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CGE PROPOSAL FOR NEW GRADUATE PROGRAM
CHECKLIST FOR INDIVIDUALS PREPARING PROPOSALS:
☐Prepare the CGE Proposal for New Graduate Program, a Program Record Form, and Program Signature
(Routing) Form for the new program, ensuring that all information (e.g. exact title of program, formal
description, number of credits) is recorded consistently and correctly across the documents. The
Registrar’s Office feeds information directly from the Program Record Form into the University database.
☐Prepare the syllabi, CGE Proposals for New Graduate Courses, and Course Record Forms for new
courses to be included in this program. For existing courses, only syllabi (following Spring 2008
guidelines) and Course Record Forms are required. The new program proposal must include a clear
explanation of how existing courses fit into the new program being proposed.
☐Submit the new program proposal packet (Proposal for New Graduate Program, Program Record Form,
and Program Signature [Routing] Form; syllabi, proposals, and Course Record Forms for each new
course; syllabi and Course Record Forms for each existing course) to your department chair for
signatures.
☐If your proposed new program is part of the PEP Unit, fill out the PEP-C program proposal form
(separate from the CGE proposal form and available from the PEP-C chair) and submit it to PEP-C for
review and signature on the Signature [Routing] Form. CGE review of your proposal cannot begin until
you have received PEP-C approval.
☐ Once you have obtained the requisite signatures from your department chair and (if necessary) the
PEP-C chair, submit the proposal packet to the Assistant Dean for Curriculum, Policy, and Operations,
who will track its progress through the remaining steps of the proposal review. Please note that at any step
of the review process, the proposal may be returned to you for revisions.
☐Once the proposal reaches CGE, the CGE Curriculum Subcommittee will contact you for an electronic
version of the most recent syllabi and proposal, to be posted on the CGE website. Please be sure to
always include the current date in the filenames of your proposals and syllabi (eg.
LIN510_proposal_2-12-08.doc).
DEADLINES FOR PROPOSAL SUBMISSIONS TO CGE:
The deadline for CGE receipt of proposals for new programs to be offered in the next academic year and
to appear in the course catalog for that academic year is October 12 of the current academic year, or the
next business day. Please contact the Chair of CGE if you have any questions regarding the proposal
review process. Note that advertisement of and recruitment under a new program may not begin until the
Proposal for New Graduate Program has been approved by CGE and the University Faculty Senate.
CGE NEW GRADUATE PROGRAM PROPOSAL COMPONENTS:
All numbered items below must be addressed for new graduate program proposals. If certain items are
inappropriate for your specific proposal, so state and briefly explain why. Numbers 1.0 through 4.0, and
8.0 through 9.0 identify components that are binding; that is, once the program proposal is approved,
these components can be changed only by submitting a Proposal for Graduate Program Change to
the Council on Graduate Education (CGE) Curriculum Committee.
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1.0 Department
Interdisciplinary:
Visual Language and Visual Learning (VL2) (The Administrative Home)
Education
Interpreting
Linguistics
Psychology
Hearing, Speech, and Language Sciences
As an Interdisciplinary PhD degree program, PEN reports to: Associate Provost for Research and Dean of
the Graduate School
2.0 Degree
Upon completion of the requirements for this program, the students will be conferred a PhD in
Educational Neuroscience.
3.0 Name of Program
Gallaudet University’s PhD Program in Educational Neuroscience (PEN)
4.0 Formal Program Description (appropriate for Catalog)
Provide a formal catalog description of the program, adhering to length and style characteristics of
college program descriptions.
Gallaudet’s Doctor of Philosophy Program in Educational Neuroscience pioneers a new
interdisciplinary field devoted to understanding how humans learn, especially important knowledge at
the heart of early schooling (e.g., language, reading, math/numeracy, science, social/emotional),
spanning child development to adults, with a special focus on the neuroplasticity of visually-guided
learning processes sub-serving attention, language, bilingualism, reading and literacy. Graduates are
provided with the most cutting-edge scientific knowledge, powerful critical analysis and reasoning
skills, and advanced knowledge of, and expertise in, contemporary neuroimaging and behavioral
research –and its ethical and principled application– which are vital to education and society. The
goals are for graduate students to marry leading scientific discoveries about how children learn with
important challenges in contemporary education, and to do so in principled ways through “two-way”
communication and mutual growth between science and society. An additional goal is for students to
conduct state-of-the-art neuroimaging and behavioral research that renders new knowledge that is
useable, and meaningfully translatable, for the benefit of society (spanning children, parents, teachers,
clinicians, medical practitioners, and beyond). The knowledge content of Gallaudet University’s PhD
Program in Educational Neuroscience (PEN) will be utterly contemporary, with exciting focus drawn
from prevailing questions and challenges in contemporary education and science. At the most general
level, students can expect to leave the PhD Program with knowledge of overarching issues in
language learning and bilingualism, reading and literacy, child development (cognition, number,
scientific concepts), the relationships among the science lab, translational research in education, and
outcomes (practice, policy change), and social-emotional family and cultural processes associated
with young children’s development, especially the development of young deaf visual learners.
Students can also expect to achieve specific and expert knowledge in a select domain above. In
addition, students may expect to achieve outstanding competence in contemporary brain and
behavioral research as it is applied in ethical and principled ways to prevailing problems in
education—indeed, professional knowledge and experimental mastery at the very heart of
Educational Neuroscience.
5.0 Anticipated Starting Date
Fall 2013
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6.0 Rationale for proposed program
6.1 Evidence of potential students for the proposed program.
We have received numerous requests for information about this new program, and student interest
thus far has been very enthusiastic. See sample emails from students showing interests or support in
Appendix I.
On a side note, there is an increasing interest in this field as shown through the survey of
Neuroscience graduate, postdoctoral, and undergraduate programs sent out by Stricker in 2009. The
responses were obtained from 114 of the 134 graduate training programs that were Society for
Neuroscience members. This is the result of the survey. The mean number of graduate students per
program has increased from 12 in 1986 to 38 in 2009. The mean number of PhD degrees in
neuroscience awarded annually per program was 5.0, while the mean time to degree was 5.6 years.
Only 2% of pre-doctoral trainees leave the program annually without obtaining a PhD degree. 70%
new graduates pursue further research training in postdoctoral positions.
6.2 Evidence of the employment prospects for graduates of the proposed program.
Most graduates of a doctoral program go on to careers in research or academic settings. Positions are
available in universities, neuroscience laboratories, and government and hospital research centers. A
Ph.D. degree is required in order to conduct independent research. Some specific positions held by
future graduates in educational neuroscience include: Postdoctoral fellow, research director,
educational neuroscience professor, and associate research scholar.
The survey of Neuroscience graduate, postdoctoral, and undergraduate programs was sent out by Stricker
in 2009 and the responses were obtained from 114 of the 134 graduate training programs that were
Society for Neuroscience members. This is the result of the survey:
 The mean number of graduate students per program has increased from 12 in 1986 to 38 in 2009.
 The mean number of PhD degrees in neuroscience awarded annually per program was 5.0, while
the mean time to degree was 5.6 years.
 Only 2% of pre-doctoral trainees leave the program annually without obtaining a PhD degree.
70% new graduates pursue further research training in postdoctoral positions.
There is a need and an opportunity for Gallaudet University to increase the number of diversity in this
field with Deaf/Hard of Hearing students, women, or of racial or ethic minority.
 Based on the survey findings, the US racial and ethnic minorities represent 23% of postdoctoral
trainees, and 18% of postdoctoral trainees, but only 13% of tenure-stream faculty members and
14% of non-tenure-stream faculty members. Pre-doctoral students.
 Ninety-five percent of postdoctoral trainees in the neural science have a PhD degree. Postdoctoral
trainees usually leave their position to accept a faculty position or to pursue further training. Very
few are employed outside the field or are not employed at all.
It is anticipated that graduating students will obtain employment in a whole host of scholarly and
professional venues. Most graduates of a doctoral program go on to careers in research or academic
settings but it is expected that graduates from this program can anticipate a wider range of career
possibilities, including high positions in research based governmental sectors for higher education
(e.g., U.S. Department of Education); research companies for higher education, evaluation and
translation corporations. In addition, graduates can expect to find positions in universities,
neuroscience laboratories, and government and hospital research centers. A Ph.D. degree is required
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in order to conduct independent research. Some specific positions held by future graduates in
educational neuroscience are anticipated to include, Postdoctoral fellow, research director,
educational neuroscience professor, and associate research scholar.
The 2009 survey has concluded that very, very few scientists with doctoral or postdoctoral training in
neuroscience have been unable to find employment.
Sample job openings indicating potential career paths for graduates of the Ph.D. Program in
Educational Neuroscience can be found in Appendix II.
6.3 Other evidence of need for the program.
Vision and Plan of National Science Foundation’s Science of Learning Center, Visual Language
and Visual Learning (VL2)
The proposed PhD Program in Educational Neuroscience constitutes an important part of an
overarching vision and plan of the National Science Foundation’s Science of Learning Center, Visual
Language and Visual Learning, VL2, at Gallaudet University. At the most general level, the rationale
is to catapult forward radically the education of students at Gallaudet University in the neurosciences
(spanning its advances, research, and implications for translating the discoveries of basic science to
educational practice), and to create new career paths and choices for Gallaudet’s students. The
National Science Foundation has consistently and enthusiastically promoted this specific PhD
Program in Educational Neuroscience for the past 5 years of the VL2 Center’s existence. This
program is a cooperative agreement between Gallaudet University and National Science Foundation
aimed at providing an opportunity to build Gallaudet’s reputation as a center of research on bilingual
teaching and learning.
The new discipline of Educational Neuroscience (now roughly a decade into its launch) has attracted
international and national esteem, with Educational Neuroscience departments and programs being
created around the United States, and world, with much international recognition. See, for example,
http://news.vanderbilt.edu/2012/05/educational-neuroscience/ One rationale for the present proposed
Gallaudet University PhD Program in Educational Neuroscience is that it will thrust forward
Gallaudet’s position at the forefront of educating its students in this important new discipline – indeed
to be a major player on the world stage. It puts Gallaudet University on the map and with it may bring
additional benefits such as research funding and attracting more students to Gallaudet University.
The Gallaudet University PhD Program in Educational Neuroscience propels forward both Gallaudet
University and university goals (at large) to provide its students with the most cutting-edge
knowledge, powerful critical analysis and reasoning skills, and utterly advanced knowledge of, and
expertise in, contemporary neuroimaging and behavioral research – and its principled application –
which are vital to education and society.
Gallaudet’s Long Range Strategic Plan (LRSP)
A further rationale is that the proposed doctoral program supports Gallaudet’s LRSP. The new PhD
Program in Educational Neuroscience will deeply address and advance all three strategies and
objectives of Gallaudet’s Strategic “Goal E” to promote great research and scientific advance at
Gallaudet University, including building infrastructure, enhancing funding opportunities, and
integrating research and practice. The program’s focus on research that advances basic knowledge
critical for improving the learning outcomes for deaf and hard of hearing individuals, and its inclusion
of Guided Studies experiences in collaboration with The Laurent Clerc National Deaf Education
Center, furthers the important strategic objectives under Goal E requiring the integration of research
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and practice. Additionally, the attraction of new students to our university will advance Gallaudet’s
President Hurwitz’s new initiative “Enrollment Matters.”
Collaboration
One especially strong rationale for the creation of this new PhD Program in Educational
Neuroscience is that Gallaudet has the critical strengths needed to bring together support to build a
cutting-edge PhD Program of this type, including the fact that one of the founders of the discipline of
Educational Neuroscience—indeed the individual who also named the new discipline—is now on
faculty at Gallaudet (Professor Laura-Ann Petitto). Specifically, the critical strengths needed to build
this exciting program include (i) exceedingly rich internal Gallaudet University departmental
collaborations. Indeed, the very activity of building this new PhD Program will facilitate a new
generation of collaboration across the Gallaudet campus (see list of Committee Members below); our
(ii) external participation in the Washington DC University Consortium across the Greater
Washington Area (GWA); our (iii) external University Partnership sponsors who have pledged
support through opening their labs, courses, and other resources (University of California, Davis,
University of New Mexico, Georgia Institute of Technology, and the Rochester Institute of
Technology/National Technical Institute for the Deaf; MOU appended).
Contribution
Another rationale is that this new PhD Program in Educational Neuroscience at Gallaudet University
will permit Gallaudet to make a stunningly unique contribution to the Washington D.C. Area
Consortium and the Greater Washington Area. No other university in the GWA has a PhD Program in
Educational Neuroscience. They have new PhD Programs in Cognitive Neuroscience, and new PhD
Programs in Neuroscience, but Gallaudet, alone, will be able to provide this exciting new contribution
to its neighboring academic institutions, thereby permitting us to move into a more central role in the
area and to share these resources with others.
New Venue
The new PhD Program in Educational Neuroscience will provide a new venue – and one that will
become uniquely associated with a Gallaudet University advance – for bringing together a diverse
group of deaf and hearing scholars and students in common exploration of issues at the core
intersection of deaf education, science, and public educational policy.
Making this exciting PhD Program in Educational Neuroscience available to students and others at
sites including our Gallaudet campus, the Consortium universities, and at our Partnership Universities
(e.g., through videoconferencing technology), will enrich many deaf and hearing students’ education
and knowledge, and more: It will provide inspiration for career paths. The PhD Program in
Educational Neuroscience will effectively contribute to increasing the diversity in the professional
community at large, as well as to increasing the number of deaf research scientists. Thus, through the
new PhD Program in Educational Neuroscience and its students, there is the greater potential to
impact public educational policy for young deaf children in profound ways.
There are other PhD programs on campus that are unable to accept all applicants to their programs
such as Clinical Psychology and Audiology HSLS. This program may be an attractive alternative for
those students.
6.4 Evidence of support from other University units that will or could be involved in the program.
The new PhD program in Educational Neuroscience is fundamentally an interdisciplinary program, and
will include both foundational courses created specifically for this program, advanced courses that already
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existence in Gallaudet’s existing PhD programs in, Education, Hearing, Speech, Language Sciences
(HSLS), Interpreting, Linguistics, and Psychology.
See Appendix III for letters expressing support from collaborating departments.
6.5 Evidence or support for the proposed program by outside groups and organizations, particularly
accrediting bodies, professional organizations, potential consumers, and other programs and
experts in the field.
The establishment of a PhD program in Educational Neuroscience has been consistently articulated
by the USA National Science Foundation as being one of its highest priorities.
See Appendix IV for letters indicating regional, state, and national needs and letters expressing support
for a Ph.D. Program in Educational Neuroscience at Gallaudet University from professional
organizations, potential consumers, and other programs and experts in the field. See Appendix V for
letters expressing support from members of the Scientific Advisory Board of the NSF Science of
Learning Center on Visual Language and Visual Learning (VL2).
7.0
Mission and Student Learning Outcomes
7.1 Provide the mission statement of the originating Department.
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.
7.2 Provide the student learning outcomes (SLOs) for the proposed program, demonstrating consistent
standards of academic rigor across different courses and course formats. SLOs are statements
about the specific skills and abilities students should have upon completion of the program.
Describe how the SLOs for the proposed program align with the mission statement of the
originating Department.
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.
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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.
Program Student Learning Outcomes:
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
Assessment of SLOs
(Learning Opportunities)
Evaluation of Learning
Opportunities
 Note: All Program
evaluations will use
standardized evaluation
assessment measures; See
evaluation rubrics in
Appendix X
1. Performance on class
 Assessment by instructor
projects and in field experience
for class work
activities.
 grades/GPA
2. Participation in class
 annual evaluations by PEN
discussions.
Program Committee (first
3. Performance on preliminary
2 years)
exam, qualifying exam/paper,
 Student and supervisor
comprehensive exam, and other
reports from lab rotations
program evaluations.
 PEN Comprehensive
Exam
 PEN PhD Dissertation
Defense
 Assessment by Field
Experience supervisor and
Teaching Mentor
(regarding their teaching
internship)
 Annual Self-Evaluations
1. Performance in class
 Assessment by instructor
projects, research activities, lab
for class work
rotations.
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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
2. Participation in class
discussions.
3. Performance on
preliminary, qualifying (written
in journal article format, plus
IRB application), and
comprehensive exams (written
in grant application format) and
dissertation proposal and
public defense
4. Mastery of lab research
methods and procedures,
including experimental design,
ethical applications, stimuli
preparation, conducting
successfully experimental
studies with human
participants, use of
sophisticated brain imaging
technologies, data analysis, use
of sophisticated statistical
analyses, data interpretation,
translational implications of
results for education and
society, written and oral
presentations of study (studies),
i.e. bringing a research study to
full fruition, including
submission of journal article
for publication to field’s high
tiered journal, and other public
disseminations venues
(presentations at scholarly
conferences, schools, etc.);
submission of comps in grant
application format
1. Performance on class
projects and at translational
field experience sites..
2. Participation in class
discussions
3. Performance on all PEN
program exams and
evaluations.
 grades/GPA
 Completion of laboratory
rotation experiences
 Annual evaluations by
PEN Program Committee
(first 2 years)
 Reports from Research
Supervisor and/or
Academic Advisor (in
cases where they are not
the same person).
 PEN Comprehensive
Exam
 PEN Dissertation
Proposal, their written
Dissertation, and their
Dissertation Defense
 Annual Self-Evaluations
report
1. Performance on class
projects, at research field
experience sites, during lab
rotations, and on their
dissertation research
2. Participation in class
 Assessment by instructor
for classwork
 All PEN program
evaluations
 Research
Supervisor/Advisor report
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 Assessment by instructor
for classwork
 All PEN program
evaluations
 Research
Supervisor/Advisor report
 Reports from lab rotation
supervisors.
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publication.
5. The students will master
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.
discussions.
3. Performance on all PEN
program exams and evaluations
4. Conduct independent
research leading to dissertation
and publication.
1. Performance on class
projects and in field experience
activities.
2. Participation in class
discussions and presentations
using video conferencing
technologies.
3. Performance on PEN
program evaluations
4. Write a manuscript intended
for publication; present a paper
or poster at a professional
meeting; participate in writing
a grant proposal, requesting
funds for travel or additional
research.
1. Qualifying Exam/paper
(involving design and
completion of small research
project), and through other
PEN program requirements and
their evaluation
2. Participating in VL2 student
activities (see above)
3. Dissertation Proposal
4. Dissertation Research
5. Teaching experience
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 Reports from lab rotation
supervisors.
 Assessment by instructor
for class work,
 Faculty serving as the
Advisor or Research
Supervisor of the student
and faculty on the
committees of the student
will evaluate qualifying
exam and other PEN
evaluation mechanisms
(above).
Yearly evaluation by PEN
faculty committees (see
above), class performance
and yearly self evaluations
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8.0 Admissions Requirements and Standards
Admission Procedures and Requirements:
Applicants for the Ph.D. in Educational Neuroscience must complete the application procedures and meet
the requirements for graduate study at Gallaudet University. Visit the Graduate Admission web site
(www.gallaudet.edu/gradadmissions.xml) for more information and a checklist of application
requirements.
Program Specific Requirements:
 Undergraduate or graduate study in biology, education, interpretation, linguistics, psychology,
philosophy, cognitive neuroscience or other area related to Educational Neuroscience
 3.2 Undergraduate GPA or higher, a 3.6 or higher GPA in the undergraduate major
o Transcripts of undergraduate (and graduate) program
 GRE (General Test) scores
 Two letters of recommendation supporting potential for doctoral studies
 Strong research background
 Narrative Statements – Both written English Essay and signed ASL digital “Essay”
o In addition to the essay questions required in the Gallaudet Admission Application,
please answer the question below in written English and in ASL (please be sure to answer
all parts. Length limit: English, maximum 4 pages. ASL, maximum 5 minutes)





Explain your background research experiences, your future professional goals, and why you
believe advanced graduate study specifically in the new discipline of Educational
Neuroscience is the ideal course for you to achieve your goals.
Bilingual language knowledge - in both ASL and English
o ASL: 3 or higher on the ASLPI preferred and 3+ required prior to graduation
 Visit this website to schedule an appointment:
http://www.gallaudet.edu/aslpi.xml)
o English: as indicated by the Written English Competence in GRE.
Resume detailing academic, professional, and research experience is required.
An example of a completed written project (e.g., research report, course paper)
An undergraduate course in basic statistics.
An interview with faculty from the PEN program.
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9.0 Graduation Requirements and Standards
9.1 List all requirements for graduation from the proposed program (e.g. completion of thesis or
dissertation, completion of residency requirements, performance on comprehensive exams,
minimum ASL-PI or PRAXIS scores, certification, licensure, etc.).
To achieve successfully an Educational Neuroscience doctoral degree students must satisfactorily
complete the basic requirements of the program:
 56 credit hours of core, core elective, and open core elective courses (including 9 credit hours of
statistics)
 12 credit hours of elective courses
 8 credit hours of two month-long intensive summer laboratory research rotations at Partnership
Universities labs (MOUs appended)
 Required completion of a doctoral teaching internship and (optional) teach one Gallaudet course
as an adjunct professor.
 Preliminary Exams (Written/Oral, by end of year 1; “Screening Exam” see below)
 Qualifying Exams (Written/Oral, by end of year 2; written in Journal Article format, with IRB
application)
 Petition to advance to candidacy
 Comprehensive Exams (Written in Grant Proposal format; by December 15th of the third year)
 Dissertation Proposal Defense (end of spring or summer of year 3)
 Dissertation Defense (estimated at end of spring or summer of year 4; additional time petitioned
for as necessary; program funding ceases at end of year 4).
 Yearly self-progress reports, as well as PEN program evaluations, are conducted that become
increasingly oriented toward the dissertation.
(T=76 total credit hour, excluding dissertation research credits, which could be up to 6 additional
credits)
9.2 Provide information and rationale regarding comprehensive examinations and/or program-required
assessment measures.
Rationale for Exams and Sequence
1) Preliminary Exams (written and oral). Occurring near the end of the second semester of full-time
study in the student’s first year of graduate, students will take the written and oral components of
the Preliminary Exams, which constitutes the PEN program’s Screening Examination. After
completing two semesters of coursework, this screening examination is designed as a mechanism
to assess the student’s capability to go on to continuing their PhD. Passage of this Screening
Examination, in turn, implies that the student is believed to be capable of finishing his or her
degree and the PEN program is committed to helping them achieve this outcome.
2) Qualifying Exams (written and oral). Occurring near the end of the second semester of full-time study
in the student’s second year of graduate study, students will take their Qualifying Exams. By this
time the student has completed his/her a first year of foundational training in Educational
Neuroscience (4 courses), Neuroethics, and 3 Statistics courses (including advanced Statistics), 3
Electives, plus an intensive summer lab experience. The student has also focused intensively on
translation (second year’s first semester), and has completed a research project, a final research
report (written in journal article format), and an IRB (second year’s second semester). At this
second major culminating juncture in the graduate student’s PhD education, the Qualifying Exam
will assess the student’s research and translation strengths, and their increasing capacity to think
critically, analytically, and independently in the discipline as they advance in the program and
becoming increasing more independent in their thinking and scholarly activities. In addition, and,
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crucially, the Qualifying Exam will lay bare the student’s capability to advance to the next stage
of graduate study whereupon he/she must identify, select, and commit to a core knowledge
domain in the discipline of Educational Neuroscience, and core set of questions, which ultimately
will form the basis of their PhD dissertation question and research. The Qualifying Exam will
identify the student’s readiness to Petition to Candidacy, which, in turn will be followed by the
program’s “next step:” the Comprehensive Exams.
3) Petition to Candidacy: Students may petition for candidacy, which is reviewed by the student’s PEN
program advisor, other Committee member, and the Dean. Advancement to candidacy, in turn,
implies that the student is believed to be capable of finishing his or her degree and the PEN
program is committed to helping them achieve this outcome.
4) Comprehensive Exams (written and oral). Occurring at the beginning of the student’s third year of
graduate study, students will begin intensive preparation for their written and oral Comprehensive
Exam (PEN 803), which will occur mid-way in their third year (December 1/written and
December 15/oral presentation). As above, in preparing for the Comprehensive Exam students
engage in the important task of identifying, selecting, and committing to a core knowledge
domain in the discipline of Educational Neuroscience, and to a core set of questions, which
ultimately will form the basis of his/her PhD dissertation literature review, question, and research
project. Thus, the Comprehensive Exam will both identify and promote the student’s readiness to
embark on the “next step:” the Dissertation Proposal and Defense.
Evaluation of Exams
Both the written and “oral” components of the above exams will be evaluated in a standardized manner
using the evaluation rubric adapted by the Department of Interpreting (as developed from Linda
Suskie’s 2004:130-131, Assessing Student Learning: A common Sense Guide. See attached
Appendix X, A.1: A descriptive Rubric for Evaluating a Presentation on a Research
Paper/Findings from Research Sources; and Appendix X, A.2: A Scored Rubric for Evaluating A
Research Paper). The written and oral Preliminary Exams (first year) will be evaluated by the
student’s 2 member PEN Program Committee (assigned in the first year upon entering the PhD
program; more below in Committees). The written and oral Qualifying Exams (second year) will
be evaluated by the student’s 2 member PEN Program Committee, plus a third member who is
the professor in their course in which the student will be guided towards completion of these
exams. The written and oral Comprehensive Exams (third year) will be evaluated by a 3 member
committee selected by the student with the PEN Program’s approval, plus a fourth member who
is the professor in their course in which the student will be guided towards completion of these
exams. For more information on student Committees please see below.
Evaluation Within Courses
Written, discussion and “oral” presentation components of courses will be evaluated in a standardized
manner using the evaluation rubric adapted by the Department of Interpreting (as developed from Linda
Suskie’s 2004:130-131, Assessing Student Learning: A common Sense Guide. See attached Appendix X,
B: A scored Rubric for Evaluating A Data-based Research Paper; and Appendix X, C: Rubric for
grading reading discussions and presentations).
Committees to Advance Student Scholarship
(1) Years 1 & 2 PEN Program Committee. Upon entering the PEN program, students are assigned a
“PEN Program Committee” comprised of two faculty members: 1 who is within the PEN
faculty/departments and who will serve as the assigned “primary advisor,” plus 1 (drawn from the
PEN faculty at Gallaudet). This PEN Program Committee advises, guides, and evaluates the student’s
progress during their first two years (inclusive of their Written/Oral Preliminary Exams, Written/Oral
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Qualifying Exams, and the two summer Laboratory Rotations (plus its 2 Final Reports and 2 Public
Fall Presentations), Petition to Candidacy (plus the Dean).
(2) Year 3 (Fall) Comprehensive Exam Committee. By the start of the student’s 3rd year (by September
1st, Fall semester), students select the constellation of their “PEN Comprehensive Exam Committee,”
comprised of three members: 1 selected/chosen by the student to be his/her “primary advisor” from
the PEN faculty, plus 2 (drawn from the PEN faculty at Gallaudet). Students work closely with this
committee regarding their Written/Oral Comprehensive Exams, and, are highly encouraged, and
highly likely, to keep this same committee as the core basis of their “PhD Dissertation Committee”
(more in 3 below).
(3) Year 3 (Spring) PhD Dissertation Committee. By the end of Spring, students select the final
constellation of their “PhD Dissertation Committee.” As above, it is highly encouraged and likely that
the first three members will be the same as those individuals who already served on the student’s
“PEN Comprehensive Exam Committee” (that is, 1 primary advisor/PEN faculty, plus 2 PEN
faculty). If this is not possible, the student may select other core members at this time. In addition,
the student now selects two more members: 1 “external” member from Gallaudet University but
outside of PEN faculty (“external” but at Gallaudet), and 1 “external” member in the greater scientific
community (“external” but not at Gallaudet; most likely, the Washington DC consortium, VL2’s 4
partnership universities and/or VL2’s other supporting labs, and/or the greater scientific/educational
communities).
Note that students will always need to obtain official PEN Program consent in all matters concerning the
selection of committee members.
Student Graduate Advisor
As above, each admitted student will be paired with (assigned) one PEN program faculty member,
with the faculty member’s consent and agreement, drawing initially from the student’s interests as
expressed during the application and interview process. In general, each admitted student will be
paired with a different and unique faculty member from the other admitted students, with the goal of
ensuring the most personal early advising experience for the student, and to promote broad
representation of faculty advising in the PEN program. As above, during the first two years of the
PhD program, each new student’s PEN Program Committee will help the student refine their
scholarly interests and, ultimately, to identify a faculty member with whom the student would like to
conduct their dissertation research. At the close of Year 2 (after the student’s second and final
summer lab rotation), the student will formally join this faculty member’s lab. At this time, the
faculty member will, in effect, serve as the student’s Primary Advisor and Research Supervisor,
whom, this time, students have selected themselves. It is highly anticipated that this PEN faculty
Primary Advisor will assume sponsorship of the student in the form of, for example, subsidizing
research costs and/or providing additional research funds for the student.
9.3 Provide information and rationale regarding thesis, dissertation, and/or non-thesis requirements
(e.g., capstone projects) for the proposed program.
Dissertation Proposal and Defense of the Proposal (written and oral). In the middle of the student’s third
year of graduate study, students will begin intensive preparation of their Dissertation Proposal
(PEN 898), which begins in early winter, culminating in the defense of this Dissertation Proposal
by the end of 3rd year Spring semester. Having amassed the relevant literature in a core domain of
Educational Neuroscience through the Comprehensive Exam activity above, the student is now
ready to hone in on a dissertation question and to design the dissertation research project
(including hypotheses, predictions, methods, analyses, and expected results and translational
impact), which will form the basis of their “next step:” the Dissertation Research and, ultimately,
the final writing of their Dissertation and its defense. (Note that during this 3rd year, the student
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has established a “Primary Advisor” and is already well established in a laboratory; more in
“Committees to Advance Student Scholarship.)
Dissertation Research and Defense of the Dissertation (written and oral). Occurring at the beginning of
the student’s 4th year of graduate study, now well into the life of his/her home lab and being
supervised by his/her Primary Advisor, the student will advance their Dissertation Research
(PEN900), if they haven’t already begun (for example, from the end of Spring of their 3rd year
and even before). It is anticipated that students will complete their dissertation research and the
writing of their Dissertation by the end of Spring or late Summer of their 4th year. At this time, it
is expected that the students will have successfully passed through the processes associated with
writing one’s dissertation (i.e., the completion of the writing/feedback process involving the
Primary Advisor and Committee members; filling out and submission of the relevant papers for
the Dissertation Defense) and that the student will have scheduled and successfully completed the
defense of his/her dissertation, that is, the “Dissertation Defense” (again, this is expected to occur
at the end of Spring or late Summer of their 4th year). Should revisions be required, it is expected
that they must be completed and deposited by 1 month following the date of the Dissertation
Defense.
9.4 Provide information and rationale regarding residency requirements.
Residency is required in order to facilitate completion of course requirements and mentorship goals.
This requirement may be reduced at the discretion of the faculty on a case-by-case basis, for example,
when courses are available off-site and/or once coursework is completed. The students are strongly
discouraged from moving out of the local area until their dissertation proposal has been approved. The
rationale for this is the students need to meet frequently with faculty members on campus and to
participate with students and faculty in seminars, lab meetings, mentorships, and engagement with
VL2 student organizations and activities. The students need to be present in order to represent their
departments (psychology, education, interpreting, linguistics, or hearing, speech, language sciences
(HSLS), and VL2) and to contribute more in the program (in courses, meetings, and seminars.)
9.5 List all other requirements for graduation from the proposed program.
Unique Program Design Feature: Increasing Independence, Increasing Leadership, Pioneering
Contributions to Society and Science
As can be seen in the design of the content of the program as well the assessment of the students, this
PhD program in Educational Neuroscience is designed as to promote the student’s increasing growth
towards more and more independence in critical analysis and independent scholarship. What is not
readily apparent from this progression of content and assessments is the fact that the student will be
trained and propelled forward in all aspects of being a scholar, including pioneering leadership
training for science, education, and society in his or her chosen field. The mechanism by which these
unique training opportunities will be made available to the PhD student in Educational Neuroscience
will be through their specific involvement and roles in the NSF/Gallaudet University’s VL2 student
leadership mentoring program (led by Dr. Peter Hauser; see below “Pioneering Leadership Training,
Pioneering Contributions to Society and Science”).
Pioneering Leadership Training, Pioneering Contributions to Society and Science
In addition to the above requirements, PEN PhD students are expected to participate in the leadership
training and Educational Neuroscience activities that are part of the student training innovations
advanced by the NSF Science of Learning Center Visual Language and Visual Learning, VL2 at
Gallaudet University.
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





Achieve Responsible Conduct of Research (Ethics) and Human Subjects Certification
Attend and present at the annual VL2 Student Orientation (early fall) and the VL2 Student
Retreat (mid fall) each year (poster, workshop/seminar, and written article to the VL2 Newsletter
and lab web blogs)
Serve on either the VL2 Student Review Committee or the Student Leadership Team at least once
(one full academic year term)
Participate regularly and lead presentations in the student-led VL2 Open Lab Meeting
Regularly attend VL2-sponsored events hosted at Gallaudet University
Participate in VL2 student peer mentoring (undergraduates and graduate students)
10.0 Program Curriculum
10.1 List the course sequence for the proposed program, organized by semester, and explain the
rationale behind this particular sequence. Your rationale should clearly demonstrate how the
program coursework provides a coherent learning experience for the student, promoting synthesis
of learning. If the proposed program offers various options (eg. different area concentrations or
accelerated options), specify the course sequence for each option and demonstrate how
educational expectations, rigor and student learning will be maintained across options.
Note: in the following matrix, PEN courses are new courses; other courses are identified by their
standard departmental prefixes. The third advanced statistics will be taken through the consortium.
The core curriculum involves several course sequences, such that each course has, as a prerequisite,
the earlier course in the sequence. The PEN Course and Milestones matrix is also shown in Appendix
VI. The syllabi for courses other than PEN courses that are offered as core or core elective courses are
shown in appendix VII.
Sequence 1: Foundations of Educational Neuroscience I & II
Sequence 2: Statistics I & II (plus an advanced topics statistics class taken through the Consortium)
Sequence 3: Educational Proseminar (one course number taken twice in the same academic year)
Sequence 4: Guided Studies (three separate individually tailored courses covering theory, research,
and practice).
Sequence 5: Lab Rotation I & II
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Electives
The students are expected to take at least 2 open core elective and 4 general elective classes, in addition
to the required core electives that needs to be taken to fulfill core requirements, with approval of
instructor and advisor/committee. Of two open core and four general electives, one of them must be a
course in the Education department (either at Gallaudet or at a Consortium University). General electives
may be taken at Gallaudet or through the Washington Area Consortium.
Gallaudet University Open Core Elective Courses
EDU 701 Deaf Learners and Education in Bilingual Communities
EDU 860 Education Policy and Politics
INT 830 Interpreting Studies: Cognitive & Psychological Dimensions (Fall)
LIN 510 Language Acquisition (prerequisite for LIN 811)
PSY 752 Cognitive Psychology
Gallaudet University General Elective Courses
EDU 885 Critical Studies: Language, Culture & Literacy (prerequisite EDU 820)
EDU 886 Theory and Research: Reading and Writing Instruction for Deaf Students
HSL 894 Seminar in Higher Education Publishing, Grant Writing, and Presentation Skills
INT 810 Interpreting Studies: Linguistics and Translation
INT 820 Interpreting Studies: Socio-cultural Dimensions
LIN 543 Bilingualism
LIN 721 Cognitive Linguistics I
LIN 811 First Language Acquisition
PSY 723 Psychology of Deafness
PSY 815 Psycholinguistics (Bi-annually- Spring)
The students are open to take general elective courses at other members of Consortium Universities by
the consent of the instructor. Other elective courses students wish to take (which are not listed below)
must also be approved by advisor/committee and the consent of the instructor.
Consortium Universities
American University
PSYC-501 Physiological Psychology
PSYC-575 Advanced Memory and Cognition
PSYC-618 Principles of Neuropsychological Assessment
PSYC-530 Conditioning and Learning
PSYC-518 Advanced Human Neuropsychology
PSYC-501 Physiological Psychology
Georgetown University
NSCI-525 Functional Neuroimaging and Cognition
NSCI-523 Brain and Language
NSCI-521 Functional MRI: Theory and Practice
NSCI-504 Systems & Cognitive Neuroscience / In depth
NSCI-502 Cellular & Molecular Neuroscience
BIOL-370 Neurodisorders
Multivariate Statistics
George Washington University
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PSY 8203 Experimental Foundations of Psychology: Learning, Memory, and Cognition
PSY 8204 Experimental Foundations of Psychology: Biological Basis of Behavior
EDUC 6371 Education Policy
Advanced Statistical Modeling
University of Maryland
NACS 641 Fundamentals in Neuroscience
NACS 642 Fundamentals in Cognitive Neuroscience
NACS 643 Fundamentals in Computational Neuroscience
NACS 644 Fundamentals in Cellular and Molecular Neuroscience
NACS 645 Fundamentals in Cognitive Science
EDPL 622 Education Policy, Values, and Social Change
EDPL 623 Education Policy and Theories of Change
EDPL 624 Culture in Education Policy and Practice
EDPL 744 Organizational Theory in Research and Practice
Online Courses
University of New Mexico
INFO 506.001 Metadata
LLSS 593.011 Reading & Writing in Diverse Communities
LLSS 593.012 Reading, Writing & Digital Text
LLSS 560.003 Language & Education in Southwestern Native American Communities
PSY 650.042 Primate Behavior
SHS 539.002 Reading & Language Disorders
A minimum of 70 total hours of graduate credit (exclusive of dissertation-only credit in the final year) is
required for the Educational Neuroscience Ph.D. degree. Students must complete the 2 off campus
research lab rotations within the first two years of the program. Specifically, during the summertime,
students will complete their laboratory rotation in one of the four research labs at four partner institutions
or at an off-site VL2-affiliated laboratory. For their on campus laboratory experience (PEN 802),
students may join one of several laboratories on the Gallaudet University campus, for example, Dr.
Laura Ann Petitto’s Brain and Language Laboratory, BL2. Students must successfully complete the oral
and written Qualifying Exam and then must petition to advance to candidacy for admission into doctoral
study at the end of the second year for the Ph.D. degree in Educational Neuroscience. They are expected
to complete their dissertation proposal defense at the end of third year. They are required to complete
their dissertation research and defense prior to completion of this program (anticipated to be end of
Spring or Summer, Year 4). The expected average time to completion in this program is within 4 years
and no longer than 6 years. See above for a most complete breakdown of the “Rationale for Exams and
Sequence.”
See Appendix VIII for drafts of Memoranda of Understanding formalizing the commitments among
Gallaudet University and VL2’s four partner institutions, and Appendix IX for letters expressing support
from PIs of research labs (other than the formal partners) and offering additional placements for our
students’ summer lab rotations.
Year 1
Fall
• Take 3 core courses (inclusive of Foundations of Educational Neuroscience I, Neuroethics, Statistics
I)
• Take the first part of PEN 701 Educational Neuroscience Proseminar
• (PEN Program Committee assigned at beginning of term)
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Spring
• Take 2 core courses (Inclusive of Foundations of Educational Neuroscience II, Statistics II),
• Take the second part of PEN 701 Educational Neuroscience Proseminar
• Take first open core elective
• Complete Preliminary Exam at end of spring semester
• Hand in Yearly Self-progress report due by end of spring semester
Summer
• Participate in 1st summer Lab Rotation at one of the Partnership Universities
• Write and present Lab Report, due at end of Lab Rotation (fall)
Year 2
Fall
• Take 2 core elective courses (core electives are core requirements within which there is some choice
as to the specific course selection)
• Take the first (of three) Guided Studies course, PEN 801 Guided Studies I: Clerc Center/Pk-12
Schools and Two-Way Translation
Spring
• Take 1 core elective course (advanced statistics) at Gallaudet University or consortium university
• Take the second Guided Studies course, PEN 802 Guided Studies II: Research – inclusive of a final
research report in Journal Article format and an IRB application)
• Take second open core elective
• Complete Oral and Written Qualifying Exams at end of spring semester (following from Guided
Studies II course in Journal Article format/IRB)
• Petition to advance to candidacy
• Hand in Yearly Self-progress report due by end of spring semester
Summer
• Participate in 2nd summer Lab Rotation at one of the Partnership Universities
• Write and present Lab Report Due at end of Lab Rotation (fall)
• Select members for Comprehensive Exam Committee by Sept 1.
Year 3
Fall
• Take the third Guided Studies course, PEN 803 Guided Studies III: Theory
• Take first general elective
• Take Seminar in University Instruction and Supervision (HSL893)
• Take Comprehensive Exam by end of fall semester (written in Grant Proposal format)
Spring
• Take 3-credit Dissertation Proposal course (develop and write proposal)
• Take second general elective
• Take Internship course in Doctoral teaching
• Successfully defend Dissertation Proposal at end of spring semester
• Hand in Yearly Self-progress report due by end of spring semester
Summer
 Advance towards dissertation research and all procedures and protocols (e.g., IRB)
 Take Dissertation Proposal course (if the student did not defend the proposal by spring semester)
Year 4
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Fall
 Register for Dissertation Research Credits
• Take third general elective
• Conduct dissertation research; advance to data analyses; progress to writing dissertation chapters
Spring
• Progress in writing dissertation to completion
• Achieve committee approval that dissertation is ready for defense, submit forms to Dean, establish
defense date
• Successfully defend dissertation in Dissertation Defense by end of spring semester of the fourth year
or early spring (preferred)
• Take fourth general elective
• Apply for Fifth Year extension (if needed)
• Yearly Self-progress report due by end of spring semester
10.3 Specify the features of the proposed program that qualify it as a graduate program, distinct from
an undergraduate program. These features may include assessment tools unique to graduate level
programs (eg. dissertation, comprehensive exams, etc.) and/or expectations of students beyond
those typically applied to undergraduate students (eg. independent research, advanced critical
thinking skills, advanced training, etc.).
The proposed program is an advanced degree that will prepare students to conduct independent research
using the most recent neuroimaging and behavioral technologies and advanced statistical analyses. It is
also designed to prepare the next generation of University faculty with highly unique perspectives on the
importance of interdisciplinary approaches to complex societal problems. Unlike an undergraduate
degree, which provides broad general knowledge in a wide array of academic disciplines, the PEN
program is highly specific in its aims, and seeks to prepare students to become scholars and experts in
their fields. The program requires intense study, coupled with rigorous yearly evaluations (for example,
preliminary exams, qualification exams, comprehensive exams, other papers and exams in courses, lab
and translational experience portfolios, and a culminating dissertation). The program also requires
teaching experience and an innovative Guided Studies experience in collaboration with the Clerc
National Deaf Education Center to ensure that the student understands and can articulate the benefits of
two-way communication and translation between researchers and educators to advance both the creation
of knowledge and the improvement of education.
10.4 Describe how the proposed program will promote the use of a variety of information and
technology resources, and ensure that faculty and students achieve the competency skills
required to benefit from these resources.


All students will gain knowledge and understanding of contemporary neuroimaging technologies
(what questions they can and cannot answer, the neurophysiological principles upon which they
work, why each specific technology is used and what questions it can and cannot answer, etc.).
Depending on their specialty (domain in Educational Neuroscience) and research question,
students may receive specific advanced training in a neuroimaging technology that best answers
their individual research question.
Students will receive advanced training in statistics. The program includes three courses in
statistics, with the final course providing very advanced statistical analyses applicable to modern
neuroimaging technologies. In addition, students will receive much experience in the specific
application of statistics (as well as additional training) within the labs in which they will train.
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


As an Interdisciplinary PhD program, each student will have an opportunity to experience and
use the technologies associated with advanced research methods within the five collaborating
departments (Education, Interpreting, Linguistics, Psychology, Hearing Speech, Language
Sciences (HSLS), and across the science of learning labs in VL2).
Each student will complete 2-summer research rotations at labs across the country where they
will develop familiarity with laboratory procedures and technologies utilized by leading US
research labs, from different disciplines.
Each student will participate in open lab meetings that engage faculty and other students from
other labs throughout the VL2 network of partners, via Fuze and other distance
videoconferencing technologies.
10.5 Provide appropriate assurances of cooperation (letters of support) with other departments
providing course work in the proposed curriculum.
The Educational Neuroscience PhD program at Gallaudet will be truly interdisciplinary, as it will
include meaningful and fruitful collaborations with the Department of Hearing, Speech, and
Language Sciences, Department of Education, Department of Interpreting, Department of
Linguistics, Department of Psychology, as well as the NSF Science of Learning Center Visual
Language and Visual Learning, VL2, at Gallaudet University. It will use their existing courses and
facilities, as well as create new foundational courses at the forefront of the discipline of Educational
Neuroscience.
See Appendix III for letters expressing support from collaborating departments at Gallaudet
University.
10.6 Provide appropriate assurances of cooperation (letters of support) with consortium units
providing course work in the proposed curriculum.
See Appendix VIII and IX for draft memoranda of understanding and letters expressing support for
the program from universities, including those that will offer coursework and laboratory
experiences to the educational neuroscience doctoral students.
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11.0 Fieldwork.
If the proposed degree program requires out-of-classroom experiences (e.g., fieldwork, internship,
externship, practica, etc.), include assurances of cooperation from appropriate fieldwork sites and/or
information on how sites will be identified and secured.
The students are expected to complete two intensive summer laboratory research rotations (courses),
each at two different partnership universities, per summer. That is, one lab rotation course at the end
of the first year of the PhD program for 4 credits (PEN 700), and one lab rotation course at the end
of the second year of the program for 4 credits (PEN 710). This research lab rotation is established
through formal agreement among the student, the student’s PEN Program Committee (more below),
and one of the PIs at either our host partnership universities (MOUs attached, Appendix VIII) or our
affiliated laboratories (Appendix IX). During each summer lab rotation course, students spend one
intensive month in the host lab whereupon they will become familiar with the set of research
questions guiding the laboratory, 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, study how the lab’s current work adds to the
previous findings of the lab, and how the lab’s discoveries may benefit contemporary society and
education. 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, we will grant four graduate
level credits for successfully completing the course. Additionally, students will write a
directed/focused paper following each of their two lab rotations (one at the end of each lab rotation),
and they will also give a public presentation of their final paper in the Fall (again, one at the end of
each lab rotation). The students are expected to work at least 30 hours in preparation for the
Laboratory Rotation which involves written objectives and expectations, reading the assigned
articles, completing RCR training and obtaining certification through CITI online program. They are
also expected to work at least 30 hours after the laboratory rotation on their paper and presentation.
Through the course, PEN 801: Guided Studies I: Clerc Center/Pk-12 Schools and Two-Way
Translation, the students will participate in a traditional course structure and non-classroom
laboratory learning, or, “field experience” at the The Laurent Clerc National Deaf Education Center.
The details of the field experience and specific Clerc placements will be established in full
consultation with the Clerc Center or other pk-12 schools and the instructor at the beginning of the
course, with oversight and guidance by the instructor over the duration of the semester. As above,
this course entails field experience that will require students to spend some time “on-site” at the
Clerc Center or other pk-12 schools. This will entail several learning opportunities, e.g., interacting
with an on-site mentor, interviewing Clerc Center or pk-12 schools administrators and personnel,
observing directly teachers and children spanning different grade levels, and reading extensively the
literature on central issues in translational research at the heart of contemporary education, and
especially the education of deaf children today. See Appendix IV for letter of support from the
Laurent Clerc National Deaf Education Center Vice President Ed Bosso.
Following from the structure described above, the PEN 802 Guided Studies II: Research, and PEN
803 Guided Studies III: Theory, each involve field experiences. This is because 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/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
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the student will become an expert in the field of Educational Neuroscience. At the same time, these
last two of the Guided Studies courses (802 and 803) involve field experiences here at Gallaudet (or
possibly in the D.C. Consortium regarding PEN 802). Finally, PEN 831 Doctoral Teaching
Internship involves field experience whereupon students receive mentorship and training in teaching.
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12.0 Resources
Provide evidence that necessary resources are available to support the proposed program, including
letters of support where appropriate.
12.1 Financial resources









The Gallaudet New Program Review Committee within the Office of Academic Quality has
approved the program.
Letters of agreement are attached from each of the four Academic Departments with various
contributions to the program as stated in the letters (see Appendix III), as well as each of the
Partner Institutions (Appendix VIII and IX) that are contributing significantly to the laboratory
rotations and student training opportunities for the Program.
The current NSF research grant to the Visual Language and Visual Learning Science of
Learning Center at Gallaudet will help defray some costs in the first two years of the program.
Members of the PEN program will be encouraged to seek additional grants to support students
and faculty research efforts.
This new program, PhD in Educational Neuroscience will attract more students to Gallaudet
University and it may offset the costs of the program.
All tuition for the program will be paid for through the Graduate School (Retention Fund), and
through funds already committed by Gallaudet to VL2.
Some of the faculty designated to teach in this program are tenured faculty who are currently not
teaching because there are no courses appropriate for them to teach. Their salaries have been
supported by NSF funds, which have been returned to GU and the Dean.
This decision will be made by administrators on whether the person designated to be hired as a
new faculty person will replace someone who retires.
Funding could potentially come from a STEM training grant, once the program is up and
running.
It is highly unlikely we would request additional federal funds to support this program.
12.2 Personnel qualifications and resources. Justify the need for faculty, field supervisors, or staff for
secretarial and support services. What is the FTE formula for faculty assignments? Explain how the
demand for resources may impact other programs and/or departments.
These tables are from our stage two proposal of the New Program Review:
Faculty engagement and qualifications.
Faculty
Name
Rank
Thomas
Allen
Professor,
Department of
Education
High
est
Degr
ee
PhD
Degrees
Earned
Academic
Discipline(s)
Current
Workload
Anticipated
FTE in New
Program
PhD.,
AB
Education,
Educational
Psychology,
Statistics,
Measurement
FT VL2
Administrativ
e and
Research
Assignment,
teaching one
course per
year (EDF 802
Will assume
Interim
Directorship in
first year, and
continue
teaching
Statistics II
(EDF802).
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Laura Ann
Petitto
Professor,
Department of
Psychology
PhD
New PEN
Faculty
member
Assistant/
Assoc
Professor,
Department
TBD
PhD
Melissa
Herzig
VL2 Education
and Research
Translation
Manager
PhD
MA,
MA, BS
Psychology,
Cognitive &
Developmental
Neuroscience;
Behavioral &
Neuroimaging
experimentation
and methods;
Language,
Bilingualism,
and Reading;
Neural
representation &
processing of
American Sign
Language; Child
Language
Acquisition;
Psycholinguistic
studies of signed
and spoken
languages
TBD
MA, BA Professional
Staff responsible
for working as a
liaison between
researchers and
schools within
VL2 to ensure
effective twoway
25
Statistics II Core)
FT VL2 and
BL2
Administratio
n and
Research, CoPI and Science
Director.
37% effort in
new program
Science
oversight for
VL2, and,
separately, for
BL2. Provides
fNIRS brain
imaging lab
training.
Assumes a
teaching
responsibility
for the PhD
program in
Educational
Neuroscience
in 2014-2015.
20% Effort in
New Program
---
Will teach a
section of PSY
711 (Statistics),
PEN 703 and
PEN704
(Foundations
Sequence); and
an elective
course in area
of expertise.
Also will
assume role of
Program
Director in Fall
2014.
100% in New
Program
Will teach PEN
801: Guided
Studies I: Clerc
Center/PK-12
Schools and
Two-Way
Translation.
20% effort in
new program.
Full time in
this capacity
Draft for CGE new program proposals – 3/14/16
translational
activities
Psychology,
Educational
Psychology
Diane Clark
Professor,
Department of
Education
PhD
James
Giordano
Adjunct
Professor
(proposed)
PhD
Regina
Nuzzo
Associate
Professor,
Mathematics
and Computer
Science
PhD
Brenda
Nicodemus
Assistant
PhD
Professor and
Director for
Interpretation
and Translation
Research
Center
PhD,
MA, BS
Educational
Linguistics,
Linguistics,
Speech
Pathology, and
Interpretation
Deborah
Chen
Pichler
Associate
Professor,
Department of
Lingustics
PhD,
MA,
BA, BS
General
Biology, French
Language and
Culture, and
Linguistics
PhD
Neuroscience,
Neuroethics
PhD, BS Statistics,
Industrial
Engineering,
Math, and
Science
Communication
26
2 courses per
semester plus
Oversees the
Educational
Neuroscience
Proseminar
Will continue
to run the
Educational
Neuroscience
Proseminar in
2013 AY. Will
assist in the
coordination of
student affairs
and serve as
liaison with the
VL2 SFA 5
Initiatives
(Hauser).
18% effort in
New program
Will teach
PEN705 (core),
New Directions
in NeuroEthics.
Teach a section
of PSY 711
(core). She
already teaches
this course.
Will not add to
her FTE.
Teach INT830
- Interpreting
Studies:
Cognitive and
Psychological
Dimensions
(core-elective).
She currently
teaches this.
Will not add to
FTE.
Teach LIN 510
Intro to First
and Second
Language
Acquisition
(core elective).
She already
teaches this;
will not add to
FTE.
Draft for CGE new program proposals – 3/14/16
Cynthia
King (or
TBN after
Dr. King’s
retirement)
Professor,
Department of
Education
PhD
Statistics,
Research
Design,
Computer
Applications to
Statistical
Analyses
Donna
Morere
Professor,
Department of
Psychology
PhD
Cynthia
Neese
Bailes
Professor,
Department of
Education
PhD
PhD,
MAT,
BA
Psychology,
Research
methods in
Psychology.
Neuropsychological
Assessment
English; Deaf
Education;
Curriculum and
Instruction
Marlon
Kuntze
Associate
Professor and
PhD Program
Director in
Department of
Education
PhD
PhD,
MS, BA
English;
Teaching Deaf
Students;
Language,
Literacy, and
Culture
Gaurav
Mathur
Associate
Professor,
Department of
Linguistics
PhD
PhD,
AB
Linguistics
Lawrence
H. Pick
Associate
Professor,
Department of
Psychology
PhD
PhD,
BA
Neuroscience,
Neuropsycology
, and
Psychology
Paul Dudis
Associate
Professor,
PhD
PhD,
MA at
History and
Linguistics
27
EDU 810
Advanced
Research
Design (core
elective). She
already
teaches this,
will not add to
FTE.
Teach Psy 712
Research
methods in
Psychology
(core elective)
Will not add to
FTE.
Electives, No
additional FTE.
May serve on
dissertation
committees in
the future or
serve as a
mentor.
Electives, No
additional FTE.
May serve on
dissertation
committees in
the future or
serve as a
mentor.
Electives, No
additional FTE.
May serve on
dissertation
committees in
the future or
serve as a
mentor.
Electives, No
additional FTE.
May serve on
dissertation
committees in
the future or
serve as a
mentor.
Electives, No
additional FTE.
Draft for CGE new program proposals – 3/14/16
Department of
Linguistics
UCB,
MA at
GU, BA
Julie
Instructor,
Hochgesang Department of
Linguistics
PhD
BA, MA Native
American
Studies, English,
and Linguistics
Susan
Mather
Professor,
Department of
Linguistics
PhD
PhD,
MA,
BSW
Sociolinguistics,
Linguistics, and
Social Work
Brenda Seal
Professor
PhD
PhD,
MA, BS
Chizuko
Tamaki
Adjunct
Professor
PhD
PhD,
AuD,
BS
Communication
Disorders,
SpeechLanguage
Pathology,
SpeechPathology &
Audiology
Audiology,
Communication
Sciences and
Disorders
Sanyukta
Jaiswal
Assistant
Professor
PhD
PhD,
MS, BS
Speech and
Hearing
Science, Speech
and Hearing
May serve on
dissertation
committees in
the future or
serve as a
mentor.
Electives, No
additional FTE.
May serve on
dissertation
committees in
the future or
serve as a
mentor.
Electives, No
additional FTE.
May serve on
dissertation
committees in
the future or
serve as a
mentor.
Electives, No
additional FTE.
May serve on
dissertation
committees in
the future or
serve as a
mentor.
Electives, No
additional FTE.
May serve on
dissertation
committees in
the future or
serve as a
mentor.
Electives, No
additional FTE.
May serve on
dissertation
committees in
the future or
serve as a
mentor.
Total Number of Faculty: Core: 7 (Allen, Petitto, New Hire, Clark, Nuzzo, Herzig, Giordano,
(adjunct); Core/Elective (teaching courses that are listed as optional within a required core area): 7
28
Draft for CGE new program proposals – 3/14/16
(Morere, C. King, Nicodemus, Pichler, Seal, Tamaki, Jaiswal); Elective: 5 (Bailes, Kuntze, LaSasso,
Mathur, Mather, Hochesgesang, Dudis, Pick)
Personnel –
reassigned
or existing
positions
Faculty
FTE**
AY 20132014
FTE**
AY 2014-2015
FTE**
AY 2015-2016
Allen (.17)
Clark (.17)
Est 4 Elec
sections (.68)
Tot: 1.02
Allen (.17)
Petitto (.17)
Herzig (.17)
TBN Guided
Studies:
research (.17)
Est 6 Elec
sections (1.02)
Tot: 1.70
Allen (.17)
Petitto (.17)
Herzig (.17)
TBN Guided
Studies: Theory
(.17)
TBN Guided
Studies: Research
(.17)
TBN Tch Internship
(.17)
TBN Dissertation
Prop(.17)
Est 8 Elec sections
(1.36)
Tot: 2.55
Tot minus
electives
(.34)
Total minus
electives (.68)
FTE**
AY
20162017
Same
as y3
FTE**
AY
20172018
Same
as y3
Total minus
electives (1.19)
Part-time
Faculty
Graduate
Assistants
Administrat
ors
Support
Staff
EXPENDI
TURES
(Continued)
Personnel –
new
positions
Faculty
Part-time
Faculty
0
0
0
0
0
0
0
0
0
0
Allen (.2)
Petitto (.15)
Tot: .35
Price (.2)
Tot: .4
FTE
Same
Same
Same
Same
Same
Same
Same
Same
FTE
FTE
FTE
FTE
New Hire
(1.0)
Giordano
(Adj)
Same
Same
Same
Same
Same
Same
Same
Same
12.3 Facility resources. Explain how your program will make use of library holdings in the program
area, computer services, materials and equipment, space and physical facilities, etc. Provide
29
Draft for CGE new program proposals – 3/14/16
evidence that you have consulted with the relevant staff outside your department to ensure the
availability of these resources.
Use of the physical library will be minimal, given the availability of materials on the internet, in faculty
and departmental libraries, and through interlibrary loans. VL2 currently has support for approximately
15 student computer lab workstations. We don’t envision any increased need for computer support over
what we are already receiving. The combined spaces of VL2 (in SLCC), BL2 (in SLCC) and our
Assessment lab space/conference room in HMB 205 will be sufficient to support the new program.
30
Draft for CGE new program proposals – 3/14/16
13.0 Evaluation
Provide a general plan for ongoing evaluation of the proposed program, addressing both internal reviews
through program self-study and external review by independent accrediting bodies. The plan should
specify how soon after program implementation the first reviews will be conducted, as well as the
frequency of regular reviews thereafter.
The PEN program will undergo continuous internal self-evaluations through maintaining course
evaluations, program and seminar evaluations, portfolios of student research, semi-annual meetings of
faculty from all the participating departments focused on ensuring program cohesiveness and smooth
logistical operations; and providing information to the Associate Provost for Research and Dean of the
Graduate School, on request. Additionally, while there is no external accreditation, we have identified
experts in the field who will serve to evaluate the program from an external perspective to ensure that we
are achieving the goals of the broader Educational Neuroscience discipline. We will primarily rely on
our partnership with the University of California, Davis to provide external evaluation. As described in
the Memorandum of Understanding, the evaluation will include a review of the current proposal, and a
review of implementation progress at the end of the second year of the program, to include “Following
the completion of the second year of the doctoral program (expected Summer 2015), a team of three
senior faculty from U.C. Davis will make themselves available to conduct a two-day targeted evaluation
of the Gallaudet Educational Neurosciences doctoral program. This will include interviews with
representative faculty, staff, administrators and graduate students.” Finally, we will keep the VL2
Scientific Advisory Board (who has already been extremely supportive and helpful in establishing a
direction for this new program), apprised of our progress.
31