CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
WCGE 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.).
PEN 710This course is offered at 700 level because it is the second of the first laboratory series (700).
3.0 Course Title
Laboratory Research Rotation II
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.
4 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.
Each student is required to spend a full summer month at a research lab at one of the program’s partner
institutions, who have provided draft or final MOUs and letters.. The student will spend approximately
30 hours in preparation prior to the laboratory experience, and 30 hours after the month-long residency,
the student will write a paper describing their experiences and make a formal public presentation in the
Fall at an open lab meeting. As the experience will involve approximately 20 days in a lab totaling over
120 hours of hands on experience in a research setting, and the completion final paper and presentation,
we will grant four graduate level credits for successfully completing the course.
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
In this second of two research laboratory rotation courses (PEN 710), students gain intensive
Educational/Cognitive Neuroscience laboratory research experience at a partnership university during the
summers after their first and second years in the PEN doctoral program, devoting special attention to the
lab’s translational impact. Students will become familiar with the set of research questions guiding the
laboratory’s research, understand how the questions have been approached in the laboratory setting and
represented as research hypotheses, gain hands-on experience in the technical aspects of data collection
and analysis in the lab, and study how the lab’s current work adds to the previous findings of the lab.
1
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
Students will especially consider the principled application of the lab’s research activities to the
improvement of education and society, which will be a topic of major focus in this second lab rotation
course. Students will focus their final paper and presentation on demonstrating their knowledge of the
research process in the visited lab from theory to hypothesis, to research design, to analysis and
interpretation, and, to its important translational impact.
6.0 Prerequisites
6.1 List the prerequisites and/or co-requisites for this course.
The students are expected to have completed PEN 700 (Laboratory Research Rotation I), PEN705
(Neuroethics), and have received CITI Responsible Conduct of Research (RCR) certification prior to this
course.
6.2 Provide a brief rationale for prerequisites and/or co-requisites,
As PEN710 presumes an increasing depth of understanding of the research process and a growing ability
to articulate the translational research potential of the emerging scientific discoveries from the lab that
was visited, this second lab rotation requires successful completion of the first lab rotation (as well as
PEN705 and RCR certification.)
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).
The letters of support are provided from partner institutions as seen in the Appendices F and G of the
program proposal.
7.0 Rationale for proposed course
7.1 Why is this course being proposed? Provide a rationale.
As an interdisciplinary program, it is critical that students acquire experiences in a variety of lab settings
that employ varying methodologies in the pursuit of answers to related compelling questions. Through
our Institutional partners we are able to greatly amplify the breadth and depth of student lab and research
experience beyond those available at Gallaudet with partners who already have a firm commitment to and
understanding of the work of the VL2 Center.
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).
N/A
8.0 Grading System
State whether letter-grade or pass/fail system will be utilized; if the latter, provide a brief rationale.
This will be graded on a letter-grade system. The students grades are calculated according to their
completion of the tasks before, during, and after the Laboratory rotation as indicated in section 11.0.
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
2
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
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 is open only to PhD Educational Neuroscience students.
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 required course for the proposed new degree program, Educational Neuroscience.
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 is intended only for students in PhD Educational Neuroscience program.
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?
The anticipated starting date is summer of 2015. Laboratory Research Rotation I (PEN 700) for first year
students and this course, PEN 710, for second year students will be offered simultaneously every summer.
10.0 Instructor
Describe necessary instructor competencies and qualifications to teach the course.
The course requires an instructor who holds an earned doctorate degree, and who possesses
experience and expertise in university instruction and research. Other individuals required in this
course include the principal investigator (PI) or a Director of a laboratory in which the students will
be studying.
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 course structure for PEN 710 is for students to serve as a research internship at a partner Institution.
As such, it may vary from institution and year to year, and student to student. Students will receive
assignments from the lead scientists in the partner labs. These may include student participation in data
collection, data analysis, reviewing literature, preparing IRB documents, recruiting participants, etc. The
student is expected to participate in weekly lab meetings with supervisor. Through interactions with
researchers and other graduate and undergraduate students in the lab, students will be expected to fully
engage, as appropriate, in different aspects of the research process, and to prepare a written report and
presentation.
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,
and the supervisor’s evaluation of the course as it satisfied program SLOs, as well as from feedback
provided by the supervisor.
3
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
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.
There will be no impact on department’s personnel, physical, and financial resources because the
students will obtain their laboratory research experiences at a laboratory outside of Gallaudet
University.
14.0 Alignment of proposed course goals with those of academic program
14.1 Program mission statement
The exciting new multidisciplinary field called Educational Neuroscience, and the new PhD program in
Educational Neuroscience (PEN) at Gallaudet University, are bound by two driving overarching
objectives: (i) to 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 about learning that is useable and meaningfully translatable for the
benefit of society (spanning parents, teachers, clinicians, medical practitioners, and beyond). Here,
Gallaudet’s unique strength, and unique contribution, is to pioneer 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
4
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
template provided below, list the learning outcomes and show how the course and program SLOs
align by placing checks in the appropriate cells.
Note: Both PEN 700 and PEN 710 have the same learning outcomes that include gaining
knowledge in a variety of scientific methods and in deepening their understanding of the
challenges of translating the results of laboratory science to the classroom. In PEN 700, the
emphasis will be on the scientific process, and in PEN 710, there will be a greater emphasis on
translational implications of the work from the lab.
1) Students will enrich their understanding of the research process through engaging in a variety of
tasks within a leading research lab in the United States.
2) Students will be learn how researchers approach important theoretical questions in the lab and test
hypotheses to increase scientific knowledge.
3) Students will read and synthesize key articles related to the research project they are involved
with and articulate how current research activities in the lab fit with and contribute to existing
literature.
4) Students will deepen their understanding of the challenges faced by the need to translate research
discoveries for the benefit of education and society.
5) Students will demonstrate Presentation and Writing Skills through a final paper and presentation.
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.
Prior to lab experience (30 hours):




Students will initiate contact with partner laboratories seeking rotation placements and obtain an
agreement for the placement (by March 30th).
Students, working with the Lead Scientist at the partner institution, will develop a written
agreement specifying their activities and responsibilities during the placement. This agreement
will be reviewed and approved by the student’s Program Committee at Gallaudet (By April 30th).
If required, student will supply information to the partner lab necessary for any IRB
modifications necessitated by the student’s participation in the lab. Note this will require
sufficient lead-time prior to the activity (By April 30th).
In preparation for the expereince, students will read the required readings provided by the Lead
Scientist at the partner lab seleted for the rotation experience.
During the lab experience (120 hours):


5
Students will participate in the set of activities in the lab agreed to prior to the visit.
It is expected that students will be working in the lab for a minimum of 120 hours over the four
weeks of the placement.
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09

Students will attend lab meetings, and meet periodically with the Lead Scientist at the partner lab.
After the lab experience (30 hours):

Students will write a paper and prepare a presentation based on their experience in the lab. The
presentation will be made at an early Fall seminar, durunig which all students returning from
summer lab placements will present and discuss their experience. The students’ lab directors will
be invited to attend the seminar via Fuze Meeting.
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.
6
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
Learning Outcomes Linked to Student Learning Opportunities
PEN 710 Laboratory Research Rotation II
Course Student
Student Learning
Assessment Methods
Learning Outcomes
Opportunities
Program Learning
Outcomes
1
2
3
4
5
6
Reports from lab
supervisor and from
Gallaudet on-site
supervisor
x
x
x
x
x
x
Reports from lab
supervisor and from
Gallaudet on-site
supervisor, rubrics for
paper and presentation.
(see appendix X)
x
x
x
x
x
x
Reports from lab
supervisor and from
Gallaudet on-site
supervisor, rubrics for
paper and presentation.
x
x
x
x
x
x
Reports from lab
supervisor and from
Gallaudet on-site
supervisor, rubrics for
paper and presentation.
x
x
x
x
x
x
Reports from lab
supervisor and from
Gallaudet on-site
supervisor, rubrics for
paper and presentation.
x
x
x
x
x
x

1.Understanding the
research process as it
occurs in the visiting lab
2. Understand the
connections between
theory and hypothesis
testing.
3. Research synthesis
skills.
4. Understand
translational challenges
5. Writing and
presentation skills
7
Completing lab
assignments
 Participating in
lab meetings
 Individual
meetings with
researcher.
Same opportunities as
above.
Students will read
and synthesize key
articles related to the
research project they
are involved with.
Students will
integrate their
translational
experiences from
Guided Studies I with
their two lab rotations
to increase their
understanding of
translational
challenges and issues
that emerge when
planning for the
implementation of
lab-based discoveries
in a classroom.
A Lab Rotation
Seminar will be held
each Fall for students
to share and discuss
their lab experiences.