CGE Course Proposal Components:
1.0 Department
Gallaudet’s PhD Program in Educational Neuroscience (PEN)
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 802
This a PhD level course that graduate students will take during the second year of the
student’s PhD program.
3.0 Course Title
Guided Studies: Research
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.
The students will participate in a traditional course structure and non-classroom laboratory
learning, or, “field experience” within a lab at Gallaudet University. Students will meet with the
instructor for guidance through the steps of the research cycle, from inception of the research
question to their writing of the final research proposal and IRB application. The instructor will
also provide detailed guidance and feedback on the student’s written Qualifying Paper/Exam that
will culminate at the end of this course (end of Spring semester), as well as the Oral presentation
of the Qualifying Paper/Exam (which will be written in APA Journal article format along with an
IRB application). At the same time, this course entails significant field experience. The instructor
of the course will further provide the student’s placement in a specific PEN lab. Because
Educational Neuroscience is fundamentally a multidisciplinary field, and to ensure the diversity
of a student’s lab training, the goal will be to place a student in a lab that provides them with a
diverse lab experience from where they might have placed themselves. The details of the
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laboratory field experience, the readings, and the due dates for the final research project, and,
crucially, the student’s preparation of the associated IRB application, will be established by the
instructor at the outset of the course, with important oversight and guidance by the instructor
over the duration of the semester. The head of the lab who receives the student will also
participate in the on-site guidance and instruction of the student. Both a written paper in the form
of a research report (as above, written in APA Journal article format, in addition to an IRB
application) as well as a public presentation of this research report will comprise the second-year
Qualifying Exam, which will occur at the end of this course.
4.3 If variable credit is proposed (e.g., 1-3 hours), explain how this will be utilized and
determined.
This is a 3 credit course.
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.
In this second of a three-part sequence of intensive guided study courses (in classroom and field
experience), Guided Studies (II): Research (PEN 802), students advance their knowledge and critical
analysis of the scientific process through active participation in and completion of a small research
project. The course will involve a field experience assignment in a PEN lab at Gallaudet. The student will
be further assigned to a subset of previously collected data from the lab on which students will be trained
to analyze. The hands-on experience will involve the writing of a final research report in APA Journal
Article format that includes articulation of the central question in Educational Neuroscience that the lab’s
study addresses (including theoretical significance, rationale, hypotheses, related predictions), the design
of the mini study using the already collected data, articulation of the methods, data analyses, and findings,
and discussion of the scientific and translational implications. This field experience will also include the
student’s writing of an IRB application, as well as a final presentation. In addition, both the written and
presentation components will also constitute the student’s Qualifying Examinations, which are scheduled
separately at the end of this course with the student’s PEN PhD Program Committee. After successful
completion of Qualifying Examination, the student may petition to advance to candidacy in this program.
6.0 Prerequisites
6.1 List the prerequisites and/or co-requisites for this course.
Prerequisites: First-year required /core course and lab rotation in the PEN PhD program, and
PEN 801. (This is a second year, second term/spring required course in sequence.)
6.2 Provide a brief rationale for prerequisites and/or co-requisites,
This course is designed for the specific training needs of students in the PhD Educational
Neuroscience in order to meet the program’s learning goals and outcomes.
Prerequisites: The first year required courses/lab rotation, as well as the second year’s first
term Guided Studies I: Clerc Center and Two-Way Translation course, will provide the
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student with the necessary foundational knowledge and preparation to make this Guided
Studies II: Research experience a most meaningful and knowledge-rich learning experience.
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.
The course fits ideally with the goals and mission of the PhD program in Educational
Neuroscience (PEN) that is being considered presently. Both this program and the
multidisciplinary field of Educational Neuroscience require knowledge in the translation of
science to education and vice versa (intended to be strengthened in Guided Studies
I/Translation), the scientific process (intended to be strengthened here in Guided Studies
II/Research), and the theoretical foundations of one’s specific area of focus (intended to be
strengthened in Guided Studies III/Theory).
Second, doctoral students need a strong research base in preparation for their own
dissertation project, post-graduation work. This course will strengthen this knowledge base.
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.
Letter grade.
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 offered only to graduate students,
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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 in this new PhD program.
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 only offered to graduate students in PhD program in Educational Neuroscience
so as to advance their educational learning outcomes in this PEN 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?
Spring 2015, PEN 802 will be offered annually to PEN graduate students only, and in their
second year of study, Spring semester. There is only one section. The course occurs in a
particular sequence in the PEN graduate student’s study, and it will therefore not be offered
simultaneously with another section. No conflicts of this type are anticipated.
10.0 Instructor
Describe necessary instructor competencies and qualifications to teach the course.
The course requires an instructor who holds a doctoral degree, and who possesses experience
and expertise in research in/or related to Educational Neuroscience, and who has expertise in
university instruction and research.
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, smallgroup or individualized instruction, practicum or field experiences, student reports or
projects, competency-based modules, or other types of instructional procedures?
There will be no online meetings. Continuous formal lectures over the entire term are not a
feature of this course. Instead, there will be core meetings with the course instructor and the
class, as well as significant field experience during week 4-13 (1-3 hours a week, @25
hours) inside a PEN laboratory at Gallaudet or at one of our Washington, D.C. Consortium
labs. The student will receive much individualized instruction in the on-site field experience
(e.g., professor who is head of the lab). Course instructor will also provide instruction and
guidance on the (i) final research report (written in journal article format) and the IRB
application, as well as the (ii) oral presentation of the final research report.
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12.0 Evaluation of Course and Course Instructor
Describe how course instruction and the course itself will be evaluated, including any longterm strategies for evaluating the course as part of the department offerings.
The course instruction and the course itself will be evaluated at the end of each course by the
students as per Gallaudet’s standard forms and procedures.
The course itself will be externally evaluated by an external review committee that is led by
senior scientists with much experience in the creation of university level PhD programs in the
neurosciences one year after the new entire PhD program has been initiated (we have a MOU
with the University of California, Davis scientists to do this led by their senior neuroscientist
and Dean, Dr. Ron Mangun).
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.
None anticipated.
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 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
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.
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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 (modified from INT 845)- See below.
Note: The three Guided Studies Courses in this PEN PhD program have the same overarching
learning outcomes that include gaining specific hands-on knowledge in topics at the core of the
PEN PhD program mission. Guided Studies 1: Translation (Clerc Center and Two-Way
Translation) provides hands-on opportunities to understand the meaningful, principled two-way
marriage that is possible between science and education and education and science. Guided
Studies II: Research provides hands-on opportunities to advance in the core research tools and
methods of Educational Neuroscience so that the student gains knowledge in how to do
meaningful science with translational impact. Guided Studies III: Theory provides hands-on
opportunities to advance in the specific core domain in which the student will become an expert
in the field of Educational Neuroscience (e.g., how young children and the visual learner learns
math, language, or reading, and the like); indeed this invaluable course will make possible the
student’s advancement in knowledge that will serve as the foundation of their doctoral proposal,
doctoral research, and doctoral written and oral defense.
An overarching learning objective for this Guided Studies: II (Research) course is for students to
engage in field experience within a PEN laboratory at Gallaudet or at one of our Washington,
D.C. Consortium laboratories. There, students will gain first-hand (hands on) experience and
learn (through direct experience) core research tools and methods of Educational Neuroscience.
Students will learn by doing, and gain knowledge in how to do meaningful science with
translational impact.
1. Students will read and annotate literature relevant to the scientific research question of
the lab/their research data analysis project.
2. Students will demonstrate an ability to formulate research questions and develop
appropriate related research design.
3. Students will develop a research plan
4. Students will successfully complete guided research at an advanced level
5. Students will complete a high quality, APA journal article format research paper and IRB
Application
6. Students will be able to link the scientific goals of the lab with its principled application
to education
See table below
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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?).
1.
2.
3.
4.
Student will write/prepare an annotated work of research literatures.
Students will identify a research plan (with question) based on their dataset
Students will analyze their dataset (as per their research plan)
Student will report on his/her experiences in conducting an original research project in
the form of a written blog/portfolio, in-class discussions with the instructor and class, and
in their final research report (APA Journal article format), and IRB application
See table below
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: Assessment by Instructor
Qualifying Exam Committee: Written Research Report/IRB and Presentation
(independent assessment by student’s PEN Program Committee; see program rubrics below)
See rubrics attached to syllabus and in chart below.
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Learning Outcomes Linked to Student Learning Opportunities
Course Name: PEN 802 Guided Studies: Research
Course student
Learning Outcomes
1. Read and annotate
literature relevant to
the scientific research
question of the
lab/their research data
analysis project.
Student Learning
Opportunities
Student will write/prepare
an annotated work of
research literatures.
Student will report on
his/her experiences in
conducting an original
2. Demonstrate an
research project in the form
ability to formulate
of a written blog/portfolio,
research questions and in-class discussions with
develop appropriate
the instructor and class, and
related research design in their final research report
(APA Journal article
format), and IRB
application
3. Develop a research
plan (and question)
based on their dataset
4. Successfully
complete guided
research at an
advanced level
(complete analysis of
their dataset)
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Student will report on
his/her experiences in
conducting an original
research project in the form
of a written blog/portfolio,
in-class discussions with
the instructor and class, and
in their final research report
(APA Journal article
format), and IRB
application
Student will report on
his/her experiences in
conducting an original
research project in the form
of a written blog/portfolio,
in-class discussions with
the instructor and class,
discussions with the on-site
PI in lab, and in their final
Assessment Method
Program Learning Outcomes
I
II
III
IV
V
VI
Rubrics will be used
to assess participation
in discussions, final
written documents
and oral presentation.
(See Appendix X)
x
x
x
x
x
x
Rubrics will be used
to assess participation
in discussions, final
written documents
and oral presentation.
(See Appendix X)
x
x
x
x
x
x
Rubrics will be used
to assess participation
in discussions, final
written documents
and oral presentation.
(See Appendix X)
x
x
x
x
x
x
Rubrics will be used
to assess participation
in discussions, final
written documents
and oral presentation.
(See Appendix X)
x
x
x
x
x
x
5. Complete a high
quality, APA journal
article format research
paper and IRB
Application
6. Students will be
able to link the
scientific goals of the
lab with its principled
application to
education
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research report (APA
Journal article format), and
IRB application, and
presentation
The final research report
(APA Journal article
format), and IRB
application, and the “oral”
presentation of this research
report; both the written
documents and the “oral”
presentation of the written
materials will constitute the
student’s Qualifying Exam
The final research report
(APA Journal article
format), and IRB
application, and the “oral”
presentation of this research
report
Rubrics will be used
to assess participation
in discussions, final
written documents
and oral presentation.
(See Appendix X)
x
x
x
x
x
x
Rubrics will be used
to assess participation
in discussions, final
written documents
and oral presentation.
(See Appendix X)
x
x
x
x
x
x