FY 2008 Annual Report of Achievements - Gallaudet University

Graduate Education
Graduate Degree Programs and Highlights
Gallaudet’s Graduate School continues to offer degree programs that are accredited by their
respective accrediting bodies and continues to attract and retain students with the academic quality
of its programs. In FY 2008, the following programs were reaccredited:
• Ph.D. in Clinical Psychology (American Psychological Association, APA)
• M.A. in Mental Health Counseling and M.A. in School Counseling and Guidance
(Council for Accreditation of Counseling and Related Educational Programs, CACREP)
• M.A. in Deaf Education (Council on Education of the Deaf, CED)
The Graduate School’s recruiting efforts included the following:
• Sponsorship of the university’s presence at Deaf Youth USA camp and the National
Association of the Deaf convention (both in New Orleans, La., July 2008)
• Attendance at the National Association of Graduate Admissions Professionals annual
conference (Denver, Colo., April 30–May 3, 2008)
• Creation of outreach materials for prospective graduate students, including a new
financial aid brochure, Facebook account and incoming and exit survey
• Presentation at Bowie State University, Bowie, Md., and a visit to Towson State
University, Towson, Md.
In addition, the Council on Graduate Education (CGE) adopted a mission statement aligned
with the university’s new mission:
The Graduate School at Gallaudet University draws on Gallaudet’s rich heritage, distinguished
faculty and staff, and ASL-English bilingual environment to carry out its multifaceted mission to:
(a.) prepare deaf, hard of hearing, and hearing scholars, leaders, and practitioners from diverse
backgrounds to excel in their professions and disciplines; and
(b.) generate knowledge, via research and other scholarly activities to inform theory and practice in
the professions and disciplines represented by graduate programs.
The knowledge, skills, and dispositions addressed in the various graduate programs are
aligned with professional accreditation standards as well as the Graduate School’s own high
academic expectations.
All graduate programs aligned their own mission statements with that of the Graduate
School and developed student learning outcomes at the program level. CGE, which has primary
responsibility for graduate curriculum and policies, created new course proposal forms and syllabus
guidelines requiring: (a) course-level student learning outcomes be stated in clearly observable terms
and be aligned with program-level outcomes; (b) learning opportunities for achieving these
outcomes be specified; and (c) assessments of these learning outcomes be clearly delineated. Efforts
are now underway to ensure that all programs and courses are revised in accordance with these
requirements according to CGE-mandated timelines.
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