NCATE ID: 10826
AACTE SID: 1260
Institution: Gallaudet University
Unit: School of Education and Human Services
Next Accreditation Visit: Spring 2002
Deadline for Part C: February 7, 2000

Unit Head Name: Dr. William McCrone
Unit Head EMail: wpmccrone@gallua.gallaudet.edu
Unit Head Phone: (202) 651-5394
Unit Head Fax: (202) 651-5027
Unit Phone: (202) 651-5530
NCATE Coordinator: New NCATE Coordinator To Be Determined
Coordinator Phone: To Be Determined
Coordinator Fax: To Be Determined
Coordinator Email: To Be Determined

Is the information above accurate?
Corrected Unit Head:
Corrected Unit Head Email:Corrected 
Unit Head Phone:Corrected 
Unit Phone:Corrected 
Fax:Corrected 
NCATE Coordinator: New NCATE Coordinator To Be Determined
Corrected Coordinator Phone: To Be Determined
Corrected Coordinator Fax: To Be Determined
Corrected Coordinator Email: To Be Determined

Conceptual Framework(s), General Studies for Initial Teacher Preparation, Content Studies for Initial Teacher Preparation, Professional and Pedagogical Studies for Initial Teacher Preparation, Integrative Studies for Initial Teacher Preparation, Advanced Professional Studies, Quality of Instruction, Quality of Field Experiences, Professional Community. Category I Weaknesses Cited during Previous Visit: Candidates are unable to articulate the unit's knowledge-based model or to relate course content and learning experiences to the model.

The following activities designed to address the weakness in Category I above which were reported in 1998 were still ongoing in the M.A. program in Deaf Education during 1999:

• Each student now receives a one page handout entitled: "Why You Are Here" which describes the philosophy and goals of the Gallaudet Deaf Education program.

• A half day orientation is provided to all M.A. students in Deaf Education that provides them with an overview of the program, its philosophy and its constructs.

In both the B.A. in Education and M.A. in Deaf Education programs, the following changes and/or improvements which were started in 1998 continued during 1999 to address the weakness cited above in Category I:

• All course syllabi now describe how the course relates to Program goals and philosophy.
• Reflective learning and teaching is also modeled and supported in courses requiring "reflective dialogue journals" and/or portfolios.
• Students are required to describe their own philosophy of education during the ongoing portfolio process.
• Monthly meetings are held with faculty and students that often discuss issues surrounding program philosophy, structure, conceptual framework, etc.

The Department of Counseling continues to address the weakness in this Standard Category by incorporating the "knowledge base model" into the School Counseling and Guidance program’s:

• revised student handbook
• orientation for new students
• course entitled "Orientation to the Profession of School Counseling"

As a result of these changes, it is expected that the School Counseling students will have read and reviewed the materials in the handbook, will have discussed the model in their orientation class, and would be prepared to articulate the model as a framework for other aspects of their program. In 1999, School Counseling students were tested on this information in the final exam for the course entitled "Orientation to the Profession of School Counseling."

Continuing efforts that were begun in 1998, the Ed.S. in School Supervision program and the Ph.D. in Special Education Administration programs have made their advisory process and new student orientation more extensive.

The following changes and improvements which were begun in 1998 were continued in 1999:

Other changes and improvements under Category I in the Department of Education’s B.A. in Education and M.A. in Deaf Education programs include:

• Meetings between the Department of Education faculty and the chairpersons in the College of Arts and Sciences promote collaboration between the teacher education unit and the College of Arts and Sciences.
• The undergraduate teacher education program faculty meet regularly, including retreats, for the purpose of curriculum reform, including the strengthening of content knowledge of the teacher education majors.
• A full-time faculty member has assumed responsibility for practicum coordination focusing on relationships with partner schools.
• The Chair of the Department of Education has initiated contact with partner schools through visits, collaboration on grants and professional meetings.
• Government and foundation grants proposals to support reform and improved teacher education have focused on collaboration between the university and school partners.
• There has been active participation in AACTE (DCACTE) activities, including student participation. The Gallaudet Kappa Delta Pi chapter has been very active and has provided both local and national student leadership in this organization.
• Gallaudet’s Education and Deaf Education faculty serve as President and other officers on the Boards of DCACTE, Council on Education of the Deaf, Association of College Educators of the Deaf and Hard of Hearing, National Association of the Deaf, school boards, NCATE Board of Examiners as well as organizations representing the content areas of teacher education.
• The Education and Deaf Education faculty are actively involved with partnerships to promote improved teacher/school quality in China, the Phillipines, Mexico, Switzerland and other countries.

• The School Psychology program began work on its Gallaudet University self-study.
• The School Psychology program incorporated its Program Overview into its Introduction to School Psychology course, linking program requirements to the professional role of school psychologists.
• Gallaudet’s Department of Education, with assistance from Dean’s Office in the School of Education and Human Services, sponsored a dinner and meeting with partner schools which was hosted by the University’s President. This event recognized the contribution of school based faculty in the preparation of teachers.

Candidate Qualifications, Candidate Composition, Monitoring and Assessing Progress, Ensuring Competence. Category II Weaknesses Cited during Previous Visit: None

Evaluations, changes, and improvements under Category II standards during this year:

The B.A. in Education and M.A. in Deaf Education teacher preparation programs continued the following improvements and/or changes in this area that were begun in 1998:

• Grants were developed that include the recruitment, support and retention of students from under-represented groups.
• Funding was sought for partnerships with schools/programs with high concentrations of students from under-served groups.
• Attendance at student meetings held by organizations promoting multicultural activities at the university.
• The faculty held brainstorming sessions to develop active (as opposed to passive) strategies for attracting minority students.
• There was an active effort to improve retention of students with diverse backgrounds through advising and mentoring.

Diversity among the Physical Education undergraduate majors increased by 15%.

In the summer of 1999, students were invited to join Gallaudet University faculty and staff in attending the Andrew G. Foster Symposium, an event that was named after the first African American graduate of Gallaudet College (now University. The purpose the symposium, which was sponsored by the Dean of the School of Education and Human Services, was student and faculty development, and attendance was open to the entire campus community. The topic of the symposium was "Academic Achievement among African American Deaf Students."

Category III - Professional Education Faculty (Standards III.A through III.D)Faculty Qualifications, Faculty Composition, Professional Assignments, Professional Development. Category III Weaknesses Cited During Previous Visit: The composition of the faculty in the professional education unit represents limited racial diversity.

The following actions, some of which were begun in 1998, were taken in 1999 to address the weakness in faculty diversity cited above:

• The School Psychology program hired a new faculty member who is a African-American/Hispanic female.

• The Department of Education reappointed its new first-year non-tenured faculty member who is African-American and deaf. The Gallaudet Department of Education faculty continued discussions and brainstorming on how to move from passive to active recruiting of a diverse faculty.
• In the 1998-1999 academic year, the Department of Education hired a new Early Childhood Education specialist with a strong track record of research and development in the area of gay and lesbian education.
• As explained in the 1998 annual report, the School Counseling and Guidance program has not had an advertised faculty vacancy in 15 years, and does not anticipate having a vacancy in the foreseeable future. Therefore, there was no change in this area for that program. Similarly, there was no hiring opportunity available in the Physical Education department.
• Extensive and prolonged recruitment efforts in the Department of Administration and Supervision yielded no change in faculty diversity for the departments, and the faculty search in the Department was subsequently closed.

In the area of faculty qualifications:

• One faculty member in the Department of Education completed her Ph.D., and two others have reached the A.B.D. stage in their doctoral programs.

• Three Physical Education faculty members are actively pursuing their doctorates, and as mentioned in the 1998 report, one of these has reached the A.B.D. stage.

To further both student and faculty development in the School of Education and Human Services, the Dean sponsored the first annual Andrew G. Foster Symposium, named after the first African American to graduate from Gallaudet College (now Gallaudet University). Guest lecturers at the event included Glenn Anderson and Charles Williams, members of Gallaudet’s Board of Trustees. After welcoming remarks by President I. King Jordan, and the presentations by Mr. Anderson and Mr. Williams, an expert panel gave further discussion on the symposium’s topic, "Academic Achievement of African American Deaf Students." Post-symposium evaluations and comments from audience members indicated that the topic was very timely, and that the symposium was well received.

The Department of Educational Foundations and Research reported in 1999 that its faculty members average over 4 presentations, 2 articles in refereed journals, and 1 book chapter per capita each academic year.

Governance and Accountability, Resources for Teaching and Scholarship, Resources for Operation. Category IV Weaknesses Cited During Previous Visit: None

Under the area of resources for teaching and scholarship, the Department of Educational Foundations and Research continued the pioneer efforts reported in 1998 which involve the integration of technology into the department’s teaching through the use of a variety of formats and delivery systems. This department developed the following intellectually challenging learning environments for a broad range of students, from undergraduates in educational psychology courses, to masters and doctoral students enrolled in multicultural education, statistics and advanced research design courses courses. Examples include:

• Continuation of a pilot project whereby course syllabi are posted on the Web as a means to improve student access to instructional information

• Continued development of its experimental classroom, where the emphasis is placed on the use of computer based technology for visual displays and for training in specific computer based applications such as library research or statistics. The experimental classroom has been the site both of training experiences for other School of Education and Human Services faculty and as a demonstration site for visitors to the campus.
• Continued to develop and oversee a second instructional classroom environment that permits doctoral students to function in a business office atmosphere, in which joint work on documents or presentations that are electronically communicated to an audience can be developed. At the same time, undergraduate and graduate students in teacher training programs who use this classroom can have the experience of students in elementary classrooms who work on "stations" during cooperative learning involving computers. This gives them a student perspective in an environment in which they will be the teacher.
• The Department of Educational Foundations and Research continued its practice of promoting interactive learning by having its students develop web sites of their own instructional resources.