CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
CGE COURSE PROPOSAL COMPONENTS:
1.0 Department
Interdisciplinary: Visual Language and Visual Learning (VL2)
Education
Interpreting
Linguistics
Psychology
Hearing, Speech and Language Sciences
Reports to: Associate Provost for Research and Dean of the Graduate School
2.0 Course Number
Specify the course number. Briefly justify the course level (700-level, 800-level, etc.).
705it is a first year course and a mandatory course for all students wishing to do research in this program
especially before taking research laboratory rotation.
3.0 Course Title
New Directions in Neuroethics
4.0 Course Credits
4.1 How many credits will this course carry? Note: The standard computation of credit is one (1)
semester-hour per 50 minutes of instruction per week for an equivalent of fifteen (15) course
meetings.
3 credits
4.2 If the course includes non-classroom instruction or lab sessions, or if the credit hours vary in
some way from the standard, provide an explanation.
n/a
4.3 If variable credit is proposed (e.g., 1-3 hours), explain how this will be utilized and determined.
n/a
5.0 Formal (Catalog) Description
Provide a formal course description of the course, adhering to length and style characteristics of
college catalog listings, including pre-requisites, fees, and any information regarding cross-listings if
applicable. The description is to be written in the third person and must appear exactly the same on
the proposal form, Course Record form and syllabus.
The field of neuroethics examines the ethical, social, and legal implications of the application
of neuroscience research to society. This course begins with a view of how and why
neuroscience has ‘evolved’ to become a dynamic force in both science and society. Students
will explore how bioethics has become a critical dimension of any/all consideration of
scientific advancement, particularly in light of modern scientific, research and medical ethics,
and as a consequence, of socio-political trends and influences. From this, the field and
practice of neuroethics will be addressed and discussed, with relevance to the ways that
progress in neuroscience compels and sustains both the issues and dilemmas that arise in and
from neuroscientific and neurotechnological research and its applications, and the importance
of acknowledging and addressing the ethical basis and resolutions of such issues. An
overview of specific frontier areas of neuroscience and technology will be explored,
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CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
including core topics that involve Educational Neuroscience, with a special emphasis on (a)
the extent and scope of new knowledge and capability that such developments afford to
impact the human condition, and (b) key ethical concerns that are incurred by such
neuroscientific and neurotechnological progress. Paradigms for neuroethical, legal, and social
probity, safety and surety, and a putative “precautionary process” will be explored. The
ethical implications of the application of neuroscience research to special and diverse
populations of individuals will be of great salience in our discussions.
6.0 Prerequisites
6.1 List the prerequisites and/or co-requisites for this course.
None
6.2 Provide a brief rationale for prerequisites and/or co-requisites,
N/A
6.3 If prerequisites and/or co-requisites involve other departments of instruction, provide evidence of
acknowledgement and cooperation from these departments (e.g. letters of support).
N/A
7.0 Rationale for proposed course
7.1 Why is this course being proposed? Provide a rationale.
Doctoral students need to learn about ethics before they can begin laboratory rotation or do research in
this program.
7.2 Describe any actual or apparent overlap with current course offerings. If other departments are
impacted by this course, provide evidence of consultation with and support from those departments
(e.g. letters of support).
There will be no overlap with current course offerings.
8.0 Grading System
State whether letter-grade or pass/fail system will be utilized; if the latter, provide a brief rationale.
Letter-grade will be used.
9.0 Course Characteristics
9.1 If the course is to be cross-listed (within a single department, or across more than one
department), provide a rationale and full documentation of steps taken to assure such listings.
n/a
9.2 If the course is open to both undergraduate and graduate students, provide a rationale for doing so
and explain any differences in requirements for undergraduate and graduate students.
This course is intended primarily for graduate students. There are no specific requirements for nongraduate student enrollees.
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CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
9.3 Explain how this course fits with the other department offerings. Is this course a required course
(in which case it must be accompanied by a proposal for Change to Existing Program) or an elective
course?
This is a core course requirement for students in Ph.D. program in Educational Neuroscience, but is open
to other students or faculty with permission of instructor.
9.4 Describe the intended student-audience for this course. If substantial numbers of students from
outside the department are expected to enroll in this course, provide evidence of support and
cooperation from these departments in terms of enrollment and compatible scheduling.
This course is intended for first year students of PhD Program in Educational Neuroscience (PENS).
9.5 What is the anticipated starting date for this course? How frequently and in which semester(s)
will the course be offered in the future? How many sections of this course will typically be offered
simultaneously?
Fall 2013, offered annually, one section
10.0 Instructor
Describe necessary instructor competencies and qualifications to teach the course.
Instructor should hold a doctoral degree and should have training in neuroethics.
11.0 Course Format and Procedures
Describe how the course will be conducted, in terms of class meetings and teaching procedures. For
example, will the course be taught online only, or as a hybrid of online and classroom meetings? Will
the course incorporate lectures, discussions, lab sessions, small-group or individualized instruction,
practicum or field experiences, student reports or projects, competency-based modules, or other types
of instructional procedures?
This will be taught in classroom meetings. This course will incorporate reading assignments, lectures,
classroom discussion, online discussion board, and final paper.
12.0 Evaluation of Course and Course Instructor
Describe how course instruction and the course itself will be evaluated, including any long-term
strategies for evaluating the course as part of the department offerings.
The course will be evaluated based on student responses to course evaluation and program evaluation (via
students’ yearly progress report), and the instructor’s evaluation of the course as it satisfied program
SLOs.
13.0 Resources
Describe the immediate and future impact the offering of this course is likely to have on the
department's personnel, physical, and financial resources.
This course may require an adjunct instructor (off campus or on campus) with proper background
training. A standard fee will be needed to pay for his/her time.
14.0 Alignment of proposed course goals with those of academic program
14.1 Program mission statement
The program’s mission is to lay bare the advances, and to advance, the exciting new multidisciplinary
field called Educational Neuroscience—a discipline that is bound by two driving overarching goals: (i) to
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CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
marry leading scientific discoveries about how children learn knowledge that is at the heart of early
schooling (e.g., language, reading, number, science, social-emotional) with core challenges in
contemporary education, and to do so in principled ways through “two-way” communication and mutual
growth between science and society; (ii) to conduct state-of-the-art behavioral and neuroimaging research
that renders new knowledge that is useable, and meaningfully translatable, for the benefit of society
(spanning parents, teachers, clinicians, medical practitioners, and beyond). Educational Neuroscience at
Gallaudet University provides a unique strength in, and contribution to, pioneering advances in the
education of young deaf children.
The new PhD Program in Educational Neuroscience also seeks to propel forward Gallaudet University’s
goals to provide its students with the most cutting-edge knowledge, powerful critical analysis and
reasoning skills, and utterly advanced knowledge of, and expertise in, research and its principled
application (here, neuroimaging and behavioral research), which are vital to education and society.
14.2 Program Student Learning Outcomes
List the Student Learning Outcomes for your academic program.
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, twoway 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.
14.3 Course Student Learning Outcomes
List the Student Learning Outcomes for your proposed course. Then in table format, using the
template provided below, list the learning outcomes and show how the course and program SLOs
align by placing checks in the appropriate cells.
See Table below
14.4 Learning Opportunities
Briefly describe the Learning Opportunities (eg. assignments, projects, activities, reports, field
experiences, etc.) designed to achieve the course Student Learning Outcomes. List them in table
format, using the template provided below, and briefly state how they will be assessed (eg. what
assessment methods will be used?).
See Table below
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CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
14.5 Assessment Methods
Attach assessment tools used in this course (include grading scales, rubrics, checklists, etc.) to the
syllabi accompanying this proposal. Do not attach them to the proposal itself.
Course Name: PEN 705 New Directions in Neuroethics
PEN 705 New Directions in Neuroethics
Course student Learning
Outcomes
1. Students will understand
that the educational
neuroscience practice is
governed by ethical and
professional standards.
2. Understand the complex
interrelationship among
science, technology, and
society
3. Recognize the societal
implications of developments
in PEN
5
Student Learning
Opportunities
Readings, class
discussion, and analysis
paper.
Readings, class
discussion, and analysis
paper.
Readings, class
discussion, and analysis
paper.
Assessment Method
Participation in class discussion
will be assessed by rubric The
final paper will be assessed with a
rubric (see appendix X for
rubrics.)
Participation in class discussion
will be assessed by rubric The
final paper will be assessed with a
rubric (see appendix X for
rubrics.)
Participation in class discussion
will be assessed by rubric The
final paper will be assessed with a
rubric (see appendix X for
rubrics.)
PLO
1 2 3 4 5
6
x x x x x
x
x x x x x
x
x x x x x
x