PEN 801 Guided Stuides: Clerc Center/ Pk-12 Schools and Two-Way Translation
Fall 2014, 3 credits
Course Syllabus
Instructor: TBA
Office: TBA
Phone/tty: TBA
E-mail: TBA
Office hours: TBA
Syllabus prepared by L.A. Petitto
VP: TBA
IM: TBA
Course Description: In this first of a threepart sequence of intensive guided study
courses (in class discussion and field
experience), Guided Studies (I): Translation
(PEN 801), students advance their knowledge
in making “two-way” connections between
basic research discoveries and educational
translation, with a special focus on building
students’ understanding of the priorities,
prevailing issues, translational challenges,
and translational successes that are of looming importance in education today. Students
will interact with educational personnel, parents, and deaf and hard of hearing children in
the greater Washington area (for example, the Laurent Clerc National Deaf Educational
Center administrators, teachers, children, and parents). The PEN student will gain new
knowledge spanning K-12 educational settings, understand the many processes involved
in going from translational research outcomes to and educational policy change, and gain
specific and crucial new knowledge about the education of the young deaf visual learner.
On-site oversight of the student will occur through close, mutually rewarding
collaboration with members of the school. Both a written paper on the topic of
translational research as well as a presentation of this paper to the student’s PEN Program
Committee, will comprise the student’s first-year Preliminary Exams, which will occur at
the end of this course.
Course Learning Objectives: The three Guided Studies Courses in this PEN PhD
program have similar overarching learning objectives that include gaining specific handson knowledge in topics at the core of the PEN PhD program mission. Guided Studies 1:
Translation (Clerc Center/pk-12 schools 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
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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: I (translation) course is for
students to engage in intensive field experience at the Laurent Clerc National Deaf
Educational Center. There, students will gain hands-on experience in K-12 educational
settings with young deaf visual learners while working in collaboration with an on-site
mentor. Through course readings selected by the course instructor and the student,
students will gain knowledge of translational research, its relation to educational practice
and educational policy and the challenges and successes at the heart of translational
research. Students will identify a specific domain of translational research that they are
most interested in and will read critically and analytically in that area in preparation for
their end of term written paper and oral presentation of the paper.
1) Students will learn about translational research and issues (challenges/successes), and
its relation to educational practice and educational policy, across the K-12 educational
setting, especially involving the young deaf visual learner.
2) Students will formulate new knowledge about ways to promote two-way, mutually
beneficial translational research and exchange among researchers, educators, and the
community.
3) Students will formulate new knowledge through the activity of writing a (i) final
paper, which will be a critical/analytical analysis focusing specifically on a topic of their
choice in translational research that bridges science and education, especially the
education of the young visual learner, as well as the students’ (ii) oral presentation of this
translational research paper.
Student Learning Outcomes
Ph.D. Program Student Learning Outcomes (SLOS)
See chart below
Course Requirements
Attendance: Attendance and participation in the scheduled classes are mandatory. Attendance and
pariticipation in the scheduled field experiences at the Clerc Center/pk-12 schools are mandatory.
Absences must be excused by the instructor prior to the missed scheduled responsibilities. Two
unexcused absences will result in lowering the final grade by half a letter grade for the course.
Four unexcused absences will result in lowering the final grade by a full letter grade for the
course.
Coursework: Students are responsible for completing all major requirements for the course as identified
in the syllabus, including (1) attendance, completion of the readings assigned by the instructor as
demonstrated through rich in-class participation and discussion (critical analysis, synthesis of ideas,
linking concepts), (2) weekly blog/portfolio entries on Blackboard of Clerc Center/pk-12 schools
translational activities, (3) identification of specific topic in translational research and 15 new readings
proposed by the student (plus uploading them), (4) annotated bibliography, (5) draft of final paper, (6)
final paper, and the (7) oral presentation of the paper. See Grading below.
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Required Readings: A reading list will be provided to students by the instructor at the onset of the
course and students are required to complete these readings. The instructor will provide a list of
scheduled dates for the student’s submission of their own list of 15 additional readings/topic
selection, annotated bibliography, etc. At the same time when the student hands in their list of 15
readings (mid term), the student must also upload them on the course’s Blackboard.
Grading Scale
A+
97-100
A
94-96
A90-93
B+
B
B-
87-89
84-86
80-83
C+
C
F
77-79
74-76
73 and below
Grading
Course: Instructor provides final assessment/grade.
Instructor will seek an assessment of student learning in a written evaluation prepared by the on-site Clerc
Center/pk-12 schools mentor.
Program grading rubrics attached below are used to assess all student work.
1. Attendance, Readings/Participation/Discussion
2. Weekly writing thought-theory blog/portfolio
entries
3. Assignment (identification of topic in
translational research to investigate; list of 15
new readings found by student, student uploads
all 15 articles on Blackboard)
4. Annotated Bibliography of the 15 articles
5. Draft of Research Paper
6. Final Research Paper
7. Presentation (of Final Research Paper & leads
question period)
Grading Scale
A+
97-100
A
94-96
A90-93
B+
B
B-
20 points
10 points
10 points
10 points
10 points
20 points
20 points
C+
C
F
77-79
74-76
73 and below
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.
Blackboard and Required Readings
(1) The course will be supported by the blackboard website. All readings provided by the
instructor are required and will be placed on Blackboard at the onset of the course. The 15
specific readings that each student is required both to search for and to read while investigating
their unique topic in translational research (re: their final paper/oral presentation) must be placed
on Blackboard by the student for the instructor to examine (e.g., to assess in relation to the
student’s annotated bibliography).
(2) Students will also use Blackboard to submit their portfolio entries/blogs of their weekly field
experience activites.
University Policies
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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.
Course Schedule (Schedule could change. You will be notified in class and with new
schedule posted in Blackboard)
Prior to Clerc Center/pk-12 schools field placement
• Wk 1-Wk 3 Introduction to Contemporary issues in Translational Research I, II, III
Students meet with course instructor. After discussion with student, and with the agreement of the
Clerc Center/pk-12 schools members, the placement is established and semester meeting times
(Clerc Center/pk-12 schools and course) and all due dates are provided by instructor.
Topics and Discussion Goals: Procedures/steps in Translational Reseaerch. Models of
Translational Research. Theory of Change. Theory of Action. Challenges, Successes regarding
Translational Research. School and community relations and translational research. Relationship
among science, schools, and the community: Is the “two-way” goal achievable? Relationship
among educational outcomes, educational change, and educational policy. What are the
connections among the science lab, translational research, classroom practice, educational policy
change?
Goals, Mission, Activities of the Laurent Clerc Center/pk-12 schools.
Readings: Instructor assigns list of specific readings on contemporary translational research (also
available on Blackboard)
Student Actions: Students contact and meet on-site Clerc Center/pk-12 schools mentor
Field Experience goals, objectives, scheduled meeting times are established and commenced.
During Clerc Center/pk-12 schools field placement
Note: Students will participate in a set of activities at the Clerc Center/pk-12 schools that are
mutually agreed by among the student, the on-site Clerc Center/pk-12 schools members, and the
instructor of the course.
During those weeks that the student is in field experience at the Clerc Center/pk-12 schools, it is
expected that students will be there from 1 to 3 hours per week (maximum).
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• Wk 4-Wk12 Intensive field placement activities commence at the Clerc Center/pk-12 schools
and proceed.
Student meetings with on-site Clerc Center/pk-12 schools mentor, staff, parents, children ensue.
Rotations across K-12 settings begin.
Student Actions: Students submit weekly blogs to instructor via Blackboard site (portfolio
entries). This action continues for entire duration of Clerc Center/pk-12 schools field experience.
• Wk 6 Full class meeting with students and instructor
Topics and Discussion Goals: Impact of Culture on education and translational research today.
Impact of Deaf culture on contemporary issues in translational research in Deaf Education. Core
issues in translational research are discussed that link assigned readings with real world
experiences.
Student Actions:
1) Student identifies his/her intended specific topic in translational research as it pertains to the
young deaf visual learner.
2) Student identifies 15 readings (above and beyond those provided by the instructor at the onset
of the course). Hand in to instructor today.
3) Upload all 15 readings on Blackboard
(Students’ weekly blogs/portfolio entries continue throughout term)
• Wk 9 Full class meeting with students and instructor.
Topics and Discussion Goals: Impact of the family on education and translational research today.
Core issues in translational research are discussed that link assigned readings with real world
experiences.
Handed out and discussed by instructor: Guidelines for final paper and final presentation (APA
format; goals and objectives)
Student Actions: Student hands in critical analysis Annotated Bibliography today.
(Students’ weekly blogs/portfolio entries continue)
Wk 11 Draft of Final Paper: Student’s submit draft of final paper to instructor. On-going
scheduled activities at the Clerc Center/pk-12 schools continue as usual.
Wk 12 Feedback on Draft of Final Paper: Individual meeting with Instructor - Student and
instructor have one-on-one scheduled meeting for instructor to provide specific feedback on
student’s draft of final paper. On-going scheduled activities at the Clerc Center/pk-12 schools
continue as usual.
After the Clerc Center/pk-12 schools field placement
• Wk 13 Full class meeting with students and instructor.
Topics and Discussion Goals: Instructor & student guided discussion of portfolio topics
throughout term.
Summary and Integration: Major themes in translational research today. Major themes in
translational research and the young deaf visual learner.
Student Actions: Students hand in final paper today.
• Wk 14 Full class meeting with students and instructor.
Student Actions: Students give a formal presentation of their final paper today, student leads the
question period for their presentation.
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Gallaudet University Ph.D. Program in Educational Neuroscience
Rubric for Grading for Reading Discussions and Presentations
Adapted from Department of Interpretation
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Gallaudet University Ph.D. Program in Educational Neuroscience
A Scored Rubric for Evaluating a Research Paper
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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
PEN 801 Guided Studies: Translation (Clerc Center/pk-12 schools and Two-Way
Translation)
Course student Learning Outcomes
Student Learning
Assessment
Opportunities
Method
1. Learn about translational research
and issues (challenges/successes) and
its relation to educational practice and
educational policy, across the K-12
educational setting, especially
involving the young deaf visual
learner.
2. Understand “Two-Way” knowledge
exchange between science and
education/vice-versa “Two-Way”
knowledge: Demonstrate an ability to
understand and critically evaluate
scientific knowledge that has
Translational Impact, and classroom
practices that would benefit from
evidenced-based/scientific
investigations
3. Understand the relationship (and
steps/processes) among science
discoveries, translational research,
translational research outcomes,
Readings
Interactions with Clerc
Center/pk-12 schools mentor
and members Experiences
with young deaf visual
learners across K-12.
Students’ written reports,
final paper, final presentation
Student written reports on
their experiences in
studying and observing
translational research projects
in educational settings
(through weekly
blogs/written educational
portfolio entries); discussions
about their experiences, and
research paper and final
presentation
Student written reports during
the semester on their
experiences at the Clerc
Center/pk-12 schools in
relation to their readings and
Program Learning
Outcomes
I
II
III
IV
V
VI
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Rubrics assessing:
Students’ written
reports, final paper,
and final
x
presentation
Rubrics are used to
assess participation
in discussions,
literature review,
reports, and final
paper;
Written assessment
of student learning
prepared by the
Clerc center/pk-12
schools on-site
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educational change, and educational
policy change.
critical analysis; discussions
about their experiences in
class; final paper, final
presentation
4. Complete a high quality, critical
analysis paper on a topic in
translational research of student
selection in which they formulate new
knowledge about ways to promote
two-way, mutually beneficial
translational research and exchange
among researchers, educators, and the
community.
Student written reports on
their experiences at the Clerc
Center/pk-12 schools; class
discussions; discussions with
Clerc Center/pk-12 schools
mentor, members. Quality of
literature review/annotated
bibliography, critical analysis
of translational research, final
paper, final presentation.
Mentor. Rubrics
are used to assess
participation in
discussions,
literature review,
reports, and final
paper.
Rubrics are used to
assess participation
in discussions,
literature review,
reports, and final
paper.
Learning Outcomes Linked to Student Learning Opportunities
x
x
x
x
x
x