
12
10
6
4
2
681
332
225
HEADCOUNT
644
326
224
MASTERS
Administration
Education: Special Programs
SPECIALISTS
Deaf Education
School Psychology
DOCTORATES
Interpretation
Linguistics
1
Highlights.indd 17
Dual program enrollments are included.
17
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Highlights.indd 18
1/8/13 10:31 AM
STRATEGIC PLAN GOAL A: ENROLLMENT
“Horse and Bridle”
Ariel Depp
Pen and ink
This chapter includes data on University enrollment and on recruitment activity directed to individuals who are deaf or hard of
hearing from minority backgrounds. (Separate data are contained in the Clerc Center chapter for their students.) Included are enrollment data: for the fiscal year and trend data for the last five years; by undergraduate, graduate and professional studies status;
by race/ethnicity, gender, deaf/hearing status, and full-time/part-time status; for cochlear implant users; by state; for international
students by country; by numbers applied, admitted, and enrolled; and by ACT scores.
About Gallaudet University
Gallaudet University is the world leader in liberal education and career development for deaf and hard of hearing
students. The University enjoys an international reputation for the outstanding undergraduate and graduate programs it provides deaf, hard of hearing, and hearing students, as well as for the quality of the research it conducts
on the history, language, culture, and other topics related to people who are deaf. In addition, the University’s
Laurent Clerc National Deaf Education Center serves deaf and hard of hearing children at its two demonstration schools (the Kendall Demonstration Elementary School and the Model Secondary School for the Deaf) and
throughout the country through its nation mission by developing, implementing, and disseminating innovative
educational strategies. Gallaudet University was founded in 1864 by an Act of Congress (its Charter), signed into
law by President Abraham Lincoln.
This introductory section includes: our Mission, Vision, and Credo statements, a brief history of the University
information on accreditations, a basic set of facts about the University, and a listing of the members of our Board
of Trustees.
About Gallaudet.indd 19
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1/8/13 10:10 AM
I. Mission Statement
III. The Gallaudet Credo
Gallaudet University, federally chartered in 1864, is a bilingual, diverse, multicultural institution of higher education
that ensures the intellectual and professional advancement of
deaf and hard of hearing individuals through American Sign
Language and English. Gallaudet maintains a proud tradition
of research and scholarly activity and prepares its graduates for
career opportunities in a highly competitive, technological,
and rapidly changing world.
Gallaudet’s Vision Statement expresses what the University
aspires to become and achieve as the world’s premier academic
institution for deaf and hard of hearing people. Implicit in our
vision are core values that serve as guiding principles for the
way members of the campus community teach, study, work
and live. The Gallaudet Credo identifies and realizes those core
values.
The Gallaudet University campus community includes
students, faculty, teachers and staff, all of whom share certain common goals and values that we all believe enrich our
academic environment. The community’s primary goal is to
prepare students to be informed, literate, productive and responsible citizens. In pursuit of this goal, community members
pledge to uphold the following values:
Approved by the Board of Trustees, November 2007
II. Vision Statement
Gallaudet University will build upon its rich history as the
world’s premier higher education institution serving deaf and
hard of hearing people to become the university of first choice
for the most qualified, diverse group of deaf and hard of hearing students in the world, as well as hearing students pursuing
careers related to deaf and hard of hearing people. Gallaudet
will empower its graduates with the knowledge and practical
skills vital to achieving personal and professional success in the
changing local and global communities in which they live and
work. Gallaudet will also strive to become the leading international resource for research, innovation and outreach related to
deaf and hard of hearing people.
We believe that education is a dominant influence on our lives and recognize that learning
is a lifelong quest. Therefore we will practice
academic and personal integrity and work
to create a positive and welcoming environment that is open to the free exchange of ideas
among members of our community.
We believe that every person should be
treated with civility and that our community
is strengthened by the broad diversity of its
members. Therefore, we will promote and
applaud behaviors that support the dignity of
individuals and groups and are respectful of
others’ opinions. We will especially discourage behaviors and attitudes that disrespect
the diversity of individuals and groups for
any reason including religion, race, ethnicity, gender, age, sexual orientation, disability,
hearing status, or language and communication preference.
Gallaudet will achieve these outcomes through:
•
A bilingual learning environment, featuring American
Sign Language and English, that provides full access for
all students to learning and communication
•
A commitment to excellence in learning and student
service
•
A world-class campus in the nation’s capital
•
Creation of a virtual campus that expands Gallaudet’s
reach to a broader audience of visual learners
•
An environment in which research can grow, develop, and
improve the lives and knowledge of all deaf and hard of
hearing people worldwide.
We believe that as members of the Gallaudet
community we are the recipients of a proud
and rich heritage, as well as contributors to
and benefactors of our institution’s bright
future. Therefore, we will strive to bring credit
to our community and ensure that the institution flourishes and succeeds in its mission.
Approved by the Board of Trustees, May 2009
21
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IV. History of Gallaudet
By an act of the U.S. Congress, Gallaudet was granted university status in October 1986. Two years later, in March 1988,
the Deaf President Now (DPN) movement led to the appointment of the University’s first deaf president, Dr. I. King
Jordan, ‘70 and the Board of Trustees first deaf chair, Philip
Bravin, ‘66. Since then, DPN has become synonymous with
self-determination and empowerment for deaf and hard of
hearing people everywhere.
The first 100 years
In 1856, Amos Kendall, a postmaster general during two
presidential administrations, donated two acres of his estate in
northeast Washington, D.C. to establish a school and housing
for 12 deaf and six blind students. The following year, Kendall
persuaded Congress to incorporate the new school, which was
called the Columbia Institution for the Instruction of the Deaf
and Dumb and Blind. Edward Miner Gallaudet, the son of
Thomas Hopkins Gallaudet, founder of the first school for deaf
students in the United States, became the superintendent of
the new school.
In the 1990s, a generous contribution from the W.K. Kellogg
Foundation enabled the University to construct the Kellogg
Conference Hotel at Gallaudet University, which has become
a popular venue for meetings, seminars, receptions, and
other events for both on-and off-campus groups. Since then,
additional buildings have been constructed, including the
technology-rich Student Academic Center and, thanks to the
generosity of James Lee Sorenson, chair of Sorenson Development, Inc., the James Lee Sorenson Language and Communication Center, a unique facility that provides an inclusive
learning environment totally compatible with the visu-centric
“deaf way of being.”
Congress authorized the institution to confer college degrees in
1864, and President Abraham Lincoln signed the bill into law.
Edward Miner Gallaudet was made president of the institution, including the college, which that year had eight students
enrolled. He presided over the first commencement in June
1869 when three young men received diplomas. Their diplomas were signed by President Ulysses S. Grant, and to this
day the diplomas of all Gallaudet graduates are signed by the
presiding U.S. president.
The University’s undergraduate students can choose from
more than 40 majors leading to bachelor of arts or bachelor
of science degrees. A small number of hearing undergraduate
students—up to five percent of an entering class—are also admitted to the University each year. Graduate programs at Gallaudet are open to deaf, hard of hearing, and hearing students
and offer certificates and master of arts, master of science,
doctoral, and specialist degrees in a variety of fields involving
professional service to deaf and hard of hearing people.
Through an act of Congress in 1954, the name of the institution was changed to Gallaudet College in honor of Thomas
Hopkins Gallaudet.
A time of expansion
Through the University Career Center, students receive internships that provide a wealth of experiential learning opportunities. Recent internships were offered at Merrill Lynch, National
Aeronautics and Space Administration, National Institutes of
Health, and the World Bank. Students also benefit from an array of services provided by such campus units as the Gallaudet
Leadership Institute, Language Planning Institute, Hearing
and Speech Center, Cochlear Implant Education Center, and
the Center for International Programs and Services.
In 1969, President Lyndon Johnson signed an act to create
the Model Secondary School for the Deaf (MSSD). That same
year, the secretary of the U.S. Department of Health, Education and Welfare and Gallaudet President Leonard Elstad
signed an agreement authorizing the establishment and operation of MSSD on the Gallaudet campus. A year later, President
Richard Nixon signed the bill that authorized the establishment of Kendall Demonstration Elementary School. Today,
the two schools are part of Gallaudet’s Laurent Clerc National
Deaf Education Center, which is devoted to the creation and
dissemination of educational opportunities for deaf students
nationwide.
Gallaudet is also viewed by deaf and hearing people alike as a
primary resource for all things related to deaf people, including: educational and career opportunities; open communication and visual learning; deaf history and culture; American
Sign Language; research; and the impact of technology on the
deaf community.
22
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V. Pictorial History of Diplomas and Institutional Name
Since 1864, when President Abraham Lincoln signed the
enabling legislation to authorize the establishment of a college
for deaf and hard of hearing students in Washington, D.C., all
of the diplomas and degrees conferred by the institution have
been signed by the President of the United States. These pages
provide a pictorial retrospective of this unique honor bestowed
upon this institution’s graduates as well as a chronology of the
names of the University since its founding.
7.The Columbia Institution for the Deaf became the
corporate name in 1911.
8. Gallaudet College became the corporate name in 1954.
9.The Model Secondary School for the Deaf (MSSD),
authorized by Congress in 1966, opened on campus in
1969.
10.The Kendall Demonstration Elementary School
(KDES) became the name of the Kendall School in 1970
with the signing of Public Law 91-587 by President Richard Nixon.
11. Gallaudet University became the name of Gallaudet
College in 1986, and has remained the name to the present, when President Ronald Reagan signed the Education
of the Deaf Act (Public Law 99-371).
12. Today, the Laurent Clerc National Deaf Education
Center is comprised of KDES, MSSD, and the school’s
national mission to improve the quality of education
provided to deaf and hard of hearing students across the
United States.
1.The Columbia Institution for the Instruction of the
Deaf and Dumb and Blind was incorporated in 1857,
with Edward Miner Gallaudet serving as the school’s
president.
2.The National College for the Deaf and Dumb was
established seven years later in 1864 with the signing of its
charter by President Lincoln.
3.The National Deaf-Mute College became the name of
the college one year later in 1865 when blind students
were transferred to the Maryland Institution for the
Blind. This name remained in effect until 1893.
4.The Columbia Institution for the Deaf and Dumb
became the corporate name in 1865, including both the
National Deaf-Mute College and the Primary Department.
5.The Kendall School became the name of the Primary
Department in 1885, in honor of Amos Kendall, the
philanthropist who initially donated the land for the
establishment of the school.
6. Gallaudet College became the name in 1894 and remained the name until 1985. This renaming honored the
Rev. Thomas Hopkins Gallaudet, the father of Edward
Miner Gallaudet.
Olaf Hanson received his bachelor’s degree in 1886 and his master’s degree in
1889, and Agatha Tiegel, who later became his wife, received her degree in 1893.
Their three degrees were signed by President Grover Cleveland. Olof became an
architect and designed Dawes House, located on Gallaudet’s campus, and Agatha
was the first female student to graduate with a bachelor’s degree.
National Deaf-Mute College
In 1876, Bradley George received his
degree, signed by President Ulysses
S. Grant.
Lewis Palmer diploma signed by President Chester A. Arthur.
In 1894, Lewis Palmer received his
degree, signed by President Chester
A. Arthur.
23
1/8/13 10:10 AM
Gallaudet College
In 1918, Philip Heupel received his
degree, signed by President Woodrow
Wilson.
In 1933, May Koehn received her
degree, signed by President Franklin
D. Roosevelt.
In 1958, Boyce Williams received
an honorary doctorate of laws
degree, signed by President Dwight
Eisenhower.
In 1971, Fat Lam received his
degree, signed by President Richard
Nixon.
May Koehn diploma signed by President Franklin D. Roosevelt.
In 1999, Hatim Vali received his
degree, signed by President William
Jefferson Clinton.
In 2003, Elvia Guillermo received
her master’s degree, signed by President George W. Bush.
In 2004, Angela McCaskill received
her doctorate degree, signed by
President George W. Bush.
In 2011, Elizabeth Sorkin received
her master’s degree, signed by President Barack Obama.
Gallaudet University
Elizabeth Sorkin’s diploma signed by President Barack Obama.
24
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VI. Fast Facts
tional Deaf Education Center, which has a federal mandate
for a national mission to develop and disseminate innovative
curriculum, materials, and teaching strategies to schools and
programs nationwide.
Location
800 Florida Avenue, NE, Washington, DC 20002
Technology
Website
Gallaudet is a leader in uses of technology in its academic
programs and services. Approximately 94 percent of courses at
Gallaudet have an online component and virtually all students
take at least one course using an online learning system. Such
technology integration is double the average of universities nationwide. Many courses make extensive use of video, including
video recordings of classes. Students are encouraged to bring
a computer to campus, and popular software is available at a
discounted price.
www.gallaudet.edu
Founded
Gallaudet University, the world’s only university in which all
programs and services are specifically designed to accommodate deaf and hard of hearing students, was founded in 1864
by an Act of Congress (its Charter), which was signed into law
by President Abraham Lincoln.
For students interested in technology careers, majors in
graphic arts, digital media, computer science, and computer
information systems are available. Students have access to two
central computer labs, as well as more than 15 departmental
computer labs. Most classrooms are outfitted with computers,
projectors, DVD/VCRs, and other technologies. All buildings
on campus have wireless network access.
Programs
Deaf and hard of hearing undergraduate students can choose
from more than 40 majors leading to a bachelor of arts or a
bachelor of science degree. The University also admits a small
number of hearing, degree-seeking undergraduate students—
up to 5 percent of an entering class. Undergraduate students
also have the option of designing their own majors, called
“self-directed majors,” in which they select classes from a variety of departments at Gallaudet or take courses offered at 13
other institutions of higher learning that are members of the
Consortium of Universities of the Washington Metropolitan
Area.
Research
Gallaudet has a unique obligation to contribute knowledge
and scholarship likely to benefit deaf and hard of hearing people, especially in the areas of education and human services.
Accordingly, the Gallaudet Research Institute conducts studies
related to demographics and assessment of deaf and hard of
hearing people in the educational system, as well as language
and learning processes, and engages students in research, while
stimulating and supporting work directed towards priorities consistent with Gallaudet’s national mission and internal
strategic objectives.
Graduate programs, open to deaf, hard of hearing, and hearing students, include a master of arts and a master of science
degree, specialist degree, certificates, and doctoral degrees in a
variety of fields involving professional service provision to deaf
and hard of hearing people.
Research is a key component of Gallaudet’s mission as a
university and has a prominent role as a major goal in the
current Gallaudet Strategic Plan. Faculty pursue a full range
of research interests related to their own academic disciplines.
Major grant support includes research, development, and
training programs in visual language and learning, access to
communication for deaf and hard of hearing people, genetics,
and technology assessment.
Gallaudet University offers exemplary educational programs
to deaf and hard of hearing students at all learning levels. The
Kendall Demonstration Elementary School (KDES) serves
infants and their parents and continues service through the
eighth grade. The Model Secondary School for the Deaf
(MSSD) offers programs for students in grades nine through
12. Both of these schools are part of the Laurent Clerc Na-
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Public Service
Alumni
Last year, Gallaudet served tens of thousands of individuals
through conferences, leadership institutes, professional studies
and extension courses, sign language classes, American Sign
Language (ASL)/English bilingual education, enrichment
and youth programs, international programs, and its regional
centers (Midwest-John A. Logan College, Illinois; NortheastNorthern Essex Community College, Massachusetts; PacificKapi’olani Community College, Hawaii; Southeast-Gallaudet
University, Washington, D.C.; Southwest-Austin Community
College, Texas; and Western-Ohlone College, California).
Gallaudet University has approximately 21,000 alumni around
the world. The Gallaudet University Alumni Association,
organized in 1889, has 53 chapters.
According to a survey conducted by the University, 95 percent
of the Gallaudet undergraduate student respondents who graduated between December 2009 and August 2010 are either
employed or furthering their education. A hundred percent of
the survey respondents who graduated with graduate degrees
during the same time frame are employed or furthering their
education.
In fulfilling its national mission role via training and technical
assistance, information dissemination, and exhibits and performances, the Clerc Center served tens of thousands of individuals and disseminated over 37,000 products and publications
this year.
During the same period, 94 percent of the Model Secondary
School for the Deaf graduates are in advanced education or
training programs within one year after graduation.
Employees
Enrollment
The University and the Clerc Center have 985 employees, 495
of whom are deaf or hard of hearing. A total of 236 employees
are faculty members or teachers.
In the fall of academic year 2012-2013 we experienced the
following enrollments:
UNIVERSITY
Undergraduate (degree/non-degree, full- and part-time)
Annual University Tuition and Room and
Board (Academic Year 2011-2012)
1,117
Graduate (degree/non-degree, full- and part-time)
463
English Language Institute/Consortium
Tuition and room and board are charged as below. Additional
charges are applied for student activities and health-related
fees. For a full explanation of the details of all charges including those below refer to the Gallaudet University website.
94
UNIVERSITY SUBTOTAL 1,674
CLERC CENTER
94
Undergraduate
Graduate
150
U.S. Student Tuition
$12,430
$13,680
CLERC CENTER SUBTOTAL
244
$24,860
$27,360
TOTAL FALL ACADEMIC YEAR
2012-2013 ENROLLMENT
International Student Tuition
(non-developing countries)
1,918
International Student Tuition
(developing countries)
$18,645
$20,520
Room and Board
$10,790
$10,790
In addition, on the fall census date, we had 147 students
enrolled in Professional Studies activities.
No tuition is charged for students at Kendall Demonstration
Elementary School or the Model Secondary School for the
Deaf.
International students comprise six percent of the degreeseeking student body.
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Funding
Total revenues and other support for FY 2012 were
$169,158,246.
projects. Please visit the Development Office website for
more information about philanthropic support for Gallaudet,
including opportunities to make a gift in memory or in honor
of a loved one.
Endowment
Community Impact
As of the end of FY 2012, the University’s endowment was
approximately $160 million.
Fundraising
Gallaudet is one of the area’s largest businesses, with direct
salaries, wages, and benefits totaling more than $107.1 million
in FY 2012. The University spent another $58.6 million on
goods and services and $33.2 million on capital improvements.
Gallaudet welcomes tax-deductible contributions from individuals, businesses, foundations, and organizations in support
of University initiatives and priorities, including scholarships,
program enhancements and development, and renovation
Since 1992, Gallaudet has constructed five buildings and renovated 21 others. In 2003, the District of Columbia’s Zoning
Commission approved Gallaudet’s Facilities Master Plan, the
University’s vision for campus development for 2002 to 2012.
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VII. Accreditation
These same programs, along with the MSW in School Social
Work Program, are part of Gallaudet’s Professional Education
Unit which is accredited by the:
Gallaudet University is accredited by:
National Council for the Accreditation of Teacher Education (NCATE)
Middle States Commission on Higher Education (MSCHE)
http://msche.org/institutions_view.asp?idinstitution=237
3624 Market Street, Second Floor West
Philadelphia, PA 19104
Telephone: (267) 284-5000
E-Mail: [email protected]
•
The Middle States Commission on Higher Education is a regional institutional accrediting agency recognized by the U.S.
Secretary of Education and the Council for Higher Education
Accreditation.
•
Association for Childhood Education International
(ACEI)
•
Council on Accreditation of Counseling and Related
Programs (CACREP)
•
Council for Exceptional Children (CEC)
•
National Association for the Education of Young Children
(NAEYC)
•
National Association of School Psychologists (NASP)
•
National Council for Social Studies (NCSS)
•
National Council of Teachers of English (NCTE)
•
National Council of Teachers of Mathematics (NCTM)
•
National Science Teachers Association (NSTA)
In addition, many programs are reviewed and recognized by
the following specialized professional associations (SPAs) as
part of NCATE’s reaccreditation process:
Many of the University’s programs are also accredited by professional accrediting bodies, including:
•
American Psychological Association (APA)
•
American Speech-Language-Hearing Association’s Council on Academic Accreditation (ASHA / CAA)
•
Association of Collegiate Business Schools and Programs
(ACBSP)
•
Council on Accreditation of Counseling and Related
Programs (CACREP)
•
Council on Social Work Education (CSWE)
The Kendall Demonstration Elementary School and the
Model Secondary School for the Deaf are the demonstration
schools of the Laurent Clerc National Deaf Education Center
at Gallaudet University. Both schools are fully accredited by
two organizations—the Middle States Association of Colleges and Schools (MSA) and the Conference of Educational
Administrators of the Schools and Programs for the Deaf
(CEASD).
Our Deaf Education program is approved by, and allows
graduates to become CED certified through the:
•
Council on the Education of the Deaf (CED)
Programs that prepare graduates to be a licensed professional
in schools are approved by the:
•
District of Columbia State Education Agency (SEA)
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VIII. Board of Trustees
Executive Committee
Dr. Benjamin J. Soukup, Jr., E-’74
& H-‘00
Chair
South Dakota
Duane Halliburton, ‘85
Member-at-Large
Maryland
Dr. Harvey Goodstein, ‘65
Vice Chair
Arizona
Heather Harker
Member-at-Large
Massachusetts
Cheryl Heppner
Secretary
Virginia
President T. Alan Hurwitz
Ex-Officio
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Additional Members
Claire Bugen
Texas
Jameson Crane, Jr.
Ohio
Dr. Jorge L. Díaz-Herrera
New York
Claudia L. Gordon, Esq.
Washington, D.C.
Jeffrey Humber
Washington, D.C.
Dr. Tom Humphries, ’68
& G-‘72
California
Nancy Kelly-Jones, ’72
& G-‘75
Illinois
Lawrence R. Kinney
Wisconsin
Dr. Richard Ladner
Washington
Pamela Lloyd-Ogoke
North Carolina
James Macfadden, ‘62
Maryland
James F.X. Payne
Washington, D.C.
Tiffany Williams, ‘89
Washington
Voting Trustees Public Members
The Honorable Sherrod Brown
Ohio
The Honorable Lynn Woolsey
California
The Honorable Kevin Yoder
Kansas
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IX. The Office of Diversity and Inclusion
The Office for Diversity and Inclusion (ODI) is charged with
providing leadership to foster and advance a strategic and integrated approach to diversity in all aspects of University life. As
such, ODI works to ensure the community is knowledgeable
about issues of diversity and inclusion and understands how
diversity and academic excellence are intricately woven into
patterns of student success.
discuss important topics, such as religion, language, and
communication.
ODI supports a diverse student, faculty, and staff population
and is committed to creating a climate that is inclusive and accessible so all members of the community can succeed.
To that end, ODI sponsors and co-sponsors multiple and
varied programs for the community including lecture series,
pedagogical workshops, cultural competency training, diversity
dialogues, and cultural events. In particular, the University’s
highly successful Diversity Dialogue series has brought together diverse members of the community to discuss challenging topics.
The Lead On Series, a four-part training series that
promoted individual and group empowerment among
diverse populations and/or allies of historically marginalized group at Gallaudet. The Lead On Series has served
approximately 20 student leaders from various student
organizations.
A co-sponsored session with Gallaudet Interpreting
Service on interpreting culturally rich information and
addressing the interpreting challenges of working in and
across culturally diverse settings. More than 30 interpreters participated.
A focus group on perspectives of diversity at Gallaudet.
More than 100 students participated in this study.
Internal studies and institutional activities
ODI’s many activities during FY 2012 included special presentations; educational and professional development offerings;
internal studies and institutional activities; and campus events.
Highlights include:
The establishment of the Diversity Advisory Board, comprising 21 individuals who represent Gallaudet faculty,
staff, students, and the external community to ensure that
the many opinions of Gallaudet’s diverse community are
included in important institutional efforts.
A diversity plan to study and address critical areas related
to diversity at Gallaudet.
Special presentations
The Diversity Lecture Series, which brought two nationally prominent speakers to campus. The lectures, “Diversity
in Higher Education and Why it Matters” and “Diverse
Learning Environments: Campus Climate, Effective Practices and Student Success” each drew a crowd of approximately 60 faculty, staff, and students.
The Diversity Inventory, which captured Gallaudet’s
efforts related to diversity, social justice, equity, and inclusion. This initiative included input from over 66 units
across all divisions.
A Black Deaf Doctorate Panel comprising 10 black deaf
individuals with doctorates who shared their stories of
academic achievement with the Gallaudet community.
The event drew approximately 90 participants from the
Gallaudet community.
Education and professional development
offerings
A study, done in collaboration with the Gallaudet Research Institute, on the diversity of applicants to Gallaudet and their persistence. This purpose of this study is
to promote and sustain an ethnically and racially diverse
undergraduate student body.
Campus events
Diversity Dialogues, three campus-wide dialogues that
each drew approximately 100 faculty, staff and students to
Co-sponsorship of the first Annual Martin Luther King,
Jr. Celebration
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X. Climate Survey
Responses to climate statements of Strongly Agree or Agree
were categorized as “positive;” responses of Disagree or
Strongly Disagree were labeled “negative.” Sixty-three percent
of statements received a positive response, an improvement
from 45% of responses in the 2011 survey. This year, 11% of
the responses were categorized as negative, in comparison to
20% of the statements in 2011.
The Climate Survey developed in 2007 to better understand,
respond to, and monitor concerns of Gallaudet University
employees regarding climate and campus strategies designed to
improve climate. The survey has been administered every year
since its pilot in 2007. The 2012 survey consisted of 48 statements: 46 statements each describing a climate characteristic
and two open response questions.
Data for the last five years are shown below.
2008
The survey was shared with 922 faculty, professional staff, staff,
and administrators. Three hundred and fifty-five responses
were received for a 39% response rate, a 1% increase from
2011. Fifty-nine percent of faculty, 43% of professional staff,
26% of administrators, and 25% of staff responded to the
survey.
Positive response
2
Agree
Positive response
3
Neither agree nor disagree
Neutral response
4
Disagree
Negative response
5
Strongly Disagree
Negative response
6
Not applicable
Neutral response
2012
43%
35%
45%
63%
Neutral responses
28%
28%
32%
35%
26%
Negative responses
30%
30%
33%
20%
11%
Climate Survey Results Trend
100%
80%
60%
40%
20%
How was this response
counted?
Strongly Agree
2011
43%
Each of the 46 non-open ended questions asked respondents
to select one of the five possible responses below. Then in the
summary data, each of those responses was counted as “positive,” or “neutral,” or “negative,’ as shown below.
1
2010
Positive responses
The survey’s 46 statements required respondents to report
agreement or disagreement with the statement. The statements centered around six main themes: (1) respect and trust;
(2) institutional communication and Information sharing;
(3) management style; (4) academic culture; (5) freedom of
expression; and (6) bilingualism.
Possible responses to 46
questions
2009
0%
2008
2009
2010
2011
2012
Positive Responses
Neutral Responses
Negative Responses
The statement that showed the largest increase in positive
responses was regarding a sense of security to express diverse
perspectives. Five other statements improved from neutral to
positive this year:
•
Unit managers responsive to subordinates
•
Comparable standards for ASL & English
•
Creative problem-solving with input
•
Conflict resolution processes
•
Programs in place strengthening ASL
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2012 was the first year that the survey asked demographic
questions about the respondents (race/ethnicity, gender, and
hearing status). Demographic information allowed for the ability to disaggregate data. In general, the survey found that:
Twenty-nine statements received a positive response and they
were related to the following themes:
•
Programs for diversity
•
Variety and frequency of communication from the administration
•
Accessibility of meetings
•
Accessibility of their immediate supervisor
•
Mutual respect encouraged among peers
•
Accommodations made for students with exceptionalities
•
Academic integrity among students
Favoritism
•
Promotion and hiring equity
•
Inclusive and transparent decision making
•
Efficient organizational structure
•
Transparent budget policies
Hearing status had no impact
•
Women were more negative than men overall
•
Faculty were the least positive about management style
•
Out of race and ethnic groups, Hispanic respondents and
Black respondents were the most negative about respect
and trust.
This year’s survey also included two open response questions
asking respondents to state what they appreciate about working at Gallaudet as well as what they’d like to improve about
Gallaudet University.
Five statements received a negative response. The statements
were regarding:
•
•
Responses were categorized into themes. Regarding what is
appreciated about Gallaudet, more than half said either the
campus community (33%) or communication access/bilingualism (21%). Regarding what should be improved about
Gallaudet, more than 50% said they would improve employment issues (27%); language issues (14%); and communication of information (12%).
The climate survey report for this year and previous years
is located on the Office of Institutional Research’s website: http://www.gallaudet.edu/Office_of_Academic_
Quality/Institutional_Research/GU_Campus_Climate_Survey.html
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1/8/13 10:10 AM
“Self Portrait”
Susan Harvey
Collage
Performance Requirements
The Education of the Deaf Act (EDA) states that Gallaudet University will provide “... an annual report” to the Secretary of the U.S. Department of Education and to committees of the Congress; this entire document satisfies that
requirement. In addition the EDA also details requirements of that reporting. In this section of the annual report,
we quote the relevant reporting requirements of the EDA and cross-reference the relevant submittal of material in
this document or in separate documents.
In addition, Gallaudet University does other major required reporting of annual performance indicators established
for the University by the U.S. Department of Education under the Government Performance and Results Act of
1993. That report, previously submitted to the Department, is also included in this section of the annual report.
Performance Requirements.indd 35
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I. Education of the Deaf Act Reporting Requirements
The material below is quoted directly from section 4354 of the
Education of the Deaf Act entitled “Reports.” For each item,
a cross-reference is indicated describing where the required
material can be found. Wording from this section of the EDA
that does not apply to Gallaudet has been removed and an ellipsis (…) has been substituted.
B. “The number of these students who completed
or graduated from each of the educational programs.”
Refer to the next section of this report, Government Performance and Results Act Report. (Additional information is available in the chapter
entitled Strategic Plan Goal B: Persistence and
Graduation.)
Note that a separate chapter of this report on the Laurent
Clerc National Deaf Education Center (Clerc Center) contains
the details of the reporting required by the EDA for the Clerc
Center.
C. “The disposition of these students on the date
that is one year after the date of graduation or
completion of programs … at the University and
its elementary and secondary schools in comparison to students from non-minority backgrounds.”
From the EDA
“The Board of Trustees of Gallaudet University … shall prepare and submit an annual report to the Secretary, and to the
Committee on Education and Labor of the House of Representatives and the Committee on Health, Education, Labor,
and Pensions of the Senate, not later than 100 days after the
end of each fiscal year, which shall include the following:
Refer to the next section of this report, Government Performance and Results Act Report. (Additional information is available in the chapter
Graduation.)
(1) “The number of students during the preceding academic
year who enrolled and whether these were first-time
enrollments, who graduated, who found employment, or
who left without completing a program of study, reported
under each of the programs of the University (elementary,
secondary, undergraduate, and graduate) …”
D.“The number of students needing and receiving
support services (such as tutoring and counseling) at all educational levels.”
Detailed information is available on these support services, for Gallaudet University and the
Clerc Center and is provided in the chapter
Graduation and Laurent Clerc National Deaf
Education Center (Clerc Center) respectively.
Refer to the next section of this chapter, Government
Performance and Results Act Report. (Additional information is available in the chapters entitled Strategic Plan Goal
A: Enrollment and Strategic Plan Goal B: Persistence and
Graduation.)
E. “The number of recruitment activities by type
and location for all educational levels.”
(2) “For the preceding academic year, and to the extent possible, the following data on individuals who are deaf and
from minority backgrounds and who are students (at all
educational levels) or employees:
Refer to the chapter entitled Strategic Plan Goal
A: Enrollment.
A. “The number of students enrolled full- and parttime.”
F.“Employment openings/vacancies and grade
level/type of job and number of these individuals
that applied and that were hired.”
Refer to the next section of this chapter, Government Performance and Results Act Report. (Additional information is available in the chapter
entitled Strategic Plan Goal A: Enrollment.)
Refer to the chapter entitled Strategic Plan Goal
C: Resource Efficiency for available data.
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From the EDA on Research
G. “Strategies (such as parent groups and training
classes in the development of individualized
education programs) used by the elementary and
secondary programs and the extension centers
to reach and actively involve minority parents in
the educational programs of their children who
are deaf or hard of hearing and the number of
parents who have been served as a result of these
activities.”
(a)“Research priorities
“Gallaudet University … shall … establish and disseminate priorities for [its] national mission with respect to
deafness related research, development, and demonstration activities, that reflect public input, through a process
that includes consumers, constituent groups, and the
heads of other federally funded programs. The priorities
for the University shall include activities conducted as
part of the University’s elementary and secondary education programs under section 4304 of this title.
Detailed information is available on these strategies for the Clerc Center and is provided in the
chapter Laurent Clerc National Deaf Education
Center (Clerc Center).
Refer to the chapter Strategic Plan Goal E: Research and
Outreach
(3) “(A) summary of the annual audited financial statements
and auditor’s report of the University, as required under
section 4353 of this title …”
(b)“Research reports
“The University … shall each prepare and submit an
annual research report, to the Secretary, the Committee
on Education and Labor of the House of Representatives,
and the Committee on Health, Education, Labor, and
Pensions of the Senate, not later than January 10 of each
year, that shall include—
Refer to our audited financial statements, submitted
separately.
(4) “For the preceding fiscal year, a statement showing the receipts of the University … and from what Federal sources,
and a statement showing the expenditures … by function,
activity, and administrative and academic unit.”
(1)“a summary of the public input received as part
of the establishment and dissemination of priorities required by subsection (a) of this section,
and the University’s … response to the input;
and”
separately.
(5) “A statement showing the use of funds (both corpus and
income) provided by the Federal Endowment Program
under section 4357 of this title.”
Refer to the chapters Strategic Plan Goal E: Research and Outreach and Laurent Clerc National
Deaf Education Center (Clerc Center).
separately.
(2)“a summary description of the research undertaken by the University …, the start and
projected end dates for each research project, the
projected cost and source or sources of funding
for each project, and any products resulting from
research completed in the prior fiscal year.”
(6) “A statement showing how such Endowment Program
funds are invested, what the gains or losses (both realized
and unrealized) on such investments were for the most
recent fiscal year, and what changes were made in investments during that year.”
Refer to the chapter Strategic Plan Goal E:
Research and Outreach; this summary has been
incorporated into the annual report.
separately.
(7) “Such additional information as the Secretary may consider necessary.”
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II. Government Performance Results Act Report
Program Goal
This section contains the performance indicators for both the
University and for the Clerc Center for FY 2011, as submitted to the U.S. Department of Education. This material was
submitted as specified in the Government Performance Results
Act (GPRA) of 1993. The purposes of the act, paraphrased
here, are to: hold Federal agencies accountable for achieving
results; set goals, measure performance, and reporting publicly
on progress; improve effectiveness and public accountability;
help Federal managers improve services; improve Congressional decision making on Federal programs; and improve internal management of the Federal Government. (For additional
information, refer to the Office of Management and Budget’s
website at www.whitehouse.gov/omb/mgmt-gpra/gplaw2m).
To challenge students who are deaf, graduate students who
are deaf, and graduate students who are hearing to achieve
their academic goals and obtain productive employment, and
provide leadership in setting the national standard for best
practices in education of the deaf and hard of hearing.
Objective 1 of 4:
The University Programs and the Model Secondary School for the Deaf and the Kendall Demonstration Elementary School will
optimize the number of students completing programs of study.
Measure 1.1 of 12: The number of full-time, degree-seeking undergraduate students enrolled at Gallaudet University. (Desired
direction: increase) Year
Target
Actual
(or date expected)
2007
1,101
Status
Measure not in place
2008
1,180
973
Did not meet target
2009
1,020
927
Did not meet target
2010
1,020
1,002
Made progress from prior year
2011
1,020
1,012
2012
1,020
1,029
Target exceeded
2013
1,020
1,045
Target exceeded
2014
1,020
(October 2013)
Source. Gallaudet University, Office of Institutional Research,
Data Warehouse.
Pending
includes students who are deaf and hard of hearing, as well as
hearing undergraduate students (HUGs) and hearing undergraduates in the bachelor’s of interpreting program.
Frequency of Data Collection. Annual fall census data
Target Context. In the FY 2009 Performance Plan the target
for the number of full-time degree-seeking undergraduate
students enrolled at Gallaudet University was reduced from
1,180 students to 1,020 students. The decision to reduce the
Data Quality. This measure does not include part-time
students or non-degree seeking undergraduate students. The
number of full-time, degree-seeking undergraduate students
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enrollment target was based on the anticipated impact of
policy changes in the admissions requirements and academic
standards.
The Gallaudet Strategic Plan covering 2010-2015 contains a
goal to increase enrollment of full-time and part-time undergraduate, graduate, and continuing education students to
3,000 by 2015. To achieve this goal, Gallaudet University is
focusing its efforts to recruit, attract, and enroll:
Explanation. For the 2007-2008 academic year admissions,
Gallaudet University raised the admission standard to require
ACT scores of 14 in reading, English, and math (composite or
average). This decision resulted in a smaller pool of applicants
who met the eligibility requirements than in previous years.
Gallaudet University also strengthened the academic rigor of
institutional offerings by revising its general studies requirements and using student-learning outcomes measures to
improve programs. The institution estimates that the increased
academic rigor results in the elimination of most, if not all,
freshmen students who historically return for a second year as
freshmen, with academic conditions that prevent them from
progressing to sophomore status. The possible elimination of
freshmen students who return as second year freshmen over
the next four years is likely to result in a reduction of up to 65
additional students.
1. College-bound students who are deaf and hard of hearing
from mainstream programs;
2. Non-traditional students, including transfer students,
returning adult students, students with limited financial
resources, and students who prefer on-line educational
opportunities;
3. Hearing undergraduates students who are interested in
careers working with deaf and hard of hearing individuals;
4. International students; and
5. Traditionally under-represented groups.
Since fall 2009, there has been steady progress in increasing
enrollment. The target of 1,020 has been met and exceeded in
fall 2011 and fall 2012.
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Measure 1.2 of 12: The number of students enrolled part-time in degree programs or in non-degree granting programs at Gallaudet
University. (Desired direction: increase) Year
Target
Actual
(or date expected)
2007
Status
318
2008
295
277
Did not meet target
2009
295
277
Did not meet target
2010
295
460
Target exceeded
2011
295
368
Target exceeded
2012
295
274
Did not meet target
2013
295
330
Target exceeded
2014
295
(October 2013)
Data Warehouse.
Pending
Target Context. The target for this indicator represents the
total enrollment of a varied group of students; therefore a
decrease in enrollment in any one subgroup would impact
reaching the target.
Data Quality. This measure includes all students enrolled
in the English Language Institute, students taking on-line
courses, and graduate students enrolled in the professional
studies program that grant continuing education credit, and
non-degree seeking undergraduate and graduate students taking other courses that cannot be applied to a degree or who
have not been admitted into a degree-seeking program. This
indicator also includes part-time, degree-seeking undergraduates, not counted in indicator 1.1.
Explanation. While the target of 295 was not met in fall 2011
due to a decreased number of professional studies students
enrolled by census date that year, in fall 2012 the target was
again met and exceeded. This was due to an increase, over the
previous year, in the number of professional studies and English Language Institute students.
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Measure 1.3 of 12: The number of students enrolled in graduate programs at Gallaudet University. (Desired direction: increase)
Year
Target
Actual
(or date expected)
2007
Status
430
2008
425
383
Did not meet target
2009
425
377
Did not meet target
2010
425
408
2011
425
413
2012
425
410
Did not meet target
2013
425
446
Target exceeded
2014
425
(October 2013)
Source. Gallaudet University, Office of Institutional Research.
Data Warehouse.
Pending
ditionally, in FY 2008, the definition of graduate enrollment
was changed to include degree-seeking enrollment only. Nondegree graduate enrollment is counted In Measure 1.2.
Explanation. During academic year 2009-2010, a program
prioritization process was conducted to develop a long-term
roadmap for academic programs. While that process resulted
in closing four graduate programs, new graduate programs
that are likely to attract new students are currently being developed. The target of 425 is an ambitious, yet achievable, goal
for Gallaudet University. The University met and exceeded this
goal in fall 2012.
Data Quality. The number of students enrolled in graduate programs at Gallaudet University includes all full- and
part-time students enrolled in degree-granting programs at the
certificate, master’s, specialist, and doctoral levels.
Target Context. The U.S. Department of Education reduced
the targets for graduate student enrollment in FY 2008 to
better reflect the actual enrollment data for these students. Ad-
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Measure 1.4 of 12: The enrollment in the Model Secondary School for the Deaf established by Gallaudet University. (Desired direction: increase) Year
Target
Actual
(or date expected)
2007
225
218
Did not meet target
2008
225
164
Did not meet target
2009
225
149
Did not meet target
2010
225
151
Did not meet target
2011
225
140
Did not meet target
2012
225
165
Made progress from last year
2013
165
150
Did not meet target
2014
165
(October 2013)
Status
Pending
The Clerc Center is addressing enrollment goals by:
Source. Gallaudet University, Clerc Center Power School
database.
1. Working closely with District of Columbia Public Schools
to develop partnerships and raise awareness with school
officials and, indirectly, families of deaf and hard of hearing students, in the District;
Frequency of Data Collection. Annual
Target Context. Gallaudet University reports the number of
MSSD students enrolled as of September 15 each school year.
2. Increasing awareness of and disseminating more user
friendly information about the programs;
Data Quality. Each student enrolled in the demonstration
schools has a record in PowerSchool, a web-based student
information system. Upon withdrawal or graduation, the student’s record is removed from the active roster. On September
15, an enrollment report is run and reviewed by the Research
and Evaluation team, and school administrators at the Clerc
Center, to ensure accuracy.
3. Improving admissions processes to improve efficiency
and ensure the process is easily navigated by prospective
families.
4. Improving data collection and analysis processes to review
exit interview data and analyze retention
Explanation. A trend analysis over the last several years shows
that MSSD has seen a steady level of inquiries and requests
for applications. The Clerc Center will be monitoring inquiry
rates closely and improving data collection processes to review
the reasons given by prospective families for why they chose
not to enroll after beginning the application process, with the
goal of ensuring a high percentage in inquiries become applications and applications become enrollments.
5. Improving academic programs through rigorous standards-based curriculum, early intervention, after school
programs, and collaborations with other programs and
service providers.
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1/8/13 10:50 AM
Measure 1.5 of 12: The enrollment in the Kendall Demonstration Elementary School established by Gallaudet University. (Desired
direction: increase) Actual
(or date expected)
Status
Year
Target
2007
140
128
Did not meet target
2008
140
127
Did not meet target
2009
140
120
Did not meet target
2010
140
105
Did not meet target
2011
140
99
Did not meet target
2012
140
97
Did not meet target
2013
115
94
Did not meet target
2014
115
(October 2013)
Source. Gallaudet University, Clerc Center Power School
database
Pending
The Clerc Center is addressing enrollment goals by:
1. Working closely with District of Columbia Public Schools
to develop partnerships and raise awareness with school
officials and, indirectly, families of deaf and hard of hearing students, in the District;
Target Context. Gallaudet University reports the number of
KDES students enrolled as of September 15 each school year.
2. Increasing awareness of and disseminating more user
friendly information about the programs;
Data Quality. Each student enrolled in the demonstration
schools has a record in PowerSchool, a web-based student
information system. Upon withdrawal or graduation, the student’s record is removed from the active roster. On September
15, an enrollment report is run and reviewed by the Research
and Evaluation team, and school administrators at the Clerc
Center, to ensure accuracy.
3. Improving admissions processes to improve efficiency
and ensure the process is easily navigated by prospective
families.
4. Improving data collection and analysis processes to review
exit interview data and analyze retention
Explanation. A trend analysis over the last several years shows
that KDES has seen a steady level of inquiries and requests
for applications. The Clerc Center will be monitoring inquiry
rates closely and improving data collection processes to review
the reasons given by prospective families for why they chose
not to enroll after beginning the application process, with the
goal of ensuring a high percentage in inquiries become applications and applications become enrollments.
5. Improving academic programs through rigorous standards-based curriculum, early intervention, after school
programs, and collaborations with other programs and
service providers.
44
1/8/13 10:50 AM
Measure 1.6 of 12: The percentage of first-time, full-time degree seeking undergraduate students who were in their first year of postsecondary enrollment in the previous year and who are enrolled in the current year. (Desired direction: increase) Year
Target
Actual
(or date expected)
2007
Status
54%
2008
75%
60%
2009
70%
75%
Target exceeded
2010
70%
73%
Target exceeded
2011
70%
70%
Target met
2012
72%
77%
Target exceeded
2013
73%
(October 2013)
Pending
2014
74%
(October 2014)
Pending
2015
75%
(October 2015)
Pending
Data Warehouse.
Explanation. This measure was designed as a long-term
measure.
The decrease in first-year persistence to 54% in FY 2007 is believed to be a result of the negative publicity surrounding the
protest against the selection of a new president in 2006 as well
as lower admissions standards for entering students. The persistence rate improved in 2008 and it was sustained in a similar
range of 70% to 75% in FY 2009 through and FY 2011. The
University saw its highest persistence rate in at least 15 years in
FY 2012 with 77%.
Data Quality. Prior to FY 2007, the persistence of all
undergraduates, including upperclassmen that return from
fall semester, were included in this measure. In FY 2007 this
calculation was changed to measure the first-year persistence of
first-time, full-time freshmen students from one fall semester
to the next fall semester to be consistent with the methodology
used by IPEDS.
In FY 2009 and subsequent years the University began
employing a number of strategies to improve the retention of
first-time, full-time degree-seeking undergraduate students
from their first year to their second year. These strategies
include, but are not limited to:
Target Context. In FY 2007 the undergraduate target was
revised from 79% to 75%, and then reduced to 70% for FY
2009 through FY 2011. In order to meet the University’s
Strategic Plan goal of having a 75% retention rate by 2015,
the targets for FY 2012 through FY 2015 were incrementally
raised to 72%, 73%, 74%, and 75%. National Center for
Educational Statistics data indicates that 4-year public colleges
have an average persistence rate of 73.4%, and 4-year private
colleges have an average persistence rate of 73.3%. Data from
the ACT Educational Services for 2012 indicates for students
with ACT scores in the range of 17-22 at 4-year public colleges have a persistence rate of 58.9% and 4-year private colleges
in this same ACT range have a persistence rate of 51.9%.
1. Establishing more rigorous admission requirements;
2. Implementing a targeted merit-based awards and financial
aid program to attract and retain academically-skilled applicants.
3. Continuing and assessing the requirement for new
students identified as needing additional college-level
readiness skills to attend a month-long Jump Start preorientation program from mid-July to mid-August;
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4. Initiating a new requirement for these students to continue receiving support throughout the first year through
the Student Success Peer Mentoring program;
9. Sponsoring an international trip for freshmen who have
returned for their second semester and met the GPA
requirements of 3.5;
5. Reducing the general studies requirement from 60 hours
to 40 hours to allow students to declare their majors
earlier;
10. Initiating an annual assessment report of enrollment, retention, and graduation rates within academic programs.
During the past three years the University focused on systematic implementation of these strategies, while monitoring the
overall persistence rate. We are now shifting to more detailed
assessment of the impact of each strategy on overall persistence, as well as on persistence among various student groups.
During AY 2012-2013 we plan to shift resources from less successful to more successful strategies, while strengthening strategies to respond to between-group differences in persistence.
6. Updating and expanding an electronic early alert system
to identify students at risk;
7. Training faculty to provide timely, intermittent, and
intensive feedback to students throughout the semester;
8. Integrating supplemental instruction into courses that
have historically been problematic for students;
“Pottery Wheel”
Whitney Steadman
Digital Photography
46
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Measure 1.7 of 12: The Gallaudet University Graduate student persistence rate. (Desired direction: increase) Year
Target
Actual
(or date expected)
2007
77%
2008
80%
2009
76%
2010
77%
Status
2011
75%
73%
Did not meet target
2012
75%
81%
Target exceeded
2012
75%
(October 2013)
Pending
Explanation. The persistence rate is calculated as the number
of enrolled master’s degree students (new and returning) who
continue to be active the following fall after subtracting the
number who graduated from the denominator. Those students
who graduate with their degree, but also return the following
fall are counted only in the graduated column. The measure
was changed in FY 2011 to include only masters students
because masters enrollment has a more consistent enrollment
period than students at other graduate degree levels. This new
method of calculating the graduate persistence rate is comparable to the method used to calculate undergraduate persistence
rates.
Data Warehouse.
Data Quality. A new methodology for calculating graduate
persistence rate was developed in 2011 that calculates persistence using data on master’s-level students only.
Target Context. The target for FY 2011 was proposed to
be 75% when this indicator’s calculation methodology was
changed based on the trend data. The target of 75% for FY
2011 and subsequent years is an ambitious, yet achievable goal
for Gallaudet University. This target was met and exceeded in
FY 2012.
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Measure 1.8 of 12: The dropout rate for students in Model Secondary School for the Deaf. (Desired direction: decrease) Year
Target
Actual
(or date expected)
2008
Set a Baseline
13%
Status
2009
6%
3%
Target exceeded
2010
6%
3%
Target exceeded
2011
6%
3%
Target exceeded
2012
6%
<1%
Target exceeded
2013
6%
(October 2013)
Source. Gallaudet University, Clerc Center Admissions, Office
of Planning, Development, and Dissemination.
Pending
either withdrew from the program or did not return from
the previous year, and did not transfer to another high school
program, or whose disposition after leaving MSSD could not
be determined.
Data Quality. The MSSD dropout rate was calculated from
data obtained from the PowerSchool databases, withdrawal
forms from the Clerc Center Admissions Office, transcript
requests from the MSSD Principal’s Office, and Admissions
Office follow-up with parents.
The following equation is used by the Clerc Center to calculate
the event dropout rate at MSSD:
Target Context. The Clerc Center’s dropout rate is an “event
dropout rate” defined by the National Center for Educational
Statistics (NCES) as the percentage of high school students
who left between the beginning of one school year and the
beginning of the next without earning a high school diploma
or its equivalent.
Dropout rate =
# of withdrawals –
(# of transfers out +
# of other exclusions)
September 15 enrollment –
(# of transfers out +
# of other exclusions) Given the year-to-year variability and small population of
MSSD, and the range of dropout rates reported among the
states, the 6 percent or less target dropout rate compares
favorably with the national event dropout rate of 4 percent, as
reported by NCES.
Explanation. In determining MSSD’s dropout rate, the
Clerc Center calculates the percentage of MSSD students
included in the official September 15 enrollment report who
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Measure 1.9 of 12: The average daily attendance rate for students in Kendall Demonstration Elementary School for the Deaf. (Desired direction: increase)
Actual
(or date expected)
Status
Year
Target
2009
Target pending
94%
2010
Target Pending
94%
2011
Target Pending
95%
2012
95%
95%
Target met
2013
95%
(October 2013)
Source. Gallaudet University, Clerc Center student databases
and the Office of Planning, Development, and Dissemination
Pending
Average daily attendance rate =
Data Quality. Teachers at KDES record daily attendance in
the Clerc Center’s Power Teacher database program. In addition, daily membership is calculated based on enrollment dates
for each student in the Power School database program. The
Clerc Center merges data from these two databases to generate
a baseline average attendance rate for KDES.
Aggregate attendance of K - 8
enrolled students
Aggregate membership of
K - 8 students
In 2008, the Clerc Center proposed a new measure for
persistence for KDES students, the average daily attendance
rate, which is frequently used by elementary schools as a nonacademic indicator of adequate yearly progress when reporting
data as required under the No Child Left Behind Act accountability mandates. The Clerc Center noted that regular school
attendance in elementary schools is linked to more opportunities to learn and is associated with increased student engagement and greater academic success. After three years of data
collection on this indicator, the Clerc Center proposed a target
for review by the Department in September of 2011, which
was accepted.
Target Context. The Clerc Center defines “daily membership”
as students who are enrolled on any particular day and who
would be expected to be in school, including students who are
in attendance or who have excused or unexcused absences.
Explanation. The Clerc Center calculates the average daily
attendance rate by aggregating the student attendance enrolled
in its elementary school (kindergarten to eighth grade) for the
year and dividing by the aggregated daily membership for the
year. 49
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Measure 1.10 of 12: The percentage of first-time, full-time, degree-seeking undergraduate students who graduate within six years of
enrollment. (Desired direction: increase)
Year
Target
Actual
(or date expected)
2007
31%
25%
Did not meet target
2008
32%
28%
2009
32%
39%
Target exceeded
2010
32%
35%
Target exceeded
2011
32%
41%
Target exceeded
2012
32%
33%
Target exceeded
2013
35%
(October 2013)
Pending
2014
39%
(October 2014)
Pending
Data Warehouse.
Status
that 4-year public colleges have a six-year graduation rate of
44.5% and private colleges at 54.3%, respectively. Date from
ACT Educational Services for 2012 indicates that students
with ACT scores in the range of 17-22 at 4-year public colleges have an average six-year graduation rate of 38.6% and
4-year private colleges in this same ACT range have an average
six-year graduation rate of 55.3%.
Data Quality. This measure is consistent with the standard
IPEDS methodology for a six-year cohort graduation rate. This
six-year graduation rate is based on the percentage of all incoming first-time, full-time freshmen students in one semester
who have graduated by the end of six years after entry.
Further analyses show that public and private institutions with
open enrollment and large populations from low-income families have lower graduation rates; that is, these 4-year public
colleges have an average graduation rate of 28.5% and 4-year
private colleges have an average graduation rate of 32.6%. To
date, Gallaudet University graduation rates have been similar
to public colleges with open enrollment and student populations from low-income families.
Target Context. The target for FY 2007 through FY 2012 is
32% for the percentage of first-time, full-time, degree-seeking
undergraduate students who graduate within six years of
enrollment. The targets for FY 2013 and FY 2014 were raised
to 35% and 39%, respectively. In FY 2011, the six-year graduation rate at Gallaudet was 41%, the highest rate in years.
However, in FY 2012, the rate dropped. The decrease in the
six-year graduation rate to 33% in FY 2012 is believed to be a
result of the negative publicity surrounding the protest against
the selection of a new president in 2006 as well as lower admissions standards for entering students. As noted in Indicator
1.6, the persistence rate for the cohorts after cohort 2006 have
shown improved retention from first to second-year persistence
rates. The University anticipates a six-year graduation rate next
year for cohort 2007 to be in the mid-40’s% since the cohort’s
five-year graduation rate is already 41%.
Explanation. The Gallaudet Strategic Plan covering 20102015 contains a goal to improve our graduation rate from
28% in 2008 to 50% by 2015. To achieve this goal, Gallaudet
University is employing a number of strategies to improve the
six-year graduation rate of first-time, full-time, degree-seeking
undergraduate students including, but not limited to:
1. Renovating residence halls to improve the quality of campus life;
2. Offering mentoring opportunities to all students, with
faculty, staff, and administrators serving as mentors;
Recent comparisons with National Center for Education
Statistics data for 4-year public and private colleges indicate
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3. Establishing a centralized student academic support center;
5. Establishing targets for graduation rates of students who
are traditionally under-represented; and
4. Developing an early intervention program to provide
supplemental instruction to students as needed;
6. Developing a “Life After Gallaudet” program to inform
and motivate students to work towards career options
related to undergraduate majors.
“Self Portrait”
Amanda Roberts
Pencil drawing and Photoshop
51
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Measure 1.11 of 12: The graduation rate of Gallaudet University graduate students. (Desired direction: increase) Year
Target
Actual
(or date expected)
2007
78%
2008
63%
2009
74%
2010
74%
Status
2011
70%
72%
Target exceeded
2012
70%
72%
Target exceeded
2013
70%
(October 2013)
Data Warehouse.
Pending
Explanation. This indicator is a graduate student graduation
rate for master’s level students only (excluding Ph.D. and graduate certificate students). A cohort is created out of each fall’s
new master’s level graduate enrollment, including all those
who are new to a master’s program at Gallaudet—regardless of
whether they have already enrolled in another graduate program at the University. The graduate student graduation rate is
calculated as the number of new master’s degree students from
that each fall that complete their program within a three year
period. This new methodology is a logical method of calculating graduation of master’s students that parallels established
formulas already used to calculate undergraduate graduation
rates.
Data Quality. Using the University’s Data Warehouse, a
cohort of new master’s degree students can be established every
fall. The cohort includes all new master’s degree students at the
university regardless of whether they’re not new to the institution or new to the graduate career at the university.
Target Context. A new methodology for calculating graduate
persistence rate was developed in 2011. A target of 70% was
also established.
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Measure 1.12 of 12: The annual graduation rate of the Model Secondary School students. (Desired direction: increase)
Year
Target
Actual
(or date expected)
2007
90%
98%
Target exceeded
2008
90%
91%
Target exceeded
2009
90%
92%
Target exceeded
2010
90%
91%
Target exceeded
2011
90%
94%
Target exceeded
2012
90%
93%
Target exceeded
2013
90%
(October 2013)
Source. Gallaudet University, Clerc Center Office of Planning,
Development, and Dissemination
Status
Pending
Target Context. The target for the annual graduation rate of
MSSD students was revised from 94% to 90% in FY 2006
and subsequent years. The target of 90% is an ambitious, yet
achievable, goal for the Clerc Center.
Data Quality. In calculating senior cohort graduation rates of
MSSD students, a cohort is a mutually exclusive group of:
Explanation. Graduation from MSSD signals that students
have completed the required course work and have successfully met their Individualized Education Program (IEP) goals,
at which time graduation becomes an IEP decision. Students
may graduate at the end of their senior year, or they may make
the decision, as part of the IEP process, to return to MSSD for
an additional year to pursue their IEP goals. Of the students
reported for FY 2011, 75% graduated in four years (during AY
2009-2010), while 19% exercised the additional year option
(AY 2010-2011).
1. Senior students who complete their fourth year of high
school and graduate
2. Senior students from the same group who return for a
fifth year of school (as second-year seniors) before graduating.
These calculations remove students who transfer to other
diploma-granting high school programs and, at the same time,
retain students who withdrew or dropped out of MSSD or
whose destination is unknown.
The Clerc Center is working with the U.S. Department of
Education on other possible calculations for graduation rate to
better align with the calculations used by schools around the
country.
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Objective 2 of 4:
Gallaudet works in partnership with others to develop and disseminate educational programs and materials for deaf and hard of
hearing students.
Measure 2.1 of 1: The number of other programs and/or institutions adopting Model/Kendall innovative strategies/curricula or modifying their strategies as a result of Model and Kendall’s leadership. (Desired direction: increase) Year
Target
Actual
(or date expected)
Status
2007
55
89
Target exceeded
2008
55
54
Did not meet target
2009
55
43
Did not meet target
2010
55
34
Did not meet target
2011
55
31
Did not meet target
2012
55
181
2013
55
(October 2013)
Source. Gallaudet University, Clerc Center, Office of Planning, Development, and Dissemination
Target exceeded
Pending
Explanation. The Clerc Center is engaged in a process to
revise this indicator with the U.S. Department of Education.
The Clerc Center’s strategic plan is intentionally designed to
engage other programs in different ways and to disseminate information using mechanisms that can reach a broad audience.
This indicator will be revised to better measure the outcomes
of this work. In 2012, this indicator expanded to include 112
schools and organizations that arranged viewings for multiple
individuals of webinars the Clerc Center offered online. These
schools and organizations additionally reported hosting followup activities.
Data Quality. For 2012, the indicator is a reflection of the
sum of the number of programs that invested considerable resources in Clerc Center products, reported to the Clerc Center
that they were using Clerc Center resources, and had multiple
viewers for a Clerc Center webinar.
Target Context. Any program that may have been in more
than one category or appeared multiple times within a category were only counted once.
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Objective 3 of 4:
Curriculum and extracurricular activities prepare students to meet the skill requirements of the workplace or to continue their
studies.
Measure 3.1 of 6: The percentage of Gallaudet University Bachelor graduates who are employed during their first year after graduation. (Desired direction: increase) Year
Target
Actual
(or date expected)
2007
82%
70%
Did not meet target
2008
82%
80%
2009
82%
83%
Target exceeded
2010
82%
72%
Did not meet target
2011
70%
50%
Did not meet target
2012
70%
(October 2013)
Annual Alumni Survey (of recent graduates).
Status
Pending
reported in this indicator would be defined as those working
full-time and those working part-time divided by the total
number of respondents to the survey.
Target Context. The target was revised from 81% to 82%
for FY 2006 through FY 2010. The target was revised to 70%
for FY 2011 due to the revised Measure 3.2 and the fact that
Gallaudet has agreed in the 2011 agreement with the U.S.
Department of Education to count each alumnus only once
in order for the total across all three categories to be 100% of
alumni. With that in mind, the breakdown among the three
categories needed to be adjusted accordingly. This target may
need to be revised again to reflect the impact of collecting data
from various sources, including Student Tracker’s information
on enrolled students.
Data Quality. The source of this data is an annual standardized survey to graduates one year after graduation. This survey
asks questions about advanced education or training status,
types of employment, salary, satisfaction with the employment, and qualifications for the job. In previous years, about
30% to 35% of the graduates (approximately 50 students)
have responded to the survey. To improve the response rate,
the University now collects new addresses immediately after
graduation and sends out a web-based survey with electronic
reminders, in addition to the mailed survey. In FY 2012, the
University also sought information about its recent alumni
through the National Clearing house’s Student Tracker service.
The information from this service provided information on
alumni attendance at other universities which likely impacted
the distribution of alumni between this category and 3.2.
Explanation. In FY 2010 Gallaudet University began reporting each alumnus in only one category – either employed,
pursuing additional education, or neither employed nor pursuing additional education. In addition, the current economic
context including higher unemployment rates nationwide may
be impacting the distribution between work and pursuit of
additional education.
In 2011 an agreement between Gallaudet and the U.S.
Department of Education stated that the employment rate
55
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This table shows the result of information gathered about and obtained from bachelors-level respondents to the 2011 survey and
their resultant categories.
Survey Respondents
Employed (full-time or part-time)
69
Education (full-time or part-time)
63
Neither employed nor pursuing additional education
7
Total respondents
139
Unknown/not responded
41
TOTAL GRADUATES
180
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Measure 3.2 of 6: The percentage of Gallaudet University Bachelor graduates who are in advanced education or training during their
first year after graduation. (Desired direction: increase) Year
Target
Actual
(or date expected)
2007
(See text)
14%
2008
(See text)
12%
Target exceeded
2009
(See text)
7%
Target exceeded
2010
Baseline set
18%
2011
15%
45%
Target exceeded
2012
15%
(October 2013)
Source. Gallaudet University Office of Institutional Research,
Status
Pending
Target Context. This is a new indicator and the University
proposes, based on the historical data, to set the target at 15%
for FY 2011 and subsequent years. With distinct alumni being
counted across three reporting categories, the total of alumni
needed to add up to 100%. With that in mind, the breakdown
among the three categories needed to be adjusted accordingly.
This target may need to be revised again to reflect the impact
on the percent distribution of data being received from various
sources including Student Tracker’s information on enrolled
students.
reminders, in addition to the mailed survey.
Explanation. The 2011 agreement between Gallaudet and the
U.S. Department of Education states that Gallaudet intended
to count each alumnus only once. Before FY 2010, an alumnus could be counted in this measure regardless of whether
he or she was already counted in Measure 3.1. Using the new
methodology resulted in a recalculation of the percentage of
bachelor graduates who are in advanced education or training
during their first year after graduation for FY 2010 and previous years. From the data resulting from the new methodology, it was apparent that many graduates were both employed
and pursuing additional education resulting in the number
of those pursuing additional education dropping when those
employed were removed. In addition, the current economic
context including higher unemployment rates nationwide may
be impacting the distribution between work and pursuit of
advanced education.
In FY 2012, the University also sought information about its
recent alumni through the National Clearing house’s Student
Tracker service. The information from this service provided
information on alumni attendance at other universities which
likely impacted the distribution of alumni between this category and 3.1.
As agreed in the 2011 agreement with the U.S. Department
of Education, the employment rate reported in this indicator
would be defined as those in full-time education, those in parttime education, and those in internships, practicum, and other
unpaid educational experiences divided by the total number of
respondents to the survey.
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Measure 3.3 of 6: The percentage of Gallaudet University Bachelor graduates who are not employed nor in advanced education or
training during their first year after graduation. (Desired direction: decrease) Year
Target
Actual
(or date expected)
2007
10%
16%
2008
10%
8%
2009
10%
10%
Target met
2010
10%
10%
Target met
2011
15%
5%
2012
15%
(October 2013)
Status
Did not meet target
Target exceeded
Target exceeded
Pending
In 2011 an agreement between Gallaudet and the U.S.
Department of Education stated that the employment rate
reported in this indicator would be defined as those seeking
work and those not seeking work divided by the total number
of respondents to the survey.
reminders, in addition to the mailed survey.
Target Context. The target was set at 10% from FY 2007 to
FY 2010. Gallaudet University proposes that this target be
changed to 15% for FY 2011 and subsequent years due to the
revised Measure 3.2 and the charge to count each alumnus
only once. With distinct alumni being counted across three
reporting categories, the total of alumni needed to add up to
100%. With that in mind, the breakdown among the three
categories needed to be adjusted accordingly.
Explanation. In FY 2010 Gallaudet University began reporting each alumnus in only one category – either employed, pursuing additional education, or neither employed nor pursuing
additional education.
In FY 2012, the University also sought information about its
recent alumni through the National Clearing house’s Student
Tracker service. The information from this service provides
more information on alumni attendance at other universities.
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Measure 3.4 of 6: The percentage of Model Secondary School graduates who are in jobs within one year after graduation. Year
Target
2007
Pilot
2008
Actual
(or date expected)
Status
33%
Target Pending
4%
2009
Target Pending
0%
2010
Target Pending
21%
2011
Target Pending
7%
2012
Set a baseline
(October 2013)
Pending
of those employed or unemployed. The Clerc Center is reviewing data collection and graduate tracking systems to continue
to improve the overall response rate for this survey.
Development, and Dissemination survey of graduates› status
Target Context. The Department and the Clerc Center
recognize that the target must consider that the percentage
of students reporting they are employed and the number of
students reporting they are enrolled in advanced education or
training are interdependent. When more students are enrolled
in advanced education or training, fewer are engaged in work
and vice versa.
Data Quality. Beginning in FY 2008, the Clerc Center
began conducting a one-year follow-up study of each MSSD
graduating class on the percentage of graduates in postsecondary education, the percentage of graduates employed and the
percentage of graduates doing neither. A pilot was conducted
in FY 2007. The Clerc Center continues to conduct a threemonth follow-up with MSSD’s June graduates during the
September immediately following graduation. This is followed
by a one-year follow-up survey that is conducted the following summer. Of the 30 members of the graduating class of
2011, a total of 15 graduates responded to the survey or 50%.
Indicators 3.4, 3.5, and 3.6 are based on those members of the
graduating class who chose to respond, and thus may be an
over-representation of the true number of graduates in postsecondary education programs or training programs (due to
the consistently high response rate of those graduates), and an
under-representation (due to a consistently low response rate)
Explanation. Through ongoing work with the U.S. Department of Education, the Clerc Center is in the process to revise
Indicators 3.4, 3.5, and 3.6 to better reflect their interdependency of the information captured about the outcomes for the
MSSD graduates. The Clerc Center is currently negotiating
with the Department to address combining these three indicators into one indicator that would reflect the percentage of
graduates who report they are working or enrolled in advanced
education or training.
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Measure 3.5 of 6: The percentage of Model Secondary School graduates who are in advanced education or training programs
within one year after graduation. Year
Target
Actual
(or date expected)
Status
2007
Pilot
75%
2008
Target Pending
89%
2009
Target Pending
100%
2010
Target Pending
86%
2011
Target Pending
87%
2012
Set a baseline
(October 2013)
Pending
and vice versa.
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Measure 3.6 of 6: The percentage of Model Secondary School graduates who are not in jobs nor postsecondary (advanced education or training) programs within one year after graduation. (Desired direction: decrease) Year
Target
Actual
(or date expected)
Status
2007
Pilot
0%
2008
Target Pending
7%
2009
Target Pending
0%
2010
Target Pending
7%
2011
Target Pending
7%
2012
Set a baseline
(October 2013)
Pending
and vice versa.
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Objective 4 of 4:
Improve the efficiency of operations at Gallaudet as defined by the cost per successful student outcome, where the successful outcome is graduation.
Measure 4.1 of 2: Federal cost per Gallaudet graduate. (Desired direction: decrease) Year
Target
Actual
(or date expected)
Status
2007
Set a Baseline
$245,356
2008
Maintain a Baseline
$227,940
2009
Maintain a Baseline
$264,523
2010
$237,969
$257,875
Did not meet target
2011
$243,204
$252,501
2012
$248,554
(January 2013)
Pending
2013
$253,277
(January 2014)
Pending
2014
$258,343
(January 2015)
Pending
2015
$263,510
(January 2016)
Pending
Source. Gallaudet University, Budget Office.
measures that are at or less than the CPI rate each year. The
targets were set for FY 2010 through FY 2012. In 2012, the
Department suggested and the University agreed to use CPI-U
estimates of inflation as calculated by Office of Management
and Budget (OMB), instead of CBO, to calculate targets for
FY 2013 through FY 2015.
Data Quality. The Federal cost per graduate includes graduates who receive bachelor, masters, and doctoral degrees and
graduate and specialist certificates from Gallaudet University.
Explanation. This measure is calculated by adding the federal
appropriations for the current year and the five preceding
years, which is then averaged. The average (from the 6-year
total of federal appropriations) is divided by the number of
graduates in the current year, both undergraduate and graduate students. Federal student financial aid, vocational rehabilitation payments, other federal support for students, federal
grants and contracts, the Federal Endowment Grant Program,
tuition payments, and other private funds received by the
University are not included in this calculation.
Target Context. In determining the appropriate target each
year for the Federal cost per graduate, future inflation must
be taken into account, as well as the variation in the number
of students who graduate each year from Gallaudet University. The Department established targets for FY 2010 and
subsequent years. In FY 2009, the University and the Department agreed to
use the Consumer Price Index (CPI) projections of inflation
at a rate of 2.2% per year to guide target setting, with the
overall goal for Gallaudet to record increases in the efficiency
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Measure 4.2 of 2: Total educational cost per graduate. (Desired direction: decrease) Year
Target
Actual
(or date expected)
Status
2007
Set a Baseline
$292,279
2008
Maintain a Baseline
$272,094
2009
Maintain a Baseline
$313,142
2010
$284,066
$301,652
Did not meet target
2011
$290,315
$291,548
2012
$296,702
(January 2013)
Pending
2013
$302,339
(January 2014)
Pending
2014
$308,386
(January 2015)
Pending
2015
$314,554
(January 2016)
Pending
Source. Gallaudet University, Budget Office.
at a rate of 2.2% per year to guide target setting, with the
overall goal for Gallaudet to record increases in the efficiency
measures that are at or less than the CPI rate each year. The
targets were set for FY 2010 through FY 2012. In 2012, the
Department suggested and the University agreed to use CPI-U
estimates of inflation as calculated by Office of Management
and Budget (OMB), instead of CBO, to calculate targets for
FY 2013 through FY 2015.
Data Quality. The total educational cost per graduate includes
graduates who receive bachelors, masters, and doctoral degrees,
and graduate and specialist certificates from Gallaudet University.
Target Context. In determining the appropriate target each
year for the total educational cost per graduate, future inflation
must be taken into account, as well as the variation in the
number of students who graduate each year from Gallaudet
University. The Department established targets for FY 2010
and subsequent years. Explanation. This measure is calculated by adding the total
educational costs for the current year and the five preceding
years, which is then averaged. The average (from the 6-year
total of educational costs) is divided by the number of graduates in the current year, both undergraduate and graduate
students. Costs associated with public services, auxiliary enterprises, and construction, are excluded from this calculation. In FY 2009, the University and the Department agreed to
use the Consumer Price Index (CPI) projections of inflation
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1/8/13 10:50 AM
Photo Collage
Heidi McNutley
Gallaudet Strategic Plan
The Gallaudet Strategic Plan (GSP) provides the university community with a roadmap for the years 2010-2015.
Approved by the Board of Trustees in May 2009 the GSP re-affirms the core values of our Mission, Vision, and
Credo statements, and sets forth bold, new, clearly articulated goals, objectives, and strategies – all included in
this section. In broad terms, the five goals focus on: enrollment; persistence and graduation; resource efficiency;
academic programs; and research and outreach. All were established to ensure a university of excellence for
future generations of students.
Strategic Plan.indd 65
1/8/13 10:51 AM
1/8/13 10:51 AM
I. Brief History
In June, 2007, Gallaudet University began a revitalization
process by establishing a working group to develop a refocused
Mission statement; in doing so, we were guided by a sense
of rededication to Gallaudet’s heritage as a bilingual, signing community of students, teachers, and scholars. The new
Mission statement was subsequently approved by the Board
of Trustees in November 2007, and is included earlier in this
report.
In May, 2009, the Board of Trustees unanimously approved
this new Gallaudet Strategic Plan intended to carry the University from 2010 to 2015. The GSP was the product of more
than eighteen months of hard work by faculty, staff, students,
alumni, and other key stakeholders. The GSP, like the revised
Mission statement and new Vision statement (approved by
the Board of Trustees in May 2009, and also included earlier
in this report), is similarly guided by a sense of rededication
to Gallaudet’s heritage. The GSP positions Gallaudet as the
University of choice for the most qualified and diverse group
of deaf and hard of hearing students in the world, as well as
for hearing students pursuing careers related to people who are
deaf and hard of hearing.
Thereafter, five strategic goals were developed that sharpened
the emphasis of the previous strategic plan, and focused on
issues that flowed from the revised Mission statement. Those
five areas, each with a strong goal vital to the ongoing renewal
of Gallaudet, can be broadly stated as involving: enrollment;
persistence and graduation; resource efficiency; academic programs; and research and outreach.
The Gallaudet Strategic Plan for 2010-2015 provides the university community with a roadmap for the next five years. The
five vital goals will ensure a University of excellence for future
generations of students. The following section of this chapter
includes the Goals, Objectives, and Strategies of the GSP. Subsequent chapters of this report include a variety of data tied to
each of the GSP goals.
Beginning with those goals, the Board of Trustees asked the
campus community to engage in a process of envisioning the
next strategic steps for the University. The community responded by developing a strategic plan that established objectives and strategies for accomplishing the five goals. Working
together, the constituencies of Gallaudet University prepared a
complete plan – the Gallaudet Strategic Plan (GSP).
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Goal A: Grow Gallaudet’s enrollment of full-time undergrads, full- and part-time graduate students, and
continuing education students to 3,000 by 2015
Objective 1
Expand domestic recruiting to become “top of mind” for all deaf and hard of hearing students, and hearing students seeking deaf/HH related
careers
Strategies
Strategies
Strategies
Strategies
Strategies
A.1.1 Expand recruitment
at all programs serving
deaf and hard of hearing
students (particularly
mainstream schools),
emphasizing personal
contacts with students,
parents and professionals
working with them
A.1.2 Develop an innovative media campaign to
promote Gallaudet and
frame Deaf people and
their signed languages as
positive aspects of human
diversity, while iteratively
assessing the impact of
the campaign on enrollment (attracting/retaining
diverse learners)
A.1.3 Expand summer
camps for middle- and
high-school deaf/HH
students and Family
Learning Vacations to introduce them to Gallaudet
University
A.1.4 Adjust the cap to
increase enrollment of
Hearing Undergraduates (HUGs) in targeted
majors preparing them for
deaf/HH-related careers,
especially interpreting
A.1.5 Develop new
programs targeted at
high growth professions,
deaf service professions,
and areas that utilize
visual, spatial and kinetic
aptitudes
Major Activity
Performed
Major Activity
Performed
Major Activity
Performed
Major Activity
Performed
A completely new set
of marketing messages
has been developed
and implemented for the
University, the Facebook
page has gone from
approximately 800 likes
to over 14,000, a Twitter
account was activated, a
new mobile application
was released for the University, and a new logo
was adopted and has
received wide acceptance
from the Gallaudet
community.
All events associated
with the Academic Bowl
were held on campus for
several years, allowing all
competitors to spend time
at the University. For a
variety of reasons, including requests from participants, the Academic Bowl
will be moved back to the
regions, with the finalists
still visiting the campus
for the finals.
The University has
engaged the U.S. Department of Education in
these discussions.
The University is
actively engaged in the
development of four new
majors—pre-law, premedicine, pre-business,
and pre-architecture.
These programs build on
the strength of the liberal
arts education Gallaudet
provides, can alleviate
the small numbers of
deaf and hard of hearing
individuals who enter
these professions, and
can serve as an impetus for junior and senior
high school students to
set high aspirations for
themselves.
Brief statements are included as examples of the major activities performed for selected strategies. This is not intended as a complete list of activities and accomplishments, but rather is representative of the actions undertaken or underway.
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Goal A (continued)
Objective 2
Recruit nontraditional students through targeted programs
Strategies
Strategies
Strategies
Strategies
A.2.1 Conduct market analysis
to identify and design programs
to serve adult degree completion
and readmits, such as a Liberal
Studies degree
A.2.2 Conduct market analysis to
identify and design high demand
programs for continuing education and outreach
A.2.3 Create infrastructure
for a virtual campus to attract
tomorrow’s visual learners and
serve as a platform for greatly
expanded offerings in online and
hybrid education
A.2.4 Optimize transfer policies
and practices to incentivize
transfer students to come to
Gallaude
Objective 3
Actively recruit international students to achieve the current 15% cap
Strategies
Strategies
Strategies
A.3.1 Identify 3-4 world regions as recruiting, outreach, and collaboration targets and
proactively develop materials, programs and
partnerships in those regions
A.3.2 Identify funding partners with strategic
goals related to education of international
students
A.3.3 Develop English Language Institute
(ELI) and ASL programs abroad and other
academic offerings in targeted recruiting regions to develop Gallaudet’s presence and
create a pipeline of qualified students
Major Activity Performed
To date the University has identified Panama and China, and has signed memorandums of understanding with partners in both countries.
Funding discussions are underway, and English and American Sign Language classes have been conducted for deaf and hard of hearing
students in China.
Objective 4
Increase enrollment of traditionally-underrepresented groups (TUGs)
Strategies
Strategies
A.4.1 Develop and market year-long
programs targeted at ongoing academic
support for TUGs before, during, and after
the first year
A.4.2 Assess the cost/benefit of reinstating
the PEP program to allow TUG students
who require more support to have a full year
of skill development
Strategies
A.4.3 Identify funding partnerships to
expand multi-year, need- and merit-based
scholarships to recruit and retain undergraduate and graduate TUGs
Objective 5
Increase and broaden accountability for student enrollment
Strategies
A.5.1 Develop department/program enrollment targets and action
plans to accomplish them
Strategies
A.5.2 Amend performance management system to reflect enrollment
as a strategic priority for all faculty and professional staff
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Goal B: By 2015, increase Gallaudet’s six-year undergraduate graduation rate to 50%
Objective 1
Create environment and support systems to encourage retention and successful completion
Strategies
Strategies
Strategies
Strategies
Strategies
Strategies
B.1.1 Upgrade physical infrastructure (primarily dormitories)
to meet 21st century
student expectations
for quality of campus
life
B.1.2 Create onestop shopping for
student support
services, with a
renewed focus on
excellent customer
service and online
service options wherever possible
B.1.3 Develop
programs to promote
acceptance and
respect for students,
faculty and staff
along all facets of
diversity (including
nationality, race, gender, communication
modalities, etc.)
B.1.4 Develop a
comprehensive,
innovative program
to support student
language development, starting before
freshman year and
continuing until
graduation
B.1.5 Ensure that all
students are offered
a mentor/ coach to
guide them through
the university experience, into majors
and on to graduation,
with all faculty, professional staff, and
administrators committed to participation
in the mentoring/
coaching process
B.1.6 Establish a
centralized student
academic support
center with extended
hours staffed by
faculty to support
student learning
across all areas, with
emphasis on math
and English
Major Activity
Performed
Major Activity
Performed
Major funds have
been spent for an entirely new living and
learning dormitory
constructed as an
extensive example of
DeafSpace concepts;
this building opened
in the fall of 2012.
Denison House was
been renovated into
a living center for
students with a livein faculty member.
During the summer
of 2012, extensive
renovations were
made to five existing
dormitories. All of
these expenditures
were made to meet
the high expectations of students and
potential students for
quality-of-life experiences on campus.
An extensive series
of campus dialogues
have been conducted
on campus, designed
to promote acceptance and respect for
the diversity found on
our campus.
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Goal B (continued)
Objective 2
Institutionalize clear Path to Graduation for all undergraduates
Strategies
B.2.1 Create a Graduation Contract all students must sign, clearly
documenting the path to
graduation including all
steps and requirements
for each major
Strategies
Strategies
Strategies
Strategies
B.2.2 Develop a “discovery process” for students,
starting at initial enrollment, that emphasizes
selecting a major
B.2.3 Develop early
intervention programs to
guide students through to
graduation (faculty major
advising cadre, proactive
academic advising, and
diagnosis– support– remediation strategies for
at-risk students)
B.2.4 Develop degree
alternatives that provide
increased graduation
options (General Studies major for qualified
students, Associate
Degree graduation option
for select majors to have
“honorable exit”)
B.2.5 Establish targets
for graduation of TUGs
across the majors, and
expand support/mentoring programs to all TUGs
(remove GPA requirements for participation)
Objective 3
Increase acceptance of undergraduate students into majors
Strategies
Strategies
B.3.1 Review and validate qualification/ acceptance standards for all majors (including
GPA requirements and degree of difficulty
for prerequisite courses)
B.3.2 Utilize summer sessions as tuitionfree opportunities to “pre-teach” content
for high-failure-rate courses and/or at-risk
students
Strategies
B.3.3 Develop “Life After Gallaudet”
program to inform and motivate students
toward career options related to the undergraduate majors
Objective 4
Increase and broaden accountability for student retention and graduation
Strategies
B.4.1 Develop department/ program retention and graduation targets, and action plans to accomplish them
Strategies
B.4.2 Amend performance management system to reflect retention
and graduation as strategic priorities for all faculty and staff, including faculty and staff engagement in academic and nonacademic
student activities
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Goal C: By 2015, secure a sustainable resource base through expanded and diversified funding partnerships and increased efficiency of operations
Objective 1
Increase breadth and depth of local and federal government relations
Strategies
Strategies
C.1.1 Designate specific staff and retain
external experts for government relations to
strengthen partnerships with the federal and
District of Columbia governments
Strategies
C.1.2 Increase accountability for performance on GPRA goals, with special
attention to efficiency and cost/graduate
indicators
C.1.3 Develop facilities strategic plan for
university and Clerc Center, and seek ongoing federal support for capital improvement
projects
The University has engaged Johnson
Controls in an extensive facilities project
designed to provide for more efficient utilization of energy resources.
Objective 2
Grow revenue from grants, auxiliary enterprises, and private fundraising
Strategies
C.2.1 Develop
incentives and infrastructure to support
faculty/staff in seeking, obtaining, and
administering grants
Strategies
C.2.2 Leverage
the Innovation Lab
concept (in initial
planning stages) to
secure grants and
private funding
Strategies
Strategies
C.2.3 Reallocate
capital expenditures
towards 6th Street
projects to generate
consistent revenue
streams and improve
Gallaudet’s physical
environment
C.2.4 Explore
options for additional revenue from
interpreting, VRS,
and other deafnessrelated enterprises
Strategies
Strategies
C.2.5 Establish seed
money for promising academic and
nonacademic ventures and innovative
revenue-producing
programs
C.2.6 Establish
specific targets
and strategies to
grow planned giving, bequests, and
private fundraising
from foundations and
individuals
Major Activity
Performed
Major Activity
Performed
Major Activity
Performed
Extensive discussions have been
held regarding our
land holdings on 6th
Street, and a real
estate activity has
become a major
topic of discussion,
including the completion of a 10-year
Master Plan for the
University which is
under review by the
District of
Columbia
Gallaudet Interpreting Services offers
interpreting services
to the public, and
has received several
contracts for such
services in the
region.
Specific targets have
been proposed and
approved by the
Board of Trustees for
our fundraising activities; exact details of
those targets and
of the resultant fundraising results are
provided in another
section of this report.
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Goal C (continued)
Objective 3
Increase student-related income through enrollment growth
Strategies
Strategies
Strategies
Strategies
C.3.1 Limit growth in charges
for tuition and fees to inflation or
less, to achieve lower costs per
student and costs per graduate
C.3.2 Identify student-specific
auxiliary enterprises whose revenues could increase with enrollment, such as student housing
(on- and off-campus)
C.3.3 Optimize enrollment numbers resulting from Gallaudet
administered financial aid, by targeting funds to undergraduates
C.3.4 Develop program to
increase student access to and
usage of sources of financial aid
in addition to Vocational Rehab,
through communication with
students and their parents
With the improvements in the
dormitories, we have been able
to raise housing fees on campus,
generating the desired additional
revenue from those resources.
Financial aid has increased significantly in recent years, and studies
are underway with outside consultants regarding the allocation of
those funds for the most effective enrollment results.
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Goal C (continued)
Objective 4
Improve efficiency and effectiveness of all programs and services
Strategies
C.4.1 Create mechanisms
that reallocate resources
to high-priority areas,
including funding the
strategic plan
Strategies
C.4.2 Conduct Workforce Planning Analysis,
mapping human capital
against current needs,
to achieve improved
faculty:student and
staff:student ratios
Major Activity
Performed
Major Activity
Performed
An extensive study,
entitled the Administrative
Programs and Services
Review Committee (APSRC), was undertaken,
which conducted a review
of all non-academic
programs and services
offered on campus. Significant changes have occurred as a result of their
recommendations and
this study will continue to
have an impact in years
to come, as their results
will be used as a foundation for change implementation when needed.
In addition, a University
Planning and Budgeting
Committee (UPBC) was
created from a previous group which had no
planning responsibility.
This new group will focus
directly on the allocation
of budgeting resources to
meet the intent of the Gallaudet Strategic Plan.
The University took significant steps in reducing
existing headcounts and
closing open positions,
and currently all positions
to be filled must be approved by the President.
Strategies
C.4.3 Identify optimal unit
costs and develop plans
to meet cost objectives
Strategies
C.4.4 Institute ongoing
cost/benefit reviews of
new and existing programs, including ‘sunset
policies’
Strategies
C.4.5 Develop shared
services to increase
efficiency and generate
cost savings between
departments
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Goal D: By 2015, refine a core set of undergraduate and graduate programs that are aligned with the institutional mission and vision, leverage Gallaudet’s many strengths, and best position students for career
success
Objective 1
Optimize undergraduate majors and graduate programs to justify costs and outcomes
Strategies
D.1.1 Establish Program Prioritization Task Forces for undergrad
& grad schools to review existing
majors and degree offerings
based on mission-centrality, market demand, and assessment of
productivity and viability life
Strategies
D.1.2 By 2010, decide on majors, programs or departments
to grow, restructure, merge or
discontinue
Strategies
Strategies
D.1.3 Develop standards for
program viability and cost/benefit, and set baseline metrics that
would trigger review and action
plan for growth
D.1.4 Create process for analyzing viability and cost/benefit
of new programs targeted at
previously-untapped markets,
particularly high-growth professions, deaf-service professions,
and/or those that utilize acute
visual, spatial, and kinesthetic
aptitudes
A Program Prioritization Task Force examined all academic programs, resulting in recommendations,
subsequently accepted by the Board of Trustees, to eliminate specific programs. Academic Affairs is currently in the process of reviewing its entire organizational structure.
In addition to the four “pre-”
programs mentioned under
A.1.5, a new master’s in public
administration program has
begun and a Health Care Task
Force—of which Gallaudet was
a major partner with multiple
other organizations—produced
a report including the potential
impact of the health care field on
academic offerings.
Objective 2
Develop five new comprehensive academic partnerships
Strategies
D.2.1 Partner with up to two DC Consortium
universities to develop or sustain curriculum
for specific majors
Strategies
D.2.2 Conduct a best practices study on
interuniversity partnerships and implement
findings to maximize benefit of Gallaudet’s
membership in DC Consortium
Strategies
D.2.3 Establish formal relationships with
3-4 international universities as academic
partners and feeder schools in each target
region
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Goal D (continued)
Objective 3
Strengthen students’ preparation for employment and career success
Strategies
Strategies
Strategies
D.3.1 Establish the infrastructure to require real-world work
experiences (internships and/or
service learning) as a graduation
requirement for freshmen entering in fall 2010
D.3.2 Increase Career Center
services to improve job searches, support interviews, and
cultivate employer demand (including deaf- and minority-owned
businesses and employers)
Strategies
D.3.3 Establish field- and profession-based advisory groups,
drawing on largest employers
of GU graduates, to advise on
developing, implementing and
assessing programs
D.3.4 Evaluate creation ofcareer
tracks for all majors, and Dual
Degree Programs for specific
areas
Internships are widely used
throughout our program
offerings, and a new Capitol
Hill Internship Program was
established to place Gallaudet
students into Congressional
offices as interns.
Objective 4
Increase faculty accountability for student learning and development
Strategies
Strategies
D.4.1 Modify faculty performance management systems to increase accountability for
results in total student development, including learning and engagement
D.4.2 Create assessments to identify faculty
needs to optimize classroom content and
delivery methods (including online education) and provide development opportunities
(particularly for bilingual education and ASL
training for faculty)
Strategies
D.4.3 Align teaching loads and course assignments to increase lower-level undergrads’ access to senior faculty
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Goal E: Establish Gallaudet as the epicenter of research, development and outreach leading to advancements in knowledge and practice for deaf & hard of hearing people and all humanity
Objective 1
Establish Gallaudet’s research agenda and set targets for externally-funded research proposal submission, funding, and completion by
2015 and beyond
Strategies
Strategies
Strategies
E.1.1 Formulate no more than five integrated research priorities by assessing
compelling needs as well as current and
potential strengths in fields such as visual
language and learning; hearing enhancement; linguistic and communication access;
genetics; and ASL/English bilingualism
E.1.2 Conduct market/feasibility study to
identify potential funders, partners, and
competitors to inform choice of priority areas
in Gallaudet’s research agenda
E.1.3 Set targets for number of proposal
submissions and successful funding awards
in priority and discipline-specific research
areas by 2015
Fiscal years 2010 and 2011 saw a dramatic
increase in grant proposals, with a lower
amount requested in fiscal year 2012—as
reported in detail elsewhere in this report.
77
1/8/13 10:51 AM
Goal E (continued)
Objective 2
Create the infrastructure needed to support a world-class research enterprise
Strategies
Strategies
Strategies
Strategies
Strategies
Strategies
E.2.1 Assess and
provide the necessary administrative leadership to
promote research
synergies within and
outside the university
E.2.2 Evaluate and
provide appropriate
staffing complement
and resources to
enhance services
of Office of Sponsored Programs and
post-award support,
including professional development
and training in grant
writing and management for faculty and
support staff
E.2.3 Align faculty evaluation and
incentive systems
to encourage and
reward grant funded
research and peerreviewed publication
E.2.4 Build administrative infrastructure
and leadership
succession needed
to support and institutionalize externally
funded research
centers such as VL2,
RERC-TAP, and
RERC-HE
E.2.5 Set expectations for all doctoral
programs to apply
for external funds
for research, with
significant support for
graduate students
E.2.6 Determine strategic cost/benefit of
revitalizing Gallaudet
Research Institute
(including re-creating
center for assessment and demographic studies)
Major Activity
Performed
A staff position was
added to the Office
of Sponsored Programs.
Major Activity
Performed
Our Visual Language
& Visual Learning (VL2) project
received extended
funding from the
National Science
Foundation and a
new Brain and Language Lab (BL2) was
created, supported
by Gallaudet University, the National
Science Foundation,
and the National
Institutes of Health.
In this lab, the neural
processing of ASL,
how children learn to
read, and the effects
of early bilingual language exposure on
the developing brain
and its functions are
studied.
78
1/8/13 10:51 AM
Goal E (continued)
Objective 3
Enhance outreach integrating research and practice, particularly to benefit deaf/HH PK-12 students
Strategies
Strategies
Strategies
Strategies
E.3.1 Develop partnership agreements with the Clerc Center and
3-5 PK-12 programs nationwide
that facilitate research-practice
integration to improve deaf/
HH student learning outcomes,
especially for minority students
E.3.2 Seek partnerships with
universities, PK-12 programs,
community organizations,
private foundations, government
programs, and businesses aimed
at developing, implementing and
assessing educational innovations and impacts on student
learning
E.3.3 Establish a state-of-the- art
web based national information
center on deaf/HH people
E.3.4 Establish a center for
research, development, and
assessment on diversity, equity
and TUG achievement, both oncampus and in PK-12 settings
“Colors”
Shakeith Stone
Watercolor
79
1/8/13 10:51 AM
1/8/13 10:51 AM
“Fishing Away”
Grades 3, 4, and 5 group project
Construction paper, tissue and other objects
Strategic Plan Goal A: Enrollment
This chapter includes data on University enrollment and on recruitment activity directed to individuals who are
deaf or hard of hearing from minority backgrounds. (Separate data are contained in the Clerc Center chapter for
their students.) Included are enrollment data: for the fiscal year and trend data for the last five years; by undergraduate, graduate and professional studies status; by race/ethnicity, gender, deaf/hearing status, and full-time/
part-time status; for cochlear implant users; by state; for international students by country; by numbers applied,
admitted, and enrolled; and by ACT scores.
Goal A Enrollment.indd 81
1/8/13 10:15 AM
1/8/13 10:15 AM
Goal A: Enrollment
I. Enrollment
Fall 2011 Census University & Clerc Center Enrollment
Full-time
Part-time
% of
Enrollment
Total
1,029
49
1,078
Freshmen
305
5
310
Sophomores
211
4
215
Juniors
272
5
277
Seniors
223
33
256
18
2
20
40
40
1,029
89
1,118
300
110
410
18
18
128
428
23%
65
65
3%
282
1,611
86%
Second degree
TOTAL UNDERGRADUATE
TOTAL GRADUATE
300
TOTAL UNDERGRADUATE, GRADUATE & ELI
1,329
60%
97
97
165
165
TOTAL CLERC CENTER
262
262
14%
1,591
282
1,873
100%
102
102
Professional Studies1
Professional Studies students can enroll continuously throughout the semester. Therefore, the one-time snapshot of Professional
Studies enrollment shown on this line does not provide an accurate picture. The snapshot of Professional Studies enrollment is
used, however, in reporting enrollment in the Government Performance and Results Act (GPRA) Report.
1
83
1/8/13 10:15 AM
Goal A: Enrollment
End-of-Year University Enrollment
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
1,089
1,023
1,105
1,098
1,143
35
43
57
73
55
1,124
1,066
1,162
1,171
1,198
405
415
417
460
459
46
43
53
28
32
451
458
470
488
491
53
65
92
84
85
1,628
1,589
1,724
1,743
1,774
547
655
853
753
664
2,175
2,244
2,577
2,496
2,438
TOTAL UNDERGRADUATE
TOTAL GRADUATE
TOTAL UNDERGRADUATE, GRADUATE, & ELI
TOTAL UNIVERSITY
End-of-Year University Enrollment with Dual Enrollment
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
1,090
1,031
1,105
1,107
1,145
38
51
62
80
63
1,125
1,077
1,165
1,184
1,204
405
415
417
460
459
48
44
54
30
35
451
458
470
488
491
53
65
92
84
92
1,629
1,600
1,727
1,756
1,787
760
865
1,100
928
842
TOTAL UNIVERSITY
2,389
2,465
2,827
2,684
2,629
HEADCOUNT ENROLLMENT
2,175
2,244
2,577
2,496
2,438
ENROLLED IN MORE THAN ONE CATEGORY
214
221
250
188
191
TOTAL UNDERGRADUATE
TOTAL GRADUATE
84
1/8/13 10:15 AM
Goal A: Enrollment
Fall Census University and Clerc Center Enrollment
2007
2008
2009
2010
2011
1,018
964
1,055
1,064
1,078
22
22
28
36
40
1,040
986
1,083
1,100
1,118
383
377
408
413
410
31
26
21
20
18
414
403
429
433
428
40
48
62
59
65
1,494
1,437
1,574
1,592
1,611
127
120
105
99
97
164
149
151
140
165
TOTAL CLERC CENTER
291
269
256
239
262
1,785
1,706
1,830
1,831
1,873
139
144
296
201
102
TOTAL UNDERGRADUATE
TOTAL GRADUATE
Professional Studies1
Professional Studies students can enroll continuously throughout the semester. Therefore, the one-time snapshot of
Professional Studies enrollment shown on this line does not provide an accurate picture. The snapshot of Professional
Studies enrollment is used, however, in reporting enrollment in the Government Performance and Results Act (GPRA)
Report.
1
85
1/8/13 10:15 AM
Goal A: Enrollment
Fall Degree-seeking Diversity Trend
2007
2008
2009
2010
2011
RACE/ETHNICITY
93
88
86
84
79
27
25
23
9
4
Asian
75
65
60
53
57
139
139
163
162
149
104
96
113
137
114
2
2
27
78
Two or more
White
925
890
993
981
963
38
38
25
22
42
Male
533
519
578
581
590
Female
868
822
882
896
898
GENDER
Unknown
3
HEARING STATUS
1,146
1,086
1,180
1,169
1,180
247
249
281
300
299
8
6
2
8
9
Full-time
1,236
1,191
1,270
1,303
1,329
Part-time
165
150
193
174
159
1,401
1,341
1,463
1,477
1,488
Hearing
Unknown
ACADEMIC LOAD
86
1/8/13 10:15 AM
Goal A: Enrollment
Fall 2011 Undergraduate Degree-seeking Diversity by Class Year
Freshmen
Sophomores
Juniors
Seniors
Second
Degree
TOTAL
RACE/ETHNICITY
20
10
11
8
6
55
3
3
Asian
16
10
9
11
46
46
23
19
34
122
32
20
26
10
Two or more
1
89
1
1
63
21
12
17
13
171
138
193
174
4
1
2
3
Male
175
94
130
101
8
508
Female
135
121
147
155
12
570
304
207
248
220
18
997
6
8
29
36
2
81
Full-time
305
211
272
223
18
1,029
Part-time
5
4
5
33
2
49
310
215
277
256
20
1,078
White
13
689
10
GENDER
HEARING STATUS
Hearing
ACADEMIC LOAD
87
1/8/13 10:15 AM
Goal A: Enrollment
Fall Undergraduate Degree-seeking Diversity Trend
2007
2008
2009
2010
2011
RACE/ETHNICITY
75
61
56
57
55
25
21
20
6
3
Asian
61
51
46
39
46
109
100
118
122
122
83
73
90
106
89
1
1
23
63
Two or more
White
656
644
714
704
689
9
14
11
6
10
Male
456
438
492
489
508
Female
562
526
561
575
570
GENDER
Unknown
2
HEARING STATUS
986
925
997
987
997
32
39
58
77
81
Full-time
973
927
1,002
1,012
1,029
Part-time
45
37
53
52
49
1,081
964
1,055
1,064
1,078
Hearing
Unknown
ACADEMIC LOAD
88
1/8/13 10:15 AM
Goal A: Enrollment
Fall 2011 Graduate Degree-seeking Diversity by Degree Level
Certificates
Masters
Specialists
Doctorates
TOTAL
RACE/ETHNICITY
1
16
Asian
1
7
7
24
1
1
3
11
13
1
13
27
14
3
8
25
Native Hawaiian/Other Pacific
Islander
1
1
Two or more
7
2
6
15
5
87
274
10
32
White
3
179
2
20
Male
1
53
2
26
82
Female
6
204
9
109
328
4
141
2
36
183
Hearing
3
109
8
98
218
7
1
1
9
GENDER
HEARING STATUS
Unknown
ACADEMIC LOAD
Full-time
4
213
9
74
300
Part-time
3
44
2
61
110
7
257
11
135
410
89
1/8/13 10:15 AM
Goal A: Enrollment
Undergraduate Degree-seeking Fall 2011
INTERNATIONAL/
RESIDENT ALIEN
5%
RACE AND ETHNICITY
AMERICAN INDIAN/
UNKNOWN
ALASKA NATIVE
1%
<1%
ASIAN
4%
BLACK/
AFRICAN
AMERICAN
11%
HISPANIC OF
ANY RACE
8%
NATIVE HAWAIIAN/
<1%
WHITE
64%
TWO OR MORE
6%
Graduate Degree-seeking Fall 2011
INTERNATIONAL/
RESIDENT ALIEN
6%
RACE AND ETHNICITY
AMERICAN INDIAN/
UNKNOWN
ALASKA NATIVE
8%
<1%
ASIAN
3% BLACK/
AFRICAN
AMERICAN
7%
HISPANIC OF
ANY RACE
6%
NATIVE HAWAIIAN/
<1%
WHITE
67%
TWO OR MORE
4%
90
1/8/13 10:15 AM
Goal A: Enrollment
Fall Graduate Degree-seeking Diversity Trend
2007
2008
2009
2010
2011
18
27
30
27
24
2
4
3
3
1
Asian
14
14
14
14
11
30
39
45
40
27
21
23
23
31
27
1
1
Two or more
4
15
RACE/ETHNICITY
White
269
246
279
277
274
29
24
14
16
32
77
81
86
92
82
306
296
321
321
328
GENDER
Male
Female
Unknown
1
HEARING STATUS
160
161
183
182
183
Hearing
215
210
223
223
218
8
6
2
8
9
Full-time
263
264
268
291
300
Part-time
120
113
140
122
110
383
377
408
413
410
Unknown
ACADEMIC LOAD
91
1/8/13 10:15 AM
Goal A: Enrollment
Fall 2011 Cochlear Implant Use of Degree-seeking Students
Cochlear
Implants
UNDERGRADUATE
Total
%
102
1,078
9%
Freshmen
33
310
11%
Sophomores
28
215
13%
Juniors
22
277
8%
Seniors
19
256
7%
0
20
0%
3
410
1%
105
1,488
7%
Second degree
GRADUATE
TOTAL
Fall Degree-seeking Student Cochlear Implant Use Trend
2007
2008
2009
2010
2011
65
69
74
102
102
Percentage of undergraduate enrollment
6
6
7
7
10
GRADUATE
1
3
3
3
3
Percentage of graduate enrollment
0
1
1
1
1
TOTAL
66
72
77
105
105
PERCENTAGE OF ENROLLMENT
5
5
5
7
7
UNDERGRADUATE
92
1/8/13 10:15 AM
Goal A: Enrollment
Fall Degree-seeking Hearing Undergraduate Trend
2007
2008
2009
2010
2011
32
39
38
46
43
3
4
4
4
4
N/A
N/A
20
31
38
32
39
58
77
81
3
4
5
7
8
“Beach”
Cody Peterson
Collage
93
1/8/13 10:15 AM
Goal A: Enrollment
Fall U.S. Degree-seeking Students by State/Territory Trend
2007
2008
Alabama
4
4
6
7
13
Alaska
3
1
2
4
4
Arizona
33
21
22
23
21
Arkansas
9
8
9
6
7
California
120
112
124
124
146
Colorado
7
6
14
20
22
15
12
13
16
Delaware
6
4
6
District of
Columbia
88
107
Florida
63
Georgia
Hawaii
Connecticut
2007
2008
2
4
4
5
8
3
4
4
4
3
2
4
4
6
New Jersey
45
41
51
49
56
New Mexico
6
7
10
7
8
New York
79
79
85
68
80
14
North Carolina
16
13
24
26
26
6
6
North Dakota
1
100
98
86
49
40
39
29
42
60
63
71
70
2
1
5
8
11
22
30
35
31
29
Oregon
15
15
11
11
8
6
10
9
10
8
Pennsylvania
55
51
51
45
39
Puerto Rico
1
1
1
1
2
Rhode Island
4
5
3
3
6
South Carolina
8
7
9
7
9
South Dakota
2
1
3
1
Tennessee
12
14
10
19
18
Texas
54
56
58
81
84
Utah
6
7
10
8
8
Vermont
3
2
4
4
5
Virginia
76
70
76
89
86
1
1
16
14
17
15
16
2
3
4
4
8
18
13
20
21
16
50
16
14
8
8
1,308
1,253
1,377
1,392
1,409
Idaho
2009
2010
1
2011
62
48
53
47
42
Indiana
37
38
39
36
22
6
7
7
8
7
11
15
17
11
15
Kentucky
9
9
9
10
13
Louisiana
9
15
21
16
14
5
7
7
Kansas
Maine
Maryland
Nevada
New Hampshire
Ohio
Oklahoma
1
Illinois
Iowa
Nebraska
157
153
171
190
188
Massachusetts
25
38
37
38
31
Michigan
34
30
38
33
29
Minnesota
33
36
37
40
36
Mississippi
3
2
1
2
2
Missouri
19
18
18
20
21
Montana
2
2
3
1
1
Virgin Islands
Washington
West Virginia
Wisconsin
2009
2010
2011
Wyoming
Unknown
TOTAL
94
1/8/13 10:15 AM
Goal A: Enrollment
Fall U.S. Degree-seeking Undergraduates by State/Territory Trend
2007
2008
2009
2010
2011
Alabama
3
4
6
7
13
Alaska
2
1
2
3
3
Arizona
26
16
16
15
16
Arkansas
5
7
8
5
6
California
93
79
94
87
109
Colorado
3
3
12
15
17
13
11
9
9
Delaware
6
4
5
District of
Columbia
56
61
Florida
42
Georgia
Hawaii
Connecticut
2007
2008
2009
2010
2011
2
3
2
3
6
1
2
3
3
1
2
3
4
4
New Jersey
37
35
43
39
36
New Mexico
5
5
7
6
6
New York
60
51
60
51
55
9
North Carolina
13
9
17
19
18
4
5
North Dakota
1
46
42
45
37
29
30
23
34
49
54
60
53
2
1
5
8
10
19
24
29
24
23
Oregon
11
13
10
10
5
6
10
9
10
8
Pennsylvania
41
37
36
32
25
1
1
Idaho
1
51
40
44
37
29
Indiana
35
33
36
33
20
5
5
2
3
5
10
14
15
10
13
Kentucky
7
8
7
7
10
Louisiana
6
13
16
13
12
5
6
6
Kansas
Maine
Nevada
New Hampshire
Ohio
Oklahoma
Puerto Rico
1
Illinois
Iowa
Nebraska
Maryland
86
94
105
127
130
Massachusetts
16
23
25
30
23
Michigan
28
24
29
28
20
Minnesota
27
27
30
30
26
Mississippi
3
2
1
2
2
Missouri
14
15
16
16
15
Montana
1
1
1
1
1
Rhode Island
4
5
3
2
3
South Carolina
6
7
9
7
7
South Dakota
2
1
1
Tennessee
10
11
9
17
17
Texas
45
47
51
66
70
Utah
5
3
4
4
8
Vermont
1
2
3
2
2
Virginia
39
42
42
52
56
10
10
12
12
13
1
2
4
4
7
13
8
15
13
13
34
10
9
5
4
943
903
1,059
1,007
1,023
Virgin Islands
Washington
West Virginia
Wisconsin
Wyoming
Unknown
TOTAL
95
1/8/13 10:15 AM
Goal A: Enrollment
Fall U.S. Degree-seeking Graduate Students by State/Territory Trend
2007
2008
Alabama
1
Alaska
1
Arizona
7
5
Arkansas
4
California
2009
2010
2011
2007
2008
2009
2010
2011
Nebraska
1
2
2
2
2
2
1
1
1
1
Nevada
6
8
5
New Hampshire
2
1
1
1
1
New Jersey
8
6
8
10
20
27
33
30
37
37
New Mexico
1
2
3
1
2
Colorado
4
3
2
5
5
New York
19
28
25
17
25
Connecticut
2
1
4
7
5
North Carolina
3
4
7
7
8
1
2
1
North Dakota
12
11
9
6
8
Delaware
District of
Columbia
32
46
54
56
41
Florida
21
11
9
11
17
Georgia
3
6
6
7
6
Ohio
Pennsylvania
Puerto Rico
8
9
10
13
Indiana
2
5
3
3
2
Iowa
1
2
5
5
2
Kansas
1
1
2
1
2
Kentucky
2
1
2
3
3
Louisiana
3
2
5
3
2
1
1
Maine
Maryland
1
Oregon
Idaho
11
71
59
66
63
58
Massachusetts
9
15
12
8
8
Michigan
6
6
9
5
9
Minnesota
6
9
7
10
10
Missouri
5
3
2
4
6
Montana
1
1
2
2
Oklahoma
Hawaii
Illinois
1
4
2
1
1
3
14
14
15
13
14
1
1
1
Rhode Island
South Carolina
1
2
3
2
South Dakota
2
1
Tennessee
2
3
1
2
1
Texas
9
9
7
15
14
Utah
1
4
6
4
Vermont
2
1
2
3
Virginia
37
28
34
37
30
1
1
5
3
3
Virgin Islands
Mississippi
1
Washington
6
4
West Virginia
1
1
Wisconsin
5
5
5
8
3
16
6
5
3
4
365
350
378
385
386
1
Wyoming
Unknown
TOTAL
96
1/8/13 10:15 AM
Goal A: Enrollment
Cumulative U.S. University Enrollment since 18641
Alabama
201
Kentucky
245
Ohio
692
Alaska
29
Louisiana
246
Oklahoma
115
Arizona
272
Maine
108
Oregon
211
Arkansas
176
Maryland
California
1,664
Colorado
Connecticut
Delaware
1,530
Pennsylvania
Massachusetts
519
Puerto Rico
28
245
Michigan
436
Rhode Island
78
380
Minnesota
575
South Carolina
191
78
Mississippi
81
South Dakota
132
Tennessee
225
450
Missouri
390
Florida
689
Montana
81
Texas
820
Georgia
342
Nebraska
202
Utah
114
Guam
6
Nevada
36
Vermont
58
Hawaii
90
New Hampshire
88
Virginia
898
Idaho
83
New Jersey
581
Virgin Islands
Illinois
977
New Mexico
132
Washington
408
Indiana
484
New York
West Virginia
153
Iowa
307
North Carolina
479
Wisconsin
445
Kansas
298
North Dakota
109
Wyoming
23
1,494
TOTAL
1
1,042
6
19,742
Includes enrollment through fall 2012.
97
1/8/13 10:15 AM
Goal A: Enrollment
Fall International Undergraduate Degree-seeking Enrollment by Country Trend
2007
Argentina
2008
2009
2010
1
1
1
Bahamas
Bangladesh
1
2011
1
Malaysia
1
1
1
Netherlands
Brazil
1
1
1
Nigeria
Burkina Faso
1
1
23
21
22
1
2
China
4
4
3
2
Norway
1
Paraguay
1
Peru
1
1
Philippines
2
1
3
2
Portugal
Denmark
1
1
Saudi Arabia
3
3
Fiji
1
1
Singapore
1
1
1
1
Slovakia
1
Slovenia
1
France
Gabon
2
1
2
2
2
Ghana
1
South Africa
Hungary
1
Sri Lanka
India
3
Ireland
1
1
1
1
4
Israel
Italy
1
Jamaica
2
Japan
4
2
3
2
Kenya
1
1
1
1
1
2011
Mali
1
Chile
1
1
1
Chad
1
Lebanon
Nepal
26
1
1
1
34
1
2
1
Canada
2010
1
1
1
2009
Korea, Republic of
Barbados
Botswana
2008
1
1
Belgium
2007
1
1
2
2
1
1
1
3
2
1
1
1
1
1
1
1
1
Sweden
2
1
Switzerland
2
2
2
Taiwan, Republic of
China
1
1
1
Ukraine
1
United Arab
Emirates
1
Unknown
TOTAL
75
61
2
9
9
7
56
57
55
98
1/8/13 10:15 AM
Goal A: Enrollment
Fall International Graduate Student Degree-seeking Enrollment by Country Trend
2007
Argentina
1
Canada
7
2008
9
China
Congo
1
Czech Republic
1
2010
2011
1
1
8
4
3
1
1
1
1
1
1
Hong Kong
Italy
2009
1
Jamaica
2
1
3
Japan
2
4
Kenya
1
1
Korea, Republic of
1
1
Kuwait
2
3
1
1
1
1
1
Malaysia
1
Mexico
1
Mongolia
Nigeria
2
4
Philippines
1
1
Saudi Arabia
1
1
1
1
1
1
1
1
Spain
1
Thailand
1
1
United Kingdom
1
1
Unknown
2
10
14
9
27
30
28
24
TOTAL
18
99
1/8/13 10:15 AM
Goal A: Enrollment
Cumulative International Enrollment since 18641
Argentina
4
Australia
19
2
Jordan
4
Sierra Leone
Eritrea
1
Kenya
9
Singapore
Austria
2
Ethiopia
5
Korea, Republic of
Bahamas
4
Fiji
1
Bangladesh
1
Finland
7
Barbados
2
France
10
13
Gabon
2
Belgium
2
20
19
Slovakia
2
Kuwait
2
Slovenia
1
Lebanon
3
South Africa
Liberia
1
Spain
8
Sri Lanka
6
Malaysia
19
19
Benin
1
Germany
15
Mali
1
Sweden
Bermuda
1
Ghana
18
Mexico
8
Switzerland
Bolivia
1
Greece
5
Mongolia
2
Botswana
9
Guatemala
3
Nepal
1
Taiwan, Republic
of China
Guyana
2
Netherlands
14
4
Brazil
20
Bulgaria
1
Haiti
1
New Zealand
Burkina Faso
1
Honduras
1
Nigeria
68
Cameroon
5
Hong Kong
1
Norway
15
Hungary
2
Pakistan
3
Iceland
4
Paraguay
2
Peru
3
Canada
834
Chile
3
China
61
India
62
Colombia
2
Indonesia
3
Philippines
Costa Rica
6
Iran
2
Poland
1
Cote D’Ivoire
1
Ireland
15
Portugal
1
Croatia
2
Israel
16
Russia
2
Cyprus
1
Italy
11
Rwanda
1
Czech Republic
1
Jamaica
6
Samoa
1
Denmark
1
El Salvador
10
Japan
53
Saudi Arabia
20
12
43
5
18
Tanzania
1
Thailand
9
Trinidad and Tobago
3
Turkey
1
Uganda
4
United Arab Emirates
8
United Kingdom
21
Uzbekistan
1
Venezuela
3
Vietnam
1
Yugoslavia
1
Zambia
2
Zimbabwe
1
TOTAL
1,694
COUNTRIES
98
Includes enrollment through fall 2012.
100
1/8/13 10:15 AM
Goal A: Enrollment
Fall 2011 New Undergraduate Degree-seeking by Applied, Admitted, and Enrolled
Applied
Admitted
Enrolled
RACE/ETHNICITY
33
12
7
4
2
0
25
18
14
105
55
41
61
43
34
1
0
0
33
24
21
357
252
180
11
5
5
Male
285
198
161
Female
339
211
141
6
2
0
529
375
273
Hearing
101
36
29
First-time Freshmen
417
286
201
Transfers
206
121
99
7
4
2
630
411
302
Asian
Two or more
White
GENDER
Unknown
HEARING STATUS
APPLICATION TYPE
Second Degree
Fall New Undergraduate Degree-seeking by
Applied, Admitted, and Enrolled Trend
2007
2008
2009
2010
2011
Applied
494
492
562
670
630
Admitted
343
309
384
385
411
Enrolled
226
230
300
291
302
66%
74%
78%
76%
73%
ENROLLMENT YIELD
101
1/8/13 10:15 AM
Goal A: Enrollment
Fall New Undergraduate Degree-seeking Diversity Trend
2007
2008
2009
2010
2011
8
11
16
15
7
3
1
RACE/ETHNICITY
Asian
13
10
12
13
14
26
32
39
34
41
20
15
26
37
34
1
Two or more
7
21
White
159
156
200
183
180
3
6
1
5
94
99
132
136
161
132
131
168
155
141
218
215
265
263
273
8
15
35
28
29
176
181
211
198
201
46
47
88
89
99
4
2
1
4
2
226
230
300
291
302
GENDER
Male
Female
HEARING STATUS
Hearing
APPLICATION TYPE
First-time Freshmen
Transfers
Second Degree
102
1/8/13 10:15 AM
Goal A: Enrollment
Fall New Undergraduate Degree-seeking
Average ACT Trend
2007
2008
2009
2010
2011
English
15.2
15.8
16.6
17.1
17.6
Math
17.1
17.4
18.1
18.0
17.9
Reading
17.7
18.8
19.2
19.5
19.8
20
ACT Scores
18
16
14
12
10
2007
2008
2009
2010
2011
English
Math
Reading
Fall New Degree-seeking Hearing Undergraduate Trend
2007
2008
2009
2010
2011
8
15
15
15
13
4
7
5
5
4
N/A
N/A
20
13
16
8
15
35
28
29
4
7
12
10
10
103
1/8/13 10:15 AM
Goal A: Enrollment
Fall 2011 New-to-Program Degree-seeking Graduate Students by Applied, Admitted, and Enrolled
Applied
Admitted
Enrolled
Applied
CERTIFICATES
Deaf History
Interpretation
Enrolled
41
12
11
1
0
0
Linguistics
13
11
8
Social Work
36
26
20
59
33
30
135
29
14
11
8
5
Audiology, Au.D.
60
28
12
Audiology, Ph.D.
9
5
1
Deaf Education
13
8
7
Interpretation
9
8
6
Linguistics
9
5
5
31
8
7
2
2
2
Leisure Studies
Deaf and Hard of Hearing
Infants, Toddlers, and Families
13
12
10
5
2
1
Management
4
4
3
5
2
1
23
10
8
Counseling: School
26
17
17
Deaf Education: Teaching
15
8
7
Deaf Studies
30
16
13
Education: Advanced Studies
2
2
2
Education: Early Childhood
6
2
0
Education: Elementary
13
9
6
Education: Secondary
6
2
1
7
6
2
TOTAL PROGRAM
ENROLLMENT1
595
283
205
11
8
6
HEADCOUNT
567
279
202
MASTERS
Administration
1
Admitted
SPECIALISTS
School Psychology
DOCTORATES
Clinical Psychology
Dual program enrollments are included.
104
1/8/13 10:15 AM
Goal A: Enrollment
Fall New Graduate Student Degree-seeking by Applied, Admitted, and Enrolled Trend
2007
2008
2009
2010
2011
Applied
383
402
385
442
498
Admitted
213
228
205
230
225
Enrolled
117
140
142
145
168
55%
61%
69%
63%
75%
ENROLLMENT YIELD
Fall New-to-Graduate Career Degree-seeking Diversity Trend
2007
2008
2009
2010
2011
6
11
8
5
10
1
2
1
1
Asian
3
6
4
4
5
9
19
14
7
10
6
9
4
12
9
1
6
RACE/ETHNICITY
Two or more
White
78
82
108
105
110
14
11
3
10
18
Male
23
30
30
34
29
Female
94
110
111
111
139
GENDER
Unknown
1
HEARING STATUS
50
60
69
56
82
Hearing
63
77
72
82
83
4
3
1
7
3
117
140
142
145
168
Unknown
105
1/8/13 10:15 AM
Goal A: Enrollment
II. Recruitment of a Diverse Student Body
The Office of Enrollment Management works to recruit, retain
and graduate a diverse and academically talented group of
students. To accomplish this goal, it has exercised a variety of
targeted initiatives for all enrollment areas. Specific initiatives
that address recruitment of a diverse student body include targeted enrollment visits and the awarding of scholarships that
support students from diverse backgrounds.
In addition, specific campus programs have been designed and
implanted to attract and retain these students. Refer to the
“Support Programs and Strategies” section of the “Goal B Persistence and Graduation” chapter in this report for a description of the programs intended to retain students, including
specific programs to retain a diverse student body.
Percent New U.S. Degree-seeking Undergraduates from Traditionally Underrepresented Groups,
Fall 2008-Fall 2012
% New TUG Enrollment
2008
2009
2010
27%
27%
33%
In an effort to recruit academically talented students from
diverse backgrounds, the financial aid structure was redesigned several years ago to recognize talents and abilities across
2011
2012
37%
37%
a number of dimensions. Of 119 scholarships awarded, 32
(27%) were awarded to students these groups.
Fall 2012 Scholarships Awarded by Race/Ethnicity
President’s
Honors
Distinction
Provost’s
Excellence
Provost’s
Honors
Distinction
Dean’s
Prestige
Leadership
Achievement
TOTAL
0
0
0
0
1
0
1
Asian
0
0
0
0
1
1
2
0
0
2
1
8
6
17
0
2
1
0
8
1
12
0
0
0
0
0
0
0
0
2
3
1
18
8
32
9
6
6
18
37
11
87
TOTAL AWARDS
9
8
9
19
55
19
119
PERCENTAGE TUG1
0%
25%
33%
5%
33%
42%
27%
TOTAL TUG1
White
TUG=Traditionally Underrepresented Groups. This is comprised of one of the following racial or ethnic groups: American Indian/Alaska Native, Asian, Black/African American, Hispanic of any race, Native Hawaiian/Other Pacific Islander, or Two or More.
1
106
1/8/13 10:15 AM
Goal A: Enrollment
In addition to targeted financial aid and special programs,
recruitment efforts continue to focus on states which have a
high percentage of students of color such as Texas, Florida,
California, and New Mexico. Specific efforts also include
attendance at conferences of organizations like the National
Black Deaf Advocates Conference, Sacred Circle Conference
and the National Council of Hispano Deaf and Hard of Hearing Conference.
Gallaudet continues its recruiting efforts in both residential
schools for the deaf and in mainstream schools attended by
deaf and hard of hearing students. Schools are selected for a
visit for a variety of reasons including location and diversity
considerations.
Recruitment Visits by Location Trend
FY 2008
FY 2009
FY 2010
FY 2011
FY 2012
Schools for the Deaf
37
63
58
52
57
Mainstream/Public schools
51
165
250
323
259
Postsecondary programs
20
30
35
39
52
Conventions/Conferences/Fairs
32
23
21
35
29
High School/Vocational Rehabilitation Counselor meetings
1
4
1
12
7
Parent events
1
5
10
5
4
Athletic events
6
5
8
5
8
Open Houses
4
4
4
5
7
7
2
9
2
306
389
485
446
Camps
TOTAL
152
107
1/8/13 10:15 AM
1/8/13 10:15 AM
“John Lennon”
John Mason
Collage
Strategic Plan Goal B: Persistence and Graduation
This chapter includes data on University persistence and graduation, with separate data contained in the Clerc
Center chapter for their students. Included are data for persistence from year to year as well as for graduation: for
the fiscal year and trend data for the last five years; for all students; for traditionally underrepresented groups; by
undergraduate and graduate discipline/majors; and by disposition (returned, graduated, academically dismissed,
or withdrawn). The chapter ends with narrative regarding activities that support persistence and graduation, as
well as the number of contact hours spent engaging students for each of these support activities.
Goal B Persistence.indd 109
1/8/13 10:26 AM
1/8/13 10:26 AM
Goal B: Persistence and Graduation
I. Persistence and Graduation Data
Undergraduate Degree-seeking Fall 2011 to Fall 2012 Attrition/Persistence by Diversity
Fall 2011
Enrollment
Graduated
Academically
Dismissed
Withdrew
Returned Fall
2012
RACE/ETHNICITY
55
12
1
4
38
3
1
0
0
2
46
8
0
8
30
122
18
4
21
79
89
7
1
16
65
1
0
0
0
1
63
9
2
9
43
689
130
9
91
459
10
5
0
1
4
Male
508
74
6
89
339
Female
570
116
11
61
382
997
166
16
143
672
81
24
1
7
49
Freshmen
310
0
10
66
234
Sophomores
215
0
3
34
178
Juniors
277
23
3
30
221
Seniors
256
160
1
18
77
20
7
0
2
11
Full-time
1,029
167
16
140
706
Part-time
49
23
1
10
15
1,078
190
17
150
721
Asian
Two or more
White
GENDER
HEARING STATUS
Hearing
CLASS
Second Degree
ACADEMIC LOAD
111
1/8/13 10:26 AM
Graduate Degree-seeking Fall 2011 to Fall 2012
Attrition/Persistence by Diversity
Fall 2011
Enrollment
Graduated
Withdrew
Returned
Fall 2012
RACE/ETHNICITY
24
6
1
17
1
0
0
1
Asian
11
5
1
5
27
4
4
19
25
10
4
11
1
0
0
1
15
2
2
11
274
107
27
140
32
9
5
18
82
43
12
27
328
100
32
196
183
78
21
84
Hearing
218
64
22
132
9
1
1
7
7
2
3
2
257
105
29
123
Specialists
11
6
1
4
Doctorates
135
30
11
94
Full-time
300
103
29
168
Part-time
110
40
15
55
410
143
44
223
Two or more
White
GENDER
Male
Female
HEARING STATUS
Unknown
DEGREE
Certificates
Masters
ACADEMIC LOAD
112
1/8/13 10:26 AM
Persistence of First-time Freshmen by Diversity
Group in the Cohort
Cohort 2007
Cohort 2008
Cohort 2009
Cohort 2010
Cohort 2011
176
181
211
198
200
Male
79
83
99
91
115
Female
97
98
112
107
86
TUG1
44
49
57
66
76
White
126
120
140
120
116
61%
75%
73%
70%
77%
Male
63%
71%
69%
67%
72%
Female
59%
79%
77%
72%
84%
TUG1
48%
76%
61%
70%
72%
White
66%
76%
79%
67%
81%
55%
65%
63%
57%
Male
53%
64%
58%
54%
Female
56%
65%
68%
59%
TUG1
43%
59%
51%
48%
White
59%
68%
67%
58%
55%
59%
55%
Male
54%
58%
48%
Female
55%
60%
60%
TUG1
41%
53%
42%
White
59%
62%
59%
38%
37%
Male
41%
42%
Female
35%
33%
TUG1
32%
37%
White
39%
38%
# IN COHORT
% RETAINED TO YEAR 2
Male
9%
11%
Female
6%
TUG1
7%
White
10%
Traditionally Underrepresented Group includes: Black or African American, Asian, Hispanic, American Indian or
Alaska Native, Native Hawaiian or Other Pacific Islander, and two or more races.
1
113
1/8/13 10:26 AM
Persistance to Year 2 of First-time Freshmen by Demographics
100%
90%
80%
70%
60%
50%
75%
76%
77%
73%
70%
70%
72%
61%
61%
48%
40%
30%
20%
10%
0%
2007
Cohort
2008
Cohort
Overall
2009
Cohort
2010
Cohort
2011
Cohort
Traditionally Under-represented Groups
114
1/8/13 10:26 AM
Six-year Graduation Rate of Full-time, First-time Freshmen by Diversity
Group in the Cohort
Cohort 2002
Cohort 2003
Cohort 2004
Cohort 2005
Cohort 2006
#
%
#
%
#
%
#
%
#
%
Male
113
30%
112
34%
106
31%
129
37%
113
27%
Female
122
29%
123
46%
121
38%
151
45%
96
42%
18
56%
181
44%
21
24%
20
30%
12
50%
6
83%
13
31%
9
11%
7
57%
6
33%
12
42%
4
100%
12
33%
13
15%
6
67%
8
13%
5
20%
17
53%
14
57%
2
0%
Male
6
17%
2
0%
9
44%
6
50%
2
0%
Female
2
0%
3
33%
8
63%
8
63%
0
N/A
17
24%
12
75%
12
83%
9
22%
9
56%
Male
8
13%
5
80%
6
83%
5
40%
5
60%
Female
9
33%
7
71%
6
83%
4
0%
4
50%
27
37%
35
26%
33
27%
35
14%
26
19%
8
38%
23
26%
17
18%
17
6%
15
13%
19
37%
12
25%
16
38%
18
22%
11
27%
20
35%
18
28%
15
40%
26
27%
12
25%
Male
10
40%
7
14%
4
25%
13
23%
4
0%
Female
10
30%
11
36%
11
45%
13
31%
8
38%
146
25%
143
43%
128
31%
176
50%
148
34%
Male
74
26%
60
37%
60
32%
81
43%
81
28%
Female
GENDER
RACE/ETHNICITY
Male
Female
Asian
Male
Female
White
72
24%
83
47%
68
31%
95
56%
67
42%
2
72
31%
70
34%
77
44%
84
26%
49
27%
Male
32
28%
37
30%
36
36%
41
22%
26
19%
Female
40
33%
33
39%
41
51%
43
30%
23
35%
234
29%
236
40%
225
35%
275
41%
205
34%
1
0%
0
N/A
2
50%
5
40%
4
25%
235
29%
236
40%
227
35%
280
41%
209
33%
TUG
HEARING STATUS
Hearing
TOTAL WITHIN THE COHORT
One unknown gender for international student in 2003.
Traditionally Underrepresented Group includes: Black or African American, Asian, Hispanic, American Indian or Alaska Native,
Native Hawaiian or Other Pacific Islander, and two or more races.
1
2
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Six-year Graduation Rate of First-time Freshmen Cohorts by Demographics
100%
90%
80%
70%
60%
50%
39%
40%
30%
29%
31%
44%
41%
35%
33%
33%
26%
27%
20%
10%
0%
2002
Cohort
2003
Cohort
2004
Cohort
2005
Cohort
2006
Cohort
Traditionally Under-represented Groups
Overall
Six-year Graduation Rate of All1 New Undergraduate Students Cohort
Group in the Cohort
Cohort 2002
#
%
Cohort 20032
Cohort 2004
Cohort 2005
Cohort 2006
#
%
#
%
#
%
#
%
GENDER
Male
148
35%
140
33%
141
37%
161
41%
143
27%
Female
167
40%
166
46%
159
42%
190
45%
136
43%
237
29%
238
39%
227
35%
280
41%
212
33%
78
55%
69
41%
73
53%
71
51%
67
42%
309
36%
300
40%
286
38%
334
43%
265
35%
6
33%
7
43%
14
57%
17
47%
14
43%
6
33
7
43%
14
57%
16
50%
8
50%
N/A
N/A
N/A
N/A
N/A
N/A
1
0%
6
33%
315
36%
307
40%
300
39%
351
43%
279
35%
ADMIT TYPE
First-time Freshmen
Transfer/Second-Degree
HEARING STATUS
Hearing
Hearing Undergraduate (HUG)
Non-HUG
TOTAL WITHIN THE COHORT
TOTAL GRADUATED
1
2
112
122
118
152
98
Includes part-time students, transfers, and second-degree seeking students.
One unknown gender in Cohort 2003.
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Undergraduate Degrees Awarded by Major Trend
20072008
20082009
20092010
20102011
20112012
Accounting
6
10
11
8
3
3
3
3
8
12
Art
2
0
2
1
0
Art History
0
1
0
3
0
Biology, B.A.
1
2
1
8
4
Biology, B.S.
2
4
5
2
2
12
10
10
10
9
Chemistry, B.A.
0
0
0
1
0
Chemistry, B.S.
7
4
3
1
3
18
24
24
20
21
Computer Information Systems
2
5
3
1
1
2
0
0
0
0
1
1
3
0
1
Deaf Studies
4
5
4
12
15
Digital Media
3
3
1
1
7
Economics
1
0
0
0
0
Education
12
19
15
9
11
4
8
4
3
5
18
10
8
13
12
Finance
0
0
2
0
0
French
0
1
0
1
0
Government
4
5
4
9
4
Graphic Design
9
5
7
4
8
History
9
5
5
6
7
0
0
0
0
5
0
0
0
3
3
Interpretation
3
5
2
5
16
Liberal Studies
0
0
0
0
1
English
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1/8/13 10:26 AM
20072008
20082009
20092010
20102011
20112012
Mathematics, B.A.
6
3
6
4
5
Mathematics, B.S.
0
1
5
0
3
Philosophy
1
1
1
1
0
Photography
0
0
2
3
5
Physical Education
18
7
11
11
8
Psychology
13
15
14
13
19
Recreation & Leisure Studies
1
7
4
1
1
Recreation & Sports
0
0
0
5
6
Self-directed Major
2
3
4
5
2
13
9
6
7
16
Sociology
8
7
4
5
4
Spanish
1
1
2
2
1
Studio Art
4
6
5
0
2
Television & Photography
2
0
0
0
0
Theatre Arts
5
1
1
3
4
TOTAL DEGREES AWARDED
197
191
182
189
227
DISTINCT HEADCOUNT OF GRADUATES
185
175
172
179
204
Social Work
Note: Includes programs awarding dual degrees to single graduates. Cut-off dates for each year as follows: 2007-08
(9/10/08), 2008-09 (9/30/09), 2009-10 (9/15/10), 2010-11 (9/21/11), 2011-12 (9/11/12).
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Degrees Awarded to Hearing Undergraduates (HUG) by Major, Trend
2007-08
2008-09
2009-10
2010-11
2011-121
0
0
0
1
3
0
2
1
0
1
Deaf Studies
2
0
0
1
2
Education
0
2
0
0
2
Family and Child Studies
0
0
0
1
1
Government
1
0
0
0
0
History
0
0
1
0
1
Interpretation
3
5
0
5
3
Philosophy
0
1
0
0
0
Photography
0
0
2
3
1
Psychology
0
1
0
1
1
Self-directed Major
1
1
0
0
1
Social Work
1
0
0
0
0
8
12
2
9
16
DISTINCT HEADCOUNT OF GRADUATES
7
12
2
9
14
Note: Includes programs awarding dual degrees to single graduates. Cut-off dates for each year as follows:
2007-08 (9/10/08), 2008-09 (9/30/09), 2009-10 (9/15/10), 2010-11 (9/21/11), 2011-12 (9/11/12).
1
Twelve additional hearing undergraduates graduated in 2011-12 with degrees in Interpretation. These students
are not considered HUGs and had applied directly to the Bachelor of Interpretation (BAI) program. Since this
program is new, this is the first year of graduates for the direct-admit to the BAI program.
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Graduate Degrees Awarded by Program Trend
20072008
20082009
20092010
20102011
20112012
Deaf History
0
0
1
1
0
Cultural Diversity and Human Services
0
0
8
0
0
0
1
0
0
0
Management
1
2
0
1
3
1
3
9
2
3
5
1
5
9
6
10
6
2
6
0
6
3
6
6
8
Counseling: School
7
5
11
3
6
Deaf Education
0
0
0
0
7
0
0
0
0
2
Deaf Education: ASL/English Bilingual
4
3
2
4
0
10
4
6
11
6
Developmental Psychology
6
5
4
4
4
3
3
0
1
3
Education: Family-Child Centered
4
1
2
4
1
Education: Multiple Disabilities
0
0
1
1
0
1
2
1
1
0
3
11
8
10
0
Hearing, Speech, and Language: Non-clinical
0
0
5
8
8
0
6
7
5
7
Interpretation
6
11
8
5
10
Leisure Studies
1
2
1
5
Linguistics
6
2
5
9
9
Psychology
7
5
5
7
4
0
0
0
0
18
17
13
11
7
11
CERTIFICATES
CERTIFICATES TOTAL
MASTERS
Administration
Audiology
Deaf Studies
Social Work
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20072008
20082009
20092010
20102011
20112012
1
0
0
0
0
11
11
10
13
10
108
94
99
108
125
Change Leadership in Education, Ed.S.
7
3
7
8
0
Deaf Education, Ed.S.
0
0
2
2
0
School Psychology, Psy.S.
4
5
5
6
2
11
8
14
16
2
Administration, Special Education
3
0
1
2
2
Audiology, Au.D.
3
10
13
9
8
Audiology, Ph.D.
1
1
2
0
1
Deaf Education
1
1
0
3
0
Linguistics
0
0
1
4
3
Clinical Psychology
2
1
7
6
4
DOCTORATES TOTAL
10
13
24
24
18
130
118
146
150
148
HEADCOUNT
129
116
138
148
146
School Social Work
MASTERS TOTAL
SPECIALISTS
SPECIALISTS TOTAL
DOCTORATES
Note: Includes programs awarding dual degrees to single graduates. Cut-off dates for each year are as follows: 2007-08 (9/10/08),
2008-09 (9/30/09), 2009-10 (9/15/10), 2010-11 (9/19/11), and 2011-12 (9/11/12).
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Cumulative Listing of U.S. Alumni by State/Territory since 18641
Alabama
84
Montana
48
Alaska
16
Nebraska
93
Arizona
154
Nevada
21
New Hampshire
48
Arkansas
78
California
937
New Jersey
360
Colorado
120
New Mexico
77
Connecticut
244
New York
953
41
North Carolina
258
226
North Dakota
59
Florida
393
Ohio
Georgia
172
Oklahoma
Delaware
Guam
3
Hawaii
377
48
Oregon
100
47
Pennsylvania
615
Idaho
48
Puerto Rico
21
Illinois
530
Rhode Island
52
Indiana
245
South Carolina
80
Iowa
135
South Dakota
68
Kansas
146
Tennessee
93
Kentucky
119
Texas
444
Louisiana
130
Utah
47
54
Vermont
30
Maryland
859
Virginia
504
Massachusetts
290
Virgin Islands
Michigan
232
Washington
Minnesota
301
West Virginia
Mississippi
31
Wisconsin
260
195
Wyoming
12
Maine
Missouri
5
196
74
TOTAL
1
10,773
Includes all those that graduated through summer 2012.
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1/8/13 10:26 AM
Cumulative Listing of International Alumni by Country since 18641
Argentina
4
Australia
10
4
Peru
Guatemala
3
Philippines
2
15
Austria
2
Guyana
1
Poland
1
Bahamas
2
Haiti
1
Portugal
1
Bangladesh
1
Honduras
1
Russia
2
Barbados
1
Hong Kong
1
Rwanda
1
Belgium
5
Hungary
1
Saudi Arabia
5
Benin
1
Iceland
2
Sierra Leone
2
Botswana
3
India
Brazil
7
Indonesia
3
Slovakia
1
Bulgaria
1
Iran
2
Slovenia
1
Burkina Faso
1
Ireland
6
South Africa
Cameroon
3
Israel
Canada
475
38
11
19
Singapore
16
Spain
5
5
Italy
1
Sri Lanka
Jamaica
5
Sweden
Chile
3
China
50
Japan
24
Colombia
2
Jordan
4
Taiwan, Republic of China
Costa Rica
3
Kenya
7
Tanzania
1
Cyprus
1
Korea, Republic of
14
Thailand
3
Czech Republic
1
Lebanon
2
Trinidad and Tobago
2
Denmark
1
Liberia
1
Turkey
1
El Salvador
2
Malaysia
15
Uganda
3
Ethiopia
4
Mexico
United Arab Emirates
3
Finland
3
Netherlands
10
France
4
New Zealand
3
Uzbekistan
1
Gabon
2
Nigeria
51
Venezuela
2
Germany
6
Norway
7
Vietnam
1
13
Pakistan
3
Zambia
1
Ghana
1
Greece
7
16
3
Switzerland
11
11
United Kingdom
TOTAL
974
COUNTRIES
84
Includes all those that graduated through summer 2012.
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II. Support Programs and Strategies
All activities that occur at the university influence our students’ learning as well as their persistence and graduation
rates. Programs within Student Affairs and Academic Support
provide an array of services that supports students and ensures
an engaging environment for them in which they can successfully persist to graduation. Programs within these units provide
activities and services that contribute to outside-the-classroom
learning that supports the academic curriculum, assists at-risk
students, promotes personal development, and ensures an
inclusive and supportive social environment that engages students in the Gallaudet community. By ensuring a positive and
enriching campus climate, the university promotes students’
connection to the university community, an important contributor to student persistence. Within this broad framework,
this section provides brief descriptions of the influences of
these programs on persistence and graduation rates.
•
Academic Advising Office
•
Implementation of the Starfish appointment tracking
system, making it more convenient for students to obtain
appointments with tutors and supplemental instruction
leaders and to collect assessment data on the impact of
services on persistence;
•
1,172 students were served in the various programs
through 2,153 appointments;
•
83% of students who participated in supplemental instruction sessions earned A, B, or C grade in their courses;
•
298,859 hits were recorded for the TIP website.
Academic/Career Advisors work with the students in collaboration with academic departments and student support offices to
enhance student academic performance for retention purposes.
Although the office provides academic and career advising
primarily for students who have not declared a major, all students can seek support from an advisor for course registration,
four-year planning, individual and group advising, interest and
personality testing, computerized career guidance, and guidance in selecting an academic major and/or minor. Advisors
monitor the Starfish, an early warning and student tracking
system, to intervene with students. All advisors meet numerous
times per semester with the students in their first year seminar
classes to cover relevant academic and career topics.
Academic Advising highlights for the year include:
•
Placed an increased emphasis on introducing available
career planning tools to the students in First Year Seminar classes and in individual meetings. There was a 52%
increase in the number of students who understood the
importance of these resources in planning their academic
career.
•
Saw a 34% increase in the number of students who understood the General Studies Curriculum requirements;
•
Found an 8% increase in the number of students who
demonstrated knowledge of Gallaudet resources and an
understanding of the role of academic advisors;
Found student satisfaction of Academic Advising services
continued to be high, with 90% reporting being satisfied
with services.
Tutorial & Instructional Programs (TIP)
Tutorial & Instructional Programs provides a supportive
learning environment for students needing academic assistance. The department provides a variety of academic support
services offered by qualified tutors, supplemental instruction
leaders (who provide academic support for historically difficult
courses) and academic coaches. Students learn diverse skills
and strategies necessary for academic success.
Tutorial & Instructional Programs highlights for the year
include:
Athletics and Intramural Programs
Athletics Programs provide opportunities for student-athletes
of good character and academic standing to compete in organized intercollegiate athletics while pursuing a baccalaureate
degree. These programs also offer opportunities for each student-athlete to develop as a total person by enabling involvement in other areas of student life and by providing tools that
will aid student-athletes after graduation. Intramural Programs
provide students who are not on intercollegiate teams with the
opportunity to participate in sports activities that provide the
benefits of team membership and foster connections to the
Gallaudet community.
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1/8/13 10:26 AM
Number of Students in Sports by Team
Athletics and Intramural Programs highlights for the year
include:
•
•
The Gallaudet baseball team reached the 20-win plateau
for the first time in school history;
•
Nine student-athletes made the ECFC All-Academic
team;
•
A senior student-athlete was named to the 2012 NFF
Hampshire Honor Society;
•
•
Team
83% of student-athletes believe that the weekly monitoring of their academic progress by coaches helps them do
better in school;
•
Men’s Baseball
17
Men’s Basketball
16
Women’s Basketball
15
Men’s Cross Country
9
Women’s Cross Country
11
Men’s Football
66
Men’s Soccer
23
Women’s Soccer
17
The Gallaudet women’s volleyball team earned AVCA
Team Academic Award for sixth straight year;
Women’s Softball
15
Men’s Swimming
19
297 students participated on sports teams, which is approximately 19% of the student body, with an additional
30 students in club sports.
Women’s Swimming
25
Men’s Track & Field
16
Women’s Track & Field
21
Men’s Volleyball
14
Women’s Volleyball
13
Career Center
The Career Center prepares students for life after Gallaudet
through a variety of services and learning opportunities including: internship and job fairs, job-search workshops, resume
reviews, mock interviews, and career consultation. The Career
Center’s goals are to educate and empower students to learn
lifelong career development skills, to make effective career decisions, and to achieve professional success.
TEAM TOTAL
94% of students served by the Career Center in face-toface sessions returned to Gallaudet in fall 2012.
297
Club Sport
Fall Cheerleading
17
Winter Cheerleading
13
CLUB SPORT TOTAL
Career Center highlights for the year include:
•
Number
Sports
92% of student-athletes reported that participating in
sports helped them maintain good academic standing;
•
514 students received direct career consulting.
30
•
The fall Internship and Job Fair hosted 42 employers and
328 students.
•
317 students enrolled in Career Development class (GSR
110).
•
The spring Internship and Job Fair included 38 employers
and 250 participating students.
•
268 students visited employer information sessions.
•
82% of graduates reported that they had participated in
internships prior to graduation.
•
134 students participated in mock interviews.
•
3,310 student visited the Career Library.
•
152 students were assisted by the Career Center to complete internships in 2011-2012.
•
7 Deaf Awareness/Diversity Workshops were presented by
Career Center staff to off-campus employers.
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1/8/13 10:26 AM
•
66 students were interviewed through the Workforce
Recruitment Program to qualify for federal internships.
training for mental health graduate students from departments
of psychology, social work, and counseling.
•
Created a Memorandum of Understanding with the EPA
to increase the number of qualified college graduates who
apply for full-time employment and internship positions
there.
Mental Health Center highlights for the year include:
•
Through our Capitol Hill Internship Program, placed one
student in Congressman Kevin Yoder’s (R-Kansas) office
and one student in Congresswoman Mazie Hirono’s (DHawaii) office.
First Year Study Tour
The First Year Study Tour offers first-year freshmen and firstyear transfer students the opportunity to travel internationally
during spring break. The trip lays the foundation for understanding the increasingly global society in which they live.
Participants in this tour become more aware of other cultures
and societies and are able to add this international experience
to their resumes. Students find the experience life changing
and that it enhances their academic and personal growth.
•
307 students were served (of the students who identified
their hearing status, 221 identified themselves as deaf or
hard of hearing and 46 as hearing).
•
86% of students served by the MHC were retained in Fall
2012.
•
88% of students reported that Mental Health Center
services helped them stay in school.
•
82% reported that services helped them do better in
school.
•
100% reported that their clinicians were competent.
•
90% rated that services were above average.
•
33 students attended a summer support group for new
signers.
First Year Study Tour highlights for the year include:
Office for Students with Disabilities
•
80 students participated in the tour, as did the Gallaudet
University President.
•
75 of the 80 students participating in the study tour
returned to Gallaudet in the fall 2012 (94% retention).
•
Students and Gallaudet staff participated in the First
Annual Deaf Sports/Deaf Awareness Day with the Costa
Rican deaf community that included team building activities.
The Office for Students with Disabilities (OSWD) provides
individually tailored, comprehensive, support services and programs for students with disabilities. OSWD aims to empower
students with disabilities to succeed in higher education and to
encourage and provide experiences and opportunities to build
confidence beyond the classroom.
•
Students helped on construction projects and in tree
planting activities at multiple locations including the
Cartago School for Deaf Children.
Mental Health Center
The Mental Health Center supports the academic and socialemotional development of Gallaudet students by providing:
psychoeducational assessments; counseling; crisis intervention;
and prevention programs. The Center also provides consultation services for faculty and staff. The Center contributes to
the student paraprofessional training programs and offers
The Office for Students with Disabilities highlights for the year
include:
•
Served 206 students with disabilities (178 deaf or hard of
hearing students and 28 hearing students).
•
90% of students who were served by OSWD returned to
Gallaudet in fall 2012.
•
Provided New Student Orientation for 45 students with
disabilities.
•
Arranged 56 note takers to assist 35 students in 286
classes.
•
Produced 119,080 pages of large print and 74,448 Braille
pages for 10 students.
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1/8/13 10:26 AM
•
Provided 32 eBooks for 13 students with low vision.
•
Offered a faculty workshop entitled, “Addressing the
Changing Needs of a Changing Population.” 85% of attendees felt they gained a better understanding of disability issues and would be better able to work with students
with disabilities.
of American Sign Language. The program provides students
with: intensive sign language training before beginning the
fall semester; instruction in deaf awareness, deaf culture, and
Gallaudet history and traditions; and the Performance Learning for Undergraduate Success (PLUS) program. The PLUS
program is for first-year students identified through the admissions process or placement as needed additional assistance.
Office of Residence Life and Housing
JumpStart Academic Success Program
The Office of Residence Life and Housing provides a safe
and welcoming environment for students in the pursuit of
academic excellence. Realizing the transition to college living
can be challenging, the office offers dormitory programs that
foster skills that contribute to living successfully in a pluralistic world and cultivate character, civility, and connections to
community.
JumpStart Academic Success Program, a five-week summer
program that is required for new students accepted through
the Admissions Review Committee, provides students with:
intense academic preparation for college (classes, workshops,
and intentional outings); supplemental instruction; and daily
Personal Discovery program (team-building, decision-making,
conflict resolution, and physical challenge activities).
The Office of Residence Life and Housing highlights for the
year include:
Peer Mentorship
•
Opened new Living and Learning Residence Hall that
houses 173 residents and is the first residence hall that
truly embraces the concept of Deaf Space
•
Spearheaded a $6 million dollar renovation of the main
lobby areas in all residence halls. The renovations embrace
Deaf Space and implemented the Exhibios digital signage
system for instantaneous information sharing.
Peer Mentorship is a program designed to assist in the social,
personal, and academic acclimation to Gallaudet University by
pairing incoming first-year JumpStart students with outstanding sophomore, junior, senior students who act as mentors
throughout the academic year.
Highlights for the Office of Student Success include:
•
27 students attended the New Signers program.
•
54 students attended the Academic Success program.
•
The campus-wide occupancy for fall 2011 was the highest
in three years (98.81%).
•
78% of students needing assistance from the Coordinator of Residence Education (CRE) said that the CRE met
their needs.
•
86% of students who participated in the 2011 JumpStart
New Signers program returned to Gallaudet for fall 2012.
•
73% of students reported feeling a sense of belonging to
the Gallaudet community.
Peer mentoring was expanded to first year students who
did not attend a JumpStart program.
•
6 peer mentors were recruited.
•
144 first year students signed up to work with a peer
mentor for fall 2012.
•
Office of Student Success
The Office of Student Success offers three programs:
JumpStart New Signers
JumpStart New Signers is a five-week summer program offered to freshmen and transfer students who are new users
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1/8/13 10:26 AM
Office of Campus Ministries
•
Realizing that spiritual development is an important part of
students’ engagement for many students in the campus community and a contributor to overall student development,
the university supports a group of volunteer religious workers
offering regular religious services, counseling on religious matters, special discussion groups, student service projects in the
community, internship opportunities, and social activities.
Commuter Programs
Student Centered Programs and Services
Student Centered Programs and Services (SCPS) offers a wide
variety of student-centered, service-oriented, co-curricular
programs and activities designed to foster experiential learning
that augments the academic experience and builds community
among students. SCPS focuses on character and leadership
development. SCPS provides cultural, recreational, and social
programs and activities to engage students in Gallaudet’s learning community.
Commuter Programs provided commuter students a link to
the campus community through programming, advocating,
and social events. In response to commuter student feedback
the commuter lounge installed new computer equipment. The
program also worked with the Office of Planning on the 2nd
annual H Street Festival.
Community Service Programs
Community Service Programs provided students and student
organizations with community service opportunities.
•
Offered a World Belief Systems and Service course three
times this academic year that studied an array of religions
and belief systems and the common values that different
religious institutions and belief systems share
•
Coordinated the Spring 2012 service project that involved
students teaching low-income elementary children
American Sign Language (ASL) as part of D.C. Public
Schools After-School Program. The program also supported students who volunteered with So Others Might
Eat (S.O.M.E.) and the Capitol Hill Group Ministries.
•
Offered an Alternative Spring Break that was an interfaith
cooperation and service project in New Orleans where
students volunteered with a Head Start Program assisting
teachers in the classroom.
Student Centered Programs and Services highlights, by program, for the year include the following.
Alcohol and Other Drug Services
Alcohol and Other Drug Services provided support for students dealing with alcohol and/or other drug related infractions.
•
59% of student agreed that mandated Alcohol and/or
Drug courses class benefited them.
•
61% rated the courses as excellent or good.
•
Implemented a notification policy to alert parents to
student’s alcohol and other drug violations, encouraging
parents to talk with students about alcohol and drug use.
Health and Wellness Programs
Campus Activities
Campus Activities provided leadership development to student
workers and support for events on campus.
•
Fifty students participated in an Officer Training program
in January, initiated to open communication among
student organization officers. Topics included event planning, fundraising, and budgeting
A hundred Gallaudet community members attended the
co–sponsored program, Deaf in the Military, with Kevin
Nolan, a deaf individual who tried to join the U.S. military, and a panel of military veterans.
Health and Wellness Programs provided for the enhanced wellbeing of Gallaudet University students by empowering them
to make informed health and lifestyle choices. Examples of
activities include the following.
•
Established a mandated alcohol education and sexual
assault awareness program with the Alcohol and Other
Drug Services unit, for all new, transfer, and special students.
•
Collaborated with human resources to provide the campus community with fitness opportunities in the Work it
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1/8/13 10:26 AM
Now program to raise awareness about exercise as a critical component of health.
•
•
(ODES); an introduction to Campus Services; and a field
trip in the District of Columbia.
Provided five Peer Health Advocates the opportunity to
develop professional skills, learn about different aspects of
health, and organize information to present to the Gallaudet community through “bathroom tips,” bulletin boards,
booths, workshops, and other events.
Raised awareness about sexual assault throughout the
year at various activities including: 400 members of the
Gallaudet community attended Dare to Utter (different
theatrical pieces on sexual misconduct); 200 members of
the Gallaudet community attended Take Back the Night
activity; establishing the Sexual Assault Resource Team,
which is comprised of representatives from many different
departments that meet biweekly to discuss sexual misconduct concerns and ways to address them on campus.
Office of Student Conduct (OCS) used discussion, counseling,
mediation, and other procedures to handle conduct problems and to maximize the educational experience of students
involved.
•
80% of the students responding to a survey, indicated that
they understood the disciplinary process and their rights.
•
69% of students agreed that they expected to change their
behavior as a result of their participation in the OSC
process.
•
72% stated that they agreed that they were treated with
respect throughout the disciplinary process.
•
OSC appeals of cases dropped from 9.8% in 2010-2011
to 4.1% in 2011-2012.
New Student Orientation (NSO) provided welcome-week
activities to new students and opportunities to meet academic
advisors, faculty, and administrators and to become familiar
with campus culture and services.
•
New activities were added to the January NSO schedule
including: an introduction to the Student Body Government (SBG) and student organizations; an introduction to the Office of Diversity and Equity for Students
Kicked-off NSO with a presidential social event so parents
and new students could meet the president and others
students and parents.
•
Offered an activity in which all students were encouraged
to attend all workshops to learn about campus resources.
•
Initiated a special workshop for hearing undergraduates, bachelor of arts in interpretation students, transfer
students, and visiting students.
•
Revised the Introduction to D.C. activity to introduce
students to the use of the Metro, other forms of transit, as
well as providing information on attractions in D.C.
Supporting a Multicultural Campus
Environment
Office of Student Conduct
New Student Orientation
•
The initiatives of Keeping the Promise, Multicultural Programs, the Office of Diversity and Equity for Students
(ODES), and the Lesbian, Gay, Bisexual, Transgender,
Questioning, and Allies (LGBTA) Resource Center all support
Strategic Plan Goal B (which guides the university to increase
Gallaudet’s six year undergraduate rate to 50%); Objective
1 (which guides the university to create an environment and
support system to encourage retention and successful completion), Strategy 1.3 which specifies that the university should
develop programs to promote acceptance and respect for students, faculty and staff along all facets of diversity (including
nationality, race, gender, communication modalities, etc.).
Keeping the Promise
Keeping the Promise (KTP) is a key initiative in support of the
university goal of closing the gap in retention and graduation
for Black and Latino Deaf students. KTP supports retention
and graduation by promoting the intellectual advancement of
these students by demonstrating and reinforcing the essential
values of scholarship and perseverance through intentionallydesigned activities that foster motivation, empowerment,
academic excellence, understanding of historical and cultural
heritage, and model citizenship. KTP offers the following
experiences:
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1/8/13 10:26 AM
Academic skills-building workshops
Personal Counseling (One-on-one)
In these weekly events campus experts share strategies for
succeeding in college. Topics discussed range from general
strategies for success to applied, personal stories. Included are:
How to Succeed in Your Major; Study Tips/Exam Taking Tips;
Navigating My Way to Success at Gallaudet – an AfricanAmerican’s Story. Eleven academic skills-building workshops
were offered with a total of 228 attending.
This year we served 231 Black and Latin@ walk-in students
with a variety of issues ranging from class-oriented questions,
to personal issues.
Multicultural Student Programs (MSP) and
the Office of Diversity and Equity for Students (ODES)
Cultural education workshops and events
During AY 2011-12 MSP and ODES sponsored fifteen
events – with over 1,200 attendees – including: Turn-the-Page
Together, in which participants read books about different
cultures; “El Ballet Folklorico Mexico;” “An Examination of
Literacy Experience of First-Generation Deaf Latino College
Students;” Student of Color Leadership Institute; the Diversity
Dance Showcase;” “Walking the Navajo/Chicano Life;” the
Signing Gospel Winter Concert; “Family Love & Celebrating Cultures;” three speakers for Deaf Women Awareness
& Women’s Awareness Month; the 6th UnityFest; Erase the
Hate; “Finding Heart in the Work for Justice;” and “Triumph
of Freedom: Slavery, Emancipation, and the Civil War in the
District of Columbia.”
These address the learning of one’s history, culture and communication, characterized by visits to Black African-American
museums and provide guest speakers. Eleven cultural education workshops and events were offered to 211 attendees.
Focus groups
Focus groups provide opportunities for KTP members to discuss issues affecting them as Black and Latin@ students on the
campus and to exchange ideas and suggestions for navigating a
Predominantly White University. Five distinct group discussions were held during the course of the academic year.
Leadership training retreat
A two-day leadership and team-building retreat is offered every
Fall enabling students to learn leadership skills, to develop the
peer bonds and support systems that are critical to persistence,
and to develop understanding of the characteristics and traits
of effective leaders. Twelve students participated in this activity
this year.
Lesbian, Gay, Bisexual, Transgender, Questioning,
and Allies (LGBTQA) Resource Center
During AY 2011-2012 the LGBTQA Resource Center supported a total of 17 initiatives, including: Dialogues with the
Greek Council (Sororities and Fraternities); Safe Zone Training; What Men Want and What Women Want discussions;
an “Over the Rainbow” prom; and a Lavender Graduation. In
all, 446 students, faculty, and staff participated in LGBTQA
Resource Center activities.
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Student Contact Hours Provided by Support Services Office of Student Affairs and Academic Support
Support Unit
Number of Contact Hours
Academic Advising/Tutorial and Instructional Programs
15,080
Athletics and Intramurals
45,176
Campus Activities and
8,379
Campus Ministries
1,445
Career Center
6,768
Community Service Programs
1,306
Commuter Programs
4,313
Health and Wellness Programs
3,268
Keeping the Promise
2,292
9,867
Multicultural Student Programs
553
New Student Orientation
792
Office of Student Conduct
1,928
Residence Life - Housing
70,260
Student Affairs, Dean’s Office
1,350
Student-Centered Programs and Services
2,600
Student Success (JumpStart: Academic Success, JumpStart: New Signers Program,
Peer Mentoring)
6,664
Students with Disabilities
23,744
TOTAL
205,785
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1/8/13 10:26 AM
“Alone”
Billy Salazar-Dobson
Stencil
Strategic Plan Goal C: Resource Efficiency
This chapter enumerates a series of steps taken to ensure that Gallaudet University has control of various financial resources to complete its mission. Included are steps to control spending as well as to increase revenue. Included in three separate sections are steps taken during the current year and then those taken during the last two
years. Also included are demographics—gender, deaf/hearing status, and race/ethnicity status—for employees by
category of employment, including administrators, faculty, Clerc Center teachers, professional staff academic/student support, professional staff administrators/instructional support, secretarial/clerical, technical, service, and
maintenance.
Goal C Resource Efficiency.indd 133
1/8/13 10:26 AM
1/8/13 10:26 AM
Goal C: Resource Efficiency
I. Recent Resource Efficiency Steps
Fiscal years 2012, 2011, and 2010 have been a period of
intense resource management for Gallaudet University. This
section provides a brief summary of the actions completed or
initiated regarding financial resources by controlling costs or
by increasing revenues during each of those fiscal years.
has been established to supersede the previously functioning University Budget Committee (UBC). With new
members and a new charge to actively consider planning,
this group is now working to ensure resources are aligned
or re-aligned to support strategic planning efforts.
Fiscal Year 2012
1. As mentioned in previous years below, Johnson Controls
International (JCI) is implementing an Energy Saving
Program that retrofits existing buildings by improving
electrical, plumbing, and mechanical systems to reduce
Gallaudet’s energy usage significantly. This work includes:
solar system drawings and design are now complete, and
equipment order review, scheduling, and construction
permits are in progress; electric and water sub-meter
programming is now complete; exterior and interior
lighting mock-ups are now complete, with final reviews
for campus-wide installs in progress; boiler replacements
are progressing well; a community energy kiosk “Green
Scene Kiosk” planning is underway for the Jordan Student
activity Center; and a campus-wide underground piping
infrastructure system review is in progress.
2. A new program review process has been established to
evaluate the viability of new academic programs proposed
by faculty. This process will work to ensure that newly
proposed programs are established to generate more enrollment while also ensuring that we do not bring on new
programs that will take resources from strategic initiatives.
This process involves our administration much earlier in
the process than has been the case in the past.
3. Academic Affairs in currently in the ending stages of
an extensive restructuring activity that has involved the
development of a list of guiding principles for the process,
the collection of information from departments and units
affected by the restructuring, recommended restructuring, the identification of areas needing further attention,
and the suggestion of the steps necessary to carry out the
implementation. In addition, a listing of specific programs
with recommendations about their assigned location
within the Academic Affairs was created. Once fully
implemented there should be efficiencies obtained from
this restructuring.
4. The University Planning and Budget Committee (UPBC)
5. The Living and Learning Residence Hall 6 is complete,
students are living in the building, the geothermal field is
at work, and documents will be submitted to the United
States Green Building Council to finalize the building’s
anticipated LEED Silver sustainability rating.
6. The Residence Hall Interiors Project which renovated the
public spaces in all five dorms has been completed.
7. An outside consultant is at work with our financial aid
and admissions offices to create the most effective strategies for the allocation of financial aid.
8. Our FY 2013 budget calls for the elimination of 26 positions and the reduction of $1.25M of expenditures. These
goals are constantly be reviewed in terms of the revenue
anticipated for this fiscal year.
9. We have raised tuition by 8% for the fall 2013 and room
rates continued their rise, increasing by 9% for fall 2013.
10. Neither salary increases nor one-time payments were
provided to employees for FY 2012.
11. A uniform External Relations policy has been created
and adopted regarding a variety of actions which have
previously been left to individual units to determine on
their own. This single policy now regulates Governmental
Relations, Media and Public Relations, International Relations, Donor and Alumni Relations, Obtaining Sponsorship of On-campus Activities, Sponsorship of External
Activities, and Product and Vendor Endorsements. An
individual or an office has been made responsible for each
area which will result in efficiencies from the coordination of activities such as requesting financial support from
outside organizations.
12. Extensive work was completed with regard to the usage
and adoption of the new University logo; these established
policies regarding the use of the logo, and the prohibitions on developing new single unit logos will result in
efficiencies as units have begun to use templates available
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University-wide instead of needing to hire outside designers to create material from scratch.
2011, the Board of Trustees approved all recommendations made by this Task Force.
13. A new banners policy has been adopted which specifies
the size and source of banners acceptable for using on
light posts, buildings, and so on. This should result in
efficiencies as templates are used and as controls are placed
on the replacement of banners.
4. Although we reported for Fiscal Year 2010 below that no
salary increases would be provided to employees in Fiscal
Year 2011, we note that the Board subsequently approved
a one-time 2%-of-salary payment to employees in that
year.
14. An extensive web policy has been developed and is under
review. Once modified as needed, and then adopted we
should see efficiencies as individual units who would
previously have established non-standard web pages now
follow pre-established templates with the resultant efficiencies attendant to that common usage.
5. In May 2011 Gallaudet University entered the capital
markets with its first-ever tax-exempt bond issue. The
Series 2011 revenue bonds issue raised $40 million to
fund the new Living and Learning Residence Hall next
to Peet Hall that is now under construction, as well as
an ambitious cost-savings energy initiative and other
important capital improvement projects for the campus.
The trustees passed a resolution at the May 12 business
meeting authorizing final approval of the transaction for
these 30-year, fixed-rate bonds. The University received
favorable credit ratings of A+ from Standard & Poor’s and
A2 from Moody’s.
Fiscal Year 2011
1. We approved contracting with an outside audit and
consulting firm to conduct our internal auditing function,
effectively replacing what had been an internal audit resource. This has significantly increased the audit capability
available to the University. At this point a risk assessment
was conducted, an internal audit plan was approved by
the Board of Trustees, our Internal Audit Charter was
updated to be in compliance with the Institute of Internal
Audit Standards, three reports were issued, fieldwork
was completed for several more audits, and planning and
fieldwork commenced for additional audits.
2. As mentioned below for Fiscal Year 2010, a Benefits Task
Force was at work. Their assignment has been completed
and the Board of Trustees in May, 2011, approved benefits changes including: reducing the maximum amount
of annual leave carry over from 480 hours to 240 hours
by 2016; having employees share the cost of the University’s dental plan, basic life insurance plan, and long-term
disability insurance plan, effective January 1, 2012, with
the shared costs at 50% of the premiums; and eliminating the University 403(b) tax deferred retirement plan in
2012 while providing for employees in this plan with the
opportunity to either roll the funds to the Thrift Savings Plan (TSP) or an IRA account. All other University
benefits were unchanged.
3. As mentioned below for Fiscal Year 2010, the Program
Prioritization Task Force made recommendations including the elimination of programs and the realignment,
reorganization, or integration of programs. In February,
6.The Board of Trustees approved the opening of an interest
bearing account to ensure we are receiving the maximum
daily interest on deposited funds.
7. We have tightened controls over “frequent travelers” who
drive at least 12 or more trips for Gallaudet on an annual
basis. This will enable us to comply with insurer mandates
as well as meet other standards.
8. The role of the University Budget Committee expanded
to include planning and assessment.
9. We are beginning to examine the use of student financial
aid to ensure that it is being allocated in the most effective
manner.
10. We have begun to open the process used for the selection of University capital projects and will now include
the Cabinet and University Council in discussions of
proposed improvements, each providing advice to the
President where final decisions will be made.
11. We are actively underway on the generation of a master
plan for the University for the 10 years from 2012 to
2022; once adopted by the Board of Trustees, this will
serve to ensure that project approval is conducted within
a framework that has been approved for the future of the
University.
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Fiscal Year 2010
1. Most significantly we laid off 39 individuals from across
the University. We had learned that we completed the
previous year in balance, but with an extremely small
surplus of less than one-third of one percent of our total
budget. We learned that our Federal allocation—the
primary source of our funds—would be the same this
year as it was last year. We learned from President Obama
during his State of the Union address that he will seek to
freeze discretionary Federal spending, a category including Gallaudet University, for the next three years. Finally,
we learned from a U.S. Department of Education official
that we should not anticipate Federal funding increases
in coming years. We took this step to maintain the fiscal
health of the University.
2. At the same time we froze 40 open positions, with hiring
for critical positions requiring Presidential approval.
3. We have implemented strict controls on the number of
employees, with Presidential approval required for the
opening of a new position. In recent years we have made
significant reductions in the number of employees; from
fiscal year 2007 when we had a headcount of 1,050 employees to fiscal year 2010 when we had reduced headcount to 909, a reduction of 141 headcount or a reduction of 13 percent.
4. No salary increases were provided to employees in FY
2010.
5. No salary increases will be provided to employees in FY
2011.
6. We asked individuals to reduce voluntarily from
12-month appointments to 10- or 11-month appointments.
7. A task force, the Program Prioritization Task Force
(PPTF) was initiated to review all academic programs.
This significant University-wide effort produced a report
which is now under review that recommended: the retention and enhancement of 19 programs; the monitoring
and addressing of identified issues for 29 programs; the
realignment, reorganizing, or integration of 12 programs;
the closing in their current form and replacement of 2
programs; and finally the elimination of 20 programs.
The next chapter of this report on Academic Programs
contains additional information on this action.
8. Intended as a companion process to that of the Gallaudet University Academic Program Prioritization Task
Force (PPTF), the Administrative Programs and Services
Review Committee (APSRC), was established to review
all University non-academic programs and to recommend
how to reallocate administrative resources in a manner
that best addresses Gallaudet University’s strategic priorities. Their report was recently submitted and will soon be
under University-wide review before any of its recommendations are adopted.
9.A Benefits Task Force was established because the University, along with so many other employers, has faced
continued escalation in the employer portion of benefits
in recent years, resulting in the need for a thorough,
thoughtful, and considered review of the benefits the
University provides. With this in mind, this task force was
charged with comparing Gallaudet’s benefits with local
and national universities, with reviewing best practices
and trends, and with proposing cost-cutting options to
cover an anticipated deficit in the benefits budget. At this
point, no decisions have been made and the University
will be collecting community feedback before final recommendations are produced by the task force.
10. A new University Budget Director position was created
and filled. Among other responsibilities, this individual
directs the development of the University’s annual budget
request to the Department of Education and Congress,
provides budget material for government agencies, directs
long-range planning strategies for future budget development activities, works collaboratively with the Finance
Office to ensure stringent fiscal controls are in place, and
leads the important University Budget Committee.
11. A major utility efficiency study was completed and the
Board of Trustees has approved the investment now of
significant resources that will significantly reduce utility
expenditures via a high-payoff in future years.
12. Individuals were encouraged to use their annual leave
thereby reducing the amount of ‘banked’ annual leave
they accumulate and the cost to the University to set aside
funds to cover potential future payouts for banked leave.
We asked the community to reduce leave carry-over by
taking as much leave this year as possible. This was a successful campaign that saved significant funds this year.
13. A new telecommunications device policy was
implemented.
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14. A bulk-purchase plan was implemented for the purchase
of computer equipment.
15. Controls were placed on international travel, and the
President must now approve all such travel.
16.The Board of Trustees approved increases in room fees to
help fund the building of a new student housing facility
which is expected to open in the fall of 2012.
17.The Board of Trustees approved a 7 percent increase in
tuition fees. While the University has achieved several
significant cost-saving measures recently, they are offset
by several factors, including a federal appropriation that
has remained flat over the past two years, with projections
indicating that it will remain the same in the current fiscal
year as well.
18. A new Vice President of Development and Alumni
Relations was hired and changes implemented to increase fundraising. We are meeting with foundations and
corporations and others regarding future funding; thus we
are significantly expanding our development fundraising
efforts.
19. A number of individuals worked aggressively and successfully to take steps that resulted in the renewal of our
VL2 grant. Complete information on research grants in
contained in the chapter on Research and Outreach.
“Watercolor”
Gofaone B.T. Patane
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II. Employee Demographics
The first five tables of this section provide the number of
employees by various categories, with the first table providing
a total of all employees, and then four tables each with a differ-
ent category of employee. Additional tables provide historical
summaries of employees by category.
Total All Types Employees as of October 1, 2012
Male
Female
Deaf/Hard
of Hearing
Hearing
White
TUG1
Total Each
Category
Administrators
48
70
56
62
90
28
118
Faculty
64
124
93
95
146
42
188
Clerc Center Teachers
14
34
38
10
36
12
48
Professional Staff Academic/
Student Support
59
134
134
59
130
63
193
Professional Staff Administrative/
Institutional Support
50
102
72
80
91
61
152
4
43
6
41
12
35
47
Technical
37
38
52
23
42
33
75
Service
91
36
42
85
45
82
127
Maintenance
14
23
2
35
1
36
37
381
604
495
490
593
392
985
Secretary / Clerical
TOTAL
Traditionally Underrepresented Group includes: Black or African American, Asian, Hispanic, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, and two or more races.
1
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1/8/13 10:26 AM
Regular Status Employees as of October 1, 2012
Male
Female
Deaf/Hard
of Hearing
Hearing
White
TUG1
Total Each
Category
Administrators
46
65
53
58
84
27
111
Faculty
63
124
92
95
145
42
187
14
34
38
10
36
12
48
Student Support
55
120
123
52
115
60
175
41
70
58
53
63
48
111
2
39
5
36
10
31
41
Technical
34
30
47
17
37
27
64
Service
89
36
40
85
44
81
125
Maintenance
14
23
2
35
1
36
37
358
541
458
441
535
364
899
TOTAL
1
Extended Temporary Employees as of October 1, 2012
Male
Female
Deaf/Hard
of Hearing
Hearing
White
TUG1
Total Each
Category
Administrators
Faculty
1
1
1
1
2
2
2
2
1
1
Student Support
Technical
Service
2
2
1
1
1
1
2
4
2
6
Maintenance
TOTAL
3
3
6
0
1
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1/8/13 10:26 AM
Grant Funded Employees as of October 1, 2012
Male
Administrators
Female
Deaf/Hard
of Hearing
2
2
5
1
3
2
Hearing
White
TUG1
Total Each
Category
2
2
4
5
5
2
2
1
1
7
10
Faculty
Student Support
1
2
4
Technical
1
1
Service
Maintenance
TOTAL
2
10
5
2
12
1
Income Supported Employees as of October 1, 2012
Male
Administrators
Female
Deaf/Hard
of Hearing
Hearing
White
TUG1
Total Each
Category
2
3
1
4
4
1
5
Student Support
4
7
8
3
8
3
11
8
29
12
25
26
11
37
2
4
1
5
2
4
6
Technical
2
7
4
5
4
5
9
18
50
26
42
44
24
68
Faculty
Service
Maintenance
TOTAL
1
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Deaf and Hard of Hearing Individuals in the Workforce in Percents
Fiscal Year
Administrators
%
Faculty %
Teachers %
Professional
Staff %
Support Staff %
All %
1993
34
36
39
38
23
32
1994
29
36
39
38
24
32
1995
30
35
37
38
24
32
1996
30
35
43
41
24
33
1997
35
35
47
44
25
35
1998
37
36
46
41
25
35
1999
40
38
53
44
25
37
2000
40
37
53
49
25
38
2001
37
39
54
46
32
40
2002
38
39
54
46
32
40
2003
36
38
56
48
33
40
2004
34
40
59
51
31
41
2005
40
41
60
50
32
42
2006
41
40
56
50
32
42
2007
37
42
64
52
34
43
2008
36
46
66
55
34
45
2009
38
45
68
53
35
45
2010
41
48
76
56
34
47
2011
45
48
72
58
35
48
2012
47
49
79
60
36
50
Note: All sources of funding, regular status and extended temporary status. As of the end of the fiscal year.
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Members of Traditionally Underrepresented Groups in the Workforce in Percents
Fiscal Year
Administrators
%
Faculty %
Teachers %
Professional
Staff %
Support Staff %
All %
1993
16
10
26
19
59
32
1994
18
10
27
21
60
33
1995
18
9
27
23
60
33
1996
9
9
22
26
61
34
1997
14
10
23
27
60
34
1998
15
10
23
27
61
34
1999
16
11
19
26
61
33
2000
17
11
24
27
62
34
2001
21
14
15
30
62
37
2002
26
14
22
28
61
36
2003
26
14
27
28
61
37
2004
29
16
23
28
63
37
2005
23
17
17
29
67
38
2006
24
18
18
29
67
38
2007
31
18
23
27
67
39
2008
22
19
21
32
67
40
2009
25
20
23
33
67
40
2010
21
21
30
35
67
40
2011
24
22
28
35
67
40
2012
24
22
25
36
65
40
Note: All sources of funding, regular status and extended temporary status. As of the end of the fiscal year.
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FY 2012 Staff Hire Demographics by Grade for Regular Status Employees
Grade and Number of
Positions
Applicants
Race
Grade
#
#
1
3
2
0
3
White
Hired
Hearing Status
TUG1
Race
Deaf/
Hard of
Hearing
Hearing
White
Sex
TUG1
M
Hearing Status
F
Hearing
Deaf/
Hard of
Hearing
117
76
41
52
65
3
0
2
1
0
3
5
89
40
49
48
41
2
3
3
2
3
2
4
5
91
58
33
31
60
2
3
4
1
2
3
5
3
41
24
17
9
32
2
1
2
1
1
2
6
13
168
104
64
51
117
8
5
8
5
3
10
7
16
213
155
58
62
151
9
7
6
10
6
10
8
15
243
167
76
64
179
8
7
5
10
3
12
9
14
120
87
33
32
88
10
4
4
10
6
8
10
4
44
26
18
26
18
2
2
0
4
2
2
11
4
60
46
14
15
45
4
0
2
2
2
2
12
1
3
3
0
0
3
1
0
1
0
0
1
83
1,189
786
403
390
799
51
32
37
46
28
55
Subtotal
Open positions
15
Final data are not available because these positions were opened at the end of the year.
Cancelled
positions2
19
Final data are not available because these positions were cancelled during the year.
Temporary
positions2
5
Total positions
Data are only included for permanent positions, not temporary positions.
122
Traditionally Underrepresented Group includes: Black or African American, Asian, Hispanic, American Indian or Alaska Native,
Native Hawaiian or Other Pacific Islander, and two or more races.
1
2
One cancelled temporary position is included in the “Cancelled positions” count only and not in the “Temporary positions” category.
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III. Development and Alumni Relations
FY 2012 Summary
The mission of the Office of Development and Alumni Relations is to engage alumni, families and friends, foundations,
and corporate partners in the life of the University, to ensure
an active and committed alumni community, and to encourage
financial investment in Gallaudet programs and scholarships.
Development and Alumni Relations works collaboratively
with current students, faculty and staff, the Gallaudet Board of
Trustees, the Gallaudet Board of Associates, and the Gallaudet
University Alumni Association to identify new partnerships,
strengthen existing relationships and cultivate a genuine interest in supporting the future of Gallaudet through philanthropic support from stakeholders.
During fiscal year 2012, the Office of Development and
Alumni Relations exceeded targets established by the University President and the Board of Trustees as shown in the table
below.
FY 2012 Performance Objectives and Results
Performance Objectives
Performance Results
Donations
At least $3.2M
$6.2M
Increase alumni giving
To at least 15%
Alumni Participation: 19.44%
Major Gifts to the University by Individuals in FY
2012 ($10,000 or above)
Ms. Kathryn A. Baldridge
Mrs. Margaret V. Baldridge
Dr. Thomas F. Baldridge
Mr. Paul and Dr. Mary Jan Bancroft
Dr. Gerald Burstein
Dr. Stephen Burstein
Mr. Jameson and Mrs. Meredith Crane
Dr. Nancy J. Crown
Mr. John M. and Mrs. Linda D. Derrick
Mr. Dean T. and Mrs. Brenda DuCray
Mr. Richard and Mrs. Lois England
Ms. Joan. K Ferguson
Dr. Harvey and Mrs. Astrid A. Goodstein
Dr. T. Alan and Mrs. Vicki T. Hurwitz
Mrs. Sandra L. Klopping
Mrs. Judith Lipin
Mr. James J. and Mrs. Frances M. Maguire
Mr. Richard E. and Mrs. Nancy Marriott
Ms. Jacqueline A. Muller
Mr. James J. and Mrs. Joyce Peterson
Dr. Albert T. and Mrs. Sally J. Pimentel
Mr. James L. Sorenson
Mrs. C. Ann Tennis
Ms. Patricia A. Underbrink
Mr. J. Sterling and Mrs. Lucie M. White
Dr. Roberto E. Wirth
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Major Gifts to the University by Corporations/
Foundations/Organizations in FY 2012 ($10,000 or
above)
Major Bequests to the University in FY 2012
($10,000 or above)
Estate of Mrs. Cicely D. Angleton
Estate of Mrs. Patricia M. Christian
Estate of Miss Rhoda S. Clark
Estate of Ms. Beatrice C. Heimerdinger
Estate of Mr. Leland B. and Mrs. Lucille B. May
Estate of Ms. Clara F. Mertens
Estate of Mrs. Alice Pope
Estate of Ms. Joan M. Pristas
Estate of Mrs. Marilyn H. Wilkinson
Mrs. Joan Williams and the Estate of Mr. Alan R. Williams
The Charlotte W. Newcombe Foundation
Estate of Dr. Thomas C. Zangas
Pepco Holdings, Inc.
Sorenson Communications, Inc.
The Theodore R. & Vivian M. Johnson Scholarship Foundation
Verizon Foundation
In FY 2012 the Office of Development and Alumni Relations acquired more than 400 first-time donors to Gallaudet
University. In addition to donors who had never given to Gallaudet before, we successfully re-engaged over 100 alumni who
had not given for at least 5 years. As a result of these efforts,
the alumni participation rate for FY 2012 rose to 19.44%,
representing over $650,000 in donations. This is the highest
alumni participation rate in the history of Gallaudet.
Bon Appetit
Compass Group USA, Inc.
Washington, DC Alumnae Chapter of Delta Zeta
Delta Zeta Foundation
The Phillip L. Graham Fund
Incapital LLC
Kantor Foundation, Inc.
The Lipin Foundation
The Maguire Foundation
The J. Willard and Alice S. Marriott Foundation
During FY 2012, the division put into place systems and
communications positioning us for increased and continual
engagement with stakeholders in future years, including online
gift receipting, a pledge reminder tracking and notification
system, and an upgraded website featuring video testimonials
and reliable information on ways to give. Successful alumni
events were hosted across the country, and staff continued to
support planning and fundraising efforts for both Gallaudet’s
150th anniversary and Gallaudet University Alumni Association’s 125th anniversary.
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The following tables provide performance data for the last five years.
Donations Objectives and Results
FY 2008
FY 2009
FY 2010
FY 2011
FY 2012
$9.2M
$7.1M
$2.4M
$3.2M
$3.2M
Performance Results
$6.9M
$3.1M
$2.8M
$4.2M
$6.2M
Did not meet target
Did not meet target
Exceeded target
Exceeded target
Exceeded Target
Status
Alumni Donation Percentages and Donor Numbers
FY 2008
FY 2009
FY 2010
FY 2011
FY 20121
9.2%
9.1%
9.0%
10.0%
15%
Performance Results
12.6%
12.4%
12.0%
10.2%
19.44%
Exceeded target
Exceeded target
Exceeded target
Exceeded target
Exceeded Target
1,186
1,153
1,204
1,356
1,308
Status
Donor Numbers
In FY 2012 the alumni participation rate was calculated reporting only undergraduate degreed alumni. Previous reports calculated all alumni who intended to matriculate but may not have graduated. This change in reporting was made following the
professional standards of the Council for Advancement and Support of Education.
1
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IV. The Gallaudet University 2022 Campus Plan
The Gallaudet University 2022 Campus Plan is a ten-year
campus development plan required by the District of Columbia Zoning Commission. The Campus Plan provides guidance
for the development of capital projects to support the mission
and goals of the Gallaudet Strategic Plan 2010-2015 (GSP)
while ensuring the best use of the university’s physical assets
and fiscal resources.
The Campus Plan sets a bold vision for the campus that builds
upon the goals of the 2002-2012 Facilities Master Plan and
responds to changes in higher education, the university’s strategic goals, and the surrounding community. Given the dynamic
nature of academia in the 21st century and the university’s
physical surroundings, the Campus Plan is intended as an aspirational guide and a vision for future development. It is also
intended to serve as a foundation for the university’s capital
budget planning process.
Led by a steering committee consisting of representatives from
a cross-section of Gallaudet students, faculty and staff, the
Campus Plan is the culmination of input from the campus
community and beyond. Over 18 months, students, faculty,
and staff participated in a series of campus workshops focusing
on the facility needs related to academics and research, sustainability and accessibility, campus life, and DeafSpace design
concepts. The Urban Land Institute led a week-long workshop
to assist Gallaudet planning staff in developing strategies for
building stronger physical and programmatic connections with
the surrounding community. Broadly stated, these workshops
yielded a commitment to the following planning principles:
The Campus Plan will accommodate a range of enrollment
growth over the next ten years, from a conservative 1.0 percent
annual growth rate that is in-line with projected national
trends to a more aggressive 3.0 percent that represents an
aspirational goal consistent with the GSP. The recommendations in this Campus Plan are based on a maximum projected
enrollment of 2,327 for the combined enrollment at the
university and the Clerc Center.
The Campus Plan lays out an ambitious series of projects that
aim to transform the current campus and includes several
major new building projects. A state-of-the-art Learning
Commons located on the current Edward Miner Gallaudet
Memorial Building site will replace the Merrill Learning Center. A new mixed-use housing development along 6th Street
will open the campus to the city via a new pedestrian entrance
at the corner of Florida Avenue and 6th Street while acting as
a catalyst for new development in the 6th Street/Capital City
Market Area. A newly renovated Hall Memorial Building will
become the new student center at the heart of the campus and
a new academic building will create a premiere facility for student learning and research. In addition, the Model Secondary
School for the Deaf at the Clerc Center will be transformed
with a new residence housing and an academic complex.
•
Accommodate enrollment growth and support Gallaudet
Strategic Plan goals.
•
Increase and enhance on-campus housing.
•
Revitalize the heart of the campus and increase density.
This new construction will enhance the Gallaudet experience
with state-of-the art buildings and grounds in which to teach,
learn, study, live, and socialize. The Campus Plan will realize
stronger connections within the campus and with the neighborhood and city beyond with new buildings and campus
spaces designed in accordance with DeafSpace principles and
to preserve and enhance the architectural and landscape legacy.
By fostering new physical and programmatic connections
and supporting creative new avenues in deaf education and
research the 2022 Campus will lead Gallaudet into a new era
“from isolation to innovation.”
•
Integrate physical accessibility and sustainability.
See the next page for a map of the 2022 Campus Plan.
•
Build new connections with the local community.
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101
102
103
104
105
106
107
108
109
110
115
214
219
223
229
Chapel Hall
College Hall
Dawes House
Kendall Hall
Fowler Hall
Gate House
EMG Residence
Ballard House
Fay House
Denison House
Peikoff Alumni House
Kellogg Conference Center
Hall Memorial Building
Elstad Auditorium
Washburn Fine Arts
Building
231
232
243
248
265
290
317
318
327
328
335
336
345
537
Student Union Building
Student Academic Center
Central Utilities Building
Field House
Sorenson Language &
Communication Ctr.
Penn Street
Peet Hall
Living Learning Residence
Hall
Ballard Hall – West
Ballard Hall – North
Clerc Hall
Benson Hall
Carlin Hall
Health Center
538
569
581
582
589
641
771
772
791
792
793
794
University Dining Hall
Central Receiving
MSSD House 100/200
MSSD House 300/400
MSSD Gym. & Pool
Building
Kendall Demonstration
Elementary School
Security Kiosk
Grandstand
Field House Parking
Garage
Hanson Plaza Parking
Garage
KDES Parking Garage
MSSD Parking Garage
795 Sixth Street Parking
Garage
A New Student Learning Commons
B New Academic Building
C New 6th Street Mixed-Use
Apartments
D New Innovation Lab/Business
Incubator
E New Visitors Center
F New Recreational Gym
G New MSSD Residence Hall
H New MSSD School
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V. Communication Access—Gallaudet Interpreting Service
Gallaudet Interpreting Service (GIS) is a campus resource
offering:
•
Communication access services to students, faculty and
staff for the purpose of excellence in education including:
• Interpreting services used by students, faculty,
and staff for academic and employment related
activities at Gallaudet, the Clerc Center, and the
Consortium of Universities
• Captioning services for the campus community.
•
External revenue streams
•
An after-hours emergency response program for on-campus emergencies
•
Workshops on a variety of topics
•
The “Results! Mentoring Program” provides mentoring,
training, consultation and supervision to practicum and
intern interpreting students and freelance interpreters.
GIS employs 30 staff interpreters and approximately 75 additional part-time, contract interpreters. GIS staff interpreters are all nationally certified and bring at least five years of
professional interpreting experience. Over the past five years,
GIS interpreters have consistently provided more than 40,000
hours of interpreting per year to the campus community.
GIS specializes in providing interpreting services and captioning services. While the majority of services are American Sign
Language (ASL)-English and Deaf-Blind interpreting services
for academic endeavors, all of the following services can be
requested through GIS:
•
ASL to English, and English to ASL interpreting
•
Captioning, both on-site and remote Communication
Access Realtime Translation (CART)
•
Transcription Services, for example a video of ASL being
translated to written English
•
Legal and law enforcement interpreting
•
Medical/mental health interpreting
•
Consultation/Workshops
•
Video Remote Interpreting
•
International Interpreting
•
Cued Speech
•
Oral Interpreting
•
Deaf-Blind Interpreting.
While GIS is a service unit that supports communication
needs in educational, employment and administrative functions, GIS also has an integral role as a collaborating department to the Department of Interpretation. The shared goals of
these two departments include career preparedness for many
Gallaudet students and advancement in the field of signed
language interpreting.
GIS administers the “Results! Mentoring Program” which provides structured support to students, with emerging interpreting skills, and to professional working interpreters, who desire
skills refinement or specialization skills. All staff interpreters
have received training in mentoring. As a result they better
meet collaborative needs of the University by providing continued professional development and internship supervision
opportunities for students from the Department of Interpretation.
GIS provides emergency communication support to faculty,
staff and students both at Gallaudet University and at the
Clerc Center (Model Secondary School for the Deaf and Kendall Demonstration Elementary School campuses). GIS works
closely with the Department of Public Safety (DPS), Residential Life staff, and external emergency support personnel in
assessing, determining and providing communication support.
This model program is staffed with interpreters who are nationally certified; many hold additional specialty certifications
for interpreting in legal situations. Additionally, interpreters
have specialized training in interpreting for law enforcement,
medical, and other emergency situations.
The tables and graphs below provide the number of hours of
direct student services, including interpreting for all direct
services, such as classroom, internships, externships, student
teaching and consortium courses, as well as for other services
provided for students. For the Clerc Center, this includes the
Parent-Infant Program and Emerging Signers program.
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The past few years have shown an increase in services for
courses across all types of requests as shown in the table below.
Notice the increase in the number of courses supported by
academic year in the first table, from 225 courses in AY 200910, to 260 courses in AY 2010-11, and finally to 358 in AY
2011-12.
Courses Supported by Semester by Service
Spring
2010
Fall 2009
Total
Fall 2010
Spring
2011
Total
Fall 2011
Spring
2012
Total
Captioning
23
15
38
25
32
57
27
32
59
ASL-English
54
49
103
42
32
74
60
56
116
Deaf-Blind
38
46
84
66
63
129
87
96
183
115
110
225
133
127
260
174
184
358
TOTAL
Direct Student Services Hours Provided by Fiscal Year, by Area
FY 2008
FY 2009
FY 2010
FY 2011
FY 2012
President
50
1
42
47
3
Administration and
Finance
52
56
0
19
128
22,755
27,333
28,787
27,596
40,795
2,623
2,442
3,049
6,103
6,024
25,480
29,832
31,878
33,765
46,950
Academic Affairs
Clerc Center
TOTAL
Direct Student Services (hours) Provided by Fiscal Year
46,950
50,000
Hours
40,000
30,000
25,480
29,832
31,878
33,765
20,000
10,000
0
FY 2008
FY 2009
FY 2010
FY 2011
FY 2012
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Hours of Direct Total Services Provided University-wide
by Fiscal Year by Type
FY 2008
FY 2009
FY 2010
FY 2011
FY 2012
25,480
29,832
31,879
33,765
46,949
2,466
2,285
2,386
3,067
5,111
14,266
15,612
12,398
13,223
15,045
42,212
47,729
46,663
50,055
67,105
Student
Student Related
Other
TOTAL
Hours of Direct Total Services Provided
University-wide by Fiscal Year by Type
80,000
70,000
Hours
60,000
50,000
40,000
30,000
20,000
10,000
0
FY 2008
FY 2009
FY 2010
FY 2011
FY 2012
Other
Student-related
Student
Percent of Direct Total Services Provided University Wide
by Fiscal Year by Type
FY 2008
Student
Student Related
Other
TOTAL
FY 2009
FY 2010
FY 2011
FY 2012
60 %
62 %
68 %
68 %
70 %
6%
5%
5%
6%
8 %
34 %
33 %
27 %
26 %
22 %
100 %
100 %
100 %
100 %
100 %
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“Flower”
Diana Mendez-Leon
Watercolor
Strategic Plan Goal D: Academic Programs
This chapter includes data on academic programs at the University level, with separate data contained in the
Clerc Center chapter for their students. Included are: a summary of an ongoing review of our academic programs
initiated by the Program Prioritization Task Force; academic enrollment trend data for graduate students by
degree program and discipline and for undergraduate students by majors and minors; enrollment trend data for
hearing students by majors and minors; and the results of a recent survey of alumni which includes employment
data by occupational group for those surveyed.
Goal D Academic Programs.indd 153
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1/8/13 10:28 AM
Goal D: Academic Programs
I. Program Prioritization
Program prioritization is a key strategy used in higher education to analyze academic programs. For Gallaudet University
this work was conducted by the Program Prioritization Task
Force (PPTF). That group examined all academic programs in
an extended process, and developed recommendations regarding each of those undergraduate and graduate programs.
c) The diversity of student enrollment
The overall intention is to ensure that academic programming
will be aligned with the institutional mission and vision, will
leverage Gallaudet’s many strengths, and will best position
students for career success.
g) The revenue and other resources of the program
The PPTF reviewed data and prioritized academic programs
based on the following criteria:
a) The history of the program and consistency with mission,
vision and strategic goals
b) The demand for the program internally and externally
d) The quality of program inputs
e) The quality of program outcomes
f ) The size, scope and productivity of the program
h) The costs and other expenses associated with the program
i) And the opportunity analysis and future potential of the
program.
The PPTF completed its task and provided a report in August,
2010, and actions have been taken in the years since that time.
The actions taken during FY 2012 as a result of the PPTF
recommendations are contained in the following section.
Summary of the Program Prioritization Task Force Findings on Undergraduate, Graduate, Certificate,
and Special Programs
Board of Trustees Approved All Recommendations
Resource Ranking
Category
Retain and enhance if
feasible
Undergraduate
Majors
Undergraduate
Minors
Graduate
Certificate
Special
TOTALS
Number
Percentage
6
2
9
0
2
19
23%
16
0
8
2
3
29
35%
Realign, reorganize, or
integrate
9
2
0
0
1
12
15%
Close in current form and
replace
2
0
0
0
0
2
3%
Eliminate
9
4
4
3
0
20
24%
42
8
21
5
6
82
100%
Monitor and address
identified issues
TOTALS
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II. Academic Programs
During FY 2012, the Division of Academic Affairs began
planning for a new organizational structure, consistent with
the recommendations of the Program Prioritization Task Force
(PPTF), the Administrative Programs and Services Review
Committee (APSRC), and the Task Force on the Restructuring
of the Division of Academic Affairs (RAA). Beginning with the
2012-2013 academic year, the following changes took place:
1. The Department of Art, the Department of Communication Studies, the Department of Theatre Arts, and the
Dance Program of the Department of Physical Education
and Recreation became a single entity, known as the Department of Art, Communication, and Theatre. This new
department remains under the College of Liberal Arts,
Sciences, and Technologies.
7. The Department of Educational Foundations and Research has been subsumed into the Department of Education. This department is within the Graduate School and
Professional Programs.
Searches are underway for new deans for what will be known
as the College of Liberal Arts and the School of Education,
Business, and Human Services, and for an associate provost/
dean to oversee the graduate school and research activities.
These new academic leaders should be in place by July 2013.
Also during academic year 2011-2012, the university created
new pre-professional programs in business, health care, and
law, and started research to create a fourth pre-professional
program in architecture. These are not academic majors; rather, they are recommended course sequences, with advisement
and related activities. For example, the pre-law program will
include law-related classes, pre-law workshops, a pre-law writing competition, invited presenters, and a mock trial program.
2. The Department of Family and Child Studies was subsumed into the Department of Social Work.
3. The Department of Government and History split, with
Government faculty joining the faculty of the new Master
of Public Administration program. The new department
is known as the Department of Government and Public
Affairs. This department has been moved under the purview of the Dean of the Graduate School and Professional
Programs.
The master’s degree program in public administration admitted its first students during the fall of 2012. This program is
designed for deaf, hard of hearing, and hearing professionals
working in local, state, or federal government agencies; nonprofit human service organizations; or non-profit professional
associations. The curriculum is designed around a bilingual
delivery of American Sign Language (ASL) and English. The
goal of the degree program is for graduates to manage and lead
in public sector, non-profit, and non-governmental organizations.
4. History faculty joined with the Department of Philosophy and Religion and the Department of Sociology. The
new department is known as the Department of History,
Philosophy, Religion, and Sociology. It remains under the
College of Liberal Arts, Sciences, and Technologies.
5. The Department of Biology, the Department of Chemistry and Physics, and the Department of Mathematics have
combined to become the Department of Science, Technology, and Mathematics. The Information Technology
program, now located in the Department of Business, will
move to this department at a later time. The new department remains under the College of Liberal Arts, Sciences,
and Technologies.
6. The Department of Foreign Languages, Literatures, and
Cultures is now known as the Department of World
Languages and Cultures. The undergraduate International
Studies major and the English Language Institute for
pre-baccalaureate international students also are housed
within this entity. The department remains under the College of Liberal Arts, Sciences, and Technologies.
Work is underway to establish a new Doctor of Philosophy
program in educational neuroscience, as required by the National Science Foundation Science of Learning Centers grant
that established the university’s Visual Language and Visual
Learning (VL2) Center.
Faculty
The university began the 2012-2013 academic year with 191
full-time, regular faculty members, an increase of six over
the previous year. In the College of Liberal Arts, Sciences
and Technologies, new tenure track faculty were hired into
Biology (1); History, Philosophy, Religion, and Sociology (2);
Psychology (1); and Science, Technology, and Mathematics.
The Graduate School and Professional Programs welcomed
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new faculty in Business (1); Hearing, Speech, and Language
Sciences (2); Interpretation (1); and Physical Education and
Recreation (1).
This year’s contingent of new faculty includes the first-ever
non-tenure track hires, both in the Department of Science,
Technology, and Mathematics. This new classification of
faculty was created by the University Faculty during aca-
demic year 2011-2012. Persons hired into these positions are
primarily master teachers; they typically teach more courses
and have fewer scholarship and service obligations than their
tenure track and tenured peers. Two other faculty members
converted to non-tenure track status from tenure track status.
Five faculty were hired to replace faculty who retired or left
the university and one faculty person was hired for a rapidly
expanding program.
“Self Portrait”
Samantha Liddick
Photography
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III. Institutional Student Learning Outcomes:
The General Studies Program and Literacy Measures
The General Studies Program, consisting of classes called
General Studies Requirements (GSR), was established in 2007
as a response to calls for reform in the General Education
curricular design at Gallaudet. The mission statement of the
new curriculum indicates that it “provides a rigorous academic
program that prepares students for successful learning in a
complex world where traditional academic disciplines are
interrelating, merging and overlapping.” The program provides
students with a high-quality sequence of coursework designed
to prepare them for their chosen majors, life-long learning,
and challenging careers. GSR begins with Freshman Foundations (GSR 100-level courses), continues with GSR 200-level
courses (Integrated Courses), and concludes with GSR Capstone Courses at the GSR 300-level.
There are five undergraduate student learning outcomes
established by the University. The first of these outcomes is
Language and Communication which reads as follows:
•
Students will use American Sign Language (ASL) and
written English to communicate effectively with diverse
audiences, for a variety of purposes, and in a variety of
settings.
•
Student learning on the Language and Communication
learning outcome is assessed during the first two years
of students’ General Studies Requirements (GSR) using
performance assessments in English writing, and ASL
presentation on video, both with common scoring rubrics
used to measure proficiency. These same measures will be
used to assess student proficiency during their senior year.
The Literacy and Communication outcome is assessed in
conjunction with GSR courses. During the past year Gallaudet
has adopted the American Association of Colleges and Universities (AACU) Written Communication Value Rubric to assess
written English, and has adapted the AACU Oral Presentation
rubric as the ASL Presentation rubric to assess ASL in presentations.
The current rubrics assess proficiency levels for the following
literacy outcomes:
Literacy Outcomes
2012 Writing Rubric
2012 ASL Rubric
1. Context and Purpose for Writing
1. Organization
2. Content Development
2. Language
3. Genre and Disciplinary Conventions
3. Delivery
4. Sources and Evidence
4. Supporting Material
5. Control of Syntax and Mechanics
5. Central Message
6. Formatting (if a video assignment)
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Data on literacy measures was collected for the first time in
academic year 2008-2009 in all GSR courses at both the freshman and sophomore level. During academic year 2009-10,
baseline data was used to establish proficiency target scores in
each of the five areas of literacy. The table below summarizes
the percentage of students at each GSR level who have attained the target level for each criteria on a scale of 1-4.
GSR 300 Written Communication Value Rubric Scores1 by Percentage
Context and
Purpose for Writing
Genre and
Disciplinary
Conventions
Content
Development
Sources and
Evidence
Control of Syntax
and Mechanics
1’s
0%
0%
0%
0%
0%
2’s
15%
17%
16%
16%
27%
3’s
28%
53%
46%
47%
41%
4’s
56%
31%
38%
37%
32%
100%2
100%2
100%
100%
100%
Total (N=39)
Writing is assessed on the AACU Written Communication Value Rubric on a scale from 1 to 4, while on the GU Writing Rubric assessment
from past years used a scale of 1 to 5. Thus current data is not comparable to data from past years.
2
Does not total 100% because of rounding.
1
At the 300 course level, no student received a score of 1 (the
lowest level) in any of the 5 skill categories. All categories
except for “Control of Syntax and Mechanics” had better than
80% of students getting scores of 3 or 4. In the category of
“Control of Syntax and Mechanics,” 73% of students received
scores of 3 or 4. Comparing high performance across categories, the category “Context and Purpose for Writing” had the
highest number of students scoring 4 (56%).
GSR 200 Written Communication Value Rubric Scores1 by Percentage
Context and
Purpose for Writing
Genre and
Disciplinary
Conventions
Content
Development
Sources and
Evidence
Control of Syntax
and Mechanics
1’s
11%
12%
14%
10%
7%
2’s
28%
25%
30%
26%
26%
3’s
41%
43%
33%
40%
44%
4’s
20%
20%
23%
24%
23%
100%
100%
100%
100%
100%
Total (N=203)
1
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At the 200 course level, approximately 10% of students in
each category received the lowest score, a score of 1. Approximately 25% to 30% of students received a score of 2, approximately 40% of students got scores of 3, and 20% to 25% of
the population got the highest score (4). Performance across
skill categories was uniform, and no category stands out at this
course level as being significantly different from the others,
although in the category of “Genre and Disciplinary Conventions,” there is a relatively smaller percentage of students
scoring 3 than in the other categories. In this skill category, the
students scored 2 and 4 in approximately equal proportions.
GSR 100 Written Communication Value Rubric Scores by Percentage
Context and
Purpose for Writing
Genre and
Disciplinary
Conventions
Content
Development
Sources and
Evidence
Control of Syntax
and Mechanics
1’s
10%
12%
18%
22%
16%
2’s
34%
42%
44%
43%
43%
3’s
46%
43%
36%
32%
34%
4’s
10%
2%
2%
3%
6%
100%
100%1
100%
100%
100%1
Total (N=210)
1
Students at the 100 course level had scores clustered in the
2’s and 3’s, with “Context and Purpose for Writing” being
represented more by 3’s than 2’s, and the categories “Genre
and Disciplinary Conventions,” “Sources and Evidence,” and
“Control of Syntax and Mechanics” represented more by scores
of 2 (approximately 43%) than scores of 3 (approximately
34%). Few students at this level received the highest score (4),
with all skill categories represented by a score 4 at or under
10%.
There is a trend toward higher scores as the course number increases, and at the 100 course level, a fair number of students
got scores of 1 (true of all skill categories), and no students
getting 1’s at the 300 level. At the 100 and 200 course level,
scores cluster around 2’s and 3’s, although at the 200 level,
there is a smaller percentage of 2’s. At the 300 course level,
scores cluster around the 3’s and 4’s. If 3 is established as a
benchmark for 300 level courses, 73% of students achieve the
benchmark in all categories, and with the exception of “Control of Syntax and Mechanics,” 83% of students achieved the
benchmark of 3 in all categories.
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GSR 300 Gallaudet University ASL Presentation Rubric Scores
Cohesion and
Organization
Critical Thinking
Register (signer’s
persona, tone,
audience
engagement)
Use of Multimedia
Materials
1’s
3%
6%
0%
6%
0%
2’s
9%
19%
19%
9%
5%
3’s
56%
38%
53%
38%
62%
4’s
31%
38%
28%
47%
33%
100%
100%
100%
Total (N=32)
1
ASL Conventions
(grammar, sign
production, and
fluidity)
100%
1
100%
1
Students achieved the benchmark score of 3 at 81% or higher
in all categories except for “ASL Conventions” which had
achievement of benchmark at 75%. In the skill categories of
“Cohesion and Organization,” “Critical Thinking,” and “Use
of Multimedia Materials,” over half of the students got scores
of 3, and approximately 30% of students got 4’s. In the skill
category of “Register,” student scores were the highest overall,
with 47% of all students in the sample getting the highest
score (4).
“Sunset”
Chelsea Lee
Drawing, Photoshop, and Painter II
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IV. Bilingual Teaching and Learning
Since its founding in 1864, Gallaudet University has always
offered a unique, bilingual learning environment. In 2007,
the Board of Trustees adopted a new mission statement which
commits the university to become more intentional about
leveraging the advantages of bilingual education for deaf and
hard of hearing students. In the transformation from “default
bilingualism” to a model of “intentional and inclusive bilingualism,” the University has undertaken a number of steps
to implement the mission, including defining student learning outcomes, developing curricula and assessments, offering
professional development opportunities, creating learning
materials, supporting research projects, and hosting a series of
lectures, workshops and campus-wide dialogues.
Bilingual Approaches Seminars
In order to support faculty in aligning teaching and learning
activities with the bilingual mission, the Office of the Provost founded the Office of Bilingual Teaching and Learning
(OBTL). The primary responsibility of OBTL has been to support faculty in developing capacity to engage in best practices
in bilingual teaching and learning. Since 2009, OBTL has
coordinated the following initiatives aimed at implementing
the bilingual mission:
In 2008, the Faculty Senate passed a measure requiring the
development of multiple measures to evaluate faculty proficiency in American Sign Language, which is one key aspect is
the evaluation of language and discourse within the classroom.
After an ad-hoc committee developed the Classroom Discourse checklist, the Office of Bilingual Teaching and Learning
and the ASL-Diagnostic and Evaluation Services (ASL-DES)
conducted a pilot study to determine appropriate procedures,
protocols and measures involved in the Classroom Discourse
Observation. A progress report was submitted to the Faculty
Welfare Committee in May, 2011. Data on faculty proficiency
in classroom discourse continues to be collected as ASL-DES
continues to conduct the Classroom Discourse Observation.
In the summers of 2010, 2011, and 2012, the Bilingual Approaches Seminars have offered learning opportunities for
faculty and staff in bilingual theory and pedagogical practices.
After intensive summer workshops lead by an OBTL Faculty
Fellow, faculty and teaching staff then intentionally engage in
specific methodologies in their fall classes. Over the past two
years, 46 faculty and professional staff have participated in the
Bilingual Approaches Seminars.
Classroom Discourse Observation
Gallaudet Scholarship of Teaching and
Learning Initiative
The Office of Bilingual Teaching and Learning and the Dean,
Graduate School and Professional Programs, received a
$200,000 grant from the Booth Ferris Foundation to support
the Gallaudet Scholarship of Teaching and Learning Initiative
(GSTLI). This project is designed to create a learning community of five teacher-scholars who, over a period of two years,
will investigate, reflect upon, document, and enhance teaching
practices designed to meet the needs of visually oriented and
linguistically diverse learners in Gallaudet classrooms.
ASL Materials Development Project
This initiative has experienced a productive first year, as participants have designed a specific research project and have begun
to collect data in their classrooms. In support of their research
projects, the cohort attended the International Institute for the
Scholarship of Teaching and Learning Scholars and Mentors
(IISSAM) at Loyola Marymount University. In addition, GSTLI hosted a leading scholar in the Scholarship of Teaching and
Learning for a campus lecture and mentoring sessions with the
participants.
While instructional materials to support increased competency
in English composition abound, very few materials exist in
developing ASL composition skills, as required by Undergraduate Student Learning Outcome #1. Under the direction of
an OBTL Faculty Fellow, a series of ASL Modules have been
created that are designed to explain basic features of academic
discourse within ASL. Topics such as “Organization and Coherence” and “Working with Sources” are presented. The main
features of the institutional ASL rubric can be found in ASL
on the OBTL’s website: bilingual.gallaudet.edu.
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Deaf Studies Digital Journal
The Deaf Studies Digital Journal (dsdj.gallaudet.edu) is the
world’s first peer reviewed academic and creative arts journal
dedicated to the creative and scholarly output of individuals
within the signing communities. Three issues have been pub-
lished thus far, featuring national and international contributors who have worked to set standards for academic publishing
in signed languages. The third issue, published in Spring 2012,
features over 60 contributors, many of whom present on the
theme of Linguistic Human Rights, Bilingualism and Sign
Language Planning.
“Faith and Cat”
Faith Benton
Drawing and Acrylic
This artwork was exhibited at Ronald Reagan National Airport, Washington,
D.C., as part of the 31st Annual Congressional Competition awards in 2012.
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V. Academic Enrollment Trends
Note that in addition to the data below, the Highlights chapter and the Goal A Enrollment chapter contain considerable additional information regarding enrollment in the University, and the Clerc Center chapter contains enrollment data for that organization.
Fall Undergraduate Degree-seeking Enrollment Trend by Declared Major
2007
Accounting
2009
2010
2011
2007
2008
2009
2010
2011
19
17
17
19
19
Graphic Design
15
12
12
10
13
5
3
10
10
19
History
11
11
13
17
18
Art
5
4
2
1
Interpretation
15
11
34
43
46
Art History
2
3
2
3
2
6
13
Biology, B.A.
6
9
10
12
7
5
13
Biology, B.S.
14
12
10
13
10
Liberal Studies
21
21
25
24
29
Mathematics, B.A.
15
12
16
11
4
1
3
Mathematics, B.S.
4
4
5
2
9
Philosophy
2
2
Chemistry, B.A.
2
Chemistry, B.S.
16
8
10
7
5
49
41
49
43
35
Computer Information
Systems
11
10
7
4
1
1
1
2
4
2
4
Deaf Studies
6
4
10
20
27
Digital Media
6
4
4
8
9
Economics
1
1
1
Education
45
43
34
24
17
English
13
11
10
7
13
21
11
9
18
15
1
1
1
1
2
2
9
16
15
Finance
French
Government
1
2008
11
2
Photography
3
2
4
8
7
Physical Education
44
29
36
32
35
Psychology
36
29
44
46
50
Recreation & Leisure
Studies
11
11
13
3
2
17
22
Recreation and Sports
Program
Self-directed Major
7
3
3
2
3
1
Social Work
26
21
24
31
42
Sociology
24
14
17
15
16
Spanish
3
1
6
4
2
Studio Art
7
6
6
2
5
Television and Photography
2
Theatre Arts
6
5
10
15
21
482
388
475
504
543
TOTAL ENROLLMENT1
Dual degree enrollments are included; this is not a headcount. Declared majors as of census date when available; end of term data used for Fall 2007.
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Fall Undergraduate Degree-seeking Enrollment Trend by Declared Minor
2007
Accounting
2008
2009
2010
3
3
1
2011
Art
9
4
8
5
10
Biology
3
3
4
1
2
4
7
5
4
2
3
6
4
3
Chemistry
3
2
2
2
Computer Information Systems
2
2
2
2
Computer Science
1
Deaf Studies
1
1
3
4
2
Economics & Finance
3
1
1
1
1
English
4
4
3
4
3
13
4
5
12
8
French
2
1
3
2
4
German
1
Government
1
1
4
4
4
History
3
4
5
2
1
1
3
11
16
1
Linguistics
5
Mathematics
4
3
2
Philosophy
Physical Education
Psychology
4
2
5
7
3
2
3
23
12
12
19
15
Recreation and Sports Program
1
3
2
10
10
Sociology
8
7
6
5
9
12
7
3
1
1
Spanish
Television and Photography
1
Theatre Arts
2
4
6
4
4
Women’s Studies
2
1
2
1
2
107
74
93
109
116
TOTAL ENROLLMENT1
Dual degree enrollments are included; this is not a headcount. Declared minors as of census date when available; end of term data used for
Fall 2007.
1
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Fall Hearing Undergraduate (HUG) Enrollment Trend by Declared Majors
2007
2008
2009
2010
2011
2
3
Biology, B.S.
1
2
Deaf Studies
2
Education
3
3
1
1
2
2
4
3
3
English
1
1
History
1
1
1
1
13
9
11
13
8
Philosophy
1
1
Psychology
1
2
3
4
1
Interpretation
Recreation & Sports Program
1
Self-directed major
1
Social Work
1
1
Sociology
1
Theatre Arts
1
1
10
19
21
22
19
TOTAL MAJORS DECLARED1
32
39
392
48
472
TOTAL HEADCOUNT3
32
39
38
46
43
Undeclared
2
Dual program enrollments are included. Declared majors as of census date when available; end of term data used for fall 2007.
2
Total majors declared exceeds headcount because some students have dual majors.
3
HUG headcount includes students who haven’t yet declared a major.
1
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Fall Graduate Degree-seeking Enrollment Trend by Degree Program and Discipline
2007
2008
2009
2010
2011
CERTIFICATES
Cultural Diversity and Human Services
8
7
7
Deaf History
8
9
1
4
6
4
1
7
2
Leadership
Management
CERTIFICATES TOTAL
1
1
1
1
3
1
1
2
4
27
11
14
10
17
5
5
12
9
5
7
2
MASTERS
Administration
Audiology
1
13
13
15
22
20
Counseling: School
23
19
19
10
22
Deaf Education: ASL/English Bilingual
11
9
13
8
Deaf Studies
21
18
28
31
26
Developmental Psychology1
5
5
Education: Advanced Studies
1
1
2
2
2
2
Education: Early Childhood
11
9
12
13
14
Education: Family-Child Centered
7
8
9
6
1
Education: Multiple Disabilities
5
4
5
2
7
7
5
8
3
6
10
8
6
2
Education: Teaching
7
14
Hearing, Speech, and Language: Non-clinical
1
The M.A. in Developmental Psychology is in the School Psychology, Psy.S. program. Students receive
M.A. degrees upon completion of comprehensive examinations.
1
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16
17
21
21
17
Interpretation
19
22
22
26
27
3
8
8
8
4
Linguistics
11
9
14
23
18
Psychology
2
1
14
8
5
Leisure Studies
29
Social Work
40
33
28
28
35
23
24
25
27
26
229
228
261
268
273
11
1
MASTERS TOTAL
SPECIALISTS
Administration and Supervision
1
Change Leadership in Education
7
12
16
Deaf Education
1
School Psychology
16
16
17
14
11
23
28
34
26
12
Administration: Special Education
21
15
21
17
10
Audiology, Au.D.
41
44
42
37
40
Audiology, Ph.D.
9
13
14
10
9
Clinical Psychology
38
36
42
41
39
Deaf Education
16
12
14
9
11
10
14
SPECIALISTS TOTAL
DOCTORATES
Interpretation
Linguistics
14
15
15
12
14
DOCTORATES TOTAL
139
135
148
136
137
418
402
457
440
439
TOTAL HEADCOUNT
383
377
408
413
410
Dual program enrollments are included. Enroute enrollment counted while student is pursuing another
program.
2
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VI. Alumni Survey Information
This section contains excerpts of data available from respondents to our Winter 2011/Spring 2012 Annual Survey of Recent Graduates. Data below includes employment experience,
employment fields, internship participation, and satisfaction
with their preparation. Finally a full table of employment by
occupational category and by whether the employment involves service to deaf or hard of hearing individuals is included.
The survey is sent to recent undergraduate and graduate
alumni approximately one year after graduation. The survey
is administered in the fall to those who graduated December
through August of the preceding year. The Gallaudet University Annual Survey of Recent Graduates is produced by the
Office of Institutional Research.
pervisor, dean of discipline, early intervention educational
specialist, education consultant, eLearning specialist,
elementary educator, executive director, family educator, interpreter training program instructor, independent
living specialist, guidance counselor, research fellow,
recruiter, middle school teacher: special needs, Spanish
teacher, science teacher, etc.);
•
15% are in healthcare practitioners and technical occupations and healthcare support occupations; and
(e.g., audiologist, behavior therapist, clinical audiologist,
mental health counselor, neurophysiologist, neuropsychology postdoctoral fellow, pediatric/clinical audiologist,
scientist, etc.).
•
12% are in community and social services occupations;
(e.g., ASL/English interpreting, Bible instructor, child
careworker, freelance interpreter, guidance counselor,
outreach coordinator, Peace Corps volunteer, social work
aide, social worker, therapist, etc.);
Post-graduation Employment Experience
During the year since graduation,
•
50% of bachelor’s degree alumni who responded to the
survey stated that they worked either full-time or parttime.
•
83% of graduate degree alumni worked either full-time or
part-time.
•
45% of bachelor’s degree alumni were pursuing additional
education.
•
Internship Participation
•
80% of all responding alumni participated in an internship while at Gallaudet – 80% of bachelor’s level alumni
and 80% of graduate degree alumni.
•
86% of undergraduate degree alumni participated in an
internship stated the internship helped them in employment after graduation; while 99% of graduate level degree
alumni said the same thing.
17% of graduate degree alumni were pursuing additional
education.
Employment Fields
The most common fields for employment for all recent Gallaudet alumni are:
•
69% of Gallaudet University alumni are working in the four
fields listed above.
42% are in education, training, and library occupations;
(e.g., ASL instructor, assistant professor, curriculum su-
Satisfaction
86% of bachelor’s level alumni stated that they are very well,
well, or somewhat satisfied with their occupation, while 98%
of graduate-level alumni reported the same.
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Current Employment by Standard Occupational Group and by Service to
Deaf and Hard of Hearing Individuals
Major standard occupational group
Undergraduate
(N=84)
Graduate (N=82)
TOTAL (N=166)
% of total who provide
service to deaf or hard
of hearing people
10%
1%
5%
100%
1%
0%
1%
0%
Business and Financial
10%
1%
5%
50%
Community and Social Services
12%
12%
12%
85%
4%
0%
2%
33%
33%
51%
42%
82%
Farming, fishing, and forestry
1%
0%
1%
0%
Healthcare Practitioners and Technical
1%
27%
14%
61%
Healthcare Support
1%
1%
1%
50%
Legal
0%
1%
1%
0%
Life, Physical, and Social Science
4%
4%
4%
83%
Management
4%
1%
2%
0%
Military
2%
0%
1%
0%
Office and administrative support
8%
0%
4%
71%
Personal Care and Service
6%
0%
3%
100%
Production
1%
0%
1%
100%
Protective service
1%
0%
1%
100%
Sales and related
1%
0%
1%
100%
Arts, Design, Entertainment, Sports, and Media
Building and grounds cleaning and
maintenance
Computer and Mathematical
Education, Training, and Library
TOTAL RESPONDENTS
72%
Hearing undergraduate outcomes
•
100% of the hearing undergraduates who responded to
the survey stated that they were employed and working
primarily with deaf and hard of hearing individuals.
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“Self Portrait”
Justyce Abbott
Watercolor
Strategic Plan Goal E: Research and Outreach
Research is a key component of Gallaudet’s mission as a university, as reflected by its inclusion as one of the
five goals in the Gallaudet Strategic Plan. In FY 2012, there has been continued growth in interdisciplinary collaborations on the university’s research priorities. Research occurs throughout the university including within the
Gallaudet Research Institute, Rehabilitation Engineering Research Center on Hearing Enhancement, Science of
Learning Center on Visual Language and Visual Learning and its affiliated Brain and Language Laboratory, Office
of Institutional Research, and the Technology Access Program. Increasingly, academic departments are establishing or expanding laboratories, such as Biology’s Molecular Genetics Lab. During FY 2012 there has been a surge
in students doing research individually, fostered by small research grants, internships, and courses with research
assignments. Faculty, often alongside students, pursue a full range of research interests related to their own academic disciplines. As shown herein, the Office of Sponsored Programs is enabling researchers to acquire external
sponsorship of these activities.
This chapter also reports on a comprehensive array of personal and professional development, leadership, and
outreach programs and services to Gallaudet’s many constituencies.
For information about the research activity of the Laurent Clerc National Deaf Education Center, please see the
Clerc Center chapter.
Goal E Research.indd 171
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10/28/13 3:03 PM
Goal E: Research and Outreach
I. Research and Outreach Overview
This Research report begins with a table showing the projects
being done by faculty, staff, students and collaborators on each
of the university’s research priority areas. Next is an overview
of student engagement in research with a highlight on the
most notable of their achievements—doctoral dissertations.
Then the Office of Sponsored Programs reports on the proposals and awards from external sponsors of scholarly projects.
Finally, a profile of each research and demonstration project
and a citation for each reported scholarly product is shown,
arranged under the banner of the hosting research center and
academic unit.
To locate the research done by specific individuals, please look
in the index of this publication. The reader who desires more
in-depth information may contact the scholar at Gallaudet
University directly.
A new, online database called “Research and Scholarly
Achievement at Gallaudet University” is now available at
http://research.gallaudet.edu/ara/. The database can be
searched by department, individual, research priority, and
other criteria in order to easily locate both prior and current
projects.
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II. Research Priorities
The research priorities of the university reflect our unique
responsibility and commitment to encourage and support
research and scholarship that aims to benefit the diversity of
the deaf and hard of hearing population on campus, across
the United States, and internationally. These priorities are a
framework for the work of the Gallaudet Research Institute
and the Laurent Clerc National Deaf Education Center, and
are used in grants from the Gallaudet Priority Research Fund
to our faculty and staff.
Developed in 2007 with the involvement of many Gallaudet
people, this list of priorities is also publicly available on the
Gallaudet website. We solicit feedback on these priorities on
an ongoing basis. During the past year we have received no
comments or questions regarding the currently established
priorities. Goal E of the Gallaudet Strategic Plan, states that
we will be establishing no more than five integrated research
priorities by 2015. As our priorities are revised in the future,
we will engage in the full process of review as indicated in the
Education of the Deaf Act.
3. Psycho-Social Development and Mental Health Needs
Research focusing on biological, neurological, psychological, and sociological aspects of Deaf and hard of hearing
people’s psychosocial development and mental health
throughout their life spans.
[33 projects]
4. Teaching, Learning and the Communication Environment
Research on how pedagogical practices and accessibility of
information affect learning for Deaf and hard of hearing
students.
[47 projects]
5. School, Home, and Community Relationships
Research aimed at understanding home, school, and community relationships, school readiness, family and community involvement, and dynamics in homes and schools
with Deaf or hard of hearing members.
[23 projects]
The order of the thirteen priorities below does not indicate
the relative importance of the priority. After the description
of each priority, the number of projects which include that
priority as an area of focus is listed. The reader can easily find
all projects focusing on a particular priority using the “Filter
Projects by Selected Priorities” feature of the online database at
http://research.gallaudet.edu/ara/.
6. Transition through School and into Postsecondary
Education and Work
Research aimed at understanding and identifying the
transition processes of Deaf and hard of hearing students
through school and beyond into post-secondary education, work, and independent living.
[14 projects]
1. Development of Signed Language Fluency
Research aimed at understanding the sensory, cognitive, affective, linguistic, pedagogical, and socio-cultural
processes by which individuals acquire American Sign
Language or other signed languages. This priority applies
both to individuals acquiring signed language in childhood and to those who acquire or learn signed languages
later in life.
[30 projects]
7. History and Culture of Deaf People
Studies of Deaf peoples’ history, cultures, creative productions, and signed languages, including research into and
preservation of the contributions of visual and tactile
ways of knowing and experiencing the world. This priority highlights studies of the origins and development of
literature, the visual arts, and other creative, political, and
social contributions of Deaf people around the world.
[29 projects]
2. Development of English Literacy
Research aimed at increasing understanding of the sensory, cognitive, linguistic, and socio-cultural processes by
which Deaf and hard of hearing individuals learn to read
and write, plus the relationship between literacy learning
and the signed, printed, and spoken languages used in
the individual’s home, school, community, and cultural
environments.
[32 projects]
8. Linguistics of Signed Languages
Linguistic studies of signed languages, including phonological, morphological, and syntactic phenomena as
well as meaning construction, discourse, and variation.
This priority supports cross-linguistic comparison among
signed languages as well as research on language contact
and historical change.
[22 projects]
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9. Interpretation and Translation
Research examining processes, practices, and pedagogy
involved in interpreting for hearing, hard of hearing, Deaf,
and Deaf-Blind individuals in a broad range of settings.
This priority relates to situations involving Deaf and hearing interpreters working with signed and spoken languages
or other visual or tactile communication systems. In addition, this priority concerns literary and other translations
involving signed languages.
[18 projects]
10. Studies that Inform Public Policies and Programs
Research essential for the development, administration,
and evaluation of public policies and programs affecting
education, mental health, communication access, medicine, employment, and other services used by Deaf and
hard of hearing people throughout their lives.
[35 projects]
11. Technologies that Affect Deaf and Hard of Hearing
People
Studies of technology’s impact on the lives of Deaf and
hard of hearing people, including research on and development of technologies and media aimed at enhancing
communication.
[36 projects]
12.Assessment
Research related to the development, translation, validation and practical application of appropriate tools,
techniques, and models for assessing a wide range of
characteristics, skills and abilities of Deaf and hard of
hearing people.
[28 projects]
13. Diverse Deaf and Hard of Hearing Populations
Research that examines multicultural awareness, knowledge and/or skills as well as methods of social advocacy related to diverse Deaf and hard of hearing children, youth,
adults, their families and their communities. Diversity includes, but is not limited to differences of race, ethnicity,
gender, age, creed, disability, socioeconomic status, sexual
orientation, school experience, linguistic background, and
immigration experience.
[25 projects]
The following table lists all FY 2012 research and demonstration projects with cross-references to these research priorities.
The projects are done by Gallaudet faculty, staff and students,
as well as collaborators on Gallaudet’s externally funded
research grants.
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Research Projects Organized by Research Priorities
PRIORITIES
(Numbers correspond to priorities earlier in this section)
PROJECT
“A” on the palm of your hand”: How do you say that in English?
An alternative perspective in research and evaluation: Feminists, minorities, and persons with disabilities
American Annals of the Deaf: Reference issue
Analysis of salicin content in willow bark
Annual survey of Deaf and hard of hearing children and youth
Anthropological genetics of GJB2 Deafness
The apocryphal virgin: Saint Efigenia in Peru and Brazil
Argentina Sign Language origins
ASL assessment toolkit
ASL co-activation study
ASL-English bilingual story apps
Assessment of Deaf and hard of hearing children and adolescents
Attitudes about, and experience with, interpreters: A young
adults’ perspective
Auditory self-monitoring
An automatic fitting algorithm for cochlear implants
Beyond oralism: Alexander Graham Bell and the American
eugenics movement, 1883-1922
Bimodal use of interaural timing as a cue for localization
The biological basis of language and reading
Body image, Deaf identity, and the tripartite model: A preliminary
study
1
2
3
•
•
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•
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4
5
6
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8
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•
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• • 10
11
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•
•
•
•
• 12
13
••
•
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•
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PRIORITIES
PROJECT
1
Carlson’s trophic state index (TSI) of Virginia reservoirs
Casper: The development of auditory self-training materials
Classroom discourse observation pilot study
Clients’ perspectives on the therapeutic alliance when an interpreter is involved in therapy
Cognitive and electrophysiological correlates of phonological
processes in Deaf undergraduate readers
Cognitively complex interaction from a developmental perspective
Collaborative research CI-ADDO-EN: Development of publicly
available, easily searchable, linguistically analyzed, video
corpora for Sign Language and gesture research
Comparison of Astronomy teaching strategies for Deaf and hard
of hearing students in the elementary classrooms
Comparison of traumatic stress symptoms in Deaf and hearing
college students
A comparison of Wave IV morphology in children with WPD
Conceptualizing Disability
Consumer experiences: An international Deaf population’s
experiences
Continuing medical education modules
Coping development through an ecological system framework
A correlation study: Monosyllable, Trochee, and Spondee word
recognition and performance on a rhyme judgment paradigm in
Deaf college-age students
Creation of a DNA repository to identify deafness genes
Cross-language activation during sentence comprehension in
deaf bilinguals
Cultural equivalency in interpretation from ASL to English
Curriculum-based measurements in written expression: Reliability and validity for students who are Deaf or hard of hearing
2
3
• •
• •
4
•
6
7
8
9
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11
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12
13
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PRIORITIES
PROJECT
1
Deaf interpreters and teaming strategies
Deaf students in conventional foreign language classrooms
Development of bimodal bilingualism
The development of visual processing in Deaf infants
Directional microphones: A systematic evaluation of directional
microphones in natural environments
Disability interest groups in Europe
Disability protests
Disability stigma and the modern American state
Disclosure of sexual assault among Deaf female survivors
District of Columbia Space Grant Consortium
Does the interpreter really need to be here?: An analysis of an
interpreted medical event using Video Remote Interpreting and
On Site Interpreting
Early educational longitudinal study (EELS)
Efficacy of short-term aural rehabilitation for adult cochlear
implant users
Electromagnetic interference with cochlear implants and hearing
aids
Electrophysiological indices of visual language experience on
auditory and visual function
Empowering Deaf communities in Latin America and Africa
Empowering rural Deaf citizens in Africa through social movements
English acquisition through reading: Translation as a strategy
2
3
4
5
6
•
• • • • •
•
•• •
• •
•
•
7
8
10
11
12
13
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•
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• • •
• 9
• • •
•
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PRIORITIES
PROJECT
Ethical practices website
Evaluating the MLR in correlation to ear advantage as defined
by dichotic listening tests
Evaluation of concatenative synthetic speech reception in
people with cochlear implants
An evaluation of mental health services for Deaf and hard of
hearing people in Nepal-Part I
An examination of medical interview questions rendered in
American Sign Language by Deaf physicians and interpreters
Executive function in Deaf bilingual school-aged signers
The experiences of non-signing Deaf and hard of hearing students and their academic and social integration into a predominantly signing Deaf university environment
Exploring blended instructional pedagogy to enhance student
learning and scientific reasoning skills in biology (STEM)
Exploring Deaf nuns: An interview with Dorothy Steffanic
Exploring the foundations of iconicity in language: Evidence
from an fNIRS brain imaging study on the neural basis of ASL
classifiers
Exploring the phenomenological experience of child sexual
abuse in Deaf women through the creation of a sandtray world
Exploring the presence of a Deaf American cultural life script
Factors that impact transportation decisions for college students:
What are they and do they differ between Deaf and hearing
Students
Fingerspelling development as alternative gateway to phonological representations in Deaf children
Fingerspelling development that is independent of English
Forward to professorship: Pay it forward
Frequency and description of facial expression in ASL narratives
Frequency-lowering algorithms: Objective and subjective benefits for patients identified with cochlear dead regions
From plants to drugs
Gallaudet scholarship of teaching and learning initiative
Gaze-Following in Deaf infants
1
2
3
4
5
••
••
••
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•
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•
•
•
6
7
8
9
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10
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•
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12
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13
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PRIORITIES
PROJECT
1
Gender differences in English to ASL interpretation and their
effect on source credibility
Gender issues in the writings of Mme De Gouges and Mme De
Stäel
Genetic Deafness in alumni of Gallaudet University
Gestures in ASL: Separate system or root of ASL
HCC small: DHH cyber-community - supporting Deaf and hard
of hearing students in STEM
High school diversity experiences of entering Gallaudet students
History and documentation of native Hawaiian Sign Language
Identifying emerging access issues and opportunities in new
telecollaboration systems and technologies through use of focus
groups, web forum, and observation (R2)
Image processing for NASA applications
Impact of service provision on hearing aid outcomes
Implementing Article 25 in Thai special education of Deaf children
Individual differences in Deaf readers
The influence of body image on adolescent girls’ risk and protection behaviors
International reading project
Interpreting decisions and power: Interpreters working in legal
settings
Interpreting disfluencies from English into ASL: An examination
of interpreters attitudes and motivations
Intimate partner violence in the Deaf community: A quantitative
examination
Inventing the bilingual University: Undergraduates’ coherence in
ASL and English discourse
Investigating interactive interpreting
2
3
4
• •
• 5
6
7
8
9
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•
• • • • •• •
10
•
• 11
12
13
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•
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• •
•
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PRIORITIES
PROJECT
1
Investigating the social, economic, political, and cultural issues
that affect the lives of Deaf people in Argentina, Costa Rica, and
Mexico
Is counseling coursework in audiology graduate training
programs effective in preparing new pediatric audiologists to
counsel families following the identification of pediatric hearing
loss?: A study of self-efficacy
Kindergartens for the Deaf in three countries: United States,
France, and Japan
Kinky: Normalizing deviance desires
Language variation project
Lipreading and writing strategies of Deaf college students: An
analysis of data from the VL² Toolkit Data Base
Literacy expression in Alaskan Eskimo and Deaf cultures: A
perspective on culture
Media literacy for diverse adolescent girls
Men bring condoms, women take pills: Men’s and women’s roles
in contraceptive decision-making
A model of Deaf scientists mentoring Deaf students
Modeling semantic-orthographic-manual networks with delayed
auditory input
Motivations and goals of owners, managers, and counselors
of planned recreational programs for Deaf and hard of hearing
children
National Socio-Environmental Synthesis Center
Neural representations of print, fingerspelling & sign in Deaf
bilinguals
Normative range of sway during the four mCTSIB conditions
using a gyroscope
Oceanmotion website: A NASA sponsored educational website
for ocean surface currents
Optical imaging of visual selective attention in Deaf adults
Orthographic processing effects on eye movements in Deaf
readers
2
3
4
5
6
7
8
9
10
11
12
13
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• •
• •
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• • ••• • • • • • •
• •
•
•
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PRIORITIES
PROJECT
1
Parenting stress in raising Deaf children and the role of parental
personality in coping
Parents and teachers information package
Parsing sentences in two languages II (eye-tracking study)
Partnerships for material research (PREM)
Perceptions of diversity at Gallaudet University: Global versus
local
Perceptual effects of mixed channel configurations in cochlear
implants
Peripatetic convergence research project
Pilot study: Immigrant families with Deaf children and their access to resources
Possible on a date?
Potential societal impact of advances in genetic deafness
Prevalence of school-administration reported diagnosis of Deaf
children with autism spectrum disorders in the US, 2007-2008
Principal leadership in schools for secondary level Deaf students: Perceived effects on school performance influencing
student success
Production of movement in users of American Sign Language
and its influence on being identified as “non-native”
Qualitative and quantitative data collection from young adults
about their experiences being educated as solitaires* during a
majority of their K-12 years
Quantifying the needs of people with hearing loss in using technology for daily and emergency voice telecommunication (R1)
Relationship between audiometric hearing levels and personal
music player listening levels
The relationship between Black racial identity, internalized racism, and depression in African-American college students with
hearing loss
The relationship between parental personality, parenting stress,
and adjustment in Deaf children
2
••
•
3
•
•
•
•
4
5
6
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7
9
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10
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•
8
•
•
•
•
12
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13
•
11
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•
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PRIORITIES
PROJECT
1
The relationship between the middle latency response binaural
interaction component (MLR-BIC) and tests of biannual integration in young adults
The reliability and norms of the leisure diagnostic battery for
undergraduate recreation majors who are Deaf
The reliability and validity of the general assessment questionnaire-revised: An operational measure of personality factors
Representation of hand configuration data in different notation
systems for child acquisition of ASL
Research internship in interpretation
Resource and tool development to facilitate incorporation of accessibility in mainstream telecommunication
Retrospective study of Black Deaf doctorates’ graduate school
experiences
The role of gesture in learning
School Partner summit
Screening for auditory neuropathy spectrum disorder in a population with severe-profound hearing loss
Screening for Deaf parents of Deaf children with cochlear implants: Perspectives on bilingualism in ASL/English
Senior language assessment project
Signing with an accent: ASL L2 phonology
Signing with an accent: ASL L2 phonology and Chinese signers
Signs of literacy: A longitudinal study of ASL and English literacy
acquisition
Site-directed Mutagenesis of RasGRP2
Situated access: Making people feel welcome
Speech training and auditory rehabilitation iPad application
A study of excellent teaching at Gallaudet University
2
3
4
5
6
7
8
9
• • •• • •• ••
• •
•• •
• • 10
11
••
• • •
• • • •
12
13
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•• 183
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PRIORITIES
PROJECT
1
Successful science teaching: Problem solving strategies of
outstanding science teachers of the Deaf
Synthesis of small and medium sized molecules
Synthesis of strained heterocycles
Telecommunications-Related audiologic (re)habilitation
Texting while driving: An investigation of divided attention resources among Deaf drivers
Theatrical interpreting: Language at play
Toolkit for establishment of effective bilingual early education
activities for deaf children in resource-poor nations
Undergraduate engagement and retention study using National
Survey of Student Engagement (NSSE) data
UNHS protocol with 1000 Hz tympanometry: Cost analysis and
referral rates
The use of automatic speech recognition technology in the assessment and rehabilitation of children with hearing impairments
The use of noise-canceling headphone for audiometric assessment in noise
The use of the Trauma Symptom Inventory and Brief Symptom
Inventory with Deaf and hard of hearing Israelis
Using Corona Program Imagery to study Bolivian deforestation,
Mexican butterfly habitat, and Himalayan glacier changes since
the 1960s
Visual language training to enhance literacy development
Visual processing in Deaf adults
VL² National Research Volunteer Program
VL² shared data resource
Wabash study: Understanding Gallaudet students’ literacy
development
What are indicators of questions in ASL and Tactile ASL?
TOTALS: 171 PROJECTS
2
3
• •
•
4
5
6
• • •••
• •• 30
8
9
•
10
11
12
• •
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• 18
35
•
13
•
• • • • • ••••••••••••
••••••••••••
• • •
•
•
•
7
32
33
47
23
14
29
22
36
28
25
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III. Students Actively Engaged in Research
Research at Gallaudet University strives to involve students in
ways that benefits their minds and also advances the pursuit of
new understandings and knowledge. Of the 171 research projects reported herein, 88 graduate and undergraduate students
are Research at Gallaudet University strives to involve students
in ways that benefits their minds and also advances the pursuit
of new understandings and knowledge. Of the 171 research
projects reported herein, 88 graduate and undergraduate
students are involved in 67 projects. From serving as assistants for faculty investigators to the carrying out of their own
study, students are major contributors in the vitality of campus
research scholarship. With scientific inquiry often provoking
more and more questions, and thereby revealing the complexity of our world, self-motivated students learn to challenge
received information. Accordingly, many academic programs
have classes that require research projects as a final project or as
the focus of the entire course. Through active inquiry, students
get a chance to apply theories and knowledge from their classes
in a way that helps them to make connections to real situations
and practice. Such critical approach to thinking can propel a
deeper insight into their chosen field—and solidify their foundation for a promising career in the knowledge-based fields.
Engaging students in research benefits not only them, but the
professional fields as well. Young minds may approach problems in new ways. Gaining the insight of younger Deaf and
hard of hearing people is essential to many topics of concern
to Gallaudet in particular. Across the university, there are a
growing number of “hot spots” of student researchers working on studies from the physical sciences to social sciences to
deafness-related disciplines. Student research assistants play
vital roles in collecting responses from diverse participants,
analyzing raw data, and presenting findings. The university
encourages student involvement in research activity through
graduate assistantships, hiring under external grants, and direct
funding of student research. In addition, research internships
are being made available to students, through various departments such as the Interpretation Department. One promising
development is the extent of student-initiated, student-led
research activity. In FY 2012, there were 44 small research
grants awarded to students conducting their own research or
who are working under faculty members. At the pinnacle of
student contribution to knowledge is the doctoral dissertation;
a list of dissertations completed by Gallaudet students in FY
2012 is shown below.
Faust, K. D. (2012). The impact of American Sign Language
fluency on co-speech gesture production of hearing English/ASL
bilinguals (Doctoral dissertation). Gallaudet University, Washington, DC.
Fleischer, F. S. (2012). The American society’s constructed image
of Deaf people as drawn from discursive constructions of Deaf
people in major U.S. newspaper articles on cochlear implantation
(Doctoral dissertation). Gallaudet University, Washington,
DC.
Lilley, J. (2012). The characterization of phonetic variation in
American English schwa using hidden Markov models (Doctoral
dissertation). University of Delaware, Newark, DE.
Lott, M. K. (2012). Crisis management plans in higher education: Commonalities, attributes and perceived effectiveness (Doctoral dissertation). Gallaudet University, Washington, DC.
Mazevski, A. (2012). Aging adults: Changes in audibility and
memory of their effects on speech task performance (Doctoral dissertation). Gallaudet University, Washington, DC.
Mclaughlin, E. B. (2012). Homogamy among Deaf and hard
of hearing college students (Doctoral dissertation). Gallaudet
University, Washington, DC.
Mitchiner, J. (2012). Deaf families with children who have
cochlear implants: Perspectives and beliefs on bilingualism in
American Sign Language and English (Doctoral dissertation in
progress). George Mason University, Fairfax, VA.
Ward, N. (2012). Measuring success in transition programs for
Deaf and hard of hearing students in California’s residential and
mainstreaming programs (Doctoral dissertation). Gallaudet
Whitworth, C. F. (2012). Features, clusters and configurations:
Units of contrast in American Sign Language handshapes (Doctoral dissertation). Gallaudet University, Washington, DC.
Wolf Craig, K. S. (2012). Body image, Deaf identity and the
Tripartite Model: A preliminary study (Doctoral dissertation).
Gallaudet University, Washington, DC.
Zodda, J. J. (2012). Prevalence and predictors of risky sexual behavior in young adults who are Deaf: An application of competing
theories (Doctoral dissertation). Gallaudet University, Washington, DC.
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IV. Research and Scholarly Activities by Research Center
The research and scholarly activity sections lists the FY 2012
research projects and achievements by the dedicated research
centers and labs within the university’s Graduate School and
Professional Programs, namely, the Gallaudet Research Institute, Rehabilitation Engineering Research Center on Hearing Enhancement (RERC-HE), Technology Access Program
(TAP), Science of Learning Center (SLC) on Visual Language
and Visual Learning (VL²), and its affiliate, the Brain and Language Laboratory (BL2). The work done in other laboratories
such as the Molecular Genetics Laboratory under the College
of Liberal Arts, Sciences and Technologies (CLAST), is shown
later under “Research and Scholarly Activities by Academic
Units”.
centers, namely, VL² and RERC-HE, and to institutional
research conducted by the Office of Academic Quality. GRI’s
programmers assisted numerous institutional and scientific
studies on campus by developing custom database and information management software. Finally, in 2012, GRI staff
members handled compilation and preparation of the university’s external research reporting, i.e., for NSF’s HERD survey
and the Annual Report of Achievement.
Staff
•
Barac-Cikoja, Dragana • Research Scientist II
•
Benaissa, Senda • Research Associate
When a project has two principal investigators from different
units, a cross-reference note guides the reader to the placement of the full project profile. For each research project, the
following fields are shown: the project’s title, status and timing,
abstract, investigator(s) and their affiliation, funding sources,
and products derived from that project. At the end of each
unit’s part there is a list of citations of scholarly and creative
products that are not associated with a research project.
•
Cole, Kevin • Research Applications Programmer
•
Hack-McCafferty, Shirley • Executive Secretary
•
Lam, Kay • Research Associate
•
Qi, Sen • Research Scientist II
•
Reilly, Charles • Associate Director / Senior Research
Scientist
Gallaudet Research Institute (GRI)
•
Thumann-Prezioso, Carlene • Senior Research Associate
The Gallaudet Research Institute (GRI) strives to fulfill the
university’s legislated obligation to support and conduct research, and disseminate findings, on topics of concern to deaf
people and those who live, work with, and educate them. To
this end, GRI aspires to stimulate students, faculty, and staff
in pursuit of new knowledge of value to their scholarly growth
and to their discipline, by supporting on-campus research and
lectures. In FY12, 65 campus researchers, both students and
faculty members, were awarded grants through the Priority
Research Fund and Small Research Grants programs. GRI researchers conducted studies of language and learning processes
in American Sign Language and English among deaf people
from diverse cultural and educational backgrounds. The GRI
continued its long tradition as a leading source of demographic
and educational data about deaf youth throughout the United
States in carrying out the 2011-12 Annual Survey of Deaf and
Hard of Hearing Youth. GRI’s research scientists and associates
contributed to studies conducted by other campus research
•
Winiarczyk, Rowena • Research Applications Programmer
•
Woo, John • Research Applications Programmer
Priorities addressed
•
Development of Signed Language Fluency
•
Development of English Literacy
•
Studies that Inform Public Policies and Programs
•
Assessment
Additional information regarding the Gallaudet Research
Institute can be found at research.gallaudet.edu.
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Research Projects
collected. The Annual Survey is the only national database
on Deaf and hard of hearing children and youth in the U.S.;
information collected is utilized by many individuals and
organizations, within and beyond the Gallaudet community,
as it provides a core set of population-level data in researching issues related to Deaf children. Regional/national/state
summaries can be found at the site: http://research.gallaudet.
edu/Demographics/
American Annals of the Deaf: Reference issue
Status: Ongoing
Start date: January 1990
The GRI has been compiling information for the “Schools
and Programs for the Deaf in the United States” and “Schools
and Programs for the Deaf in Canada” listings in the Reference issue of the American Annals of the Deaf for over 20 years.
The 2012 issue includes 486 schools and programs in the
United States and 15 schools and programs in Canada. The
listings have been used for a variety of purposes by educators
and researchers and serve chiefly as a directory of programs
and schools and the services these programs provide to deaf
children and youth in support of their education.
The 2011-12 Annual Survey is underway now with forms
mailed to 800 school districts (LEAs). To locate and recruit
more deaf and hard of hearing students in public schools and
private schools, a Supplemental Sample Development (SSD)
procedure was added this year. 618 LEA’s and 898 private
schools that had not previously participated were contacted
and invited to participate in the Annual Survey. Data collection is still in process. The purpose is to: (1) Fully document the Annual Survey’s existing practice and procedures
for sampling schools and programs, regional centers, or other
administrative units that are not schools serving Deaf and hard
of hearing children and youth and; (2) Establish operational
definitions for which children and youth, as well as which
schools and programs, should be included in the study of the
educational experiences of Deaf and hard of hearing children
and youth. This registry development is a compilation of
all previous Annual Survey mailing databases and all special
directory issues of the American Annals of the Deaf, and using
publicly available databases.
Principal investigators
Hotto, Sue • Gallaudet Research Institute (GRI)
Products
Hotto, S. (2012). Schools and programs in Canada: Canada
directory listing and Canada program and services chart.
American Annals of the Deaf, 157(2), 163-166.
Hotto, S. (2012). Schools and programs in the United States:
U.S. directory listing and U.S. program and services chart.
American Annals of the Deaf, 157(2), 93-162.
Lam, Kay • Gallaudet Research Institute (GRI)
Annual survey of Deaf and hard of hearing children and
youth
Woo, John • Gallaudet Research Institute (GRI)
Status: Ongoing
Additional investigators
Start date: May 1968
Cole, Kevin • Gallaudet Research Institute (GRI)
Begun in 1968, the Annual survey of Deaf and hard of hearing children and youth is a national survey conducted through
special and regular private and public school systems. This
survey collects a wide range of data about deaf and hard of
hearing children: who and where they are, what their characteristics are, what changes are taking place in their educational
settings, and what trends are occurring in their education. Age,
sex, ethnicity, etiology, audiological status, cochlear implant/
hearing aid use, instructional setting/services, communication
mode used in teaching the student, home communication,
and educationally relevant conditions are some of the variables
Mitchell, Ross • Education • University of Redlands
Reilly, Charles • Gallaudet Research Institute (GRI)
Winiarczyk, Rowena • Gallaudet Research Institute (GRI)
Funding sources
Gallaudet funding
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Products
Cole, K., Mitchell, R. E., Woo, J., & Winiarczyk, R. (2012).
Supplemental survey for the annual survey of Deaf and hard of
hearing children and youth [Software].
Status: Ongoing
Start date: October 2003
A novel approach to investigating self hearing has been developed. It is based on traditional psychophysical techniques,
and focuses on the individual’s sensitivity to variations in
different acoustic properties of his/her speech feedback (e.g.,
timing, intensity). To date, tests of feedback delay detection
and relative loudness of the self-generated speech have been
fully automated and applied to investigate the effect of different listening conditions on self- hearing by individuals with
different hearing abilities. In addition, a new line of research
has been developed that focuses on the acoustic characteristics
of the speech signal recorded both in the person’s ear canal and
at different points on his/her head, for live versus recorded
speech, in either open or occluded ear. It is expected that the
outcomes of this research program will include both increased
understanding of the role that speech feedback plays in speech
production, and the guidelines for the design of hearing assistive technology that can better serve self-hearing needs of hard
of hearing individuals.
Start date: August 2011
This study incorporated data from the GRI 2009-2010 Annual
survey of Deaf and hard of hearing children & youth and the
“Admissions data” on Deaf and hard of hearing individuals
who applied to the undergraduate college of Gallaudet University in 2009-2010. The goal of this project is to do analysis
to gain insights on the school-based ethnoracial and deafness
diversity experiences of Deaf and hard of hearing high school
students, particularly the group of students mentioned above.
Included will be information on their educational experiences
in similar instructional settings, degree of hearing loss, and
the relationship between ethnoracial identity and whether the
students are “economically disadvantaged”.
This study will strive to find answers to the following, and
more:
1. How ethnoracially diverse is the Deaf and hard of hearing
student population within schools?
2. Is there a relationship between degree of hearing loss and
the instructional setting experienced by Deaf and hard of
hearing high school students within the same school?
3. Is there a relationship between economic disadvantage
status and the instructional setting experienced by Deaf
and hard of hearing high school students within the same
school?
Barac-Cikoja, Dragana • Gallaudet Research Institute
(GRI)
Karch, Stephanie (Student) • Hearing, Speech, and
Language Sciences
Kokx, Melissa (Student) • Hearing, Speech, and Language
Sciences
Cole, Kevin • Gallaudet Research Institute (GRI)
Status: Competed
End date: March 2012
High school diversity experiences of entering Gallaudet
students
4. Is there a relationship between ethnoracial identity and
the instructional setting experienced by Deaf and hard of
hearing high school students within the same school?
5. What is the relationship between ethnoracial identity and
the applicants admitted to Gallaudet?
Mitchell, Ross E. • Education • University of Redlands
Funding sources
Lam, Kay • Gallaudet Research Institute (GRI)
U.S. Dept. of Education-National Institute on Disability
& Rehabilitation Research (NIDRR)
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tional Pedagogy to Enhance Student Learning and Scientific
Reasoning Skills in Biology (STEM)”. The reader will find
details about the methods and results of these studies later in
this document under the Psychology and Business sections,
respectively.
Bangura, Rosanne • Office of Academic Quality
Frelich, Daryl • Office of Academic Quality
Staff
Hulsebosch, Patricia • Education
Qi, Sen • Gallaudet Research Institute (GRI)
Benaissa, Senda • Gallaudet Research Institute (GRI)
Woo, John • Gallaudet Research Institute (GRI)
Hack-McCafferty, Shirley • Gallaudet Research Institute
(GRI)
Funding sources
Funding sources
Office of the Provost
Gallaudet funding
Office of the President-Office for Diversity & Inclusion
Products
Small Research Grants
Mitchell, Ross. (2012, February). High School Diversity Experiences of Entering Gallaudet Students. Presented at the meetings
of the Gallaudet AAMT and President’s Cabinet, Washington,
DC.
Status: Ongoing
Priority Research Fund
Status: Ongoing
Gallaudet’s Priority Research Fund supports campus research
studies on thirteen problem areas that have been determined to
be of high importance to the university. Studies are supported
for up to three years; the review and administration processes
are aligned with standard and federal grant application processes in order to help prepare campus researcher to effectively
apply for external funding. Applicants are expected to first seek
external funding; if funded by PRF, by study’s end they should
be actively applying externally for continuance. More information is available under the Gallaudet Research Institute’s page
on Research Funding at http://research.gallaudet.edu/.
This year the Fund supported two Gallaudet faculty teams,
namely, L. Pick and D. Koo (Psychology) and K. Garrido-Nag
(Hearing, Speech & Language Sciences) for “Cognitive and
Electrophysiological Correlates of Phonological Processes in
Deaf Undergraduate Readers” and Qi Wang (Business) and
Caroline Solomon (Biology) for “Exploring Blended Instruc-
Gallaudet’s Small Research Grants Program (SRG) fosters
research activity by Gallaudet and Clerc Center faculty and
professional staff, as well as by university students, by funding of small studies and durations of a year or less. We accept
proposals for studies on any topic of academic significance
using any accepted research method. The Gallaudet Research
Institute reviews, awards and administers the grants in collaboration with faculty members and academic departments.
This fiscal year, 53 Gallaudet faculty, staff, and students were
awarded a Small Research Grant. Nearly 70% of the awardees
are graduate students, 25% are faculty, 3% are undergraduate
students and less than 2% are staff members. While awards
were made to individuals in many departments across campus,
26% of the grants went to Hearing, Speech and Language Sciences and 21% to Interpretation. Details on all of the funded
studies can be seen under the various academic departments
part in this chapter and by searching the “research & scholarship at Gallaudet” database at http://research.gallaudet.edu/ara
. More information is available under the Gallaudet Research
Institute’s page on Research Funding at http://research.gallaudet.edu/
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Staff
Cooper, Audrey • Education
Winiarczyk, Rowena • Gallaudet Research Institute (GRI)
Hack-McCafferty, Shirley • Gallaudet Research Institute
(GRI)
Weber, Samuel • Family & Child Studies
Funding sources
Gallaudet funding
Undergraduate engagement and retention study using National Survey of Student Engagement (NSSE) data
See in Office of Academic Quality
Toolkit for establishment of effective bilingual early education activities for deaf children in resource-poor nations
Scholarly and Creative Activity
Status: Ongoing
Start date: September 2012
Cole, K. (2012, June). DiscoTechs UNITE! Presented at a panel
at the Allied Media Conference, Detroit, MI.
End date: October 2013
Informed by research on effective early childhood learning and
by field experience in two Southeast Asian nations, a toolkit
will be developed as a practical guide in establishing programs
for families with young Deaf children in resource-poor nations. The current aim is to develop the details of a comprehensive, culturally-transferrable model. The scope includes
devising curricula for preschool teacher training and interpreter preparation, a Deaf community engagement plan, and
a service/activity plan for families (center and home-based).
Orientation materials for Deaf and hearing families, educators
and community leaders will be prepared. A monitoring and
evaluation plan, with emphasis on baseline assessment and
formative evaluation, will include appropriate indicators for
measuring changes in knowledge, attitudes skills, and aspirations experienced by participants in early education programs
for Deaf infants and toddlers. Given the need to document
the efficacy of the innovations of Deaf adults using their sign
language with children, we will devise an approach to documentation using videotape, interview and observation, with
consideration of the need for local people to be able to conduct data collection and apply findings to the improvement of
their efforts. A draft “family assessment scheme” intended for
use in home observations will be enhanced. The toolkit will be
reviewed by early Deaf childhood researchers and practitioners,
including those familiar with constraints and opportunities in
resource-poor nations.
Cole, K., Reilly, C., & Benaissa, S. (2012). RAGU: Research
and Scholarly Achievements at Gallaudet University [Software]. Retrieved from http://research.gallaudet.edu/ara/
McDaniel, J. D., Jacob, W., Bauman H., & Cole K. (2012,
March). Making Buildings Sing: Resonant Architecture and the
Shape of Tactile Sound. [Live performance and lecture]. Gallaudet University, Washington, DC.
Qi, S., & Mitchell, R. E. (2012). Large-scale academic
achievement testing of deaf and hard of hearing students: Past,
present, and future. Journal of Deaf Study and Deaf Education,
17(1), 1-18.
Reilly, C. (2011, October). Deaf Communities & Development
Assistance Abroad [Radio recording]. Panel discussion on The
KoJo Nnamdi Show. Retrieved from http://thekojonnamdishow.org/shows/2011-10-03/development-assistance-deafcommunities-abroad
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Rehabilitation Engineering Research
Center on Hearing Enhancement
(RERC-HE)
Julstrom, Stephen (Consultant) • Julstrom Consulting
and Development
Kozma-Spytek, Linda • Communication Studies
The Rehabilitation Engineering Research Center on Hearing
Enhancement (RERC-HE) is a national project funded by the
United States Department of Education, National Institute on
Disability and Rehabilitation Research (NIDRR) in the Office
of Special Education and Rehabilitation Services (OSERS).
The RERC conducts research, development, and training
programs that promote technological solutions to problems
confronting people with hearing loss. The continuing mission of the RERC-HE is to build and test components of an
innovative model of aural rehabilitation (AR) tools, services
and training in order to assure a better match between hearing
technologies and individuals in their natural environments.
This mission is addressed by:
•
improving assessment, fitting, availability and use of hearing technologies
•
increasing the quality, availability, and knowledge of AR
services
Mahshie, James • co-Director • Speech and Hearing
Sciences • George Washington University
Wu, Yu-Hsiang • University of Iowa
Technologies that Affect Deaf and Hard of Hearing
People
Assessment
Funding sources
U.S. Dept. of Education — National Institute on
Disability & Rehabilitation Research (NIDRR)
Grant Number: H133E080006
Additional information regarding the Rehabilitation Engineering Research Center on Hearing Enhancement (RERC-HE)
can be found at www.hearingresearch.org.
•
training of consumers, service providers, and future
researchers, developers and practitioners
•
transferring technology and knowledge to agencies,
standards bodies, consumers, and the professions that can
subsequently influence the communicative effectiveness of
those who are deaf or hard of hearing
Project investigators
Bakke, Matthew H. • Director • Hearing, Speech, and
Language Sciences
Barac-Cikoja, Dragana • Gallaudet Research Institute
(GRI)
Bentler, Ruth • University of Iowa
Bernstein, Claire • Hearing, Speech, and Language
Sciences
Boothroyd, Arthur (Consultant)
Bunnell, H. Timothy • Nemours Childrens Hospital, DE
Hamlin, Lise • Hearing Loss Association of America
Ingrao, Brad (Consultant)
Research Projects
Status: Ongoing
End date: September 2013
The goal is to develop software for the development and
improvement of hearing skills in adults with hearing loss.
Training is at the narrative level and the software is designed
for self administration. Short stories are used to provide
interest, to encourage participation and compliance, and to
promote optimal use of contextual evidence. Participants hear,
and repeat, short stories one sentence at a time. After repetition, the sentence is shown in text form and the sound signal
is repeated. The story accumulates as text on the screen to
reinforce narrative context. Listening difficulty is controlled by
adjustment of noise level, talker speed, and the amount of text
shown before a sentence is heard. Performance is automatically
logged in terms of percent words correct, number of repeats
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requested, time taken, and the current listening conditions.
The software also includes formal evaluation of progress and
carry-over using a talker and materials not involved in training.
The results show (a) recognition of phonemes in single syllable
words; (b) recognition of single syllable words in isolation; and
(c) recognition of words in sentence context. Relationships
among these scores provide estimates of the listener’s use of
word and sentence context in the recognition process.
Sciences
Boothroyd, Arthur (Consultant)
Brewer, Diane • Speech and Hearing Sciences • George
Washington University
Testa, Teresa (Student) • Hearing, Speech, and Language
Sciences
Funding sources
Products
Bigler, S. & Boothroyd, A. (2012). Response of late-deafened
adult to computer-assisted auditory training. Poster presented at
the meeting of the American Auditory Society, Scottsdale, AZ.
Boothroyd, A. & Bigler, S. (2011). Speech perception in noise:
Individual differences in normals. Poster presented at the meeting of the American Auditory Society, Scottsdale, AZ.
Directional microphones: A systematic evaluation of directional microphones in natural environments
Status: Ongoing
The project has three Specific Aims.
Specific Aim 1: To identify the impact of age-related social
changes on hearing aid microphone benefit. Using real-world
data, we tried to identify the social and acoustical differences
in the older population that would explain their limited success with the directional microphone feature.
Specific Aim 2: To study the paradoxical effect of reverberation on directional microphone benefit. Although theoretically
reverberation reduces directional benefit, data suggested that
listeners obtain more benefit from the directional microphone
in environments with higher reverberation. The objective of
this experiment was to systematically control the reverberation
characteristics in controlled listening environments to model
the impact of visual cues on speech perception for older adults
using directional microphone hearing aids.
Specific Aim 3: To develop an accurate and reliable tool to
assess the directivity of a directional microphone hearing aid
in noise and reverberant environments. We used the first 3-ms
signal of the output of a directional microphone hearing aid,
which is “echo-free”, to assess the directivity of a hearing aid in
reverberant environment. Such measurement is traditionally
achievable only in an expensive anechoic chamber.
Boothroyd, A. (2012). AudioCasper 6.5.9. [Software].
Wu, Yu-Hsiang • Speech Pathology & Audiology •
University of Iowa
Granali, A. & Boothroyd, A. (2012). Central factors in the
perception of speech in noise. Poster presented at the meeting of
the American Auditory Society, Scottsdale, AZ.
Bentler, Ruth • Speech Pathology & Audiology •
University of Iowa
Funding sources
Products
Wu, Y. H. & Bentler, R. A. (2011). A method to measure
hearing aid directivity index and polar pattern in small and
reverberant enclosures. International Journal of Audiology, 50,
405-416.
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Wu, Y. H. & Bentler, R. A. (2012). Clinical measures of
directivity: The assumption, accuracy, and reliability. Ear and
Hearing, 33, 44-56.
Presented at the meeting American Academy of Audiology,
Providence, RI.
Brewer. D., Bernstein, C., & Bakke, M. (2012, May). Does
short-term aural rehabilitation improve outcomes for adult
cochlear implant users? Poster presented at the conference on
Cochlear Implants & Other Implantable Auditory Technologies, Baltimore, MD.
Wu, Y. H. & Bentler, R. A. (2012). The effect of reverberation
on audio-visual directional microphone benefit: Perception
and prediction. Ear and Hearing, 33, 604-614.
Efficacy of short-term aural rehabilitation for adult cochlear implant users
Electromagnetic interference with cochlear implants and
hearing aids
Status: Ongoing
Status: Ongoing
Increasing numbers of adults who receive cochlear implants
can achieve high levels of speech perception. For those who
do not achieve such high levels of success, audiologic rehabilitation (AR) therapy may be warranted. The brain plasticity
through the lifespan could allow a listener to learn to code
new auditory information provided by cochlear implantation.
Short-term AR intervention may be able to take advantage of
neuroplasticity to further improve the CI benefits. Currently,
there is limited evidence of the efficacy of AR programs. With
current emphasis on evidence-based practice, there is clearly
a need for research that examines the clinical effectiveness of
short-term AR with adult CI users. The study was designed to
provide evidence of benefits resulting form short-term aural rehabilitation (AR) for post-lingually deafened cochlear implant
users in a randomized controlled clinical trial.
Sciences
Bakke, Matthew H. • Hearing, Speech, and Language
Sciences
Brewer, Diane • Speech and Hearing Sciences • George
Washington University
In 2003, the Federal Communications Commission (FCC)
set forth hearing aid compatibility (HAC) requirements on
the wireless industry. The FCC adopted ANSI C63.19 as the
applicable technical standard for establishing these HAC requirements for wireless devices (WD). This standard, through
the independent testing and rating of WD radio-frequency
(RF) emissions and HA RF immunity, predicts the usability
performance of the two devices when coupled together. Cochlear implants, although nominally covered by the FCC 2003
Rule & Order, are not addressed by ANSI C63.19 in terms
of either measurement methodology for testing and rating
their RF immunity or performance criteria for predicting the
usability of CI-WD combinations. This project, in partnership
with the U.S. Food and Drug Administration, consists of two
subprojects that address the ongoing problem of electromagnetic interference in hearing aids and cochlear implants by
investigating the assumptions underlying the measurement
recommendations of ANSI C63.19. The first project addresses
the areas of testing methodology and predictive accuracy of the
standard through objective measurement of RF coupling between wireless devices and hearing devices. The second project
addresses the area of performance criteria through a subjective
assessment of cochlear implants users’ signal-to-interference ratio requirements for different levels of wireless device usability.
Funding sources
Kozma-Spytek, Linda • Communication Studies Technology Access Program (TAP)
Products
Julstrom, Stephen (Consultant)
Brewer, D., Bernstein, C., & Bakke, M. (2012, September).
Short-Term aural rehabilitation efficacy for adult CI users.
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Paullin, Mark • Center for Pediatric Auditory and Speech
Sciences (CPASS) • duPont Hospital for Children,
Wilmington, DE
Funding sources
Polikoff, James • Center for Pediatric Auditory and
Speech Sciences (CPASS) • duPont Hospital for
Children, Wilmington, DE
Products
Julstrom, S. & Kozma-Spytek, L. (2011, December) Proposed
methodology for hearing aid immunity testing in a GTEM cell
[Report]. IEC 60118-13 EMC & ANSI C63.19 Standards
Committees
Products
Black, A. W., Bunnell, H. T., Dou, Y., Kumar, P., Metze, F., &
Perry, D. (2012, March). Articulatory features for expressive
speech synthesis. Proceeding of the International Conference on
Acoustics, Speech, and Signal Processing, Kyoto, Japan.
Evaluation of concatenative synthetic speech reception in
people with cochlear implants
Nagao, K., Paullin, M., Polikoff, J. B., Lilley, J. S., & Bunnell,
H. T. (2012). Perception of Synthetic Speech in Adult Users of
Cochlear Implants. Proceedings of InterSpeech, Portland, OR.
Status: Ongoing
This project seeks to investigate the use of Text-to-Speech
(TTS) technology for the rapid development of stimuli for
Aural Rehabilitation (AR) software. AR strategies proposed
for several projects within this RERC require large amounts of
speech material. Production of the speech stimuli can be slow
and costly if trained speakers must produce the speech material
in the studio. TTS technology has the potential to speed production and significantly reduce cost by generating unlimited
speech as needed, and even interactive dialogue when the
required speech output is not known in advance. High quality
speech can be generated with concatenative speech synthesis,
however, higher quality requires a larger database and longer processing time. Ideally, we would like to determine the
smallest database necessary to achieve acceptable quality TTS
output for AR applications. Unfortunately, little is known
about how hearing impaired (HI) individuals respond to synthetic speech. To help answer this question, we compared the
results from Cochlear-Implanted (CI) and Normal Hearing
(NH) adults in a SUS listening task using five different levels
(database sizes) of synthetic speech and natural speech. The CI
group performed more poorly than the NH group, however,
there were no interaction effects with quality level.
Bunnell, Timothy H. • Speech Research Lab • duPont
Hospital for Children, Wilmington, DE
Syrdal, A. K., Bunnell, H. T., Hertz, S. R., Mishra, T., Spiegel,
M., Bickley, C., Rekart, D., & Makashay, M. J. (2012). TextTo-Speech intelligibility across speech rates. Proceedings of
InterSpeech, Portland, OR.
Impact of service provision on hearing aid outcomes
Status: Ongoing
In an effort to understand the advantages of audiologic
rehabilitative services following the purchase of hearing aids,
a group of hearing aid users are being followed for a period of
four months. Our aim: To determine the impact of differing amounts of service provision on hearing aid success. All
subjects are new hearing aid users. Instead of randomly assigning to groups, we are (a) tracking the number of visits each
subject makes to the clinic and the purpose for each visit and;
(b) offering every other recruited subject additional follow-up
(phone calls, counseling visits, communication strategy training) in order to expand the number of potential visits that can
later be analyzed. At one month and four months post-hearing
aid fitting, the subjects are asked to fill out self-report questionnaires related to quality of life, satisfaction, and hearing
aid benefit.
Bentler, Ruth • Speech Pathology & Audiology •
University of Iowa
Lilley, Jason • Nemours Biomedical Research • duPont
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Polikoff, James • Center for Pediatric Auditory and |
Speech Sciences (CPASS) • duPont Hospital for
Children, Wilmington, DE
Funding sources
Speech training and auditory rehabilitation iPad
application
Status: Ongoing
Infants who receive a cochlear implants (CI) typically receive
intensive auditory/verbal (AV) therapy for two years postactivation. This therapy usually consists of one or two sessions
every week along with home activities assigned by the therapist. There are limitations to these home activities, however,
since there is no good measure of parents’ adherence to the
assigned task or the child’s performance of the task. Therefore,
the goal of this project is to develop software that can be used
by very young children with CIs at home as a supplement to
AV therapy. To make the software attractive and functional
for toddlers, it will be developed in a game format for use on
an iPad. The game scenarios presented will utilize the same
techniques that therapists do during AV therapy sessions.
In particular, the application will focus on sound detection,
sound discrimination, sound identification, and vocalization
training (by utilizing speech recognition software). In addition
to providing exercises aimed at improving these target areas,
the application will keep detailed records of the child’s performance on each task and recordings of vocalizations made. This
information will then be sent to a server that clinicians can
access and monitor patients’ progress over time.
The use of automatic speech recognition technology in
the assessment and rehabilitation of children with hearing
impairments
Status: Ongoing
The goal of this project is to use Automatic Speech Recognition (ASR) technology in applications that will aid clinicians
in the assessment and rehabilitation of children and adults
with hearing impairments. The use of ASR can assist clinicians
in patient assessment, and provide tools for aural rehabilitation
and speech training. One application will be for Utterance
Verification for adult aural rehabilitation. Another application is in a pediatric speech training system for children with
Cochlear Implants (CIs). This will be implemented on an iPad
and ASR technology will be used in two ways. First, ASR tools
must be used to isolate the children’s responses from other
sounds. Second, ASR will be used to assess the child’s responses. We have developed software that isolates children’s speech
from therapy session recordings with an accuracy of over 90%.
We are developing ASR tools that mimic the responses of adult
experts to the speech of children with cochlear implants. In
one study, the child is instructed to speak a particular word,
and three judges must guess the target word from a set of 12
similar words. Our software is currently able to match at least
one of the judges’ responses about 55% of the time.
Lilley, Jason • Nemours Biomedical Research • duPont
Nagao, Kyoko • Center for Pediatric Auditory and Speech
Wilmington, DE
Paullin, Mark • Center for Pediatric Auditory and Speech
Wilmington, DE
Ratnagiri, Madhavi • Nemours Biomedical Research •
duPont Hospital for Children, Wilmington, DE
Funding sources
National Institutes of Health (NIH)
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to prior “deficit models.” They further provide new approaches
to helping all young learners capitalize on visual processes.
Products
Nagao, K., Paullin, M., Livinsky, V., Polikoff, J. B., Vallino, L.
D., Morlet, T. G., Schanen, N. C., & Bunnell, H. T. (2012).
Speech production-perception relationships in children with
speech delay. Proceedings of InterSpeech, Portland, OR.
While all the work of VL² is collaborative and interdisciplinary, the activities of the Center are focused around five Strategic Focus Areas (SFAs):
Science of Learning Center on Visual
Language & Visual Learning (VL²)
Hosted by Gallaudet University, the Science of Learning
Center (SLC) on Visual Language and Visual Learning (VL²)
is one of six SLCs funded by the National Science Foundation
(NSF). These Science of Learning Centers were established
by NSF to support interdisciplinary and cross-disciplinary
research that presents new lines of thinking and inquiry into
the science of learning.
A driving question in contemporary neuroscience is how the
human brain and human learning are impacted by different sensory experience in early life. Much scientific focus has
examined the role of sound and auditory processes in building
abstract linguistic, cognitive, and social representations, leaving
one of our species’ most critical senses, vision, underspecified
regarding its contribution to human learning. Within VL², we
focus on how early experience with a visual language changes
the brain’s visual attention and higher cognitive systems,
language learning in monolingual and bilingual contexts, and
reading and literacy—indeed changes that are distinct and
separable from sensory differences (Deaf or hearing). How
vision impacts learning in these domains constitutes a vital
“missing piece” of knowledge in the promotion of productive,
successful lives for all humans. A strong revolution in purpose
derives from the strength and depth of the involvement of and
collaboration with deaf individuals in this research endeavor—
individuals who rely significantly on vision, acquire naturally
visual signed languages, and learn how to read and write
fluently without prior mastery of the spoken form of written languages. The formal properties of visual languages, the
enabling learning contexts, and the multiple pathways used to
derive meaning from the printed word are leading to a better
understanding of how visual language and visual learning are
essential for enhancing educational, social, and vocational outcomes for all humans, deaf and hearing individuals alike, consequently transforming the science of learning. Moreover, the
identification of specific processing advantages in the young
“visual learner” have already provided a significant conceptual
challenge to prevailing societal views by offering an alternative
•
SFA1: Visual and cognitive plasticity
•
SFA2: Language development and bilingualism
•
SFA3: Reading and literacy in visual learning
•
SFA4: Translation of research to educational practice
•
SFA5: Integration of research and education
Descriptions of each SFA is given below along with the list of
current projects and the 2012 achievements produced by its
affiliated researchers (both from prior and current projects).
Then there is a description of each current project followed by
a list of other scholarly achievements of VL²
Allen, Thomas • Gallaudet University
Petitto, Laura Ann • Gallaudet University
Corina, David • University of California, Davis
Emmorey, Karen • San Diego State University
Hauser, Peter • National Technical Institute for the Deaf
(NTID) • Rochester Institute of Technology (RIT)
Morford, Jill • University of New Mexico
Singleton, Jenny • Georgia Institute of Technology
Psycho-Social Development and Mental Health Needs
Teaching, Learning and the Communication
Environment
Assessment
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Funding sources
National Science Foundation (NSF) - Directorate for
Social, Behavioral & Economic Sciences (SBE)
Additional information regarding the Science of Learning
Center on Visual Language & Visual Learning (VL²) can be
found at vl2.gallaudet.edu.
Note: The products listed immediately after the list of investigators
below are derived from previous studies.
Bosworth, Rain • University of California, San Diego
Research Projects
Brooks, Rachele • University of Washington
Dobkins, Karen • University of California, San Diego
SFA1: Visual and cognitive plasticity
Dye, Matthew • University of Illinois
Status: Ongoing
Eden, Guinevere • Pediatrics • Georgetown University
While all senses contribute to the acquisition of knowledge
and guide an organism’s interactions with the environment,
vision stands as a primary sense among higher primates.
Many believe that the evolution of the human brain reflects
the dominance of visual information processing, whereby
structures such as the temporal lobes are seen as extensions of
occipital-visual cortex and serve to further refine the identification and assignment of meaning to objects in our world, while
the parietal lobes serve to mediate our visually guided physical
interactions within our world. The dorsal and ventral streams
converge in that perception of objects (common objects,
faces and written words) is integrated with information about
spatial location through attention and engagement. Our work
embraces this schema and our studies focus on the development and adaptability of these systems. We seek to understand
the contributions of sensory and language experience in the
development of dorsal and ventral stream functions and the
self-regulation of visual orienting and selective visual attention.
Fabiani, Monica • University of Illinois
Currently active projects within this focus area
(For details on these projects, including their scholarly products, see the end of this section.)
•
The Development of Visual Processing in Deaf Infants
•
Electrophysiological indices of visual language experience
on auditory and visual function
•
•
Optical imaging of visual selective attention in Deaf
adults
•
Gratton, Gabriele • University of Illinois
Meltzoff, Andrew • University of Washington
Sharma, Anu • University of Colorado
Products
Belanger, N. N. & Rayner, K. (2011, November). Eye movements and the perceptual span in Deaf readers. Paper presented
at the Visual Language Summit, University of California,
Davis, CA.
Belanger, N. N. & Rayner, K. (2012, February). Eye movements and the perceptual span in Deaf readers. Presented at the
VL² Organizational Meeting, Gallaudet University, Washngton, DC.
Bosworth, R. G., Farkas, C. & Dobkins, K. R. (2012). Do infants demonstrate perceptual learning? Presented at the meeting
of the Vision Science Society, Naples, FL.
Bosworth, R. G., Petrich, J. A., & Dobkins, K. R. (2012). Effects of spatial attention on motion discrimination are greater
in the left than right visual field. Vision Res, 52(1), 11-19.
Corina, D. P. & Grosvald, M. (2012). Exploring perceptual
processing of ASL and human actions: Effects of inversion and
repetition priming. Cognition, 122(3), 330-345.
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Corina, D. P. & Grosvald, M. Lachaud, C. (2011). Perceptual
invariance or orientation specificity in American Sign Language? Evidence from repetition priming for signs and gesture.
Language and Cognitive Processes, 26(8), 1102-1135.
Corina, D. P., Grosvald, M., & Lachaud, C. (2012). Handshape monitoring: Evaluation of linguistic and perceptual
factors in the processing of American Sign Language. Language
and Cognitive Processes, 27(1), 117-141.
Corina, D. P., Lawyer, L., Hirshorn, E., Mendoza, M., Williams, D., & Hauser, P. (2011, November). Language representation for American Sign Language: Data from implicit sign
recognition. Presented at the meeting of the Society for the
Neurobiology of Language, Annapolis, MD.
cases, language use has been addressed largely from a monolingual perspective. However, Deaf language learners are bilingual
learners. By approaching these issues from a bilingual perspective, VL²’s research will be transformative of our current
understanding of language processing and usage in the Deaf
population, as well as of our current understanding of bilingualism. Questions of bilingual language learning, behavioral
and brain consequences of bilingualism, and the optimal ways
to promote bilingual learning are at the heart of our inquiry.
ASL Co-activation Study
Dye, M. & Hauser, P. C. (2012, April). Testing the auditory
scaffolding hypothesis: The role of early language in attentional
development. Poster presented at the meeting of the Cognitive
Neuroscience Society, Chicago, IL.
Cross-Language activation during sentence comprehension in ASL-English bilinguals
Langdon, C., Hwang, S., Pucci, C., Idsardi, W. J., & Mathur,
G. (2011, November). Age-of-acquisition effects on temporal
integration windows: Evidence from non-native sign language
processing. Presented at the Neurobiology of Language Conference, Annapolis, MD.
Neural representations of print, fingerspelling & sign in
Deaf readers
Lieberman, A. M., Hatrak, M., & Mayberry, R. I. (2011). The
development of eye gaze control for linguistic input in deaf
children. In N. Danis, K. Mesh, & H. Sung (Eds.), Proceedings
of the 35th Boston University Conference on Language Development (pp.391-403). Somerville, MA: Cascadilla Press.
Bavelier, Daphne • University of Rochester
Dussias, Paola E. • Pennsylvania State University
SFA2: Language development and bilingualism
Status: Ongoing
Hauser, Peter • National Technical Institute for the Deaf •
Rochester Institute of Technology
Current conceptions of the nature of human language have
been revolutionized by the discovery that signed languages,
despite their radically different forms and organization relative
to spoken languages, are nevertheless acquired in a modalityindependent manner from the earliest stages of babbling to
the most advanced stages of grammatical processing when
exposure to the language begins from birth. The fundamental
differences between signed and spoken languages, and the visual processing differences in Deaf and hearing learners, make
the study of visual language acquisition a rich area for discovery. Current language acquisition research on Deaf individuals
has focused either solely on signed language acquisition, or on
the development of reading in the Deaf population. In both
Kroll, Judith • Pennsylvania State University
Piñar, Pilar • World Languages and Cultures
Van Hell, Janet • Pennsylvania State University
Wilkinson, Erin • University of Manitoba
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Products
Bochner, J. H., Christie, K., Hauser, P. C., & Searls, J. M.
(2011). Learners discrimination of linguistic contracts in
American Sign Language. Language Learning, 61, 1302-1327.
Emmorey, K. & Petrich, J. (in press). Processing orthographic
structure: Associations between print and fingerspelling. Journal of Deaf Studies and Deaf Education.
Emmorey, K. (2011, May). What happens when your other
language is a sign language? Presented at the symposium on
Multilingualism, Leiden, The Netherlands.
Emmorey, K. (2011, November). The cognitive neuroscience
of reading: Associations between print and fingerspelling. Paper
presented at the Visual Language Summit, Davis, CA.
Emmorey, K., McCullough, S., Petrich, J., & Weisberg, J.
(2011, March). Mapping word reading circuitry for skilled Deaf
readers. Poster presented at the meeting of the Cognitive Neuroscience Society, San Francisco, CA.
Morford, J. P. & Carlson, M. L. (2011). Sign perception and
recognition in non-native signers of ASL. Language Learning
& Development, 7(2), 149-168.
Morford, J. P. & Hänel-Faulhaber, B. (2011). Homesigners as
late learners: Connecting the dots from delayed acquisition in
childhood to sign language processing in adulthood. Language
and Linguistics Compass, 5(8), 525-537.
Morford, J. P. (2011, September). Bilingualism in visual learners: Effects of sign language knowledge on print word recognition.
Paper presented at Emerson College, Boston, MA
Morford, J. P., Wilkinson, E., Piñar, P. & Kroll, J. F. (2011,
March). Effects of L2 proficiency on cross-language activation in
deaf bilinguals. Paper presented at the SRCD Preconference
on the Development of Deaf and Hard of Hearing Children,
Montreal, Canada.
Piñar, P., Dussias, P. E, Morford, J. P., & Carlon, M. (2011,
June). Contextualizing the reading patterns of deaf individuals
within studies on bilingual sentence processing. Paper presented
at the 8th International Symposium on Biligualism, University
of Oslo, Norway.
Piñar, P., Dussias, P. E., & Morford, J. P. (2011). Deaf readers
as bilinguals: An examination of deaf readers’ print comprehension in light of current advances in bilingualism and
second language processing. Language and Linguistics Compass,
5(10), 691-704.
Rathmann, C., Kubus, O., Morford, J. P., Occhino-Kehoe,
C., Wilkinson, E., Piñar, P. & Kroll, J. (2011, June). A crosslinguistic study of non-selective lexical access in deaf bilinguals:
ASL-English and DGS-German bilinguals compared. Paper
presented at the International Symposium on Bilingualism,
Oslo, Norway.
Weisberg, J., Petrich, J., McCullough, S., & Emmorey, K.
(2011, June). The neural link between fingerspelled and printed
words for Deaf signers. Poster presented at the Human Brain
Mapping meeting, Quebec City, Canada.
SFA3: Reading and literacy in visual learning
Status: Ongoing
How children learn to read has tremendous theoretical and
educational significance. Research on learning to read has
often focused on auditory sources of information, such as
phonological awareness, and less on understanding the role
of visual input. Vision, in the absence of auditory cues, is
processed quite differently, with more intentional control of
visual analysis, and coordination of sequences of visual experiences rather than simultaneous and coordinated auditory and
visual processing. How does this bear on reading? Two themes
have emerged from our studies and have provided the impetus
for future work. First, sound-based phonological processing skills do not account for much of the variance in reading
achievement in deaf students, instead language skills play
a more important role in predicting reading outcome. Our
translational research addresses the development of linguistic
skills (such as bolstering ASL proficiency amongst parents of
deaf students, whilst our basic research focuses on determining
the mechanisms by which reading is achieved when there is
less reliance on spoken phonology. Our second theme involves
the variability in communication background, language and
sensory experience that exist amongst deaf readers and which
have impacted our findings of reading and bilingualism. We
intend to characterize the multiplicity of factors and contexts
that underlie skilled reading in visual learners, in deaf toddlers
who are followed through early schooling and in adults whose
reading abilities are investigated through the lens of cognitive
and linguistic competencies.
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•
Early Education Longitudinal Study
•
•
International reading study
•
Lipreading and writing strategies of deaf college students:
An analysis of data from the VL² toolkit data base
•
Modeling semantic-orthographic-manual networks with
reduced auditory input
•
Orthographic processing effects on eye movements in
Deaf readers
Allen, Thomas • Educational Foundations and Research
Bélanger, Nathalie • University of New Mexico
Clark, Diane • Educational Foundations and Research
Long, Debra • University of California, Davis
Morere, Donna • Psychology
Clark, M. D., Allen, T. E., & Baker, S. (2012, May). Beliefs
about Deaf education in the early education longitudinal study
(EELS). Poster presented at the meeting of the Association for
Psychological Science, Chicago, IL.
Kargin, T., Guldenoglu, I. B., Miller, P., Hauser, P., Rathmann,
C., Kubus, O., & Superegon, E. (2012, February). Differences
in the word processing skills between Deaf and hearing individuals Reading in different orthographies. Journal of Development and Physical Disabilities, 24(1), 65-83. DOI 10.1007/
s10882-011-9255-z.
Miller, P. & Clark, M. D. (2011). Phonological Awareness is
not necessary to become a skilled deaf reader [Review]. Journal
of Development and Physical Disabilities, 23, 459-476.
Miller, P., Kargin, T., Guldenoglu, I. B., Hauser, P., Rathmann,
C., Kubus, O., & Superegon, E. (2011, February). Reading in
different orthographies: A systematic developmental skill-oriented
investigation of hearing and Deaf readers from different countries.
Presented at the meeting of the WCES, Istanbul, Turkey.
Miller, P., Kargin, T., Guldenoglu, I. B., Hauser, P., Rathmann,
C., Kubus, O., & Superegon, E. (2011, July). Factors distinguishing skilled and less skilled Deaf readers: Evidence from four
orthographies. Presented at the 18th International Conference
on Learning, Port Louis, Mauritius
Purcell J. J, Rapp, B., Turkeltaub, P. E., Eden, G. F. (2011).
Examining the central and peripheral processes of written word
production through meta-analysis. Presented at the Human
Brain Mapping meeting, Quebec City, Canada.
Purcell, J. J., Turkeltaub, P. E., Eden G. F., & Rapp, B. (2011).
Examining the central and peripheral processes of written
word production through meta-analysis. Frontiers in Psychology,
2(239), 1-18.
Plaut, David • Carnegie-Mellon University
SFA4: Translation of research to educational practice
Rayner, Keith • University of California, San Diego
Status: Ongoing
Traxler, Matthew • University of California, Davis
Translation activities in VL² derive from two different sets of
activities: a set of classroom based studies and a set of translational research products that employ center discoveries in
the design of learning products and tools that will improve
education and future research endeavors. Our primary goals
for SFA4 are (1) to develop and test through classroom-based
research the efficacy of innovative instructional practices that
are motivated by the discoveries made in Center research;
Products
Allen, T. E. (2011, May). Knowledge of English syntax and
fluency in American Sign Language: Joint predictors of reading
comprehension skill among deaf adult readers. Poster presented
at the meeting of the Association for Psychological Science,
Washington, DC.
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and (2) to move from translational research to translational
impact by communicating the findings and activities of Center
research broadly and effectively using multiple methods appropriate for a wide variety of stakeholders; to engage these
stakeholders in the work of the Center and to maximize the
impact of our Center through the development of education
and outreach products.
In addition, there are several translation projects designed to
improve instruction, communicate the findings of research in
a format easily understandable by parents and teachers, and
build a strong research infrastructure.
•
Fingerspelling development as alternative gateway to
phonological representations in Deaf children
•
•
Enns, Charlotte • University of Manitoba
Goldin-Meadow, Susan • University of Chicago
McQuarrie, Lynn • University of Alberta
Padden, Carol • University of California, San Diego
Schick, Brenda • University of Colorado
Products
ASL Assessment Toolkit (Allen, Quinto-Pozos, McQuarrie)
ASL-English Bilingual Story Apps for the iPad (Malzkuhn)
Cawthon, S., Winton, S., Garberoglio, C. L., & Gobble, M.
(2011). The effects of American Sign Language as an assessment accommodation for students who are Deaf. Journal of
Deaf Studies and Deaf Education, 16, 198-211.
Continuing Medical Education Modules (Singleton)
Enns, C. J. & Herman, R. C. (2011). Adapting assessing British Sign Language development: Receptive skills test for use
in American Sign Language. Journal of Deaf Studies and Deaf
Education.
Ethical Practices Website (Singleton)
Herzig, M., Hwang, S., Shield, A., Lenzen, D., GoldinMeadow, S., & Padden, C. (2012, April). Insights from signing
children on the role of gesture for learning. Presented at the interScience of Learning Centers (iSLC) conference, San Diego,
CA.
Malzkuhn, M. (2011, July). Global Deaf youth movement. Presented at the World Federation of the Deaf World Congress,
Durban, South Africa.
Malzkuhn, M. (2011, October)Academic publishing in Sign
Language: Deaf Studies Digital Journal. Presented at the SIGN
5 Conference, Ankara, Turkey.
McQuarrie, L. (2011). American Sign Language competence
and English reading abilities: What is the underlying relationship?
Papers presented at the meeting of the Society for Research in
Child Development, Montreal, Canada.
McQuarrie, L., Abbott, M., & Spady, S. (2011). American
Sign Language Phonological Awareness Test (ASL-PAT): A sign
of things to come. Poster presented at the University of Alberta
Undergraduate Research Symposium, Edmonton, Canada.
McQuarrie, L., Abbott, M., & Spady, S. (2012). American
Sign Language Phonological Awareness: Test development and design. Poster presented at the 10th Annual Hawaii International
Conference on Education. Honolulu, HI.
Padden, C. (2012, April). Discussant. Presented at Symposia
Session #4: Gestures and Learning:iSLC Annual Meeting, San
Diego, CA.
Parents and Teachers Information Packets (Harmon)
School Partner Summit (Clark, Herzig, Jacobi, Szymanski)
Schwartz, L., Schick, B., Whitney, A., & Coady, J. (November,
2011). Fingerspelling as a phonological code for Deaf and hard
of hearing students. Presented at the meeting of the American
Speech Language & Hearing Association, San Diego, CA.
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Simms, L., Baker, S., & Clark, M. D. (2012, March). Deaf
and hard of hearing children’s visual language and development
checklist. Presented at the Path to Bilingualism: The Child and
Family Summit III, Newark, DE.
Singleton, J., Jones, G., & Hanumantha, S. (2012). Responsible research involving Deaf participants: A focus group study.
Presented at the Quest for Excellence Conference, Georgetown
University, Washington DC.
VL² National Research Volunteer Program to create a participant database for future studies (Allen)
VL² Shared Data Resource for VL² research projects (Allen)
SFA5: Integration of research and education
Status: Ongoing
In terms of VL²’s future sustainability with intent to expand
our programs of research, we have established as an integral
goal: to train a new generation of scientists, skilled in interdisciplinary methods for advancing the Science of Learning
of Visual Language and Visual Learning leading to a sustainable community of scholars, both deaf and hearing, pursuing
transformative research contributing to the science of learning.
VL² trains scientists at the undergraduate, graduate, and postdoctoral levels. VL² has created a Science Mentorship Program
to address the crucial issue of the retention of young students
in science, including by linking undergraduates to young
faculty. VL² has established an effective student network of
both deaf and hearing students at all levels attending universities throughout our network. These students are pursuing
advanced degrees in a variety of disciplines ranging from neuroscience to educational administration. We develop training
opportunities, extensive inter-lab student internships and
rich opportunities for research and conference participation.
We have instituted a “Educational Neuroscience Seminar”
consisting of a seminar in which an invited presenter’s paper is
discussed and presented. Furthering our goal to open windows
into the scientific discovery process for students is our “Open
Lab” series. Here, researchers invite students into a routine lab
meeting via teleconferencing whereupon they witness deliberations and nascent ideas growing into full-blown studies. VL²
promotes student professional growth through, for example,
students’ participation in annual Student Retreats, as well as in
the Student Leadership Team, a self-governing team capable of
making important decisions involving the peer-review process.
Status: Ongoing
Since its inception, VL2 has had an ongoing effort to develop
and validate measures of ASL skill, especially those that are
suitable for tracking and monitoring the development of ASL
skill among young children. We have also been working to
adapt and modify a broad array of neurocognitive measures
with ASL translations and methods suitable for both children
and adults. Ultimately, our goal is to build a “one-stop shop”
ASL assessment portal that will provide access to the to the
tools themselves and an online means for test administration.
Quinto-Pozos, David • Linguistics • University of Texas,
Austin
Funding sources
National Science Foundation (NSF)
ASL-English bilingual story apps
Status: Ongoing
VL2 is developing ASL-English bilingual storybook apps for
the iPad. Utilizing an all-Deaf team of story writers, ASL
storytellers, artists, cinematographers, and programmers, these
apps are developed using principles derived from VL2 research
and discoveries about effective strategies for literacy development through bilingual presentation of story narratives. In the
interactive apps, children and their parents and teachers can
read through an English story, view the same story in ASL, tap
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on a page to see that page in ASL, or tap on one of a selected
group of English vocabulary words and view both a fingerspelled version of the word and a sign translation of the word.
Through play, and interactions with the app, children can
learn how the two languages, ASL and English can convey the
narrative of a story.
Malzkuhn, Melissa • Science of Learning Center on
Visual Language & Visual Learning (VL²)
Funding sources
Continuing medical education modules
Status: Ongoing
Parents of babies newly diagnosed as being deaf are faced with
many critical and immediate challenges. They rely, as “first
responders,” on professionals in the medical profession: pediatricians, otolaryngologists, audiologists, etc. It is clear that decisions that parents make very early in a child’s life can have a
profound impact on the trajectory of the child’s later success in
society. It is therefore urgently important that members of the
medical profession who will communicate with these parents
understand deaf individuals as visual beings, and are aware of
the communication and language options that are open to the
child. As well, they need to know the underlying neurological
and cognitive underpinnings of development for children who
are deaf. VL2 is developing continuing education modules designed for this group of medical professionals to better prepare
them to communicate important and relevant information to
patients, clients, and their caregivers.
Funding sources
Cross-language activation during sentence comprehension
in deaf bilinguals
Status: Ongoing
Extensive research on spoken language bilinguals indicates
that bilinguals do not “switch off” the language not in use
even when it might be beneficial to do so. VL² investigators
recently found evidence that signs are active during print
word comprehension for ASL-English and DGS-German deaf
bilinguals. These results indicate that cross-language activation
occurs even in the absence of phonologically or orthographically similar forms in the two languages (e.g., cognates and
homographs). Cross-language activation in deaf bilinguals
may occur post-lexically rather than pre-lexically given the
lack of cognates and homographs. Ongoing investigation is
exploring this question through a study of the time course of
cross-language activation. We propose this study to clarify the
effects of semantic constraints on cross-language activation by
investigating whether effects persist in sentential contexts.
Funding sources
See in ASL and Deaf Studies
The development of visual processing in Deaf infants
Status: Ongoing
The visual system is segregated into parallel dorsal and ventral
visual pathways that are responsible for coding different aspects of visual information, namely motion and objects/faces,
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respectively. This study contrasts performance on tasks that
tap processing within these pathways: a dorsal global motion
task and a ventral form segmentation task. Motion processing
may be altered in Deaf individuals because of their deafness,
and increased reliance on visual cues, or because of experience
with ASL. For many perceptual tasks, Deaf perform similarly
to hearing individuals. Most notably, robust group differences
in brain laterality have been described. Specifically, both native
Deaf and hearing signers show a left hemisphere advantage,
while a slight opposite or no asymmetry is seen in nonnative
signers or hearing nonsigners for motion processing. Thus,
this laterality effect is most likely tied to early acquisition of
ASL rather than Deafness. The age when this hemispheric
asymmetry emerges is unknown. We complement and extend
these findings by examining the hemispheric development of
form segmentation in an effort to understand the plasticity of
ventral visual pathways in these same infants language skill.
Morere, Donna • Psychology
Choi, Song Hoa (Student) • Mathematics
Funding sources
Electrophysiological indices of visual language experience
on auditory and visual function
Bosworth, Rain • University of California, San Diego
Status: Ongoing
Dobkins, Karen • University of California, San Diego
Funding sources
Status: Ongoing
In this longitudinal study, information about Deaf preschool
children is being collected around the nation using parent,
teacher, and school surveys, as well as direct educational and
psychological assessments in three waves. The information will
provide insights about Deaf children’s cognitive, social, and
emotional development, and their learning environment. This
study will help develop interventions that benefit Deaf children’s learning, especially in their literacy development. Data
collection for Wave 1 is complete and analysis is underway. A
colloquium proposal with four papers has been submitted to
AERA. Data collection for Wave 2 is underway. Dr. Allen will
be presenting Early language and emerging literacy: Preliminary
analysis of the Early Education Longitudinal Study at The Center
for Mind and Brain Visual Language Summit, University of
California at Davis in November, 2011.
Early interventions during infancy and early-childhood
provide the greatest benefit for developing language abilities.
However, there is controversy over the best strategies to promote linguistic competencies in deaf children who are unable
to process spoken language. While technological advances
in cochlear implants (CI) may provide improved access to
auditory information, linguistic development in deaf children
raised in hearing households often remains compromised. One
concern is whether exposure to visual language in the absence
of auditory input will fundamentally change the organization of the auditory cortex, either by inducing cross-modal
plasticity or making auditory cortex responsive to visual input
ultimately resulting in reduced spoken language processing.
This study uses electrophysiological measures to assess the impact of visual language exposure on auditory and visual cortical
function in deaf toddlers with CI.
Sharma, Anu • University of Colorado
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Funding sources
Ethical practices website
Status: Ongoing
Through the VL2 Center, Deaf and hearing scientists from
many research institutions are engaged in collaborative studies
investigating questions about how the brain adapts to different
sensory experiences and early exposure to a visual language.
Many of the research projects funded by the VL2 Center involve research participants who are Deaf and who use American Sign Language. With our Center’s collective experience we
offer a set of guidelines for Responsible and Ethical Conduct for
researchers whose projects involve individuals who are Deaf.
VL2 is currently designing a website on which these principles
will be presented, discussed, and sample ASL informed consent videos will be available for download and use by researchers in the future.
Funding sources
Status: Ongoing
Recent evidence suggests that the cognitive benefits of bilingualism are to some extent dependent on language modality.
Bimodal bilinguals differ from unimodal bilinguals because
they can produce and perceive units in both languages simultaneously, thus obviating the need to fully inhibit the language
not in use. Hearing bimodal bilinguals do not show enhanced
performance on a flanker task relative to monolinguals, presumably because the different modality of the two languages
does not require increased vigilance for inhibition and attention shifting between languages. Deaf bilinguals proficient in
a signed and a written language share similarities with both
hearing unimodal and bimodal bilinguals. Like unimodal
bilinguals, Deaf individuals’ bilingualism requires attending to
multiple linguistic sources and codes in a single modality, i.e.,
visual. However, like bimodal bilinguals, the two languages
derive from different modalities, and thus may not compete
during processing. Thus, it is not clear whether bilingualism
will impact executive control in Deaf bilinguals compared to
other populations.
Hauser, Peter • National Technical Institute for the Deaf • Rochester Institute of Technology
Bavelier, Daphne • University of Rochester
Funding sources
Exploring the presence of a Deaf American
cultural life script
Status: Completed
When asked to reflect on their life, people tend to remember
more positive experiences and events than negative ones. They
can remember with clarity the good things that happened to
them, which tend to match the expectations within a cultural
life script. The question is, “does Deaf culture have its own
cultural life script?” The study will investigate whether or not
Deaf individuals have separate components to their life scripts.
The results should also show Deaf individuals a new perspective towards their Deafness and their life. The study will recruit
thirty participants, men and women, ages eighteen to sixty-five
years old. Potential participants will be screened to ensure they
are at least 3rd generation Deaf individuals. The participants
will be recruited using a snowball recruiting approach and
asked to list the seven most important events that you expect
to take place in a prototypical Deaf person’s life. This question provides the expectations for a life script. When this task
is completed, they will then be asked to list the seven events
most central to their own lives to determine how personal life
stories map to their expectations for a Deaf life scripts.
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orthographic awareness progress monitoring of fingerspelling
development.
Wagoner, Jeremy (Student) • Science of Learning Center
on Visual Language & Visual Learning (VL²)
Schick, Brenda • University of Colorado
Funding sources
Daggett, Dorri (Student) • Psychology
Feldman, Jessica (Student) • Science of Learning Center
on Visual Language & Visual Learning (VL²)
Funding sources
Status: Ongoing
GRI Small Research Grant
Products
Wagoner, J., Daggett, D., Feldman, J., & Clark, M. D. (May,
2012). Exploring the presence of a Deaf American cultural life
script. Presented at the meeting of the Association for Psychological Science, Chicago, IL.
Fingerspelling development as alternative gateway to
phonological representations in Deaf children
Status: Ongoing
Deaf toddlers use fingerspelling as a part of their signed
language competency without any explicit awareness of the
mapping between handshapes and print representations. By
school age, they begin to develop this awareness. Deaf children learn to fingerspell “twice”, recognizing that the initial
representation of fingerspelling is lexical in nature, and only
subsequently do they identify the compositional structure of
fingerspelled words. Research has shown high correlations
between Deaf children’s fingerspelling skills and later English
print vocabulary. Despite the importance of fingerspelling,
there is no test of fingerspelling skills. This assessment tool
would incorporate a model that fingerspelling skills demonstrate knowledge of word internal structure and would assess
elements such as: (1) coarticulation of consonantal clusters; (2)
representation of word internal units comparable to syllables in
spoken language; and (3) typical confusions made in fingerspelling due to similar handshapes. It would be based, in part,
on tests of phonological awareness in spoken languages, and of
For Deaf children exposed to visual language, object exploration and receiving caregiver linguistic input requires sequential
or alternation of eye gaze. Research shows that Deaf toddlers
exposed to ASL are adept at regulating their eye gaze without
having to be explicitly alerted to do so. Furthermore, Deaf
adults exhibit distinct patterns of visual attending and executive functioning. This study investigates the developmental trajectory of gaze-following and attention shifting. We consider
these behaviors to be an important index of emergent selfregulation and executive functioning. From a neurocognitive
perspective, the frontoparietal network is heavily implicated
in the integration of bottom-up perceptual inputs as well as
top-down influences, such as caregiver behaviors that socialize
gaze-following.
Brooks, Rachele • University of Washington
Meltzoff, Andrew • University of Washington
Funding sources
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Kargin, Tevhide • University of Ankra
Status: Ongoing
Miller, Paul • University of Haifa, Israel
Rathmann, Christian • University of Hamburg
This study examines individual difference variables that
contribute to reading and comprehension skill in the hearing
population, but that have not yet been investigated among the
Deaf. These variables include working memory capacity, verbal
fluency, executive/attentional control, inhibitory control, processing speed, vocabulary knowledge, and ASL proficiency.
Traxler, Matthew • University of California, Davis
Long, Debra • University of California, Davis
Funding sources
Status: Completed
The purpose of the study is to investigate and compare the
strategies that children who are deaf, dyslexic, or hearing use
to read. This study is conducted in other countries, including
participants in the US. During 2011-12, data from 60 hearing
and 25 deaf participants was collected for the second year of
this project.
Musyoka, Millicent • Education
Funding sources
Products
Clark, M. D., Musyoka, M., Hauser, P., Israel, E., Miller, P.,
Rathmann, C., Kargin, T., & Guldenoglu, B. (2012, February). A systematic developmental skill-oriented investigation of
poor and proficient deaf readers from different countries. Poster
presented at the meeting of the Association for College Educators—Deaf and Hard of Hearing, Jacksonville, FL.
Lipreading and writing strategies of Deaf college students:
An analysis of data from the VL² Toolkit Data Base
Status: Ongoing
The responses of Deaf students to lipreading prompts were
analyzed for strengths and weaknesses in mastery of written
English. We identified the four VL² participants who wrote
the most sentences and then analyzed those sentences with
respect to the vocabulary and syntactic structures written. We
observed four trends in the responses of these four students:
(1) function words were usually used correctly; (2) syntax
errors were similar to those reported in the literature in other
writing tasks; (3) semantically appropriate responses were
constructed even when the student did not lipread the stimuli
correctly; and (4) words that matched the syllabic structure
of the stimuli were written even though the response words
did not match the stimulus words. We also reviewed the VL²
demographic questionnaire for characteristics common to
the four writers we analyzed. We found that these students
were all encouraged by parents to read and write English. The
conclusion is that existing written material can provide useful
information concerning mastery of written English.
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Bickley, Corine • Hearing, Speech, and Language Sciences
Funding sources
Products
Bickley, C., Moseley, M. J., & Stansky, A. (2012). Analysis of
responses to lipreading prompts as a window to Deaf students’
writing strategies. In D. Morere & T. A. Allen (Eds.), Assessing
literacy in Deaf individuals (Ch. 12). New York, NY: Springer
Publishing.
Modeling semantic-orthographic-manual networks with
delayed auditory input
Neural representations of print, fingerspelling & sign in
Deaf bilinguals
Status: Ongoing
In hearing readers, overlapping cortical networks are deployed
in support of spoken language processing and reading, with
differences in right hemisphere and cortical-sub-cortical
networks for individuals with reading disability. Further, other
researchers have identified a unique neural signature that
distinguishes bilingual from monolingual neural organization.
However, the unique case of Deaf sign-print bilinguals has
much to offer to clarify to what extent these different cortical
networks are linked to visual vs. linguistic factors.
Status: Ongoing
Funding sources
Connectionist/neural-network modeling has led to deep
insights into the neural and cognitive bases of normal and
impaired reading acquisition, skilled reading performance,
selective reading deficits following brain damage, and remediation of developmental and acquired dyslexia, but only in the
context of a spoken native language. Deaf individuals typically
acquire written English in a bilingual context, drawing on
varying experience with visual-manual language (e.g., ASL),
lipreading, and ancillary visual systems such as fingerspelling
(the types of experiences that are being captured in the EELS
study).
Plaut, David • Carnegie-Mellon University
Funding sources
Optical imaging of visual selective attention in Deaf adults
Status: Ongoing
Deaf adults are better than hearing adults at detecting peripheral motion and localizing peripheral targets embedded within
distractors. The way in which alternations in neural functioning underpin this behavioral advantage is still unclear. Two
candidates not mutually exclusive are that (a) peripheral visual
representations in occipital cortex are enhanced by top-down
modulation from parietal areas; and (b) auditory processing
areas in temporal cortex are co-opted to support peripheral
visual processing.
Gratton, Gabriele • University of Illinois
Dye, Matthew • University of Illinois
Fabiani, Monica • University of Illinois
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and can be custom designed to meet the particular needs of
various subgroups of parents and teachers, a set of linked and
downloadable documents available through the web, and a set
of iPad publications that will be available through the Apple
Newsstand. The intent of the Center is to provide a stream of
current information to parents and teachers that are evidenced
based and written in an accessible format.
Funding sources
Orthographic processing effects on eye movements in Deaf
readers
Status: Ongoing
Harmon, Kristen • English
Funding sources
Deaf adults show greater attention allocation to the periphery
than hearing adults. Research shows that this holds during
reading: Skilled Deaf readers have a wider perceptual span
than hearing readers and less skilled deaf readers. Our understanding of reading has been greatly enhanced by the programmatic study of eye movements as it is well established that
various fixation duration measures reflect lexical processing. In
this study we compare skilled Deaf readers to skilled hearing
readers, but also to less skilled deaf readers (1) to determine
whether skilled Deaf readers’ processing is qualitatively different from skilled hearing readers, and 2) to verify whether
differing data patterns among Deaf readers is indicative of how
language proficiency constrains attentional adaptations in Deaf
learners.
Bélanger, Nathalie • University of New Mexico
Rayner, Keith • University of California, San Diego
Funding sources
Status: Ongoing
Gesture is ubiquitous in speech, but its role in cognition and
language is little understood. In hearing children, gesture
and speech are in different modalities, but in Deaf children,
gestural and linguistic expression share a single modality. If
gesture helps hearing children because it is spatial, then Deaf
children should show the same, if not better, benefit. But if
gesture helps hearing children because it relieves cognitive
load on speech, then Deaf children should show no benefit
from using spatial and imagistic signs as they try to learn new
concepts. Our preliminary results show that Deaf children do
benefit from training, perhaps to a greater degree than hearing
children. In the proposed study, two new groups of subjects
will be tested: hearing non-signing children, and Deaf children
of hearing parents.
Padden, Carol • University of California, San Diego
Status: Ongoing
VL² is assembling informational materials into a package that
can be distributed to parents and teachers. The package will
present research-based information from VL² and other current researchers and will emphasize ASL-English bilingualism.
The package will be available in a number of formats: a print
package that can be mailed and available in different languages
Goldin-Meadow, Susan • University of Chicago
Funding sources
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10/28/13 3:03 PM
Funding sources
Status: Completed
Approximately 90 teachers from among those programs who
had signed on as VL² P-12 School Partners attended a School
Partner meeting in March, 2012 at the Delaware School for
the Deaf. The meeting piggybacked on the Annual National
American Sign Language and English Bilingual Consortium
for Early Childhood Education Summit. The Clerc Center and
VL² co-organized and conducted the School Partner meeting.
Brief presentations were made by VL² researchers followed by
lively discussion among the teachers and researchers present.
The meeting was an example of how VL² is facilitating greater
interactions with educators as a means for effective two-way
research and practice translation.
Jacoby, Susan • Clerc Center
Simms, Laurene E. • Education
Szymanski, Christen • Clerc Center
Funding sources
Status: Ongoing
A critical question in neuroscience is the extent to which differences in experience may change brain function. Expertise
from several VL2 labs is bringing unique synergistic focus on
this issue by examining whether it is experience with ASL or
the absence of auditory input that alters dorsal stream-mediated visual attention and perception of visual motion. Acquisition of ASL early in life in Deaf and hearing subjects results in
greater left than right hemisphere MT/V5 activation, whereas
increased activity in the superior temporal sulcus was attributed to deafness. To better delineate changes to the dorsal stream
that are uniquely associated with deafness (without regard for
early bilingual ASL experience), we focus on deaf participants
who were raised using English.
Eden, Guinevere • Pediatrics • Georgetown University
Funding sources
Status: Ongoing
Language proficiency, whether it is auditory or visual, is critical
for subsequent literacy development. Most parents naturally
adjust their language input to facilitate children’s language
acquisition. The overwhelming majority of Deaf children are
born to hearing parents who cannot sign and are not familiar with strategies to facilitate visual engagement and visual
language development. Hence, there is an urgent need for
training materials designed for hearing parents and based on
empirical data.
Enns, Charlotte • University of Manitoba
Status: Ongoing
One of the difficult challenges faced by researchers working
with Deaf participants is the recruitment of these participants.
To help facilitate this, VL² is designing a web-based volunteer
program whereby Deaf adults can volunteer over the web to
become participants in research projects, and parents of Deaf
children can volunteer on behalf of their children to become
research participants. The VL² Research Volunteer Program
includes a brief online background questionnaire to help researchers to define and select subgroups of a broader Deaf population with specific characteristics for inclusion in proposed
studies. Address information submitted to the database may
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also be used to disseminate valuable information about VL²
research and upcoming events of interest to a broad national
constituency of deaf individuals and their families.
Funding sources
Status: Ongoing
NSF requires that data collected with NSF funding be made
available for data sharing for the benefit of future researchers.
VL² is developing an online resource for VL² data that has
been collected throughout its history. In this resource, data sets
developed with Center funding will be described, their codebooks published, and strategies for access to Center data will
be presented. This resource will help ensure ongoing statistical
analysis and publication from archived data covering the range
of research topics undertaken by the Center.
The overarching research goal of the Brain and Language
Laboratory (BL2) is to uncover the biological foundations and
environmental influences underlying linguistic, reading and
cognitive processing in monolingual and bilingual infants,
children, and adults. We use a wide range of methods (behavioral, neuroimaging, genetic), languages (signed, spoken) and
populations (infants, children, and adults, both monolingual
and bilingual, deaf and hearing, and cochlear implant users)
to achieve the most complete understanding of the fascinating
process by which infants discover the basic building blocks of
their language, and how this knowledge impacts children’s and
adults’ capacity to read and perform other language and cognitive tasks. Our findings advance understanding of the biological bases underlying the human capacity for language, as well
as other aspects of higher cognition.
Petitto, Laura-Ann • Psychology
Choi, Song-Hoa (Student) • Mathematics
Gauna, Kristine (Student) • International Studies
Jasińska, Kaja (Student) • Psychology
Langdon, Clifton (Student) • Linguistics
Funding sources
Brain and Language Laboratory (BL2)
The state-of-the-art Brain and Language Laboratory is a member of the National Science Foundation’s Science of Learning
Center, “Visual Language and Visual Learning (VL²).” The
Laboratory features one of the world’s most advanced brain
imaging systems, called functional Near Infrared Spectroscopy
(fNIRS), as well as an Infant Habituation Lab, Video-Recording and Editing studios, Video-Conferencing facilities, Experimental and Observation Chambers, Library and more. The
new Laboratory will be the site of neuroimaging and behavioral studies that will provide knowledge about the biological
mechanisms and environmental factors, which, together, make
possible the human capacity to learn and convey language,
achieve reading mastery, and become a skilled bilingual.
Psycho-Social Development and Mental Health Needs
Funding sources
Grant Number: NIH 5R01HD45822
Additional information regarding the Brain and Language
Laboratory can be found at petitto.gallaudet.edu.
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Research Projects
Choi, Song Hoa (Student) • Mathematics
Fisher, Daniel (Student) • ASL and Deaf Studies
Status: Ongoing
The purpose is to discover the neural participation and neural
organization of bilinguals (hearing spoken language, hearing
signed/spoken language, signed/spoken language via cochlear
implant, deaf bimodal print bilinguals), as little is understood
about how the brain processes two languages and, most importantly, what impact the age of first bilingual exposure has on
the bilingual’s capacity to process and read in two languages.
We will examine how bilingual children learn to read in two
languages. The way in which the child’s first language impacts
on reading development in the second language is of great
theoretical importance to educators and for understanding language processing in general. Findings during FY 2012 include:
Johnson, Krystal (Student) • Psychology
(1) Bilingual babies have a greater and longer sensitivity to
language distinctions that make up the world’s languages,
and show unique patterns of brain activation for language, as
compared to monolingual babies; (2) Both bilingual children
and adults showed greater extent and variability in neural
recruitment of classic language brain areas during language
processing relative to their monolingual peers, that is, a “neural
signature” of bilingualism that is present in both the developing and adult brain; (3) Bilinguals seemed to have greater
coordination between their two hemispheres as compared
with monolinguals. This suggests early life bilingual language
experience may support more equal and efficient hemispheric
involvement, making possible enhanced language, and in turn,
literacy; (4) We observed an age-related shift in the recruitment of brain areas supporting reading among monolingual
and bilingual children. Bilingual readers showed a greater
extent and variability of neural activation that may support
linguistic and cognitive processing that supports literacy; (5)
We observed a bilingual advantage in phonological awareness at the earliest stages of reading compared to monolingual
children. Early language experience (monolingual or bilingual)
does have consequences for how a child learns to read. Specific
parts of language knowledge, and their contribution to reading
mastery, are indeed altered as a result of bilingual language
experience. (Grant # NIH 5R01HD45822)
Kartheiser, George (Student) • Linguistics
Musyoka, Millicent • Education
Poindexter, Yashimarae (Student) • ASL and Deaf Studies
Spurgeon, Erin (Student) • Interpretation
Funding sources
Products
Jasińska, K. & Petitto, L. A. (2011, November). Dual language
exposure in infancy can change neural and language processing in
the developing brain: An fNIRS investigation. Poster presented at
the meeting of the Society for Neuroscience, Washington, DC.
Jasińska, K. & Petitto, L.A. (2012, April). Neural and Language Processing in the Monolingual and Bilingual Infant Brain:
New Insights from fNIRS Neuroimaging. Poster presented at the
annual Southern Ontario Neuroscience Association conference, Toronto, ON.
Jasińska, K. & Petitto, L.A. (2012, October). Temporal Dynamics of Bilingual Language Processing as a New Lens into Human Brain Lateralization: an fNIRS study. Poster presented at
the annual Society for Neuroscience conference, New Orleans,
LA.
Jasińska, K., Jowkar-Baniani, G., Ahmed, F., Forster, E., Bhasin-Laceman, S., Naimi, A, Petitto, L.A., and Dunbar, K.N.
(2011, November). Simultaneous imaging of neural activations
of women and men in real-time conversation using fNIRS. Poster
presented at the annual Society for Neuroscience conference,
Washington, DC.
Petitto, L. A. (2011, December). Presented at the conference
for The Past and Future of Universal Grammar, Durham
University, UK.
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Petitto, L. A. (2011, November). How to select individuals who
can learn a second language most optimally and most quickly
[Consultation]. Washington, DC: US Department of Defense.
gain novel insight into the underlying basis of this ASL system,
we utilize fNIRS brain imaging methodology as a tool to
adjudicate between the hypotheses that classifier constructions
engage additional neural systems (H1) or that they are only
processed by the same neural systems as other verbs that carry
grammatical inflection (H2). If H1 is supported, it would
suggest that sign languages are able to exploit iconic bases.
If H2 is supported, it would suggest that the exhaustively
morphemic approach is more felicitous than linguistic analyses
that propose classifier constructions can be decomposed into
gestural and linguistic components.
Petitto, L. A. (2011, November). On two languages in one
brain: New insights into the human capacity for language from
the bilingual brain. Keynote address at the National Science
Foundation’s Science of Learning Center - Visual Language
and Visual Learning Summit, University of California, Davis,
CA
Petitto, L. A. (2012, January). Early bilingual acquisition and
brain development: Insights into the neural dedication and neural
plasticity of language from speech-speech and speech-sign infant
bilinguals. Keynote address at the NeuroSpin Conference,
Paris, France.
Petitto, L. A. (2012, January). How basic research on brain
processes in visual attention, reading, and bilingual language
learning can lead to innovations in education. Keynote address
at the meeting of the International Organization for Economic
Co-Operation and Development, Rome, Italy.
Petitto, L. A. (2012, March). Impact of bilingual language exposure in young children and its relationship to cognitive development. Keynote address at the National American Sign Language and English Bilingual Consortium for Early Childhood
Education: Summit III, Newark, Delaware.
Petitto, L. A., Berens, M. S., Kovelman, I., Dubins, M. H.,
Jasińska, K., & Shalinksy, M. (2012). The ‘Perceptual Wedge
Hypothesis’ as the basis for bilingual babies phonetic processing advantage: New insights from fNIRS brain imaging. Brain
and Language, 121(2), 142-155.
Petitto, L.A. (October 17, 2012). How the child learns language [Lecture]. Human Development Department, University
of Maryland, College Park, MD.
Exploring the foundations of iconicity in language: Evidence from an fNIRS brain imaging study on the neural
basis of ASL classifiers
Status: Ongoing
Current approaches to classifier constructions have been
characterized either as utilizing a linguistic system that can
exploit iconicity or an exhaustively morphemic approach. To
Funding sources
Products
Langdon, C. (2012, November). The neural signature of classifier constructions: fNIRS brain-imaging evidence. Presented at
a panel at the meeting of the High Desert Linguistics Society,
University of New Mexico, Albuquerque, NM.
Technology Access Program (TAP)
The Technology Access Program (TAP) is a research unit
within the Department of Communication Studies. TAP’s primary mission is to advance accessibility and usability of communication technology for people with all types of disabilities.
The current program is designed both to lay the foundation for
access in next generation technologies and to create the bridge
technologies needed to allow users to migrate to new technologies without losing access to emergency services or the ability
to communicate with colleagues and family who are still on
older telecommunications networks.
TAP currently maintains the Rehabilitation Engineering
Research Center on Telecommunications Access (RERC-TA).
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The research and development program of this RERC-TA covers four areas:
1. To ensure that people with disabilities have effective communication for an emergency (and every day) when using
new and emerging telecommunication technologies.
2. To ensure interoperable real-time text for people who depend on text for communication (Deaf, hard of hearing,
physical disability, and speech disability).
3. To ensure the availability of accessible telecollaboration
solutions for employment and participation, and
4. To increase the impact of research through better guidelines, standards, tools, sample codes, and other resources
that enable more companies to implement accessibility in
their telecommunication technologies.
In addition, TAP currently conducts research into online
sign language technologies, funded by the National Science
Foundation, and research into closed captions online, funded
by TAP’s operational budget.
Vogler, Christian • Communication Studies - Technology
Access Program (TAP)
Vanderheiden, Gregg • Trace Center, University of
Wisconsin, Madison
Tucker, Paula • Communication Studies - Technology
Williams, Norman • Communication Studies - Technology
Technologies that Affect Deaf and Hard of Hearing
People
(Subcontract from Trace Center, University of Wisconsin,
Madison)
Grant Number: H133E090001
Research Projects
Identifying emerging access issues and opportunities in
new telecollaboration systems and technologies through
use of focus groups, web forum, and observation (R2)
Status: Ongoing
Telecollaboration is becoming more common in the workplace
and in education. However, little is known about the level of
accessibility people with disabilities experience in these complex telecommunication interactions or how existing problems
can be addressed. RERC-TA researchers have participated in
telecollaboration associated with standards, government, and
industry work, and have heard numerous anecdotal reports
from participants with disabilities and also observed firsthand
many barriers presented by these systems. However there have
been no in-depth examinations or systematic documentation
of the problems and no literature to draw from. A thorough
understanding of the accessibility issues people with different
disabilities are experiencing is needed to guide the efforts of
this RERC and as a resource to industry, policymakers, consumers, and researchers interested in accessibility. This information is being gathered though three coordinated activities:
1. A series of individual focus groups organized by type of
disability, augmented by interviews and focus groups of
telecollaboration developers and corporate users.
2. A web forum to share information about products, solutions, and issues identified through focus groups and for
consumers to share experiences, problems and solution
strategies over time, and
3. User testing of existing and new access strategies (done as
part of Project D1).
Funding sources
U.S. Dept. of Education — National Institute on Disability & Rehabilitation Research (NIDRR)
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individuals have for effective speech understanding in newer
telecommunication environments. Specific goals include examining the impact of audio and video signal alteration due to
coding techniques and transport mechanisms and evaluating
voice communication access in both quiet and noisy environments.
Funding sources
& Rehabilitation Research (NIDRR)-Rehabilitation Engineering Research Center on Telecommunications Access
(RERC-TA)-UW-Madison subgrant
Julstrom, Stephen (Consultant)
Products
Vogler, C. & Tucker, P. E. (2012, July). Accessible telecollaboration. Presented at the MLK Library, Washington, DC.
Funding sources
Quantifying the needs of people with hearing loss in using
technology for daily and emergency voice telecommunication (R1)
Status: Ongoing
Research on needs and issues of hard of hearing persons with
regard to accessibility has not kept pace with the expansive
changes that have taken place in telecommunications. There
is a need for direct measures of the actual communication
difficulty experienced during telecommunications use by hard
of hearing individuals, and also for an understanding of the
day-to-day consequences of changes in telecommunication
technology. A two-part project is documenting the needs of
people with hearing loss in using new technologies for daily
and emergency voice telecommunications. Part 1 is an Internet
survey that will collect information on a respondent’s attitudes
and behavior toward hearing device and telecommunications
products use, their opinions about the main telecom barriers
faced at home and at work, and their experiences in attempting to find and use new telecommunications products. Part 2
involves direct performance measures and subjective ratings of
audio and audio/visual signal characteristics to gather information about technical requirements that hard of hearing
Products
Julstrom, S., Kozma-Spytek, L., & Isabelle, S. (2011). TelecoilMode hearing aid compatibility performance requirements for
wireless and cordless handsets: Magnetic signal levels. Journal
of the American Academy of Audiology, 22, 515-527.
Julstrom, S., Kozma-Spytek, L., & Isabelle, S. (2011). TelecoilMode hearing aid compatibility performance requirements
for wireless and cordless handsets: Magnetic signal-to-noise.
Journal of the American Academy of Audiology, 22, 528-541.
Resource and tool development to facilitate incorporation
of accessibility in mainstream telecommunication
Status: Ongoing
This project is focused on making access real in the lives of
people with disabilities. It takes the best of what we know and
learn (both from our own work and others) and does whatever
is necessary to move it out of theory and demonstration into
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products, standards, policies, and practices. This work covers
all disabilities. We identify some of the targeted areas but
this project also is designed to be responsive to the needs of
industry, consumer groups, and policy makers. The focus of
this project is developing the information, tools, or reference
designs, etc. needed to advance accessible tele-conversation
and telecollaboration from research and development into
products that consumers can buy and/or the technologies
they encounter in emergencies, education, employment, civic
participation, and everyday life.
Vanderheiden G. & Vogler, C. (2012, February). Implementation of sections 716 and 717 of the Communications Act of 1934,
as enacted by the Twenty-First Century Communications and
Video Accessibility Act of 2010; Amendments to the commission’s
rules implementing sections 255 and 251(a)(2) of the Communications Act of 1934, as enacted by the Telecommunications Act of
1996; Accessible mobile phone options for people who are blind,
deaf-blind or have low vision (CG Docket 10-213, WT Docket
96-198, & CG Docket 10-145). [Comments]. Washington,
DC: Federal Communications Commission. Retrieved from
http://apps.fcc.gov/ecfs/comment/view?id=6016985676
Vanderheiden, G. & Vogler, C. (2011, December). Facilitating the deployment of text-to-911 and other next generation 911
applications; Framework for the next generation 911 deployment
(PS Docket 11-153 & 10-255). [Comments]. Washington,
DC: Federal Communications Commission. Retrieved from
http://apps.fcc.gov/ecfs/comment/view?id=6016877952
Vanderheiden, Gregg • Industrial Engineering - Trace
Research & Development Center • University of
Wisconsin, Madison
Vanderheiden, G. & Vogler, C. (2012, February). Facilitating the deployment of text-to-911 and other next generation 911
applications; Framework for the next generation 911 deployment
(PS Docket 11-153 & 10-255). [Reply to Comments]. Washington, DC: Federal Communications Commission. Retrieved
from http://apps.fcc.gov/ecfs/comment/view?id=6016985123
Funding sources
Products
Battat, B., Kozma-Spytek, L., Estes, B., Stout, C., Rosenblum,
H., & Heppner, C. (2012, January). Amendment of the Commission’s Rules Governing Hearing Aid Compatible Mobile Handsets (WT Docket 07-250). [Comments]. Washington, DC:
Federal Communications Commission. Retrieved from http://
apps.fcc.gov/ecfs/document/view?id=7021753313
Stout, C., Vanderheiden, G. & Vogler, C. (2012, January).
Petition for reconsideration on of the commission’s report and order
and further notice of proposed rulemaking (CG Docket 10-21).
[Petition]. Washington, DC: Federal Communications Commission. Retrieved from http://apps.fcc.gov/ecfs/document/
view?id=7021857329
Vogler, C. & Vanderheiden, G. (2012, March). Matter of
structure and practices of the video relay service program; Telecommunications relay services and speech-to-speech services for individuals with hearing and speech disabilities (CG Docket 10-51
& 03-123). [Reply to Comments]. Washington, DC: Federal
Communications Commission. Retrieved from http://apps.
fcc.gov/ecfs/comment/view?id=6017027912
Vogler, C. & Vanderheiden, G. (2012, March). Structure and
practices of the video relay service program; Telecommunications
relay services and speech-to-speech services for individuals with
hearing and speech disabilities (CG Docket 03-123 & CG 1051). [Comments]. Washington, DC: Federal Communications
Commission. Retrieved from http://apps.fcc.gov/ecfs/comment/view?id=6017024116
Vogler, C. & Williams, N. (2012, August). Telecommunications relay services and speech-to-speech services for individuals
with hearing and speech disabilities; Structure and practices of the
video relay services program (CG Docket 03-123 & 10-151).
[Ex Parte Filing Reply]. Washington, DC: Federal Communications Commission. Retrieved from http://apps.fcc.gov/ecfs/
comment/view?id=6017104560
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Vogler, C. & Williams, N. (2012, February). Telecommunications relay services and speech-to-speech services for individuals
with hearing and speech disabilities; Structure and practices of the
video relay services program (CG Docket 03-123 & 10-151).
[Ex Parte Filing]. Washington, DC: Federal Communications
Commission. Retrieved from http://apps.fcc.gov/ecfs/comment/view?id=6016985892
Vogler, C. (2011, December). Accessible and assistive apps and
solutions in emergency response. Presented at a panel at the MEnabling Summit, Washington, DC.
Vogler, C. (2011, November). Video relay service practices and
policies around the world. Presented at the international conference for AEGIS, Brussels, Belgium.
Vogler, C. (2012, June). New milestones for mobile accessibility:
How innovation benefits users and transforms the global accessible
and assistive technologies eco-system. Presented at a panel at the
M-Enabling Briefing, Washington, DC.
Vogler, C., McWhinney, J., Harper, P., Raike, A., Hellström,
G., & Vanderheiden, G. (2011, November). A vision for relay
services and interoperability. Presented at the ITU Study Group
16 Relay Workshop, Geneva, Switzerland.
Vogler, C., McWhinney, J., Harper, P., Raike, A., Hellström,
G., & Vanderheiden, G. (2011, November). Video relay service practices and policies around the world. Proceedings of the
International AEGIS Conference, Brussels, Belgium.
Vogler, C., Vanderheiden, G. C., Rosenblum, H. A., Stout, C.
L., & Heppner, C. (2012, July). Implementation of section 716
and 717 of the Communications Act of 1934, as enacted by the
Twenty-First Century Communications and Video Accessibility
Act of 2010; Amendments to the commission’s rules implementing
sections 255 and 251(a)(2) of the Communications Act of 1934,
as enacted by the Telecommunications Act of 1996; Accessible mobile phone options for people who are blind, Deaf-blind, or have
low vision (CG Docket 10-213, WT Docket 96-198, & CG
Docket 10-145). [Opposition to petition]. Washington, DC:
Federal Communications Commission. Retrieved from http://
apps.fcc.gov/ecfs/comment/view?id=6017097335
Vogler, C. (2012, June). Captioned Video on a refreshable
Braille display [Video file]. Retrieved from http://youtu.
be/08tyYAhPuVU
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V. Academic Departments/Units
This part gives the FY 2012 research and demonstration
projects and achievements of individuals within Gallaudet’s
academic units. The list is organized alphabetically, and reflects
the organizational structure in place for most of FY 2012.
Future reports will follow the reorganization of the academic
units that was adopted in late 2012.
When a project has two principal investigators from different
units, a cross-reference note guides the reader to the placement of the full project profile. For each research project, the
following fields are shown: the project’s title, status and timing,
abstract, investigator(s) and their affiliation, funding sources,
and products derived from that project. At the end of each
unit’s part there is a list of citations of scholarly and creative
products that are not associated with a research project.
success as well as to find out if principals are practicing effective research-based leadership and learning-centered behaviors.
This study will use a parallel mixed methods design. Quantitative data will be collected from the Vanderbilt Assessment
of Leadership in Education (VAL-ED) survey, an instrument
that provides a summary of the principal leaders, teachers and
supervisors with perceptions of the principal leadership behaviors. Qualitative data will be collected from questionnaires,
artifacts, documents, and interviews for analysis.
Flynn Brinks, Lisa (Student) • Administration and
Supervision
Funding sources
Academic Advising
LaRue, S. & Augustine, S. (2012, June). Enhancing student outcomes and retention: A system approach to organizing
supplemental instruction sessions. Presented at the International
Conference on Supplemental Instruction, San Diego, CA.
Administration and Supervision
Art
Carollo, L., Stevens, A., & Wood , K. (2012, March). Making
a Difference: Deaf Peace Corps Volunteers [Exhibition]. Washington, DC: Weyerhaeuser Family Gallery and Exhibition Hall
of the I. King Jordan Student Academic Center.
Research Projects
Kazemzadeh, M. (2011, November). From walls to walkways,
from facts to fields: Apophenia, DIWOD, open src everything,
the post nomadic community & syncretic methods for exploring
consciousness. Presented at the annual Consciousness Reframed
International Research Conference, Lisbon, Portugal.
Principal leadership in schools for secondary level Deaf
students: Perceived effects on school performance influencing student success
Kazemzadeh, M. (2012). Experimental media 2012. Exhibition
at Artisphere, Arlington, VA.
Status: Ongoing
The purpose of this study is to analyze principal leadership behaviors which may influence school performance and student
Kazemzadeh, M. (2012). Experimental media 2012. Video
exhibition at the Phillips Collection, Washington, DC.
Kazemzadeh, M. (2012). Exploring the myth of Melissani myth.
Interactive exhibition and performance in the Cave of Melissani, Kefalonia, Greece.
Kazemzadeh, M. (2012). Hack the city. Group exhibition at
the conference Interactivos?, Dublin, Ireland.
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Kazemzadeh, M. (2012). Intersections of art and science.
Presented at the Leonardo DC Art Science Evening Rendezvous (DASER) National Academy of Sciences, Keck Center,
Washington, DC.
The enhancement and improved web-accessibility of these
corpora will be invaluable for linguistic research, enabling new
kinds of discoveries and the testing of hypotheses that would
otherwise have be difficult to investigate. On the computer
vision side, the proposed new annotations will provide an extensive public dataset for training and benchmarking a variety
of computer vision algorithms. This will facilitate research and
expedite progress in gesture recognition, hand pose estimation,
human tracking, and large vocabulary, and continuous ASL
recognition.
Kazemzadeh, M. (2012). Technoetic telos: Art, myth and media.
Presented at the Ionion Center for the Arts and Culture,
Kefalonia, Greece.
ASL and Deaf Studies
ASL and Deaf Studies faculty engage graduate and undergraduate students in interdisciplinary research projects dedicated
to producing new knowledge about Deaf communities and
their signed languages. Central areas of inquiry include sensory
orientation, DeafSpace, bioethics, identity formation, human
rights, language teaching, transnationalism, and the contributions of Deaf individuals to human diversity.
Research Projects
The advances in linguistic knowledge about ASL and in
computer-based ASL recognition that will be accelerated by
the availability of resources of the kind proposed here will
contribute to development of technologies for education and
universal access. The project is funded by the National Science
Foundation through grant # CNS-1059221. Christian Vogler
is the lead developer of the online web interface to the corpus,
which is available at http://secrets.rutgers.edu/dai/queryPages/.
Bahan, Ben • ASL and Deaf Studies
Athitsos, Vassilis • Computer Science • University of
Texas, Arlington
See in Office of Bilingual Teaching and Learning
Metaxas, Dimitris • Computer Science • Rutgers
University
Collaborative research CI-ADDO-EN: Development of
publicly available, easily searchable, linguistically analyzed,
video corpora for Sign Language and gesture research
Neidle, Carol • Linguistics • Boston University
Sclaroff, Stan • Computer Science • Boston University
Status: Ongoing
End date: July 2014
The goal of this project is to create a linguistically annotated,
publicly available, and easily searchable corpus of video from
American Sign Language (ASL). This will constitute an important piece of infrastructure, enabling new kinds of research in
both linguistics and vision-based recognition of ASL. In addition, a key goal is to make this corpus easily accessible to the
broader ASL community, including users and learners of ASL
via a web interface.
Funding sources
National Science Foundation (NSF)-Computer and Network Systems (CNS)
Products
Neidle, C. & Vogler, C. (2012, May). A new web interface to
facilitate access to corpora: Development of the ASLLRP data
access interface (DAI). Proceedings of the LREC 2012 workshop
on the Representation and Processing of Sign Languages, Istanbul,
Turkey.
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Status: Ongoing
The Deaf Studies Digital Journal (dsdj.gallaudet.edu) is the
world’s first peer-reviewed academic and creative arts journal
dedicated to the creative and scholarly output of individuals
within the signing communities. Hosted by the Department of
American Sign Language and Deaf Studies, Issue #3 was published in the spring of 2012 and included over 60 contributors
from across the globe. The theme of the third issue is linguistic
human rights, bilingualism, and Sign Language planning. This
issue as with past issues features academic articles in International Sign Language, ASL, English, commentaries, visual arts,
signed literature, and historic, archival texts.
endangered language. Archival material from the Hawaiian
School for the Deaf and Blind (HSDB) will be used to find
out history related to HSL. Primary data will be interviews
conducted in ASL/HSL with twenty people across five islands
who still know HSL. Conversations between two HSL signers
will also be recorded. We will produce two reports in digital
and print formats: one report will be historical about Deaf
peoples’ lives and the history of HSL; the other will be a linguistic analysis of HSL.
Earth, Barbara • ASL and Deaf Studies
Funding sources
Hawaii Council for the Humanities (HCH)
Bauman, Dirksen • ASL and Deaf Studies
Malzkuhn, Melissa • Science of Learning Center on
Funding sources
Sorenson Legacy Foundation
Products
ASL and Deaf Studies Department (2012). Deaf Studies Digital Journal, 3. Retrieved from http://dsdj.gallaudet.edu
See in Office of the Dean, Graduate School and Professional
Programs (GSPP)
History and documentation of native
Hawaiian Sign Language
Status: Ongoing
Implementing Article 25 in Thai special education of Deaf
children
Status: Ongoing
This study seeks to clarify questions regarding the preparation and performance of teachers within Deaf education in
Thailand. Drawing upon the U.N. Convention on the Rights
of Disabled Persons, focus will be on four main themes from
Article 24: facilitating peer support and mentoring, the teaching of sign language, promotion of the linguistic identity of
the Deaf community, and encouraging environments which
maximize academic and social developments. As these themes
are seen as central to an effective learning climate in Deaf
education, the first-hand information collected from Thai
teachers and Deaf people through interview, focus group, and
observation will support an analysis of Thailand’s progress in
improving the quality of communication with Deaf students.
The researcher is a Thai Deaf person who was educated in a
Thai Deaf school.
The project will document the history, vocabulary, and syntax
of native Hawaiian Sign Language (HSL). HSL is now an
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largely on anecdotal evidence. This research intends to either
validate or invalidate these claims based on empirical evidence.
Moreover, if results show that there actually are differences in
navigation between linguistic modality groups, this could serve
as important insight into philosophical questions regarding the
nature of Deaf embodiment, epistemology, inter subjectivity,
and language use in real life contexts.
Thamsiriboon, Noppawan (Student) • ASL and Deaf
Studies
Funding sources
Literacy expression in Alaskan Eskimo and Deaf cultures: A
perspective on culture
Products
Sirvage, R. & Bauman, H. (2012, May). DeafSpace: Building
connection. Presented at the America Institute of Architects
National Convention, Washington, DC.
Traditional societies, such as the Alaskan Iñupiaq Nation,
that tend to have an oral based culture are group oriented and
maintain an interdependence with nature. Western societies
tend to be individualistic, competition based, and separatist
from nature. The American Deaf community is situated in a
western local, yet it is “oral” based and group oriented. This
proposal and research will determine in what ways, if any, the
American Deaf community parallels a culturally traditional
culture by examining two forms of cultural production – Iñupiat dance and ASL literature.
Sirvage, R. (2012, February). Peripatetic spaces in the making:
New methodologies for Deaf epistemologies. Presented at the
meeting of the Association of American Geographers, New
York, NY.
Harrigan, Kelly (Student) • ASL and Deaf Studies
Funding sources
Bauman, H-D. L. (2012). Gebärde, Zeichen und Kunst [Gesture, sign, art: Poesis of the Hand]. Exhibition at the Kunstraum Kreuzberg / Bethanien Art Gallery, Berlin, Germany.
Products
Harrigan, K. (2012). The American Deaf community through
the lens of Native Alaska: A cultural comparison (Master’s thesis).
Status: Completed
Deaf people or ASL users often discuss how they co-exist in
the visual world in way that is different from their hearing
counterparts. However, these claims have been dependent
Sirvage, Robert T. • ASL and Deaf Studies
Funding sources
Status: Ongoing
Peripatetic convergence research project
Bauman, H-D. L. (2012, May). Deaf gain and deaf studies
[Lecture]. Deaf studies department, Mt. San Antonio College,
Walnut, CA.
Bauman, H-D. L. (2012, November). ASL at Gallaudet in a
time of change. Presented at the Sign Languages as Endangered
Languages Conference, Al, Norway.
Bauman, H-D. L. (2012, September). Reinventing the future:
From deaf education to deaf gain education. Presented at the
international congress and seminar of INES 155 Years, Rio de
Janiero, Brazil.
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Bauman, H-D. L. (2012, September). Sign language literacy:
Academic uses of sign language and digital publishing. Presented
at the international congress and seminar of INES, Rio de
Janiero, Brazil.
Martin, D., Mathur, G., Mirus, G., & Pascual-Villaneuva, P.
(2012, May). Linking an ID-Glss database of ASL with child
language corpora. Presented at Language Resources and Evaluation Conference, Istanbul, Republic of Turkey.
Harris, R. L. & Jackerson, J. L. (2011, November). Academic
language development: The crucial foundation for academic success. Presented for in-service training at Arizona State Schools
for the Deaf and Blind, Tucson, AZ.
Keating, E. & Mirus, G. (2012). The eyes have it: Technologies of automobility in sign language. Semiotica, 287-308.
language development: The crucial foundation for academic success. Presented at Phoenix Day School for the Deaf, Phoenix,
AZ.
language development: The crucial foundation for academic success. Presented at the ASL Roundtable Conference, Tucson,
AZ.
Harris, R. L. (2011, November). Academic language development: The crucial foundation for academic success. New Mexico
school for the Deaf in-service training, Santa Fe, NM.
Harris, R. L. (2011, October). Academic language development:
The crucial foundation for academic success. Presented at the
Texas School for the Deaf, Austin, TX.
Harris, R. L. (2011, October). Advancing linguistic and cognitive skills in deaf children using extended discourse. Presented at
the Department of Linguistics, University of Texas, Austin,
TX.
Harris, R. L. (2012). With this book, monolingualism is curable. Journal of Deaf Studies and Deaf Education, 17(1), 138.
Harris, R. L. (2012, April). Describing characteristics of people
in American Sign Language. Presented at Sam Houston State
University, Huntsville, TX.
Harris, R. L. (2012, March). Learning ASL: Family and friends.
Presented at the University of Northern Colorado, Greeley,
CO.
Harris, R. L. (2012, March). Preserve, protect and promote ASL:
What professionals in the ASL community can do. Presented at
ASLFest!, Austin, TX.
Harris, R. L. (2012, May). ASL V: Advanced ASL. Presented at
Austin Community College, Austin, TX.
Mirus, G., Fisher, J., & Napoli, D. J. (2012). Taboo expressions in American Sign Language. Lingua. 22(9), 1004-1020.
Murray J. (2012). Guidelines for World Federation of the Deaf
policy papers [Report]. Helsinki, Finland: World Federation of
the Deaf.
Murray, J. (2011). Taking a transnational approach to Deaf
history. In T. Hedberg (Ed.), No history: No future. Stolkhom,
Sweden: Swedish Deaf Historical Society.
Murray, J. (2011, November). Genetics and the Deaf community. Keynote address at the meeting of the Danish Federation
of Deaf Youth and Frontrunners, Copenhagen, Denmark.
Murray, J. (2011, November). Sign Languages as endangered
languages. Presented at the meeting of the World Federation of
the Deaf and European Union of the Deaf, Norway
Murray, J. (2011, October) Act Locally: Think Globally. Keynote address at the conference for the Connecticut Association
of the Deaf, Hartford, CN.
Murray, J. (2011, October). Interview by K. Nnamdi [Radio
recording]. The Kojo Nnamdi Show, National Public Radio.
Murray, J. (2012). Conference Summary: Sign Languages as
Endangered Languages. International Sign. Retrieved from
http://www.wfdeaf.org/news/conference-summary-sign-languages-as-endangered-languages
Murray, J. (2012). Deaf gain. In Sveriges Dövas Riksförbund
(Ed.), The 90-årsjubileumsskrift: SDR 90 år 1922-2012 [The
90-year anniversary publication:SDR 90 years from 19222012]. Retrieved from http://www.sdr.org/sveriges-dovasriksforbund/sdr-90-ar-och-forskningskonferens
Murray, J. (2012, April). Switched after birth: The invention of
the Deaf and hearing worlds. Keynote address at Deaf Studies
Today!, Utah Valley University, UT.
Fanghella, J., Geer, L., Henner, J., Hochgesang, J., Lillo-
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Research Projects
Murray, J. (2012, April). Transnational partnerships working
on language and human rights. Presented at a panel for the
conference on African Lessons on Language and Citizenship,
Anthropological genetics of GJB2 Deafness
Murray, J. (2012, February). Adaptations: Deaf gain. Keynote
address at the Penn Humanities Forum, University of Pennsylvania, Philadelphia, PA
Status: Ongoing
The researchers aim to explore two anthropological explanations for the high prevalence and mutational diversity of
Deafness-causing GJB2 mutations in the North American
population, as well as the association of specific GJB2 mutations within ethnic groups. The first is heterotic balancing
selection, in which GJB2 heterozygotes may have increased fitness, possibly due to resistance to bacillary dysentery. A second
explanation is linguistic homogamy, meaning in this case that
Deaf individuals have actively sought mates with compatible
fluency in signed languages. This mate-selection phenomenon
may have begun ~200 years ago with the introduction of
signed language in residential schools for the Deaf. The significance of linguistic homogamy in Deaf communities is that
in the broader human population, the same mechanism may
have driven the inexplicably rapid evolution of FOXP2 and 21
other genes implicated in human speech since their appearance
in early humans 100,000-200,000 years ago.
Murray, J. (2012, January). Interview [Television recording].
Lika Olika [Same but Different]. Swedish Television SVT1.
Murray, J. (2012, May). Deaf gain. Keynote address at the
conference for the Sveriges Dövas Riksförbund [Swedish National Association of the Deaf ], Sweden.
Murray, J. (2012, May). The WFD’s human rights work.
Presented to World Bank Inaugural Course on Disability and
Development, Washington, DC. Available from http://www.
youtube.com/watch?v=bw6EM9gw-WE
Murray, J. (2012, September). Deaf gain. Presented at the
Danish Deaf Association Danish Deaf Culture Week, Copenhagen, Denmark.
Murray, J. (2012, September). The status of Sign Language
and its importance for effective implementation of the CRPD.
Presented at the Fifth Conference of State Parties, United Nations, New York, NY.
Braun, Derek C. • Biology
Murray, J. (2012, September). The WFD at the United Nations:
Day 1 & 2 [Video]. Presentation at the Fifth Conference of
State Parties, United Nations, New York, NY
Armstrong, David F. (Retired)
Murray. J. (2011)Interview [Television recording]. Point du
Jour. France TV 5.
Arnos, Kathleen S. • Biology
Herlod, Brienna (Student) • Biology
Biology
Nance, Walter E. • Virginia Commonwealth University
The Biology program provides a high quality academic
program that involves students in theoretical, methodological
and analytical dimensions of research. Students and faculty
individually and jointly conduct studies, consider ethical issues, and write up their findings across the spectrum of biology
research topics.
Pandya, Arti • Virginia Commonwealth University
Tekin, Mustafa • Miller School of Medicine • University
of Miami
Funding sources
Sorenson Legacy Foundation
Mellon Foundation
NASA-Space Grant
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Creation of a DNA repository to identify deafness genes
Blanton, Susan H. • University of Miami
Status: Ongoing
Start date: July 2001
This project is a collaborative effort between Gallaudet (Department of Biology and the Gallaudet Research Institute) and
the Department of Human Genetics at the Medical College of
Virginia to establish a large repository of DNA samples from
deaf individuals and their families. These DNA samples are
screened for common forms of deafness and then made available to other investigators for studies of hereditary deafness.
Products
Dodson, K. M., Georgolios, A., Barr, N., Nguyen, B., Sismanis, A., Arnos, K. S., Norris, V. W., Chapman, D., Nance, W.
E., & Pandya, A. (2012, September). Etiology of unilateral
hearing loss in a national hereditary deafness repository. American Journal of Otolaryngology, 33(5), 590-594.
HCC small: DHH cyber-community - supporting Deaf and
hard of hearing students in STEM
Status: Ongoing
Start date: June 2009
End date: June 2013
Exploring blended instructional pedagogy to enhance
student learning and scientific reasoning skills in biology
(STEM)
See in Business
Genetic Deafness in alumni of Gallaudet University
Status: Ongoing
Start date: April 2004
This project, designed to extend the 1898 study of Deaf
families by Gallaudet’s President at the time Professor E.A. Fay,
is a collaborative effort between Gallaudet’s Department of
Biology and the Department of Human Genetics at the Medical College of Virginia. The goal is to identify and characterize
rare genes that interact to cause deafness. A novel molecular
genetic approach to identifying these genes will be used in the
deaf offspring of deaf parents.
The ASL-STEM Forum is part of a research venture at the
University of Washington which seeks to remove a fundamental obstacle currently in the way of Deaf scholars, both
students and professionals. Due to its relative youth and
widely dispersed user base, American Sign Language (ASL) has
never developed standardized vocabulary for the many terms
that have arisen in advanced Science, Technology, Engineering, and Mathematics (STEM) fields. This makes it hard for
Deaf students to learn in their native language, and it makes
communication between both Deaf and hearing scientists and
engineers far more difficult.
The Forum is an attempt to connect people together to
introduce the necessary vocabulary to ASL, making it easier
for those in the Deaf community to pursue careers in technical fields. Students at Gallaudet are involved in uploading
STEM terms and signs to encourage the expanding library of
signs that are available on the Forum. This project is currently
funded through two separate grants: one for the overall project
and another one specifically to support undergraduates (REU)
working on this project. Further information may be found at
http://aslstem.cs.washington.edu/
Solomon, Caroline • Biology
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Burton, Lauren (Student) • Biology
Cooper, Ross (Student) • Interpretation
Dubler, Rupert • Deaf Studies Laboratory • Rochester
Institute of Technology
McMillian, Brandon (Student) • Biology
Listman, Jason • Deaf Studies Laboratory • Rochester
Institute of Technology
Funding sources
University of Washington (through National Science
Foundation)
Mathur, Gaurav • Linguistics
Mertens, Donna • Educational Foundations and Research
A model of Deaf scientists mentoring Deaf students
Status: Ongoing
National Socio-Environmental Synthesis Center
Status: Ongoing
Deaf and hard of hearing individuals are under-represented in
science, technology, engineering and mathematics (STEM) careers. Although Deaf individuals represent 3.5% of the eligible
USA workforce, only 0.13-0.19% of doctorates in STEM
fields are awarded to Deaf individuals (NSF, 2011). Clearly,
significant barriers are preventing Deaf individuals from
advancing in STEM education. Published testimonial evidence
shows that some of these barriers may be due to linguistic and
cultural factors that interfere with the formation of essential
mentoring relationships with hearing research faculty. Ineffective mentoring results in a loss of academic capital, discipline
capital, and community cultural wealth. In particular, the historical lack of Deaf scientists acting as role models appears to
have made it difficult for Deaf students to envision themselves
advancing to such positions.
In this study, we are building and testing an unique educational model in which Deaf undergraduates will be mentored by
linguistically and culturally compatible Deaf scientists within
the context of a long-term undergraduate research experience
(URE). This model will combine the various capitals obtained
from effective mentoring, with the proven benefits of UREs.
Our central hypothesis is that our educational model will
achieve short and long-term effectiveness, particularly success
and persistence in STEM research careers.
The Socio-Environmental Synthesis Center (SESYNC) promotes environmental science from a basic research perspective
and from a public policy, social science and science translation
perspective. Policy scholars from Resources for the Future,
policy makers, natural resource managers, and federal scientists
from the Washington, DC region and surroundings will be
integral to the development of SESYNC projects and opportunities for engaging the public, students, and legislators.
We engage undergraduates, graduate students, postdoctoral
fellow and faculty in activities specifically targeted at building
capacity to undertake environmental synthesis. A founding
education project will test methods for teaching high school
and college students to apply a synthesis approach to environmental problems and large research questions. This project will
involve building capacity across a diverse spectrum of students
including Deaf and hard of hearing, inner-city urban students, and returning students. We will design and populate a
database using metrics on center functioning, project activities
and outcomes, participant experiences, and external assessment
outcomes; all of which will continue to grow over time. The
resulting data can be used to enhance our understanding of
what promotes effective synthesis.
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Research Projects
Funding sources
University of Maryland (through National Science Foundation)
Products
Berkowitz, A. R., Solomon, C. M., Rashid, K., RollwagenBollens, G., Theirs, P., Grant, B., Jiru. M., & Hawthorne D.
(2012). Socio-Environmental synthesis teaching study. Poster
Presented at SESYNC Educational Workshop, Annapolis, MD
Exploring blended instructional pedagogy to enhance
student learning and scientific reasoning skills in biology
(STEM)
Status: Completed
Potential societal impact of advances in genetic deafness
Status: Ongoing
This project was designed to assess the impact of testing for
genes for deafness on the Deaf community and hearing parents
of deaf and hard of hearing children. The first goal was to
conduct focus groups and perform a survey of these groups
to determine the attitudes and concerns related to genetics
technologies and advances in the identification of genes for
deafness. A second goal was to assess the impact of genetic
testing on Deaf couples by measuring its influence on selection
of a marriage partner.
Blanton, Susan H. • University of Miami
This multiple-case study is designed to explore a blended learning pedagogy with deaf and hard of hearing (DHH) students
to enhance their comprehension and scientific reasoning skills
in biology. Instruction of science, technology, engineering, and
mathematics (STEM) content presents an additional challenge to DHH students and educators based on literature. The
instructional delivery system under study blends e-Learning
(simulation, virtual labs, data analysis models, learning
portals, etc.) with classroom instruction to optimize learning.
It replicates a 2006 research project during which Computer
Information Systems majors were involved in a limited experiment seeking to enhance student learning through a blended
instructional paradigm. Preliminary findings were positive
in terms of student engagement, learning gains, and learner
satisfaction. The current study intends to collect additional
empirical evidence and to broaden the scope to another STEM
discipline in order to confirm previous findings and to test the
generality that the technology-enabled blended learning paradigm can indeed improve DHH student learning of STEM
content. The project also exemplifies cross-disciplinary faculty
collaboration in research.
Wang, Qi • Business
Norris, Virginia • Biology
Business
The Business department has a strong commitment to teaching students by giving them opportunities to learn outside of
the classroom lecture. Students are encouraged to get involved
in research as a way to promote an interactive and self-driven
learning environment that promotes critical thinking and
analysis.
Funding sources
Gallaudet Priority Research Fund
Products
Wang, Q. & Solomon, C. (2012, October). Exploring blended
learning to enhance biology instruction: Instructional design and
implementation. Presented at the conference on E-Learning in
Corporate, Government, Healthcare, and Higher Education,
Montréal, Canada.
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Alkoby, K. (2012). The game-maker workshop 2012 for Deaf
and hard of hearing high school students. Presented at the School
of Computer Science, Carnegie Mellon University, Pittsburgh,
PA.
Ladner, R. E., Alkoby, K., Bigham, J. P., Ludi, S., Marghitu,
D., & Stefik, A. (2012). Improving the accessibility of computing
enrichment programs. Presented for the symposium on Computer Science Education, New York, NY.
Rashid, K. & Kushalnagar, P. (2012). Deaf professionals and
designated interpreters: Toward a new working relationship. Presented at the meeting of the Texas Society of Interpreters for
the Deaf, Austin, TX.
Rashid, K. (2012). Conference framing: Why a conference on
African lessons? Presented at the conference for African Lessons
on Language and Citizenship, Gallaudet University, Washington, DC.
Rashid, K., Baldridge, T., Gershwind, R., & Kinyon, K.
(2012, June). Navigating expectations of regulators and stakeholders. Presented at the conference for Accreditation Council
of Business Schools & Programs, Baltimore, MD.
Chemistry and Physics
Research challenges our faculty and students to transform
learning, observations and ideas into new solutions and
products. We have active research in nanotechnology, remote
sensing, limnology, pharmacognosy, organic synthesis and
biomedical areas. Mentored research, university collaborations and internships provide students experience for work,
advanced degrees and medical/pharmaceutical professional
careers.
Research Projects
Analysis of salicin content in willow bark
Status: Completed
End date: August 2012
Traditional healers have been using natural sources from plants
and trees as medicine for the past 5,500 years. One example is
the willow bark, dating back to the time of Hippocrates in 400
BC when the bark was chewed to reduce fever and inflammation. The active compound in willow bark is salicin, which is
a chemical similar to aspirin. The objective of this project was
to attain a hands-on learning experience on how medicinal
plants are processed into extracts and use the HPLC-UV to
determine the percent of salicin content in the bark. Bark from
young and older rosemary willow branches (Salix elaeagnos)
and bark from the weeping willow tree (Salix babylonica)
were collected, dried, and crushed to powder. The salicin was
extracted and filtered via a Soxhlet apparatus, evaporated under pressure, and diluted in a solvent of 50:50 methanol and
water. Results indicate that the percent content of salicin for
these samples are below the minimal amount of 1.5% salicin
that would have therapeutic value, according to the European
Pharmacopoeia. Future work will include more Salix species.
Research was done at James Madison University during the
summer 2012 REU internship, led by Dr. Daniel Lundberg,
Gallaudet University faculty.
Lundberg, Daniel J. • Chemistry and Physics
Cardona, David (Student) • Laboratory of Science and
Technology • National Technical Institute for the Deaf
Funding sources
Products
Cardano, D. (2012). Analysis of salicin content in willow. Presented at Research Experience for Undergraduates symposium,
James Madison University, Harrisonburg, VA.
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Carlson’s trophic state index (TSI) of Virginia reservoirs
District of Columbia Space Grant Consortium
Status: Completed
Status: Ongoing
End date: Auguste 2013
The trophic state index (TSI), developed by Dr. Robert Carlson, measures water quality of a lake or reservoir. As reservoirs
are mainly dammed streams, sediment accumulates over
time that changes its trophic state. It is essential to monitor a
reservoir’s TSI over time in order to maintain its desired state:
oligotrophic, mesotrophic, eutrophic, or hypereutrophic. The
TSI can be determined by three parameters: water clarity,
chlorophyll-a, and total phosphorus. The water clarity was
determined by a Secchi disc, chlorophyll-a was measured by a
fluorometer, and the total phosphorus was determined by UVVis spectrometer after acid digestion. Seven reservoirs, with
different management goals, were sampled and results were
reported to the managers, which include the National Forest
Service, Virginia Department of Game and Inland Fisheries,
and local managers. Research was done at James Madison
University during the summer 2012 REU internship, led by
Dr. Daniel Lundberg, Gallaudet University faculty.
Gallaudet University, along with other local universities and
organizations comprising the District of Columbia Space
Grant Consortium, participates in supporting educational and
student financial assistance programs that develop infrastructure related to NASA and its strategic missions. This grant
supported:
1. Stipends for summer internships in labs at Gallaudet
2. Participation of MSSD students in the DC regional Botball competition
3. Equipment for undergraduate labs in robotics and electronics
4. Software for faculty research
Snyder, Henry David • Chemistry and Physics
Berendzen, Richard • American University
Cardona, David (Student) • Laboratory of Science and
Technology • National Technical Institute for the Deaf
Funding sources
Department of Science, Technology and Mathematics
NASA-Space Grant
Funding sources
Forward to professorship: Pay it forward
Products
Status: Ongoing
McMillian, B. (2012). Carlson’s Trophic State Index (TSI) of
Virgina reservoirs. Presented at Research Experience for Undergraduates symposium, James Madison University, Harrisonburg, VA.
The goal of this grant is to encourage the advancement of
Women and Minority Faculty in Science, Technology, Engineering and Mathematics (STEM) fields.
Several workshops have been offered with a cadre of trained
leaders who are able to provide a structured workshop targeted
at specific regions, disciplines or societal groups across the
United States and Territories. The teams selected drew partici-
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pants from various demographics and geographical regions.
We have had a number of Gallaudet faculty participate in
these workshops as participants, panelists and presenters.
Cha, John (Student) • Chemistry and Physics
O’Donnell, Sheena (Student) • Biology
Forward was designed to address the shortage of women and
under-represented minorities in the full range of STEM fields
by reaching the individuals in the pipeline just before the
moment of decision. For example, by working with undergraduates, we envisioned the opportunity to encourage them
to continue to graduate school. By working with pre-tenured
faculty we sought to enable them to move to the next level
in their career. In our work called Pay it Forward, we sought
to enable the messages, information, and skills developed in
our workshops to reach a wider audience, targeting specific
underrepresented populations, specific disciplines and specific
geographical regions, all with their own unique challenges
Funding sources
Image processing for NASA applications
Status: Ongoing
Software is being developed to improve geolocating Corona
spy satellite photos from the 1960s and work continues on
providing and updating data resources for the www.oceanmotion.org website.
Sabila, Paul S. • Chemistry and Physics
Products
Sabila, P. (2012). Forward to Space. Presented at the conference for Moving FORWARD in Space, Temple University,
Philadelphia,PA.
Oceanmotion website: A NASA sponsored educational website for ocean surface currents
From plants to drugs
Status: Ongoing
Status: Ongoing
The oceanmotion website http://www.oceanmotion.org/ is a
NASA-sponsored website that features ocean surface currents.
This year I am involved in a major upgrade to higher resolution data and imagery. This requires rewriting code, regenerating visuals (maps, graphs) and posting them on a server at
Gallaudet.
End date: May 2013
Ever since civilization began, plants have been used to treat
ailments and illnesses. In the last century, pharmaceutical firms
have depended on the isolated structure of the plant’s active
substance that has therapeutic properties as templates to create more potent and direct-acting drugs in its drug discovery
endeavors. This proposal seeks to bring this process to the
laboratories of Gallaudet University to enlighten the students
on what wonders plants have in store and to educate them on
how the pharmacologically active substance is isolated, purified, and its chemical structure identified for drug discovery.
Lindstrom, Eric • National Aeronautics and Space
Administration (NASA)
Tweedie, M.S. • Tweedie and Associates
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Partnerships for material research (PREM)
Status: Ongoing
This research is on nanotechnology-related projects at Howard
University during the summer. The students were able to use
lithography to prepare nanotechnology samples. They also
had hands-on experience with various instrument techniques
including Scanning Electron Microscopy (SEM), Nuclear
Magnetic Resonance Spectroscopy (NMR), FTIR spectroscopy, and MS Spectrometry. The students synthesized a variety
of organic precursors that will be used for the synthesis of
nanomaterials by chemical vapor deposition method. Three
Gallaudet students attended the internship under the supervision of Dr. Sabila. This internship was also meant to test a new
template that could be used for future research collaborations
between Gallaudet and other universities where Deaf and
heard of hearing Gallaudet students will work in a hearing
research environment.
Van Wey, John (Student) • Chemistry and Physics
Yang, Fang (Student) • Chemistry and Physics
Funding sources
Products
Rupnik, G. (2012) Part C:Synthesis of N-Methoxy β-ketoimines;
Precursors for nanomaterial synthesis by MOCVD (metal organic
chemical vapor deposition). Poster presented at the Undergraduate Student Research Symposium, University of Maryland
Baltimore County, Catonsville, MD.
Sabila, P. (2012). Gallaudet University chemistry majors gain
nanotechnology skills in summer internship at Howard University. On the Green Publication. Retrieved from http://www.
gallaudet.edu/News/Chemistry_internships_at_Howard.html
Van Wey, J. (2011). Part A: Synthesis of N-Alkyl precursors for
nanomaterial synthesis by MOCVD (metal-organic chemical
vapor deposition). Poster presented at John Hopkins University,
Baltimore, MD.
Van Wey, J. (2011). Part A: Synthesis of N-Alkyl precursors for
nanomaterial synthesis by MOCVD (metal-organic chemical
vapor deposition). Poster presented at the Undergraduate Student Research Symposium, University of Maryland Baltimore
County, Catonsville, MD.
Zhou Yang, F. (2012). Part B: Synthesis of N-Alkyl precursors
for nanomaterial synthesis by MOCVD (metal-organic chemical
vapor deposition). Poster presented at John Hopkins University,
Baltimore, MD.
Zhou Yang, F. (2012). Part B: Synthesis of N-Alkyl precursors
for nanomaterial synthesis by MOCVD (metal-organic chemical
vapor deposition). Poster presented at the Undergraduate Student Research Symposium, University of Maryland Baltimore
County, Catonsville, MD.
Site-directed Mutagenesis of RasGRP2
Status: Ongoing
Extracellular ligands, such as drugs, tumor promoters, and
natural ligands, activate receptors located on the cellular membrane to elicit intracellular responses. This leads to a multitude
of downstream signaling cascades, modulated by intracellular
proteins. The researchers’ project focuses on the Ras guanyl
nucleotide-releasing protein (RasGRP). After activation of
receptors located at the cellular membrane, the activated RasGRP “turns on” the Ras protein “switch.” Activated Ras then
broadcasts signals from the cell surface to other parts of the
cell, such as downstream signaling on the ras gene, triggering
cell proliferation and differentiation, essential for sustaining
life. However, mutations on proteins that activate this pathway
can stimulate cell division inappropriately, promoting the
development of cancer. In collaboration with the National
Cancer Institute, the Gallaudet University Molecular Genetics
Laboratory utilizes site-directed mutagenesis to mutate specific
residues of RasGRP1 and RasGRP2 isoforms to identify the
reasons behind different binding affinities of the isoforms to
phorbol esters, which are tumor-promoting ligands. Mutations of the RasGRP isoforms, DNA, and protein purification
are performed in the Gallaudet University Molecular Genetics Laboratory. The National Cancer Institute then performs
radioligand binding assays with phorbol esters to determine
the binding affinities (increased or decreased Ras activation) of
the mutated RasGRP. The long-term goal of this project is to
develop novel strategies for manipulation of signaling pathways that involve RasGRP.
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Funding sources
Blumberg, Peter • National Cancer Institute
Merritt, Raymond C. • Biology
Funding sources
Biology Department
Synthesis of strained heterocycles
Status: Ongoing
Synthesis of small and medium sized molecules
Status: Completed
End date: April 2012
This proposal is seeking support for my research project
at Gallaudet University aimed at the synthesis of small to
medium-sized organic compounds . Some of these compounds
will be used to access biologically important molecules while
others will be used for the synthesis of new types of nanomaterials. Previous support has been used to purchase chemicals,
equipment and safety gear. My research lab is now expanding
and had a total of five undergraduate students in the previous
two semesters.
Up to now, we have been able to test different synthesis
techniques with the goal of optimizing reaction conditions.
Further support will help me continue with continue with the
assimilation of materials, equipment and chemicals crucial for
my research in synthetic organic chemistry, strengthen chemistry and by extension scientific research at Gallaudet, renhance
my ability to form research and other types of collaborations
with faculty from other institutions and also continue to train
more undergraduate students to prepare them for graduate
school and work after graduation. Any new breakthroughs
and website articles will be published/presented at Gallaudet
University and elsewhere. Lastly, a more visible research program will make it easier to apply for more external grants from
federal and other agencies. This will also contribute to the
university priorities of recruitment, retention making Gallaudet University competitive as the university of choice among
deaf and hard of hearing individuals.
The project aims at developing routes for the synthesis of
biologically important tetrahydrofuran molecules like pachastrissamine using a ring expansion-silyl group migration
protocol that was discovered during Sabila’s graduate school
research. The GRI Small Grants enabled the researcher to (a)
set up a functioning Organic Chemistry Research Laboratory
at Gallaudet University and (b) provide research experience to
Gallaudet students. Undergraduate students explored various
methodologies for accessing small, strained and heterocyclic
compounds that could be used to access interesting organic
compounds in fewer steps. The establishment of a research
laboratory at Gallaudet has also enabled the researcher to form
many external collaboration resulting in joint projects, NSF
awards and summer internships for Gallaudet students.
Fang, Yang (Student) • Chemistry and Physics
McLaughlin, Robert (Student) • Chemistry and Physics
Rupnik, Gaber (Student) • Chemistry and Physics
Stallings, Chelsie (Student) • Chemistry and Physics
Funding sources
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10/28/13 3:03 PM
Using Corona Program Imagery to study Bolivian deforestation, Mexican butterfly habitat, and Himalayan glacier
changes since the 1960s
Electromagnetic interference with cochlear implants and
hearing aids
See in Rehabilitation Engineering Research Center on Hearing
Enhancement (RERC-HE)
Status: Ongoing
Software is being written and calibrated to Landsat imagery
that will correctly image Corona Program imagery from spy
satellites of the 1960s onto a rectangular map grid. Images will
be composed into a mosaic and used to study deforestation
and land use change since the 1960s. This year the software
was inspected and rewritten to reduce error. Geolocation errors
were reduced from 150 meters to 50 meters which is close to
the resolution of the calibration data.
Slayback, Daniel • Goddard Space Flight Center
Tucker, Compton J. • Goddard Space Flight Center
The Communication Studies Program conducts and disseminates a broad assortment of research in the communication
field, including communication-related issues particularly
relevant to Deaf and hard of hearing people. The Technology
Access Program (TAP) conducts research related to communication technologies and services, with the goal of producing
knowledge useful to industry, government, and Deaf and hard
of hearing consumers in the quest for communication equality.
TAP’s research projects and products are listed under Research
Centers earlier in this report.
Collaborative research CI-ADDO-EN: Development of
publicly available, easily searchable, linguistically analyzed,
video corpora for Sign Language and gesture research
See in ASL and Deaf Studies
Quantifying the needs of people with hearing loss in using
technology for daily and emergency voice telecommunication (R1)
See in Technology Access Program (TAP)
Resource and tool development to facilitate incorporation
of accessibility in mainstream telecommunication
Research Projects
Identifying emerging access issues and opportunities in
new telecollaboration systems and technologies through
use of focus groups, web forum, and observation (R2)
Foley, P. C. (2011). Contemplative practices as a foundation for a
postsecondary program in conflict management: An authoethnography. Poster presented at the meeting of the Association for
Contemplative Mind in Higher Education, Amherst College,
MA.
Foley, P. C. (2012). [Review of the book Examining education,
media, and dialogue under occupation—The case of Palestine and
Israel, by I. Nasser, N. Berlin, & S. Wong]. Journal of Language
and Social Psychology.
Foley, P. C. (2012). Journey of a lifetime: Lessons on mindfulness and life from following in the footsteps of the Buddha.
Association for Contemplative Mind in Higher Education Member Newsletter. Retrieved from http://archive.constantcontact.
com/fs043/1011145236021/archive/1109953817605.html
Ransom, L. S. (2012) Pulling back the curtains: Is pursuing
a full-time, four year bachelor’s degree the best option in today’s
world? Indianapolis, IN: DogEar Publishing
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Counseling
Research Projects
The Counseling department is devoted to getting students
to interact with their education in a very hands-on way. We
encourage our students to apply their education to research
and to use the results to become better in their field. Research
in our department is a channel for students to experiment with
theories and build critical thinking skills.
Research Projects
Qualitative and quantitative data collection from young
adults about their experiences being educated as solitaires*
during a majority of their K-12 years
Status: Ongoing
Oliva’s 2004 book, Alone in the mainstream: A Deaf Woman
Remembers Public School, gave a voice to Deaf and hard of
hearing individuals who attended public schools as solitaires.
Newer generations of students have also been solitaires but
have had interpreters. This study, using surveys and focus
groups, asks how the expressed retrospective experiences of
these individuals, compares with the expressed experiences of
the earlier generation. We also want to know how individuals
viewed their educational interpreters, including changes they
would recommend. Results from this study will result in a follow up to Oliva’s book and has been accepted for publication
by Gallaudet University Press.
Cognitively complex interaction from a developmental
perspective
Status: Ongoing
The purpose of the study is to investigate how the complexity of communicative interaction changes developmentally
over five years in a cohort of deaf children between ages 3 and
8. The motivation of the study comes from the notion that
access to culturally and linguistically appropriate interaction is
important for the development of a suitable cognitive structure
and for it to be continually revised with new experiences and
feedback. The kinds of socially constructed conversation that
supports language, cognitive and social development is often
non-existent for Deaf children both in the home and at school.
For many hearing children the quality and quantity of these
early interactions and experiences during the first three years of
a child’s life establish a foundation for later academic achievement. Literacy development is supported when adults initiate
discourse with children that extends more than two turns and
that is cognitively challenging, such as linking stories to children’s experiences, analyzing the meaning of words, probing
character’s motivations, and examining the reasons why one
event follows another.
Kuntze, Marlon • Education
Cue, Katrina (Student) • Education
Lytle, Linda • Counseling
Nowak, Stacy (Student) • Education
Funding sources
Santini, Joseph (Student) • Education
Stone, Adam (Student) • Education
Education
Vanatta, Bonny (Student) • Boston University
The Department of Education engages in research and innovation in teaching and learning contexts with an eye to the
kind of intellectual, linguistic, and social development that is
optimal and which is congruent with the strengths inherent in
Deaf and hard of hearing learners as human beings and who
are by nature visually-inclined.
Wright, Steve (Student) • Education
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Comparison of Astronomy teaching strategies for Deaf and
hard of hearing students in the elementary classrooms
Status: Ongoing
The study will report summaries of Astronomy teaching
strategies of those teaching Deaf and hard of hearing students.
Specifically it will compare visual, captioned, and ASL teaching strategies in both the classrooms and laboratory settings
and will look at the impact of planetarium visits on children’s
learning and behavior. The study will also report any similarities and differences in the Astronomy curriculum used by the
schools.
Mangrubang, Fred R. • Education
Not only are CBM-W effective for progress monitoring, they
are also useful in helping to screen students for learning disabilities. One researcher has even gone so far as to suggest a
“cut score” for identifying children with learning disabilities.
This study aims to provide teachers of the deaf with a tool that
they can implement in their classrooms to monitor the progress of their students and have confidence in the validity of the
scores. In addition, screening children who are deaf or hard of
hearing for learning disabilities has long been a difficult task,
and we hope to show that CBM-W can be used to assist with
that.
Yuknis, Christina • Education
Funding sources
Marchut, Amber (Student) • Education
Trullender, Mallory Carrico • Fairfax County Public
Schools
Funding sources
Curriculum-based measurements in written expression:
Reliability and validity for students who are Deaf or hard
of hearing
Status: Ongoing
Using methods developed within the general hearing population, this study will examine the reliability and validity of curriculum-based measurements of written expression (CBM-W)
for students who are deaf or hard of hearing using statistical
methods. Assuming the reliability and validity are strong, then
the researchers will investigate the efficacy of using CBM-W to
screen for potential learning disabilities.
CBM-W are quick and easy ways for teachers to assess students’ progress in the classroom. CBM-W are tools that are
sensitive to small changes in a student’s writing and can help
teachers to make instructional decisions as they plan lessons.
English acquisition through reading: Translation as a
strategy
Status: Ongoing
End date: January 2013
English acquisition for Deaf students is commonly through
exposure to written English. Studies have shown that even for
hearing children as they are acquiring English through speaking, exposure to an abundance of books showed advanced
reading and listening comprehension skills later on when
compared with children who have limited exposure to reading.
This underscores the importance of exposure to a written form
of language as a part of the acquisition process. Students were
able to master a second language more quickly when they
were immersed in reading in that language. For Deaf children
learning English as a second language through reading, it is
hypothesized that they use translation as a strategy. Translation
in this study is operationalized as a process that occurs on one
of 7 different levels. Those levels fall into one of three general
categories: lexical, multi-lexical, and sentence. The more skilled
the student is, the more different levels of translation the
student is able to use. The more advanced readers than those
in the study (1st and 2nd grade) could operate on even higher
levels, such as the multi-sentence or paragraph level. Translation during reading activities is no simple feat; as one moves
from the language of the text to the language of translation,
it is not simply a matter of matching equivalent words in the
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two languages. Grammatical constructions as well as idiomatic
language must also be taken into account.
See in Office of the Dean, Graduate School and Professional
Programs (GSPP)
Gestures in ASL: Separate system or root of ASL
Status: Ongoing
Scott, Jessica (Student) • Graduate School of Education •
Harvard University
Products
Kuntze, M. & Scott, J. (2012, February). Translating as a technique during guided reading: The balancing act. Presented at the
meeting of the Association of Collegiate Educators of the Deaf
and Hard of Hearing, Jacksonville, FL.
Scott, J. & Kuntze, M. (2012, May). Translating as a technique
during guided reading: The balancing act. Presented at the International Reading Association Conference, Chicago, IL
Fingerspelling development that is independent of English
Status: Ongoing
Fingerspelling is often lauded as the link between ASL and
written English. Studies have shown that children begin to
produce fingerspelling in ASL before they are facile with
English orthography. Children also incorporate fingerspelling naturally as part of the American Sign Language (ASL)
acquisition process. Fingerspelling in natural ASL discourse
is often shaped by the phonological processes to help make it
flow with ASL. In the Kuntze longitudinal study (5-year), an
explosion in the use of fingerspelling is observed during the
Kindergarten class even though the students have not been
formally introduced to reading, the investigation focuses on
what the development is like. The hypothesis for this study is
that the process may parallel in some interesting ways with the
“invented spelling” observed in children writing. For example,
a child might “invent” by filling in what they think a fingerspelled word they have been exposed to consists of.
The analysis of Deaf preschoolers in a naturalistic classroom
discourse reveals utterances that fell somewhere between signs
and what has typically been labeled ‘gesture’. These utterances
raise the question of how gesture should be appraised in the
context of sign language. Research in gesture has been done
mainly in relation to its co-occurrence with speech. The literature on co-speech gesture has been used to inform research on
the relation between gesture and signing. We argue that the
approach for understanding gesture in sign language on the
basis of what we know about the relationship between gesture
and spoken language limits our understanding of the nature of
gestures in sign language. The aim of this research is to analyze
a gesture in various complex ways it is produced by a child.
We use a linguistic approach in analyzing the gesture and as a
result we portray that gesture has the potential to incorporate
some of the complex morphological structures of signs. An
understanding of gesture in relation to sign language may inform educational practice in some important ways especially in
the area of classroom discourse. For many Deaf children, the
classroom is a viable place for language development as they
enter school without a strong language background. They may
already possess a gesture system or at least a communicative
system heavily influenced by gesture. A rich understanding of
gesture in child ASL will help teachers see additional ways to
support some children’s language development
Vanatta, Bonny (Student) • Boston University
See in Science of Learning Center on Visual Language & Visual
Learning (VL²)
Kim, Kelly • Boston University
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Signs of literacy: A longitudinal study of ASL and English
literacy acquisition
Learning (VL²)
Status: Ongoing
Screening for Deaf parents of Deaf children with cochlear
implants: Perspectives on bilingualism in ASL/English
Status: Completed
The purpose of this dissertation study is to investigate Deaf
families’ beliefs, perspectives, and attitudes about bilingualism
in American Sign Language and English for their children with
cochlear implants through mixed methods. This study aims
to gain a better understanding of families’ values and goals on
bilingualism to inform practice in homes and educational settings in supporting Deaf children and their families. The study
will also add a cultural perspective on cochlear implants to
existing literature. The complementary mixed method design
will be conducted to gain a broader and deeper understanding
of a complex phenomenon.
Mitchiner, Julie • Education
Funding sources
Products
Mitchiner, J. (2012, June). Deaf families with children who
have cochlear implants: Beliefs & perspectives on bilingualism in
American Sign Language and English. Poster presented at the
International Congress on Family-Centered Early Intervention
for Children Who are Deaf and Hard of Hearing, Bad Ischl,
Austria.
This interdisciplinary, longitudinal study examines cultural,
linguistic, and cognitive development in Deaf and hard of
hearing children from diverse backgrounds. The first phase
of data collection was carried out from 1994-1996 when 12
teachers and 60 children were videotaped biweekly in their
preschool classrooms. In FY2003, follow-up data were collected on six children selected for an in-depth, longitudinal
study. The goals were (1) to describe the ASL and English
literacy acquisition of six deaf and hard of hearing children
in preschool classrooms where ASL and English were the
languages of instruction; (2) to describe the pedagogy, including the philosophy, teaching strategies, and classroom literacy
environments of nine preschool teachers as well as the early
literacy practices in a Deaf home; and (3) to document the
ASL, English literacy, and academic achievement of the six
target students from the time the classroom data collection
ended in 1996 through 2002. The central focus of the ongoing
analysis of the videotapes is on how ASL and English literacy
are acquired by individual children who differ in theoretically
important ways, how the parents’, teachers’, and children’s use
of ASL is linked to, and supports, emerging English literacy,
and how this linguistic and cultural knowledge contributes
to academic achievement during interaction with adults and
peers.
Bailes, Cynthia Neese • Education
Erting, Carol J. • Education
Erting, Lynne • Clerc Center
Mitchiner, J., Berlin Nussbaum, D., & Scott, S. (2012, June).
The implications of bimodal bilingual approaches for children
with cochlear implants. Visual Language and Visual Learning
Science of Learning Center Newsletter, 6. Retrieved from http://
vl2.gallaudet.edu/assets/section7/document205.pdf
Harris, Raychelle • ASL and Deaf Studies
Nussbaum, D. B. & Mitchiner, J. (2012, May). Cochlear
implants: Where do visual language & Deaf culture fit in? Poster
presented at the international conference on Cochlear Implants and Other Implantable Auditory Technologies, Baltimore, MD.
Ricasa, Rosalinda • English
Thumann-Prezioso, Carlene • Gallaudet Research
Institute (GRI)
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Products
Harris, R. (2012, April). Advancing linguistic and cognitive
skills in Deaf children using extended discourse [Lecture].
ITF 703: Strategies for developing communication, language and
cognition for Deaf and hard of hearing infants and toddlers. Gallaudet University, Washington, DC.
Hile, A. E., Simms, L. E., & Schatz, S. (2011). ASL and Deaf
Children: Language Planning Toolkit for ASL Professionals. Presented at the ASL Round Table Conference, Tucson, AZ.
Hulsebosch, P. & Myers, L. (2012, September). Deaf mentors for the next generation: Parents as partners. Presented at the
meeting of the Deaf and Hard of Hearing Hispanics, Austin,
TX.
Harris, R. L. (2012, April). Advancing linguistic and cognitive
skills in deaf children using extended discourse. Presented at Sam
Houston State University, Huntsville, TX.
Harris, R. L. (2012, February). Academic language development:
The crucial foundation for academic success. Presented at Utah
Valley University, Provo, UT.
Harris, R. L. (2012, February). Master narratives and counter
narratives in the Deaf community. Presented at Utah Valley
University, Provo, UT.
Kuntze, M., Golos, D., & Enns, C. (2012, February). Rethinking literacy: Broadening opportunities for visual learners. Presented at the Association of Collegiate Educators of the Deaf
and Hard of Hearing Conference, Jacksonville, FL.
Theoharis, R. & Yuknis, C. (2012). Implementing strengthsbased transition plans. Poster presented at the National Transition Conference, Washington, DC.
Harris, R. L. (2012, March). Academic language: Crucial
foundation of academic success. Presented at the University of
Northern Colorado, Denver, CO.
Theoharis, R. & Yuknis, C. (2012). Strategies for working with
children with autism: Visual schedules. The Endeavor, 2, 5 - 8.
Successful science teaching: Problem solving strategies of
outstanding science teachers of the Deaf
Theoharis, R. & Yuknis, C. (2012). Transitioning Support for
Deaf Learners with Autism. Presented at the California Educators of the Deaf conference, Monterey, CA.
Status: Ongoing
This study involves direct observation of the classrooms of
award-winning teachers of science to Deaf students. The
study includes: (1) teaching styles of these teachers; (2) their
relationships with students; (3) how they solve instructional
problems; and (4) what sets outstanding teachers of science to
Deaf students apart from their colleagues, including their love
of learning, problem-solving skills, and a radar-like 6th sense
that scans and interprets the learning environment. The study
highlights the common characteristics, philosophies, teaching methods, and behaviors that have helped these teachers of
Deaf students win teaching awards and recognition for teaching excellence in their schools.
Mangrubang, Fred R. • Education
Toolkit for establishment of effective bilingual early education activities for deaf children in resource-poor nations
See in Gallaudet Research Institute (GRI)
Theoharis, R., Griswold, D., & Yuknis, C. (2012). Strategies
to support communication at home and in the community.
The Endeavor, Winter. Retrieved from http://issuu.com/asdc/
docs/asdcwinter2012hr
Yuknis, C. & Otwell, M. (Summer 2012). Ethical challenges in
the workplace. Presented at the National Conference for College Women Student Leaders, College Park, MD.
Yuknis, C. & Theoharis, R. (2012). Measuring student progress.
Workshop conducted at the Charleston Educator Symposium,
Charleston, SC.
Educational Foundations and Research
The faculty in the Department of Educational Foundations
and Research engage in research that is focused on issues of
human rights and social justice for people who are Deaf and
others who experience discrimination and marginalization
throughout the world, especially in developing countries. Our
students work with us in research projects of this nature, thus
increasing their abilities to contribute to positive transformative change.
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Research Projects
An alternative perspective in research and evaluation:
Feminists, minorities, and persons with disabilities
Status: Ongoing
The researchers are examining the meaning of a transformative perspective in educational research and evaluation. An
inclusive perspective is based on a body of scholarly work that
is sometimes labeled as transformative and is characterized by
the writings of feminists, ethnic/racial minorities, people with
disabilities, and others who work on behalf of social justice
and human rights. The research explores the theoretical and
methodological implications of this perspective for research
and evaluation and for teaching research methods classes.
Mertens, Donna • Educational Foundations and Research
Cram, Fiona • Katoa Ltd., New Zealand
Moloi, Connie • Vaal University of Technology, South
Africa
Singuita, Inga • Educational Foundations and Research
Wilson, Amy • Educational Foundations and Research
Learning (VL²)
Learning (VL²)
Possible on a date?
Status: Completed
There has been much research conducted on the dating
lifestyle of hearing college students but very little with Deaf
college students. Prior research on the dating expectations of
hearing and Deaf college students showed significant differences. The methodology followed what was used with hearing
college students and asked Deaf students to list their expectations in a survey format. Because the use of written English
was the primary modality of the survey, it is possible that Deaf
college students did not express all of their expectations. Two
projects are proposed. The first project group will be conducted through a focus group format to allow the use of ASL
in the discussion of this topic. The second group of projects
are focus groups that will be conducted: one with five women,
lead by a woman facilitator and a second with five men, lead
by a male facilitator. Focus groups will be videotaped for later
transcription; after transcription, the videotape will be destroyed. The second study will use the Possible on a date? survey
to determine if Deaf college students endorse the possibility of
activities from the Traditional Sexual Script. Data Collection is
ongoing. An abstract will be submitted to the 2013 Meeting of
the American Psychological Association.
Learning (VL²)
Agyen, Selina (Student) • Science of Learning Center on
Pezzarossi Kobek, Caroline • Psychology
Exploring the presence of a Deaf American cultural life
script
Learning (VL²)
Funding sources
Learning (VL²)
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Learning (VL²)
Mertens, D. M. (2011). Integrating pathways: Research and
policy making in pursuit of social justice. International Review
of Qualitative Research, 4(2),149-170.
Learning (VL²)
Mertens, D. M. (2011, November). Application of the AEA
public statement on cultural competence in evaluation: Examples
from projects in the Deaf community. Presented at the meeting
of the American Evaluation Association, Anaheim, CA.
Gerner de García, B. A. (2011). Defesa da língua de sinais e do
direito á educaçao bilíngue. [Defending sign languages and the
right to bilingual education]. In L. Karnopp, M. Klein, & M.
L. Lunardi-Lazzarin (Eds.), Cultura surda na contemporaneidad.
(pp. 223-231). Canoas, RGS Brazil: Editora da ULBRA.
Gerner de García, B. A. (2011, November). Educaçao bilíngue
dos surdos nos Estados Unidos [Deaf Education in the US]. Presented at the Festival Brasileiro de Cultura Surda, Universidade
Federal do Rio Grande do Sul, Porto Alegre, Brazil.
Gerner de García, B.A. (2012, April). Linguistic human rights.
Presented at the meeting of Maryland Multicultural Coalition,
Westminister, MD
Mertens, D. M. (2011, November). Differences in viewpoints
with regard to the purpose of an evaluation when stakeholders
know the funded program is ending. Presented at the meeting of
the American Evaluation Association, Anaheim, CA.
Mertens, D. M. (2011, October). Linking social justice and program evaluation. Keynote address at the meeting of the Oregon
Program Evaluation Network, Portland, OR.
Mertens, D. M. (2011, October). Poverty, human rights and
transformative research. Keynote address at the Building Solutions to Poverty: Methods and Metrics for Identifying Success
Conference, Ohio State University, Columbus, OH.
Mertens, D. M. (2012). Ethics and social justice in ethnocultural qualitative research. In D. K. Nagata, L. P. Kohn-Wood,
& L. A. Suzuki (Eds.), Qualitative strategies for ethnocultural research. Washington, DC: American Psychological Association.
Mertens, D. M. (2012). Ethics in qualitative research in education and social sciences. In S. D. Lapan, M. T. Quartaroli,
& F. J. Riemer (Eds.), Qualitative research: An introduction to
methods and designs (pp. 19-40). San Francisco: Jossey Bass.
Gerner de García, B.A. (2012, August). Los derechos humanos lingüisticos: El derecho del niño sordo a la lengua de señas
[Linguistic human rights: The right of the deaf child to sign
language]. Presented at the Latin American Congress on Bilingual Education of the Deaf, Lima, Peru.
Mertens, D. M. (2012). Philosophical, theoretical, and methodological stances in program evaluation. Presented at the conference for Teaching Evaluation in South Asia, Colombo, Sri
Lanka.
Mertens, D .M. (2012, January). Rights and responsibilities in
development evaluation: A transformative view. Presented at a
panel at the meeting of the African Evaluation Association,
Ghana, Africa.
Mertens, D. M. & Bledsoe, K. (2011, November). Transformative mixed methods in evaluation. Presented at the meeting of
the American Evaluation Association, Anaheim, CA.
Mertens, D. M. (2012). Professionalization of evaluation for the
challenges in modern societies. Presented at the conference for
The Future of Evaluation in Modern Societies, Centrum fur
Evaluation, Saarland University, Saarbrucken, Germany.
Mertens, D. M. & Freshwater, D. (2012, June). Publishing in
the Journal of Mixed Methods Research. Presented at the International Mixed Methods Conference, Leeds, England.
Mertens, D. M. (2012). Program evaluation without a client:
The case of the disappearing intended users. Canadian Journal
of Program Evaluation, 25(3), 47-57.
Mertens, D. M. & Wilson, A. T. (2012). Program evaluation
theory and practice: A comprehensive guide. New York, NY:
Guilford.
Mertens, D. M. (2012). Social transformation and evaluation.
In M. Alkin (Ed.), Roots (2nd ed.). Thousand Oaks, CA: Sage
Publications.
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Mertens, D. M. (2012). When human rights is the starting
point for evaluation. In M. Segone (Ed.), Evaluation for equity:
Fostering human rights and development results. New York, NY:
United Nations.
Mertens, D. M. (2012, May). Ethics of use for qualitative
research as a global endeavor. Presented at the International
Congress on Qualitative Inquiry, Champaign/Urbana, IL.
Mertens, D. M. (2012, August). Evaluation paradigms, theories,
and approaches. Presented at the conference for Teaching
Evaluation in South Asia, Colombo, Sri Lanka.
Mertens, D. M. (2012, May). Navigating the terrain of social
justice: Multiple voices in mixed methods research. Keynote
address at the International Congress on Qualitative Inquiry,
Champaign/Urbana, IL.
Mertens, D. M. (2012, August). Mixed methods research in the
service of social justice. Plenary address at the meeting of the
American Psychological Association, Orlando, FL.
Mertens, D. M. (2012, September). Transformative research
with the disability community. Presented at the Rehabilitation
International Arab Region Conference, Doha, Qatar.
Mertens, D. M. (2012, February). Human rights and foreign
language research. Presented for Foreign Language Department
research seminar, Universidad de Pamplona, Colombia.
Mertens, D. M., Sullivan, M., & Stace, H. (2011). Transformative research in the disability community. In N. Denzin &
Y. S. Lincoln (Eds.), Handbook of qualitative research (4th ed.).
Thousand Oaks, CA: Sage Publications.
Mertens, D. M. (2012, February). Human rights and transformative mixed methods research in education. Presented for the
Georgia State University College of Education Research Series,
Atlanta, GA.
Mertens, D. M. (2012, January). Feminist perspectives in
development evaluation. Presented at the African Evaluation
Association conference, Ghana, Africa.
Mertens, D. M. (2012, January). Methodological guidance in
evaluation for social justice. Presented at the Webinar on Equity
Focused Evaluation.
Mertens, D. M. (2012, July). Contributions of indigenous
researchers to quality in research. Presented at the meeting of the
International Sociological Association, Sydney, Australia.
Mertens, D. M. (2012, July). Ethics and designing educational
research. Presented at the University College, Cork, Ireland.
Mertens, D. M. (2012, July). Goodness of fit: Framing and
designing educational research [Lecture]. Summer school for
Education and Social Science Researchers, University College,
Cork, Ireland.
Mertens, D. M. (2012, June). Culture and context in mixed
methods research. Plenary speech at the the International Mixed
Methods Conference, Leeds, England.
Mertens, D. M. (2012, June). Mixed methods program evaluation designs. Presented at the meeting of the American Evaluation Association and Centers for Disease Control, Atlanta,
GA.
Mertens, D.M. & Freshwater, Dawn. (2012, June). Training
for reviewers of mixed methods research. Presented at the International Mixed Methods Conference, Leeds, England.
Munger, K., & Mertens, D. M. (2011). Conducting research
with the disability community: A rights based approach. In T.
S. Rocco (Ed.), Challenging ableism, understanding disability,
including adults with disabilities in workplaces and learning
spaces (pp. 23-34). San Francisco, CA: Jossey Bass.
Wilson, A. & VanGilder, K. (2011). Best practices for faithbased organizations working with Deaf communities in
developing countries. In D. Schumm & M. Stoltzfus (Eds.),
World religions and disability: Cross-Cultural and interdisciplinary perspectives. New York, NY: Palgrave Macmillan.
English
The English department provides a high quality academic environment that involves students in critical thinking, discussing and writing about literature and writing.
Research Projects
Capstone Honors
See in Honors Program
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Inventing the bilingual University: Undergraduates’ coherence in ASL and English discourse
Funding sources
Booth Ferris Foundation
Status: Ongoing
This study, part of the Gallaudet Scholarship of Teaching and
Learning Initiative, initially looks at the students’ accomplishment of coherence in a single general studies course, where
students are creating blogs about Washington, DC as they
hone their ASL and English skills, focusing on being coherent
in the academic summary, progress report, and reporting on
research. The final phase looks at the coherence skills of graduating seniors. The central questions are:
Learning (VL²)
development
See in Office of the Provost
•
What coherence features are mentioned and likely attended to in the GSR 150 rubrics and in the Senior Literacy
Assessment Project ASL rubric for graduating seniors and
in other institutional rubrics?
Bradbury, J. (2012, June). Interest and the Irish financial revolution. Paper presented at the Money, Power and Print Colloquium, Halifax, Nova Scotia.
•
What are the coherence strategies that GSR 150 students
use in their research papers, presentations, and summaries?
Bradbury, J. (2012, March). Political Arithmetic and English
Colonialism in Ireland. Presented at The Political Arithmetick
of Empire in the Early Modern Atlantic World, University of
Maryland, College Park, MD.
•
What are the coherence strategies that graduating seniors
use in their products?
•
What are visual teaching, learning, and assessment strategies that best promote coherence strategies in ASL and
English in our students’ work?
This study aims to shed light on multiple literacies in our Gallaudet visual learning environment and in classrooms across
the US. In Gallaudet classrooms where the visual space and
multi-literate audience is central, what can we learn about the
promotion of multiple literacies in all institutions of higher
education?
Wood, Kathy • English
Gallimore, Laurene • Education
Harmon K. & Nelson J. (Eds.). (2012). Deaf American Prose,
1986–2010. Washington, DC: Gallaudet University Press.
Harmon, K. (2012). Hearing aid lovers, pretenders, and Deaf
wannabes: The fetishizing of hearing. In R. McRuer & A.
Mollow (Eds.), Sex and Disability (pp. 355-372). Durham,
NC: Duke University Press.
Pucci, C., Mounty, J., & Harmon, K. (2012). Emic perspectives on reading development in American Sign Language/
English bilingual Deaf children [ASL translation]. Deaf Studies
Digital Journal, 3.
Etheridge, B. & Myers, S. S. (2011 October). Using WordPress
to rethink an honors web presence: The case of the Northeast
Regional Honors Council. Presented at the meeting of the National Collegiate Honors Council, Phoenix, AZ.
Fennell, J., Gonsalves, J., Myers, S. S., & Rubeling, L. (2011,
October). Forging community connections through an honors art
exhibit. Presented at the meeting of the National Collegiate
Honors Council, Phoenix, AZ.
Fernandes, J. K. & Myers, S.S. (2012, March). White privilege
and power in the Deaf community. Workshop conducted at the
White Privilege Conference 13, Albuquerque, NM.
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enhancing teaching practices. Presented at a panel at the 4th Annual Assessment Expo, Stevenson, MD.
Nickerson, J. F., Pajka, S., & Franklin, P. E. (2011, November). Making Meaning and Connections through Visual Literacy.
Poster presented at the meeting of the National Council of
Teachers of English, Chicago, IL.
Government and History
Pajka, S. & Nickerson, J. F. (2011, November). Creating a
course with BITE…vampires: Their historical significance in literature, film, and pop culture. Presented at the Vampires: Myths
of the Past and the Future Conference, University of London,
England.
Pajka, S. & Nickerson, J. F. (2012, January). Engaging students with videos in integrated learning classes. Proceedings
from the HUIC Arts and Humanities Conference, Honolulu, HI.
Pajka, S. & Nickerson, J. (2012, January). Engaging students
with videos in integrated learning classes. In D. Leong (Ed.),
The HUIC Arts and Humanities Conference. Honolulu, Hawaii:
Hawaii University International Conferences.
Pajka, S. (2012, January). Engaging Students with Videos in
Integrated Learning Classes. Presented at the Hawaii University
International Conferences on Arts and Humanities, Honolulu,
HI.
The apocryphal virgin: Saint Efigenia in Peru and Brazil
Stremlau, T. (2012). A gateway into the Deaf world: Creative
writing from the Deaf community. Presented at the Conference
on College Composition and Communication, St. Louis, MO.
General Studies Program
Dillehay, J. (2011). Genetic Research, Bioethical Issues, and
Cochlear Implants. In R. Paludneviciene & I. W. Leigh (Eds.),
Cochlear implants: Evolving perspectives (1st ed., pp. 20-38).
Washington, DC: Gallaudet University Press.
Rach, L., Stevens, A., & Wood, K. (2012, March). Harnessing
assessment data for curricular changes, faculty development, and
The History program incorporates traditional and innovative
historical methods and approaches in its teaching and research,
and maintains a strong tradition of high quality research.
Research interests include deaf history, the history of disability,
Latin American history, French history, and urban history.
Research Projects
Pajka, S. (2012, June). Creating ‘place’ in a visually-oriented and
linguistically-diverse first year course. Presented at the International Institute for SoTL Scholars and Mentors on the Ecology
of Teaching and Learning, Los Angeles, CA.
Stremlau, T. (2012). Local Deaf Woman Abandons Twin Infants. In K. Harmon & J. Nelson (Eds.), Deaf American Prose
1980-2010. Washington, DC: Gallaudet University Press.
The Government program emphasizes the links between
research, learning and activism. Much of the research effort
by both faculty and students focuses on issues such as international and domestic human rights and influencing political processes, often integrating the areas of law, politics and
organizational behavior.
Status: Completed
This book project will sketch an archeology of the apocryphal
myth of Santa Efigenia, the Ethiopian virgin saint celebrated
in the southern coastal of valley of Cañete, Peru. The history
of Saint Efigenia is used to analyze the invention of popular
myths and processions in a rural community in contrast to
the cornerstone of national religiosity in Peru, the Lord of the
Miracles (Señor de los Milagros). The popular worship and diffusion of these devotions, iconography, and processions intersect with the contested formation of national identity in early
and late twentieth century Peru. Moreover, the Afro-Peruvian
reinterpretation of the myth/history of Saint Efigenia speaks
to how these forms of popular religiosity have been articulated
and crafted to construct a resurgent Afro-Peruvian identity.
The African diaspora in Peru and the Pacific coast of South
America has been difficult to historicize because of the scant
cultural evidence for an Afro-Andean nostalgia or separation
from an African homeland. The rediscovery and devotion of
Santa Efigenia in Peru and larger established presence in Brazil
are compelling evidence of the scope of the African diaspora
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and the connection that African descendants in both countries
have with African/Ethiopian religious traditions and myths
and the early religious history of Catholic saints and virgins.
Olson, Russell (Retired) • Government and History
Penna, David • Government and History
Veith, Mairin
Sanchez, Robert • Government and History
Funding sources
Disability stigma and the modern American state
Status: Ongoing
Beyond oralism: Alexander Graham Bell and the American
eugenics movement, 1883-1922
Status: Completed
Historians and scholars in Deaf Studies are long familiar
with Alexander Graham Bell’s work with oralism. This paper
intends to go “beyond talk” and specifically examine his association with eugenics. What was Alexander Graham Bell’s role
and influence within the American eugenics movement? This
presentation examines one of the most influential Americans
of his generation and his research on eugenics, genetics, and
deafness over three decades. Bell’s advocacy and efforts on oralism are well documented and has received much attention and
criticism. However, studies of his association with the eugenics
movement has seriously been underrepresented in the historical record.
Greenwald, Brian H. • Government and History
Historians have offered two primary explanations for why disability has become more stigmatized since the late nineteenth
century: the popularity of evolutionary theory and eugenics,
and industrialization, with its demand for interchangeable
bodies. The monograph I propose, Faking it?: Disability stigma
and the modern American state, will offer a third explanation
for why disability has become more stigmatized over the past
140 years. Throughout the development of the welfare state,
with new laws and programs to accommodate people with
disabilities, there has been an accompanying discourse that
often focuses on fear of people faking a disability in order to
take advantage of benefits. This fear existed before the creation
of welfare programs, but became much more prominent in
the twentieth century. It has increased the stigma of disability
and affected everything from Hollywood films to personal
accusations in everyday encounters. This will study the history
of many of the institutions and public discourses that have
shaped the lives and affected the views of deaf people in the
modern era.
Brune, Jeffrey A. • Government and History
Disability interest groups in Europe
Status: Ongoing
This project involves a survey of various disability organizations in Europe, including in-depth follow-up interviews
wherever possible, in an effort to evaluate the impact of
Europeanization on the organizations’ funding, resources,
professionalization, accountability to membership, and choice
of tactics. Researchers are working on a draft book/article
manuscript which is now largely complete; awaiting last revisions from co-authors.
Empowering rural Deaf citizens in Africa through social
movements
Status: Ongoing
Empowering Deaf citizens in Africa is a daunting task. Africa
has become more democratic in some sense over the last two
decades but Deaf citizens do not have access to the resources
they require to participate in this emerging democratic culture.
This chapter suggests some general strategies that address
key but often overlooked issues vital to Deaf empowerment.
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Most Disabled Peoples’ Organizations seek to influence policy
to bring symbolic and material benefits to their members.
Organizational development requires the mixing of symbolic
and material benefits. While most often material benefits are
limited to specific groups of an organization’s potential members, symbolic benefits are distributed to a much broader set of
people. Urban dwellers are most likely to access most material
benefits, while those in rural areas typically need to be satisfied
with symbolic benefits.
This chapter identifies both organizational strategies and new
ways of thinking about rural Deaf people that may assist in assuring that their needs are prioritized by organizational leaders.
Among these strategies is attempting to empower rural Deaf
people by improving their access to material benefits such as
educational support, employment, and social security that allow them to articulate their interests and propose solutions to
remaining barriers.
Greenwald, B. (2012). Alexander Graham Bell and his role
in oral education. Disability history museum. Retrieved from
http://www.disabilitymuseum.org/dhm/edu/essay.html?id=59
Penna, David • Government and History
Products
Penna, D. (2012, April). Empowering rural Deaf citizens
through organizations and social movements. Presented at the
conference on African Lessons on Language and Citizenship,
Exploring Deaf nuns: An interview with Dorothy Steffanic
Status: Ongoing
This study will examine Deaf women who are involved in the
Deaf Catholic Churches. The condition in which a divergence
takes place can be in the area of belief-system, values of what
Church and Deafness actually mean, and the concept of
Deafness and religion as far as both aspects are concerned. The
research project will focus on an interview with Sister Vincent
de Paul (Dorothy Steffanic), who was Deaf nun. The interview
will discuss about the way Deaf nuns live and serve in the
Catholic Church, as well as looking at how Deaf women were
treated and educated in the Catholic Churches specifically for
the Deaf.
Behmanesh, Abbas (Student) • Government and History
Funding sources
Greenwald, B. (2012). Beyond oralism: Alexander Graham Bell
and the American eugenics movement, 1883-1922. Presented at
Utah Valley University, Orem, UT.
Greenwald, B. (2012). In My Own Words. Gallaudet University Today, 42(1), 30-31.
Greenwald, B. (2012, February). Eugenics and the American
Deaf community. Presented at Boston University, Boston, MA.
Vrbetic, M. (2012, April). Post-Cold War liberal peacemaking: Benevolent and doable or rogue and preposterous? Presented
at the meeting of the Midwest Political Science Association,
Chicago, IL.
The department conducts extensive research on communication access technology and rehabilitation for deaf and hard
of hearing people through its Rehabilitation Engineering
Research Center on Hearing Enhancement. Faculty, staff and
students conduct research on hearing, speech, spoken and visual language, and balance assessment and intervention across
the human lifespan.
Research Projects
See in Gallaudet Research Institute (GRI)
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An automatic fitting algorithm for cochlear implants
Baxter, Jodi • Hearing, Speech, and Language Sciences
Status: Ongoing
Chatterjee, Monita • Communications Disorders •
University of Utah
Harvey, Tiffany (Student) • Hearing, Speech, and
Language Sciences
The purpose of this study is to design and evaluate an automatic cochlear implant fitting algorithm based on a paired
comparison adaptive approach to guide audiologists in choosing the best frequency allocation for the individual client.
Frequency allocation can impact speech recognition abilities
and, in turn, communication. This work entails a systematic
search for an optimum frequency allocation using a modified
Simplex procedure.
Funding sources
Bimodal use of interaural timing as a cue for localization
This study consists of three experiments: One is the discrimination of frequency analysis band wherein minimally detectable differences in frequency shifts along the electrode array
will be identified. In experiment two, subjects will be computer-guided to search for an optimal frequency allocation among
cells in a matrix, with the results from experiment one defining
the cell content. The third experiment, the speech battery
test, consists of speech perception experiments with the new
map using nonsense syllable, phoneme, and sentence stimuli.
Experiment 2 and Experiment 3 will be recursively conducted
until the results converge with up to six sessions per subject required to finish the experiment. During the subject’s first and
last visits, he/she will complete the Communication Profile
for the Hearing Impaired (CPHI) and a questionnaire similar
to the Abbreviated Profile of Hearing Aid Benefit (APHAB).
Four normal hearing native English speakers will be recruited
to evaluate the experimental procedure and the speech processing algorithm. Fifteen post-linguistically deafened Nucleus 24
cochlear implant users will then be recruited to complete the
study.
The successful completion of this research will not only
result in better quality of life for cochlear implant users, but
will form the basis for future research into the adaptive fitting of auditory prostheses. (DOE-NIDRR Grant number:
H133G060065)
Bakke, Matthew H. • Hearing, Speech, and Language
Sciences
Status: Ongoing
Spatial auditory perception allows listeners to pinpoint a signal
of interest, locate the direction and distance of a moving sound
source, and direct attention to a specific speaker in multi-talker
situations. Interaural timing differences (ITDs) and interaural
level differences (ILDs) are important and interelated cures
used to localize. The degree to which bimodal users (unilateral
cochlear implant with contralateral hearing aids) can utilize
ITD cues with combined electric and acoustic input is still in
the process of being completely understood. The purpose of
this study is to determine if after matching interaural intensity
differences, manipulation of pre-processed signal onset time
can result in improved localization performance.
Zaleski, Ashley (Student) • Hearing, Speech, and
Language Sciences
Funding sources
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A correlation study: Monosyllable, Trochee, and Spondee
word recognition and performance on a rhyme judgment
paradigm in Deaf college-age students
Status: Completed
Although much is already known about the reading achievement levels of deaf individuals, there is less of a consensus
about how deaf college-age students become strong,as opposed to weak, readers. Phonological coding (or awareness)
and working memory are two skills thought to be important
in acquiring writing skills. Phonology is the discipline in linguistics concerned with the sounds of language. Phonological
awareness, the function involved in phonology, is sensitivity
to the patterns of spoken language that occur. Conclusions on
phonological awareness’ link to reading skills are left unclear.
This study will examine a correlation between reading level of
deaf college-age readers who use American Sign Language or
sign language as their primary mode of communication and
word recognition scores as evaluated by the Monosyllabic,
Trochee, and Spondee (MTS) word recognition score and
differentiate groups of good versus weak readers. In the MTS
evaluation, responses are scored in two ways: percent words
recognized correctly and percent words categorized correctly
by stress pattern. The main aim of the study is to find a correlation between the participants’ performance on the MTS
evaluation and their reading performance. It is hypothesized
that the more phonological awareness a subject demonstrates,
the higher the reading level they will achieve. The information
this study finds can be a predictor for reading achievement
levels in deaf college-age students.
Jamis, Carmen (Student) • Hearing, Speech, and
Language Sciences
Funding sources
Efficacy of short-term aural rehabilitation for adult cochlear implant users
Evaluating the MLR in correlation to ear advantage as
defined by dichotic listening tests
Status: Completed
The purpose of this study is to determine if objective evoked
potential measurements is a feasible alternative to subjective
assessments used in the Central Auditory Processing Disorder
(CAPD) behavioral test battery. The study attempts to meet
the need for an objective measurement of ear advantage that
adds diagnostic value to an already dominant subjective battery of test for determining the presence of CAPD.
La Fratta, Zachary (Student) • Hearing, Speech, and
Language Sciences
Funding sources
Products
La Fratta, Z. (2011). Evaluating the ABR in correlation to ear
advantage as defined by dichotic listening tests. Presented at the
White Coat Ceremony, Gallaudet University, Washington,
DC.
Frequency-lowering algorithms: Objective and subjective
benefits for patients identified with cochlear dead regions
Status: Ongoing
Frequency-lowering algorithms are a newer trend in amplification options that are becoming available for use in a variety
of cochlear implant models. The frequency-lowering algorithms manufacturers employ various techniques that include
frequency transportation, frequency compression, and spectral
feature identification. Although these techniques have all
shown an improvement in objective measures of speech intelligibility, a lack of research comparing the current clinically
available methods exists.
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Kokx, Melissa (Student) • Hearing, Speech, and Language
Sciences
Lipreading and writing strategies of Deaf college students:
An analysis of data from the VL² Toolkit Data Base
Learning (VL²)
Funding sources
Is counseling coursework in audiology graduate training
programs effective in preparing new pediatric audiologists
to counsel families following the identification of pediatric
hearing loss?: A study of self-efficacy
Status: Completed
The pediatric audiologist is often the health care professional
charged with identifying a hearing loss in infants and children in an informative, yet empathetic manner. A survey of
audiology programs in 1997 found that roughly 48% offered a
counseling course and of those only 27% required the course.
Shortly before that time Martin, Barr, and Bernstein found
that roughly 45% of audiologists reported feeling ill-prepared
to counsel people with hearing loss. Although most audiology programs now require a course in counseling or incorporate counseling into an existing course, no research has been
conducted to assess whether or not audiologists feel more
prepared to counsel families now, compared to the 45% who
felt ill-prepared in 1992. The focus of the present research is to
determine pediatric audiologists’ perceived self-efficacy regarding their ability to counsel families during the identification of
hearing loss in young children during their first two years of
practice. Subjects will be members of the American Academy
of Audiology (AAA) who respond to a mailed survey with
a pre-paid return envelope to the researcher. Results will be
evaluated utilizing SPSS software and presented in a poster as
well as a research paper.
Kidd, Whitney (Student) • Hearing, Speech, and
Language Sciences
Funding sources
Normative range of sway during the four mCTSIB conditions using a gyroscope
Status: Completed
The purpose of this study is to collect normative data on
posterior-anterior and lateral sway during the four mCTSIB
conditions using a gyroscope to determine if it is a feasible alternative to computerized dynamic posturography (CDP). The
study attempts to meet the need for an objective measurement
of sway magnitude that is portable and less expensive than
CDP. This study will require two iPhone/iTouches equipped
with a gyroscope to be attached to normal-hearing individuals
without history of imbalance to measure fluctuations in sway
in each mCTSIB condition.
Shader, Maureen (Student) • Hearing, Speech, and
Language Sciences
Funding sources
Perceptual effects of mixed channel configurations in cochlear implants
Status: Ongoing
End date: November 2013
Cochlear implants (CIs), which provide electrical stimulation
directly to the auditory nerve through a small electrode array
inserted in the inner ear, have been given to over a hundred
thousand individuals with a profound degree of hearing loss
worldwide, restoring a hearing sensation and enabling them to
understand speech and other sounds. While several methods of
stimulation configuration have been used for electric field generation, only one of two modes of stimulation is currently used
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in clinical applications—monopolar (MP) and bipoloar (BP).
This project attempts to examine the feasibility of combining
the two stimulation modes for representation of sounds. The
aims were set not only to give us direct clinical implications of
combined modes, but also to further enrich our basic understanding of perceptual arrangement of auditory inputs through
electrical stimulation.
Kwon, Bomjun • Hearing, Speech, and Language Sciences
Funding sources
National Institutes of Health (NIH)-National Institute of
Deafness and Other Communication Disorders (NIDCD)
Relationship between audiometric hearing levels and personal music player listening levels
Status: Completed
In the past two decades, research on noise induced hearing
loss and personal music players has increased substantially.
However, very little research has been conducted pertaining
to the listening levels of personal music players and individuals with existing hearing loss. This study will focus on the
listening levels of personal music players of those individuals
with a severe to profound hearing loss. The listening levels
obtained as well as the number of hours of listening will be
compared to the National Institute of Occupational Safety and
Health (NIOSH) standards for noise exposure. The results will
be reported and future research will potentially be set up for
exploring the increase or decrease of risk of noise exposure for
individuals with hearing loss.
Greening, Katherine (Student) • Hearing, Speech, and
Language Sciences
Funding sources
The relationship between the middle latency response
binaural interaction component (MLR-BIC) and tests of
biannual integration in young adults
Status: Ongoing
Students of all ages who are diagnosed with a learning disability (LD) are at a higher-risk than those who are not for
having difficulty processing auditory information and being
diagnosed with auditory processing disorder (APD), as there is
a high co-morbidity rate for LD and APD. Often within this
population, binaural listening abilities are compromised with
deficits expressed in tests of dichotic listening. Professional
guidelines exist to aid the diagnosing audiologist in building a
comprehensive test battery. Both agencies recommend the use
of both behavioral and auditory electrophysiologic (AEP) tests
in the evaluation of APD. There are numerous tests of binaural
listening; however there is limited information regarding the
usefulness of binaural AEP measures to evaluate the central
auditory system. The current study will focus on evaluating the
relationship between behavioral tests of binaural integration
and the middle latency response binaural interaction component (MLR-BIC) in young adults with diagnosed LD, LD
and measurable binaural interaction deficit and without LD.
Analyses are proposed to determine if significant differences
exists among groups and in AEP measures.
Karch, Stephanie (Student) • Hearing, Speech, and
Language Sciences
Funding sources
Screening for auditory neuropathy spectrum disorder in a
population with severe-profound hearing loss
Status: Completed
The purpose of this study is to determine the incidence of
auditory neuropathy spectrum disorder in a population with
severe-profound hearing loss.
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Within the last 20 years, otoacoustic emission technology in
conjunction with other test measures has led to the identification of auditory neuropathy as a hearing disorder.
Funding sources
People with auditory neuropathy require audiological and
educational management that may differ from other types of
hearing loss.
UNHS protocol with 1000 Hz tympanometry: Cost analysis and referral rates
Status: Ongoing
Pacchiana, Jennifer (Student) • Hearing, Speech, and
Language Sciences
End date: December 2012
Funding sources
This descriptive study investigated adding 1000 Hz tympanometry (TYMP) to the NHS protocol of screening auditory
brainstem response (SABR) technology. Cost factors associated
with resource utilization for a combined screening protocol
and clinical outcomes for both measurements were analyzed.
Results revealed that the addition of the TYMP measurement
increased NHS program costs by 29% and raised the referral rate from 18% with the SABR protocol to 32% with the
combined SABR and TYMP protocol.
Telecommunications-Related audiologic (re)habilitation
Status: Completed
Telephone use continues to be a challenge for individuals
with hearing loss. Over the past several decades, improved
technology and federal legislation have created opportunities
for increased access to telecommunications, however, many
hearing aid users are dissatisfied with their hearing instruments
for telephone communication. This may in part be related
to the nature of the audiologic (re)habilitation services they
receive. Recent studies have found that hearing aid users may
not know how to properly use the phone with their hearing
aids and do not understand federal telephone ratings for hearing aid compatibility. This study surveys audiologists using an
anonymous web-based survey instrument to identify strengths
and areas for improvement in current telecommunicationsrelated audiologic (re)habilitation services. Additionally, the
results of this survey will inform the development of counseling tools to assist audiologists and educate consumers. Areas
of focus include: audiologists’ fitting protocols, counseling,
hearing aid compatibility of telephones, options for telephone
listening, assistive devices and specialty telephone equipment,
and alternatives to spoken telephone communication.
Machmer Jackson, Elizabeth (Student) • Hearing, Speech,
and Language Sciences
Ackley, R. Steven • Hearing, Speech, and Language
Sciences
Buethe, Pamela (Student) • Hearing, Speech, and
Language Sciences
Hanks, Wendy • Hearing, Speech, and Language Sciences
LaSasso, Carol J. • Hearing, Speech, and Language
Sciences
Funding sources
Gallaudet funding
U.S. Dept. of Education
Products
Buethe, P. & Hanks, W. D. (2012, April). UNHS protocol with
1000 Hz tympanometry: Cost analysis and referral rates. Poster
presented at the meeting of the American Academy of Audiology, Boston, MA.
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The use of noise-canceling headphone for audiometric assessment in noise
Status: Ongoing
The purpose of this study is to collect normative data on
hearing threshold levels to determine whether noise-canceling
headphones would allow for accurate threshold measurements in moderately noisy conditions of ambient noise. This
study attempts to meet the need for audiologic assessments in
locations other than an audiometric test booth wherein the
maximum permissible noise levels (MPNLs) specified by the
American National Standards Institute (ANSI) S3.1-2008 is
exceeded. This study will require Bose noise-canceling headphones to be worn by participants whilst assessing audiometric
threshold levels in recorded ambient noise.
Romero, Nicola (Student) • Hearing, Speech, and
Language Sciences
ing this process, students select their committee, find a topic,
propose their original work, and then create their Capstone.
Each student invests a huge portion of their time and energy
in completing their projects. The Capstone Presentation is the
final requirement for graduation with University Honors.
Shultz-Myers, Shirley • English
Whitebread, Geoffrey • Honors Program
Dawkins, C.E. (Student) • Honors Program
Maxwell-McCaw, Deborah • Psychology
Thumann, Mary • Interpretation
Products
Dawkins, C.E. (2012). The impact of work experience on interpreting mental heath settings: A pilot study of ASL-English interpreters (Unpublished manuscript). Honors Capstone Project,
Gallaudet University, Washington, D.C.
Funding sources
Honors Program
The Honors program provides a comprehensive undergraduate
program from recruitment to Honors graduation. It features
in depth critical thinking, research opportunities, and personal
and professional skill development needed for achievement in
both the arts and the sciences as well as in technical fields and
a variety of professions.
Interpretation
The Interpretation program offers a multidisciplinary approach
with a special focus placed on theory and research. Course
research as well as encouraged research is done as a way to
have students exercise theories and explore new strategies in
problem-solving . The results of research done by students and
staff continually provides new insight to the field.
Research Projects
Research Projects
“A” on the palm of your hand”: How do you say that in
English?
Capstone Honors
Status: Completed
Status: Ongoing
The Honors Capstone is the pinnacle of an undergraduate experience. During their Capstone experience, Honors
graduates produce their first original, scholarly or creative
work. Motivated and capable students from all disciplines are
invited to embark on this year and half long journey. Dur-
The intent of this study is to gather data on how experienced
interpreters are interpreting challenging linguistics lectures
and to analyze the strategies used for interpreting higher-level
academics in ASL and English. Many Gallaudet interpreters
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10/28/13 3:03 PM
have acquired enough comprehension of the field of linguistics
to render an intelligible interpretation from ASL into English.
Yet to date, there is no empirical research on how experienced
interpreters prepare for and produce interpreted visual features
of ASL such as “A on the palm of your hand” to describe the
sign HELP.
A comparison of Wave IV morphology in children with
WPD
Status: Completed
The auditory brainstem response (ABR) has been analyzed in
a myriad of ways since it was first described in 1971 by Jewett
and Williston. The majority of research, however, has always
focused on the first five waves. Only a handful of research has
examined Wave VI in various populations, and no research
to this day has examined Wave VI as it pertains to (central)
auditory processing disorder (APD). The aim of this study is
to describe the amplitude, latency, and morphology of Wave
VI of children considered “at risk” of having or who have
already been identified as having APD and comparing them to
those without APD. The information found in this study may
shed light on auditory processing and its disorders. Children
between the ages of 7:6 and 11:11 will participate in a hearing
screening, an auditory processing screening using the SCAN 3
for Children, and an ABR. The children will be divided into a
normal group (control) and an APD group (including at-risk
children not previously identified). The Wave VI amplitude,
latency, morphology, and Wave VI:V ratio from both groups
will be analyzed and compared for statistically significant differences.
Eggers, Cris (Student) • Interpretation
Funding sources
Attitudes about, and experience with, interpreters: A young
adults’ perspective
Status: Completed
Young Deaf and hard of hearing adults have grown up using
interpreting services. However, while they all have something to say about the services, there exists little study of this
generation of consumers. This study asks Deaf and hard of
hearing individuals about their attitudes and experiences with
interpreters and interpreting. During three separate focus
groups, young Deaf and hard of hearing adults will be asked
several questions regarding their interpreting experiences thus
far. Careful analysis of comments from each focus group will
reveal their perspectives of and attitudes about interpreters and
interpreting services, ultimately telling whether or not the profession is meeting the needs of this generation of consumers.
Fong, Ilia (Student) • Interpretation
Funding sources
Consumer experiences: An international Deaf population’s
experiences
Balkcom, Sarah (Student) • Interpretation
Funding sources
Status: Completed
Products
Balkcom, S. (2012). Attitudes about and experiences with
interpreters: Young-Adult perspectives (Master’s thesis). Gallaudet
Because America’s population is ever changing, it is pertinent
for interpreters to stay abreast of changes within the consumer
population. As more and more people immigrate to America,
this challenges interpreters to stay aware of whom they are
interpreting for. Having a diverse population of consumers
means the possibility of cultural conflict is greater which can
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impact interpreting itself. Within the field of interpreting
research, there is not much research reflecting the diversity of
interpreter consumers. In this study, I will conduct sociolinguistic interviews with international Deaf people to explore
their experiences with interpreters in their home countries
and America. This study will only begin to scratch the surface
of what the international Deaf population experiences and
further studies may expand on this topic in the future.
Jacob, Sherly (Student) • Interpretation
Funding sources
Cultural equivalency in interpretation from ASL to English
Deaf interpreters and teaming strategies
Status: Completed
The need for and use of Deaf interpreters is growing rapidly in
the Sign Language interpreting field. At Gallaudet University,
where a vast number of Deaf-Blind students have enrolled in
the past few years, there is a high demand for Deaf Interpreters
to work together as a team. While Deaf interpreters working
together may use the same strategies has hearing and Deaf
team interpreters, what Deaf teams actually do is unknown. By
filming Deaf interpreters working in teams, I will analyze the
specific types of assistance that interpreters give each other and
compare with studies done on Deaf and hearing teams.
Status: Completed
This study will examine the way in which interpreters interpret
words or signs that have culturally rooted meaning and compare that with the audience’s expected level of familiarity with
Deafness . Public events in which a Deaf presenter using ASL
is interpreted into English will be attended, noting how the
interpreters interpret culturally roots signs. A 20 minute talk
including several culturally rooted signs by a Deaf presenter
will be interpreted by two different interpreters to two different college classes, again noting how the interpreters interpret
culturally rooted signs. The notes from the presentations and
talks will then be compared to determine if the interpretations
of culturally rooted signs change in relation to the expected
understanding of Deafness by the audience.
Barbera, Monica (Student) • Interpretation
Funding sources
Sforza, Stephine (Student) • Interpretation
Funding sources
Does the interpreter really need to be here?: An analysis of
an interpreted medical event using Video Remote Interpreting and On Site Interpreting
Status: Completed
One of the goals of technological advancement is to create
products and services that help us accomplish things that
could not be done in the past, make current tasks easier to perform, and to make many aspects of our lives more enjoyable.
This research takes a look at Video Remote Interpreting (VRI)
as a technological advancement and its successful implementation in a medical setting. This research not only focuses on
the experiences of all participants (Deaf client, hearing client,
and interpreter), but also the quality of the product (interpretation). It is important look at both the experiences of the
participants and the quality of the interpretation in order to
ascertain what each participant is potentially willing to forfeit
in order to use the advanced technology and benefits presented
by VRI.
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Hochberg, Lisa (Student) • Interpretation
Funding sources
American Sign Language by Deaf physicians and
interpreters
Status: Ongoing
differences are manifested in English to ASL interpretation
and how those gender language differences in English to ASL
interpretation affect perceptions of source credibility.
Participants will attend two presentations that will be interpreted from English into ASL. There will be an even mix of
male/female participants and hearing/Deaf participants so that
half will be attending directly to the presenter while the other
half will be attending through the use of an interpreter. The
interpretations will be filmed. In addition, the interpreters and
participants will each fill out short questionnaires and surveys.
Video data will be analyzed for the appearance of gendered
language use in the interpretations and written data will be
analyzed for the audiences’ perceptions of source credibility.
The study provides an analysis of the direct communication
that occurs between Deaf physicians and Deaf patients compared to the identified features to those in interpreted medical
interviews. We assert that healthcare interpreters have much
to learn from Deaf physician-Deaf patient interactions and
that critical comparison to interpreted interactions will benefit
interpreters, interpreter educators, and Deaf consumers.
Interpreting decisions and power: Interpreters working in
legal settings
Nicodemus, Brenda • Interpretation
Swabey, Laurie • ASL/Interpreting • St. Catherine
University
Miller, Annette (Student) • Interpretation
Santiago, Roberto (Student) • Interpretation
Gender differences in English to ASL interpretation and
their effect on source credibility
Status: Completed
Davies, Danika (Student) • Interpretation
Funding sources
Status: Ongoing
The primary aim of this applied research project is to investigate the decisions made by interpreters in legal settings that
address the power relationship differential frequently found
among participants in these settings. The project will expand
our knowledge about the various ways in which interpreters
adopt practices designed to recognize, use, and potentially
limit the impact of their power as the interpreter in a legal
interaction. The objectives are to:
•
Assess awareness of interpreters in legal settings about the
ways in which their decisions can positively or negatively
affect the balance of power within an interpreted interaction
•
Explore strategies used by interpreters when selecting the
mode of interpretation in order to address power differentials in interactions
In the field of sign language interpretation, female interpreters
are routinely called upon to interpret for/between male interlocutors. Despite the pervasiveness of this practice, limited
research exists that examines how gender language differences
are manifested in English/American Sign Language (ASL)
interpretation. This study aims to address that gap and expand
upon previous research by examining how gender language
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10/28/13 3:03 PM
•
Examine ways in which active preparation for legal assignments can contribute to producing a more effective
interpretation, thus bringing closer alignment between
parties in the legal interaction
•
Investigate how Deaf/non-deaf interpreter teams affect an
interpreted interaction and how the team is perceived by
others in the legal interaction
•
Identify working conditions that contribute to the shared
responsibility in addressing the power relations among all
participants in a legal interaction.
Shaw, Risa • Interpretation
Clark, LeWana (Student) • Interpretation
Cranston, Jennifer (Student) • Interpretation
Russell, Debra • University of Alberta
Products
Russell, D. & Shaw, R. (2012, September). Interpreting decisions and power: Interpreters working in legal settings. Plenary
presentation at the meeting of European Forum of Sign Language Interpreters, Vienna, Austria.
Kuehnl, Julie (Student) • Interpretation
Funding sources
Investigating interactive interpreting
Status: Ongoing
End date: November 2012
Our purpose is to investigate face-to-face interpreted encounters in medical, mental health, legal, educational, government,
and business settings from a discourse perspective. We propose
to video-record 15-30 interpreted encounters and analyze
them using discourse analysis methodology from the various
approaches within linguistics. We will account for interpretermediated conversation as a mode of communication, about
interpreters and their responsibilities, about what they do, and
what others expect them to do in face-to-face, institutional
encounters.
Roy, Cynthia • Interpretation
Interpreting disfluencies from English into ASL: An examination of interpreters attitudes and motivations
Metzger, Melanie • Interpretation
Status: Completed
Maddux, Laura • Interpretation
As people utter their thoughts, they frequently make mistakes
or produce ‘disfluencies’ in their discourse. Disfluencies can
affect perceptions or have a function in discourse. It is important for interpreters to recognize their attitudes, motivations,
and strategies in regard to disfluencies and how excluding or
including them can affect the interaction. Within the field of
interpreting there has been no research done on how interpreters make decisions regarding disfluencies. In this study, I will
interview English/ASL interpreters to explore their attitudes,
experiences, motivations, and strategies when faced with
disfluencies.
Research internship in interpretation
Status: Ongoing
Students in the Ph.D. Interpretation program are required to
participate in an internship series of courses for four semester where they serve as interns working on all aspects of the
research cycle with data-based interpreting research projects
run by an experienced scholar or group of scholars. Students
participate in this fieldwork for 50 clock hours per credit
hour (1) per course under the supervision of a Department of
Interpretation faculty member. Students will assume increas-
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ing responsibilities on research projects as approved by their
advisor. Shown below is the list of Gallaudet student interns
and the research studies and researchers with whom they are
interning.
Roy, Cynthia • Interpretation
Graduate Student Internships
American Sign Language by deaf physicians and interpreters.
• Investigators: Brenda Nicodemus and Laurie Swabey. St.
Catherine’s University. • Students: Roberto Santiago, Leandra
Williams.
be given preparation time. This data will be analyzed for linguistic features unique to this theatrical discourse. Interviews
will then be conducted with the interpreting team to discover
their process and decision-making as it pertains to language
use. The scope of this study will be limited to the theatrical
scenes and the team interpretation recorded.
Studying the linguistic features of theatrical interpreting will
benefit future training of theatrical interpreters and thus contribute to the professional development of those practitioners.
The quality of future services for the Deaf audience population
who rely on theatrical interpreters will improve with greater
understanding of the work by its practitioners.
Ganz, Miriam (Student) • Interpretation
Garbage In = Garbage Out: The Importance of Source Text
Selection in Assessing Interpretations. • Investigator: Betsy
Winston, TIEM Center. • Students: Danielle Hunt, Tamar
Nelson, Phyllis Rogers.
Funding sources
Investigating Interactive Interpreting. • Investigators: Cynthia
Roy & Melanie Metzger-Gallaudet University. • Student:
Laura Maddux.
What are indicators of questions in ASL and Tactile ASL?
Team Interpreting. • Investigators: Christopher Stone-University College London; Debra Russell-University of Alberta. •
Students: Riccardo Feracutti, Folami Ford.
Trilingual interpreters’ strategies for managing ambiguous input in Video Relay Service calls. • Investigator: David QuintoPozos, University of Texas-Austin. • Students: Erica Alley.
Status: Ongoing
The project further examines the forms of questions in ASL
and Tactile ASL with the use of a large NSF corpus of data
in ASL groups and a large NSF funded corpus of Tactile ASL
interviews.
Dively, Valerie • Interpretation
Theatrical interpreting: Language at play
Petronio, Karen • Interpreting Training Program • Eastern
Kentucky University
Status: Completed
The intent of this study will be to discover the unique features
of language use in theatrical interpretation. I will examine the
phenomenon of theatrical (or creative) sign use and explore
the interpreters’ process in seeking equivalence when interpreting for musical theatre. A tentative definition at this time for
theatrical sign is the manipulation of standard American Sign
Language (ASL) for effect and affect for the purpose of creating theatricality and dynamically appropriate interpretations.
Metzger, M. & Roy, C. (2012). Sociolinguistic studies of sign
language interpreting. In R. Bailey, R. Cameron, & C. Lucas
(Eds.), The Oxford Handbook of Sociolinguistics. New York, NY:
Oxford University Press.
Roy, C. & Metzger, M. (2011). The first three years of a three
year grant: When a research plan doesn’t go as planned. In L.
Swabey & B. Nicodemus (Eds.), Interpreting research: Theory
and practice. London: John Benjamins Press.
Recordings of three to four scenes from a musical theatre performance will be interpreted by a team of interpreters who will
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Roy, C. (2012). Interpreter education series. In L. Swabey &
K. Malcolm (Eds), Educating healthcare interpreters. Washington, DC: Gallaudet University Press.
implanted bilingual (ASL/English) children in the U.S. and
Brazil. It includes both longitudinal and experimental components.
Roberson, L. & Shaw, R. (2012, April). Research Trends and
Findings in Legal Interpreting. Presented at a panel at the meeting of the Institute for Legal Interpreting, Westminster, CO.
Chen Pichler, Deborah • Linguistics
de Quadros, Ronice • Universidade Federal de Santa
Catarina, Brazil
Roberson, L., Russell, D., & Shaw, R. (2011). American Sign
Language/English interpreting in legal settings: Current practices in North America. Journal of Interpretation, 21(1), 64-79.
Lillo-Martin, Diane • Linguistics • University of
Connecticut
Russell, D. & Shaw, R. (2012, July). Interpreting legal interactions. Presented at the ALVIC Pre-conference training. Calgary,
Canada.
Funding sources
Shaw, R. (2012, July). International Panel. Panel presentation
at the ALVIC National Conference, Calgary, Canada.
Products
Shaw, R. (2012, July). Reflections of our actions: What is behind
my choices? Presented at the ALVIC National Conference,
Calgary, Canada.
Chen Pichler, D. (2012). Language acquisition. In R. Pfau,
B. Woll, & M. Steinbach (Eds.), Handbook of linguistics and
communication science: Sign language. Berlin, Germany: De
Gruyter.
Linguistics
Chen Pichler, D. (2012, May). Acquisition of sign language
as L2. Presented at Universidade Federal de Santa Catrina,
Florianópolis, Brazil.
The department of Linguistics is heavily dependent on research
for both learning and teaching because sign language linguistics is a field that has so much more to discover. The ongoing, innovative research carried out by the linguistics faculty
and graduate students is contributing substantially to what is
known about the structure and use of sign languages.
Research Projects
Development of bimodal bilingualism
Status: Ongoing
End date: May 2014
Chen Pichler, D. (2012, September). Bimodal bilingual first
language acquisition in hearing children and children who use
a cochlear implant. Presented at the conference on Language,
Interaction and Learning in Deaf and Hearing-Impaired Children, Jyväskylä, Finland.
Chen Pichler, D. (2012, September). Methods for research on
bimodal bilingual acquisition. Presented at the conference on
Language, Interaction and Learning in Deaf and HearingImpaired Children, Jyväskylä, Finland.
Chen Pichler, D., Quadros R., & Lillo-Martin D. (2012).
Adaptability and cross-modal comparability in experimental
methodology. Presented at the meeting of the German Linguistics Society, Frankfurt, Germany.
Lillo-Martin, D., Koulidobrova, H., Quadros, R., & Chen
Pichler, D. (2012, November). Bilingual language synthesis:
Evidence from WH-questions in bimodal bilinguals. Proceedings of the Boston University Child Language Development
Conference, Boston, MA.
This is a five-year project to compare early language development in hearing bilingual (ASL/English), cochlear implanted
monolingual (English or Brazilian Portuguese), and cochlear
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Lillo-Martin, D., Quadros, R., Chen Pichler, D., & Koulidobrova, E. (2012). WH-Questions in bimodal bilinguals: Evidence
for language synthesis. Presented at the conference on Formal
and Experimental Advances in Sign Language Theory, Warsaw,
Poland.
Quadros, R., Lillo-Martin, D., & Chen Pichler, D. (2012).
Bi-National bi-modal bi-Lingual corpora of child language.
Presented at the Gruppo di Studi sulla Comunicazione Parlata,
Belo Horizonte, Brazil.
Quadros, R., Lillo-Martin, D., & Chen Pichler, D.(2012).
Early effects of bilingualism on WH-question structures:
Insight from sign-speech bilingualism. Proceedings of the 2011
GALA conference, Lisbon, Portugal.
Mulrooney, Kristin • Linguistics
Funding sources
Language variation project
Status: Completed
This is a pilot study to uncover the folk perceptions the American Deaf community in regard to American Sign Language.
We will be looking at perceptions of language variation among
signers in different regions of the United States as well as the
language attitudes accompanying different styles of signing. This includes analysis of different survey tasks requiring
consultants to make judgments of signing styles used in different states. With this data we will show whether or not the
American Deaf community perceives regional differences in
signing styles similar to those regional differences observed in
the American English speaking community.
Frequency and description of facial expression in ASL narratives
Status: Ongoing
The proposed research continues a project started with
Vcom3D and Florida International University (FIU) which
examined the use of facial expressions in ASL narratives for
the development of signing avatars to more accurately produce
facial expressions. The goal is to create a computer authoring
tool that would allow teachers to translate English texts into
ASL signing avatars.
Barry, Emily (Student) • Linguistics
Lawler, Keriann (Student) • Linguistics
The focus of this project is to look at frequency of facial
expressions produced in ASL narratives and provide a description. Facial expressions is a broad label for five sub facial
behaviors those that express (a) syntactic/grammatical information; (b) emotive information; (c) ASL mouth gestures (sometimes referred to as adverbials); (d) English mouthing;and (e)
discourse level information. Fifteen ASL narratives have been
transcribed using ELAN. These narratives will be coded for
the five categories of facial behaviors and described using the
a facial coding and recognition software and integrated with
the facial expression developed by Vcom3D. The goal is to
identify the most frequent occurring facial expressions to allow
Vcom3D a way of prioritizing their development. It will also
provide a description of how these expressions are produced in
natural ASL narratives.
Funding sources
Production of movement in users of American Sign Language and its influence on being identified as “non-native”
Status: Ongoing
This study will examine second language (L2) accent in
American Sign Language, analyzing phonological errors made
by signers acquiring ASL as an L2. Though there has been
extensive research on accent in spoken L2s, this topic has been
virtually ignored in the sign language literature. This project
will focus on features of movement and how production of
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those features influences the perception of accent. There will
be three components to this project. The goal of the first
component will be to establish a baseline against which I will
measure movement production of my L2 subjects (this has
been completed); the second will be a production component
in which participants will be filmed reproducing ASL sentences (half of this has been completed); the third will be a rating
component in which native ASL signers will be asked to view
the ASL sentences filmed in the first component and identify
which signers exhibit accents. Results from these three components will be analyzed to determine the amount of influence
the target features have on the perception of non-native accent.
figurations in a way for researchers to explore the acquisition
process. My goal is to use this data to test the notation systems
and not any specific acquisition question.
Hochgesang, Julie • Linguistics
Funding sources
Signing with an accent: ASL L2 phonology
Status: Ongoing
Cull, Amber (Student) • Linguistics
Start date: November 2005
Funding sources
Representation of hand configuration data in different
notation systems for child acquisition of ASL
Status: Ongoing
For my dissertation, I plan to review the practice of transcribing hand configuration by assessing the representativeness of
four different notation systems available for notation of hand
configuration data. I will be using one data set of children and
adult productions of the same ASL signs from a bilingualbimodal ASL acquisition corpus. Using dedicated transcription
software (ELAN) that incorporates video data, I will determine
the effectiveness in encoding information about the organization of hand configurations in ASL and discuss the potential
ways in which these notations may have shaped perceptions
and claims about child acquisition of hand configuration.
For this study, pairs of signs (i.e. child and adult production of
the same sign) from five to six ASL target sessions will be taken
from one of the CODA’s data set. The data that analyzed will
consist of 500 to 1000 tokens. I intend to study signs taken
from a child acquisition corpus because it provides ample
instances of unusual and non-target hand configurations that
may not be found in adults. This puts notation systems to the
test in that they must be flexible enough to represent such con-
This project investigates the phenomenon of “sign accent”,
or systematic phonological errors made by signers acquiring
ASL as a second language (L2). This topic has been virtually ignored in the sign language literature, despite extensive
discussion of accent in spoken L2s and a common assumption
that some counterpart exists for signed L2. The investigations
focus on handshape, approaching the phenomenon of L2
signing accent from two different perspectives. A “production
component” explores non-signing subjects’ ability to accurately
reproduce ASL signs, while a “rating component” compares
the ability of native and non-native ASL signers to identify
accented L2 signing, based primarily on handshape.
Chen Pichler, Deborah • Linguistics
Funding sources
Signing with an accent: ASL L2 phonology and Chinese
signers
Status: Ongoing
This project investigates the phenomenon of “sign accent”,
or systematic phonological errors made by signers acquiring
ASL as a second language (L2). This topic has been virtually ignored in the sign language literature, despite extensive
discussion of accent in spoken L2s and a common assumption
that some counterpart exists for signed L2. The investigations
will focus on handshape, approaching the phenomenon of
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L2 signing accent. Native Chinese Sign Language Users in
Beijing, China will be recorded signing ASL and data collected
will be analyzed for an accent.
Paper in progress; possible poster.
Palmer, Jeffrey L. (Student) • Linguistics
Mather, S. & Clark M. D. (2012). An issue of learning: The
effect of visual split attention in classes for deaf and hard of
hearing students. Odyssey,13, 20-24.
Mather, S. (2012). How to reduce split attention using technology [Lecture]. Gallaudet Technology Services Lecture Series,
Mather, S. (2012, June). A-S-D: Appreciation, strength and
determination! Keynote address to the 2012 graduating class at
American School for the Deaf, West Hartford, CT.
Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D.,
Padden, C., Rathmann, C., & Smith S. (2012). The right to
language: Ethical considerations, ideal situation, and practical
measures toward reaching the ideal. In C. Umat & D. L. Saim
(Eds.), Cochlear Implantation. Retrieved from http://www.
intechopen.com/
Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D., Padden, C., Rathmann, C., & Smith, S. (2012). Language acquisition for deaf children: Reducing the harms of zero tolerance
to the use of alternative approaches. Harm Reduction Journal,
9(16), 1-9.
Mathur, G. & Schlenker P. (2012, June). Testing condition C
and crossover effects in ASL. Paper presented at the 2nd conference on Formal and Experimental Advances in Sign Language
Theory (FEAST), Warsaw, Poland
Rathmann, C. & Mathur G. (2011). A featural approach to
verb agreement in signed languages. Theoretical Linguistics, 37,
197-208.
Kachman, W. (2012). Students who are deaf or hard of hearing and their families. Position statement presented for the
National Association of School Psychologists. Bethesda, MD.
Retrieved from http://www.nasponline.org/about_nasp/positionpapers/ServingStudentsWhoAreDeaf.pdf
Office for Diversity and Inclusion
Research Projects
Perceptions of diversity at Gallaudet University: Global
versus local
Status: Completed
The goal of Perceptions on diversity at Gallaudet University is to
understand underlying climate and diversity issues and how
they contribute to attitudes and individual experiences at Gallaudet. In a past campus climate report, climate attributes were
reported as either conductive to student success or barriers to
student success. It is clear from the results that there are recurring issues that need to be confronted. To gain an understanding of underlying climate and diversity issues, members of the
campus community will be asked to complete a survey. A focus
group will be established to explore these issues further. The
focus group serves as a learning environment where students
share their opinions and perspectives through dialogue.
Gilbert, Gizelle (Student) • Psychology
Funding sources
Office of the President
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Office of Academic Quality
The office of Academic Quality is dedicated to institutional
effectiveness by providing leadership for continuous assessment and improvement of programs and services. Research
is essential in this process because it assures that the decisions
made are the right ones to improve the quality of the programs
and services across the university.
Research Projects
The experiences of non-signing Deaf and hard of hearing
students and their academic and social integration into a
predominantly signing Deaf university environment
Status: Ongoing
This study will explore the experiences of non-signing Deaf
and hard of hearing students and their academic and social
integration into a predominantly signing Deaf university
environment. This study seeks to develop a theory emerging from the shared experiences of deaf and hard of hearing
students who come from predominantly mainstreamed or oral
backgrounds as they enroll in a predominantly signing Deaf
university environment. This study seeks to better understand
the impact of this experience on their academic and social
integration and subsequent identity development. A qualitative approach will be used, focusing on grounded theory
methodology. Participants will be interviewed on videotape
about their academic and social experiences prior to coming to
a signing Deaf university and their subsequent academic and
social experiences once they have arrived. The interviews seek
to capture the experience of the students in their own words
in order to develop a theory from the codes, categories, and
themes that emerge from the stories that they share.
Undergraduate engagement and retention study using
National Survey of Student Engagement (NSSE) data
Status: Ongoing
This study utilizes institutional data to examine predictors for
student retention. Retention will be the outcome variable,
defined as enrollment in school two years after the students
first enrolled as freshman. It is a dichotomous variable that has
two levels: enrolled or not enrolled. The independent variables (predictors) include student registration, demographic
and academic data from the registrar; and school engagement
information from a national survey. The logistic regression
model will be employed to identify significant predictors for
school retention. Additional factor analyses will be performed
on the survey data to identify school-specific structure of the
survey instrument.
A sample of 493 Gallaudet undergraduate students, who either
participated in the 2006, 2008, or 2010 National Survey of
Student Engagement (NSSE, http://nsse.iub.edu), is selected
for this study. The students were from 10 fall freshman cohorts, ranging from 2000 to 2009. The longitudinal dataset includes institutional data (admission, registration, and academic
records) and students’ responses to the NSSE survey.
The main goal for identifying predictors for retention is to
help educators to develop effective programs/practice. Predictors in areas other than academic or demographic can be especially informative. Better understanding factors such as student
engagement can lead to immediate modifications in student
guidance or intervention practices.
Qi, Sen • Gallaudet Research Institute (GRI)
Hulsebosch, Patricia • Education
Dorminy, Jerri Lyn • Office of Academic Quality
Funding sources
development
See in Office of the Provost
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10/28/13 3:03 PM
Office of Bilingual Teaching and Learning
Status: Completed
Research Projects
Start date: March 2011
Status: Ongoing
In 2008, the Faculty Senate passed a measure requiring the development of multiple measures to evaluate faculty proficiency
in American Sign Language. One key aspect is the evaluation
of language and discourse within the classroom. After an adhoc committee developed the classroom discourse checklist,
the Office of Bilingual Teaching and Learning and the ASLDiagnostic and Evaluation Services conducted a pilot study
to determine appropriate procedures, protocols and measures
involved in the classroom discourse observation (CDO). A final report was submitted to the Faculty Welfare Committee in
May, 2011. The ASL-DES unit continues to conduct CDOs,
and has created a resource guide online for CDO which can be
found on the ASL-DES website.
Arrellano, Leticia • ASL and Deaf Studies - Diagnostic
and Evaluation Services
Berrigan, Dennis • ASL and Deaf Studies - Diagnostic
and Evaluation Services
Gordon, Jean • ASL and Deaf Studies - Diagnostic and
Evaluation Services
Mather, Susan • Linguistics
Roult, Loretta • ASL and Deaf Studies
In order to determine the levels of written English and ASL
proficiencies of graduating seniors, OBTL and the Faculty
Development Office have conducted the Senior Language
Assessment Project. Initially beginning with written English
assessment in 2009, the ASL component has been added for
the 2011 graduating seniors. A final report will be submitted
to the Faculty Senate in the fall of 2011.
Coye, Terry • Office of Academic Quality - Faculty
Development
Office of the Dean, Graduate School and
Professional Programs (GSPP)
The Graduate School and Professional Programs (GSPP)
includes several units that supports the research mission of
Gallaudet University. These units include Gallaudet Research
Institute, the Office of Sponsored Programs, and three research
centers: the NSF/Gallaudet Science of Learning Center on
Visual Language and Visual Learning (VL²), the NIDRR
Rehabilitation Engineering Research Center (RERC) on
Hearing Enhancement and the Technology Access Program
which includes the NIDRR-funded RERC on Telecommunications Access (with the Trace Center). In addition, the GSPP
dean’s office sponsors the Gallaudet Scholarship of Teaching
and Learning Initiative with support from the Booth-Ferris
Foundation.
Funding sources
Office of the Graduate School Dean
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Research Projects
Funding sources
Office of the Graduate School Dean
Status: Ongoing
The Gallaudet Scholarship of Teaching and Learning Initiative (GSTLI) is designed to create a learning community of
teacher-scholars who, over a period of two years, will investigate, reflect upon, document, and enhance teaching practices
designed to meet the needs of visually oriented and linguistically diverse learners in Gallaudet classrooms. Six faculty
participants will be given one course release each semester for
the two-year period of the initiative and will receive special
project pay for two summers to work on their GTSLI projects.
GSTLI activities include bi-weekly, 90 minute group meetings to discuss selected readings, individual project ideas and
plans, and video samples of classroom teaching and learning.
Participants will have the opportunity to meet with nationally
recognized experts in the Scholarship of Teaching and Learning and to attend the annual meeting of the International
Society for the Scholarship of Teaching and Learning. Each
participant’s GSTLI project will become part of a website
entitled Hands-on Learning: The Gallaudet Gallery of Engaged
Teaching and Learning.
Booth Ferris Foundation
Research Projects
development
Status: Ongoing
This is part of a national study that is using assessment to measure student learning outcomes. The researchers will address
literacy skills of students who enter Gallaudet University in the
developmental ENG courses and provide them with ongoing
intervention to assess and track literacy skills.
Dorminy, Jerri Lyn • Office of Academic Quality
Andersen, Catherine (Retired) • Office of the Provost
Franklin, Paige • English
Funding sources
Teagle Foundation
Horejes, Thomas • Sociology
Mulrooney, Kristin • Linguistics
Pajka, Sharon • English
Rankin, Miako • Linguistics
Simms, Laurene E. • Education
Philosophy and Religion
The Philosophy and Religion programs’ faculty engage in
scholarly work in theology, philosophy, and bioethics. One
unifying theme is that many of our projects touch on disability, including Deafness and cognitive disability.
Thumann-Prezioso, Carlene • Gallaudet Research
Institute (GRI)
Wood, Kathy • English
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vations and goals of owners, managers, and counselors of
summer and weekend programs for Deaf and hard of hearing
children? How are these motivations and goals reflected in
staffing patterns (qualifications, training provided, expectations), actual activities, perception of ongoing challenges, and
marketing efforts? To what extent do these patterns, activities
and perceptions include sensitivity to, and a special effort
towards, solitary and almost solitary children and youth?
Stock, B. & McLean, M. (2012) A wizard named Harry: Potter
vs. Dresden. Presented at Popular Culture Association/American Cultural Association Conference, Albuquerque, NM.
Stock, B. (2011). Mixed messages: Validity and ethics of facilitated communication. Disability Studies Quarterly, 31(4).
VanGilder, K. (2011). A/part from my church. In B. Walker
(Ed.), Speaking out: Gifts of ministering undeterred by disabilities
(pp. 29-42). Charleston, SC: Createspace, Inc.
VanGilder, K. A. (2012). Making Sadza with Deaf Zimbabwean women: A missiological reorientation of practical theological
method. Gottingen: Vandenhoeck and Ruprecht.
Physical Education and Recreation
The department of Physical Education and Recreation
promotes an active and healthy lifestyle that can be passed
on through teaching others. Research is an important part of
making sure the information and methods used are up to date
and effective as well as help to provide programs that are wellsuited for the university.
This qualitative study attempts to answer these and other
questions, to provide a rich description of the current state of
affairs, and promote further study of various elements of this
phenomenon.
A proposal was submitted to the Gallaudet Press in March
2011 and was accepted in May 2011. The manuscript is due
January 2013.
Oliva, Gina A. (Retired) • Physical Education and
Recreation
The reliability and norms of the leisure diagnostic battery
for undergraduate recreation majors who are Deaf
Status: Ongoing
Research Projects
Motivations and goals of owners, managers, and
counselors of planned recreational programs for Deaf and
hard of hearing children
Status: Ongoing
Presented normative data, for college students who are Deaf,
on the Leisure Diagnostic Battery (LDB). The LDB measures
leisure functioning, barriers to leisure involvement, and leisure
preferences.
Riddick, Carol C. • Physical Education and Recreation
There are approximately 70 known summer camps for Deaf
and hard of hearing children and youth around the United
States. In addition, weekend programs directed at mainstreamed Deaf and hard of hearing youth are emerging around
the United States as education and mental health professionals
strive to provide the crucial social experiences that are frequently lacking in mainstream settings.
This study is the first to focus on this phenomenon. Given
the dearth of research on these programs, the focus is on very
foundation of the program, the administrators, the program
staff, and the actual activities offered. What are the moti-
The reliability and validity of the general assessment
questionnaire-revised: An operational measure of
personality factors
Status: Completed
Investigative analysis and operational psychology are two
subdisciplines that have long examined the utility of behavioral characteristics and personality traits of individuals in
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case-related forensic investigations. Within these settings,
turnaround is often preferred due to time constraints, issues
of risk, research purposes, or in order to determine if further
evaluation is warranted relative to the investigation. The current study will examine the reliability and validity of a brief
adjective scale from the General Assessment Questionnaire
– Revised (GAQ-R). Using the Five-Factor Model (FFM) of
personality, the adjective scale of the GAQ-R was developed by
the Federal Bureau of Investigation’s (FBI) National Center for
the Analysis of Violent Crime (NCAVC), Behavioral Analysis
Unit (BAU) in order to capture behavioral characteristics of
potential offenders. The results could be directly applicable to
the operational initiatives of the FBI’s BAU.
The current study is two-fold. (1) 650 individuals will complete several FFM questionnaires (e.g., GAQ-R, NEO PI-R,
and TIPI); (2) GAQ-R and 16PF data from a law enforcement
sample will be analyzed and both groups will be analyzed in
terms of internal consistency, convergent validity, and factor
structure. The goal of the present study is to critically analyze
the psychometric properties of the GAQ-R.
Yates, Michael (Student) • Psychology
Funding sources
The researchers are writing a book on cognitive assessment of
Deaf and hard of hearing children based on current research.
Thomas-Presswood, Tania • Psychology
See in Brain and Language Laboratory (BL2)
Body image, Deaf identity, and the tripartite model: A
preliminary study
Status: Completed
End date: December 2011
This was a dissertation examining the influence of parents,
peers, and the media on body image satisfaction in the Deaf
population. Contemporary literature has minimal information regarding body image and Deafness. Research findings are
pending completion of the dissertation.
Psychology
The Psychology department provides a rigorous academic
and applied curriculum that addresses important core areas of
psychology, encourages students to explore the implications
of psychological research, theory and practice, and includes
the application of psychology in internship settings. We also
commit ourselves to producing scholarly work in scientific and
applied areas.
Research Projects
Assessment of Deaf and hard of hearing children and adolescents
Status: Ongoing
Craig, Kelly S. Wolf (Student) • Psychology
Clients’ perspectives on the therapeutic alliance when an
interpreter is involved in therapy
Status: Completed
In a therapy setting, there is a relationship between the
therapist and the client known as the “therapeutic alliance”.
Research suggests that the quality of the therapeutic alliance
is correlated to good results and can even be the sole cause
for those results. There have been studies that researched the
impact of having an interpreter in the therapy session with a
foreign-born client, however, few studies researched the impact
of having a sign language interpreter with a Deaf client . The
proposed study will investigate Deaf clients’ perspectives of a
therapist when there is a sign language interpreter included
in the therapy session. The philosophical assumptions of this
study follow the transformative paradigm that makes the lives
and experiences of marginalized people the central focus. This
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qualitative study uses the phenomenological approach which
looks to understand and interpret the individual’s perception
and meaning of an experience. A pilot study of one deaf individual’s experience will be combined with two more interviews
with Deaf individuals who have participated in therapy with
an interpreter. This data will be utilized to find overarching
themes of their experience.
Pick, Lawrence H. • Psychology
Garrido-Nag, Karen • Hearing, Speech, and Language
Sciences
Koo, Daniel • Psychology
Funding sources
Funding sources
Comparison of traumatic stress symptoms in Deaf and
hearing college students
Products
Daggett, D. (August, 2012). Clients’ perspective of therapeutic
alliance when an interpreter is involved in therapy. Poster presented at the meeting of the American Psychological Association, Orlando, FL.
Status: Ongoing
Start date: November 2007
End date: May 2013
Cognitive and electrophysiological correlates of
phonological processes in Deaf undergraduate readers
Status: Ongoing
Although much is known about the reading achievement levels
of Deaf individuals, we know less about how certain undergraduate students become strong readers. One prevailing assumption is that phonological awareness and processes, as well
as working memory, and executive functions play a critical role
in reading achievement. Thus far, there is a paucity of neuropsychological data and neurophysiological evidence to support
this claim in Deaf individuals. This study will examine the
cognitive and electrophysiological profiles of Deaf undergraduate readers using American Sign Language as their primary
mode of communication. A comprehensive battery of neuropsychological measures will be administered to gain a better
understanding of the cognitive, linguistic, and reading profiles
of strong versus weak readers. Furthermore, Event Related
Potential (ERP) recordings will be used to determine whether
strong and weak readers show amplitude and temporal differences in cortical regions known for phonological processing.
A rhyme judgment paradigm will be employed to examine
differential cortical responses at P200 and N400 indices for
matched versus mismatched word pairs.
The research project samples Deaf college students’ exposure
to, or lack of exposure to, traumatic events and any resulting
psychological sequelae. This data will be used to help standardize the measures for use with Deaf populations, and to better
assess deaf peoples’ experience with trauma and how to provide
appropriate services. The results will also be applied to current
theories of the development of traumatic stress symptoms and
disorders, as well as helping determine factors which influence
the etiology, progression, and treatment of related disorders.
Data collection is currently in progress.
The measures used in the research will have a larger Deaf
norm due to this project, and will be more useful for clinicians
who need to assess Deaf people for trauma-related symptoms.
The results can be used to better plan disaster and emergency
response programs for Deaf people, and provide more
evidence-based practice for more effective interventions.
The results will be used to write the researcher’s PhD predissertation project, as well as submitted for publication in a
peer-reviewed psychological journal.
Nead, Daniel (Student) • Psychology
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Coping development through an ecological system
framework
Understanding the factors that influence disclosure is vital to
improving the visibility and efficacy of survivor resources.
Status: Completed
Elliott, Rebecca (Student) • Psychology
Coping is a mechanism that people in physical and psychological pain use to reduce the burden that that the pain and
its associated events cause them. When conducting a literature
review to learn about the development of coping among deaf
individuals, studies are hard to come by and often discuss
coping as a mediating factor in a specific situation most often
involving socialization or self-esteem. In my research, I found
different ways that coping skills were developed in general and
specifically with deaf children. Current literature falls short in
addressing these experiences and skill development. This study
works to achieve a better understanding of happiness and well
being through a different path, an ability to adapt. Participants
will each complete an online survey reporting attachment
behavior, thought development, community, cultural identity,
involvement, and coping approaches. This study seeks to understand the influences on an individual’s coping development
by assessing cognitive development, attachment style, community involvement, and cultural development in a sample of
deaf young adults.
Erickson, Brittany (Student) • Psychology
Funding sources
Funding sources
Products
Elliott, R. A. (2012, August). Disclosure of sexual assault among
Deaf survivors. Poster presented at the meeting of the American
Psychological Association, Orlando, FL.
Learning (VL²)
Exploring the foundations of iconicity in language:
Evidence from an fNIRS brain imaging study on the neural
basis of ASL classifiers
See in Brain and Language Laboratory (BL2)
Factors that impact transportation decisions for college
students: What are they and do they differ between Deaf
and hearing Students
Status: Ongoing
Disclosure of sexual assault among Deaf female survivors
End date: May 2013
Status: Ongoing
The District of Columbia metropolitan area has long been
known for its access to a wide variety of transportation services. Recently, new transportation services have been established to provide more options for navigating through the area.
Due to the recent increase in options available to travelers,
there is a need to understand which services individuals are
using, how often, and for what reasons. This information
will allow for improvements, modifications, and additions in
the future. The current study examines old and new forms of
transportation including Metro rail, public bus, train, taxicab,
Using a sexual assault survey supplemented with a disclosure
questionnaire, this study examines the following questions:
•
What is the prevalence rate of sexual assault among Deaf
female undergraduates?
•
What is the rate of disclosure after a sexual assault in Deaf
female undergraduates?
•
What are the circumstances surrounding such disclosure?
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shuttle services, Capital Bikeshare, and hourly rental cars (i.e.
Zipcar, Car2Go). With so many transportation services available, it is important to understand the factors that contribute
to different populations’ transportation decisions. Gallaudet
University represents a unique population of Deaf, hard of
hearing, and hearing students. College students at Gallaudet
University will be given a survey that explores their perceptions
and use of transportation services as described in three areas:
cost, safety, and accessibility/ease. The data will be analyzed to
identify which methods of transportation are used more and
less often, which factors contribute to those decisions, and if
those factors differ between Deaf, hard of hearing, and hearing
college students.
grade. By the 12th grade, 60% of participants were sexually
active, and of those 47% reported consistent condom use.
Eighth grade body satisfaction predicted consistent condom
use in the 12th grade, but this finding did not generalize to
Latina girls or to girls who first had sexual intercourse prior to
the 10th grade. Findings suggest that body satisfaction may be
an important contributor to adolescent sexual health. Moreover, results identify a psychosocial risk factor for inconsistent
condom use that can be identified prior to the onset of risky
sexual behavior and changed via intervention.
Funding sources
Schooler, Deborah • Psychology
DiMarco, Jaimee (Student) • Psychology
English, Kimberly (Student) • Psychology
Media literacy for diverse adolescent girls
Status: Completed
Pietz, Tyler (Student) • Psychology
Brice, Patrick • Psychology
Goodman, Evan (Student) • Psychology
Funding sources
Federal Department of Transportation
The influence of body image on adolescent girls’ risk and
protection behaviors
Status: Ongoing
This study investigates prospective associations between body
satisfaction and condom use among adolescent girls and
examines whether these associations are moderated by pubertal
timing, ethnicity, or early initiation of sexual activity. Eighth
grade girls (n = 148), recruited from a public middle school
in the Northeastern United States, completed surveys in the
8th, 10th, and 12th grade. Hierarchical logistic regression was
used to predict the adoption of condom use practices in 12th
This project examined five, 10-week media literacy groups for
ethnically diverse adolescent girls. The groups were facilitated
by eight graduate students at four different public schools in
California. A total of 39 girls, ages 10-13, participated in the
groups. Participants met weekly to discuss topics including
objectification, idealized media images, objectification, and
male gaze in music videos. Girls also designed and completed
photo assignments to capture the stories of media, body, and
space that surround their lives. Quantitative and qualitative
data were collected from participants. Pre and post measures
assessed self-esteem, body satisfaction, and perceived peer and
familial support. Additionally, facilitators took field notes and
the students’ projects (e.g. photographs, collages, etc) were
collected and analyzed qualitatively, using an interpretive community of faculty and graduate students.
Schooler, Deborah • Psychology
Products
Schooler, D., Nunez, A., & Chavez, R. (2012). Developmental
considerations promoting media literacy among early adolescents.
Poster presented at the meeting of the Society for Research on
Adolescence, Vancouver, Canada.
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Parenting stress in raising Deaf children and the role of
parental personality in coping
Pilot study: Immigrant families with Deaf children and
their access to resources
Status: Ongoing
Status: Ongoing
Within any family parenting is a challenging process. For a
variety of reasons, however, parents may be more or less reactive to the challenges of raising children. In general, parents of
children with disabilities report greater parenting stress than
parents of children without disabilities; parents of a Deaf child
are generally no exception. Parents of newly - diagnosed deaf
children have a persistent feeling of being overwhelmed and
inadequate to the task of raising a Deaf child. Most of babies
with hearing loss are born to hearing parents who had no
reason to suspect their child would have any degree of hearing
loss. Many parents have had little if any experience with anyone who is Deaf, leaving them with no frame of reference. At
the time of diagnosis, parents are presented with technical information and the need to make decisions about sensory devices, early intervention, modality, and communication choices.
The decision-making process can be emotional, challenging,
and stressful. Despite the common assumption that rearing a
child with a disability may put strain on parents, some studies
have shown that not all families are at risk. This may suggest
that parental factors, such as personality, may influence their
approach to coping with the stressors of raising a Deaf child.
The following pilot study will begin to explore the feelings of
access to resources of immigrant families with a Deaf or hard
of hearing child. This will begin with an Iranian-American
family and will hopefully continue to include a variety of
immigrant families later. Often times Deaf or hard of hearing
people feel their family did not know or did not understand
what resources were available to them. There is a very small
bit of research on this group, but more definitely needs to be
explored to create change. Many families with Deaf or hard
of hearing children have difficulty understanding the complex
terms that doctors and audiologists use, let alone when there
are more than two or three languages in the room. This difficulty, along with cultural differences and a variety of other
components, is often overlooked. The pilot will take into consideration language, culture, and experience when accounting
for a family’s access to resources for their child.
Joharchi, Hannah (Student) • Psychology
Funding sources
Plotkin, Rachael (Student) • Psychology
Funding sources
Prevalence of school-administration reported diagnosis of
Deaf children with autism spectrum disorders in the US,
2007-2008
Status: Completed
Perceptions of diversity at Gallaudet University: Global
versus local
See in Office for Diversity and Inclusion
Numerous studies have suggested an increase in the prevalence
of autism spectrum disorders within the United States over the
past several years. However, statistics as to how many of those
children may also have a comorbid hearing loss has not been
investigated. Results from the past four years of the Annual
Survey of Deaf and Hard of Hearing Youth and Children
conducted by the Gallaudet Research Institute were examined.
Overall, consistent with prevalence rates of autism believed to
occur nationally, gradual increases in the prevalence of ASD
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were noticed. Specifically, results indicate nearly twice the
number of children with hearing loss (1:81) were diagnosed
with an autism spectrum disorder during the 2007-2008
school year when compared to national statistics during 2007
(1:150). Contrary to previous research that suggested few
children with severe to profound hearing loss had a diagnosis
of ASD, results from the Annual Survey showed significantly
more children with severe hearing loss being diagnosed with an
autism spectrum disorder than those with milder hearing loss.
These results are discussed, while highlighting the need for
increased awareness and research in a population that has thus
far received little services or attention despite high prevalence
rates.
to understanding the relationship between racial and Deaf
identity of Blacks and depression. Research is needed in the
area covered by this analysis so that clinicians know how to
better understand and treat Black Deaf Americans when race
plays a part in their mental illness.
NOTE: Dr. Cristen Szymanski is with the Laurent Clerc National Deaf Education Center, a division of Gallaudet University.
The reader will find information about Clerc Center’s research
plan, priorities, and projects in the Clerc Center’s section of this
Annual Report of Achievement or by going to www.gallaudet.edu/
clerc_center.html
Finley, T. L. (2012). Black racial identity and internalized racism: Their relationship to depression in Black Deaf college students
(Unpublished doctoral dissertation). Gallaudet University,
Washington, DC.
Szymanski, Christen • Clerc Center
Funding sources
Products
Szymanski, C. & Brice, P. (2012). Prevalence of school administration reported diagnosis of Deaf children with autism
spectrum disorders in the US, 2007-2008. Journal of Autism
and Developmental Disabilities, 42.
The relationship between Black racial identity,
internalized racism, and depression in African-American
college students with hearing loss
Status: Completed
The purpose of this study is to examine the relationship
between Black racial identity, internalized racism, and depression in Blacks with hearing loss. After reviewing the literature
on the topics of racial identity and Black Deaf identity, it was
evident that there is limited to no research in the areas relevant
Finley, Tiesha (Student) • Psychology
Funding sources
Products
The relationship between parental personality, parenting
stress, and adjustment in Deaf children
Status: Ongoing
Previous research has identified several factors that contribute
to parenting stress in parents of deaf children. Investigations
have focused their primary attention on child factors and their
relationship to parenting stress, such as age of identification.
Parental characteristics and their contribution to parenting
stress have received limited attention; therefore, the current
study will focus on the relations between parent personality traits and parenting stress in the context of raising Deaf
children. This study will aim to examine parent personality,
parenting stress, as well as child adjustment and behavior problems. Parent personality will be measured using the NEO-Five
Factor Inventory-3. Parenting stress will be assessed with the
Family Stress Scale. The Child Behavior Checklist will be used
to assess children’s adjustment. It is anticipated that parental
personality traits will play an important role in determining
levels of parenting stress. It is proposed that parental scores
on Neuroticism will serve as a moderator of parenting level of
stress; thus it is expected that when faced with the challenges
of raising a Deaf child, parents with high Neuroticism would
experience an elevated level of stress. It is anticipated that
parents with a high Neuroticism score would report their child
as demonstrating poorer overall adjustment.
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A study of excellent teaching at Gallaudet University
Status: Ongoing
Funding sources
This study will first identify around five excellent teachers
at Gallaudet University. Faculty members were asked who
they thought were excellent teachers at Gallaudet. In addition Students were asked to fill out a one page survey called,
“The Revised Teachers Behaviors Checklist”. This was given to
over 400 students in class and on line. The goal is not to find
the best teachers on campus, but rather to identify a diverse
sample of excellent teachers on campus.
The reliability and validity of the general assessment
questionnaire-revised: An operational measure of personality factors
See in Physical Education and Recreation
Retrospective study of Black Deaf doctorates’ graduate
school experiences
Status: Ongoing
Variation in culture and native language is vast and can be a
reason for miscommunication among students and teachers at
Gallaudet University. Deaf teachers have received more favorable results from their students of foreign cultures than hearing
teachers because of the dynamics that surround the Deaf
classroom discourse. The geographic isolation, socioeconomic
status, and other social factors of African Americans and Deaf
African Americans has led to languages that differ from those
used by other Americans in lexical structure, phonology,
morphology, syntax and discourse. High achievers in learning
institutions are often first- and second- generation students
who regard family obligation as the most documented extrinsic
motivator above others. Low achievers are more likely to enlist
lack of influence and aversive family influence as extrinsic
motivators.
The minuscule number of black Deaf Ph.D. level graduates
implies there are challenges faced by this population in matriculation rates. The barriers in education for this population
are untapped and need to be deciphered.
Clarke, Kristen (Student) • Psychology
Six teachers have been identified and are willing to participate
in the remainder of the study. This will consist of an interview
and a classroom observation by the ASL Diagnostic and Evaluation Services office. ASL and the visual nature of teaching
and learning is what makes Gallaudet unique, so a classroom
observation is essential. While there is research on what makes
a good college teacher, there are no studies that look at the
interplay of teaching strategies and techniques, ASL and visual
learning.
Galvan, Dennis B. • Psychology
Texting while driving: An investigation of divided attention
resources among Deaf drivers
Status: Completed
The primary objective of the proposed study is to better
understand the effects of texting on deaf individuals’ driving
performance, particularly in regard to divided attention. Participants will be asked to complete a brief survey and engage in
a series of simulated driving conditions. Participants will develop baselines for driving ability (without texting) and texting
speed and accuracy (without driving). Finally, participants will
be asked to receive and respond to text messages while driving
simultaneously. The resulting data will be analyzed to better
Funding sources
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understand the role and functionality of divided attention in
simultaneous driving and texting among Deaf individuals.
Crisologo, Anna (Student) • Psychology
English, Kimberly (Student) • Psychology
Ostrom, Carly (Student) • Psychology
Pietz, Tyler (Student) • Psychology
Funding sources
The use of the Trauma Symptom Inventory and Brief
Symptom Inventory with Deaf and hard of hearing Israelis
Status: Ongoing
This project will assess the validity of the Trauma Symptom
Inventory and Brief Symptom Inventory with the Israeli Deaf
and hard of hearing community, and the rates of symptoms
of the Israeli Deaf community in the comparison to Israeli
hearing communities and the American Deaf Community.
Symptoms and symptoms rates will also be correlated with
the subjects’ level of trauma exposure. This is important as
no research on trauma and the Israeli Deaf population has
yet been conducted. The above measures will be administered
anonymously to recruited subjects, and their results used to
better plan intervention and recovery efforts as well as lead to
more research on this and similar populations.
Nead, Daniel (Student) • Psychology
Funding sources
Bryce, B., Leigh, I., Sheridan, M., & Smith, K. (2012).
Training of mental health professionals: Yesterday, today, and
tomorrow. In N. S. Glickman (Ed.), Deaf mental health care.
New York, NY: Routledge Publishing.
Gibbons, E. & Chilvers, A. (2011, October).A comparison of
two approaches to state-wide assessment accommodations. Paper
presented at the meeting of the Georgia Educational Research
Association, Savannah, GA.
Gibbons, E., Chilvers, A., & Morris, C. (2012, February). A
comparison of two approaches to state-wide assessment accommodations. Paper presented at the annual convention of the National Association of School Psychologists, Philadelphia, PA.
Miller, B. D. (2011). Social, behavioral, and emotional assessment and intervention with deaf and hard of hearing students.
Presented at the Illinois Service Resource Center, Chicago, IL.
Miller, B. D. (2012). Curriculum-based measurement in writing
for deaf and hard of hearing students. Presented at the meeting
of the National Association of School Psychologists, Philadelphia, PA
Morere, D. A. (2011, December). IQ testing other than the
WAIS-IV. Workshop conducted at the Testing Agencies Disabilities Forum, Washington, DC.
Morere, D. A., Hosterman, J., & Latham, P. H. (2012). Evaluations for high-stakes test accommodations requests: Legal, ethical,
and practical considerations. Workshop conducted at the meeting of the American Psychological Association, Orlando, FL.
Morere, D. A., Hosterman, J., & Latham, P. H. (2012, August). Evaluations for high-stakes test accommodations requests.
Workshop conducted at the Pearson VUE & GED Testing
Service ® Accommodations Retreat, Northfield, MN.
Schooler, D., Lowry, L., & Biesen, J. (2012). Body images,
Hispanic/Latino. In T. Cash (Ed.), Encyclopedia of body image
and human appearance. Salt Lake City, UT: Academic Press.
Thomas-Presswood, T. N. (2011, October). Developing competence in the assessment of children from culturally and linguistically diverse and economically insecure populations. Workshop
conducted at the Association of Practicing Psychologists in PG
& Montgomery Counties, Silver Spring, MD.
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Social Work
The department of Social Work provides an atmosphere to
prepare students for a career in their field by emphasizing the
application of the knowledge and theories that are acquired.
Research is a large part of applying their knowledge in a way
that fosters experimentation and developing skills needed for
their career later on.
Research Projects
An evaluation of mental health services for Deaf and hard
of hearing people in Nepal-Part I
Betman, Beth G. • Social Work
Funding sources
Intimate partner violence in the Deaf community: A
quantitative examination
Status: Ongoing
End date: May 2013
Status: Ongoing
This study is a web-based survey of Deaf individuals and their
relationships to explore intimate partner violence.
This study is a survey of mental health services among Deaf
and hard of hearing people who live in Nepal.
Mason, Teresa C. • Social Work
Exploring the phenomenological experience of child sexual
abuse in Deaf women through the creation of a sandtray
world
Status: Ongoing
It is well documented that Deaf children have a higher incidence of child sexual abuse than hearing children. The two
research questions are:
1. What is the phenomenological (lived) experience of Deaf
women who were sexually abused as children?
Mason, Teresa C. • Social Work
Betman, B., Graff, M., Hallock, T., & Jailer-Coley, E. (2012).
School social work with deaf LGBT youth: Strategies for
restoring hope. NASW School Social Work Connection E-Newsletter.
Moore, E. A. (2012, February). Advocacy. Presented at the
meeting for the Indiana Chapter of Black Deaf Advocates,
Indianapolis, IN.
Moore, E. A. (2012, February). Black Deaf administrators:
Leadership issues and perceived challenges to organizational
advancement. Presented at the Greater Indianapolis Deaf Club,
Indianapolis, IN.
Moore, E. A. (2012, February). Social Justice. Presented at the
Indiana School for the Deaf, Indianapolis, IN.
2. What is the perceived post-traumatic growth that may
have come out of the abuse experience?
Using a sand tray (19.5 x 28.5 x 3 inches), filled with sand and
providing hundreds of miniature objects representing various
aspects of life, the participant will be asked to express their
experience through the creation of a sandtray “world.”
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Sociology
Sociology at Gallaudet attempts to infuse the sociological perspective and the sociological imagination into its teaching and
research. There is a strong emphasis on faulty engagement in
research. Several faculty members apply sociological concepts
and methods to the study of Deafness or disability, while others focus on other sociological topics.
Research Projects
Conceptualizing Disability
Status: Ongoing
In this ongoing project, the researcher is exploring ways that
sociological and anthropological concepts and theories can illuminate how the concept of disability is enacted in society.
Barnartt, Sharon • Sociology
Kindergartens for the Deaf in three countries: United
States, France, and Japan
Status: Ongoing
End date: June 2013
This sociological and anthropological project examines the
acculturation of young Deaf children in kindergartens from
three countries: the United States, Japan, and France. It also
analyzes the culture of Deafness within their larger cultures
and socio-political contexts. This is the first cross-comparative
international ethnographic study of kindergartens in schools
for the Deaf and, as such, it has the potential to open up new
lines of scholarly inquiry via video-cued multivocal comparative ethnography. New lines of inquiry include varying pedagogy, curriculum, and goals of early childhood education from
nation to nation as well as its national and cultural variation in
Deaf education.
Horejes, Thomas • Sociology
Tobin, Joseph • Early Childhood Education • University
of Georgia
Disability protests
Status: Ongoing
Valente, Joseph • Early Childhood Education •
Pennsylvania State University
The investigator in this project has been examining protests
related to disability, using written accounts of protest events.
Funding sources
Spencer Foundation
Barnartt, Sharon • Sociology
Rotman, Rachel • University of Haifa, Israel
Kinky: Normalizing deviance desires
Status: Ongoing
Although BDSM (Bondage & Discipline/Dominance &
Submission/Sadism & Mashocism) has been gaining increasing acceptance in the media and popular American culture,
the public social practice of BDSM (usually referred to by
participants as “kink”) still clearly constitutes deviant behavior.
Straight, queer, and bisexual people who regularly engage in
public BDSM have constructed an entire subculture which
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is often referred to as the “mainstream BDSM scene.” Using
extensive participant observation throughout the mid-Atlantic
region, and 70 in-depth interviews with participants with
varying levels of commitment to the subculture, this study is
designed to better understand the norms, values, attitudes, and
behaviors of the mainstream BDSM subculture. This project
seeks to answer four related, but separate research questions.
First, how do people learn to think of themselves as “kinky”?
Second, how does sexual identity and the structure of romantic
relationships affect participation in the public BDSM scene?
Third, given that reputation is treasured social capital among
participants in the public BDSM scene, how do people get
good and bad reputations, and what are the other markers of
social status in this community? Fourth, how do participants
in BDSM (especially pagans) relate and integrate kink with
their spirituality and religion?
Fennell, Julie • Sociology
Funding sources
Men bring condoms, women take pills: Men’s and women’s
roles in contraceptive decision-making
Status: Ongoing
The most popular form of reversible contraception in the
U.S. is the female-controlled hormonal birth control pill.
Consequently, scholars and lay people have typically assumed
that women assume primary responsibility for contraceptive
decision-making in relationships. Although many studies have
shown that men exert strong influence over contraceptive decisions in developing countries, very few studies have considered
the gendered dynamic of contraceptive decision-making in
developed societies. This study uses in-depth interviews with
30 American opposite-sex couples to show that contraceptive
responsibility in long-term relationships often conforms to a
gendered division of labor, with women primarily in charge. A
substantial minority of men in this study were highly committed contraceptors. However, the social framing of contraception as being primarily in women’s “sphere,” and the technological constraints on their participation made even these men
reluctant to discuss contraception with their female partners.
•
A paper is currently under review in Gender and Society.
•
A paper was presented at the Annual Meetings of the
Population Association of America in Dallas, TX, April
2010.
Fennell, Julie • Sociology
Situated access: Making people feel welcome
Status: Completed
Start date: February 2011
The definition of “access” varies depending upon who is
providing the definition. For example, a person who uses a
wheelchair may define access as ‘the provision of curb cuts or
ramps’. For members of the Deaf Community, the provision
of communication (via services provided by a Sign Language
Interpreter) is considered to be “access”. This research addresses
the question of HOW Sign Language Interpreters define access
and the various social institutions that influence that conception.
Brunson, Jeremy L. • Sociology
Williams, Leandra (Student) • Interpretation
Horejes, T. & Heuer, C. J. (2012). Negotiating Deaf bodies and
corporeal experiences. Presented at the meeting of the International Sociology Association, Buenos Aires, Argentina.
Horejes, T. & Leiter, V. (2012). Disability, voice, and power.
Presented at the meeting of the Society for the Study of Social
Problems, Denver, CO.
Horejes, T. & Tobin, J. (2012). Nationalism and identity. Presented at the meeting of the International Sociology Association, Buenos Aires, Argentina.
Horejes, T. & Valente, J. (2012). Kindergartens for the Deaf in
three countries: Japan, France, and the United States. Presented
at the meeting of the American Educational Research Association, Vancouver, Canada.
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the meeting of the American Sociological Association, Denver,
CO.
Horejes, T. (2011). (Re)defining disability policy frameworks:
Connecting theory to praxis. Presented at the meeting of the
American Sociological Association, Las Vegas, NV.
Horejes, T. (2012). Visualizing the criminal justice system
through bilingualism: English and American Sign Language.
Presented at the International Institute for SoTL Scholars and
Mentors, Loyola Marymount University, Los Angeles, CA.
Horejes, T. (2011). Kafkaesque social justice: A tribute to Paul
K. Longmore. Presented at the meeting of the Society for the
Study of Social Problems, Las Vegas, NV.
Horejes, T. (2011). The language battleground within Deaf
education: Paradigm clashes toward pedagogies of language.
Presented at the meeting of the American Sociological Association, Las Vegas, NV.
Theatre Arts
Horejes, T. (2012). Author meets critics: Valerie leiter, their
time has come: Youth with disabilities on the cusp of adulthood.
Presented at the meeting of the Society for the Study of Social
Problems, Denver, CO.
Christie, K. (Editor & Producer) & Durr, P. (Editor & Producer). (2012). The heART of Deaf culture: Literary & artistic
expressions of Deafhood [DVD]. Rochester, NY: Educational
Design Resources, National Technical Institute for the Deaf.
Horejes, T. (2012). Breaking the chains of hegemonic control:
A case study of two disability-rights organizations. Presented at
the meeting of the Society for the Study of Social Problems,
Denver, CO.
Conley, W. & Yip, N. (2012, October). Accessing difference in
the classroom. Presented at a panel at Georgetown University,
Washington, DC.
Horejes, T. (2012). Constructions of Deafness: Examining Deaf
languacultures in education. Washington, DC: Gallaudet University Press.
Conley, W. (2012) The ear: Characters in El Paso. In K.
Harmon & J. Nelson (Eds.), Deaf American prose (pp 61-75).
Washington, DC: Gallaudet University Press.
Horejes, T. (2012). Ethnography of Deaf enculturation in
education: An insider perspective. Presented at the International
Congress of Qualitative Inquiry, University of Illinois, UrbanaChampaign, IL.
Conley, W. (2012). Various titles [Photographs]. The ShangriLa Shack Literary Arts Journal, 20x20 Magazine, Off the Coast,
Carolina Quarterly, 5x5 Literary Magazine,The Baltimore
Review, Folio-A Literary Journal at American University, & Red
Ochre LIT: A Journal.
Horejes, T. (2012). Graduate student pedagogical seminar: Accommodation in the classroom. Presented at the meeting of the
Society for the Study of Social Problems, Denver, CO.
Horejes, T. (2012). Integrating Student capital(s) via bilingualism (American Sign Language and English) as a diverse disciplinary approach to SOTL. Presented at the meeting of the International Society for the Scholarship of Teaching and Learning,
Hamilton, Canada.
Horejes, T. (2012). Language choices: Exploring diverse pedagogies of language in education. Presented at the meeting of Early
Hearing Detection and Intervention, St. Louis, MO.
Conley, W. (2012). We don’t do voiceovers: A Deaf man muses.
The Newer York. Retrieved from http://theneweryork.com/wedont-do-voiceovers-musings-of-a-deaf-man-by-willy-conley/
Conley, W. (2012, May). Playing seriously [Live performance].
Hannan Gym Stage, Wisconsin School for the Deaf, Delavan,
WI.
Conley, W. (2012, October). The Deaf chef. Exhibition at the
DiverseAbility Forum, Georgetown University, Washington,
DC.
Horejes, T. (2012). Review of “Read Me Differently” and
“Original Minds.” Teaching Sociology (4)1.
Lynskey, S., Conley, W., Curry, R., Richard, S., et al. (2012,
October). Visible Impact.* [Live performance]. Devine Studio
Theatre, Georgetown University, Washington, DC.
Horejes, T. (2012). Social landscape of Deaf embodiment: Negotiating Deaf utopias through emerging technologies. Presented at
Sinnott, E. (Director & Set Designer). (2012). Hamlet. [Live
performance]. Gallaudet University, Washington, DC.
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10/28/13 3:03 PM
Sinnott, E. (Set Designer). (2012). P.Nokio: A hip-hop musical
[Live performance]. Imagination Stage, Bethesda, MD.
Products
Katz, E. (2012). Origins of Argentina Sign Language [DVD].
Retrieved from the Department of Foreign Languages, Literatures and Culture, Gallaudet University, Washington, DC.
Sinnott, E. (Set Designer). (2012, May). Hamlecchino: Clown
Prince of Denmark [Live performance]. Faction of Fools Theatre Company, Gallaudet University, Washington, DC.
ASL co-activation study
World Languages and Cultures
Status: Ongoing
Our department seeks to broaden student perspectives through
language and cultural studies pertaining to both Deaf and
hearing communities world-wide. Research interests and
creative endeavors tend to focus on pedagogy, community
building, literary study, and linguistic analysis of both signed
and written/spoken languages.
Research Projects
The researchers are conducting several studies testing whether
Deaf and hearing ASL bilinguals at different levels of proficiency activate ASL signs when they read English words. The
purpose is to gain a better understanding of the lexical architecture of ASL-English bilinguals and how this might affect
their literacy development.
Argentina Sign Language origins
Kroll, Judith • Pennsylvania State University
Status: Completed
Wilkinson, Erin • University of Manitoba
Funding sources
In Argentina, the analysis of sign languages began in the late
1980’s. It is still a new field and there are not many studies on
the Argentinean Sign Language (LSA). The origin of modern
LSA traces back to two different deaf schools (one with an
Italian founder and another one with a Spanish founder) and
to the influence of Spanish and Italian Deaf immigrants in the
subsequent generations. However, the history of the language
and the extent to which it has historical connections to LIS
and LSE is still unclear. The main objective of this study is an
empirical comparison of the vocabulary of LSA, LIS, and LSE
in order to investigate historical connections between LSA and
LIS and LSE. Information about the history of the language
and about the history of the Deaf community in Argentina
will also be gathered through on-site interviews with community members and by searching archives and document
sources.
Products
Morford, J. P., Piñar, P., Occhino-Kehoe, C., Wilkinson, E., &
Kroll, J. F. (2012, June). Cross-language effects in deaf bilinguals:
How does sign language knowledge impact print word recognition?
Paper presented at the workshop on Crosslinguistic Influence
on Non-Native Language Acquisition, Universidade Nova de
Lisboa, Portugal.
Cross-language activation during sentence comprehension
in deaf bilinguals
Learning (VL²)
Katz, J. Evelyn (Student) • World Languages and Cultures
Funding sources
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Deaf students in conventional foreign language classrooms
Gallaudet employee who is now in the Foreign Service, Kathleen Peoples, this student worked on a proposal to improve
deaf education in Mali, which was presented to the Minister of
Education. Service learning projects on behalf of a deaf school
in Bogotá, Colombia and a deaf youth group in Guatemala
City, Colombia were conducted in the fall of 2009 and the
spring of 2010. A service project focusing on providing relief
to Deaf Haitians after the Jan. 12, 2010 earthquake was conducted in the spring of 2010.
Status: Ongoing
Based on abundant evidence coming from the fields of
bilingualism and cognitive science showing the cognitive and
literacy advantages of knowing multiple languages, this article
re-evaluates previous misconceptions about Deaf students and
foreign language learning. It provides practical information
to teachers and supervisors in mainstream foreign language
programs regarding how to accommodate Deaf students in
foreign language classrooms in ways that both attend to their
diverse linguistic and cultural backgrounds and capitalize on
their strengths.
In the spirit of solidarity with Deaf communities in developing
countries, in the summer of 2010 the researcher developed and
taught a new course focusing on “What’s next for Deaf Haiti?”
and started preliminary research on the topic. In the same
spirit, in the fall of 2009 the researcher co-taught a course on
Africa and collaborated with a Deaf organization in Uganda,
Deaf Link Uganda and its fight against HIV/AIDS among
Deaf people in Uganda.
Herrera, Roberto • World Languages and Cultures
Berdichevsky, Cristina • World Languages and Cultures
Holzichter, Amanda • World Languages and Cultures
Ayala, Fernando • Chilean Deaf Association
Empowering Deaf communities in Latin America and
Africa
Battistelli, Luis • Mendoza Deaf Association, Argentina
Status: Ongoing
Bibum, Aloy • Buea School for the Deaf, Cameroun
Camarena, Silvia • Guadalajara Deaf Association
This project is an ongoing collaboration to pilot a “Deafness
enhanced” participative leadership model which promotes a
shared agenda of self-empowerment and “leadership in action” through Deaf peer mentoring. The mentoring occurs
via exchanges and service learning opportunities within Deaf
communities in the U.S.; in five Latin American countries,
Argentina, Chile, Colombia, Costa Rica, and Mexico; and in
Cameroun, Gabon, and Mali, Africa. In 2009, this leadership
model, known as IDP (International Deaf Partnerships), was
expanded to Mali. During the summer five undergraduate
students successfully completed their 10-week internships in
Latin America. One interned in Chile and four in Costa Rica.
For the second time one of the students interned at the Office
of Human Rights of the Costa Rica Government and was
asked to produce a video to educate Deaf and hearing Costa
Ricans about the UN Convention of Rights for People with
Disabilities. Two students interned in Francophone, Africa,
one student interned at a new partner organization, Cameroun
Deaf Empowerment Organization and the other student at
Bamako Deaf School in Mali. In conjunction with a former
Guillermo, Elvia • Office of Multicultural Student Affairs
López, Leonel • Costa Rica Deaf Association
Mejía, Henri • Colombian Deaf Association
Peoples, Kathleen • American Embassy, Bamako
Sanabria, Gaspar • Mexican Deaf Federation, Mexico City
Siety, Blandine • Gabonese Deaf Association, Libreville
Gender issues in the writings of Mme De Gouges and Mme
De Stäel
Status: Ongoing
This is an ongoing project which will result in the publication of a comparative study of the impact of gender politics in
works by two daughters of The Enlightenment from opposite
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socio-economic backgrounds. The purpose of the study is to
shed light on possible intersections between the politics of
gender and class and the discourse of equality of The Enlightenment, a topic which is currently being debated among
scholars in the fields of Women’s Studies and 18th Century
Studies. On November 7, 2008, the researcher delivered a
paper entitled Gender and politics in Revolutionary France at a
regional conference of the American Society for 18th Century
Studies (ASECS) at Georgetown University in Washington,
DC. This paper will be included in the last chapter of the comparative study which includes three chapters: Autobiographical
writings, fictional writings, and non-fictional writings.
The researcher submitted an abstract to present at the regional
conference of the American Society for 18th Century Studies
in October of 2009. The abstract was approved and the paper
entitled Violating sacred intimacy: Reading Marie Antoinette’s
and Mme de Stäel’s Correspondence will be delivered on October
10, 2009.
Bradford, Stacey (Tashi) • World Languages and Cultures
Guillermo, Elvia • Office of Multicultural Student Affairs
Jimenez, Alvaro (Student) • World Languages and
Cultures
Rogers, Buck
Parsing sentences in two languages II (eye-tracking study)
Status: Ongoing
Investigating the social, economic, political, and cultural
issues that affect the lives of Deaf people in Argentina,
Costa Rica, and Mexico
Status: Ongoing
Despite a steady increase in the interest in disability and
development, only quantitative research exists, and much of it
remains focused on categorizing and defining disabilities in the
framework of a medical model. This project examines Deafness
as a lived experience by investigating issues that affect the lives
of Deaf Argentinians, Costa Ricans and Mexicans, and what is
being done and could be done to address those issues according to Deaf people themselves.
Participants were recruited with assistance from their local
Deaf associations. Data was collected through sixty signed
interviews, written stories and surveys by a team of qualified
Deaf Americans, in collaboration with local Deaf language
consultants. Due to lack of funding the project is on hold as
the investigators continue to look for funding to finish transcribing and captioning the interviews.
The main goal of this study is to examine what kind of
information-syntactic and semantic- second language learners
utilize when they read in their second language. Using eyetracking technology, the investigators examine the processing
of English relative clauses among different groups of second
language learners of English, namely, Deaf ASL-English
bilinguals, Russian-English bilinguals, and Spanish-English
bilinguals. They also investigate how the participants’ English
proficiency levels and their individual cognitive resources may
play a role in how closely second language sentence processing
might approximate sentence processing in the first language.
2012 update: Studies on sentence processing have examined
the role that different types of cues, such as word order, argument structure, lexico-semantic information, and sense-semantic information may play in determining a final sentence parse
when readers approach a written text, be it in their L1 or their
L2. Using eyetracking methodology, this paper aims at gaining
a better understanding of the written sentence processing strategies of bilingual Deaf readers by examining the sentential cues
that they capitalize on when they read relative English clauses.
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Funding sources
Weinberg, M. & Berdichevsky, C. (2012) Basic French on-line
for Deaf and hard of hearing learners [Software]. Retrieved from
http://quicktime.gallaudet.edu/forlangweb/collage.mov.
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VI. Sponsored Programs
The Office of Sponsored Programs (OSP), a unit within the
Graduate School and Professional Programs (GSPP), provides
services and support to all Gallaudet faculty and professional
staff seeking external sponsorship for research and scholarly
projects. The primary source of these funds comes from competitively awarded federal agency competitions.
The OSP provides training on Pivot, offers guidance in the
development of proposals and budgets, and negotiates, finalizes and accepts awards on the university’s behalf. The OSP is
committed to augmenting institutional resources in order to
enhance the University’s research and educational programming.
The OSP focuses on assisting faculty in securing federal funding via Gallaudet University’s subscription to RefWorks-COS
Pivot (www.pivot.cos.com). Pivot contains over 24,000 records
from numerous sponsor types across all disciplines, making it
the world’s largest funding database. Using faculty and professional staff’s research interests, this tool allows them to create
easily customizable searches of over $33 billion worth of grant
opportunities available worldwide. In addition, customized
profiles showcase our faculty and staff to the research community thereby facilitating potential collaboration with other
universities, non-profits, and business entities.
Through a coordinated effort to match Gallaudet’s faculty
and professional staff with possible extramural collaborators
and sponsors, the OSP functions as a catalyst, transforming
the creativity of the Gallaudet community into the reality of
funded research, training, and technical assistance projects.
For up-to-date information on the OSP, consult the OSP
website, which is located at: http://www.gallaudet.edu/office_of_sponsored_programs.html
Dollar Amounts in Millions for Proposals and Awards, FY 2003 – 2012
$45.0
39.3
Dollars in Millions
$40.0
$35.0
36.8
31.5
$30.0
$25.0
$20.0
$15.0
16.0
11.9
$10.0
$5.0
$0
3.3
3.8
12.6
4.8
6.8
6.1
9.8
12.2
6.8
5.0
7.8
8.3
7.9
4.3
6.2
FY 2003 FY 2004 FY 2005 FY 2006 FY 2007 FY 2008 FY 2009 FY 2010 FY 2011 FY 2012
Total Proposal Amount
Linear (Total Proposal Amount)
Total Award Amount
Linear (Total Award Amount)
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Sponsored Programs: An Overview
Marine Biological Laboratory, Woods Hole
Oceanographic Institute
Throughout the campus, Gallaudet faculty and professional
staff compete for grants and contracts where sponsored projects are awarded on the basis of rigorous review by experts in
the field. Goal E of the University’s Strategic Plan focuses on
research as follows:
Maryland Department of Natural Resources
Marymount University
Nemours Children’s Clinic
“Establish Gallaudet as the epicenter of research, development
and outreach leading to advancements in knowledge and practice for deaf & hard of hearing people and all humanity.”
San Diego State University
The Spencer Foundation
Strategy E.3.2 of this goal follows:
Universidade Federal do Ceara, Brazil
“Seek partnerships with universities, PK-12
programs, community organizations, private
foundations, government programs, and businesses aimed at developing, implementing and
assessing educational innovations and impacts
on student learning.”
Universidade Federal de Santa Catarina, Brazil
University of Alberta, Canada
University of California-Davis
University of California-San Diego
A list follows of our collaborators; while not all these collaborators’ projects are aimed specifically at student learning,
Gallaudet’s students directly benefit from the relationships
built with sponsored programs collaborators. The participation
in the sponsored programs process in the past fiscal year by the
Gallaudet community has resulted in a number of significant
opportunities for the institution. Below is the list of other
major universities, nonprofits and for-profit organizations collaborating with Gallaudet on sponsored programs.
University of Colorado
University of Connecticut
University of Georgia
University of Haifa, Israel
University of Hawaii/ Kapiolani Community
College
American University
University of Illinois-Urbana-Champaign
Boston University
University of Iowa
Brigham Young University
University of Manitoba
Carnegie Mellon University
Georgia Tech Research Corporation
University of Maryland Center for Environmental Sciences
George Washington University
University of New Mexico
Georgetown University
University of Texas-Austin
Government of the District of Columbia
University of the District of Columbia
Hearing Loss Association of America
University of Washington
Howard University
University of Wisconsin-Madison
Julstrom Consulting and Development
Vcom3D
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These relationships are enabled either by funds flowing
through Gallaudet from federal sources to the collaborators
listed above, or through the collaborators above to Gallaudet.
been the largest grantor agency over time. However, due to a
Science of Learning Center award, the National Science Foundation has awarded more to Gallaudet than the U.S. Department of Education for a second year in a row.
The pie chart shows the dollar amount of awards received by
sponsor. Historically, the U.S. Department of Education has
Total Awards by Percentage and Sponsor Received in FY 2012
National Science Foundation
43%
Federal
Pass-Through*
12%
U.S. Department
of Education
39%
Federal Highway Administration
1%
State Department
1%
Department of National Institutes
Justice (DOJ)
of Health (NIH)
2%
3%
* Federal Pass-Through and Other Sponsors: American University (NASA) 8.3%; University of Georgia (Spencer Foundation) 5.1%;
Boston University (NSF) 4.2%; Brigham Young University (NSF) 11.4%; DC Government (Federal Emergency Management Agency)
1.0%; George Washington University (NSF) 1.4%; Howard University (NSF) 6.0%; University of Connecticut (NIH) 17.3%; University
of the District of Columbia (NSF) 0%; University of Maryland (NSF) 3.5%; University of Washington (NSF) 4.8% and University of
Wisconsin – Madison (ED) 36.6%.
Sponsored Programs: Research
Compliance
In order to enhance post-award support of research compliance, the OSP and GSPP Dean’s Office collaborated on the
development of an updated Financial Conflict of Interest
(FCOI) policy in order to comply with new Public Health Service (PHS) regulations applied to institutions of higher education with PHS funding. The policy provides the additional
infrastructure necessary for compliance related to significant
financial interest (SFI) disclosure, FCOI training, and an Objectivity in Research Committee determine when an SFI is an
FCOI and develop management plans. The FCOI mini-course
from the Collaborative Institutional Training Initiative (CITI)
has been made available and required of all Gallaudet employees and students involved in the design, conduct or reporting
of Gallaudet research. Additionally, Gallaudet University is
one of approximately 400 institutions in the Federal Demonstration Project Clearinghouse whose authorized official
has certified that they are compliant with the PHS Financial
Conflict of Interest rules and regulations by August 24, 2012
as required.
282
10/28/13 3:03 PM
Awards for Research Projects
Awards FY 2012: Report Period October 1, 2011 - September 30, 2012
GSPP = Graduate School and Professional Programs
CLAST = College of Liberal Arts, Sciences, and Technologies
Principal
Investigator
School
Dept
Title
Sponsor
Begin / End
Dates
Award
Amount
Award Date
PI: Allen,
Thomas
Co-PI/Science
Director: Petitto, Laura-Ann
GSPP
Visual Language and
Visual Learning
(VL2)
Collaborative
Research: Science of Learning
Center: Visual
Language and
Visual Learning
(VL2), Supplement for Interpreting
National Science
Foundation;
Directorate for
Social Behavioral
and Economic
Sciences
10/01/201109/30/2012
$65,000
9/26/2012
PI: Allen,
Thomas
Co-PI/Science
GSPP
Visual Language and
Visual Learning
(VL2)
Collaborative Research: Science
of Learning Center: Visual Language and Visual
Learning (VL2),
Supplement for
Advancement of
Avatar and Robotics Translation
National Science
Foundation;
Directorate for
Social Behavioral
and Economic
Sciences
10/01/201109/30/2012
$40,000
9/25/2012
PI: Allen,
Thomas
Co-PI/Science
GSPP
Visual Language and
Visual Learning
(VL2)
Collaborative
Center: Visual
Language and
Visual Learning
(VL2)
National Science
Foundation;
Directorate for
Social Behavioral
and Economic
Sciences
10/01/201209/30/2013
$2,500,000
9/24/2012
PI: Allen,
Thomas
Co-PI/Science
GSPP
Visual Language and
Visual Learning
(VL2)
Collaborative
Center: Visual
Language and
Visual Learning
(VL2), Supplement for SLC
Evaluation
National Science
Foundation;
Directorate for
Social Behavioral
and Economic
Sciences
10/01/201109/30/2012
$76,348
4/3/2012
PI: Bakke, Matthew
GSPP
Hearing,
Speech and
Language Sciences
Rehabilitation
Engineering
Research Center
on Hearing
Enhancement
(RERC-HE)
U.S. Department
of Education;
National Institute
on Disability and
Rehabilitation
Research
10/01/201109/30/2012
$949,921
7/23/2012
283
10/28/13 3:03 PM
Principal
Investigator
School
Dept
Title
Sponsor
Begin / End
Dates
Award
Amount
Award Date
PI: Chen Pichler, Deborah
GSPP
Linguistics
Development of
Bimodal Bilingualism
University of Connecticut
(National Institutes of Health)
06/06/201203/31/2013
$125,654
6/6/2012
PI: Horejes,
Thomas
CLAST
Sociology
Kindergartens
for the Deaf in
Three Countries:
US, France, and
Japan
University of
Georgia
(Spencer Foundation)
07/16/201207/15/2013
$36,994
9/28/2012
PI: Kwon,
Bomjun
GSPP
Hearing,
Speech and
Language Sciences
Perceptual effects
of mixed channel
configurations in
cochlear implants National Institute
of Health;
National Institute
on Deafness and
Other Communication Disorders
08/16/201211/30/2012
$119,934
8/24/2012
PI: Petitto,
Laura-Ann
GSPP
Psychology
Behavioral and
Neuroimaging
Studies of Bilingual Reading
National Institute
of Health;
Eunice Kennedy
Shriver National
Institute of Child
Health & Human
Development
07/01/201105/31/2013
$81,938
4/10/2012
PI: Sabila, Paul
Co-PI:
Sorensen,
Charlene
CLAST
Chemistry and
Physics
Center for Reduced Dimensional Systems
Howard University
(National Science
Foundation)
06/01/201205/31/2013
$43,184
9/20/2012
PI: Snyder,
Henry
GSPP
Chemistry and
Physics
National Space
Grant College
and Fellowship
Program
American University
(National
Aeronautics and
Space Administration)
08/26/201208/25/2013
$30,000
9/28/2012
PI: Snyder,
Henry
GSPP
Chemistry and
Physics
National Space
Grant College
and Fellowship
Program
American University
(National
Aeronautics and
08/26/201108/25/2012
$30,000
2/8/2012
284
10/28/13 3:03 PM
Principal
Investigator
PI: Vogler,
Christian
School
CLAST
Dept
Title
Sponsor
Rehabilitation
Engineering Research Center on
Disability Access
to Mainstream
Telecommunication Systems,
Including Emergency Communication and
Telecollaboration
(U.S. Department
of Education)
Begin / End
Dates
10/01/201109/30/2012
Award Total Research Projects (13 Awards, 9 PI/PDs, 2 Co-PI/PDs)
Award
Amount
$265,174
Award Date
1/19/2012
$4,364,147
285
10/28/13 3:03 PM
Awards for Training, Scholarships, and Other Projects
Awards FY 2012: Report Period October 1, 2011 - September 30, 2012
Principal
Investigator
School
Dept
Title
Sponsor
Begin/ End
Dates
Award
Amount
Award Date
PI: Agboola,
Isaac
Co-PI: Merritt,
Raymond
GSPP
Dean’s Office
High-5 STEM
Collaborative for
the Diversification
of the Professorate
(National Science
Foundation)
07/15/201106/30/2012
$4,000
11/11/2011
PI: Agboola,
Isaac
Co-PI: Sabila,
Paul
CLAST
Dean’s Office
High-5 STEM
Collaborative for
Diversification of
the Professoriate
(Supplement)
(National Science
Foundation)
07/15/201106/30/2013
$6,000
6/26/2012
PI: Bahan,
Benjamin
Co-PI: Vogler,
Christian
CLAST
ASL & Deaf
History
Collaborative Research:
CI-ADDO-EN:
Development of
Publicly Available,
Easily Searchable, Linguistically Analyzed,
Video Corpora for
Sign Language
and Gesture
Research
Boston University
(National Science
Foundation)
08/01/201207/31/2013
$30,802
7/27/2012
PD: BattenMickens,
Meloyde
Administration
and
Finance
Facilities
Hurricane Irene
Disaster Assistance
Government
of the District
of Columbia (Federal Emergency
Management
Agency)
05/21/201205/20/2013
$10,087
8/17/2012
PD: Betman,
Beth
Co-PD: Sheridan, Martha
CLAST
Social Work
Training of School
Social Workers to Meet the
Educational and
Emotional Needs
of Diverse Deaf
and Hard of Hearing Children
U.S. Department
of Education;
Office of Special
Education and
Rehabilitative
Services
08/01/201207/31/2013
$189,073
6/29/2012
PD: Brice,
Patrick
GSPP
Psychology
2012-2013 Eisenhower Transportation Fellowship
Program
U.S. Department
of Transportation;
Federal Highway
Administration
09/01/201208/31/2013
$32,500
5/31/2012
286
10/28/13 3:03 PM
Principal
Investigator
School
Dept
Title
Sponsor
Begin / End
Dates
Award
Amount
Award Date
PD: Collins,
Steven
Co-PD: Hollrah, Bev
GSPP
Interpreting
Gallaudet
University Regional Interpreter
Education Center
(GURIEC)
U.S. Department
of Education;
Rehabilitative
Services Agency
10/01/201209/30/2013
$294,759
7/13/2012
PD: Gannon,
Christine
Student
Affairs
and
Academic
Support
Health & Wellness
Gallaudet Grant
to Reduce Sexual
Assault, Domestic
Violence, Dating Violence,
and Stalking on
Campus
U.S. Department
of Justice;
Office of Violence
Against Women
10/01/201209/30/2015
$109,926
9/18/2012
PD: Hanks,
Wendy
Co-PDs:
Ackley, Steve;
LaSasso, Carol
GSPP
Hearing,
Speech and
Language Sciences
Project PAEDSD/HH: Pediatric
Audiology (Au.D.)
Education for Direct Service with
Deaf and Hard of
Hearing Infant/
Pediatric
U.S. Department
of Education,
Office of Special
Education and
Rehabilitative
Services
08/01/201207/31/2013
$183,967
7/30/2012
PD: Hile, Amy
Co-PD: Simms,
Laurene
GSPP
Education
Widening the
Bottleneck:
Preparing Highly
Qualified Diverse
Deaf and Minority Teachers for
Deaf/Hard of
Hearing School
Age Children
(Ages 3-21)
U.S. Department
of Education;
Office of Special
Education and
Rehabilitative
Services
10/01/201209/30/2013
$214,340
6/29/2012
PD: LaSasso,
Carol
Co-PDs:
Ackley, Steven;
Hanks, Wendy
GSPP
Hearing,
Speech and
Language Sciences
Project GUCCI:
Gallaudet University Cross-Cultural Initiative, Leadership Project to
Prepare Faculty
and Researchers
for Clinical Audiology Programs
U.S. Department
of Education;
Office of Special
Education and
Rehabilitative
Services
08/01/201207/31/2013
$199,946
6/29/2012
287
10/28/13 3:03 PM
Principal
Investigator
School
Dept
Title
Sponsor
Begin / End
Dates
Award
Amount
Award Date
PD: Lytle,
Linda
GSPP
Counseling
Dual Certification
Through a Hybrid
Program of Studies: A Masters of
Arts Degree in
School Counseling Combined
with a Deaf and
Hard of Hearing
Infants, Toddler,
and Their Families Collaboration
and Leadership
Interdisciplinary
Graduate Certificate
U.S. Department
of Education;
Office of Special
Education &
Rehabilitative
Services
01/01/201312/30/2017
$170,014
9/26/2012
PI: Mangrubang, Fred
GSPP
Education
EXP: Collaborative Research:
Accommodation
for Deaf Children
in Planetariums
with Full-dome
Capability
Brigham Young
University
(National Science
Foundation)
09/01/201208/31/2013
$45,116
9/14/2012
PD: Mason,
Asiah
Office
of the
President
International
Relations
Global Competency Through
Deaf Eyes
U.S. State Department; Bureau
of Education and
Cultural Affairs
08/31/201208/30/2015
$82,487
8/3/2012
PI: Nickerson,
James
Co-PI: Solomon, Caroline
CLAST
Mathematics
Workshop for
Emerging Deaf
and Hard-ofHearing Scientists
University of
Washington
(National Science
Foundation)
02/01/201206/30/2012
$34,983
12/2/2011
PI: Sabila, Paul
CLAST
Chemistry and
Physics
Partnerships for
Adaptation, Implementation, and
Dissemination
(PAID): Collaborative Award - PAY
IT FORWARD
National Science
Foundation; Human Research
Development
09/01/201208/31/2013
$5,105
9/1/2012
288
10/28/13 3:03 PM
Principal
Investigator
School
Dept
Title
Sponsor
Begin / End
Dates
Award
Amount
Award Date
PI: Sabila, Paul
CLAST
Chemistry and
Physics
Synthesis of Quinine derived natural product-like
compounds and
tetrahydrofuran
natural products
(Access to Equipment)
University of the
District of Columbia (National Science Foundation)
10/01/201009/30/2013
$0
10/1/2011
PD: Smith,
Kendra
GSPP
Counseling
Long-Term Training of Mental
Health Counselors Working with
Deaf, Deaf-Blind,
and Hard of Hearing Rehabilitation
Clients
U.S. Department
of Education;
Office of Special
Education and
Rehabilitative
Services
10/01/201209/30/2013
$98,253
7/12/2012
PD: Smith,
Kendra
GSPP
Counseling
Long-Term Training of Mental
Health Counselors Working with
Deaf, Deaf-Blind,
and Hard of Hearing Rehabilitation
Clients
U.S. Department
of Education;
Office of Special
Education and
Rehabilitative
Services
10/01/201109/30/2012
$100,000
1/11/2012
PI: Solomon,
Caroline
CLAST
Biology
National Environmental Synthesis
Center (EnSync)
University of
Maryland
(National Science
Foundation)
09/01/201208/31/2013
$25,409
7/12/2012
PI: Solomon,
Caroline
CLAST
Biology
Conference:
Workshop
for Emerging Deaf and
Hard-of-Hearing
Scientists, Gallaudet University,
Washington, DC
National Science
Foundation;
Directorate for
Biological Sciences
05/01/201204/30/2013
$18,370
4/18/2012
Award Total Training, Scholarships, & Other Projects (21 Awards, 17 PI/PDs, 10 Co-PI/PDs)
$1,855,137
GRAND TOTAL RESEARCH + TRAINING, SCHOLARSHIPS, & OTHER PROJECTS (34 Awards)
$6,219,284
289
10/28/13 3:03 PM
Proposals for Research Projects
Proposals FY 2012: Report Period October 1, 2011 - September 30, 2012
Principal
Investigator
School
Dept
Title
Sponsor
Begin / End
Dates
Proposed
Amount
Proposed
Date
PI: Allen,
Thomas
Co-PI/Science
GSPP
Visual Language and
Visual Learning
(VL2)
Collaborative
Center: Visual
Language and
Visual Learning
(VL2), Supplement for Interpreting
National Science
Foundation;
Directorate for
Social Behavioral
and Economic
Sciences
10/01/201109/30/2012
$65,000
8/6/2012
PI: Allen,
Thomas
Co-PI/Science
GSPP
Visual Language and
Visual Learning
(VL2)
Collaborative Research: Science
of Learning Center: Visual Language and Visual
Learning (VL2),
Supplement for
Advancement of
Avatar and Robotics Translation
National Science
Foundation;
Directorate for
Social Behavioral
and Economic
Sciences
10/01/201109/30/2012
$40,000
7/24/2012
PI: Allen,
Thomas
Co-PI/Science
GSPP
Visual Language and
Visual Learning
(VL2)
Collaborative
Center: Visual
Language and
Visual Learning
(VL2), Supplement for SLC
Evaluation
National Science
Foundation;
Directorate for
Social Behavioral
and Economic
Sciences
10/01/201109/30/2012
$76,348
12/4/2011
PI: Benaissa,
Senda
Co-PI: Cole,
Kevin
GSPP
Gallaudet Research Institute
(GRI)
Improving Deaf
Women’s Health
Literacy: Health
Risk Assessment
and Intervention at Gallaudet
University
Rochester Institute of Technology/National
Technical Institute
for the Deaf
(National Institute
of Health)
07/01/201202/28/2013
$49,247
2/3/2012
290
10/28/13 3:03 PM
Principal
Investigator
School
Dept
Title
Sponsor
Begin / End
Dates
Award
Amount
Award Date
PI: Benaissa,
Senda
Co-PI: Cole,
Kevin
GSPP
Gallaudet Research Institute
(GRI)
Videophone
Intervention to
Improve Health
Knowledge and
Outcomes with
Deaf Sign Language Users
University of
Rochester
(Patient-Centered
Outcomes Research Institute)
02/01/201301/31/2015
$187,117
7/12/2012
PI: Clark,
Diane
GSPP
Educational
Foundations &
Research
Translating the
PLS-5 into ASL
Kent State University
(U.S. Department
of Education;
Institute of Education Sciences)
07/01/201306/30/2017
$530,830
9/13/2012
PI: Clark,
Diane
Co-PIs: Allen,
Tom; Mather,
Susan
GSPP
Educational
Foundations &
Research
Visual Classroom
Design: Evidence
Based Practices
U.S. Department
of Education;
Institute of Education Sciences
07/01/201306/30/2015
$904,691
6/15/2012
PI: Gerner
de Garcia,
Barbara
GSPP
Educational
Foundations &
Research
The social and
academic inclusion of Deaf immigrant students
in Catalonia
Spencer Foundation
08/15/201208/14/2013
$35,109
2/9/2012
PI: Kwon,
Bomjun
GSPP
Hearing,
Speech and
Language Sciences
Perceptual effects
of mixed channel
configurations in
cochlear implants National Institute
of Health;
National Institute
on Deafness and
Other Communication Disorders
08/16/201211/30/2012
$119,934
8/24/2012
PI: Lundberg,
Daniel
CLAST
Chemistry &
Physics
Transforming
STEM Education
through Innovative, Cross-disciplinary Research
in Freshwater
Limnology
National Science
Foundation;
Directorate for
Education and
Human Resources
05/01/201304/30/2015
$200,000
5/30/2012
PI: Mirus, Gene CLAST
ASL/Deaf
Studies
Ebooks to
Promote Early
Literacy Skills
Among Deaf
Children
Swarthmore College
(U.S. Department
of Education)
03/01/201302/29/2016
$304,189
6/19/2012
PI: Mulrooney,
Kristin
Linguistics
Mobile Signing
Math Dictionaries with Mouth
Morphemes
Vcom3D, Inc.
(U.S. Department
of Education)
GSPP
10/01/201209/30/2014
$35,167
6/19/2012
291
10/28/13 3:03 PM
Principal
Investigator
School
Dept
Title
Sponsor
Begin / End
Dates
Award
Amount
Award Date
PI: Petitto,
Laura-Ann
GSPP
Psychology
Behavioral and
Neuroimaging
Studies of Bilingual Reading
National Institute
of Health;
Eunice Kennedy
Shriver National
Institute of Child
Health & Human
Development
05/23/201105/24/2012
$94,136
1/10/2012
PI: Pinar, Pilar
CLAST
Foreign
Languages,
Literatures and
Cultures
Perceptual Span
in Deaf Readers
University of
California-Davis
(National Institutes of Health)
10/01/201209/30/2014
$155,134
2/23/2012
PI: Sabila, Paul
CLAST
Chemistry and
Physics
Science and
Technology
Center (Intent to
Collaborate)
Howard University
(Harvard University)
07/01/201305/31/2017
$0
1/18/2012
PI: Sabila, Paul
Co-PI:
Sorensen,
Charlene
CLAST
Chemistry and
Physics
Center for Reduced Dimensional Systems
Howard University
(National Science
Foundation)
04/01/2012 03/31/2017
$222,686
10/24/2011
PI: Snyder,
Henry
CLAST
Chemistry and
Physics
National Space
Grant College
and Fellowship
Program
American University
(National
Aeronautics and
08/26/201108/25/2012
$30,000
10/6/2011
PI: Snyder,
Henry
GSPP
Chemistry and
Physics
National Space
Grant College
and Fellowship
Program
American University
(National
Aeronautics and
08/26/201208/25/2013
$30,000
7/6/2012
PI: Sorensen,
Charlene
Co-PIs: Sabila,
Paul; Lundberg, Daniel
CLAST
Chemistry and
Physics
Sustainable Research Network
on Improved
Global Air Quality
(SIGAQ)
Morgan State
University
(National Science
Foundation)
12/01/201211/30/2016
$608,238
12/1/2011
PI: Vogler,
Christian
CLAST
Rehabilitation
Engineering
Research Center
(RERC) on Telecommunications
Access
(U.S. Department
of Education)
10/01/201109/30/2012
$265,174
12/23/2011
292
10/28/13 3:03 PM
Principal
Investigator
PI: Vogler,
Christian
School
CLAST
Dept
Title
Sponsor
CIF21 DIBBs:
Visual language
data in signed
and spoken languages: Methods
for multi-modal
and cross-modal
comparative
analyses and dissemination
Rutgers University
(National Science
Foundation)
Begin / End
Dates
04/01/201303/31/2018
Proposals, Total Research Projects (21 Proposals, 14 PI/PDs, 7 Co-PI/PDs)
Award
Amount
$1,325,000
Award Date
8/27/2012
$5,278,000
293
10/28/13 3:03 PM
Proposals for Training, Scholarships, and Other Projects
Proposals FY 2012: Report Period October 1, 2011 - September 30, 2012
Principal
Investigator
School
Dept
Title
Sponsor
Begin/ End
Dates
Proposed
Amount
Proposed
Date
PI: Agboola,
Isaac
Co-PI: Sabila,
Paul
CLAST
Dean’s Office
High-5 STEM
Collaborative for
Diversification of
the Professoriate
(National Science
Foundation)
03/01/201106/30/2013
$6,000
6/6/2012
PI: Alkoby,
Karen
GSPP
Business
BP: DeafHighTek:
Pathways to
Computing for
Deaf and Hard of
Hearing Middle
and
High School
Students
Rochester Institute of Technology / National
Technical Institute
for the Deaf
(National Science
Foundation)
01/01/201312/31/2015
$230,167
4/5/2012
PI: Arnos,
Kathleen
CLAST
Biology
S-STEM Scholars: Overcoming
Barriers to STEM
Success for Deaf
Undergraduates
National Science
Foundation;
Directorate for
Education and
Human Resources
05/01/201304/30/2018
$519,689
8/13/2012
PD: Barclay,
David
GSPP
Social Work
Clinical Social
Work Training
Grant for Work
with Deaf and
Hard of Hearing
Populations
Health Resources
and Services
Administration;
Public Health and
Interdisciplinary
Education
09/30/201209/29/2015
$465,722
6/21/2012
PI: Braun,
Derek
Co-PIs: Clark,
Diane; Mathur,
Gaurav; Solomon, Caroline
CLAST
Biology
RDE-MB1: A
Model of Deaf
Scientists Mentoring Deaf Students
National Science
Foundation
(Human Resource Development)
09/01/201308/31/2016
$708,011
5/30/2012
PI: Braun,
Derek
Co-PI: Merritt,
Raymond
CLAST
Biology
Institutionalizing
an Inquiry-Based
Genomics Curriculum at Gallaudet
University
James Madison
University
(National Science
Foundation)
08/01/201207/31/2017
$90,102
12/2/2011
294
10/28/13 3:03 PM
Principal
Investigator
School
Dept
Title
Sponsor
Begin / End
Dates
Award
Amount
Award Date
PD: Brice,
Patrick
GSPP
Psychology
2012-2013 Eisenhower Transportation Fellowship
Program
U.S. Department
of Transportation;
Federal Highway
Administration
09/01/201208/31/2013
$32,500
3/28/2012
PD: Brice,
Patrick
Co-PD: Corbett, Carolyn
GSPP
Psychology
Training Disadvantaged Students in Clinical
Psychology to
Work with People
who Are Deaf or
Hard of Hearing
Health Resources
and Services
Administration;
Student Loans
and Scholarships
09/15/201206/30/2016
$515,088
6/20/2012
PD: Chukwuma, Emilia
GSPP
Business
Gallaudet University VITA Center
Internal Revenue
Service
07/01/201206/30/2013
$104,927
5/31/2012
PD: Gannon,
Christine
Student
Affairs
and
Academic
Support
Health & Wellness
Gallaudet Grant
to Reduce Sexual
Assault, Domestic
Violence, Dating Violence,
and Stalking on
Campus
U.S. Department
of Justice;
Office of Violence
Against Women
10/01/2012 09/30/2015
$300,000
5/22/2012
PD: Hanks,
Wendy
Co-PDs: Ackerly, Steven;
LaSasso, Carol
GSPP
Hearing,
Speech, and
Language Sciences
Preparation of
Highly Qualified
Clinical (Au.D.)
Audiologists With
an Improved
Pediatric Educational Audiology
Emphasis (PEAE)
To Provide Direct
Service to Deaf
and HH Pediatric
(0-21) Populations, Including those with
High Need, To
Enhance Child
Learning and
Developmental
Outcomes
U.S. Department
of Education;
Office of Special
Education &
Rehabilitative
Services
08/01/201207/31/2017
$1,193,207
6/25/2012
295
10/28/13 3:03 PM
Principal
Investigator
School
Dept
Title
Sponsor
Begin / End
Dates
Award
Amount
Award Date
PD: Lytle,
Linda
GSPP
Counseling
Dual Certification
Through a Hybrid
Program of Studies: A Masters of
Arts Degree in
School Counseling Combined
with a Deaf and
Hard of Hearing
Infants, Toddler,
and Their Families Collaboration
and Leadership
Interdisciplinary
Graduate Certificate
U.S. Department
of Education;
Office of Special
Education &
Rehabilitative
Services
01/01/201312/30/2017
$989,904
6/21/2012
PD: Mason,
Asiah
Office of
the President
International
Relations
Global Competency Through
Deaf Eyes
U.S. State Department; Bureau
of Education and
Cultural Affairs
08/31/201208/30/2015
$249,881
4/20/2012
PD: Mulrooney,
Kristin
GSPP
Linguistics
Natural Sign Language Recognition for Educational Games
VCom3D
(U.S. Department
of Education)
10/01/201203/31/2013
$4,987
2/10/2012
PD: Neese
Bailes, Cynthia
Co-PD: Kuntze,
Marlon
GSPP
Education
Educating for
Connections:
Critical Studies in
the Education of
Deaf Learners
U.S. Department
of Education;
Office of Special
Education &
Rehabilitative
Services
10/01/201209/30/2017
$1,249,974
5/4/2012
PI: Nickerson,
James
Co-PI: Solomon, Caroline
CLAST
Mathematics
Workshop for
Emerging Deaf
and Hard-ofHearing Scientists
University of
Washington
(National Science
Foundation)
02/01/201206/30/2012
$34,983
11/14/2011
PD: ReedyHines, Charity
Co-PD: Burwell, Darian
Office of
the President
Enrollment
Management
Upward Bound
at Gallaudet
University
U.S. Department
of Education;
Office of Postsecondary Education
09/01/201208/31/2013
$250,000
1/30/2012
296
10/28/13 3:03 PM
Principal
Investigator
PI: Solomon,
Caroline
School
CLAST
Dept
Biology
Title
Sponsor
Conference:
Workshop
for Emerging Deaf and
Hard-of-Hearing
Scientists, Gallaudet University,
Washington, DC
National Science
Foundation;
Directorate for
Biological Sciences
Begin / End
Dates
03/01/201006/30/2012
Award
Amount
$18,370
Proposals Total Training, Scholarships, & Other Projects (18 Proposals, 16 PI/PDs, 10 Co-PI/PDs)
$6,963,512
PROPOSALS GRAND TOTAL PROPOSED PROJECTS (39 Proposals)
$12,241,512
Award Date
2/8/2012
297
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VII. Outreach
Overview
Gallaudet University offers a comprehensive array of professional development, leadership, and outreach programs and
services for deaf and hard of hearing people, their families,
communities, and the professionals working with them across
the globe. Programs and services are developed to address
the needs and interests of diverse constituencies through the
offering of graduate, undergraduate, professional studies, and
non-credit courses and programs. Through its network of
Gallaudet University Regional Centers (GURC), the programs
and services of the University and the Laurent Clerc National
Deaf Education Center are disseminated.
Programs and services include both credit and non-credit offerings within a bilingual (ASL/English) learning environment,
and are created to support the goals of the Gallaudet Strategic
Plan. Programs are provided using multiple formats – within
traditional classroom settings, online and distance learning,
and through hybrid approaches – delivering professional
development, enrichment, and leadership programs both on
campus, online, and at sites around the country.
Its regional, national, and international programs, extend the
University’s “reach” through:
•
•
Delivery of graduate, undergraduate, and professional
studies courses across the United States, often in collaboration with sponsoring schools, programs, and agencies, providing opportunities to study with experts in
fields such as American Sign Language, deaf education,
language planning, bilingual education, Deaf Studies,
interpreting, and linguistics
Direct programming and outreach services to schools,
agencies, and corporations actively engaged in the provision of education and/or human services for deaf and hard
of hearing people
•
Use of online and distance education delivery formats for
courses and programming
•
Coordination of international programs, such as study
abroad and global internships, and the English Language
Institute which provide rich academic and cultural opportunities for visiting students, scholars, researchers, and
other professionals
•
Coordination of summer programs which offer a broad
array of academic and enrichment opportunities and
courses for graduate, undergraduate, and professional
studies credit, along with dynamic and empowering
programs for high school students, providing educational,
student development, and experiential learning opportunities
•
Coordination of the Gallaudet University Academic Bowl
for Deaf and Hard of Hearing High School Students
which recognizes academic achievement of students from
all parts of the country and also serves as a significant
recruitment and enrollment tool for the University
•
Approval and provision of continuing education credits
for noncredit learning opportunities as an International
Association of Continuing Education and Tracking
(IACET) authorized provider
During FY 2012, Gallaudet University documented 63,066
people served through training and technical assistance/consultation, information dissemination using a variety of formats,
exhibits and performances, as the table below illustrates. An
additional 64,612 people received information through listservs, and 32,195 people received information through other
forms of marketing.
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FY 2012 Activities and People Served
Activities
People Served
Training and technical assistance
1,433
15,672
Information dissemination (excluding Listservs)
1,751
4,319
108
43,075
3,292
63,066
Exhibits and Performances
TOTAL
Source: Activity Summary/Contact Log database
Note: Due to restructuring in Academic Affairs, some data that was previously documented using the Activity Summary/Contact Log database is no longer included.. In addition to the table,
another 96,807 received information (64,612 were informed through Listservs and 32,195 were
informed through marketing and press releases).
Enrollment
Professional Studies (PST) courses are offered on-campus,
online, and at sites across the United States. The following
tables show the enrollment figures for students enrolled in PST
classes during FY2012.
PST Annual Headcount Enrollment Trend
FY 2010
FY 2011
FY 2012
Students only in PST courses
737
747
664
Undergraduate/Graduate students enrolled in PST
courses
197
153
178
934
900
842
TOTAL
PST Enrollment Counts per Class by Student Type
FY 2010
FY 2011
FY 2012
1,088
1,192
1,099
Graduate students enrolled in PST courses
166
114
157
Undergraduate students enrolled in PST courses
124
93
92
1,378
1,399
1,348
Faculty/Staff
113
81
69
Online
394
651
289
80
34
141
Students only in PST courses
TOTAL
Extension
299
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PST Fall Census Enrollment1 Trend
1
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
144
296
201
102
147
Excludes graduate and undergraduate students enrolled in PST classes
In addition, Gallaudet also offers a number of non-credit
activities throughout the year via the provision of conferences,
trainings, and special events. Participation in these events
is not part of the PST figures (headcount or enrollment in
courses).
Non-Credit Program Offerings and Participation Trend
(outside of PST courses)
FY 2010
Activities
Participants
FY 2011
FY 2012
29
17
23
1,824
1,038
1,351
FY 2012 Non-credit enrollment by program
Activities
Participants
Summer Youth programs
4
78
National Academic Bowl
1
313
Conferences/special events
2
130
External contact programs
5
638
11
192
23
1,351
Contract training
TOTAL
300
10/28/13 3:03 PM
Programs (reported alphabetically)
Academic Bowl for Deaf and Hard of Hearing High
School Students
FY 2012 marked the 16th anniversary of the Gallaudet University Academic Bowl for Deaf and Hard of Hearing students.
This highly successful event was established in 1997 with the
goal of promoting academic competition among school teams
to foster academic excellence and achievement among deaf
and hard of hearing students across the country. In addition to
promoting a spirit of academic competition and sportsmanship, the Academic Bowl provides social opportunities for
development and collegiality between students from around
the country. It serves as public recognition for the honor and
importance of academic achievement and is a major recruitment program for the University.
During the 2012 competition, 79 high school teams participated, with a total of 313 students and 154 coaches. Of the
118 seniors participating in the competition, 24 enrolled at
Gallaudet this fall.
Participation in National Academic Bowl for Deaf and
Hard of Hearing Students
FY 2011
Schools/programs
FY 2012
78
79
Teachers/staff
156
154
Students
312
313
American Sign Language Program
In direct support of Gallaudet University’s bilingual mission,
the ASL Program provides instruction to faculty, staff, and
students as well as students from other area schools and colleges, federal government employees, area businesses and other
individuals interested in learning the language. It offers ASL
I–VI, credit-bearing courses, and other ASL learning opportunities, such as, short courses focusing on specialized aspects of
ASL (e.g., non-manual markers, fingerspelling) or tailored for
the needs of specific disciplines, departments or units on campus. The program also offers ASL I and II classes online. The
area businesses, government agencies, schools, and organizations that contract with Gallaudet for ASL classes include the
Department of Navy, National Institutes of Health, and U.S.
Department of Transportation, among others.
Highlights for FY2012 include:
•
Increased enrollment in ASL classes
•
Dramatic increase in inquiries about the availability of
sign language classes on campus as well as online
•
New inquiries that continue to build for concurrent credit
courses, also referred to as dual enrollment, that would
provide high school students with the opportunity to take
college course and earn college credits during the high
school day, on the high school campus
Increased Enrollment
As noted in the table below, during FY2012, enrollment in
ASL classes, both on-site and contract classes increased. In
addition, since they were first offered in Fall 2010, enrollment
in ASL online courses has steadily increased as well. With
increased marketing, huge interest in the online program is
anticipated. Currently, only ASL I and II are offered online..
Online ASL is an excellent tool for international students
and students who live in remote areas. Plans are underway to
expand ASL online courses by providing more natural and
real-time conversation between two parties.
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2008. Those numbers show the high demand for ASL courses,
both in face-to-face and online formats.
Increased Inquiries
Gallaudet University is seeing a marked increase in inquiries
related to the availability of sign language classes. Interests
expressed are primarily for on-campus ASL classes either during the academic year or during the summer. Since 2008, the
volume of email inquiries documented has risen by 167%.
There is also a dramatic increase in inquires about online ASL
courses, approximately a 1500% increase when compared with
Since the Spring 2011, the ASL Program has received a significant number of emails seeking information about concurrent
credit courses, also referred to as “dual enrollment.” Concurrent credit courses provide high school students with the opportunity to enroll in college courses and earn college credits
during the high school day, on the high school campus.
ASL Program - Classes and Enrollment
FY 2010
FY 2011
FY 2012
F ‘09
Sp ‘10
Su ‘10
Total
F ‘10
Sp ‘11
Su ‘11
Total
F ‘11
Sp ‘12
Su ‘12
Total
15
12
26
53
14
13
25
52
16
13
30
59
1
4
6
11
1
0
5
6
7
1
3
11
16
16
32
64
15
13
30
58
23
14
33
70
141
104
324
569
133
119
310
562
110
86
350
546
18
72
108
198
18
0
90
108
126
18
54
198
159
176
432
767
151
119
400
670
236
104
404
744
CLASSES
On-site/Online
Contract
TOTAL CLASSES
ENROLLMENT
On-site/Online
Contract
TOTAL
ENROLLMENT
Gerald “Bummy” Burstein Leadership Institute
•
Deaf women leadership
The Gerald “Bummy” Burstein Leadership Institute (BLI) provides an array of high-quality and innovative programs for deaf
and hard of hearing individuals that is designed to help them
move to the next level in their careers or personal life paths.
BLI addresses leadership knowledge and skills development in
education and other social service professions, including deafcentric for-profit and nonprofit agencies and corporations.
Program offerings utilize engaged learning formats with a focus
on experiential learning, problem solving, and transformation.
•
Educational leadership; change leadership; early education
professional development leadership
•
Parliamentary procedures; project management; life
coaching
•
Theater arts leadership for deaf and hard of hearing people
of color
BLI programs and courses focus on the following areas:
•
Agency leadership; entrepreneurial leadership
•
Consumer, family, and community advocacy; advocacy
training for deaf people internationally
FY2012 Highlights
Change Leadership Academy
The four-course Change Leadership Academy, designed in
collaboration with the Department of Administration and
Supervision and the Language Planning Institute, trains teams
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of educators from schools for the deaf to create and sustain
transformational change in their schools. Four schools, led by
the superintendent of each, participated in the launch of the
Academy in fall 2011: Arizona School for the Deaf and Blind,
the Delaware School for the Deaf, the New Jersey School for
the Deaf, and the Pennsylvania School for the Deaf. The teams
will complete their training in fall 2012, and each team member will receive a Certificate of Change Leadership.
Deaf Women Leadership Training
CEASD/NAD “Child First” Campaign
BLI cosponsored and hosted a consumer advocacy development event, the “Child First” Campaign, that brought
together representatives from leading member-based organizations “of, by, and for” deaf and hard of hearing people. The
purpose of the meeting was to reach agreement on a joint
strategy to ensure quality education for all deaf and hard of
hearing students. The following organizations participated
(listed alphabetically): American Society for Deaf Children,
Communication Services for the Deaf, Conference of Educational Administrators of Schools and Programs for the Deaf,
Deaf Bilingual Coalition, Deafhood Foundation, Deaf Seniors
America, Deaf Women United, Gallaudet University (Burstein
Leadership Institute and Laurent Clerc National Deaf Education Center), National Asian Deaf Congress, National Association of the Deaf, National Black Deaf Advocates, National
Council of Hispano Deaf and Hard of Hearing, PEPNet. Following the event, CEASD published a brochure announcing
the “Child First” Campaign that is being distributed to schools
and programs for deaf and hard of hearing students, state
departments of education, and shared with the general public
through YouTube and other mechanisms. Presentations about
“Child First” have been made at the NAD Convention and at
state and local conferences throughout the country.
In collaboration with the Gallaudet University Regional
Center-Southeast, BLI provided leadership training for deaf
women in North Carolina that focused on self-awareness,
identification of participant leadership styles, effective professional communication, and conflict resolution strategies. As
part of the training, participants identified and began implementing projects that are designed to have a significant impact
within their local communities: (1) development of by-laws
to establish a nonprofit organization, Deaf Women of North
Carolina; (2) creation of a Deaf Women’s Retreat planned for
fall 2012; coordination of Deaf Youth Network events through
the North Carolina Association of the Deaf; activities for deaf
and hard of hearing senior citizens.
Grassroots Advocacy International Leadership Training
BLI provided leadership training to 23 deaf and hard of
hearing leaders from 10 developing countries during summer
2012. This marked the second year that the program has been
offered; the first training was held in 2009 and enrolled 13
international leaders.
Participation in the Grassroots Advocacy International
Leadership Training program required a commitment by the
participating leaders to share their knowledge by training constituents when they returned home. The intensive, week-long
program focused on a wide array of leadership skills, including
organizing grassroots-level deaf people into productive groups,
establishing a clear vision of strategic planning and goalsetting, leadership styles and their application, and human
relations and emotional intelligence skills. Perhaps most important, these community-minded participants were taught by
a team of noted deaf role models about how to network with
other potential leaders and how to advocate for their rights.
During FY2012, 168 people were served through BLI offerings.
Burstein Leadership Institute Program Enrollment Trend
FY 2010
FY 2011
FY 2012
On-campus
9
4
5
Hybrid/Online
7
2
9
Extension
5
9
3
176
42
168
Programs and Enrollment
Enrollment
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The English Language Institute is currently in phase three of
its accreditation process through the Commission on English
Language Accreditation, which involves the submission a
formal accreditation application and the draft of a self-study
report, expected to be completed early in the next fiscal year.
During FY2012, the English Language Institute (ELI) continued on its path to growth through enrollment increases. We
experienced the establishment of a deaf-centered ESL program
at Beijing Union University, which required consulting and
support from Gallaudet personnel. Additional partnerships
with other countries have been proposed and approved, most
notably with Panama. Discussions are currently under way
with regard to Gallaudet’s membership in a consortium of
universities in France, with a goal of fostering international
information-sharing among educators who teach English to
deaf students. Also during FY2012, ELI staff presented at the
30th National Teachers’ Conference in Guatemala.
Notable among the changes that have impacted ELI during FY2012 was the reorganization of Academic Affairs
that resulted in the merger of ELI with Foreign Languages,
Literatures and Cultures and the International Studies majors.
A new department, World Languages and Cultures, thus came
into existence at Gallaudet.
English Language Institute Enrollment Trend
FY 2009
Fall
2008
48
FY 2010
Spring
2009
51
Fall
2009
67
FY 2011
Spring
2010
Fall
2010
61
59
International Relations
The University regularly receives requests for visits from
leaders in higher education and special education, and from
human rights activists around the world. FY2012 proved to be
a year of organizational change which resulted in the creation
of the International Relations unit within the Office of the
President. The outreach activities reported here are those specifically conducted in support of the international goals in the
Gallaudet Strategic Plan, specifically: (A) increasing enrollment
of international students, (B) preparing students for career
success and career opportunities, (C) increasing revenues,
scholarships and donations and (D) helping Gallaudet become
a “world class” university, the epicenter of research, development of knowledge and outreach.
FY 2012
Spring
2011
54
Fall
2011
65
Spring
2012
72
•
Initiated the pilot program at the Gallaudet-BUU International Center offering ASL and English classes to 30
deaf and hard of hearing students at BUU with the intention that the students will later transfer to Gallaudet.
•
Conducted Chinese Sign Language class at Gallaudet.
This will increase the number of volunteer-teachers to
teach at the Gallaudet-BUU International Center.
•
Secured a US State Department grant for “Capacity
Building for Study Abroad.” This will provide scholarships
for Gallaudet students to conduct study abroad in China.
•
Selected as one of the ten universities to represent the US
State Department Higher Education delegation to China
as part of President Obama’s 100,000 Strong Initiative.
Panama
Achievements During 2012
•
China
•
Signed an MOU with Beijing Union University (BUU)
to establish the Gallaudet-BUU International Center for
enrollment of students from China, Taiwan and Mongolia.
Signed an MOU with the Embassy of Panama in Washington DC to establish the Gallaudet-Panama International Center for enrollment of students from countries in
Latin America.
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10/28/13 3:03 PM
International Leadership
•
•
Gandhi National Open University in Delhi and at the Sanskardham Rotary Deaf School in Mumbai. They met with the
National Association for the Deaf and visited the St. Francis
Xavier Deaf School and Training Center.
Selected by the US State Department to host dignitaries,
international delegations and participants in the International Visitors Leadership Program. Participants included
university leaders, advocates and government officials
from around the globe. Most of these leaders become
advocates and unofficial recruiters for Gallaudet in their
home countries.
International Internships
Hosted ambassadors and diplomats from seven countries
during FY2012.
World Deaf Information Resource Project
As a significant mechanism for international outreach, the
WDIRP was launched in FY2009 to serve as a portal for those
in search of information about international resources for deaf
and hard of hearing people. It provides contact information
for schools, programs, and organizations serving deaf and hard
of hearing people throughout the globe, as well as links to
other related websites. During FY2012, WDIRP had 13,552
“unique visitors” to the website, and of those, 12,219 were first
time visits. In total, there were 19,314 “page loads” from the
WDIRP website during FY2012.
Study Abroad India
In addition, through a variety of University programs, including the Master’s degree program in International Development
and the Career Center, students participate in international internships which provided learning experiences for the Gallaudet students, and also served for outreach to the Deaf community worldwide. During FY 2012, nine students participated
in international internships, serving in Argentina, Belgium,
Cambodia, Cameroon, Costa Rica, Guatemala, Guyana, Hong
Kong, Japan, Mexico, Panama, the Philippines, Switzerland,
and Tanzania. One student served in five countries. Outreach
projects included work in the area of HIV/AIDS research
(Cambodia), inclusion of children with disabilities in educational settings (Tanzania), Deaf Awareness (Costa Rica),
performing arts for people with disabilities (Hong Kong),
advocacy skills for Deaf people (Japan), effective classroom
strategies for Deaf children (Argentina), and using performing
arts to enhance literacy and communication skills (Guyana),
among others.
The following table shows the number of people served internationally through training and technical assistance/consultation, information dissemination, exhibits and performances.
It should be noted that due to restructuring within Academic
Affairs, some data that was previously included in this table are
no longer included.
During FY 2012 Gallaudet offered the Gallaudet-India
Study Abroad program. The topic for the class was “History,
Language and Culture of India.” Twenty-seven students and
alumni participated. During the study abroad program the
students participated in two panel presentations at the Indira
FY 2012 International Activities and People Served
Activities
People Served
120
1,225
Information dissemination (including Listservs)
159
162
2
406
281
1,793
Exhibits and Performances
TOTAL
Source: Activity Summary/Contact Log database; World Deaf Information Resource Project
Note: Due to restructuring in Academic Affairs, some data that was previously documented using the Activity Summary/Contact Log database is no longer included and therefore cannot be
compared to data from previous years. In addition to the table, another 13,552 “unique visitors”
received information through the World Deaf Information Resource Project webpage (with 19,314
documented “page loads.”
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Gallaudet University Regional Centers
its territories, through extension courses, training programs,
workshops, conferences, special events, consultation services,
and other innovative programming. The regions and host
institutions are indicated below:
The Gallaudet University Regional Centers (GURCs) bring
the resources and expertise of Gallaudet University and the
Clerc Center to the six major regions of the United States and
GURC Region
Host Institution
Location
Midwest
John A. Logan College
Illinois
Northeast
Northern Essex Community College
Massachusetts
Pacific
Kapi’olani Community College
Hawai’i
Southeast
Gallaudet University
Washington, D.C.
Southwest
Austin Community College
Texas
West
Ohlone College
California
During FY 2012, the GURCs documented 158,278 people
served through training and technical assistance/consultation,
information dissemination (using a variety of formats), exhibits and performances, and marketing.
GURC Activities and People Served Trend
FY 2010
FY 2011
FY 2012
377
1,246
991
380
602
1,286
Exhibits and performances
110
45
106
N/A1
136
131
867
2,029
2,514
11,404
19,561
11,533
88,690
90,168
67,881
15,266
16,451
42,669
N/A1
44,527
36,195
115,360
170,707
158,278
ACTIVITIES
Marketing and press releases
ACTIVITIES TOTAL
PEOPLE SERVED
PEOPLE SERVED TOTAL
1
Comparison data not available.
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10/28/13 3:03 PM
FY 2012 GURC Activities and People Served by Region
Midwest
Northeast
Pacific
Southeast
Southwest
West
National1
TOTAL
ACTIVITIES
42
737
66
37
20
62
27
991
Information dissemination
(including Listservs)
465
281
2
356
120
59
3
1,286
14
15
4
52
10
10
1
106
23
63
9
2
22
11
1
131
544
1,096
81
447
172
142
32
2,514
1,466
4,827
1,355
268
1,782
749
1,086
11,533
Information dissemination
(including Listservs)
2,452
50,375
2
13,131
1,857
61
3
67,881
8,709
2,223
1,612
2,900
6,031
19,194
2,000
42,669
7,639
5,639
4,202
10
2,944
14,761
1,000
36,195
20,266
63,064
7,171
16,309
12,614
34,765
4,089
158,278
ACTIVITIES TOTAL
PEOPLE SERVED
PEOPLE SERVED TOTAL
Source: Activity Summary/Contact Log database
National refers to those activities that were national in scope, not limited to one particular region. Such events usually had staff from more
than one GURC involved with the planning and implementation, and served participants from throughout the country.
1
The GURCs play a significant role in accomplishing the goals
and objectives of the Gallaudet Strategic Plan (GSP) and
disseminating the programs and services of the Laurent Clerc
National Deaf Education Center. This section will focus primarily on their relationship to enhancing “outreach integrating
research and practice, particularly to benefit deaf and hard
of hearing PK-12 students” (GSP objective E.3) by seeking
“partnerships with universities, PK-12 programs, community
organizations, private foundations, government programs, and
businesses aimed at developing, implementing and assessing
educational innovations and impacts on student learning”
(GSP strategy E.3.2).
for students, professionals, and the general public during Deaf
Awareness Week; offering sign language classes for Spanish
speakers; supporting the Gallaudet National Academic Bowl;
providing learning activities and other training for teenagers,
parents of preschoolers, professionals who serve deaf and hard
of hearing infants and toddlers, and families; distributing electronic newsletters; and participating in Gallaudet recruitment
activities. One specific program is detailed below.
•
Deaf Cultural Center and the Disability Rights Center
(KS)
•
Grayslake North High School and Whitney Young High
School (IL)
Midwest Region at John A. Logan College, Illinois
•
Hinsdale South High School (IL)
Worked with the following new and established partners on
programs, including those from the Clerc Center, on working with high school student career development; providing
training on the Shared Reading Project; providing workshops
•
Holley Institute (MI)
•
IL School for the Deaf, KS School for the Deaf
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•
Illinois School for the Deaf
•
Illinois Service Resource Center—Facilitated the Illinois
Statewide “Deaf Can Do It- Community Service Day”
project. A total of 495 deaf and hard-of-hearing students
across Illinois volunteered to help their local animal shelters, setting a world.
•
IN School for the Deaf
•
John Hersey High School (IL)
•
Johnson County Community College (IL)
•
Kansas School for the Deaf, Early Intervention Program
•
Metro School for the Deaf (MN)
•
MI School for the Deaf
•
Missouri School for the Deaf
•
MN State Academy for the Deaf
•
SoundSTART Early Intervention Program (KS)
•
The Center for Communication, Hearing and Deafness,
Kellogg Child and Family Program (WI)
•
The Kentucky Educators for the Deaf and Hard-of-Hearing’s Summer Institute
•
Upper Arlington High School (OH)
•
Whitney Young High School (IL)
•
WI School for the Deaf
•
Wisconsin Educational Services Program for the Deaf and
Hard of Hearing
young babies who have hearing loss; promoting the benefits of
Universal Newborn Hearing Screening; offering parent-infant
services; operating a statewide sign language program for families with young deaf or hard of hearing children; participating
in a statewide project developing statewide educational services
guidelines for children with hearing loss; providing storyreading programs; coordinating a national outreach conference; sponsoring regional conferences; presenting at national
conferences; providing exhibition booths at conferences; securing funding for outreach operations; strengthening student
preparation for employment and career success; assisting deaf
and hard of hearing high school students with applying and
enrolling at Gallaudet University; providing support to the
Gallaudet National Academic Bowl; and administering a Summer Transition to Work grant.
Northeast Region at Northern Essex Community College,
Massachusetts
Worked with the following new and established partners on
programs, including those from the Clerc Center and other
areas of Gallaudet University, on developing and implementing a university improvement grant and phonics training for
early education teachers and speech/language professionals;
providing sign language in the home for families of very young
children; offering a biennial conference to assure timely initiation of effective, family-centered, early intervention with very
•
American School for the Deaf
•
Austine School for the Deaf
•
Children at Boston Children’s Hospital
•
Clarke School for the Deaf
•
Conference of Educational Administrators of Schools and
Programs for the Deaf (CEASD)
•
Deaf and Hard of Hearing Education Initiative Project
(NH)
•
Early Hearing Detection & Intervention (EHDI) Conference in St. Louis, Missouri
•
Early Intervention (RI)
•
Family Sign Language Program (MA)
•
High School Student Interns (MA)
•
Horace Mann School for the Deaf
•
Lawrence, MA
•
Lawrence, MA Public Schools
•
MA Commission for the Deaf and Hard of Hearing
•
MA Department of Public Health
•
Manchester NH Program for Deaf and Hard of Hearing
Students
•
MKSD, NJ
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•
•
New England Regional Consortium, The Boston Center
for Deaf and Hard of Hearing Rhode Island School for
the Deaf (RISD)
•
Easter Seals
•
Family ASL at HSDB
New Hampshire Department of Education, Bureau of
Special Education
•
Federated States of Micronesia
•
Hawai‘i Vocational Rehabilitation
•
Hawai’i Deaf-Blind Project
•
Hawai’i School for the Deaf and the Blind
•
National Association of the Deaf
•
Northeast Deaf and Hard of Hearing Services, Manchester, NH
•
Northern Essex Community College Office of Institutional Advancement
•
Shared Reading Saturdays (MA)
•
Pacific Deaf-Blind Newsletter
•
St. Joseph’s School for the Deaf, Bronx, NY
•
Pacific Deaf-Blind Project
•
Student Ambassador Program at New England Regional
Consortium
•
Pacific Rim Conference on Disabilities
•
The Learning Center
•
PILI Deaf Education Teacher Preparation Program
•
Warwick, RI
•
Pohnpei
•
Republic of the Marshall Islands
•
RID Region V Conference
•
RSA Establishment Authority
•
Saipan
•
Shared Reading Saturdays.
•
U.S. Department of Education/OSEP
Pacific Region at Kapi’olani Community College, Hawai’i
Worked with the following Hawai’i partners on programs,
including those from the Clerc Center and other areas of Gallaudet University, on strengthening outreach efforts to young
deaf children, their parents, and professionals; co-sponsoring
an early intervention conference and workshops; assessing
language and communication levels and educational needs;
providing technical assistance and training in deaf education;
securing funding for outreach operations; developing plans
for Hawaii’s one-stop vocational service center; representing
Gallaudet University at conferences; sharing information and
resources; and providing support to the Gallaudet National
Academic Bowl.
•
American Samoa
•
Chuuk
•
Commonwealth of Northern Mariana Islands
•
Deaf WorldTeach-Pacific
•
Department of Health 0-3 program
•
Departments of Public Health/EHDI
•
Early Hearing Detection and Intervention
Southeast Region at Gallaudet University,
Washington, D.C.
Worked with the following partners on programs, including those from the Clerc Center and other areas of Gallaudet
University, on co-sponsoring a gathering of national organizations advocating for the educational rights of deaf and hard of
hearing children to reach a joint strategy—the “Child First”
Campaign—to address the needs of deaf and hard of hearing
children; reactivating an alumni chapter; providing technical
assistance a two-week performing arts festival; co-sponsoring
training sessions; conducting outreach by visiting schools
and colleges and attending conferences and events; working
collaboratively to establish a summer camp; coordinating sex
education and parliamentary procedures training for high
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school students; supporting an academic competition; facilitating an articulation agreement; and supporting traditionally
underserved groups.
•
Quest Visual Theatre (DC/MD/VA)
•
Shared Reading Project (FL)
•
Alabama Association of the Deaf Statewide Conference
•
•
Alabama School for the Deaf
Theatre Arts for Deaf and Hard of Hearing People of
Color (FL)
•
Atlanta Area School for the Deaf (GA)
•
TheatreBridge Summer Camp (DC/MD)
•
Burstein Leadership Institute
•
Central Piedmont Community College (NC)
•
•
•
Deaf Women Leadership (NC)
•
Gallaudet University Alumni Association (GUAA) DC
Chapter
•
Georgia Department of Education
•
Georgia Department of Rehabilitation Services
•
Georgia School for the Deaf
•
Georgia Tech
•
Interpreter Training Program at Central Piedmont Community College (CPCC)
•
Maryland School for the Deaf
•
National Academic Bowl at Gallaudet
•
National Alliance of Black Interpreters (DC)
•
National Association of the Deaf conference (KY)
•
National Outreach Pre-Conference (CT)
•
North Carolina Department of Education
•
North Carolina Division Services for the Deaf and Hard
of Hearing
Southwest Region at Austin Community College, Texas
University, on providing youth leadership workshops, providing economics and money management classes, supporting the
Miss Deaf America Ambassador youth program; supporting
professional development for American Sign Language specialists; sponsoring several Clerc Center workshops; developing a
partnership with an educational resource center; sponsoring
training for professionals from schools serving deaf students;
planning a national conference; providing support for deaf
students in developmental English; partnering to host conferences; showcasing deaf artists; providing support and presenting for various organizations; developing potential partners;
exploring the potential for an articulation agreement; cosponsoring a youth leadership workshop; representing Gallaudet at
numerous conferences, exhibits, and college fairs; promoting
programs through media; and providing support to the Gallaudet Academic Bowl.
•
ACCESS News
•
American Sign Language Roundtable (AZ)
•
Arizona State Schools for the Deaf
•
ASLFest (TX)
•
•
•
CASA Conference in New Mexico
•
Deaf Senior Citizens of Texas
•
Deaf Women and Health Empowerment Fair
•
North Carolina School for the Deaf, Wilson
•
Deaf Women United (DWU)
•
Perimeter Community College Interpreter Training Program (GA)
•
El Paso Community College
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•
Family Weekend Retreat in Austin, Texas and in Amarillo,
Texas
•
Front Range Community College
•
Front Range Community College (CO)
•
Gallaudet University Alumni Association (GUAA)
University, on forming new partnerships; supporting professional development; supporting parents at family retreats; collaborating to design extension courses; supporting the offering
of courses; supporting activities in various cities; supporting
professional development and family programming; entering a
formal articulation agreement; supporting Black Deaf History
events; and supporting the Gallaudet Academic Bowl.
•
Imagination Celebration in Dallas, TX
•
American Sign Language Roundtable (AZ)
•
Marion Downs Hearing Center in Denver, Colorado
•
•
National Conference of Jr. NAD
Arizona State Schools for the Deaf (ASD – Tucson and
Phoenix Day School for the Deaf )
•
National Council Hispano for the Deaf & Hard of Hearing (TX)
•
ASLRT
•
Bay Area Asian Deaf Association
•
National Student Life Conference
•
•
NCHDHH
California Educators of the Deaf (CAL-ED) Annual Conference
•
Office of Special Education Programs (OSEP)
•
Center on Childhood Deafness and Hearing Loss
•
Parliamentary Procedure Workshop at Arizona Schools
•
Cultivating Unity, Pride, and Empowerment of the Deaf
(CUPE’D)
•
PEPNet 2.0
•
Downey High School, Downey, CA
•
Pima Community College (AZ)
•
Educational Interpreters.
•
Safe Place in Austin
•
Idaho School for the Deaf and the Blind
•
Shared Reading Project (SRP)
•
Interpreters and Transliterators of Color (Regional)
•
Texas Department of Assistive and Rehabilitative Services
•
John O’Connell High School, San Francisco
•
Texas School for the Deaf
•
Leigh High School
•
Texas Statewide Conference on Education for the Deaf
and Hard of Hearing in Houston
•
Lynwood, WA
•
The Deaf Arkansas
•
Montana School for the Deaf and the Blind
•
The Deaf Texan
•
National Academic Bowl at Gallaudet
•
University of Arizona
•
National Asian Deaf Congress (CA)
•
Youth Latino at The National Council of Hispano Deaf
and Hard of Hearing (NCHDHH)
•
Ohlone College (CA)
•
Pasco
•
Quest Visual Theatre
Western Region at Ohlone College, California
•
Speech Language Pathologists, Audiologists
•
Tacoma Public Schools
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•
Tacoma, WA
Special Outreach Initiatives
•
Vancouver
•
Washington School for the Deaf
Gallaudet engages in specialized collaborations that create new
partnerships and new opportunities for outreach and expansion. Highlights are described below.
•
Washington School for the Deaf (Center for Childhood
Deafness and Hearing Loss)
•
Washington Sensory Disability Services
•
Washington State Outreach Team
•
Washington State Registry of Interpreters for the Deaf
Language Planning Institute and Center for ASLEnglish Bilingual Professional Development
During FY2012, the Language Planning Institute and
Center for ASL-English Bilingual Professional Development
(LPI/CAEBER) put broad expansion of ASL-English Bilingual
Professional Development (AEBPD) outreach on hold due to
budget constraints. Rather, through a contract with Atlanta
Area School for the Deaf (AASD), a one-year AEBPD inservice to teachers and staff at AASD was provided. Specifically, two professional development courses were offered through
Gallaudet University for Fall 2011 and Spring 2012, which
included 260 hours of consultation with an AEBPD Pilot
Group of 12 teachers and the provision of language planning
consultation to AASD’s Language & Literacy Planning Team
and Administrative Team.
The strategies for achieving accomplishments at AASD included:
•
Provided mentoring and leadership development activities and services, employing both ASL and English as
languages of instruction in the education of children at
the preK-12 levels, including those who have cochlear
implants;
•
Provided broad-based technical assistance for teachers,
educational staff, and administrators in planning the strategic use of ASL and English as languages of instruction;
and
•
Disseminated new research information relating to AEBPD and bilingual/ESL instructional design that integrates
innovative technology.
Deaf Peace Corps Volunteers Exhibition
In October, 2011, the Gallaudet University Museum opened
Making a Difference: Deaf Peace Corps Volunteers in the Weyerhaeuser Family Art Gallery and Exhibition Hall of the I. King
Jordan Student Academic Center. Deaf Peace Corps Volunteers, many of whom are Gallaudet alumni, served in Kenya,
Ghana, the Philippines, St. Lucia, Malaysia, Sierra Leone, St.
Vincent, Ecuador, Nepal, Benin, Zambia, and Guyana. More
than 40 of the known deaf Peace Corps Volunteers worked
with Museum staff to develop a script and select images and
objects for presentation. http://www.gallaudet.edu/Museum.
html
The exhibition examined ways Peace Corps service of deaf
Volunteers aligns with and diverges from the experience of
hearing Volunteers. Comments from deaf returned Peace
Corps Volunteers reveal the challenging circumstances and
resourceful solutions that most, if not all Volunteers encounter.
They also suggest that skills gained from a lifetime of being
deaf, such as, comfort with being seen as an outsider and acceptance of the spectacle of signing, become tools that enhance
international service. During a panel discussion they shared
experiences on multiple issues including access to education,
perceptions of deaf people, and international relations. Through Deaf Eyes Project
The Through Deaf Eyes documentary continues to gain international attention. In January 2012 the director traveled to
Algeria to talk with audiences about filmmaking. to the film
was shown to over 250 people including film students and
reporters, professors and government officials, as well as the
National Federation of the Deaf in Algeria. Funded by a grant
from the State Department’s Bureau of Educational and Cultural Affairs, and curated and administered by the University
Film and Video Association, the Showcase highlights the value
of documentaries in fostering understanding and cooperation.
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In March 2012 the Office of Diversity and Inclusion, Department of ASL and Deaf Studies, the Dean of the College of
Liberal Arts, Science and Technology, and the Dean of the
Graduate School and Professional Programs hosted a screening
of the film DEAF JAM, and a panel discussion. Following the
full-house film screening and panel discussion the audience
held a“jam” session.
Two key TheatreBridge concepts are “visual theatre” and
“theatre-in-education.” In the “visual theatre” approach, movement is the central principle, allowing students with limited
language skills to develop their theatre skills without the
barrier that language often presents. Through the concept of
“theatre-in-education,” theatre games that emphasize motion,
expression, and collaboration are integrated into instruction
in core curriculum subjects to engage students in the learning
process and enhance their understanding.
TheatreBridge
QuestFest and FreeFest
During FY2012, Gallaudet continued year-two of a four-year
collaboration with the nonprofit organization, Quest Visual
Theatre, and the Maryland School for the Deaf (MSD) to
provide training to teachers on the use of visual theatre to enhance the literacy and theatre skills of deaf and hard of hearing
elementary and middle school students. The target population
of TheatreBridge includes 3rd through 8th grade deaf and hard
of hearing students at MSD in Columbia, Maryland. Many of
these students qualify for free or reduced meals and have additional disabilities which impact their access to the curriculum. Most of the students have language delays, coming from
homes in which clear communication between hearing parents
and deaf children is limited from birth. Approximately half the
students in this grade range take the modified or alternative
state assessment.
Quest Visual Theatre, in partnership with Gallaudet University, and several area theatres produced QuestFest, a five-week
visual theatre festival. QuestFest featured 15 productions, over
50 performances, more than 20 free residencies with theatre
professionals, and a conservatory. Almost 5,000 people participated in QuestFest programming.
Deaf Jam Screening and Poetry/Storytelling Jam
As part of QuestFest, Gallaudet was the site for “FreeFest,” a
day for the whole family, featuring free performances by visual
theatre artists from the United States and Catalonia (Spain).
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“Space”
Mauricio Orozco
Watercolor
Laurent Clerc National Deaf Education Center
The Laurent Clerc National Deaf Education Center, a division of Gallaudet University, includes Kendall Demonstration Elementary School (KDES), the Model Secondary School for the Deaf (MSSD), and associated research,
evaluation, training, and dissemination services. The primary purpose of the Clerc Center is to fulfill the national
mission of improving the quality of education afforded to deaf and hard of hearing students from birth through age
21 across the country.
Clerc Center.indd 315
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1/8/13 10:12 AM
Clerc Center
I. Overview of the Clerc Center
While providing an exemplary education to the students attending Kendall Demonstration Elementary School (KDES)
and the Model Secondary School for the Deaf (MSSD), the
Clerc Center works in partnership with a network of programs
and schools throughout the nation to identify and share best
practices in the field. The partnership of the Clerc Center with
schools and programs throughout the United States is the
cornerstone for activities designed to have national impact.
The goal of collaborative partnerships is the provision of quality educational opportunities to all students, with emphasis
on students who are lower achieving academically, who come
from families that speak a language other than English in the
home, who have additional disabilities, who are members of
diverse racial or cultural groups, or who live in rural areas. The
Clerc Center provides training and technical assistance, publishes and disseminates materials and information, establishes
and publicizes its research priorities through a process allowing
for public input, and provides technical assistance to families
of children who are deaf or hard of hearing and the professionals who work with them.
implementation of standards-based instruction and assessment
for the purpose of improving academic achievement among its
students. In addition, as a part of its national mission work,
the Clerc Center continued to refine and collect input from
a wide variety of teachers, professionals, and other members
of the public regarding the Clerc Center’s priorities regarding
research, development, and demonstration. This public input
gathering included reaching out to traditionally underserved
groups and providing them with richer and deeper opportunities to provide input.
FY 2012 Highlights
During FY 2012, the Clerc Center engaged in a number of
activities designed to improve education and outcomes for deaf
and hard of hearing children at the Clerc Center and nationwide. Specifically, the Clerc Center remained engaged with reform efforts and devoted significant resources to the continued
The Clerc Center made significant progress on the Clerc
Center Strategic Plan. During FY 2012, the ideas from the
action plan teams in FY 2011 transitioned to the development
phase of the work, resulting in products in each goal area and
the establishment of mechanisms to share information. In FY
2012, many products completed the development phase and
are being actively disseminated. Products include resources
that focus on addressing the needs of families and professionals
working with deaf and hard of hearing students, and specifically the needs of those serving students with disabilities. In
addition, the development of an on-line network is underway
which will be used for sharing the identified essential factors
in developing linguistic competence in children. A draft of the
K-12 ASL content standards and benchmarks was also completed in FY 2012, with planned dissemination of completed
standards in FY 2013.
The Clerc Center is pleased to provide this report of achievements.
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Clerc Center
II. Education of the Deaf Act
The Education of the Deaf Act (EDA), reauthorized in 2008
(P.L. 110-315), directly impacts Gallaudet University and
the Clerc Center, including KDES and MSSD. The EDA
specifically outlines both the primary responsibilities of the
Clerc Center and the demonstration schools and the reporting requirements for Gallaudet University, many of which also
apply to the Clerc Center. This section includes excerpts of the
EDA that apply to the Clerc Center.
lege, other postsecondary opportunities, or the workplace.
(See section VII.)
The EDA also mandates the Clerc Center to:
1. Provide technical assistance and outreach throughout the
nation to meet the training and information needs of
parents of infants and children who are deaf or hard of
hearing. (See section VI.)
Note: Where “...” appears, sections of the EDA that do not apply
to the Clerc Center have been removed.
2. Provide technical assistance and training to personnel for
use in teaching students who are deaf or hard of hearing in various educational environments, and students
who are deaf or hard of hearing with a broad spectrum of
needs…. (See section VI.)
Primary Responsibilities of the
Clerc Center
3. Establish and publish priorities for research, development,
and demonstration through a process that allows for public input. (See section III.)
The EDA mandates activities specific to the Clerc Center. It
authorizes the Board of Trustees of Gallaudet University to
maintain and operate the Clerc Center to carry out exemplary
elementary and secondary education programs, projects, and
activities for the primary purpose of developing, evaluating,
and disseminating innovative curricula, instructional techniques and strategies, and materials that can be used in various
educational environments serving individuals who are deaf or
hard of hearing throughout the nation.
The EDA requires the Clerc Center’s elementary and secondary programs to serve students with a broad spectrum of
needs, including students who are lower achieving academically, who come from families that speak a language other than
English in the home, who have secondary disabilities, who are
members of diverse racial or cultural groups, or who are from
rural areas.
The EDA states that the elementary and secondary programs
must include:
1. KDES, to provide day facilities for elementary education
for individuals who are deaf, to provide such individuals with the vocational, transitional, independent living,
and related services they need to function independently,
and to prepare such individuals for high school and other
secondary study. (See section VII.)
2. MSSD, to provide day and residential facilities for secondary education for individuals who are deaf, to provide
such individuals with the vocational, transitional, independent living, and related services they need to function
independently, and to prepare such individuals for col-
To the extent possible, the Clerc Center must provide the
services required in an equitable manner based on the national
distribution of students who are deaf or hard of hearing in
educational environments, including regular classes; resource
rooms; separate classes; separate, public, or private nonresidential schools; separate, public, or private residential schools; and
homebound or hospital environments. (See section VI.)
In 2008, the EDA added language requiring the University, for
purposes of KDES and MSSD, to:
1. Select challenging academic content standards, challenging student academic achievement standards, and academic assessments of a State, adopted and implemented, as
appropriate, pursuant to the applicable provisions of the
Elementary and Secondary Education Act of 1965 and
approved by the Secretary; and implement such standards
and assessments for such programs by not later than the
beginning of the 2009-10 academic year;
2. Annually determine whether such programs at the Clerc
Center are making adequate yearly progress…; and
3. Publicly report the results of the academic assessments, except where such reporting would not yield statistically reliable information or would reveal personally identifiable
information about an individual student, and whether the
programs at the Clerc Center are making adequate yearly
progress…. (See section VII.)
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Clerc Center
Reporting Requirements for the EDA
B. The number of these students who completed or
graduated from each of the educational programs.
(See sections VIII and X.)
The Board of Trustees of Gallaudet University … shall prepare
and submit an annual report to the Secretary and to the Committee on Education and Labor of the House of Representatives and the Committee on Health, Education, Labor, and
Pensions of the Senate not later than 100 days after the end of
each fiscal year, which shall include the following:
C. The disposition of these students on the date that is
one year after the date of graduation or completion
of programs at…the University and its elementary
and secondary schools in comparison to students
from non-minority backgrounds. (See section X.)
1. The number of students during the preceding academic
year who enrolled and whether these were first-time
enrollments, who graduated, who found employment,
and who left without completing a program of study reported under each of the programs of the University (i.e.,
elementary, secondary)…. (See sections IX and X.)
D. The number of students needing and receiving
support services (e.g., tutoring, counseling) at all
educational levels. (See section VI.)
G. Strategies (e.g., parent groups and training classes
in the development of individualized education
programs) used by the elementary and secondary
programs and the extension centers to reach and
actively involve minority parents in the educational
programs of their children who are deaf or hard of
hearing and the number of parents who have been
served as a result of these activities. (See section VII.)
2. For the preceding academic year, and to the extent possible, the following data on individuals who are deaf and
from minority backgrounds and who are students (at all
educational levels) or employees:
A. The number of students enrolled full time and part
time. (See sections VIII, IX, and X.)
Note: The annual report satisfies these requirements.
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Clerc Center
III. Public Input
Through the EDA, the Clerc Center is required by the United
States Congress “to establish and publish priorities for research,
development, and demonstration through a process that allows
for public input.” With the U.S. Department of Education’s
support, the Clerc Center has established a system for launching a three-year cycle in which input is sought from stakeholder groups and individuals to ensure a broad perspective
based on a range of experiences to identify critical needs. This
public input informs the Clerc Center of priorities, which then
determine the direction and focus of the Clerc Center’s work
to meet the needs of deaf and hard of hearing children, their
families, and the professionals who work with them.
Clerc Center’s Response to Public Input
Over recent years, the Clerc Center has used various mechanisms through which to gather public input, such as targeted
meetings, conferences, surveys, and individual contacts. The
information gleaned has been rich and instructive. Based on
this public input, in FY 2009 the Clerc Center developed
the Clerc Center Strategic Plan (2010-2012). At the Strategic Planning Summit held in February 2009, a committee
of stakeholders representing parents, mainstream programs,
schools for deaf and hard of hearing students, teacher preparation programs, and the Clerc Center established three priorities:
1. Student academic achievement
2. Evidence-based strategies and resources for deaf and hard
of hearing students with disabilities
3. Early and ongoing intervention to support linguistic competence
Targeted Group Characteristics
Stakeholders
Educators and Families of Students in Traditionally Underserved Groups (TUGs)
Educators and Families of Students
in Diverse Educational
Environments
Teachers
Deaf and hard of hearing students
Special education
Students from rural areas
Public schools
School staff
Students who are lower achieving academically
Day schools for deaf students
(including charter schools)
Parents of deaf and hard of hearing children
Students from non-English speaking homes
Residential schools
Early intervention specialists
Students with secondary disabilities
National and professional
organizations (e.g., CEC, ASDC,
CEASD, EHDI, CAID, National Council
on Disability)
School administrators
Students who are members of minority groups
District or state-level administrators
Adult members of TUGs
University
Researchers
Teacher training programs
General public
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Clerc Center
From these three priority areas, goals and objectives were developed to specifically address needs identified by public input.
Action plans for each objective, or group of like objectives,
were developed in FY 2010 following a review of the Clerc
Center Strategic Plan by the Board of Trustees of Gallaudet
University. (See section IV for more information on the Clerc
Center Strategic Plan.)
Stages of the Public Input Process
The three-stage system for collecting, analyzing, and using
public input was established by the Clerc Center and accepted
by the U.S. Department of Education in FY 2010. These
stages are cyclical and will be used on an ongoing basis to collect input and set priorities.
Stage One: Determination of Critical Needs
In this stage, the specific trigger question to which Clerc Center constituents and the public respond is defined. This critical
step in the process ultimately will, on a cyclical basis, define
the Clerc Center’s strategic priorities. It will help to identify
root causes of the issues identified that the Clerc Center can
address through products and services disseminated to the
nation.
A broad range and variety of input is obtained by constituent
groups that have been identified to respond to the question,
including educators and families from traditionally underserved groups as well as those from a range of educational
environments. Once input is gathered, the process moves to
data analysis in order to identify common themes among the
responses that will lead to identification of critical educational
needs for deaf and hard of hearing students.
Public Input Process
Strategic Planning Five Year Cycle
(As projects near completion, cycle begins again.)
Stage 1: Determination of Critical Needs
• Define trigger question
• Define target constituent groups
• Define input collection tools, schedule, and venues
• Collect/analyze data
• Identify critical needs
Stage 2: Selection of Strategic Goals and Objectives
Stage 3: Focused Public Input into Development
Annual Report on Public Input
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Clerc Center
Stage Two: Selection of Strategic Goals and
Objectives
Stage Three: Focused Public Input into
Development
Once the critical needs are defined, a group of selected stakeholders will identify those of greatest priority. They will then
determine how to address these needs. Work at this stage will
ultimately establish the Clerc Center’s strategic plan, including goals and objectives. This information will also be used to
develop the Clerc Center’s long-range research plans.
For each objective, or group of like objectives, action plans will
be developed and subsequent projects will be defined. Input
specific to those projects will be sought by appropriate stakeholders at identified times during the life cycle of each project.
Progress updates to the public will communicate how products
being developed reflect the identified critical needs.
Once this process is complete, the strategic work for the Clerc
Center will be defined in enough detail for implementation
planning to begin and for information about the Clerc Center’s priorities to be disseminated to all community stakeholders.
As project development nears completion, Stage One of the
public input process will begin again. This ensures that the
cycle—from critical needs identification to product delivery—
is ongoing and responsive to changing community needs.
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Clerc Center
Public Input Cycle
Clerc Center Strategic Plan 2010-2012
FY 20032008
Stage 1:
Determination of
Critical Needs
Input
Collection on
Critical Needs
FY 2009
FY 2010
FY 2011
FY 2012
FY 2013
FY 2014
FY 20152017
Input
Analysis
Stage 2:
Selection of
Strategic Goals
and Objectives
Action Plans
Developed
Development of Projects
from Action Plans
Targeted Public Input on
Projects
Stage 3:
Focused Public
Input into
Development
Dissemination of Projects
Clerc Center Strategic Plan FY2013-FY2017
FY 20032008
Stage 1:
Determination of
Critical Needs
FY 2009
FY 2010
Define Trigger
Question
FY 2011
FY 2012
Input Collection on
Critical Needs
Stage 2:
Selection of
Strategic Goals
and Objectives
FY 2013
FY 2014
FY 20152017
Input
Analysis
Action
Plans
Developed
Development of Projects
from Action Plans
Targeted Public Input on
Projects
Stage 3:
Focused Public
Input into
Development
Dissemination
FY 2016
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Stage One: Public Input Critical Needs
Collection
rural areas, and from families who do not speak English in the
home. The Clerc Center also sent requests to organizations focused on deaf and hard of hearing people who are from those
same traditionally underserved groups. Schools and programs
included:
Collection of critical needs input was completed in FY 2012.
The process, which began in FY 2010, focused on ensuring adequate representation from those serving traditionally
underserved students and from mainstream programs as well
as from schools and programs for deaf and hard of hearing
students. Based on data collection goals and the demographics
of respondents from input collected in FY 2010 and FY 2011,
venues, training, and workshops were identified to address
gaps and to ensure a broad representation of respondents.
Respondents provided input based on the following trigger
question:
• South Hills High School, West Covina, Calif.
• Marlton School for the Deaf, Los Angeles, Calif.
• Phoenix Day School for the Deaf, Phoenix, Ariz.
• Texas School for the Deaf, Austin, Tex.
• North Dakota School for the Deaf, Devils Lake, N.D.
“What are the barriers that prevent deaf and
hard of hearing students from achieving their
academic, linguistic, and social-emotional
potential?”
• Montana School for the Deaf, Great Falls, Mont.
• Horace Mann School for the Deaf, Boston, Mass.
• Broward County Public Schools Deaf and Hard of Hear-
Respondents were also asked demographic information about
the role and setting in which they serve, which traditionally
underserved groups they serve, and their race and/or ethnicity.
Venues were selected to intentionally seek the perspectives of
educators and families of students from traditionally underserved groups and from the range of educational environments in which deaf and hard of hearing students are enrolled.
Demographic information provided by the respondents was
intended to identify:
ing Program, Fort Lauderdale, Fla.
• Fairfax County Public Schools Deaf and Hard of Hearing
Program, Fairfax, Va.
• National Deaf Asian Congress
• Illinois Deaf Latino Organization
• Texas Latino Council of the Deaf and Hard of Hearing
1. Potential gaps in the reach of populations participating in
the public input process
2. Concerns and/or issues that may be specific to one group
(e.g., concerns expressed by parents may be different from
concerns expressed by professionals working with deaf and
hard of hearing students)
Public input data was sought primarily in four ways:
1. At identified venues (e.g., conferences)
2. Online via the Clerc Center’s home page
3. Through direct e-mail to subscribers of News and Notables, the Clerc Center’s electronic newsletter
4. At identified workshops and training
In FY 2012, the Clerc Center attempted to gather critical
needs information from schools with large populations of
students from diverse racial and ethnic backgrounds, from
Stage Two: Identifying Strategic Goals and
Objectives
Data analysis of critical needs responses began in FY 2012. The
data analysis indicated the need to solicit more respondents
from K-12 schools and partner organizations with members
representing different ethnic and racial backgrounds. To
address these gaps, the Clerc Center identified several organizations and K-12 schools to which the critical needs survey
was sent with a letter requesting input. These included parent
organizations and schools with large populations of students
from diverse racial and ethnic backgrounds. The critical needs
survey was also translated into Spanish and Mandarin to
increase the response rate from individuals for whom these
were their primary languages. Results from these efforts were
somewhat limited, possibly due to the time of year the survey
was sent, but each mechanism demonstrated potential for use
in future public input cycles.
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Public Input Respondent Demographics
Hearing Status
A total of 775 individuals responded to the Clerc Center’s
critical needs survey between March 2010 and August 2011.
Forty percent (308) of the respondents reported that they
worked in public schools, 29 percent (225) worked in schools
for the deaf, 8 percent (63) worked in colleges/technical
schools, 10 percent (78) worked with nonprofit organizations/
agencies, 3 percent (25) worked with federal/state agencies, 1
percent (9) worked in hospitals, and 7 percent (54) worked
with other types of organizations. Thirteen respondents did
not provide work setting information.
Sixty-one percent of the respondents (469) were hearing, 23
percent (177) were deaf, and 10 percent (74) were hard of
hearing. Fifty-five respondents did not provide hearing status
information.
Race/Ethnicity
The majority of respondents were Caucasian/White, while less
than one percent of respondents were American Indian/Alaska
Native or Asian/Pacific Islander:
Traditionally Underserved Groups
Respondents served students across the five traditionally underserved groups. Forty-seven percent (368) of the respondents served students in rural areas, 57 percent (440) served
students from non-English speaking homes, 64 percent (499)
served students with secondary disabilities, 61 percent (470)
served students from racial/ethnic minority populations, and
63 percent (485) served students who were low academic
achievers. Fifteen percent (113) of respondents did not serve
any traditionally underserved group, and 31 percent (239)
served all five of the traditionally underserved groups.
Percentage of
Respondents
Caucasian/White
Number of
Respondents
(N = 775)
69%
531
African American/Black
7%
52
Hispanic
4%
28
<1%
4
Asian/Pacific Islander
<1%
7
Multiracial
15%
119
Other
1%
8
Unreported
3%
26
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Analysis of the critical needs information will be completed
in early FY 2013 and will be disseminated nationally via the
Clerc Center website and publications. The critical needs
findings will also be used, as planned, to inform the selection
of priorities for the next Clerc Center strategic plan set to
begin in 2013. To begin this process, the Clerc Center further
explored the co-lab for democracy framework to identify strategic goals and objectives developed by Dr. Aleco Christakis.
Christakis’s work is the foundation for the Clerc Center’s pub-
lic input process, and he will be engaged in the planning of the
co-lab process for the Clerc Center. The co-lab for democracy
process centers around a belief that the collective wisdom of
individuals in one group can lead to the identification of solutions to complex issues, such as those faced in the education of
deaf and hard of hearing students. Preparing for implementing
the co-lab process will be a primary focus of FY 2013’s public
input work, as will the formal evaluation and closure of the
2009-2012 strategic plan.
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IV. Strategic Plan Activities
Clerc Center Strategic Plan 2009-2012
Objective 1: Teachers will develop and implement a standards-based curriculum in language
arts, math, social studies, and science that includes unit summaries and plans, textbooks, related
resources, and initial differentiation strategies by August 2010.
Goal One:
Students will reach their full potential
linguistically and academically from
birth through 21 years of age.
Objective 2: The Clerc Center will lead a collaborative effort with identified experts to develop
national standards for American Sign Language from kindergarten through twelfth grade by 2012.
Goal Two:
The Clerc Center will provide leadership in the identification, evaluation,
and dissemination of evidence-based
instructional practices, strategies, and
resources for deaf and hard of hearing
students with disabilities through a
collaborative project with schools and
programs.
Objective 1: Using established criteria, the Clerc Center will select at least five evidence-based
instructional strategies, curricula, and/or materials for deaf and hard of hearing students with disabilities from schools and programs and prepare for dissemination by 2011.
Goal Three:
The Clerc Center will identify and disseminate resources to ensure that all
deaf and hard of hearing children and
their families have early and ongoing
access to information that supports the
development of linguistic competence.
Objective 3: The Clerc Center will establish baseline student achievement data for grades three
through eight and grade eleven in the areas of language arts, math, and science by June 2010.
Once established, the Clerc Center will revise this objective to reflect target performance levels in
accordance with its Adequate Yearly Progress model.
Objective 2: The Clerc Center will disseminate the selected evidence-based instructional strategies, curricula, and/or materials for deaf and hard of hearing students with disabilities through
publications, media, and training by 2012.
Objective 1: Using research to inform practice, the Clerc Center will identify and disseminate
evidence-based strategies for early intervention service delivery by 2012.
Objective 2: Using established criteria, the Clerc Center will identify at least five resources for
service providers and five resources for families that support the development of linguistic competence for deaf and hard of hearing students from birth through 21 years of age by 2011.
Objective 3: The Clerc Center will disseminate the selected resources for service providers and
families that support the development of linguistic competence for deaf and hard of hearing students from birth through 21 years of age through publications, media, and training by 2012.
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In FY 2010, five action plan teams were established to carry
out the goals and objectives of the Clerc Center Strategic Plan.
Team members include Clerc Center teachers and staff, community experts, parents, and other stakeholders.
Additional examples of the reform effort include:
•
Ongoing focus on the standards and grade-level indicators
that serve as the foundation for curriculum
The action plan teams and their areas of focus are:
•
Implementing a unit-based instructional design method
following the Understanding by Design template
•
Providing support for teacher curriculum planning
through professional development, individual consultation from content specialists and other instructional
support personnel, and allocated planning time on professional development days throughout the year
•
Beginning the work of transitioning to the Common
Core State Standards (CCSS) in the areas of English language arts and math through a two-day Summer Institute
for teachers and rolling out new CCSS-aligned curriculum units in August
•
Using information from research and evidence-based
practice to redesign instructional efforts to meet the needs
of all students
•
Multi-year planning for allocating resources and creating new instructional support positions to reinforce and
sustain the work to change practice
•
Curriculum and Assessment Leadership Team (Goal
One, Objectives 1 and 3)
•
American Sign Language (ASL) Standards Action Plan
Team (Goal One, Objective 2)
•
Resources for Students with Disabilities Action Plan
Team (Goal Two, Objectives 1 and 2)
•
Early Intervention Action Plan Team (Goal Three,
Objective 1)
•
Family and Professional Resources Action Plan Team
(Goal Three, Objectives 2 and 3)
The following section documents the progress made on the
Clerc Center Strategic Plan in FY 2012, and it outlines progress on objectives as they are addressed by the assigned action
plan teams. In some instances, the work in these areas has
transitioned from the action plan team to the relevant Clerc
Center unit.
Curriculum and Assessment
The Clerc Center has continued its work engaging in the
systematic cultural and academic changes that implementing
standards-based reform requires. The implementation process
is highly complex and multifaceted, and it involves the work of
all teachers and staff at KDES and MSSD.
The demonstration schools have begun implementing the
multi-year action plan identified through the Excellence by
Design (EBD) reaccreditation effort undertaken in 20102011. The major goal areas selected through the self-study—
reading/writing, math, and school climate—form the basis
for the annual School Improvement Plan (SIP). The SIP is
a one-year subset of activities drawn from the multi-year accreditation action plan, and it outlines the projects that will
be implemented in the form of goals, targets, measures, and
associated professional development support.
The Clerc Center continues to engage the services of edCount,
LLC, an educational consulting firm, to support this reform
effort. Further details of this implementation, led by the Curriculum and Assessment Leadership Team, are included in the
Demonstration Elementary and Secondary Schools section
(section VII) of this report as a major component of the work
accomplished in FY 2012.
Goal One, Objective 1 Milestones and Status Summary
FY 2012 Anticipated Milestones
•
Refine the structure of unit plans following a blueprint
for learning that includes an introduction of the learning goals, presentation of new knowledge, practice and
reinforcement, assessment, and an opportunity to reflect
on learning
•
Focus on implementing strategic instruction that matches
research-based strategies with sections of the unit and
goals for the lesson
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•
Augment strategies for differentiating curriculum and
instruction to meet the needs of all learners.
Status
Work continued in all areas outlined above. A majority of
professional development time was allotted to support teacher
unit planning with guidance and feedback. The teacher
community reviewed research-based strategies from general,
special, and deaf education that supported the accreditation
goals and identified the instructional focus in reading/writing
and math for the 2012-2013 academic year. Work has begun
planning changes at the elementary school that accommodate
flexible grouping across grade levels to support language and
literacy development. Initial implementation began in the fall
of 2012. Additionally, working on cognitive strategy instruction will be a focus for the high school English department.
The Clerc Center has also begun its transition to using the
CCSS for English language arts and math.
•
Work with the U.S. Department of Education regarding implementation of the Elementary and Secondary
Education Act provisions included in the EDA to address
identified areas.
Status
•
Implemented administration of the Ohio Achievement
Assessment (OAA), the Ohio Graduation Tests (OGT),
and the Alternate Assessment for Students with Disabilities (AASWD)
•
Reported OAA/OGT results in accordance with EDA
requirements via the Clerc Center website
•
Met all Ohio and federal assessment and reporting requirements within the designated timelines
•
Implement newly designed units aligned with the CCSS
in all K-12 English language arts and math classes
•
Provided ongoing communication about progress with
teachers, staff, families, and the community
•
Implement flexible grouping across grade levels K-5 for
literacy and language development
•
Sought guidance from the U.S. Department of Education
regarding the use of the Ohio Achievement Standards
•
Implement a systematic effort of cognitive and metacognitive strategy instruction at the high school to assist
students in monitoring and improving their own reading
comprehension
•
Implement reading and writing across all areas of the curriculum through the identified instructional focus areas
of building background knowledge, monitoring comprehension, summarizing main ideas, and making inferences
from text along with aligned writing goals for focus and
organization
•
Implement strategies in all math classes that support developing problem-solving skills with story problems and
developing number sense at the elementary level
•
Implement a SIP that includes the abovementioned goals
into a comprehensive plan that includes targets, measures,
implementation and professional development strategies,
and a monitoring component
•
Based on guidelines from the U.S. Department of Education regarding the use of the Ohio Achievement Standards, review all assessment data from the past three years
to guide development of Adequate Yearly Progress (AYP)
targets and accountability reporting
•
Implement Ohio’s newly released Alternate Assessment for
Students with Significant Cognitive Disabilities (AASCD)
•
Continue to report OAA/OGT results in accordance with
EDA requirements via the Clerc Center website and meet
all Ohio and federal assessment and reporting requirements within the designated timelines
•
Provide ongoing communication about progress with
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ASL Content Standards
The need to develop national ASL content standards was a
recurring theme identified by previous public input. Stakeholders mentioned the need for Clerc Center leadership in language planning, for valid and reliable assessment tools for deaf
and hard of hearing children, and for the development of ageappropriate strategies and materials. These include assessment
tools and protocols for early language planning and literacy,
ASL content standards, an ASL curriculum, and ASL materials
and assessments. In early 2010, the Clerc Center developed a
plan to collaborate with a team of identified experts to develop
and establish national content standards for ASL acquisition
and development from kindergarten through twelfth grade. A
Request for Proposals was released in September 2010 to select
a contractor to assume responsibility for standards development. The Clerc Center selected a contract team of researchers and educators in February 2011. Team members are from
Boston University; the University of Manitoba; the University
of California, San Diego; the University of Illinois at UrbanaChampaign; the California School for the Deaf-Riverside; the
Indiana School for the Deaf in Indianapolis; and The Learning
Center for the Deaf in Framingham, Mass.
In summer 2011, the ASL Standards Contract Team completed and submitted the research synthesis of existing literature
on ASL acquisition and development and a proposed framework and benchmarks upon which the content standards
will be developed. This was an essential step in the process.
At the same time, a group of national experts was established
to review and validate the research synthesis and proposed
framework. The team consisted of experts in the area of ASL
acquisition; linguistics and research; language, cognitive, and
child development; pedagogy; language acquisition; literacy
development in ASL and written English; and professional
and peer review. Following a period of review and revision, the
literature review and proposed framework were validated in
February 2012.
In the spring of 2012, the contract team began the drafting of the content standards and benchmarks. This process
involved both researchers and teachers. Also during the spring,
the Clerc Center initiated the process to establish a national
feedback group which would consist of classroom teachers and
practitioners. Through an open nomination process, the Clerc
Center selected a 10-member group comprising individuals
from different regions of the country and with a broad range
of knowledge and experience in teaching ASL at the early
childhood, elementary, and high school levels. The feedback
group will review the draft standards and benchmarks and
provide input on their application in the classroom.
During the summer of 2012, the draft standards and
benchmarks were submitted to the Clerc Center. The Clerc
Center engaged a national expert on standards development
as well as an expert on ASL linguistics to provide an initial
review of the standards and benchmarks. Based on this review,
it was determined that additional revision was needed prior
to engaging the feedback group. The revisions will take place
in fall 2012, and it is anticipated that the feedback group
will commence in early 2013. Following the feedback group
review, an opportunity for input will be made available to
the general public. Feedback from these processes will be
provided to the contract team and additional revision of the
standards and benchmarks will be completed. Once finalized,
a team of experts in ASL linguistics, language development,
and education will be selected to validate the standards and
benchmarks in relation to the research synthesis. Upon
anticipated completion in 2013, the Clerc Center will
disseminate the content standards and benchmarks nationally.
•
Begin drafting ASL content standards and benchmarks
•
Develop draft standards and benchmarks feedback processes
•
Establish a feedback group and complete the review process
•
Establish a process for public comment on draft standards
and benchmarks
•
Establish a validation committee for final review of all
deliverables
•
Finalize the ASL content standards (anticipated in late
2012).
Status
•
Standards and benchmarks drafted for grades K-12
•
National feedback group process established and members
identified
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•
Feedback group review process deferred to FY 2013 to
allow for needed revisions to the draft standards and
benchmarks
•
•
Initial planning of the public comment process completed
•
Process for the validation committee deferred until 2013
pending completion of the feedback group
•
Completion of standards and benchmarks anticipated in
late FY 2013
An interactive, on-line web product focusing on deaf and
hard of hearing students with disabilities incorporating
the next three resources:
•Special Education for Deaf Education Teachers—A
section that provides current evidence-based content,
resources, recommendations, links, and on-line “Askthe-Expert” consultation for teachers
•
Parent-to-Parent Resource—A section allowing for
parent-to-parent contact and networking, information sharing, and advocacy
•
Promising Practices and Resources/Tools for Special
Education—A section with resources, promising
practices, and tools (e.g., software, curriculum, programs) that other schools and programs working with
deaf and hard of hearing students with disabilities
have used and recommended
•
Complete national feedback group process and provide
input to contract team
•
Finalize and implement process for public comment on
draft standards and benchmarks
•
Establish a validation committee for final review of all
deliverables
•
Finalize the ASL content standards and benchmarks for
grades K-12
Resources for Students with Disabilities
In FY 2012, the Clerc Center focused on the development of
products to address the needs of parents and educators serving deaf and hard of hearing students with disabilities. The
products in development were based on the work of strategic
plan action plan teams to provide tools, teaching strategies,
and support. The products have been designed and are being
developed to fit the five resource areas previously identified by
the action plan team. The products being developed for dissemination are:
•
•
“Sharing Current Autism Research and Knowledge,” an
article describing research-to-practice activities for deaf
and hard of hearing students with autism and a follow-up
“Ask-the-Expert” webinar
“Curriculum Modification—Developing Standards-Based
Units of Instruction for Deaf Students with Disabilities,”
an article describing the application of an evidence-based,
four-step process to identify and adapt content, methods
of instruction, and performance expectations to provide
access to the standards and general curriculum for deaf
and hard of hearing students with disabilities
(Please note that the work defined under Goal Two, Objective 1
was completed in FY 2011.)
Goal Two, Objective 2 Milestones and Status
Summary
•
Maintain collaborations with identified individuals and
programs
•
Complete initial development of products and begin
review and final revision process
•
Develop dissemination plans with a focus on reaching
educators and families of students in traditionally underserved groups and in mainstream environments
•
Begin disseminating products that are completed within
the fiscal year
Status
Collaborations
•
Maintained collaborations with subject matter experts
to support the development of the on-line network for
parents and professionals, a webinar on supporting deaf
students with autism, and to author articles of Odyssey
magazine
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Products
•
•
Highlight identified collaborators as part of the on-line
network in the “Ask the Expert” feature of the network
•
Establish discussion boards on the network for parents
and for educators who have deaf and hard of hearing
students with disabilities
•
Continue developing and implement dissemination plans,
including sharing information via News and Notables, the
National Outreach Resources website, exhibitions, conferences, and organizations
•
Develop and implement an evaluation to gather input on
these products from families and educators
Developed the first phase of an on-line network for
parents and for professionals who have deaf and hard of
hearing students with disabilities. This network serves as
a resource by providing information, tools, and links to
other resources. This work is ongoing.
•
Broadcasted a webinar, “Sharing Autism Research on
Deaf or Hard of Hearing Students.” During the question
and answer period, educators were able to ask the author
questions and receive feedback on how to implement
evidence-based practices in the classroom.
•
Published two articles for the 2012 issue of Odyssey:
•
“Managing Behavior by Managing the Classroom:
Making Learning Accessible for Deaf and Hard of
Hearing Students with Autism Spectrum Disorders”—This article addressed evidence-based practices
and behavioral, classroom, and linguistic considerations for children who are deaf or hard of hearing
with autism.
•“Curriculum Modification: Making Standards Accessible for Deaf Students with Disabilities”—This
article highlighted the use of a four-step process for
curriculum modification when working with deaf
and hard of hearing students with disabilities.
Early Intervention
Work on the early intervention objective continued in FY
2012 based on the six factors identified as essential for developing linguistic competence in deaf and hard of hearing
children. The factors were identified through the Clerc Center
action plan team’s meta-analysis of current research and, as
such, these are essential components of effective early intervention programs for deaf and hard of hearing children. Programs
effectively implementing these factors were identified through
an on-line checklist in late FY 2011.
Dissemination
The six factors are:
•
•
Factor 1: Direct and daily access to language and communication is essential to facilitating each child’s language
and communication development.
•
Factor 2: Exploring modalities, technologies, and strategies to support the development of early linguistic competence should be a collaborative, evolving process.
•
Factor 3: Early exposure to visual communication
through signs and gestures, which are fully accessible, is
beneficial to establishing language foundations for young
deaf and hard of hearing children.
•
Factor 4: Early fitting of amplification and ongoing
monitoring of the range of amplification benefit are integral to guiding the role of spoken language development
and communication approaches/strategies used for each
child.
•
Odyssey magazine has been disseminated to a total of
20,000 subscribers and was distributed at two conference
exhibits. This issue of Odyssey included two articles that
address needs of deaf students with disabilities: “Curriculum Modification: Making Standards Accessible for Deaf
Students with Disabilities” and “Managing Behavior by
Managing the Classroom: Making Learning Accessible for
Deaf and Hard of Hearing Students with Autism Spectrum Disorders.”
Broadcast a webinar on “Sharing Autism Research on
Deaf or Hard of Hearing Students.” During the question
and answer period, educators were able to ask the author
questions and receive feedback on how to implement
evidence-based practices in the classroom. Approximately
500 educators and families viewed the webinar. The webinar is now archived on the Clerc Center website.
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•
•
Factor 5: Ongoing assessment and monitoring of a child’s
development in both signed and spoken modalities is
critical in guiding individualized language and communication planning.
•
Finalize and launch the on-line network that shares the six
factors and associated program components
Factor 6: An ASL/English bimodal bilingual approach
to language development is beneficial in supporting early
language and communication foundations in both visual
and auditory modalities for young deaf and hard of hearing children.
•
Disseminate the work of identified schools/programs on
the on-line network as it corresponds to the six factors
•
Publish an article sharing the six factors essential for developing linguistic competence in a peer reviewed journal
In FY 2012, the Clerc Center identified a mechanism for
sharing the identified essential factors in developing linguistic
competence in children who are deaf or hard of hearing—an
on-line network. Development of this on-line network is underway. Through it, the Clerc Center will share the identified
factors and the associated program components by highlighting schools and agencies that currently incorporate the factors
into their programs and services.
Family and Professional Resources
In FY 2012, the Clerc Center focused on the development of
several products to address the needs of families and of professionals serving students who are deaf and hard of hearing.
These products are designed to provide resources, training,
strategies, and support to these primary stakeholder groups.
•
Establish collaboration agreements with identified schools
and programs
•
Develop a mechanism for sharing the six factors in action
Work on the Family and Professional Resources Action Plan
continued with the development of products based on the
resources identified by the action plan team. A number of
products were identified, and planning and development of
these products and resources was begun. The recommended
resources address gaps in the following areas: ASL strategies
for linguistic competence, the role of ASL/sign language for
children with auditory access (e.g., cochlear implants), the importance of early language, and ASL/English bimodal bilingual
programming.
•
Develop an article documenting the six program factors
for early linguistic competence and identify a journal for
publication
In FY 2013, the Clerc Center will focus on completion of
products still in development as well as on dissemination and
evaluation of all completed products.
•
Begin dissemination planning
Goal Three, Objective 3 Milestones and Status
Summary
Goal Three, Objective 1 Milestones and Status
Summary
Status
•
Programs using specific components have been identified
and initial collaboration conversations about showcasing
their work on the network have begun
FY 2012 Milestones
•
Begin collaborations with identified individuals and programs
•
Initial planning of the on-line mechanism to share information has been completed.
•
•
An article documenting the six program factors that
support early linguistic competence has been drafted for
submission to a peer review journal in FY 2013
Develop identified products inclusive of an evaluation
process to ensure products meet intended goals and audiences
•
Develop dissemination plans for each product with a
focus on reaching educators of families of students in
traditionally underserved groups and in mainstream environments
•
Begin dissemination of completed products
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Status
guidelines will serve a wide range of students, school
administrators, educational professionals, and families. The revised guidelines will be available at no cost
in both print and on-line formats.
Collaborations Initiated
•
•
American Society for Deaf Children (ASDC)—With the
Clerc Center, ASDC translated their existing summary
publication Sign Language Use for Deaf, Hard of Hearing,
and Hearing Babies: The Evidence Supports It into Spanish
and Mandarin to meet the needs of parents and caregivers of deaf and hard of hearing children. These translated
versions were made available in print as well as on-line in
PDF format. They were distributed at national conferences such as the Alexander Graham Bell National Convention, the 2012 Biennial National Association of the Deaf
Conference, the National Council of Hispano Deaf and
Hard of Hearing Conference, and the National Asian
Deaf Congress Conference as well as through ASDC and
the Clerc Center.
•
Texas Education Service Center, Region 20—Work has
begun to develop a series of on-line modules entitled
“Educating Deaf and Hard of Hearing Students: A Guide
for Professionals in the Mainstream.” These modules are
being developed for educators in mainstream programs
who have little experience working with deaf and hard of
hearing students. The modules will provide introductory
information about deafness as well as about the educational considerations of children who are deaf or hard of
hearing in mainstream settings.
•
The process has begun to establish a collaboration to
produce a publication on educational interpreting. This
publication, envisioned as being a series of tip or fact
sheets, will support administrators, teachers, interpreters,
and parents. This work will focus on the effective involvement of educational interpreters working with deaf or
hard of hearing students. The publication will be available
in both print and on-line formats.
•
Gallaudet University’s Visual Language and Visual Learning (VL2) program—The Clerc Center made a commitment to translate VL2 research briefs, designed for
families and educators, into both Spanish and Mandarin.
These documents are available from both VL2 and the
Clerc Center. They are available online and are also being
distributed at workshops and conference exhibits. In FY
2012, four research briefs were translated:
Boston Children’s Hospital (BCH) - Two product collaborations have been established.
•
•
The first is to produce a web-based product addressing key points in providing effective early
intervention with deaf and hard of hearing infants
and toddlers. The web-based product will be based
on BCH’s webinar series “Building Blocks of Early
Intervention: Hearing Loss in Children 0-3 years.”
This product will support professionals, families, and
caregivers of young children in their understanding
of the importance of early identification, intervention, and language acquisition for the development
of linguistic competences in children who are deaf or
hard of hearing.
The second project will revise guidelines for considering appropriate educational programming and placement options for students with cochlear implants.
Work will include the revision and expansion of the
current publication Children with Cochlear Implants
Who Sign: Guidelines for Transitioning to Oral Education or a Mainstream Setting, with the intention
of creating a set of guidelines that will assure full
linguistic access for students with cochlear implants.
The revised guidelines will consider factors not only
for transitioning towards oral/aural methods of
language access but also factors suggesting transition
from programming that emphasizes an oral/aural
approach to a signing or visually supportive communication approach. The intention is that these
•
The Importance of Fingerspelling for Reading
•
Advantages of Early Visual Language
•
Visual Attention and Deafness
•
Reading Research and Deaf Children
Product Development
•
Developed and piloted a six-hour training course, “The
‘Why’ and ‘How’ of an ASL/English Bimodal Bilingual
Program.” This course was designed to meet the needs
of professionals serving early childhood through early
elementary age children who are deaf or hard of hearing.
This approach included establishing language foundations
and access to learning through two modalities—spoken
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•
and visual—and two languages—ASL and English. This
workshop was piloted in May 2012. It will be available
beginning fall 2012, and training is already scheduled for
the upcoming academic year.
•
Revision and expansion of Children with Cochlear
Implants Who Sign: Guidelines for Transitioning to
Oral Education or a Mainstream Setting (collaboration
with Boston Children’s Hospital)
Developed and completed a two-part webinar series, “Everything You Always Wanted to Know about ASL/English
Bimodal Bilingual Education,” designed to support
families and caregivers of young children in their understanding of the importance of ASL and spoken English acquisition for the development of linguistic competence in
children who are deaf or hard of hearing. These webinars
aired in January and February 2012 and are now available
online.
•
On-line modules, “Educating Deaf and Hard of
Hearing Students: A Guide for Professionals in the
Mainstream” (collaboration with Texas Education
Service Center, Region 20)
•
Educational interpreter publication (collaboration
pending)
•
•
Continued dissemination and evaluation of completed
products
•
Development of a targeted dissemination plan for reaching educators and families of students in traditionally
underserved groups and in mainstream settings
•
Evaluation of completed products to assess quality, utility,
and relevance
Completion of identified products:
•
Web-based product addressing key points in providing effective early intervention with deaf and hard
of hearing infants and toddlers (collaboration with
Boston Children’s Hospital)
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V. Research Plan, Priorities, and Projects
The purpose of the Clerc Center’s Research Agenda is to support the development of effective, innovative, evidence-based
instructional strategies and curricula aimed at improving
deaf and hard of hearing students’ language acquisition and
academic achievement, and to prepare them for postsecondary
education and employment and to lead independent, productive lives.
The goals of the Research Agenda are to:
1. Identify gaps in current knowledge about the language
acquisition of deaf and hard of hearing children, early
intervention, and effective standards-based educational
practices, and promote increased basic and applied research in those areas
2. Work in collaboration with other schools, researchers,
and organizations to translate knowledge from existing
research into innovations that are effective in improving
the language and academic attainment of deaf and hard of
hearing students
3.Engage Clerc Center teachers and related services and
Student Life staff in research about innovative educational
strategies and curricula
4. Synthesize existing research in strategic goal areas that will
guide the development of evidence-based strategies and
practices and inform decision making at local and state
levels about best practices in the education of deaf and
hard of hearing students
Scope of the Research Agenda
The scope of the Clerc Center’s Research Agenda covers applied research that will be carried out by the Clerc Center and
other programs and organizations with which it collaborates.
For example, while the Clerc Center may not initiate basic
research in language acquisition and learning, it will encourage
collaborative research in those areas where significant knowledge gaps exist through networking with other programs and
organizations.
The Clerc Center also welcomes opportunities to collaborate with research partners who engage in basic and applied
research in priority topics. Cooperative research includes
research in which the Clerc Center has not been involved in
the study design but agrees to participate by recruiting subjects
and participating in data collection. The principal investigators
will be encouraged to share their research findings with the
Clerc Center to further its innovation and outreach work.
With this initial Research Agenda, research projects are implemented in two categories:
•
Current projects that fit the priority research topics
identified in this Research Agenda, and other immediate,
important projects that can be conducted with currently
available resources
•
Future research studies under consideration that will
require additional resources, including grant funding or
collaborative agreements, to plan and implement
Priority Research Areas
The priority topic areas for the current Research Agenda stem
from the strategic priorities identified and selected based on
public input (see section III for more information on public
input):
1. Student academic achievement
2. Evidence-based strategies and resources for deaf and hard
of hearing students with disabilities
3. Early and ongoing intervention to support linguistic competence
As the Research Agenda is further developed and refined, each
of these research topics will be supported by a synthesis of current research knowledge about the topic that will inform the
development or refinement of guiding research questions. The
development of research syntheses and questions provides rich
opportunities for collaboration with external researchers and
other programs with an interest in the priority topics. As input
is obtained about the importance and relevance of the research
questions, the Clerc Center and its partners will translate
that research knowledge into proposals for future projects to
address important knowledge gaps and unmet critical needs.
Each research question may suggest one or more possible projects, or discussions of the questions taken together may suggest
future cross-cutting projects.
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The priority topic areas described below include a summary
of current projects that support the priority topic areas as well
as projects that are being reviewed or are in the application
stages. The listing of preliminary guiding research questions
serves as the impetus for the development of future research
initiatives and a long-term research agenda. As education is a
dynamic field, the lists of guiding questions and projects under
consideration or in the application stages are likely to change
as the knowledge base shifts over time.
The priority topic areas for the Clerc Center’s Research Agenda
will be revised with the identification of new priorities, based
on public input, for the Clerc Center’s next strategic plan from
2013 to 2017.
Current Research Projects by Priority Topic Area
Priority Topic Area
Priority Topic Area #1: Student Academic
Achievement
Priority Topic Area #2: Evidence-Based
Strategies and Resources for Deaf and Hard
of Hearing Students with Disabilities
Priority Topic Area #3: Early and Ongoing Intervention in Support of Linguistic
Competence
Current Research Projects
•
American Sign Language (ASL) Content Standards, K-12
•
Cognitive Process Validity Study
•
Deaf and Hard of Hearing Student Performance on High-Stakes Assessments: A National Study by Gallaudet University and the Clerc Center
•
Development of a Clerc Center Small School Accountability Model to Demonstrate
Meaningful Adequate Yearly Progress
•
Early Potential in Young Deaf Children: Supportive Family Contexts Study
•
A Systematic Developmental Skill-Oriented Investigation of Poor and Proficient Deaf
Readers from Different Countries: U.S. Study
•
Postsecondary Life Experiences of Deaf and Hard of Hearing High School Graduates—An Exploration (PLEDGE)
•
Curriculum Modification for Standards-Based Instruction
•
Deaf Children with Autism Spectrum Disorders
•
Managing Behavior by Managing the Classroom: Making Learning Accessible for Deaf
and Hard of Hearing Students with Autism Spectrum Disorders
•
•
Identifying Evidence-Based Factors Critical to Promoting Linguistic Competence
•
Identifying Early Intervention Programs Throughout the United States Incorporating
Evidence-Based Factors that Support Linguistic Competence in ASL and English
•
Students Who are Deaf and Hard of Hearing and Use Sign Language: Considerations
and Strategies for Developing Spoken Language and Literacy Skills
•
Individualized Planning: Language and Communication Profile
•
VL2 Research Brief: Cochlear Implants and Visual Language
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Priority Topic Area #1: Student Academic
Achievement
A significant amount of research and resources has been spent
on the area of student academic achievement. The establishment of the research agenda suggested a need for identifying
gaps in the knowledge of general student academic achievement. This topic has collaborative research in the other priority
areas through networking internally within the Clerc Center
and Gallaudet University as well as externally with other programs and organizations.
The following guiding research questions were devised based
on public input collected by the Clerc Center as well as on a
review of existing research in this priority topic area.
These questions are intended to guide discussion about and
planning for important future research initiatives to support
the student academic achievement priority area of the Research
Agenda:
1. How do teacher attitudes and perceptions about deaf and
hard of hearing students relate to high expectations?
Current research projects and research projects under consideration that support student achievement of rigorous academic
standards include:
American Sign Language (ASL) Content
Standards, K-12
(Collaborative Research Project; Principal Investigator: David
Geeslin, Indiana School for the Deaf )
The Clerc Center will lead a collaborative effort with identified
experts to develop national content standards for ASL acquisition and development from kindergarten through twelfth
grade. Topics for future research may be identified during the
standards development process.
Objectives
1. Establish a contract, via a competitive process, with a
team of national experts in the area of ASL linguistics,
language acquisition, and education to draft K-12 ASL
content standards and benchmarks
2. How do teacher attitudes and perceptions about deaf and
hard of hearing students relate to accommodations?
2. Via the contract team, complete a synthesis of the research
and develop a framework of standards strands upon which
the standards and benchmarks will be founded
3. What are the effects of various accommodations (e.g., use
of signing accommodations) on the measured achievement of deaf and hard of hearing students?
3. Via the contract team, develop K-12 content standards
and benchmarks
4. What allowable accommodations are effective with deaf
and hard of hearing students?
4. Design, oversee, and implement a series of national review
processes to ensure the rigor, accuracy, and applicability of
the work of the contract team
5. How can effective use of technology improve the quality
of instruction and learning?
6. How can schools and programs serving deaf and hard of
hearing students help inform decision makers concerning
the design of a national common assessment that is fair
and accessible to deaf and hard of hearing students?
7. What do we know about the achievement of academic
standards of deaf and hard of hearing students in schools
and programs across the nation?
8. What are effective strategies and curricula for improving
the literacy skills of deaf and hard of hearing adolescent
students?
9. How can the Clerc Center best reach educators and parents living and working in rural areas?
5. Disseminate the content standards and benchmarks nationally
Status
The research synthesis and standards framework was validated.
Development of the draft standards and benchmarks was
initiated by the contract team. A national feedback group of
ASL teachers and specialists was identified and will commence
in FY 2013 following further revision of the standards and
benchmarks. Following the feedback group review, the Clerc
Center will offer a period of public comment open to the
general public. Feedback from these processes will be provided
to the contract team. Once the standards and benchmarks
are completed, a team of experts in ASL linguistics, language
development, and education will be selected to validate the
standards and benchmarks in relation to the research synthesis.
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Upon anticipated completion in 2013, the Clerc Center will
disseminate the content standards and benchmarks nationally.
Cognitive Process Validity Study
(Team Leader: Matthew Goedecke, Clerc Center)
The Cognitive Process Validity Study examined test question
accessibility for deaf and hard of hearing students. The study
was composed of publically available questions from released
OAA and OGT tests that represented varying degrees of
complexity in both content difficulty and possible challenging
ASL interpretations. The test items were administered to select
students, and a think-aloud debrief session was conducted to
capture the students’ cognitive thinking process and approach
to test items. This method has been shown to be valuable in
understanding how hearing students approach similar state
testing items. These think-aloud sessions were filmed on video,
coded, and analyzed. These results were then examined in relationship to the students’ accuracy on specific test items.
Objective
•
To answer two research questions:
•
•
To what extent is the written language of test items
clear, relevant to the target content and skills, and
comprehensible to deaf and hard of hearing students
whether or not they use ASL during testing?
To what extent are deaf and hard of hearing students
able to provide responses that reflect their knowledge
and skills whether or not they use ASL to respond?
Status
The testing of students, a review of teacher feedback, and an
analysis of the results were completed in FY 2012 with the assistance of edCount, LLC. Dissemination of the findings and
their applicability for a wide range of deaf and hard of hearing
students will occur in FY 2013.
Deaf and Hard of Hearing Student Performance on
High-Stakes Assessments: A National Study by
Gallaudet University and the Clerc Center
(Collaborative Research Project; Principal Investigators: Carol
Erting, PhD, Gallaudet University, and Susan Jacoby, PhD,
Clerc Center)
The purpose of this project is to increase knowledge about the
attainment of reading, mathematics, and science proficiency
of deaf and hard of hearing students on statewide assessments.
The Clerc Center, in collaboration with Gallaudet University,
seeks to identify and target future development and support
toward areas where students are most challenged academically.
This project was formerly called the National Collaboration to
Assess Performance of Deaf and Hard of Hearing Students on
State Achievement Tests.
Objectives
1. Determine to what extent states’ data systems allow for
the evaluation of achievement among deaf and hard of
hearing students and comparisons between the achievement of these students and other students
2. Investigate how achievement among deaf and hard of
hearing students compares to state and national expectations
3. Determine to what extent the achievement of deaf and
hard of hearing students is mediated by student or context
characteristics (pending the availability of sufficient data)
4. Obtain funding to implement the research study
5. Identify future research studies and research-to-practice
initiatives based on the results of this study with a particular emphasis on students from traditionally underserved
populations
Status
Data collection and analysis was completed in FY 2012 with
the support of edCount, LLC. Initial planning for dissemination mechanisms began in late FY 2012, with the sharing of
results expected in FY 2013.
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Development of a Clerc Center Small School
Accountability Model to Demonstrate Meaningful
Adequate Yearly Progress
Status
The Clerc Center is in the process of designing and developing an accountability system that will provide accountability
information about the program, students, and staff, as required
by the Elementary and Secondary Education Act (ESEA) and
the EDA. This model will use results from the summative
academic assessments in reading and mathematics, but will
also include other data to ensure that the model represents
appropriate perspectives on programs and practices at KDES
and MSSD, which are both considered small schools. Such
perspectives include the federal requirements as well as the perspectives of the various stakeholders—students, staff, parents,
members of the community, and advocates.
A conceptual model is more comprehensive than simply
calculating and reporting AYP as required by the ESEA and
assessment results. The model that the Clerc Center has chosen
to implement is a Balanced Scorecard, a strategic planning tool
now becoming more common in educational environments.
The Balanced Scorecard will outline a set of goals and corresponding indicators to present a comprehensive and comprehensible picture of the Clerc Center’s progress in this area
and will include the reporting of the assessment results, AYP
calculations, and other data. By extending the data sources
beyond the summative assessments and resulting AYP, a more
detailed picture will emerge about what is and is not supporting student achievement at the Clerc Center. Further, more
reflective data will be available for timely data-driven decision
making. Use of these accountability measures will be phased in
over several years.
Objectives
1. Provide detailed information, in an understandable and
transparent way, about the program, students, and staff
of the Clerc Center in relation to established goals and
objectives
2. Identify and report critical indicators that can be used to
show progress towards the goals and objectives
3.Report AYP information that relates to identified goals
and objectives and can indicate progress toward an established target
In FY 2012, OAA and OGT assessment data was collected for
the third year. The Clerc Center also made progress on evaluation planning by adopting Discovery Assessment, an interim
assessment tool. These assessments will provide more information on student progress and will help educators and administrators identify specific actions needed to support increased
achievement.
Based on guidance from the U.S. Department of Education regarding the Clerc Center’s use of Ohio’s achievement
standards, the Clerc Center began the process to align its cut
scores, scales, and scoring with Ohio’s to ensure compliance
with this direction. Given these changes, the Clerc Center is
reviewing and revising its plans for its accountability model.
An accountability model, reflective of these changes, will be
defined in FY 2013.
Early Potential in Young Deaf Children: Supportive
Family Contexts Study
(Principal Investigator: Lori Lutz, Clerc Center)
This qualitative study focuses on developing an understanding of the multiple and complex family contexts that exist in
the lives of families with young deaf children and how those
contexts may be related to the development of reading skills
for deaf children.
Objectives
1. Describe the family environments and contexts of deaf
children who displayed advanced reading skills at a young
age
2. Examine how these family patterns compare with those of
families whose deaf children are still developing readers
Status
In FY 2012, emerging themes found in families with advanced
and developing deaf readers were identified. This has led to
further work describing the relationship of current family environments and earlier environments related to reading experiences as well as an examination of how family environmental
patterns and experiences, and teachers’ observations, may
support deaf children’s early reading. This project is anticipated
to be completed in FY 2013.
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A Systematic Developmental Skill-Oriented Investigation of Poor and Proficient Deaf Readers from
Different Countries: U.S. Study
comparison is targeted to highlight where the reading process of individuals with prelingual deafness deviates from
the norm and whether such deviation[s] has detrimental
consequences for their understanding of written text)
(Collaborative Research Project; Principal Investigator: Diane
Clark, PhD, Gallaudet University)
3. To clarify whether prelingually deaf individuals exhibit
identical reader profiles in different orthographies (Hebrew, Arabic, English, German, and Turkish)
This study is designed to clarify the factors underlying the
reading comprehension problems experienced by the majority
of individuals with prelingual deafness as well as by some hearing individuals. The following are the basic assumptions:
4. To isolate processing skills that distinguish between skilled
and unskilled deaf readers in order to highlight the origin
of the poor reading abilities of the latter
•
Deaf readers are unique readers and not hearing readers
who merely cannot hear
•
Attempts to unveil the roots of their reading difficulties cannot be restricted to examination of skills that are
hypothesized to underlie reading failure in hearing readers
(e.g., phonological skills)—skills that the deaf readers may
not draw on in making sense of written text
•
•
Reading theories developed for hearing readers are inadequate for explaining the reading failure of the prelingual
deaf reader
•
6. To elucidate how deaf individuals’ dominant communication system (sign language) and their parental hearing
status (hearing vs. deaf parents) impact their reading
strategies/skills
Status
For the proper understanding of their reading difficulties,
a reading theory of the deaf is a prerequisite:
•
5. To contrast the reader profile of individuals with prelingual deafness and hearing readers with phonological deficits in order to further specify the nature of their reading
difficulties
Such theory must be able to discern processing and
knowledge deficits, or differences intrinsic to deafness
and deficits, or differences that develop from the exposure of deaf individuals to quantitative or qualitative different experience (e.g., linguistic experience)
Such theory must also be able to discriminate between reading failure and reading process differences
that are created by the characteristics of the read orthography (orthography-specific reading difficulties)
and difficulties that originate from prelingual loss of
hearing (general reading difficulties).
Recruitment of participants continued into the fall of 2011
and spring of 2012. New participants were obtained from
KDES. Further data collection is anticipated from MSSD
during FY 2013. Results are anticipated to be available in late
FY 2013.
Postsecondary Life Experiences of Deaf and Hard
of Hearing High School Graduates—An Exploration (PLEDGE)
(Project Leaders: Clerc Center Research and Evaluation)
Objectives
1. To create a developmental, skill-oriented reader profile
for individuals with prelingual deafness based upon a
thorough scientific investigation of their functioning at
different levels of text processing
2. To contrast their reader profile with the reader profiles
of two control groups: one group composed of normally
developing hearing readers and another composed of
hearing readers with diagnosed phonological deficits (such
MSSD, the Illinois School for the Deaf, and South Hills High
School in West Covina, Calif., collaborated on this study that
explored postsecondary transition issues from the high school
graduate’s perspective through three one-on-one interviews
at 12- to 18-month intervals. The emphasis on the interviews
was on obtaining information about events that were critical
in changing choices made by the graduates, including their
perceptions of support, obstacles, successful strategies, and
frustrations. Information gained through this project will provide a better understanding of the challenges that are faced by
deaf and hard of hearing high school graduates. This information can be used to guide programs in modifying or enhancing
their transition programs. This project was formerly called the
Longitudinal Graduate Study.
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Curriculum Modification for Standards-Based
Instruction
Objectives
1. Identify information that will be useful to teachers and
administrators in improving transition programming at
the three participating programs on topics such as education, employment, living arrangements, family and peer
relationships, and leisure activities
As mandated under the No Child Left Behind Act (NCLB),
all students are to be provided access to the state standards and
general curriculum and assessed annually on their knowledge of these standards. Teachers of deaf and hard of hearing
students with disabilities are challenged to teach grade-level
standards to those students who perform way below that level
academically. They must identify and adapt content, methods of instruction, and performance expectations to provide
appropriate access to the standards and general curriculum,
often without much guidance or information about effective
evidence-based procedures.
2. Identify common themes in the transition experience of
young adults
3. Explore this approach for graduate follow-up as a tool of
program evaluation
Status
The quantitative report for this research project has been completed, along with the review by the collaborating programs.
The development aspect of this project was closed in mid
FY 2012. Due to resource limitations, determination of the
mechanism of dissemination was deferred until FY 2013.
The Resources for Students with Disabilities Action Plan
Team, in its work to identify evidence-based resources for
professionals working with deaf and hard of students with
disabilities, selected the four-step process as a useful model to
guide teachers with this challenge. This process was developed
through the Human Development Institute: University Center
for Excellence in Developmental Disabilities at the University
of Kentucky. This center is part of a nationwide network of
University Centers for Excellence that was established by federal legislation to promote team-based approaches to provide
services for individuals with disabilities and their families.
Priority Topic Area #2: Evidence-Based
Strategies and Resources for Deaf and
Hard of Hearing Students with Disabilities
The need to identify and share resources for deaf and hard
of hearing students with disabilities was identified in several
public input forums. Limited research exists in this priority
topic area. Guiding questions based on the work of the Clerc
Center Resources for Deaf Students with Disabilities Action
Plan Team include:
1. How can standards-based curriculum be modified to meet
the needs of deaf and hard of hearing students with disabilities working well below the standards?
2. How can families of deaf and hard of hearing children
with disabilities educate and support each other using
social media and other virtual communities?
These questions are intended to guide discussion about and
planning for future research initiatives to support the achievement and postsecondary preparation of deaf and hard of hearing students with disabilities.
Current research projects that support evidence-based strategies and resources for deaf and hard of hearing students with
disabilities include:
This research-to-practice resource will describe an evidencebased framework for guiding teachers of deaf and hard of hearing students with disabilities in developing standards-based
units of instruction that allow for appropriate access to the
general curriculum using a four-step process. It will include
classroom examples, illustrated with work samples produced
by the deaf and hard of hearing students. An accompanying on-line resource will allow teachers to share and archive
additional resources and ideas about effective standards-based
planning and instruction they use in their classrooms.
Objective
Share and illustrate the use of an evidence-based framework
to develop and teach standards-based units of instruction that
allow for access to the general grade-level curriculum for deaf
and hard of hearing students with disabilities functioning well
below their grade level.
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Managing Behavior by Managing the Classroom:
Making Learning Accessible for Deaf and Hard of
Hearing Students with Autism Spectrum Disorders
Status
An article was published in the 2012 issue of Odyssey magazine. The article will be shared further via the Deaf Students
with Disabilities Network set for initial release in early FY
2013.
(Principal Investigator: Christen Szymanski, PhD, Clerc
Center)
Deaf Children with Autism Spectrum Disorders
(Collaborative Research Publication; Principal Investigator:
Christen Szymanski, PhD, Clerc Center)
In collaboration with researchers from Gallaudet University—Dr. Patrick Brice (Department of Psychology), Kay Lam
(Gallaudet Research Institute), and Sue Hotto (Gallaudet
Research Institute)—the prevalence of autism in children who
are deaf or hard of hearing over the last five years was explored
using data from the Annual Survey of Deaf and Hard of Hearing Children and Youth conducted by the Gallaudet Research
Institute. Results suggest that, like hearing children, the
prevalence of reported diagnosis of Autism Spectrum Disorders (clinical diagnosis [DSM-IV] and/or IDEA classification)
among children with hearing loss has increased. Additionally,
data analysis suggests that during the 2009-2010 school year,
one in 59 children (specifically 8-year-olds) with hearing loss
was also receiving services for autism; considerably higher, than
reported national estimates for hearing children. The need for
increased awareness and research is discussed as well as a review
of the current literature.
Objective
This work supports the Clerc Center Strategic Plan’s Goal Two,
Objective 2: to share evidence-based resources and information
with educators pertaining to deaf students with disabilities.
Given their ongoing struggles with behavior, socialization,
and communication skills, children with Autism Spectrum
Disorders present unique challenges to classroom teachers. While there exists a growing body of support services,
knowledge, and strategies for managing those with autism in
the classroom, there does not exist any current information on
how to assist a child who has a hearing loss and a diagnosis of
an Autism Spectrum Disorder, in the classroom, nor is there
information on strategies that may or may not be effective
given the child’s hearing loss. This article provides educators
with an explanation of some of the evidenced-based practices
of classroom management for children with autism. The article
also provides recommendations for modifications of those
practices for children who are deaf or hard of hearing.
Objective
This work supports the Clerc Center Strategic Plan’s Goal Two,
Objective 2: to share evidence-based resources and information
with educators pertaining to deaf students with disabilities.
Status
This article appeared in the 2012 edition of Odyssey, which
featured a collection of articles specifically designed to assist
educators in better understanding how to implement and practice current trending educational research.
Status
The article was accepted for publication in the Journal
for Autism and Developmental Disorders, a peerreviewed journal publication with a target audience
of professionals working with children who have
developmental disabilities. The publication is available
online and will appear in print during the fall 2012.
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Priority Topic Area #3: Early and Ongoing
Intervention in Support of Linguistic Competence
providers, and others learn more about deaf and hard of hearing children and how to serve them better.
Objectives:
The following guiding research questions were devised based
on public input collected by the Clerc Center as well as on
a review of existing research in this priority topic area. The
questions intended to guide discussion about and planning for
important future research initiatives include:
1. To gather information from the parents about the services
received by their child
1. What are the evidence-based factors that positively impact
linguistic competence in young deaf and hard of hearing
children?
2. What are the characteristics of early intervention programs that best prepare young deaf and hard of hearing
children to develop linguistic competence and succeed in
school?
KDES students, ages 3 to 5, and their parents participated in
a second wave of data collection in FY 2012. Additional information was provided by each child’s teacher regarding his or
her strengths and weaknesses across academic and social skills
during FY 2012. Further recruitment of students and data
analysis will continue in FY 2013.
4. How can information about effective early intervention
resources and practices be disseminated to diverse families
of deaf and hard of hearing children?
Identifying Evidence-Based Factors Critical to Promoting Linguistic Competence
5. How can information about ongoing linguistic development be disseminated to diverse families of deaf and hard
of hearing children?
(Team Leader: Leslie Page, Clerc Center)
6. How can information about effective early intervention
delivery systems and resources be disseminated to medical, social service, and educational decision makers at local
and state levels?
Current research projects that support early and ongoing intervention in support of linguistic competence include:
(Collaborative Research Project; Principal Investigator: Dr.
Thomas Allen, Gallaudet University)
This is the first national study focusing on special education
services provided to deaf and hard of hearing children ages 3
to 5. It is a collaborative study between Gallaudet University’s
VL2 program, the National Science Foundation, and several
school programs for deaf and hard of hearing children across
the United States, including the Clerc Center. Results of the
study will help policy makers, program administrators, service
3. To assess the child’s readiness in school and communication
Status:
3. How can families of deaf and hard of hearing children
gain access to high-quality early intervention programs
and services?
2. To gather information from the teacher of the child regarding the child’s performance in school and the type of
services being provided there to him or her
Part of the Early Intervention Action Plan Committee work
was to conduct an extensive literature review to identify evidence-based factors critical for fostering the linguistic competence development during early childhood (birth to age 5) for
deaf and hard of hearing children. These factors led to the delineation of essential early intervention (EI) program components, which laid the foundation for the committee’s efforts to
identify EI programs utilizing those factors. The identification
of model EI programs was intended to develop opportunities
for potential collaborations with select EI programs and to disseminate model early intervention programming practices for
supporting young deaf and hard of hearing children’s development of linguistic competence nationally.
Objectives
1. Identify evidence-based factors that have a positive impact
on young deaf and hard of hearing children’s linguistic
competence
2. Conduct a literature review of sources and select best
evidence providing support for each of the six factors
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Status
Based on the literature review process completed in FY 2012,
the committee drafted a document outlining and describing
six evidenced-based factors considered critical to promoting linguistic competence in young deaf and hard of hearing
children. Dissemination of these findings is intended during
FY 2013, in the form of submission of an article to a peerreviewed journal. The article will be designed to include the
results of the meta-analysis of the current state of policy and
research of EI practices, the explanation of the process that
lead to the identification of the six essential factors, and the
presentation of evidence for each of the identified six factors
considered critical to promoting linguistic competence in
young deaf and hard of hearing children. This project is anticipated to be completed in early FY 2013.
Identifying Early Intervention Programs Throughout the United States Incorporating EvidenceBased Factors that Support Linguistic Competence in ASL and English
(Team Leader: Debra Nussbaum, Clerc Center)
One of the tasks addressed by the Early Intervention Action Plan Team was to develop and distribute a survey of
EI providers to identify programs that are practicing the six
evidence-based factors that have a positive impact on young
deaf and hard of hearing children’s linguistic competence.
Objective
This work supports the Clerc Center Strategic Plan’s Goal
3, Objective 1: using research to inform practice, the Clerc
Center will identify and disseminate evidence-based strategies
for EI service delivery by 2012.
Status
Using the six research-based factors that were identified as
having a positive impact on young deaf and hard of hearing children’s linguistic competence, the action plan team
developed a checklist of essential components for each factor.
This information was used to develop a survey to query EI
providers regarding program components they employ that
reflect the six factors. The survey was sent electronically to 232
individuals representing 211 schools and programs. A total of
50 programs responded to the survey for a program response
rate of 24 percent. The action plan team received responses
from a variety of settings, including public schools, schools
and programs for deaf and hard of hearing students, EI agencies/organizations, and private schools. Initial analysis of the
data revealed that responses from approximately 20 programs
indicated they incorporate one or more of the factors into their
programs. These programs could be potential collaborators
with the Clerc Center to illustrate the six factors in action.
Work to establish collaborations and develop dissemination
mechanisms is planned for FY 2013.
Students Who are Deaf and Hard of Hearing and
Use Sign Language: Considerations and Strategies for Developing Spoken Language and Literacy Skills
(Collaborative Research Publication; Principal Investigator:
Debra Nussbaum, Clerc Center)
In FY 2012, Debra Nussbaum, Bettie Waddy-Smith, and Jane
Doyle, all from the Clerc Center, co-authored an invited article to assist professionals in better understanding the unique
needs of deaf and hard of hearing children in developing skills
in listening, spoken language, and literacy. Internal support,
review, and feedback were provided to the authors.
Objective
This work supports the Clerc Center’s Strategic Plan Goal
1 and Goal 3: assuring that students reach their linguistic
potential and that families and professionals continue to have
ongoing access to the most up-to-date information that supports the development of linguistic competence.
Status
The article was accepted for publication in Seminars in Speech
and Language, a peer-reviewed journal publication with a large
audience of speech and language pathologists and audiologists.
Publication is anticipated in the fall of 2012.
Individualized Planning: Language and Communication Profile
Individualized planning for language and literacy development provides a guide for teaching and learning interventions
to support a student’s linguistic competence in both ASL and
English. The Language and Communication Profile (LCP) is
intended to document characteristics of a student’s language
and communicative competency in both ASL and spoken
English to assist with his or her individualized planning. The
LCP consists of informal and formal observational checklists
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that are completed by teachers and staff to gather data on each
student that leads to the completion of a profile summary. The
profile summary then fosters future planning for the use of
each language (ASL and spoken English) within the student’s
educational program in order to promote linguistic competence in both languages.
Objectives
1. Use of LCP tools and checklists by teachers and staff in
the Parent-Infant Program (PIP) through second grade to
develop LCP summaries of language development in ASL
and spoken English
2. Use of LCP summaries for the development of individualized language plans for students in PIP through second
grade
3. Explore the use of LCP tools and checklists by teachers
and staff in third through fifth grade classrooms to document each student’s skills and development in ASL and
English as part of that student’s ongoing individualized
bilingual plan
4. Improve systems for data collection, input, analysis, and
reporting
Status
The LCP was completed for each student enrolled in PIP
through second grade, and profile summaries and individual
language plans were developed during FY 2012. Additionally,
teachers and staff in third, fourth, and fifth grade classrooms
were provided with in-service training on the use of the LCP
tools, checklists, and completed LCPs for each student. During FY 2013, discussions and focus on how to improve the
system for data collection, input, analysis, and reporting will
occur.
VL2 Research Brief: Cochlear Implants and Visual
Language
(Collaborative Project; VL2 Center)
As part of the VL2 Center research brief series, Debra Nussbaum and Susanne Scott, from the Clerc Center, collaborated
with Julie Mitchiner, an instructor in the Department of
Education at Gallaudet University, to develop a research brief
examining and discussing the role of visual language for children using cochlear implant technology. This brief, like others
in the series, is designed to be used by educators and parents
across the nation. Information pertaining to the importance
of cochlear implants and visual language will also be essential
for work of the Cochlear Implant Education Center and Clerc
Center projects, training, and workshops.
Objectives
1. Gather and document evidence that supports the use of
visual language for children with cochlear implants
2. Document trends and challenges related to the use of sign
inclusive approaches for children with cochlear implants
3. Document evidence supporting the use of a bilingual
language and communication approach for children with
cochlear implants
Status
The draft of the research brief was reviewed by VL2 and Clerc
Center staff during November 2011 and returned to the
authors for revision. Based on feedback, extensive revision and
expansion of the document occurred during January 2012 and
May 2012. A final draft of the document, The Implications of
Bimodal Bilingual Approaches for Children with Cochlear Implants, which included 94 references, was submitted, reviewed
by VL2 and Clerc Center staff, finalized, and published during
the summer of FY 2012. The project has been completed, but
ongoing use of the publication is anticipated by professionals
and families as well as by VL2 and the Clerc Center.
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VI. Training and Technical Assistance
During FY 2012, the Clerc Center strategically allocated
resources to reach families and professionals working
with underserved populations and within mainstream
school systems, while ensuring that Clerc Center offerings continued to meet the needs of a broad range of
parents and families.
The Clerc Center provided support to families and professionals through the distribution of products and publications; direct outreach by exhibiting and presenting at conferences and
events; and technical assistance and training through training
workshops, a series of e-learning opportunities, collaborative
relationships, and consultative relationships with programs
across the country.
Products and Publications
During FY 2012, the Clerc Center distributed products and
publications at conferences and exhibits as well as through
downloads from the Clerc Center website, e-mail distributions, and sales. The numbers of materials distributed through
each channel are as follows:
• Free distributions of products: 16,061 publications and
products
•
E-mail distributions: 27,509 copies of on-line publications to subscribers
•
Odyssey magazine subscription list: 25,000 (includes
schools, individual educators, libraries, parents, and other
stakeholders); in addition, articles can be downloaded for
free from the Clerc Center website
•
Sales: 22,682 products
those in mainstream environments, was developed. This
network continues to add new resources and now has over
400 members.
New Products and Publications Distributed
Webinar Series
Over 1,500 participants viewed the webinars live, and all the
webinars are now available on the Clerc Center website. The
webinars provided in FY 2012 were:
•
“Sharing Power: Practical Strategies for Power Struggles
with Deaf and Hard of Hearing Students,” broadcast on
December 8, 2011
•
“Everything You Always Wanted to Know About
ASL/English Bimodal Bilingual Education, ” a two-part
webinar series for parents broadcast in January and February 2012
•
“Sharing Autism Research on Deaf or Hard of Hearing
Students,” broadcast on April 19, 2012
Publications
•
Odyssey magazine—The 2012 issue of this publication
focused on research to practice and featured 15 articles
from professionals around the country and from the Clerc
Center.
•
Sign Language Use for Deaf, Hard of Hearing, and Hearing
Babies: The Evidence Supports It, by Tiara V. Malloy, was
published in collaboration with ASDC. The full article
was translated into Spanish and Mandarin and is available
on both organizations’ websites. A summary brochure designed to make the information easily accessible to parents
and caregivers was also developed and published. It is also
available in Spanish and Mandarin and is being disseminated through ASDC and targeted conferences. It is also
available for download from the Clerc Center website.
•
In collaboration with VL2, four research briefs have been
translated into Spanish and Mandarin. These briefs are
now available on the VL2 and Clerc Center websites and
have been widely disseminated at training workshops and
conferences. The four briefs—The Importance of Finger-
Updated Products and Publications
•
•
The Spanish version of The 15 Principles for Reading to
Deaf Children in American Sign Language—An Explanation was developed and is available on the Clerc Center
website.
National Outreach Resources, a website for outreach providers to interact and share resources to support deaf and
hard of hearing children birth through age 21, especially
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information and support to event attendees. Events were
carefully selected to ensure attendees represented a wide
cross-section of families and professionals, with an emphasis
on those who work with underserved populations and in
mainstream programs. These events included participation in
the Next Steps—2011, the 6th New England Consortium, the
2012 Conference of Educational Administrators of Schools
and Programs for the Deaf , the Alexander Graham Bell 2012
Convention, the 32nd Annual Conference on Mainstreaming
Students with Hearing Loss, the Early Hearing Detection &
Intervention Conference, the 2012 Biennial National Association of the Deaf Conference, the Council for Exceptional
Children Convention and Expo, and the 2012 Hands &
Voices Leadership Conference.
spelling for Reading, Advantages of Early Visual Language,
Visual Attention and Deafness, and Reading and Deaf Children—focus on visual language acquisition and development of deaf and hard of hearing children from birth to
age 21.
Training
The Clerc Center provided workshops and training to more
than 10,000 individuals serving deaf and hard of hearing
children in a variety of settings, including residential and
mainstream academic settings and at professional conferences,
training centers, and community programs for families. Workshops included topics in literacy, Visual Phonics, behavior
management, and family dynamics. Training is designed to
provide skills and knowledge to educators, service providers,
and families who work with deaf and hard of hearing students
with a range of abilities and additional needs.
Through attendance at these events, the Clerc Center was able
to offer materials and support to the approximately 12,000
stakeholders who participated.
During FY 2012, the Clerc Center provided a wide variety of
workshops, including on-site training and distance learning.
The Clerc Center provided eight Visual Phonics workshops,
11 literacy-based workshops, three family dynamics workshops, three language planning workshops, and four webinars.
In addition, a new training for educators working with deaf
and hard of hearing students, “The ‘Why’ and ‘How’ of an
ASL/English Bimodal Bilingual Program,” was developed and
piloted.
Collaborations, Consultation, and
Technical Assistance
In an effort to reach individuals working with underserved
groups and mainstreamed populations, the Clerc Center
launched targeted marketing and outreach efforts for our
distance education training opportunities. The Clerc Center
offered the “Literacy—It All Connects” on-line course, the “I
Like Dialogue Journals, BUT…” on-line course, the “Sharing
Power” webinar, the “Everything You Always Wanted to Know
about ASL/English Bimodal Bilingual Education” webinar
series, and the “Sharing Autism Research on Deaf or Hard of
Hearing Students” webinar. Using these distance formats, the
Clerc Center was able to reach more than 2,500 educators who
work with deaf and hard of hearing students in a variety of
academic settings and families members with deaf and hard of
hearing children.
Common Core State Standards and National Assessments
The Clerc Center also provided consultation and technical
assistance to schools and programs at their request and sought
collaborations with organizations and programs for joint
initiatives. The following is a summary of the major collaborations in these categories in FY 2012:
Outreach
The 30-state SMARTER Balanced Assessment Consortium
(SBAC) is one of two multistate consortia awarded multi-year
funding from the U.S. Department of Education to develop a
comprehensive assessment system based on the new Common
Core State Standards (CCSS). The Clerc Center vice president
serves on the SBAC English Language Learner (ELL) advisory
committee. The role of the advisory committee is to provide
consultation in areas such as item development and review,
test administration and accommodations, score reporting,
and interpretation as well as with professional development
and formative assessments. Additionally, committee members
will assist the consortium in addressing the complex policy
and technical issues associated with providing assessments in
languages other than English.
During FY 2012, the Clerc Center sent representatives to 10
events and conferences to distribute materials and provide
The vice president also assembled a group of professional to
develop a white paper aimed at providing guidance to the two
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assessment consortia with regard to principles for assessing
deaf and hard of hearing students on the CCSS Speaking and
Listening Standards.
ask questions and get ideas from fellow site coordinators and
Clerc Center SRP trainers through the on-line site.
Alaska State School for the Deaf and Hard of
Hearing
VL2—A Science of Learning Center on Visual Language and Visual Learning
The Clerc Center continues to provide technical assistance to
personnel at the Alaska State School for the Deaf and Hard of
Hearing (ASSDHH) in Anchorage. During FY 2012, Clerc
Center representatives provided consultation on standardsbased education and best practices to middle and high school
teachers, the ASSDHH supervisor, and the school’s professional development coach. The Clerc Center also provided
consultation on the development of a training DVD on math
signs.
The Clerc Center continued its collaboration with VL2—A
Science of Learning Center on Visual Language and Visual
Learning, one of six such centers funded by the National
Science Foundation. The purpose of VL2 is to gain a greater
understanding of the biological, cognitive, linguistic, sociocultural, and pedagogical conditions that influence the acquisition of language and knowledge through the visual modality.
Missouri School for the Deaf and the Deaf Advocacy Center, St. Louis
The Deaf Advocacy Center in St. Louis, Mo., and the Missouri
School for the Deaf collaborated with the Clerc Center in
March 2012 to host a site coordinator’s training for the Shared
Reading Project. There were 14 attendees from Missouri, Arkansas, Florida, Kansas, Texas, Washington, D.C., Illinois, and
Canada. The training provided the educators with the skills
and resources to establish new Shared Reading Project (SRP)
sites that will tutor parents in how to read books to their deaf
and hard of hearing children.
As part of this collaboration, the Clerc Center took an active
role in the engagement of preschool-12 educators and schools
regarding VL2 research and its application to teaching and
learning. Toward that end, the Clerc Center worked with VL2
on the development of a new staff position, P-12 engagement
manager. The position will help to design and facilitate ongoing collaborative activities between the two entities beginning
in the fall of 2012.
In FY 2012, the Clerc Center collaborated with VL2 through
the following activities:
Research Studies
1. VL2-Early Education Longitudinal Study (VL2 EELS), a
longitudinal study of deaf children ages 3 through 5
On-line/Distance Learning Technical Assistance:
Shared Reading Project
Coaching and consultation were provided via phone, videoconferencing, and e-mail to two new SRP sites— the Texas
School for the Deaf and the Idaho Educational Services for the
Deaf and the Blind—in addition to continuing assistance to
the Lane Regional Program in Eugene, Ore.; Hands & Voices
of Central Fla.; Deaf Community Services of San Diego,
Calif.; and the Calcasieu Parish School System in Westlake, La.
Support was also provided to the Pacific Gallaudet University
Regional Center in setting up SRP tutoring in the Marshall
Islands, Guam, and American Samoa. The Clerc Center also
offered ongoing technical assistance to SRP sites throughout
the country through an on-line organization for SRP site coordinators. The site contains templates, logos, and sample letters
used in managing a SRP program; materials used in training
SRP tutors; and a variety of resources, background information documents, and helpful links. Site coordinators can also
2. A Systematic Developmental Skill-Oriented Investigation of Poor and Proficient Deaf Readers from Different
Countries: U.S. Study
Research to Practice
1. Co-sponsored the VL2-Clerc Center School Partner
Meeting that engaged more than 80 teachers from around
the country for a day of learning about VL2 research studies, forthcoming products, and the application of research
to practice
2. Co-authored a VL2 research brief, The Implications of
Visual Language for Children with Cochlear Implants
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Clerc Center
3. In the 2012 issue of the Clerc Center’s Odyssey magazine,
published two articles based on work from VL2:
a. “Revolutions in the Science of Learning: A New
View from a New Center,” by Dr. Laura-Ann Petitto
b. “An Issue of Learning: The Effect of Visual Split
Attention in Classes for Deaf and Hard of Hearing Students,” by Dr. Susan M. Mather and Dr. M.
Diane Clark
4. Participated in VL2’s first ASL assessment toolkit workshop designed to bring together researchers to discuss,
evaluate, and join measures to build an ASL assessment
toolkit for public distribution
Dissemination and Outreach
1.Shared VL2 research briefs and information through
exhibits, training workshops, and other dissemination
mechanisms
2. Translated four VL2 research briefs into Spanish and
Mandarin to provide accessibility for families who use
these languages in the home
Ohio Department of Education
The Clerc Center continued its partnership with the Ohio
Department of Education to focus on the provision of statelevel, standards-based assessments for deaf and hard of hearing
students. With an emphasis on accessible and equitable testing, this collaboration provided the Clerc Center with greater
insight into the assessment experiences of deaf and hard of
hearing students in a range of public school settings. Through
this collaboration, the Clerc Center communicated with statelevel officials and school-based personnel to address topics
such as test administration, accommodations provision, and
state policy interpretation. Also involved in this partnership
is the American Institute of Research, the educational assessment corporation responsible for the development of statelevel assessments for Ohio and many other states. In FY 2012,
the Clerc Center renegotiated its agreement with the Ohio
Department of Education to reflect stipulations from the U.S.
Department of Education.
Tacoma, Washington Public Schools
During FY 2012, the Clerc Center continued to provide
technical assistance and training to the Tacoma Public School
System in Tacoma, Wash., to assist in the implementation of
an ASL/English Bimodal Bilingual Early Childhood Education
Program. The technical assistance included review of implementation by teachers trained the previous year in addition to
providing training to educators in the kindergarten through
second grade programs. Trainers continued to provide consultation via e-mail and videophone as well as through on-site
training and review of program plans.
Gallaudet University Regional Centers
(GURCs)/Clerc Center Collaboration
The Clerc Center collaborated with the Gallaudet University
Regional Centers to provide support for the Second National
Outreach Conference that was held in April 2012. The conference targeted outreach providers actively involved in the education of deaf and hard of hearing children, birth through age
21, and provided opportunities for networking and coalition
building for outreach providers.
Pepnet2
The Clerc Center is collaborating with staff of Pepnet2 to
support the transition of deaf and hard of hearing students
from secondary to postsecondary education and employment
settings. Pepnet2’s mission is to improve the postsecondary
outcomes of deaf and hard of hearing students. During FY
2012, the Clerc Center served on Pepnet2’s advisory panel and
also held initial discussions about possible project collaborations during FY 2013.
Boston Children’s Hospital
Two product collaborations have been established with Boston
Children’s Hospital. The first project is to produce a web-based
product addressing key points in providing effective early
intervention with deaf and hard of hearing infants and toddlers. The second project is to revise guidelines for considering
appropriate educational programming and placement options
for students with cochlear implants.
Texas Education Service Center, Region 20
The Clerc Center has begun collaborating with the Texas Education Service Center, Region 20, to develop a series of on-line
modules, “Educating Deaf and Hard of Hearing Students: A
Guide for Professionals in the Mainstream.” These modules are
being developed for educators in mainstream programs who
have limited experience working with deaf and hard of hearing
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students. The modules will provide introductory information
about deafness as well as information on how to support the
effective education of children who are deaf or hard of hearing
in mainstream settings.
by the Clerc Center at national and regional conferences related to serving deaf and hard of hearing children or educational
performances offered by Clerc Center staff or students.
Outreach Efforts by Region
The recipients of the training and technical assistance and disseminated information varied considerably. In FY 2012, they
included early intervention professionals, schools that serve
deaf and hard of hearing students, teachers in mainstream
programs, students enrolled at a college or university, professionals who work at hospitals, parent organizations, individuals served by nonprofit organizations, parents and caregivers
of deaf and hard of hearing students, and others. The next two
charts illustrate the various types of programs requesting training and technical assistance by geographic region and similar
data about information that was disseminated. Please note that
totals for overall training and technical assistance and information dissemination on these two tables vary from the totals on
the preceding chart due to the diversity of those receiving the
information from a single training or event. For example, a
teacher from a school for the deaf and a teacher from a mainstream program could attend the same workshop.
Types of Requesting Programs Served
During FY 2011, the Clerc Center, in collaboration with efforts by the Gallaudet University Regional Centers, documented 37,490 people served throughout the various geographical
regions of the country through training and technical assistance, information dissemination, and exhibits/performances.
Training includes presentations about programs or strategies to
further and support the education of deaf and hard of hearing
children. Technical assistance refers to consultative services
that the Clerc Center provides to cooperating programs or
assistance to individuals, programs, or agencies in relation to
educating deaf and hard of hearing students. Information dissemination refers to information that was specifically requested
and then disseminated, often through individual e-mails or
calls to Clerc Center teachers and staff. Exhibits and performances include exhibit booths of products and services offered
Training and Technical Assistance, Information Dissemination, and Exhibits and Performances
Region
Training and Technical
Assistance
Activities
Served
Information
Dissemination
Activities
Exhibits and
Performances
Served
Activities
Total
Served
Activities
Served
1
9
60
68
0
0
61
77
Midwest
40
1,293
96
181
8
6,243
144
7,717
National
36
631
4
4
2
2,075
42
2,710
713
4,743
293
1,023
13
2,333
1,019
8,099
Pacific
57
975
7
7
3
1,600
67
2,582
Southeast
28
685
171
211
3
294
202
1,190
Southwest
16
1,321
77
80
9
10,601
102
12,002
Western
41
706
111
111
3
2,050
155
2,867
Unknown
0
0
242
246
0
0
242
246
932
10,363
1,061
1,931
41
25,196
2,034
37,490
International
Northeast
TOTAL
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Clerc Center
Training and Technical Assistance—Types of Requesting Programs Served
Region
School for
the Deaf
Public/
Private
School
Postsecondary
Organization/
Hospital/
Agency
Homebound
Other
Setting
Unknown
Total
Requested
International
0
0
0
1
0
0
0
1
Midwest
8
17
2
2
1
4
17
51
National
7
2
31
2
0
1
2
45
19
20
13
28
2
640
29
751
5
7
18
21
4
3
2
60
Southeast
12
3
5
5
0
0
5
30
Southwest
8
1
0
1
0
2
4
16
Western
12
20
7
13
0
0
8
60
Unknown
0
0
0
0
0
0
0
0
71
70
76
73
7
650
67
1,014
Northeast
Pacific
TOTAL
Information Dissemination—Types of Requesting Programs Served
Region
International
School for the
Deaf
Public/
Private
School
Postsecondary
Organization/
Hospital/
Agency
Homebound
Other
Setting
Unknown
Total
Requested
3
3
18
11
0
17
8
60
Midwest
21
7
10
22
0
24
12
96
National
2
0
0
1
0
1
0
4
21
8
40
90
6
46
146
357
0
0
4
1
0
1
1
7
Southeast
32
15
46
37
3
25
14
172
Southwest
15
8
11
14
2
14
10
74
Western
15
25
12
22
1
17
19
111
Unknown
7
4
8
11
2
45
165
242
116
70
149
209
14
190
375
1,123
Northeast
Pacific
TOTAL
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Clerc Center
FY 2012 Outreach Efforts
The Clerc Center continues to be intentional in the selection
of conferences and events in order to reach traditionally underserved populations and educators and families in mainstream
programs. For example, the Clerc Center disseminated information and resources at the Council for Exceptional Children
and the Alexander Graham Bell National Convention in order
to network and develop relationships with professionals in
rural and mainstream settings.
Outreach efforts in FY 2012 focused on contacting and
building relationships with state and district-level programs,
national organizations, and state outreach programs serving
deaf and hard of hearing students. As part of this effort, the
Clerc Center continued to support the National Outreach
Conference which provided opportunities for networking and
coalition building for outreach providers as well as support for
the creation of a professional development summit for professionals in the rural mountain states. In addition, Clerc Center
administrators attended the National Summit on Deaf Education, now sponsored by Pepnet2, to engage with state leaders
across the country. These efforts will continue into FY 2013.
The Clerc Center developed several knowledge-building
products to reach stakeholders via distance learning formats.
This included a webinar series that reached approximately
2,500 participants. These webinars were archived on the Clerc
Center website for later viewing by educators, parents, or other
interested individuals. The Clerc Center is developing a multimodule on-line course targeting mainstream educators of deaf
and hard of hearing students as well as an on-line network for
resource sharing and networking for educators and families
focused on deaf students with co-occurring disabilities.
In FY 2013, based on stakeholder input, the Clerc Center will
be redesigning the Info to Go website, a primary mechanism
for providing technical assistance. Development is underway
to expand resources for parents and for professionals working with deaf and hard of hearing students in mainstream
school settings as well as for those who live in rural areas, come
from diverse cultures, have additional disabilities, or whose
families do not use English in the home. The Clerc Center
will continue to select venues to reach its targeted audiences,
pursue collaborations with organizations and groups to expand
avenues for reaching a broad range of constituents, and share
resources through its National Outreach Resources website
and quarterly e-newsletter, News and Notables.
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Clerc Center
VII. Demonstration Elementary and Secondary Schools
Both KDES and MSSD play a vital role in the Clerc Center’s
national mission. They are a place where innovative ideas,
strategies, training, and technology applications begin and
can later become national mission projects. Students in the
schools are representative of deaf and hard of hearing students
across the United States, making the schools excellent sites for
developing and evaluating promising educational practices that
could be replicated at other schools and programs throughout
the country.
Implementing Standards-Based
Instruction and Assessment
During the 2011-2012 school year, the Clerc Center remained
engaged with reform efforts and devoted significant resources
to the continued implementation of standards-based instruction and assessment for the purpose of improving academic
achievement among its students.
Standards
In the spring of 2008, the Clerc Center adopted the academic
content standards in reading/language arts, mathematics, and
science that had been developed by the Ohio Department of
Education (ODE). The implementation process within the
Clerc Center continued through the 2011-2012 school year
with the ongoing implementation of standards-aligned curricula as articulated through clear scope and sequences for each
grade as well as unit and lesson plans. Clerc Center teachers
are actively engaged in reviewing and incorporating resources
available from the ODE, especially the new model curricula
posted in 2011 and 2012. Teachers have also been engaged in
professional development focused on orientation to the new
Common Core State Standards for English Language Arts and
mathematics and will begin implementing new curricula in
those content areas in the fall of 2012.
Assessments
Standards and assessments remain in place for reading/lanThe Clerc Center has adopted Ohio’s student accountability
guage arts and mathematics in grades three through eight and
assessments. The Clerc Center administered the OAA, the
at the high school level. Mirroring efforts underway in Ohio,
OGT, and the AASWD for the third time in the spring of
the Clerc Center has begun its transition to use of the Com2012. Results for the spring administration are presented in
mon Core State Standards for English Language Arts and
the next three tables. The first contains summary information
Common Core State Standards for Mathematics. Standards
for the Clerc Center for students in grades three through eight
for science are in place for each of the three through five, six
and ten on the OAA and OGT, and the second shows the
through eight, and high school grade ranges and new Ohio
summary information disaggregated by subgroup. The third
model curricula are being implemented. Science assessments
contains summary information for students in grades three
are being implemented for at least one grade in each of these
through eight and ten who participated in the AASWD.
three ranges via the Ohio Achievement Assessment (OAA), the
Ohio Graduation Tests (OGT), and the Alternate Assessment
As reflected in the previous three tables, nearly all students in
for Students with Disabilities (AASWD). Participation and
the tested grades participated in the assessment administraperformance information for both reading/language arts and
mathematics are being used in the accountability determinations.
Student Achievement1—Summary Information (OAA and OGT)
Valid
Scores
Enrolled
Percentage of Students Scoring in Each Performance Level
Percentage
Tested
Limited
Basic
Proficient
Accelerated
Advanced
Reading
69
70
98.6
58.0
20.3
15.9
4.3
1.4
Mathematics
69
70
98.6
55.1
24.6
14.5
2.9
2.9
Science
44
45
97.7
50.0
38.6
2.3
6.8
2.3
Scores are reported for students in grades three through eight and ten. No information will be reported when the number of students is less
than 10.
1
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Student Achievement1—Disaggregated Information
Reading
Mathematics
Science2
Enrolled
Percentage
Tested
Percentage Met
Standards
Enrolled
Percentage
Tested
Percentage Met
Standards
Enrolled
Percentage
Tested
Percentage Met
Standards
White
19
95
31.6
19
95
36.8
16
94.1
18.8
Black/African
American
32
100
18.8
32
100
12.5
18
100
11.1
Hispanic/Latino
10
100
10
10
100
10
5
--
--
Asian
3
--
--
3
--
--
1
--
--
American
Indian/Alaska Native/Hawaiian
0
--
--
0
--
--
0
--
--
0
--
--
0
--
--
0
--
--
Two or more
5
--
--
5
--
--
4
--
--
LEP Students
1
--
--
1
--
--
1
--
--
Non-LEP Students
68
98.6
22.1
68
98.6
20.6
43
97.7
11.6
Low Income
33
97.1
21.2
33
97.1
21.2
24
96
8.3
Non-low Income
36
100
22.2
36
100
19.4
20
100
15
Male
37
97.4
27
37
97.4
27
25
96.2
12
Female
32
100
15.6
32
100
12.5
19
100
10.5
Scores are reported for students in grades three through eight and grade ten. No information will be reported when the number of students is
less than 10.
1
2
The Science assessment is administered to students in grades five, eight, and ten.
Student Achievement1—School Summary Information AASWD
1
Percentage of Students Scoring in Each Performance Level
Valid Scores
Enrolled
Percentage
Tested
Limited
Basic
Proficient
Accelerated
Advanced
Reading
7
--
--
--
--
--
--
--
Mathematics
7
--
--
--
--
--
--
--
Science
5
--
--
--
--
--
--
--
Scores are reported for students in grades three through eight and ten. No information will be reported when the number of students is less than 10.
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tion. The results for students in both KDES and MSSD reflect
low levels of proficiency on the assessments. The spring 2012
administration of the assessments represents the third year of
implementation; thus the implementation of grade-level standards and the opportunity for students to demonstrate what
they have learned in a standards-based environment is still
in the early stages. Literature regarding instructional change
points suggests that change is a slow process requiring adoption of strategies by the faculty as well as students acquiring
empowering knowledge and skills both in test taking and the
curriculum from previous grades. Low levels of performance
reflect students’ relative inexperience with the curriculum content and with the process of testing. As teachers at the Clerc
Center gain greater facility with the standards and as students
have more time in a standards-based learning environment and
more experience with the assessment process, it is expected
that their scores will rise. These results do clearly underscore
the need to continue redirecting instructional attention to supporting students’ achievement of grade-level expectations.
After two years of implementing the AASWD, a portfoliobased assessment system, the Clerc Center will follow Ohio in
changing to their new Alternate Assessment for Students with
Significant Cognitive Disabilities (AASCD).
The assessment instruments (i.e., the tests themselves) were
adopted from the ODE in their entirety. Students at the
Clerc Center saw and responded to the same test questions
as students in the same grades in Ohio. At the Clerc Center,
most students participated in the assessment with the use of
one or more accommodations, such as ASL interpretation and
small group administration. It is not yet known whether these
accommodated test conditions adequately support students’
access to the assessment and their ability to demonstrate their
knowledge and skills. Thus it is not entirely clear that the assessment, even under accommodated testing conditions, yields
meaningful scores for all students at the Clerc Center.
Over time, as students have increased opportunities to learn to
high standards and more is understood about how to accurately assess what deaf and hard of hearing students know and can
do, it is anticipated that performance will increase. At the same
time, we are monitoring the development of new common
assessments by the two federally funded consortia, the Smarter
Balanced Assessment Consortium (SBAC) and the Partnership for Assessment of Readiness for College and Careers. The
Clerc Center has made contact with both consortia to inquire
and offer input about the conceptual and pragmatic design in
planning for accessibility for deaf students taking these new
assessments.
Also, as part of its responsibilities in implementing an assessment system, the Clerc Center is bound by professional
standards for testing to gather and review evidence related to
the meaning and uses of its test scores. The Clerc Center has
adopted the Standards and Assessment Peer Review Guidance,
published by the U.S. Department of Education, as the framework for this assessment evaluation process. This is the same
framework the U.S. Department of Education uses to evaluate
state assessment systems. The ODE submitted evidence in support of its assessments to the U.S. Department of Education
and was approved in November 2006. Some of this evidence
can be adopted by the Clerc Center, but other evidence must
be generated independently.
The body of validity evidence Ohio has established to support
the appropriate interpretation and inferences about students
based on its assessment scores can be shared in part with the
Clerc Center. However, the Clerc Center determined that
additional validity evidence was needed to ensure the correct
interpretation and inferences for its student population. For
example, the test forms used at the Clerc Center are the same
as those used in Ohio, so evidence related to the alignment of
the tests with the standards can be shared with Ohio. However,
the Clerc Center decided to establish its own evidence that the
test items are accessible to its students. That is, Ohio’s body of
validity evidence does not include evidence about the degree
to which deaf and hard of hearing students can understand
the questions and generate responses that reflect their target
knowledge and skills. The Clerc Center is obligated to explore
this issue for its own students and on behalf of deaf and hard
of hearing students nationwide.
Ohio, like all other states, serves a diverse population of
students. Deaf and hard of hearing students make up less than
0.01 percent of the student population in Ohio. At the Clerc
Center, all students are deaf or hard of hearing. If test questions were not accessible to deaf or hard of hearing students,
this would affect these individual students’ scores in both Ohio
and at the Clerc Center, but aggregated scores would probably
not be significantly affected for any school or district in Ohio.
The scores for KDES and MSSD, however, could be uninterpretable even if only a handful of items on a test did not allow
students to demonstrate what they know and can do. Deafness
has linguistic and cultural aspects that affect how some students learn and manifest their knowledge and skills. Meaningful assessment scores require assessment practices that take into
consideration the linguistic and academic backgrounds of this
student population.
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The Clerc Center also reviewed and revised the performance
level descriptors (PLDs) associated with Ohio’s system of standards and assessments. PLDs describe the specific skills that
students who score at that level have demonstrated they know
and can do. Under ESEA regulations, each state/territory has
the right and the flexibility to define proficiency in a manner
that is meaningful to them. Policy definitions (those more
general PLDs that define the levels for all grades and subjects)
tend to vary greatly from one state to another. It is important
for an entity to consider the policy implications of adopting
another state’s definitions. Once these policy definitions have
been determined, content related to the subject and grade
assessed is added to develop the full PLD. When working with
special populations, it is necessary to also consider attributes of
that population when writing the descriptors. It is important
to understand each population’s learning trajectories, required
supports or accommodations, and how they demonstrate their
knowledge and skills.
appropriate for their students using the four levels of performance as set by the Board of Trustees of Gallaudet University
in October 2009.
Further, in its agreement with the Clerc Center, the ODE specifically prohibited the use of scores that would allow for direct
comparisons between Ohio students’ performance and the
performance of students at the Clerc Center. Thus the Clerc
Center took steps to distinguish its students’ scores from those
used in Ohio. In light of these differences, the Clerc Center
needed to set unique cut scores and scales for accountability
purposes, and implemented a multi-phase, local standard setting process to refine PLDs and to identify and monitor cut
scores associated with those levels. As a result, in June 2010
the Clerc Center convened a Policy Committee to review the
cut score recommendations from the panels and to establish the official cut scores that would be applied to the 2010
assessment results and to subsequent administrations. The
Clerc Center set cut scores for the OAA and OGT that were
The Clerc Center is employing an argument-based approach to
validity evaluation to ensure that the combined evidence about
its assessments is comprehensive and that it addresses critical
features of the assessments. This approach has been recognized
by the U.S. Department of Education, which has funded three
separate projects on state assessment systems. Under this approach, a basic program logic is articulated to clarify the major
points in the system in which an assessment is embedded. This
program logic model, reflects the comprehensive standardsbased reform efforts in which the Clerc Center is engaged.
Although the Clerc Center engaged stakeholders in the standard setting process in 2010, more recent requirements were
imposed by the U.S. Department of Education that reversed
that work. To comply with section 104(b)(5)(A) of the EDA,
the Clerc Center must use Ohio’s score scale and performance
levels. As a result, the 2011-2012 assessment results reflect
changes to scale scores and performance levels that make them
not comparable with scores from previous years. Beginning in
the 2011-2012 academic year, results of the assessments will
reflect five levels of performance: Limited, Basic, Proficient,
Accelerated, and Advanced. The performance levels are based
on Ohio’s scale, cut scores, and PLDs. The 2011-2012 results
will be comparable to those for subsequent administrations of
the OAA.
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Clerc Center
Program Logic for the Standards-Based Reforms at the Clerc Center
A detailed interpretive argument has been developed to identify the specific priorities for evaluating assessment quality.
Teachers have the
knowledge,
orientation, and
support necessary
to access standards
and provide academic
instruction
Teachers provide
instruction aligned
with academic
expectations
The assessment and
its operational system
have been designed
to yield scores that
reflect students’
knowldege and skills
in relation to academic
expectations
The assessment
system operates as
intended (i.e.
administration,
scoring, analyses,
reporting)
Assessment scores
provide information that is useful for
teachers in
building and
maintaining standardsaligned curriculum and
instruction
Assessment scores
provide information
that reflects what
students know and
can do in relation to
academic
expectations
Students take the
assessment under
conditions that allow
them to demonstrate
what they know and
can do in relation to
academic
expectations
Precursors and
Context
Assessment
Systems
Students have an
opportunity to learn in
relation to challenging
academic
expecatations
Students achieve
increasingly
challenging academic
expectations
Assessment scores
support appropriate accountability
decisions regarding
the distribution of
resources
Primary
Claims
Score Users
Goals
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Clerc Center
The chart reads:
•
•
To support the claim that the assessment has been
designed to yield scores that provide information that
reflects what students know and can do in relation to academic expectations and can, therefore, be used for instructional and accountability decisions, the assessment must
be designed and administered appropriately. In addition,
students must have full access to the assessment through
the use of any necessary accommodations.
tion necessary to access the standards and to provide
academic instruction, and also provide such instruction.
•
If claims about assessment and opportunity to learn are
both supported, then students can achieve increasingly
high expectations.
•
The green box encompasses assumptions for which Ohio
evidence can be adopted.
•
The blue boxes encompass assumptions for which the
Clerc Center must gather at least some of its own evidence.
To support the claim that students have the opportunity
to learn, teachers must have the knowledge and orienta-
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VIII. Accountability
Accountability principles at the Clerc Center, like elsewhere in
the country, are meant to ensure that processes, programs, and
systems are in place and functioning well to support continuous improvements in student achievement. Under the accountability provision of the EDA, the Clerc Center is required to
calculate annually the proportion of students scoring at or
above the “meets the standard” level of performance on the
spring assessment and to report this information publicly. The
Clerc Center has fulfilled this requirement and an on-line
report is operational. However, given recent guidance from the
U.S. Department of Education, the Clerc Center must review
all previous assessment scoring using the Ohio Achievement
Standards. This work is currently in progress and revised assessment reporting will be forthcoming.
arts and math K-12 curriculum units aligned with the
Common Core State Standards and began implementation in the fall of 2012
•
Implemented a system of classroom walk-throughs following evidence-based protocols to provide more timely and
frequent feedback to all teachers regarding implementation of standards-based instruction
•
Continued the implementation of Professional Learning
Communities (PLCs) where teachers gather to meet and
discuss pedagogy and practice
•
Provided individual feedback, group follow-up, and ongoing professional development time and support to teacher
unit planning
Curriculum and Assessment Progress
Accomplishments
•
In connection with its accountability requirements, during
FY 2012 the Clerc Center continued its effort to implement
standards-based reform in the areas of instruction, assessment
and accountability. This work will continue into FY 2013 and
beyond. Progress in these areas is reported below:
Documented classroom-based formative assessments
used during instruction, the actual “taught curriculum,”
including any content or timeline changes, strategies for
differentiated instruction, and formative assessments
•
Provided support via an expert in differentiated instruction providing 1:1 and school-based consultation
Standards-Based Instruction
•
•
•
Involved teachers in an ongoing series of dialogues to
review relevant educational research from general, special,
and deaf education in the areas of literacy development
and mathematics
Determined specific target areas for instructional focus in
the areas of reading, writing, and mathematics based on
the reviewed research and evidence base through a collaborative process that involved all teachers
Identified training and support needs to align with the
instructional focus and began addressing these through
professional development workshops during the initial
planning week prior to the arrival of students, on six successive Friday afternoons in August and September, and
throughout the year on identified Professional Days
•
Engaged teachers in a collaborative process to develop an
initial iteration of the School Improvement Plan (SIP)
•
Contracted the development of all new English language
Standards-Based Assessment
•
Trained KDES and MSSD test coordinators, examiners,
and monitors and conducted teacher and student test
preparation at both schools
•
Used the list of allowable and approved accommodations
along with the accommodations guide in all Individualized Education Program (IEP) meetings to identify appropriate accommodations for students
•
Documented needed accommodations on all students’
IEPs
•
Provided students with experience using identified accommodations during regular classroom activities
•
Prepared teachers and appropriate staff to provide a broad
range of accommodations for OAA and OGT administration
•
Provided practice and support for administration of the
OAA and the OGT in ASL
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Clerc Center
•
Documented provision of a broad range of accommodations during OAA and OGT administration
Teaching Strategies (Formerly the Creative
Curriculum)®
•
Successfully administered the OAA, the OGT, and the
AASWD and met all expectations for participation rate
•
Provided training and ongoing support to teachers developing student portfolios for AASWD
•
Administered school-wide writing assessments to all
students in grades three through eleven in the fall, winter,
and spring of FY 2012
In FY 2012, teachers continued to implement the Teaching Strategies curriculum in the preschool/pre-kindergarten
and Parent-Infant Program (PIP). Teachers piloted use of the
on-line assessment system (Teaching Strategies Gold) for 10
students in the preschool and pre-kindergarten programs. The
focus was on the selecting the objectives to observe and assess
and collecting evidence in the form of observations, photos
and videos of students in action, and sharing that information with other teachers and parents. Teachers continued to
experiment with integrating use of the Clerc Center’s Language and Communication Profile (LCP) into the Teaching
Strategies framework to more effectively meet the needs of deaf
students in the area of language development. In addition,
teachers participated in training to begin incorporating the use
of the Communication Matrix to document communication
and language development for students who are significantly
behind their peers, have developmental delays, and/or who are
identified on the autism spectrum.
Standards-Based Accountability
•
Received feedback from the U.S. Department of Education regarding implementation of ESEA provisions included in the EDA, and are working closely with the U.S.
Department of Education to address identified areas
•
Reported OAA/OGT results in accordance with EDA
requirements via the Clerc Center website
•
Met all Ohio and federal assessment and reporting requirements within the designated timelines
•
Provided ongoing communication about progress with
Implementing standards-based reforms at the Clerc Center will
continue into FY 2013 as a major component of the work of
the demonstration schools. School personnel will continue to
work to implement standards-based instruction and assessments, learn from the experiences of other schools, and explore
and incorporate promising practices for deaf and hard of hearing students.
Demonstration School Initiatives
To support the implementation of standards-based instruction, school professionals continue to explore innovative ways
to support students and enhance teaching and learning at the
demonstration schools. As these initiatives are explored and
evaluated, initiatives showing positive results for students will
be considered for national dissemination.
In FY 2013, teachers will expand the use of Teaching Strategies
Gold and on-line documentation to all students enrolled in
the Early Childhood Education (ECE) program. They will also
continue their efforts to integrate the additional communication and language components into the curriculum.
Language and Communication Profile
Assessment of language development and proficiency is a key
component in providing the best education possible for the
students at KDES. In FY 2012, the Clerc Center implemented
the use of the LCP with the ECE through fifth grade. The
purpose of the LCP is to provide consolidated documentation
of each child’s language and communication functioning in
both ASL and English to guide goal development, language
allocation, and support services recommendations. This profile
can also be used to track development of a child’s growth in
each language.
The LCP consists of the following components that allow
for documentation to chart student ASL and spoken English
development and use:
•
Kendall Conversational Proficiency Level (P-Levels)—A
rating scale to document a student’s conversational competence in both ASL and spoken English
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Clerc Center
•
Deaf and Hard of Hearing Visual Language & Developmental Checklist—A checklist used to document a
child’s visual language and overall development from birth
through age 4
•
KDES ASL Development Checklists—Checklists to
document a student’s receptive and expressive ASL skill
development from kindergarten through fifth grade
•
KDES Spoken English Development Checklist—A
checklist to document a student’s preverbal communication skills, receptive and expressive spoken English skills,
and phonemic awareness skills
•
KDES Sign Intelligibility Rating—A rating scale to document a child’s expressive sign intelligibility
•
KDES Speech Intelligibility Rating—A rating scale to
document a child’s speech intelligibility
•
Language and Communication Access Form—A description of a child’s visual and auditory acuity as well as a
description of his or her auditory technology and consistency of use
Excellence by Design Accreditation Protocol
In FY 2013, the demonstration schools began implementation
of the action plans in reading/writing, mathematics, and enhancing school climate. Numerous projects in these goal areas
are being pursued under the action plans and its annual subset,
the School Improvement Plan (SIP).
Work undertaken in the area of reading and writing included
the development of a literacy framework that will guide reading and writing instruction across both schools. The primary
task of developing the framework was accomplished by a
group of teachers and staff from both schools representing a
cross section of content areas and age ranges taught. Starting from several well-known literacy frameworks, the group
adapted and expanded them to incorporate both English and
ASL to reflect our bilingual approach. The framework also
incorporated the concept of gradual release of responsibility to
articulate the shift across the continuum of teacher-directed
instruction, guided instruction, collaborative instruction, and
independent student performance.
•
Receptive and Expressive Communication Continuums—
A grid to document a student’s receptive and expressive
communication use in various contexts
•
Summary—Student demographic information, profile
summary, recommendations for further assessment, and
recommendations for student and family supports
The Clerc Center completed LCP summaries on the students
in ECE through second grade during the spring of 2012. The
LCP summaries will be used to create individual language
and communication plans. These plans will be used to address
language development and use of ASL and spoken English in
the classroom for instruction and to identify the need for additional support services. The LCP tools were revised and completed for students in third through fifth grade; however, due
to resource limitations, LCP summaries were not developed
for these students. During the 2012-2013 school year, the
LCP will continue to be used with students in ECE through
fifth grade and summaries developed for use in individualized
planning.
Teachers at both schools reviewed relevant research and
evidence-based practice in reading and writing instruction to
identify instructional priorities for FY2013. The areas they
identified in reading include developing background knowledge, monitoring for comprehension during reading, making
inferences, and summarizing the main idea. Priority areas for
writing instruction are focus of ideas and organization. These
instructional priorities will be incorporated into the annual
SIP and professional development and support will be given to
training and coaching teachers in applying these strategies in
instruction throughout the year.
A related area of focus is the implementation of flexible grouping for literacy development at the elementary school in grades
K-5. Teachers in these grades have been working throughout
the spring with the coordinator of instructional support (CIS)
to design flexible student groupings across the early grades that
support acquisition and development of linguistic competence
in both ASL and English. Implementation has begun this fall
and will be guided by weekly meetings of the teachers and the
CIS.
The high school will be implementing cognitive strategy
instruction in all English classes with struggling readers. The
teachers reviewed a number of research studies that indicated
the need for cognitive strategy instruction with deaf students.
They adopted a readers and writers “tool kit” of strategies that
include planning and goal setting, tapping prior knowledge,
getting the gist, monitoring for comprehension, revising mean-
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Clerc Center
ing, reflecting and relating and evaluating. Each of these strategies will be modeled, taught and practiced so that students will
know what the strategies are, how to use them and when and
why to apply them.
In the area of articulating the curriculum across grade levels,
the Clerc Center contracted the development of new K-12 curriculum units aligned with the Common Core State Standards
(CCSS) in English Language Arts and mathematics. Each of
these units comes with a pacing guide and a curriculum alignment tool that indicates how the CCSS are being covered.
The Clerc Center also purchased an interim assessment system
to provide teachers with ongoing formative feedback on
student progress. This system can be administered numerous
times throughout the year to gauge student learning and guide
instructional accommodations. Orientation to the new system
will be given in early September and the first assessment is
planned to take place by November.
The annual climate survey was administered in the spring.
Results are being analyzed and will be shared at the first joint
Professional Day. At that time, teachers and staff will identify
the priority areas and projects that will be implemented in
FY2013.
All assessments indicated in the action plans were administered
in the spring. Results will be shared with the Community Advisory Committee and the school community so that we can
track our progress toward achieving our goals and adjust our
strategies as needed.
Adequate Yearly Progress
The Adequate Yearly Progress (AYP) report for the Clerc Center included demographics data regarding enrollment, graduation rate, attendance rate, and the percentage of students
from low income families from both schools. These tables are
included here. Fall 2012 enrollment figures have been included
as well.
In the spring of 2012, KDES and MSSD students participated
in the third official administration of the OAA at KDES and
the OGT at MSSD as part of compliance with NCLB.
Results of the assessments administered in the 2011 and 2012
school year were used to calculate the AYP determinations
included in the school report cards and in the Clerc Center
report card. As required by the U.S. Department of Education
in relation to section 104(b)(5)(A) of the Education of the
Deaf Act, the 2011-2012 achievement assessment results reflect changes to scale scores and performance levels that make
them not comparable to scores from previous years. These
changes represent the implementation of Ohio score scale and
performance levels. Beginning in the 2011-2012 academic
year, results of the graduation tests will reflect five levels of
performance: Limited, Basic, Proficient, Accelerated, and
Advanced. The performance levels are based on Ohio’s scale,
cut scores, and performance level descriptors. The 2011-2012
results will be comparable to those for subsequent administrations of the OGT.
AYP determinations for the 2011-2012 school year are based
on the Ohio accountability model. In this school year, the
Clerc Center applied a small school review for AYP determinations. This approach incorporates the essential elements of
Ohio’s accountability model and also addresses the unique
challenges present at KDES and MSSD. The past two years
(2009-2010 and 2010-2011), the Clerc Center has provided
AYP determinations for their schools based on Ohio’s assessments with adapted performance standards, but the 20112012 determinations use Ohio’s performance standards in
their entirety.
NCLB requires that states and schools make testing results
public as part of the AYP reporting requirement. The following
tables show the combined results for the two schools for school
year 2011-2012. These reports reflect the limited time and opportunity that KDES and MSSD students have been engaged
in learning within the Ohio standards and assessment framework. This is consistent with the expectations of any school in
the beginning stages of implementing standards-based instruction and assessments.
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IX. KDES Student Characteristics, Related Educational Services Received,
and Achievement
Enrollment
KDES serves students from birth through age 15 who reside in the Washington, D.C., metropolitan area. On September 15,
2011, 97 students were enrolled at KDES. Nine eighth grade students completed the KDES program in June.
AY 2011-2012 Enrollment at KDES
Elementary Grades
All Students
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
September 15, 2011
97
39
8
10
7
8
3
10
3
9
First-time enrollments
22
13
3
2
0
1
0
1
1
1
N/A
N/A
N/A
N/A
N/A
N/A
N/A
9
1
0
1
0
0
1
0
1
Completed program
9
Left before completing
program
1
ECE1
Middle School
N/A
11
7
Early Childhood Education (ECE) includes the Parent-Infant Program, preschool, and kindergarten.
Student Characteristics
Hearing Levels of KDES Students
In September 2011, 52 percent of KDES students had hearing losses measured at the profound level (91 decibels and greater). In
2011-2012, the number of KDES students with cochlear implants was 15, or 15 percent, of the school population. Thirteen of
those students were still using their implants.
KDES Students by Hearing Level and Instructional Grouping
All Students1
All levels
ECE
Elementary
Middle School
81
100%
24
100%
35
100%
22
100%
Normal2 (<27dB)
4
5%
1
4%
2
6%
1
5%
Mild (27-40 dB)
9
11%
5
21%
2
6%
2
9%
Moderate (41-55 dB)
7
9%
2
8%
3
9%
2
9%
Moderately severe (56-70 dB)
7
9%
1
4%
5
14%
1
5%
Severe (71-90 dB)
12
15%
5
21%
5
14%
2
9%
Profound (91 dB & above)
42
52%
10
42%
18
51%
14
64%
Notes: Hearing level categories are based on the Better Ear Average. Percentages may not sum to 100 percent due
to rounding.
1
Current test data not available for 16 students.
2
Four students had unilateral hearing loss.
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Traditionally Underserved Racial/Ethnic Groups
Traditionally underserved racial/ethnic groups include Black/African American, Hispanic/Latino, Asian, Native Hawaiian and
other Pacific Islander, American Indian/Alaska Native, and individuals who identify as two or more races. Sixty-one percent of
KDES students were members of traditionally underserved racial/ethnic groups.
September 2011 KDES Students by Race/Ethnicity and Instructional Grouping
All Teams
All groups
ECE
Elementary
Middle School
97
100%
39
100%
36
100%
22
100%
White
38
39%
25
64%
8
22%
5
23%
Traditionally underserved racial/
ethnic groups
59
61%
14
36%
28
78%
17
77%
33
34%
6
15%
18
50%
9
41%
Hispanic/Latino
13
13%
2
5%
5
14%
6
27%
7
7%
3
8%
2
6%
2
9%
Two or more or other racial/ethnic
groups
6
6%
3
8%
3
8%
0
0%
Note: Percentages may not sum to 100 percent due to rounding.
Additional Disabilities
In September 2011, 18 percent of KDES students were identified as having additional physical or cognitive disabilities. The most
prevalent disability among KDES students was learning disability.
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KDES Students with Disabilities by Instructional Grouping
All Students
All conditions
ECE
Elementary
Middle School
97
100%
39
100%
36
100%
22
100%
No disabilities
80
83%
37
95%
27
75%
16
73%
Deaf students with 1 or more additional disabilities
17
18%
2
5%
9
25%
6
27%
Low vision
3
3%
1
3%
1
3%
1
5%
Developmental delay
2
2%
1
3%
1
3%
0
0%
Learning disability
7
7%
0
0%
4
11%
3
14%
Attention Deficit Disorder (ADD/ADHD)
2
2%
0
0%
0
0%
2
9%
Mental retardation
2
2%
0
0%
1
3%
1
5%
Autism
3
3%
0
0%
2
6%
1
5%
Speech/language impairment not related to deafness
1
1%
0
0%
1
3%
0
0%
Other health impairments
3
3%
0
0%
1
3%
2
9%
Other conditions
1
1%
1
3%
0
0%
0
0%
Support Services
During AY 2011-2012, 85 percent of KDES students received one or more support services. At KDES, students from traditionally
underserved racial/ethnic groups received higher rates of support services than other students.
KDES Students Receiving Support Services by Instructional Grouping
All Students
(N=97)
ECE
(N=39)
Elementary
(N=36)
Middle School
(N=22)
No support services
15
16%
12
31%
2
6%
1
5%
1 or more support services
82
85%
27
69%
34
94%
21
96%
Audiology
19
20%
12
31%
7
19%
0
0%
Speech-language
76
78%
21
54%
34
94%
21
96%
1
1%
0
0%
0
0%
1
5%
18
19%
2
5%
9
25%
7
32%
7
7%
5
13%
2
6%
0
0%
39
40%
11
28%
20
56%
8
36%
Vision services/orientation and mobility
Counseling
Physical therapy
Extended School Year (ESY)
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KDES Students Receiving Support Services by Race/Ethnicity
All Students
(N=97)
All
Two or More &
Traditionally
Black/ African Hispanic/La- Asian/ Pacific
Other Ethnic/
Underserved
Islander
tino
American
Racial Groups
Racial/Ethnic
(N=7)
(N=13)
(N=33)
(N=6)
Groups
(N=59)
White
(N=38)
No support services
15
16%
11
29%
4
7%
1
3%
0
0%
0
0%
3
50%
1 or more support services
82
85%
27
71%
55
93%
32
97%
13
100%
7
100%
3
50%
Audiology
19
20%
10
26%
9
15%
5
15%
1
8%
3
43%
0
0%
Speech-language
76
78%
23
61%
53
90%
31
94%
13
100%
6
86%
3
50%
1
1%
0
0%
1
2%
0
0%
1
8%
0
0%
0
0%
18
19%
4
11%
14
24%
5
15%
7
54%
1
14%
1
17%
7
7%
4
11%
3
5%
1
3%
0
0%
2
29%
0
0%
39
40%
8
21%
31
53%
22
67%
6
46%
2
29%
1
17%
Vision services/orientation
and mobility
Counseling
Physical therapy
Extended School Year
(ESY)
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Student Achievement
Student Reading Achievement
The reading comprehension attainment of KDES students, age 8 and older, is measured annually using the Stanford Achievement
Test (10th edition). During AY 2011-2012, students at the elementary and middle school instructional levels attained reading
grade equivalent levels ranging from first grade to post high school.
KDES Students Reading at Different Grade Levels by Instructional Grouping
All Students
All levels
Elementary
Middle School
47
100%
27
100%
20
100%
Post high school
1
2%
0
0%
1
5%
10.0-10.9
1
2%
0
0%
1
5%
9.0-9.9
2
4%
1
4%
1
5%
8.0-8.9
0
0%
0
0%
0
0%
7.0-7.9
1
2%
0
0%
1
5%
6.0-6.9
0
0%
0
0%
0
0%
5.0-5.9
2
4%
0
0%
2
10%
4.0-4.9
2
4%
1
4%
1
5%
3.0-3.9
4
9%
0
0%
4
20%
2.0-2.9
11
23%
5
19%
6
30%
1.0-1.9
23
49%
20
74%
3
15%
Note: This table includes students who were enrolled as of September 15, 2011, who were 8 years of age or older at
time of testing and who were still enrolled at the time of testing in May. Scores are based on the Reading Comprehension subtest of the Stanford Achievement Test (10th edition). Percentages may not sum to 100 percent due to
rounding.
Students Completing the KDES Instructional Program
All of the students who completed the KDES program took the Stanford Achievement Test. The Stanford reading comprehension
levels of completers ranged from first grade to post high school, with an average grade equivalent of 3.8.
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X. MSSD Student Characteristics, Related Educational Services Received,
and Outcomes
Enrollment
MSSD serves high school students between the ages of 14 and 21 from the United States and its territories. On September 15,
2011, 165 students were enrolled at MSSD. Thirty-six seniors graduated.
AY 2011-2012 MSSD Enrollment
All Students
September 15, 2011
Grade 9
Grade 10
Grade 11
Grade 12
165
35
39
44
47
First-time enrollments
62
25
15
11
11
Left before completing program
26
4
7
9
6
Completed program
39
N/A
N/A
N/A
39
Note: Two MSSD seniors delayed their graduation date to complete Individualized Education Program goals.
Student Characteristics
Hearing Levels of MSSD Students
In September 2011, 85 percent of MSSD students had hearing losses measured at the severe or profound levels. In 2011-2012,
23 MSSD students, or 14 percent of the school population, had cochlear implants. Sixteen of these students were currently using
their implants.
MSSD Students by Hearing Level and Grade
All Students1
All levels
Grade 9
Grade 10
Grade 11
Grade 12
155
100%
31
100%
37
100%
42
100%
45
100%
Normal2 (<27 dB)
3
2%
2
7%
1
3%
0
0%
0
0%
Mild (27-40 dB)
4
3%
1
3%
1
3%
1
2%
1
2%
Moderate (41-55 dB)
5
3%
1
3%
1
3%
0
0%
3
6%
Moderately severe (56-70 dB)
11
7%
3
10%
5
14%
2
5%
1
2%
Severe (71-90 dB)
38
25%
7
23%
5
14%
13
31%
13
29%
Profound (91 dB & above)
94
61%
17
55%
24
65%
26
62%
27
60%
Note: Hearing level categories are based on the Better Ear Average. Percentages may not sum to 100 percent due to rounding.
1
Current test data not available for 10 students.
2
Three students had unilateral hearing loss.
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In September 2011, 56 percent of MSSD students were members of traditionally underserved racial/ethnic groups.
MSSD Students by Race/Ethnicity and Grade
All Teams
All groups
Grade 9
Grade 10
Grade 11
Grade 12
165
100%
35
100%
39
100%
44
100%
47
100%
White
73
44%
12
34%
14
36%
21
48%
26
55%
Traditionally underserved racial/ethnic groups
92
56%
23
66%
25
64%
23
52%
21
45%
53
32%
14
40%
16
41%
13
30%
10
21%
Hispanic/Latino
25
15%
6
17%
5
13%
6
14%
8
17%
8
5%
2
6%
1
3%
3
7%
2
4%
Two or more & Other racial/ethnic
groups
6
4%
1
3%
3
8%
1
2%
1
2%
Additional Disabilities
In September 2011, 13 percent of MSSD students were identified as having additional physical or cognitive disabilities. The most
prevalent disability among MSSD students was Attention Deficit Disorder.
MSSD Students with Disabilities by Grade
All Students
All conditions
Grade 9
Grade 10
Grade 11
Grade 12
165
100%
35
100%
39
100%
44
100%
47
100%
143
87%
28
80%
30
77%
40
91%
45
96%
22
13%
7
20%
9
23%
4
9%
2
4%
8
5%
4
11%
3
8%
1
2%
0
0%
10
6%
2
6%
5
13%
1
2%
2
4%
Mental retardation
6
4%
1
3%
3
8%
2
5%
0
0%
Serious emotional disturbance
1
>1%
1
3%
0
0%
0
0%
0
0%
Other health impairments
7
4%
2
6%
3
8%
1
2%
1
2%
No disabilities
Deaf students with 1 or more additional disabilities
Learning disabled
Attention Deficit Disorder (ADD/
ADHD)
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Support Services
During AY 2011-2012, 70 percent of all MSSD students received one or more support services.
MSSD Students Receiving Support Services by Grade
All Students
(N=165)
No support services
Grade 9
(N=35)
Grade 10
(N=39)
Grade 11
(N=44)
Grade 12
(N=47)
49
30%
8
23%
14
36%
10
23%
17
36%
116
70%
27
77%
25
64%
34
77%
30
64%
Speech-language
90
55%
21
60%
20
51%
30
68%
19
40%
Counseling
62
38%
13
37%
10
31%
13
30%
24
51%
Transportation
2
1%
2
6%
0
0%
0
0%
0
0%
5
3%
2
6%
1
3%
2
5%
0
0%
Other support services
1
<1%
0
0%
1
3%
0
0%
0
0%
One or more support services
During AY 2011-2012, 80 percent of students from traditionally underserved racial/ethnic groups received some type of support
service compared to 58 percent of white students.
MSSD Students Receiving Support Services by Race/Ethnicity
All Students
(N=165)
White
Students
(N=73)
All Traditionally
Black/ African
Underserved
American
Racial/Ethnic
(N=53)
Groups
(N=92)
Hispanic/
Latino
(N=25)
Two or More
& Other
Asian/ Pacific
Ethnic/ Racial
Islander
Groups
(N=8)
(N=6)
No support services
49
30%
31
43%
18
20%
7
13%
6
24%
2
25%
3
50%
One or more support
services
116
70%
42
58%
74
80%
46
87%
19
76%
6
75%
3
50%
Speech-language
90
55%
24
33%
66
72%
43
81%
15
60%
6
75%
2
33%
Counseling
62
38%
27
37%
35
38%
21
40%
10
40%
2
25%
2
33%
Transportation
2
1%
0
0%
2
2%
2
4%
0
0%
0
0%
0
0%
5
3%
0
0%
5
5%
3
6%
2
8%
0
0%
0
0%
Other support services
1
<1%
0
0%
1
1%
1
2%
0
0%
0
0%
0
0%
Note. Percentages may not sum to 100 percent due to rounding.
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Student Outcomes
Student Reading Achievement
The reading comprehension attainment of MSSD students is measured annually using the Stanford Achievement Test (10th edition) or the Test of Academic Skills. During AY 2011-2012, 39 percent of MSSD students were reading at the fourth grade level
or lower. Twenty-seven percent had reading grade equivalent levels between fifth and seventh grade. Thirty-three percent had
reading grade equivalents of eighth grade or higher. The freshmen had the lowest reading levels, with an average grade equivalent
of 3.6. The seniors had the highest average reading grade equivalent at 7.8.
MSSD Students Reading at Different Grade Levels by Grade
All Students
All levels
Grade 9
Grade 10
Grade 11
Grade 12
144
100%
29
100%
36
100%
39
100%
40
100%
23
16%
0
0%
6
17%
9
23%
8
20%
12.0-12.9
3
2%
0
0%
1
3%
0
0%
2
5%
11.0-11.9
3
2%
0
0%
0
0%
1
3%
2
5%
10.0-10.9
2
1%
1
3%
0
0%
0
0%
1
3%
9.0-9.9
9
6%
2
7%
2
6%
2
5%
3
8%
8.0-8.9
9
6%
2
7%
1
3%
3
8%
3
8%
7.0-7.9
11
8%
4
14%
3
8%
2
5%
2
5%
6.0-6.9
13
9%
1
3%
6
17%
3
8%
3
8%
5.0-5.9
14
10%
4
14%
5
14%
3
8%
2
5%
4.0-4.9
9
6%
1
3%
1
3%
4
10%
3
8%
3.0-3.9
19
13%
3
10%
2
6%
6
15%
8
20%
2.0-2.9
23
16%
8
28%
8
22%
4
10%
3
8%
1.0-1.9
6
4%
3
10%
1
3%
2
5%
0
0%
Post high school
Mean grade equivalent level
3.6
6.0
6.5
7.8
Note: Includes students enrolled as of September 15, 2011 who were still enrolled at the time of spring testing. Scores are based on the Reading Comprehension subtest of the Stanford Achievement Test (10th Edition) and the Test of Academic Skills (TASK). Percentages may not
sum to 100% due to rounding.
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Reading achievement of graduates
About half of high school-age deaf and hard of hearing students leaving special education programs read below the fourth grade
level. During AY 2011-2012, the average grade equivalent reading level of MSSD graduates was 8.5. Twenty-eight percent of the
graduates were reading at the fourth grade level or below, 18% were reading between the fifth and seventh grade levels, and 53%
were reading at or above the eighth grade level. Graduates who were members of traditionally underserved racial/ethnic groups had
an average reading level 5.2, while white students had an average grade equivalent level of 10.6.
MSSD Graduates Reading at Different Grade Levels by Race/Ethnicity
All Graduates
All levels
White Graduates
All Traditionally
Underserved Racial/Ethnic
Groups
38
100%
23
100%
15
100%
Post high school
9
24%
8
35%
1
7%
12.0-12.9
2
5%
2
9%
0
0%
11.0-11.9
2
5%
1
4%
1
7%
10.0-10.9
1
3%
1
4%
0
0%
9.0-9.9
3
8%
3
13%
0
0%
8.0-8.9
3
8%
2
9%
1
7%
7.0-7.9
2
5%
1
4%
1
7%
6.0-6.9
3
8%
2
9%
1
7%
5.0-5.9
2
5%
0
0%
2
13%
4.0-4.9
2
5%
1
4%
1
7%
3.0-3.9
7
18%
2
9%
5
33%
2.0-2.9
2
5%
0
0%
2
13%
Average grade equivalent
8.5
10.6
5.2
Note: This table includes students enrolled as of September 15, 2011, who were still enrolled at the time of spring testing. Scores are based
on the Reading Comprehension subtest of the Stanford Achievement Test (10th edition) and the Test of Academic Skills. Percentages may not
sum to 100 percent due to rounding.
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Disposition of 2012 MSSD Graduates
MSSD graduated 39 students in the spring of 2012. In September 2012, graduates were surveyed to determine where their transition from high school was leading them. Sixty-seven percent were enrolled in an advanced education or training program and 8%
were working. No information was available for nine graduates (21 percent).
2012 MSSD Graduates’ Immediate Outcomes by Race/Ethnicity
All Graduates
All outcomes
White
Graduates
All
Traditionally
Black/ African
Underserved
American
Racial/Ethnic
Groups
Hispanic/
Latino
Asian/Pacific
Islander
Two or More &
Other Ethnic/
Racial Groups
39
100%
24
100%
15
100%
9
100%
4
100%
1
100%
1
100%
15
39%
11
46%
4
27%
3
33%
0
0%
1
100%
0
0%
Entered another
college or university
4
10%
1
4%
3
20%
2
22%
1
25%
0
0%
0
0%
Entered RIT/NTID
7
18%
5
21%
2
13%
1
11%
1
25%
0
0%
0
0%
Working
3
8%
3
13%
0
0%
0
0%
0
0%
0
0%
0
0%
Not in school and not
working
3
8%
1
4%
2
13%
1
11%
0
0%
0
0%
1
100%
Unknown
8
21%
4
17%
4
27%
2
22%
2
50%
0
0%
0
0%
Entered Gallaudet
University
Note: Percentages may not sum to 100 percent. One student was both in school and working and was counted in both categories.
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Disposition of 2011 MSSD Graduates
In September 2012, a one-year follow-up was conducted of the 30 students who graduated from MSSD in 2011. The response rate
for this follow-up was 50 percent.
Eighty-seven percent of the graduates responding to the one-year survey reported that they were enrolled in a postsecondary program. Seventy-seven percent of all the respondents enrolled in a postsecondary program were attending Gallaudet University.
MSSD 2011 Graduates’ One-Year Outcomes by Race/Ethnicity
All Graduates
All outcomes
White Graduates
All
Traditionally
Underserved
Racial/Ethnic
Groups
Black/African
American
Asian/Pacific
Islander
Hispanic/
Latino
Two or More &
Other Ethnic/
Racial Groups
30
100%
14
100%
16
100%
7
100%
3
100%
3
100%
3
100%
10
33%
7
50%
3
19%
2
29%
1
33%
0
0%
0
0%
Entered another college or university
2
7%
1
7%
1
6%
1
14%
0
0%
0
0%
0
0%
Entered NTID
1
3%
0
0%
1
6%
0
0%
1
33%
0
0%
0
0%
Working
1
3%
0
0%
1
6%
1
14%
0
0%
0
0%
0
0%
Not in school and not
working
1
3%
0
0%
1
6%
0
0%
0
0%
1
33%
0
0%
15
50%
6
43%
9
56%
3
33%
1
33%
2
67%
3
100%
Entered Gallaudet
University
Unknown
“DC Invasion”
Oliver Lee
Photography and Photoshop
This artwork was exhibited at the Ronald
Reagan National Airport, Washington,
D.C., as part of the 31st Congressional
Competition awards in 2012.
375
1/8/13 10:12 AM
1/8/13 10:12 AM
Index
Index
A
91, 101, 102, 105, 106, 111, 112, 113, 115, 139,
140, 141, 144, 115, 325, 365
Abbott, M. 201
American Indian/Alaska Native 4, 6, 7, 8, 15, 16,
86, 87, 88, 89, 91, 101, 102, 105, 106, 111, 112,
115, 325, 355, 365
Abbott, Justyce 171
Academic Advising 124, 131, 218
Academic Bowl 68, 298, 300, 301, 307, 308, 309,
310, 311
Academic career 4, 124
Academic Programs 137, 153, 156
Academic Year 1, 3, 4, 26, 151
Accepted 3
Accountability 337, 340, 360, 361
Accounting 13, 117, 164, 165
Accreditation 28, 227, 304, 362
American Sign Language (See also ASL) 12, 13, 21,
22, 26, 69, 117, 119, 127, 128, 150, 156, 158, 162,
164, 166, 174, 179, 182, 185, 186, 198, 199, 200,
201, 205, 210, 213, 219, 220, 222, 224, 235, 236,
241, 246, 253, 255, 256, 257, 261, 265, 275, 298,
301, 310, 311, 327, 328, 337, 338, 347
American Sign Language (ASL) 26, 128, 150, 156,
158, 219, 224, 235, 253, 255, 328, 337, 338
Andersen, Catherine 262
Athitsos, Vassilis 219
Athletics and Intramural Programs 124, 125
Attendance 49, 55, 57, 58, 107, 348, 363
Audiology 14, 17, 104, 120, 121, 167, 168, 192,
193, 194, 215, 247, 249, 287, 295, 366, 367
Audit 136
Augustine, S. 218
Austin Community College 26, 222, 306, 310
Awards 280, 282, 283, 285, 286, 289
Ayala, Fernando 277
AYP (See also Adequate Yearly Progress) 329, 340,
363
Annual leave 136, 137
Ackley, R. Steven 249, 287
APSRC (See also Administrative Programs and Services Review Committee) 74, 137, 156
B
ACT 1, 15, 19, 35, 40, 45, 50, 65, 81, 83, 103,
109, 171, 315
Argentina 98, 99, 100, 123, 176, 181, 274, 276,
277, 278, 305
Bahan, Benjamin 219, 220, 286
Act of Congress 19, 25
Arizona 10, 29, 94, 95, 96, 97, 122, 222, 303,
310, 311
Bailes, Cynthia Neese 236
Adequate Yearly Progress (See also AYP) 327, 329,
337, 340, 363
Bahamas 11, 98, 100, 123
BAI 3, 16, 93, 103, 119
Arkansas 10, 94, 95, 96, 97, 122, 311, 349
Baker, S. 200, 202
Administration 13, 14, 17, 22, 104, 117, 120, 121,
151, 156, 164, 165, 167, 168, 193, 218, 229, 284,
286, 292, 294, 295, 302
Armstrong, David 223
Bakke, Matthew 191, 193, 245, 283
Arnos, Kathleen 223, 224, 226, 294
Balanced Scorecard 340
Administration and Supervision 168, 218, 302
Arrellano, Leticia 261
Baldridge, T. 227
Administrative Programs and Services Review Committee (See also APSRC) 74, 137, 156
Art 13, 117, 118, 156, 164, 165, 218, 219, 221,
312
Balkcom, Sarah 251
Administrators 28, 139, 140, 141, 142, 143, 303,
308, 310, 348
Art History 13, 117, 164
Bangura, Rosanne 189
Arthur, Chester A. 23
Agboola, Isaac 286, 294
Baptiste, Mikail 1
Asian 4, 6, 7, 8, 15, 16, 86, 87, 88, 89, 91, 101,
102, 105, 106, 111, 112, 113, 115, 139, 140, 141,
144, 190, 303, 311, 115, 324, 325, 334, 365, 367,
370, 371, 374, 375
Barac-Cikoja, Dragana 186, 188, 191
ASL (See also American Sign Language) 17, 26, 32,
69, 76, 77, 78, 120, 128, 150, 151, 156, 158, 161,
162, 167, 169, 176, 177, 179, 180, 183, 184, 185,
197, 198, 199, 201, 202, 203, 204, 205, 206, 207,
208, 209, 210, 212, 213, 219, 220, 221, 222, 224,
232, 234, 235, 236, 237, 238, 241, 250, 251, 252,
253, 254, 255, 256, 257, 258, 259, 261, 262, 266,
270, 276, 278, 286, 291, 298, 301, 302, 304, 309,
312, 313, 317, 328, 330, 331, 333, 334, 335, 337,
338, 339, 345, 346, 347, 348, 350, 356, 360, 361,
362
Barclay, David 294
Agyen, Selina 238
Ahmed, F. 212
Alabama 10, 94, 95, 96, 97, 122, 310
Alaska 4, 6, 7, 8, 10, 15, 16, 86, 87, 88, 89, 91, 94,
95, 96, 97, 101, 102, 105, 106, 111, 112, 113, 115,
122, 139, 140, 141, 144, 221, 115, 325, 349, 365
Alkoby, Karen 227, 294
Allen, Thomas 196, 200, 202, 204, 211, 283, 290
Alumni 3, 26, 55, 57, 58, 122, 123, 135, 138, 145,
146, 147, 149, 310, 311
Alumni Relations 135, 138, 145, 146
Alumni Survey 55, 57, 58
American Indian 4, 6, 7, 8, 15, 16, 86, 87, 88, 89,
ASL and Deaf Studies 203, 212, 219, 220, 221,
232, 236, 241, 261, 262, 313
ASL Materials Development Project 162
ASL Program 301, 302
Bangladesh 98, 100, 123
Barbados 98, 100, 123
Barbera, Monica 252
Barnartt, Sharon 273
Barr, N. 224
Barry, Emily 257
Battat, B. 216
Batten-Mickens, Meloyde 286
Bauman, Dirksen 220, 221, 222, 241, 261, 262
Bavelier, Daphne 198, 205
Baxter, Jodi 245
Belanger, N. 197
Belgium 11, 98, 100, 123, 217, 305
Benaissa, Senda 186, 189, 190, 261, 290, 291
377
Index.indd 377
1/8/13 10:47 AM
Index
Benefits Task Force 136, 137
Brewer, Diane 192, 193
Certificate 155, 288, 296, 303
Bentler, Ruth 191, 192, 193, 194
Brice, Patrick 267, 268, 269, 271, 286, 295
Chad 98
Berdichevsky, Cristina 277, 278, 279
Brooks, Rachele 197, 206
Cha, John 229
Berendzen, Richard 228
Brown, Sherrod 30
Change Leadership in Education 121, 168
Berens, M. 213
Brune, Jeffrey 243
Chapman, D. 224
Berkowitz, A. 226
Brunson, Jeremy 274
Charter 19, 25, 136
Berlin Nussbaum, D. 236
Bryce, B. 271
Chatterjee, Monita 245
Bernstein, Claire 191, 192, 193
Buethe, Pamela 249
Chavez, R. 267
Berrigan, Dennis 261
Bugen, Claire 30
Betman, Beth 272, 286
Bunnell, H. Timothy 191, 194, 195, 196
Chemistry 13, 117, 156, 164, 165, 227, 228, 229,
230, 231, 232, 284, 288, 289, 291, 292
Bhasin-Laceman, S. 212
Burkina Faso 98, 100, 123
Bibum, Aloy 277
Burstein Leadership Institute (See also BLI) 302,
303, 310
Bickley, Corine 194, 208
Biesen, J. 271
Bigham, J. 227
Bigler, S. 192
Bilingual 120, 162, 167, 201, 210, 212, 213, 219,
221, 239, 256, 260, 261, 284, 292, 303, 312, 334,
335, 346, 347, 348, 350
Bilingual Teaching and Learning 162, 219, 221,
256, 260, 261
Biology 12, 13, 117, 156, 164, 165, 166, 171,
189, 223, 224, 225, 226, 227, 228, 229, 231, 289,
294, 297
Black/African American 6, 7, 8, 15, 16, 86, 87, 88,
89, 91, 101, 102, 105, 106, 111, 112, 115, 355,
365, 370, 375
Black, A. W. 194
Blanton, Susan 224, 226
Bledsoe, K. 239
BLI (See also Burstein Leadership Institute) 302, 303
Blumberg, Peter 231
Burton, Lauren 225
Chemistry and Physics 156, 227, 228, 229, 230,
231, 232, 284, 288, 289, 292
Chen Pichler, Deborah 256, 257, 258, 284
Chile 98, 100, 123, 277
Chilvers, A. 271
Burwell, Darian 296
China 11, 69, 98, 99, 100, 123, 259, 304
Bush, George W. 24
Business 13, 28, 117, 149, 156, 157, 164, 165,
170, 189, 224, 226, 227, 294, 295
Business Administration 13, 117, 164, 165
Choi, Song Hoa 204, 212
Christie, K. 199, 275
Chukwuma, Emilia 295
Clark, Diane 200, 204, 206, 207, 210, 225, 238,
291, 294, 341, 350
C
CAEBER 312
Clarke, Kristen 270
Calendar Year 4
Clark, LeWana 254
California 10, 26, 30, 94, 95, 96, 97, 107, 122,
185, 196, 197, 200, 201, 204, 206, 207, 209, 213,
237, 267, 281, 292, 306, 311, 330
Clark, M. 200, 202, 206, 207
Camarena, Silvia 277
Camps 107
Campus Plan 148
Canada 11, 98, 99, 100, 123, 187, 199, 200, 201,
226, 256, 267, 274, 275, 281, 349
Cardona, David 227, 228
Clerc Center 3, 5, 19, 26, 35, 37, 38, 39, 43, 44,
48, 49, 53, 54, 59, 60, 61, 65, 72, 79, 81, 83, 85,
109, 133, 139, 140, 141, 148, 150, 151, 153, 164,
171, 189, 210, 236, 269, 306, 307, 308, 309, 310,
311, 315, 317, 318, 320, 321, 322, 323, 324, 325,
326, 327, 328, 329, 330, 331, 332, 333, 334, 336,
337, 338, 339, 340, 341, 342, 343, 344, 345, 346,
347, 348, 349, 350, 351, 353, 354, 356, 357, 358,
359, 360, 361, 362, 363
Career Center 22, 76, 125, 131, 305
Clerc Center Strategic Plan 317, 320, 321, 323,
327, 328, 343, 345
Carlson, M. 199
Clerc Center Teachers 139, 140, 141
Bochner, J. 199
Carollo, L. 218
Clerical 139, 140, 141
Boothroyd, Arthur 191, 192
CART (See also Communication Access Realtime
Translation) 150
Cleveland, Grover 23
Board of Trustees 19, 21, 22, 29, 37, 65, 67, 72,
75, 136, 137, 138, 145, 155, 162, 318, 319, 321,
357
Bosworth, Rain 197, 204
Botswana 11, 98, 100, 123
Bradbury, J. 241
Caucasian 325
Clinical 14, 17, 104, 121, 168, 193, 287, 294, 295
Clinical Psychology 14, 17, 104, 121, 168, 295
Cawthon, S. 201
Clinton, William Jefferson 24
Braun, Derek 223, 225, 231, 294
CEASD (See also Conference of Educational Administrators of the Schools and Programs for the Deaf ) 28,
303, 308, 310, 320
Bravin, Philip 22
Census 3, 5, 83, 85, 300
Brazil 98, 100, 123, 176, 221, 222, 239, 242, 256,
257, 281
Census date 3, 26, 41, 164, 165, 166
Cochlear Implants 92, 193, 194, 195, 236, 242,
334, 335, 337, 346, 349
Center for International Programs and Services 22
Cognitive Process Validity Study 337, 339
Bradford, Stacey 278
Coady, J. 201
Cochlear Implant 12, 22, 92, 346
378
Index.indd 378
1/8/13 10:47 AM
Index
Cohort 3, 113, 115, 116
Curriculum Modification 331, 332, 337, 342
Dively, Valerie 255
Cole, Kevin 186, 187, 188, 190, 290, 291
Curry, R. 275
Diversity 6, 7, 8, 16, 31, 86, 87, 88, 89, 91, 102,
105, 111, 112, 113, 115, 120, 125, 129, 130, 167,
175, 189, 259, 268, 313
Collaboration 288, 296, 339, 350
Collins, Steven 287
D
Colorado 10, 94, 95, 96, 97, 122, 197, 201, 204,
206, 222, 237, 281, 311
Davies, Danika 253
Daggett, Dorri 206, 265, 267
Dawkins, C.E. 250
Committee on Education and Labor 37, 38, 319
Deaf and Hard of Hearing Infants, Toddlers, and
Families (See also ITF) 14, 17, 167
Communication Access 150, 362
Communication Access Realtime Translation 150
Communication Studies 12, 13, 117, 119, 156,
164, 165, 166, 191, 193, 213, 214, 215, 216, 219,
232, 285, 292, 293
Completer 3
Computer Information Systems 117, 164, 165,
226
Computer Science 13, 117, 164, 165, 219, 227
Conference of Educational Administrators of
the Schools and Programs for the Deaf (See also
CEASD) 28
Conferences 107, 242, 300
Congress 19, 22, 23, 25, 35, 137, 201, 236, 239,
240, 275, 303, 311, 320, 324, 334
Conley, W. 275
Connecticut 10, 94, 95, 96, 97, 122, 222, 256,
281, 282, 284
Conventions 107, 158, 159, 160, 161
Cooper, Audrey 190
Cooper, Ross 225
Dorminy, Jerri Lyn 260, 262
Dou, Y. 194
Deaf-Blind 150, 151, 175, 252, 289, 309
DPN 22
Deaf Education 3, 14, 17, 19, 22, 23, 25, 28, 37,
38, 104, 120, 121, 167, 168, 171, 174, 190, 199,
201, 222, 239, 269, 298, 303, 307, 309, 315, 331,
353
Dropout rate 48
Deaf Education: Teaching 104
Dubler, Rupert 225
Deaf/Hard of Hearing 15, 115, 116, 139, 140,
141, 144, 287
Durr, P. 275
Deaf History 14, 104, 120, 167, 286, 311
Deaf President Now 22
DeafSpace 70, 148, 219, 221
Deaf Students with Disabilities 14, 17, 104, 167,
331, 332, 342, 343
Deaf Studies 12, 13, 14, 17, 104, 117, 119, 120,
163, 164, 165, 166, 167, 178, 199, 201, 203, 212,
219, 220, 221, 222, 225, 232, 236, 241, 243, 261,
262, 291, 298, 313
Dual program enrollments 3
Dubins, M. 213
Dussias, Paola 198, 199, 203, 278
Dye, Matthew 197, 198, 208
E
Early Intervention Action Plan Team 328, 345
Early Potential in Young Deaf Children 337, 340
Earth, Barbara 220
Economics 13, 117, 164, 165
Economics & Finance 13, 165
Deaf Studies Digital Journal 163, 178, 201, 203,
220, 241
EDA (See also Education of the Deaf Act) 35, 37, 38,
318, 319, 320, 329, 340, 357, 360, 361
Degree-seeking 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,
15, 16, 17, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92,
93, 94, 95, 96, 98, 99, 101, 102, 103, 104, 105,
106, 111, 112, 164, 165, 167
edCount, LLC 328, 339
Corbett, Carolyn 295
Delaware 10, 94, 95, 96, 97, 122, 185, 210, 213,
303
Corina, David 196, 197, 198, 200, 204, 206, 207
Demographics 114, 116, 139, 187, 325
Counseling: Mental Health 14, 17, 104, 120, 167
Denmark 98, 100, 123, 222, 223, 276
Coye, Terry 261
Depp, Ariel 19
Craig, Kelly S. Wolf 264
Developmental Psychology 120, 167
Cram, Fiona 238
Development and Alumni Relations 138, 145, 146
Crane Jr., Jameson 30
Díaz-Herrera, Jorge L. 30
Cranston, Jennifer 254
Digital Media 13, 117, 164
Credo 19, 21, 65
Dillehay, J. 242
Crisologo, Anna 271
DiMarco, Jaimee 267
Cue, Katrina 233
Diplomas 23
Cull, Amber 258
Distinct headcount 3
Cultural Diversity and Human Services 120, 167
District of Columbia 10, 27, 28, 43, 44, 72, 97,
122, 129, 130, 148, 178, 228, 266, 281, 282, 286,
289
Curriculum and Assessment Leadership Team 328
Doctoral 185
Dodson, K. 224
Columbia Institution 22, 23
Committee on Health, Education, Labor, and
Pensions 37, 38, 319
Dobkins, Karen 197, 204
Eden, Guinevere 197, 200, 210
Education 3, 12, 13, 14, 17, 19, 22, 23, 25, 28, 31,
35, 37, 38, 39, 42, 50, 53, 54, 55, 56, 57, 58, 59,
60, 61, 68, 104, 117, 118, 119, 120, 121, 127, 137,
147, 156, 157, 158, 164, 165, 166, 167, 168, 170,
171, 174, 187, 188, 189, 190, 191, 192, 193, 194,
195, 199, 200, 201, 204, 207, 210, 212, 213, 214,
215, 216, 218, 222, 226, 227, 232, 233, 234, 235,
236, 237, 239, 240, 241, 245, 249, 260, 262, 263,
269, 270, 273, 277, 282, 283, 285, 286, 287, 288,
289, 291, 292, 294, 295, 296, 298, 303, 304, 307,
308, 309, 310, 311, 315, 318, 319, 320, 321, 329,
331, 334, 335, 337, 340, 344, 346, 347, 348, 349,
350, 353, 354, 356, 357, 360, 361, 363, 364, 369
Education: Advanced Studies 14, 17, 104, 120, 167
Educational Foundations and Research 156, 200,
202, 204, 206, 207, 210, 211, 225, 237, 238
Education: Early Childhood 104, 167
Education: Elementary 104, 120, 167
Education: Family-Child Centered 120, 167
Education: Multiple Disabilities 120, 167
379
Index.indd 379
1/8/13 10:47 AM
Index
Education of the Deaf Act (See also EDA) 23, 35,
37, 174, 318, 363
F
G
Education: Secondary 104, 120, 167
Gallaudet College 22, 23, 24
Education: Special Programs 14, 17, 104, 120, 167
Faculty 25, 33, 139, 140, 141, 142, 143, 156, 157,
162, 171, 228, 244, 261, 270, 287, 299
Education: Teaching 104, 167
Fairs 107
Efficiency Steps 135
Family and Professional Resources Action Plan
Team 328
Eisenhower, Dwight 24
Fabiani, Monica 197, 208
Gabon 98, 100, 123, 277
Gallaudet, Edward Miner 22, 23, 148
Gallaudet Interpreting Service 31, 150
Gallaudet Research Institute (See also GRI) 25, 31,
78, 171, 174, 186, 187, 188, 189, 190, 191, 204,
224, 236, 237, 244, 260, 261, 268, 290, 291, 343
Eggers, Cris 251
Family & Child Studies 13, 117, 164, 165, 166,
190
Elementary and Secondary Education Act 318,
329, 340
Fanghella, J. 222
Gallaudet Strategic Plan (See also GSP) 25, 40, 50,
65, 67, 74, 148, 171, 174, 298, 304, 307
ELI (See also English Language Institute) 3, 5, 69, 83,
84, 85, 304
Fang, Yang 231
Gallaudet, Thomas Hopkins 22, 23
Farkas, C. 197
Gallaudet University Alumni Association 26, 145,
146, 310, 311
Elliott, Rebecca 266
Feldman, Jessica 206
Elstad, Leonard 22
Emmorey, Karen 196, 198, 200, 208
Female 6, 7, 8, 15, 16, 86, 87, 88, 89, 91, 101,
102, 105, 111, 112, 113, 115, 116, 139, 140, 141,
144, 355
Employee Demographics 139
Fennell, Julie 241, 274
Galvan, Dennis 270
Employees 26, 139, 140, 141
Fernandes, J. 241
Gannon, Christine 287, 295
Employment 37, 169, 170
Fiji 11, 98, 100
Ganz, Miriam 255
Employment Fields 169
Finance 13, 117, 137, 151, 164, 165, 286
Garberoglio, C. 201
Endowment 27, 38, 62
Fnancial aid 45, 62, 73, 106, 107, 135, 136
Garrido-Nag, Karen 265
English 3, 4, 5, 12, 13, 15, 21, 26, 28, 32, 40, 41,
69, 70, 77, 83, 84, 85, 103, 117, 120, 150, 151,
156, 158, 162, 164, 165, 166, 167, 169, 174, 176,
177, 178, 179, 180, 183, 185, 186, 196, 198, 199,
200, 201, 202, 203, 206, 207, 208, 209, 210, 211,
213, 220, 234, 235, 236, 238, 240, 241, 242, 245,
250, 251, 252, 253, 254, 256, 257, 261, 262, 267,
271, 275, 276, 278, 298, 304, 310, 312, 317, 318,
320, 324, 325, 328, 329, 330, 333, 334, 335, 337,
341, 345, 346, 347, 348, 350, 353, 354, 360, 361,
362, 363
Finley, Tiesha 269
Gauna, Kristine 211, 212, 213
First-time Freshmen 15, 101, 102, 113, 114, 115,
116
Geer, L. 222
English, Kimberly 267, 271
English Language Institute (See also ELI) 3, 4, 5, 26,
41, 69, 83, 84, 85, 156, 298, 304
Fiscal Year i, 1, 4, 135, 136, 137, 142, 143, 151,
152
Fisher, Daniel 212
Florida 10, 25, 94, 95, 96, 97, 107, 122, 148, 257,
349
Flynn Brinks, Lisa 218
Foley, P. 232
Gallimore, Laurene 241
General Studies 71, 124, 158, 242
General Studies Requirements (See also GSR) 158
George, Bradley 23
Georgia 10, 94, 95, 96, 97, 122, 196, 197, 201,
203, 205, 206, 240, 271, 273, 281, 282, 284, 310
Georgolios, A. 224
Gershwind, R. 227
Ghana 98, 100, 123, 239, 240, 312
Fong, Ilia 251
Gibbons, E. 271
English Literacy 174, 186, 196, 211
Forster, E. 212
Enns, Charlotte 201, 210, 237
France 11, 98, 100, 123, 181, 213, 223, 273, 274,
278, 284, 304
Enrolled 3, 15, 16, 17, 101, 104, 105, 354, 355
Gallaudet University Regional Centers (See also
GURC) 298, 306, 350, 351
Gilbert, Gizelle 259
Gobble, M. 201
Franklin, Paige 242, 262
Goedecke, Matthew 339, 340, 342
Frelich, Daryl 189
Goldin-Meadow, Susan 201, 209
French 13, 117, 164, 165, 242, 279
Golos, D. 237
Estes, B. 216
Freshmen 5, 7, 12, 15, 83, 87, 92, 101, 102, 111,
113, 114, 115, 116
Gonsalves, J. 241
Etheridge, B. 241
Freshwater, Dawn 239, 240
Ethnicity 106, 325, 365, 367, 370, 371, 373, 374,
375
Goodstein, Harvey 29
Full-time 3, 5, 6, 7, 8, 83, 86, 87, 88, 89, 91, 111,
112, 115
Gordon, Claudia L. 30
Extended Temporary Employees 140
Fundraising 27
Erickson, Brittany 266, 267, 271
Erting, Carol 236, 339, 241, 262
Erting, Lynne 236
Goodman, Evan 267
Gordon, Jean 261
Government 5, 13, 35, 37, 39, 83, 85, 117, 119,
129, 156, 164, 165, 226, 242, 243, 244, 277, 281,
282, 286
380
Index.indd 380
1/8/13 10:47 AM
Index
H
Herzig, M. 201
Hack-McCafferty, Shirley 186, 189, 190
Heuer, C. 274
Halliburton, Duane 29
Heupel, Philip 24
Hallock, T. 272
Hamlin, Lise 191
High School 107, 189, 294, 298, 301, 307, 308,
311, 324, 337, 341
Hanks, Wendy 249, 287, 295
High-Stakes Assessments 337, 339
Hanson, Olaf 23
Hile, Amy 237, 287
Hanumantha, S. 202
Hirshorn, E. 198
Graduates 169, 337, 341, 373, 374, 375
Harker, Heather 29
Graduate School and Professional Programs 156,
162, 186, 220, 235, 261, 280, 283, 286, 290, 294,
313
Harmon, Kristen 209, 241
Hispanic 4, 6, 7, 8, 15, 16, 33, 86, 87, 88, 89, 91,
101, 102, 105, 106, 111, 112, 113, 115, 139, 140,
141, 144, 271, 115, 325, 365, 367, 370, 371, 374,
375
Government and History 156, 242, 243, 244
Government Performance and Results Act (See also
GPRA) 35, 37, 85
GPRA (See also Government Performance and Results
Act) 5, 39, 72, 83, 85
Graduate 3, 5, 6, 8, 9, 10, 11, 14, 16, 17, 22, 25,
26, 47, 83, 84, 85, 89, 90, 91, 96, 99, 104, 105,
112, 120, 155, 156, 162, 167, 170, 186, 220, 235,
255, 261, 262, 275, 280, 283, 286, 288, 290, 294,
296, 299, 313, 341
Graduation Rate 115, 116
Graff, M. 272
Granali, A. 192
Grant 22, 23, 62, 141, 178, 189, 191, 206, 211,
212, 214, 218, 220, 221, 223, 226, 228, 229, 231,
233, 234, 236, 238, 243, 244, 245, 246, 247, 248,
249, 250, 251, 252, 253, 254, 255, 257, 258, 259,
260, 264, 265, 266, 268, 269, 270, 271, 272, 274,
276, 284, 287, 292, 294, 295
Grant, B. 226
Grant Funded Employees 141
Grant, Ulysses S. 22, 23
Graphic Design 13, 117, 164
Gratton, Gabriele 197, 208
Greening, Katherine 248
Greenwald, Brian 243, 244
GRI (See also Gallaudet Research Institute) 186, 187,
188, 189, 190, 191, 204, 206, 218, 220, 221, 229,
231, 233, 234, 236, 237, 238, 243, 244, 245, 246,
247, 248, 249, 250, 251, 252, 253, 254, 255, 257,
258, 259, 260, 261, 262, 264, 265, 266, 268, 269,
270, 271, 272, 274, 276, 290, 291
Griswold, D. 237
Grosvald, M. 197, 198
GSP (See also Gallaudet Strategic Plan) 65, 67, 148,
307
Harper, P. 217
Harris, R. 222, 236, 237
History 13, 14, 22, 23, 67, 104, 117, 119, 120,
156, 164, 165, 166, 167, 174, 180, 220, 242, 243,
244, 286, 305, 311
Harvey, Susan 35
Hochberg, Lisa 253
Harvey, Tiffany 245
Hochgesang, Julie 222, 258
Hatrak, M. 198
Hollrah, Bev 287
Hauser, Peter 196, 198, 199, 200, 202, 205, 207,
225
Holzichter, Amanda 277
Hawaii 10, 26, 94, 95, 96, 97, 122, 126, 201, 220,
242, 281, 309
Hosterman, J. 271
Harrigan, Kelly 221
Hearing 3, 6, 7, 8, 12, 14, 15, 16, 17, 22, 28, 33,
40, 68, 86, 87, 88, 89, 91, 93, 101, 102, 103, 104,
105, 107, 111, 112, 115, 116, 119, 120, 139, 140,
141, 142, 144, 157, 166, 167, 170, 171, 175, 186,
188, 189, 191, 192, 193, 194, 199, 201, 205, 207,
208, 214, 216, 232, 235, 236, 237, 241, 244, 245,
246, 247, 248, 249, 250, 256, 261, 265, 268, 275,
281, 283, 284, 286, 287, 288, 289, 291, 294, 295,
296, 297, 298, 301, 303, 308, 309, 310, 311, 312,
324, 325, 332, 334, 335, 337, 339, 341, 342, 343,
345, 347, 348, 349, 350, 362, 364, 369
Hearing and Speech Center 22
Hearing Level 364, 369
Horejes, Thomas 262, 273, 274, 275
Hotto, Sue 187, 189, 204
House of Representatives 37, 38, 319
HUG(s) (See Hearing Undergraduate(s)) 3, 12, 16,
93, 103, 116, 119, 166
Hulsebosch, Patricia 189, 237, 260
Humber, Jeffrey 30
Humphries, Tom 30, 259
Hungary 98, 100, 123
Hurwitz, T. Alan 29
Hwang, S. 198, 201
Hearing, Speech, and Language 14, 17, 120, 157,
167, 188, 191, 192, 193, 208, 244, 245, 247, 248,
249, 265, 295
I
Hearing, Speech, and Language Sciences 14, 17,
157, 208, 244, 245, 248, 249, 295
Idsardi, W. 198
Hearing Status 144, 325
GSR (See also General Studies Requirement) 125,
158, 159, 160, 161, 241
Hearing Undergraduate(s) (See also HUG(s)) 3, 12,
16, 68, 93, 103, 116, 119, 166
Guillermo, Elvia 24, 277, 278
Henner, J. 222
Guldenoglu, I. 200
Heppner, Cheryl 29, 216, 217
GURC (See also Gallaudet University Regional Centers) 298, 306, 307
Herlod, Brienna 223
Idaho 10, 94, 95, 96, 97, 122, 311, 349
Illinois 10, 26, 30, 94, 95, 96, 97, 122, 197, 208,
271, 275, 281, 306, 307, 308, 324, 330, 341, 349
Income Supported Employees 141
India 11, 98, 100, 123, 305
Indiana 10, 94, 95, 96, 97, 122, 272, 330, 338
Information Technology 13, 117, 156, 164, 165
Ingrao, Brad 191
Herman, R. 201
Herrera, Roberto 277
International Development 14, 17, 104, 120, 167,
168, 305
Hertz, S. R. 194
International Programs 22
381
Index.indd 381
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Index
International/Resident Alien 6, 7, 8, 15, 16, 86, 87,
88, 89, 91, 101, 102, 105, 111, 112, 115
International Student 26
International Studies 12, 13, 117, 156, 164, 211,
212, 213, 304
Internship 76, 125, 126, 169
Internships 76, 255, 305
Interpretation 3, 4, 12, 13, 14, 16, 17, 93, 103,
104, 117, 119, 120, 150, 157, 164, 166, 168, 175,
185, 189, 212, 225, 250, 251, 252, 253, 254, 255,
256, 274
Iowa 10, 94, 95, 96, 97, 122, 191, 192, 194, 281
IPEDS 45, 50
Ireland 98, 100, 123, 218, 240, 241
Isabelle, S. 215
Israel 98, 100, 123, 207, 232, 273, 281
Israel, E. 207
Italy 11, 98, 99, 100, 123, 213
Kapi’olani Community College 26, 306, 309
La Fratta, Zachary 246
Karch, Stephanie 188, 248
Lam, Fat 24
Kargin, Tevhide 200, 207
Lam, Kay 186, 187, 188
Kartheiser, George 212
Langdon, Clifton 198, 211, 212, 213
Katz, J. Evelyn 276
Language and Communication Profile 337, 345,
361
Kazemzadeh, M. 218, 219
KDES (See also Kendall Demonstration Elementary
School) 3, 23, 25, 44, 49, 149, 315, 317, 318, 328,
340, 341, 344, 354, 356, 360, 361, 362, 363, 364,
365, 366, 367, 368
KDES Student 364
KDES Students 364, 365, 366, 367, 368
Keating, E. 222
Kelly-Jones, Nancy 30
Kendall, Amos 22, 23
Kendall Demonstration Elementary School (See also
KDES) 3, 5, 19, 22, 23, 25, 26, 28, 39, 44, 49, 83,
85, 149, 150, 315, 317
Language Planning Institute (See also LPI) 22, 302,
312
LaRue, S. 218
LaSasso, Carol 249, 287, 295
Latham, P. 271
Laurent Clerc National Deaf Education Center (See
also Clerc Center) 3, 19, 22, 23, 25, 28, 37, 38, 171,
174, 269, 298, 303, 307, 315
Lawler, Keriann 257
Lawyer, L. 198
Leadership 22, 106, 121, 130, 167, 168, 202, 218,
272, 287, 288, 296, 302, 303, 305, 310, 328, 348
ITF (See also Deaf and Hard of Hearing Infants, Toddlers, and Families) 237
Kendall School 23
Learning Commons 148, 149
Kentucky 10, 94, 95, 96, 97, 122, 255, 308, 342
Learning Outcomes 158
J
Kenya 11, 98, 99, 100, 123, 312
Lebanon 98, 100, 123
Kidd, Whitney 247
Leigh, I. 271
Kim, Kelly 235
Leisure Studies 13, 104, 118, 120, 168
Kinney, Lawrence R. 30
Leiter, V. 274
Kinyon, K. 227
Lenzen, D. 201
Kokx, Melissa 188, 247
Liberal Studies 13, 69, 117, 164
Koo, Daniel 265
Liddick, Samantha 157
Korea, Republic of 11, 98, 99, 100, 123
Lieberman, A. 198
Jackerson, J. 222
Jacob, Sherly 252
Jacoby, Susan 210, 339
Jailer-Coley, E. 272
Jamaica 98, 99, 100, 123
Jamis, Carmen 246
Japan 11, 98, 99, 100, 123, 181, 194, 273, 274,
284, 305
Koulidobrova, E. 257
Lilley, Jason 185, 194, 195
Jimenez, Alvaro 278
Koulidobrova, H. 256
Lillo-Martin, Diane 222, 256, 257
Joharchi, Hannah 268
Kovelman, I. 213
Lincoln, Abraham 19, 22, 23, 25
John A. Logan College 26, 306, 307
Kozma-Spytek, Linda 191, 193, 194, 214, 215,
216
Lindstrom, Eric 229
Johnson, Krystal 212
Johnson, Lyndon 22
Jones, G. 202
Jordan, I. King 22, 218, 312
Jowkar-Baniani, G. 212
Julstrom, Stephen 191, 193, 194, 215
JumpStart 127, 131
Juniors 5, 7, 12, 83, 87, 92, 111
K
Kachman, W. 259
Kansas 10, 30, 94, 95, 96, 97, 122, 126, 308, 349
Kroll, Judith 198, 199, 276
Kubus, O. 199, 200
Kuehnl, Julie 254
Linguistic Competence 337, 344, 345
Linguistics 13, 14, 17, 104, 120, 121, 165, 168,
174, 199, 202, 211, 212, 213, 219, 222, 225, 256,
257, 258, 259, 261, 262, 284, 291, 296
Listman, Jason 225
Kumar, P. 194
Kuntze, Marlon 233, 235, 236, 237, 296
Kushalnagar, P. 227, 259
Kwon, Bomjun 248, 284, 291
Livinsky, V. 196
Lloyd-Ogoke, Pamela 30
Long, Debra 200, 207
Louisiana 10, 94, 95, 96, 97, 122
L
Lowry, L. 271
Lachaud, C. 198
LPI (See also Language Planning Institute) 312
Ladner, Richard 30, 227
Ludi, S. 227
382
Index.indd 382
1/8/13 10:47 AM
Index
Lundberg, Daniel 227, 228, 229, 231, 291, 292
McWhinney, J. 217
Lutz, Lori 340
Meltzoff, Andrew 197, 206
Lynskey, S. 275
Mendoza, M. 198
Lytle, Linda 233, 288, 296
Mental Health Center 126, 131, 259
M
Macfadden, James 30
Machmer Jackson, Elizabeth 249
Maddux, Laura 254, 255
Mahshie, James 191
Maine 10, 94, 95, 96, 97, 122
Mainstream 107, 285, 334, 335, 350
Maintenance 139, 140, 141
Makashay, M. J. 194
Malaysia 11, 98, 99, 100, 123, 312
Male 6, 7, 8, 15, 16, 86, 87, 88, 89, 91, 101, 102,
105, 111, 112, 113, 115, 116, 139, 140, 141, 144,
355
Merritt, Raymond 231, 286, 294
Mertens, Donna 225, 238, 239, 240
Metaxas, Dimitris 219
Metze, F. 194
Metzger, Melanie 254, 255
Michigan 10, 94, 95, 96, 97, 122
Middle States Association (See also MSA) 28
Middle States Association of Colleges and Schools
28
Middle States Commission on Higher Education
(See also MSCHE) 28
Milestones and Status Summary 328, 329, 330,
333
Miller, Annette 253
Miller, B. 271
Malzkuhn, Melissa 201, 203, 220
Miller, Paul 200, 207
Management 39, 62, 63, 104, 106, 120, 167, 170,
282, 286, 296
Minnesota 10, 94, 95, 96, 97, 122
Marchut, Amber 234
Marghitu, D. 227
Maryland 10, 23, 29, 30, 94, 95, 96, 97, 122, 213,
226, 230, 239, 241, 281, 282, 289, 310, 313
Mason, Asiah 288, 296
Mason, John 109
Mason, Teresa 272
Massachusetts 10, 26, 29, 94, 95, 96, 97, 122,
306, 308
Master Plan 27, 72, 148
Masters 8, 89, 112, 288, 296
Mathematics 13, 28, 118, 156, 157, 164, 165, 204,
211, 212, 224, 228, 288, 296, 354, 355
Mather, Susan 259, 261, 291
Mathur, Gaurav 198, 222, 225, 259, 294
Mayberry, R. 198
McCullough, S. 199
McLaughlin, Robert 231
McLean, M. 263
McMillian, Brandon 225, 227, 228
McQuarrie, Lynn 201, 202, 210
MSSD (See also Model Secondary School for the Deaf )
3, 22, 23, 25, 43, 48, 53, 59, 60, 61, 149, 228, 315,
317, 318, 328, 340, 341, 354, 356, 360, 363, 369,
370, 371, 372, 373, 374, 375
MSSD Graduates 373, 374, 375
MSSD Student 369
MSSD Students 369, 370, 371, 372
Mulrooney, Kristin 257, 262, 291, 296
Munger, K. 240
Murray, J. 222, 223
Musyoka, M. 207
Musyoka, Millicent 207, 212
Myers, L. 237
Myers, S. 241
N
Nagao, Kyoko 194, 195, 196
Mali 11, 98, 100, 277
Mangrubang, Fred 234, 237, 288
MSCHE (See also Middle States Commission on
Higher Education) 28
Nance, Walter 223, 224, 226
Napoli, D. 222, 259
Mirus, Gene 222, 291
National Academic Bowl 300, 301, 307, 308, 309,
310, 311
Mishra, T. 194
National College 23
Mission Statement 21
National Outreach Conference 350, 353
Mississippi 10, 94, 95, 96, 97, 122
Mitchiner, Julie 185, 236
National Science Foundation (See also NSF) 78,
156, 196, 197, 202, 203, 204, 205, 206, 207, 208,
209, 210, 211, 213, 214, 219, 225, 226, 227, 228,
230, 234, 276, 279, 282, 283, 284, 286, 288, 289,
290, 291, 292, 293, 294, 296, 297, 344, 349
Model Secondary School for the Deaf (See also
MSSD) 3, 5, 19, 22, 23, 25, 26, 28, 39, 43, 48, 83,
85, 148, 150, 315, 317
Native Hawaiian/Other Pacific Islander 4, 6, 7,
8, 15, 16, 86, 87, 88, 89, 91, 101, 102, 105, 106,
111, 112
Moloi, Connie 238
NCLB (See also No Child Left Behind) 342, 363
Mongolia 11, 99, 100, 304
Nead, Daniel 265, 271
Montana 10, 94, 95, 96, 97, 122, 311, 324
Nebraska 10, 94, 95, 96, 97, 122
Moore, E. 272
Neidle, Carol 219
Morere, Donna 200, 204, 271
Nepal 11, 98, 100, 179, 272, 312
Morford, Jill 196, 198, 199, 200, 203, 207, 209,
276, 278
Netherlands 11, 98, 100, 123, 199
Morlet, T. 196
New Hampshire 10, 94, 95, 96, 97, 122, 309
Morris, C. 271
New Jersey 10, 94, 95, 96, 97, 122, 303
Moseley, M. 208
New Mexico 10, 94, 95, 96, 97, 107, 122, 196,
198, 200, 203, 207, 209, 213, 222, 276, 278, 281,
310
Missouri 10, 94, 95, 96, 97, 122, 308, 349
Mitchell, Ross 187, 188, 189, 190
Mounty, J. 241
MSA (See also Middle States Association) 28
Nevada 10, 94, 95, 96, 97, 122
News and Notables 324, 332, 353
New Student Orientation 126, 129, 131
383
Index.indd 383
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Index
New York 10, 30, 94, 95, 96, 97, 122, 208, 221,
223, 227, 239, 240, 255, 271
OGT (Ohio Graduation Test) 329, 339, 340, 354,
357, 360, 361, 363
Nguyen, B. 224
Ohio 10, 30, 94, 95, 96, 97, 122, 239, 329, 340,
350, 354, 356, 357, 359, 360, 361, 363
Nickerson, James 242, 288, 296
Nicodemus, Brenda 253
Nigeria 11, 98, 99, 100, 123
Nixon, Richard 22, 23, 24
No Child Left Behind (See also NCLB) 49, 342
Non-Credit 300
Norris, V. 224
North Carolina 10, 30, 94, 95, 96, 97, 122, 303,
310
North Dakota 10, 94, 95, 96, 97, 122, 324
Northern Essex Community College 26, 306, 308,
309
Norway 98, 100, 123, 199, 221, 222
Nowak, Stacy 233
NSF (See also National Science Foundation) 186,
196, 197, 202, 203, 204, 205, 206, 207, 208, 209,
210, 211, 219, 225, 227, 228, 230, 231, 234, 255,
261, 276, 279, 282
Nunez, A. 267
Nussbaum, Debra 236, 345, 346
O
OAA (See also Ohio Achievement Assessment) 329,
339, 340, 354, 357, 360, 361, 363
Ohio Achievement Assessment (See also OAA) 329,
354
Ohlone College 26, 306, 311
Pezzarossi Kobek, Caroline 238
Philippines 11, 98, 99, 100, 123, 305, 312
Photography 1, 13, 46, 118, 119, 157, 164, 165,
375
Physical Education 13, 118, 156, 157, 164, 165,
263, 270
Oklahoma 10, 94, 95, 96, 97, 122
Physical Education and Recreation 156, 157, 263,
270
Oliva, Gina 263
Pick, Lawrence 265
Olson, Russell 243
Pietz, Tyler 267, 271
Oregon 10, 94, 95, 96, 97, 122, 239
Pinar, Pilar 292
Orozco, Mauricio 315
Planning, Development, and Dissemination 48,
49, 53, 54, 59, 60, 61
OSP (See also Office of Sponsored Programs) 280, 282
Ostrom, Carly 271
Otwell, M. 237
Outreach 38, 138, 171, 173, 298, 305, 310, 312,
332, 347, 348, 350, 351, 353
Plaut, David 200, 208
PLEDGE (See also Postsecondary Life Experiences)
337, 341
Plotkin, Rachael 268, 270, 271
Poindexter, Yashimarae 212
P
Polikoff, James 194, 195, 196
Pacchiana, Jennifer 249
Portugal 98, 100, 123, 218, 257, 276
Padden, Carol 201, 209, 259
Post-graduation 169
Page, Leslie 344
Postsecondary Life Experiences (See also PLEDGE)
337, 341
Pajka, Sharon 242, 262
Palmer, Jeffrey 259
Palmer, Lewis 23
Pandya, Arti 223, 224, 226
Obama, Barack 24
Paraguay 11, 98, 100
OBTL (See also Office of Bilingual Teaching and
Learning) 162, 261
Parents 182, 201, 203, 209, 237, 241, 268, 320
PPTF (See also Program Prioritization Task Force)
137, 155, 156
Presentations 303
President 19, 22, 23, 24, 25, 29, 74, 106, 126,
136, 137, 138, 145, 151, 189, 224, 259, 288, 296,
304
Primary Department 23
Occhino-Kehoe, C. 199, 276
Part-time 5, 6, 7, 8, 83, 86, 87, 88, 89, 91, 111,
112
O’Donnell, Sheena 229
Pascual-Villaneuva, P. 222
Odyssey 259, 331, 332, 343, 347, 350
Paullin, Mark 194, 195, 196
Office for Students with Disabilities 126
Payne, James F.X. 30
Office of Academic Quality 186, 189, 190, 260,
261, 262
Peace Corps 169, 218, 312
Penna, David 243, 244
Office of Bilingual Teaching and Learning (See also
OBTL) 162, 219, 221, 256, 260, 261
Products 187, 188, 189, 192, 193, 194, 196, 197,
199, 200, 201, 206, 207, 208, 212, 213, 215, 216,
219, 220, 221, 224, 226, 227, 228, 229, 230, 235,
236, 237, 244, 246, 249, 250, 251, 254, 256, 265,
266, 267, 269, 276, 317, 332, 347
Pennsylvania 10, 94, 95, 96, 97, 122, 198, 203,
223, 273, 276, 278, 303
Office of Campus Ministries 128
Professional Studies (See also PST) 4, 5, 26, 83, 84,
85, 299
Peoples, Kathleen 277
Office of Diversity and Equity for Students 129,
130
Perry, D. 194
Office of Institutional Research 33, 39, 41, 42, 45,
47, 50, 52, 55, 57, 58, 169, 171
Peru 11, 98, 100, 123, 176, 239, 242
Program 4, 12, 13, 14, 17, 28, 38, 39, 53, 62, 75,
76, 104, 120, 126, 127, 128, 131, 135, 136, 137,
150, 153, 155, 156, 158, 164, 165, 166, 167, 171,
184, 186, 189, 193, 202, 210, 213, 214, 215, 216,
219, 232, 239, 240, 242, 250, 255, 261, 284, 286,
288, 292, 295, 296, 300, 301, 302, 303, 305, 308,
309, 310, 324, 334, 346, 348, 349, 350, 358, 360,
361, 364, 368, 369
Persistence 4, 37, 106, 109, 111, 112, 113
Office of Sponsored Programs (See also OSP) 78,
171, 173, 261, 280
Petitto, Laura-Ann 196, 211, 212, 213, 283, 284,
290, 292
Office of the Provost 162, 189, 220, 241, 260, 262
Petrich, J. 197, 199
Principal Investigator 283, 284, 285, 286, 287,
288, 289, 290, 291, 292, 293, 294, 295, 296, 297,
338, 340, 341, 343, 344, 345
Program Prioritization Task Force (See also PPTF)
75, 136, 137, 153, 155, 156
Petronio, Karen 255
384
Index.indd 384
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Index
Publications 239, 240, 347
Research 25, 31, 33, 38, 39, 41, 42, 43, 44, 45, 47,
50, 52, 55, 57, 58, 78, 138, 156, 169, 171, 173,
174, 175, 176, 183, 184, 185, 186, 187, 188, 189,
190, 191, 192, 193, 194, 195, 197, 199, 200, 201,
202, 204, 206, 207, 209, 210, 211, 212, 213, 214,
215, 216, 218, 219, 220, 221, 223, 224, 225, 226,
227, 228, 229, 230, 231, 232, 233, 234, 235, 236,
237, 238, 239, 240, 242, 243, 244, 245, 246, 247,
248, 249, 250, 251, 252, 253, 254, 255, 256, 257,
258, 259, 260, 261, 262, 263, 264, 265, 266, 267,
268, 269, 270, 271, 272, 273, 274, 276, 279, 281,
282, 283, 285, 286, 288, 290, 291, 292, 293, 331,
332, 334, 336, 337, 338, 339, 341, 343, 344, 345,
346, 347, 348, 349, 350
Public Input 320, 321, 322, 323, 324, 325
Research Agenda 336, 337, 338
Science of Learning Center on Visual Language and
Visual Learning 171, 261, 349
Pucci, C. 198, 241
Research Priorities 174, 176
Sclaroff, Stan 219
Puerto Rico 10, 94, 95, 96, 97, 122
Residence Life and Housing 127
Scott, Jessica 235
Purcell, J. 200
Resources for Students with Disabilities Action Plan
Team 328, 342
Scott, S. 236
Q
Retention rate 4
Second Degree 7, 15, 87, 101, 102, 111
Qi, Sen 186, 189, 190, 260
Rhode Island 10, 94, 95, 96, 97, 122, 309
Self-directed Major 13, 118, 119, 164
Quadros, R. 256, 257
Ricasa, Rosalinda 236
Semester 4, 151
Quest Visual Theatre 310, 311, 313
Richard, S. 275
Senate 37, 38, 162, 261, 319
Riddick, Carol 263
Senior Language Assessment 261
Roberson, L. 256
Seniors 5, 7, 12, 83, 87, 92, 111, 303
Race 6, 7, 8, 15, 16, 86, 87, 88, 89, 91, 101, 102,
105, 106, 111, 112, 144, 325, 355, 365, 367, 370,
371, 373, 374, 375
Rogers, Buck 278
Rach, L. 242
Romero, Nicola 250
Service 26, 31, 128, 131, 139, 140, 141, 150, 151,
170, 228, 255, 271, 277, 282, 287, 295, 308, 334,
335, 350
Raike, A. 217
Room and Board 26
Rankin, Miako 262
Roosevelt, Franklin D. 24
Ransom, L. 232
Rosenblum, H. 216, 217
Rapp, B. 200
Rotman, Rachel 273
Rashid, K. 226, 227
Roult, Loretta 261
Rathmann, Christian 199, 200, 207, 259
Roy, Cynthia 254, 255, 256
Ratnagiri, Madhavi 195
Rubeling, L. 241
Rayner, Keith 197, 200, 209
Rupnik, Gaber 230, 231
Reading Research 334
Russell, Debra 254, 256
Recreation and Sports Program 13, 164, 165
S
Singapore 98, 100, 123
Recruitment 106, 107, 126, 341
Sabila, Paul 229, 230, 231, 284, 286, 288, 289,
292, 294
Singleton, Jenny 196, 197, 201, 202, 203, 205,
206
Reedy-Hines, Charity 296
Salazar-Dobson, Billy 133
Singuita, Inga 238
Regular Status Employees 140
Sanabria, Gaspar 277
Sinnott, E. 275, 276
Rehabilitation Engineering Research Center on
Hearing Enhancement 171, 186, 191, 232, 244,
245, 246, 283
Sanchez, Robert 243
Sirvage, Robert 221
Santiago, Roberto 253
Sismanis, A. 224
Reilly, Charles 186, 187, 189, 190, 236
Santini, Joseph 233
Slayback, Daniel 232
Rekart, D. 194
Satisfaction 169
Slovakia 98, 100, 123
Project 135, 162, 191, 214, 241, 250, 261, 282,
287, 305, 307, 308, 309, 310, 311, 312, 338, 339,
341, 344, 346, 349
Proposals 280, 290, 293, 294, 297, 330
Provost 106, 162, 189, 220, 241, 260, 262
PST (See also Professional Studies) 4, 299, 300
Psychology 12, 13, 14, 17, 104, 118, 119, 120,
121, 156, 164, 165, 166, 167, 168, 189, 200, 204,
206, 211, 212, 213, 232, 238, 250, 259, 264, 265,
266, 267, 268, 269, 270, 271, 284, 286, 292, 295,
343
R
Recreation & Leisure Studies 13, 118
Rollwagen-Bollens, G. 226
Saudi Arabia 11, 98, 99, 100, 123
Schanen, N. 196
Schatz, S. 237
Schick, Brenda 201, 206
School Counseling 288, 296
Schooler, Deborah 267, 271
School Psychology 14, 17, 104, 121, 167, 168
Schools for the Deaf 107, 222, 310, 311
Schwartz, L. 201
Searls, J. 199
Sforza, Stephine 252
Shader, Maureen 247
Sharma, Anu 197, 204
Shaw, Risa 254, 256
Sheridan, Martha 271, 286
Shield, A. 201
Shultz-Myers, Shirley 250
Siety, Blandine 277
Sign Language Teaching 14, 17, 104, 120, 168
Simms, Laurene 202, 210, 237, 262, 287
385
Index.indd 385
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Index
Slovenia 98, 100, 123
Student Centered Programs and Services 128
Tucker, Compton 232
Small School Accountability Model 337
Studio Art 13, 118, 164
Tucker, Paula 214, 215, 216
Smith, Kendra 271, 289
Study Abroad 304, 305
Smith, S. 259
Superegon, E. 200
TUG (See also Traditionally Underrepresented
Groups) 4, 69, 79, 106
Snyder, Henry 228, 229, 232, 284, 292
Swabey, Laurie 253, 255
Social Work 12, 13, 14, 17, 28, 104, 118, 119,
120, 121, 156, 164, 166, 168, 272, 286, 294
Sweden 11, 98, 100, 123, 222, 223
Sociology 12, 13, 118, 156, 164, 165, 166, 262,
273, 274, 275, 284
Solomon, Caroline 224, 225, 226, 288, 289, 294,
296, 297
Sophomores 5, 7, 12, 83, 87, 92, 111
Sorensen, Charlene 284, 292
Sorenson, James Lee 22
Sorkin, Elizabeth 24
Soukup Jr., Benjamin J. 29
South Africa 98, 100, 123, 201
South Carolina 10, 94, 95, 96, 97, 122
South Dakota 10, 29, 94, 95, 96, 97, 122
Spady, S. 201
Spain 11, 99, 100, 123, 313
Spanish 12, 13, 118, 164, 165, 169, 276, 278, 307,
324, 334, 347, 350
Speech-Language Pathology 14, 17, 104, 121, 168
Switzerland 98, 100, 123, 217, 305
Syrdal, A. 194
Szymanski, Christen 210, 269, 343
Taiwan, Republic of China 98, 123
TAP (See also Technology Access Program) 78, 186,
193, 213, 214, 215, 216, 219, 232
Technical 139, 140, 141, 170, 196, 198, 202, 205,
225, 227, 228, 275, 290, 294, 347, 348, 349, 351,
352
Technical Assistance 347, 348, 349, 351, 352
Technology Access Program (See also TAP) 171,
186, 193, 213, 214, 215, 216, 232, 261
Tekin, Mustafa 223
Television and Photography 164, 165
Tennessee 10, 94, 95, 96, 97, 122
Testa, Teresa 192
Spurgeon, Erin 212
Sri Lanka 11, 98, 100, 123, 239, 240
Thailand 11, 99, 100, 123, 220
Staff 139, 140, 141, 142, 143, 144, 186, 189, 190,
299
Thamsiriboon, Noppawan 221
Stallings, Chelsie 231
Standards Action Plan Team 328
Standards-Based 331, 337, 342, 354, 358, 360,
361
Stansky, A. 208
Stefik, A. 227
Stevens, A. 218, 242
Stock, B. 263
Stone, Adam 233
Stone, Christopher 255
Stout, C. 216, 217
Stremlau, T. 242
Student Academic Achievement 337, 338
Student Achievement 368
Student Affairs 124, 131, 277, 278, 287, 295
Turkeltaub, P. 200
Tutorial & Instructional Programs 124
Tweedie, M.S. 229
Two or More 4, 106, 367, 371, 374, 375
U
T
Texas 10, 26, 30, 94, 95, 96, 97, 107, 122, 202,
219, 222, 227, 255, 281, 306, 310, 311, 324, 334,
335, 349, 350
Spiegel, M. 194
Tuition 26
Ukraine 98
Undeclared 12, 13, 166
Undergraduate 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 15,
25, 26, 83, 84, 85, 87, 88, 90, 93, 98, 101, 102,
103, 111, 116, 117, 127, 155, 162, 164, 165, 166,
170, 184, 189, 190, 201, 230, 231, 260, 299
Undergraduates 16, 68, 95, 106, 119, 180, 227,
228, 241, 294
Understanding by Design 328
United Arab Emirates 100, 123
Urban Land Institute 148
U.S. Department of Education 35, 39, 42, 53, 54,
55, 57, 58, 59, 60, 61, 68, 137, 282, 283, 285, 286,
287, 288, 289, 291, 292, 295, 296, 309, 320, 321,
329, 340, 348, 350, 356, 357, 360, 361, 363
Utah 10, 94, 95, 96, 97, 122, 222, 237, 244, 245
V
Valente, Joseph 273, 274
Theatre Arts 13, 118, 156, 164, 165, 166, 275, 310
Vali, Hatim 24
Theirs, P. 226
Vallino, L. D. 196
Theoharis, R. 237
Vanatta, Bonny 233, 235
Thomas-Presswood, Tania 264, 271
Vanderheiden, Gregg 214, 216, 217
Through Deaf Eyes 288, 296, 312
VanGilder, K. 240, 263
Thumann-Prezioso, Carlene 186, 236, 262
Van Hell, Janet 198
Tiegel, Agatha 23
Van Wey, John 230
Tobin, Joseph 273, 274
Veith, Mairin 243
Traditionally Underrepresented Groups (See also
TUG) 4, 106, 143
Venues 324
Training 46, 128, 130, 170, 191, 240, 255, 271,
282, 286, 289, 294, 295, 297, 299, 303, 305, 306,
307, 310, 347, 348, 351, 352
Transfers 15, 101, 102
Traxler, Matthew 200, 207
Vermont 10, 94, 95, 96, 97, 122
Virginia 10, 29, 94, 95, 96, 97, 122, 177, 223,
224, 226, 228
Virgin Islands 10, 94, 95, 96, 97, 122
Vision Statement 21
Trullender, Mallory Carrico 234
386
Index.indd 386
1/8/13 10:47 AM
Index
Visual Language and Visual Learning (See also VL2)
156, 171, 186, 196, 202, 211, 213, 236, 261, 283,
290, 334, 349
VL2 (See also Visual Language and Visual Learning)
78, 138, 156, 202, 203, 205, 210, 283, 290, 334,
337, 344, 346, 347, 349, 350
Vocational Rehabilitation 107, 309
Vogler, Christian 214, 215, 216, 217, 219, 285,
286, 292, 293
Vrbetic, M. 244
West Virginia 10, 94, 95, 96, 97, 122
Woolsey, Lynn 30
White 6, 7, 8, 15, 16, 86, 87, 88, 89, 91, 101, 102,
105, 106, 111, 112, 113, 115, 130, 139, 140, 141,
144, 145, 241, 246, 325, 355, 365, 367, 370, 371,
373, 374, 375
Woo, John 186, 187, 189
Whitebread, Geoffrey 250
World Deaf Information Resource Project 305
Whitney, A. 201
World Federation of the Deaf 201, 222
Wilkinson, Erin 198, 199, 276
Wright, Steve 233
Williams, Boyce 24
Wu, Yu-Hsiang 191, 192, 193
Williams, D. 198
Wyoming 10, 94, 95, 96, 97, 122
W
Williams, Leandra 255
Wagoner, Jeremy 206
Williams, Norman 214, 215, 216, 217
Wang, Qi 226
Williams, Tiffany 30
Washington 10, 22, 23, 25, 26, 30, 94, 95, 96, 97,
122, 146, 163, 185, 189, 190, 191, 192, 193, 197,
200, 202, 206, 212, 213, 215, 216, 217, 218, 219,
221, 223, 224, 225, 227, 237, 239, 241, 242, 244,
246, 250, 251, 256, 259, 269, 271, 275, 276, 278,
281, 282, 286, 288, 289, 294, 296, 297, 304, 306,
309, 312, 349, 350, 364, 375
Wilson, Amy 238, 239, 240
Weber, Samuel 190
Weinberg, M. 279
Weisberg, J. 199
Wilson, Woodrow 24
Winiarczyk, Rowena 186, 187, 188, 190
Winton, S. 201
Wisconsin 10, 30, 94, 95, 96, 97, 122, 214, 216,
275, 281, 282, 285, 292, 308
Women’s Studies 165, 278
Wood, Kathy 241, 242, 262
Workforce 74, 126, 142, 143
Workshops and training 324, 348
Y
Yang, Fang 230
Yates, Michael 264
Yip, N. 275
Yoder, Kevin 30, 126
Yuknis, Christina 234, 237
Z
Zaleski, Ashley 245
Zhou Yang, F. 230
Zoning Commission 27, 148
387
Index.indd 387
1/8/13 10:47 AM
Index.indd 388
1/8/13 10:47 AM
Special thanks to the faculty and teachers with the art departments of
Gallaudet University and the Laurent Clerc National Deaf Education
Center for their help in coordinating the student artwork displayed in this
annual report.
Front cover: Photo collage by Heidi McNulty
Inside front cover: Photograph by Samantha Liddick
Back cover: “Space” watercolor by Mauricio Orozco
Cover 4.indd 3
1/18/13 10:07 AM
800 Florida Avenue, NE
Washington, DC 20002
www.gallaudet.edu
Cover 4.indd 4
1/18/13 10:07 AM

Annual Report of Achievements

Transcription

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