PEN 898 Dissertation Proposal
Spring 2016, 3 Credits
Professor: TBA
Office Hours: TBA
VP/Phone: TBA
Email: TBA
Office Location: TBA
Class Time: TBA
Course Description: The exciting and timely discipline called Educational
Neuroscience provides an important level of analysis for addressing today’s core
problems in education. Advanced doctoral students in Gallaudet University’s PhD
Program in Educational Neuroscience (PEN) have studied the empirical foundations
and methods from which the discipline draws its strength, in particular, Cognitive
Neuroscience. Advanced doctoral students have also gained new knowledge into the
optimal ways to marry scientific discoveries about how children learn with core
challenges in contemporary education—crucially, in principled ways, and with
“two-way” communication and mutual growth to render knowledge that is useable,
and meaningfully translatable for all children, especially for the young deaf visual
learner. Armed with this powerful knowledge, the advanced PEN doctoral student is
now ready to synthesize this knowledge into an independently proposed study,
contained in the Doctoral Dissertation Proposal. The purpose of this course is to
guide students through the important process of writing a doctoral dissertation
proposal. The dissertation proposal will include the articulation of an important
and unique research question, with theoretical justification/rationale, and a
literature review. It will lay bare the hypotheses and the predictions that follow
from the posed question. It will also articulate specific details of the research design,
methodology, proposed data analyses and anticipated outcomes as per the
hypotheses and alternative hypotheses. A discussion of the scientific and
translational significance of the proposed study will also be provided, as well as
limitations. This course will culminate with an “oral” defense of your dissertation
proposal, the Dissertation Proposal Defense.
Required Reading:
This will be determined by the instructor/advisor and the student based on
dissertation topic interest.
Recommended SLO And Assessment Chart
PEN 898 Dissertation Proposal
Student Learning Outcomes
Course
Student
student
Learning
Assessment Method
Learning
Opportunities
Outcomes
1. Write a
Readings and
Participation in class
clearly
class discussion, will be assessed using a
defined
final proposal.
checklist provided in
problem
the syllabus, and the
statement.
final proposal will be
assessed using the
rubric for written
assignments provided
in the syllabus.
2. Write a
Readings and
Participation in class
comprehensiv class discussion, will be assessed using a
e literature
final proposal.
checklist provided in
review.
the syllabus, and the
final proposal will be
assessed using the
rubric for written
assignments provided
in the syllabus..
3. Design a
Readings and
Participation in class
data-based
class discussion, will be assessed using a
study on
final proposal.
checklist provided in
educational
the syllabus, and the
neuroscience
final proposal will be
that directly
assessed using the
relates to the
rubric for written
proposed
assignments provided
problem.
in the syllabus.
4. Identify and Readings and
Participation in class
justify an
class discussion, will be assessed using a
appropriate
final proposal.
checklist provided in
methodology.
the syllabus, and the
final proposal will be
assessed using the
rubric for written
assignments provided
in the syllabus.
Program Learning
Outcomes
1
2
3
4
5
6
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
5. Describe
the
significance
and
limitations of
the proposed
project.
Readings and
class discussion,
final proposal.
Participation in class
will be assessed using a
checklist provided in
the syllabus, and the
final proposal will be
assessed using the
rubric for written
assignments provided
in the syllabus.
x
x
x
x
x
x
Ph.D. Program Student Learning Outcomes (SLOS)
1. The students will acquire a foundational knowledge of the educational, neurological,
behavioral and cognitive determinants, and sociocultural practices that impact all human learning,
especially learning in the young deaf visual learner.
2. The students will be exposed to a range of specialized topics and principles and scientific
methods and understand the ethical principles of research conducted with participants.
3. The students will develop knowledge of the meaningful and principled, mutually beneficial,
two-way means and methods to translate scientific discoveries to education and education to
science.
4. The students will develop research skills and critical thinking by demonstrating the ability to
conduct independent research leading to dissertation and publication.
5. The students will develop professional communication and technology skills.
6. The students will demonstrate increasing independence throughout the training period, and
show a readiness for entry-level faculty research positions.
Course Requirements
Attendance and participation are mandatory. Absences must be excused by the instructor
prior to the missed classes. Two unexcused absences will result in lowering the final grade
by half a letter grade for the course. Four late unexcused arrivals will result in lowering a
half final grade for the course.
Students are responsible for completing each reading for this course as scheduled. Students
should be prepared to discuss the readings and apply the content to the concepts discussed.
Each student will prepare a presentation on one reading and lead the reading discussion for
that day.
Assignments are due at the beginning of class. All written material must be typed and
double-spaced, and follow formatting instructions. Late assignments will result in lowering
a full grade on each late assignment.
Assessment of student learning is based on in-class participation, application and synthesis
of readings through presentations, papers, and projects. The rubrics are used to assess
student work.
All homework assignments and papers are due on the dates listed in the syllabus unless a student
has requested an extension and approval by the instructor. Do NOT miss a class because a paper is
not ready. Contact the instructor ahead of time to discuss the circumstance.
Make-up exams will not be given except in case of a documented personal or medical emergency.
Inform instructor immediately of any crisis.
Incomplete grades are reserved for extraordinary circumstances. A student must be passing
the course and have no more than 25% of the grade remaining before the possibility of an
incomplete will be considered.
Assignments may be added or modified as the semester progresses. This syllabus is subject
to change at the discretion of the instructor. The instructor will notify students of all
changes in class.
University Policies
Academic Integrity
Students are expected to complete all coursework in keeping with Gallaudet University’s
policy on academic integrity. Academic dishonesty is a very serious offense. It will be
treated accordingly and will not be tolerated. If a student is involved in unethical practices
in connection with coursework or examinations, the professor has full discretion to give a
failing grade for the particular assignments, a failing graduate for the course, and/or
recommend dismissal. The policy published in the Graduate School Catalog will be adhered
to. The policy can be found on-line in Graduate School Catalog at
http://aaweb.gallaudet.edu/Documents/Academic/GSPP/catalog/0809/gradcatalog_08_09.pdf beginning on page 27.
Office for Students with Disabilities (OSWD) & Americans with Disabilities Act
Gallaudet University is committed to providing all students equal access to learning
opportunities. The Office for Students with Disabilities (OSWD) is the campus unit that
works with students who have disabilities to provide and/or arrange reasonable
accommodations. Students registered with OSWD, who have a letter requesting
accommodations, are encouraged to contact the professor early in the semester. Ideally, this
should be done by the end of the first week of classes, but no later than the end of the fifth
week of classes. Accommodations may only be provided from the time the professor
receives documentation until the end of the course. Students who have, or think they may
have, a disability (e.g. psychiatric, attention, learning, vision, physical, or systemic), are
invited to contact OSWD for a confidential discussion at (202) 651-5256 (V/TTY) or at
oswd@gallaudet.edu. OSWD is located in the Student Academic Center, room 1220.
Additional information is available at the OSWD website http://OSWD@gallaudet.edu.
Grading
Instructor grades course performance
Although some adjustments in percentages may be necessary, the following should give you
a fair picture of how your work is weighted to determine your final grade:
Attendance, participation, discussions, reading responses
Final Doctoral Dissertation Proposal
Grading Scale
A+ = 97-100
A = 94-96
A- = 90-93
B+ =
B =
B- =
87-89
84-86
80-83
50%
50%
C+ = 77-79
C = 74-76
F = 73 and below
Doctoral Dissertation Proposal Defense: Student’s 3-Member Committee convenes separately
for evaluations of the written document and “oral” presentation of the Doctoral Dissertation
Proposal Defense
Required readings (subject to revision)
Bryant, M. T. (2003). The portable dissertation advisor. Thousand Oaks, CA:
Corwin Press.
American Psychological Association. Publication manual of the American
Psychological Association. Washington, DC:
Gallaudet University Ph.D. Program in Educational Neuroscience
Rubric for Grading for Reading Discussions and Presentations
Adapted from Department of Interpretation
Gallaudet University Ph.D. Program in Educational Neuroscience
A Scored Rubric for Evaluating a Research Paper
Adapted from Department of Interpretation
Quoted from Linda Suskie’s (2004:146-147) Assessing Student Learning: A Common Sense Guide.
This quoted rubric was adapted with permission from a rubric developed by Sharon Glennen and Celia
Bassich-Zeren in the Department of Communication Sciences and Disorders at Towson University