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Course Sections
This course covers areas of vocabulary, semantics, grammar and organization of ASL and English. Students look at the linguistic aspects of both languages and compare the two. The class also covers word classes and sentence structure of both languages. To assist students in understanding the structure of both languages, discussion of how languages work is included.
This course introduces students to basic financial accounting theory and practice. It teaches students the knowledge and tools to identify and record business activities and to prepare and interpret financial statements and reports in accordance with Generally Accepted Accounting Principles. Students will learn how accounting methods affect the evaluation of business results and the quality of business decisions.
As the second part of the introduction to Financial Accounting, this course provides detailed coverage of long-term liabilities, long-lived assets, stockholder's equity, investments, cash flows, and financial statement analysis. Special topics such as payroll accounting, accounting for partnership, and other related topics are also covered.
This course surveys the fundamentals of business administration, including management, organizational behavior, marketing, economics, statistics, management information systems, accounting, finance, entrepreneurship, international business, and ethics & social responsibility. It is intended both for students who seek a one-time exposure to business as well as those planning to major in a Department of Business program.
This course examines various forms of oppression by looking across different cultures and communities, and then examines possible parallels occurring within the deaf community. Students are expected to develop a course project at the end of the semester.
This course is the third course in the Deaf and Hard of Hearing Infants, Toddlers and Families: Collaboration and Leadership (ITF) Interdisciplinary Graduate Certificate Program. The course requires on-line participation. This course examines family systems' perspectives and the interrelationships among the young child who is deaf or hard of hearing, family and communities. Family and community cultures, values and beliefs will be explored. Participants will understand the importance of building relationships and the research underlying the importance of family support systems, acceptance and accommodation. Emphasis will be on collaboration with professionals from different disciplinary backgrounds, leadership and advocacy. The course will address strategies and resources that promote family and professional collaboration, family-to-family support networks, and family involvement.
The focus of this course is research as a strategy of inquiry for improving practice and advancing our professions. The general principles of qualitative, quantitative, and action research designs will be considered, along with related problems of measurement, statement and clarification of research problems, and basic statistical methods for describing data. The goal is to produce professionals who are consumers of research in their fields who can apply research for the improvement of their school or work settings.
This course is designed to educate candidates about state and federal education policies, particularly as they pertain to bilingualism. In addition, the course will addresses a basic working knowledge of regulations essential to the role and as bilingual early childhood professionals. Candidates will implement policies and regulations using the language planning framework in their work in homes, schools and agencies, and the community. It elaborates and builds upon knowledge and dispositions learned in foundation courses.
This course introduces the candidates theoretical perspectives and current research of bilingualism. It is designed for the candidates to acquire an understanding of the concepts related to the development of bilingual language abilities (signacy, oracy, and literacy) for children 0-5 years of age. This course examines bilingual communities, bilingual deaf and hearing children and their language development and use, the bilingual brain, language maintenance and shift, transference, code switching and language attitudes. The course will also address historical and cultural aspects of bilingualism in early childhood deaf education
This course uses a disability studies approach to familiarize students with major trends and issues in special education, including: historical roots, perception of disability, policies impacting students with disabilities, labeling, overrepresentation, and discipline. Other topics in the course include developing Individualized Education Plans (IEPs), examining instructional practices, and working with families. This course will prepare teacher candidates to work with children and youth with a broad range of disabilities and educational needs.
This course provides an overview of functional academics for deaf students with disabilities. Topics include teaching vocational skills, teaching life skills, supporting motor development, supporting social-emotional development, developing transition plans, and selecting assistive technology devices. Course assignments are designed to allow students to apply these concepts in their current teaching setting.
Study and intensive practice of writing in social media genres such as blogs and tweets. Examines rhetorical conventions for digital communication and the dissemination of information through social media for professional purposes, including developing a business social media strategy. Integrates editing techniques and competencies. May also cover theoretical issues such as copyright and authorship, visual literacy, and collaborative online environments.
Study and practice of professional writing skills and genres, such as resumes, letters of application, emails, memos, proposals, short and long reports, and manuals. Also covers technical aspects of editing.
Surveys genres and modalities of professional writing, including social media and writing for the web. Provides an overview of areas such as digital publishing, new media journalism, business and technical writing, and editing. Develops a rhetorical understanding of professional writing as the ability to write in response to elements including audience, purpose, medium, and design.
This course focuses on collaborative formulation, development and evaluation of programs with Deaf, DeafBlind, and Hard of Hearing people and people with disabilities, giving special focus to economic structures and forces. Exploring current philosophical, theoretical, and methodological stances related to collaborative program development, course activities demonstrate the salience of international human rights frameworks for sign language-centered leadership and disability rights, and connect these to bi- and multilateral organizational and funding channels now undergoing enhancement as a result of the United Nation¿s introduction of the Sustainable Development Goals. Using the latter as a foundation to identifying socioeconomic problems and barriers to self-determination, participation, and equity, students will design program proposals in response to an actual Request for Proposal (RFP). Work on peer teams, students will then submit an Evaluation Plan for an actual program. In addition to cultivating program development and evaluation skills, course activities provide students with opportunities to practice program management skills and grant-writing experience.
An introduction to the major features of languages and to the structure, use, and variation in the sign languages and sign systems commonly used in the United States. The course will cover four major topics: (1) Language: The nature and definition of languages, the uniqueness of language, and contrasts between language and other forms of communication; (2) Language and Culture: The role of language in human society, with special focus on language acquisition, language identity, and bilingualism; (3) American Sign Language Structure: A survey of the major features of the linguistic structure of ASL. Topics are: Phonology: the structure of the physical signals; Morphology: the basic structure and composition of meaningful units of ASL; Syntax: word order and nonmanual syntactic signals in ASL sentences; (4) Language Variation: Language variation and language contact in the deaf community, including discussions of contact varieties of signing and systems for representing English.
An introduction to the "phonology," grammar, and semantics of American Sign Language, including studies of variations in structure related to factors of region, social class, ethnicity, age, and sex; studies of child language acquisition of American Sign Language; and studies of short-term memory processing in American Sign Language. Some comparisons with English and other languages will be offered.
This course introduces students to the acquisition of a native language by young children (L1 acquisition) and acquisition of a second language after childhood (L2 acquisition). The first part of the course covers the important milestones of normal L1 development in phonology, morphology, syntax and pragmatics for both spoken and signed languages. The course then explores how delays in exposure affect the acquisition process, leading to the main topics of the second part of the course: critical period effects and L2 acquisition. Readings and discussion throughout the course will reflect the perspective that acquisition studies on a broad variety of languages, both signed and spoken, are crucial for developing accurate theories of language structure and use. Application of concepts from lectures and discussion is encouraged through student collection and analysis of L1 and L2 data.
This 3 credit course will provide an introduction into Sexuality and Gender Studies. This course will use texts, articles, speakers, literature, and film to bring students to a deeper understanding of LGBTQ+ cultures and communities. This course will educate students on the central concepts of sexual orientation and gender identity within historical, political, and societal frameworks. Throughout this course, students will work towards an understanding of the intersectional dynamics of privilege and oppression as they relate to LGBTQ+ individuals and culture by exploring the lived experiences of LGBTQ+ individuals and their partners/families. Special attention will be given to each Unit on LGBTQ+ issues within the Deaf and Hard of Hearing Communities.
This 3-credit course focuses on how sexuality, gender, and culture impact the process of developing and maintaining human intimate relationships of friendship and love. Students will understand how various dynamics impact relationships such as attraction, communication, interdependency, power, stress, and conflict. Students will be able to apply knowledge to better understand and assess clients in the human services field and also be able to apply knowledge and skills to their own lives in developing their identity in their own relationships.
Special topics course
This concentration course focuses on human behavior and the social environment of deaf and hard of hearing populations. The course looks at the complex interplay of psychosocial, system, and ecological forces in the life cycle development of individuals who experience deafness. The course explores forces of oppression and political and economic influences that impact the behavior, adaptation, and functioning of deaf and hard of hearing people.
This course is designed to build basic knowledge and skills of Lengua de Senas Mexicana (LSM) and the Deaf culture. Students are expected to develop basic expressive and receptive skills, through signs and grammar lessons and interactive activities. The visual, spatial and tactile language, LSM will be taught with cultural context and brief Mexican Deaf history, as well. This course is designed to teach students the fundamentals needed to initiate and partake in, and understand basic LSM conversations with LSM users.
This is the second course that builds basic knowledge and skills of Lengua de Senas Mexicana (LSM) and the Deaf culture. Students are expected to develop basic expressive and receptive skills, through signs and grammar lessons and interactive activities. The visual, spatial and tactile language, LSM will be taught with cultural context and brief Mexican Deaf history, as well. This course is designed to teach students the fundamentals needed to initiate and partake in, and understand basic LSM conversations with LSM users.
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The Center for Continuing Education (CCE) at Gallaudet University provides a variety of professional and personal development opportunities, including workshops, courses, certifications, and other training programs. Our offerings are designed to enhance skills and knowledge in a wide range of fields, with a focus on serving the Deaf and hard-of-hearing community.
CCE programs are open to everyone, including Deaf and hard-of-hearing individuals, hearing individuals, professionals, and community members. We offer accessible learning experiences designed to meet the diverse needs of our participants.
Yes. Courses are offered in various formats, including online, in-person, and hybrid options. Our online courses provide flexible learning that can be accessed from anywhere, while our in-person courses are hosted primarily on Gallaudet University’s campus in Washington, D.C. The hybrid courses combine both online and in-person elements, offering a balanced approach to learning that fits various schedules and preferences.
While knowing ASL is beneficial, it is not a requirement for all programs. Many of our courses offer ASL interpretation, captions, and/or are conducted in spoken English. We aim to make our programs as accessible as possible to all learners.
You can register for our courses online through our website. Simply browse our course offerings, select the course you’re interested in, and follow the registration instructions.
The cost of CCE programs varies depending on the course or workshop. Pricing information is available on our website under each course description.
Yes, each course has a registration deadline, typically 2 weeks before the course start date. We recommend registering early, as some courses may fill up quickly.
Yes, you can cancel your registration within the specified cancellation period.
CCE offers a wide range of courses, including professional development workshops, certifications, bootcamps, and specialized training in areas such as business, technology, education, and ASL.
The duration of our courses varies depending on the type and complexity. Some workshops are a few hours long, while other courses may span several weeks or months.
Some courses may have prerequisites, which will be listed in the course description.
We are committed to providing accessible learning environments, and all our courses are designed to be bilingual. This includes offering American Sign Language (ASL) interpretation, captioning, and other necessary accommodations. If you require specific accommodations, please contact us in advance so we can ensure your learning experience is fully accessible.
If you encounter any technical difficulties or need assistance, you can reach out to our support team via service now.
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