FY 2008 Annual Report of Achievements - Gallaudet University

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Padden, C., Aronoff, M., Meir, I., & Sandler, W. (2008, January). Instrument vs. handling in sign language lexicalization patterns. Poster presentation at the annual meeting of the Linguistic Society of America, Chicago. Padden, C., Meir, I., Aronoff, M., & Sandler, W. (in press). The grammar of space in two new sign languages. In D. Brentari (Ed.), Sign languages: A Cambridge survey. New York: Cambridge University Press. Padden, C., Meir, I., Sandler, W., & Aronoff, M. (in press). Against all expectations: Encoding subjects and objects in a new language. In D. Gerdts, J. Moore, & M. Polinsky (Eds.), Hypothesis A/Hypothesis B: Linguistic explorations in honor of David M. Perlmutter. Cambridge, MA: MIT Press. Paludneviciene, R., & Hauser, P.C. (2007, November). American Sign Language assessment: Formal versus curriculum based assessment. Presentation at the conference of the American Sign Language Round Table, Gallaudet University, Washington, DC. Sutton, A., Trudeau, N., Morford, J.P., Rios, M., & Poirier, M. (2007, November). Constructing utterances of three symbols is hard for pre-school aged children. Poster presentation at the annual meeting of the American Speech-Language-Hearing Association, Boston. Trudeau, N., Sutton, A., Dagenais, E., de Broeck, S., & Morford, J.P. (2007). Construction of graphic symbol utterances by children, teenagers, and adults: The impact of structure and task demands. Journal of Speech, Language and Hearing Research, 50, 1314-1329. Trudeau, N., Sutton, A., & Morford, J.P. (2007, November). Interpretation of graphic symbol utterances by children, teenagers and adults. Poster presentation at the annual meeting of the American Speech-Language-Hearing Association, Boston. Villanueva, M. (2008, February). A cognitive approach to ASL/English teaching and learning: Construal and expression of defocused agents. Paper presentation at the first annual inter-Science of Learning Centers Conference, Pittsburgh, PA. Villanueva, M. (2008, March). A cognitive approach to ASL/English pedagogy: Construal and expression of defocused agents. Paper presentation at the 33rd International LAUD Symposiumy, Landau/Pflaz, Germany. Whitworth, C. (2008, February). Markedness vs. transfer in cross-modal language learning. Paper presentation at the first annual inter-Science of Learning Centers Conference, Pittsburgh, PA. Wilcox, S., & Morford, J.P. (2007). Empirical methods in signed language research. In M. Gonzalez-Marquez, I. Mittelberg, S. Coulson, & M.J. Spivey (Eds.), Methods in cognitive linguistics (pp. 173-202). Amsterdam: Benjamins. A-50 Health and Wellness Programs Core Survey Status: Completed Begin date: October 2007 End date: November 2007 Principal Investigator(s): Francavillo, Gwendolyn – Health and Wellness Programs Description: Health and Wellness Programs distributed the Core Institute’s Alcohol and Drug Survey on campus to determine the alcohol, drug, and sexual misconduct frequency and attitudes on campus. The results will be compared with previous survey results to target the health and wellness education needs of Gallaudet University’s students.
Hearing, Speech, and Language Sciences Appropriateness of the N.Y. State Mandated 8th Grade Reading Competency Test for Deaf Students Status: Completed Begin date: October 2006 End date: May 2008 Principal Investigator(s): LaSasso, Carol J. – Hearing, Speech, and Language Sciences Martin, Patricia F. – St. Joseph’s School for the Deaf, New York Description: Currently, New York State requires the administration of a standardized test in grades 4 and 8 to measure elementary and middle school student progress as defined by the NYS Learning Standards. The English Language Arts (ELA) Grade 8 Test is used to determine the academic proficiency of intermediate level students in this subject area. Failure on state mandated tests, including the ELA test, could result in negative consequences for students, teachers, and schools. This “high stakes” test was developed for the general 8th grade population, but it is administered to deaf children as well. The purpose of this study was to examine the appropriateness of the ELA Grade 8 Test for deaf students in the seven center-based schools in New York State. Appropriateness was examined in two ways. In Part I of the study, eight reviewers, who were experienced teachers of deaf students, evaluated the appropriateness of the ELA Grade 8 test passages by rating overall passage difficulty, six passage quality indicators, and eight test item quality indicators. Item Difficulty p-values were calculated for each of the 25 multiple choice test items and were examined in relation to reviewers’ perceptions of passage and item difficulty. The major finding of this study is that experienced teachers of deaf students who reviewed the passages and test items perceived most of the passages to be inappropriate, based on passage and item indicators. Their judgments are supported by deaf students’ scores on this test. Of the 44 participants, only 2 met the criteria for passing the test. These findings have implications for test developers who are responsible for ensuring that tests are appropriate for all subgroups of test takers, including students who are deaf, and for administrators and teachers who serve deaf students and who are concerned about the increased inclusion of deaf students in the NYS testing program and the high stakes consequences that may occur if test results are unsatisfactory. Auditory Temporal Processes, Speech Perception, and Aging Status: Ongoing Begin date: March 15, 1991 End date: January 30, 2009 Principal Investigator(s): Fitzgibbons, Peter – Hearing, Speech, and Language Sciences Other Investigator(s): Gordon-Salant, Sandra – University of Maryland, College Park, Hearing and Speech Sciences Description: Elderly people compose a growing segment of the population of persons with hearing loss. The prevalence of hearing disorders among older persons is well documented, but the details of agerelated auditory dysfunction have not been examined systematically. This project aims to contribute A-51
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1864 - 2008 Gallaudet University An
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• Graduate student retention, com
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LAURENT CLERC NATIONAL DEAF EDUCATI
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Table 8. Average Graduate Class Siz
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Ronald Reagan signed into law the E
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4 New Strategic Plan for the Univer
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Five Strategic Goals 1. Gallaudet m
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Strategic Plan Indicators GOALS AND
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Objective 3 of 4: Curriculum and ex
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12 Admissions, Enrollment, Retentio
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Undergraduate Enrollment Figure 3.
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16 Table 2. Degree-seeking Undergra
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Figure 7. Percentage freshmen who a
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Figure 11. First-time freshman 4-ye
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majors, minors, and general electiv
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Table 4. Average Class Size by Depa
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Upperclassmen Demographics and Perf
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Academic Support Services Academic
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English Language Institute. The Eng
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Figure 22. Visits to Tutorial Cente
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Graduate Program Statistics Graduat
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Graduate Program Performance Statis
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Table 9. Graduate Degrees Awarded b
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40 Student Life Student Organizatio
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Living on Campus Many students opt
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Employee and Faculty Characteristic
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Challenges and Plans for the Future
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importance to deaf and hard of hear
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Table 10. The Project Table: FY 200
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Literacy Project Title (PIs listed
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Dussias, P.G., & Piñar, P. (in pre
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Marschark, M., & Hauser, P.C. (Eds.
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Presentations Adams, E., & Brice P.
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Koo, D. (2007, October 31-November
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Sass-Lehrer, M. (2008, February). C
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Figure 37. Research at Gallaudet, 2
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74 Table 11. FY 2008 Awards: Report
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76 Table 12. FY 2008 Proposals: Rep
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78 Table 12. FY 2008 Proposals: Rep
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professionals who are interested in
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to post assignments and participate
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its effect on language acquisition,
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• Culver City, Calif. Quest condu
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History 1857 Amos Kendall establish
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conference. More than 300 people re
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92 Government Performance and Resul
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94 Survey sample for measures 3.4,
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15. A Lifetime of Learning and Earn
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The numbers reflected in tables 22-
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Clerc Center Catalog. The Clerc Cen
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Publications The Clerc Center produ
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Art Exhibition. Yes, I Can!, a body
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106 Table 24. FY 2008 Training and
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108 Table 27. FY 2008 Training and
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110 Table 30. FY 2008 Clerc Center
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KDES Initiatives Literacy initiativ
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other teams, parents, and individua
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116 KDES Student Characteristics, R
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Traditionally underserved racial/et
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Table 37. Number of KDES Students W
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Table 39. Number of KDES Students R
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124 Table 41. Number of KDES Studen
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Table 43. Number of KDES Students R
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Table 45. Percentage of MSSD Studen
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Languages spoken in the homes of MS
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Table 51. Percentage of MSSD Studen
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134 Table 53. Percentage of MSSD St
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MSSD Student Outcomes Student readi
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Reading achievement of graduates. A
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Table 59. Percentage of MSSD Gradua
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Association in Miami, Fla., in Nove
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• Presentations to postsecondary
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Emotional Intelligence (EQ) Take-Ou
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GLOBE National mission priority are
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In past years, KDES students in gra
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I Like Dialogue Journals, BUT…: S
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lower achieving academically, are f
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A Lifetime of Learning and Earning:
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NCLB Implementation at the Clerc Ce
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from the Clerc Center. In FY 2007,
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• Trainings were finalized focusi
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In FY 2006, coding on all remaining
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Read It Again and Again National mi
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Shared Reading Project Book Bags an
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• Instructional videotapes: The S
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Students had opportunities for vide
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Teaching Emotional Intelligence: A
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technology and in teacher skills. D
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Transition Resources National missi
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Transitions: Learning to Work—Wor
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Gallaudet University Regional Cente
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Western Region • Interpreter trai
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FY 2008 Annual Report of Achievements - Gallaudet University

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