Academics

Overview

The Office of the Dean for Academic & Career Success strives to strengthen programs and services by integrating effective student success practices and evidence-based decision-making. 

We are dedicated to providing opportunities and guidance for students, staff, faculty, and administrators to engage as lifelong learners that contribute to their success at Gallaudet and beyond.

We accomplish this by guiding student success, financial aid, academic and career guidance, continuous improvement through assessment and data collection and analyses, proper maintenance of academic records, and compliance with federal and state regulations and accreditation standards.

Departments

Office of the Registrar

The Registrar’s Office is home to the university’s academic records. The registrar maintains student academic progress from the moment they step on campus. If a student has questions about course enrollment, grades, academic status, transfer credits, or graduation readiness, they should make an appointment. The...

Financial Aid

The Financial Aid Office makes college education possible. We provide all financial information, services, aids, and resources for eligible students seeking an undergraduate or graduate degree from Gallaudet. To do this, we offer as many opportunities for financial assistance as possible. Internal financial resources, such...

Office for Career Success

The Office for Career Success (OCS) aims to promote and strengthen Gallaudet’s career ecosystem involving students, faculty and employers with a particular focus on diversity, inclusion, equity and accessibility. Career education and professional development targeting career readiness will continue to be delivered through a transformative...

Office for Students with Disabilities

Eddie Martinez: Hello everyone. Welcome to Gallaudet University. This is the Office for Students with Disabilities, known as “OSWD”. I’m Edwin Martinez, Jr., you can call me Eddie. I am one of the accommodations coordinators for  OSWD. We are here to help qualified students with...

Student Success

Student Success works in partnership with key offices across campus to provide students with academic, career, and psycho-social support. We welcome and orient families and undergraduate students to a variety of changes they can expect as they transition into campus life. Student Success also offers...

Programs

Testing Services

We offer standardized testing services on campus throughout the year for students and prospective students. ACT This is an entrance exam used by many colleges and universities, including Gallaudet University. This standardized test is a multiple choice and pencil-and-paper test administered by trained staff on...

Tutorial Center

Tutorial Center provides free tutoring, coaching, and instructional support services for all undergraduate and graduate students at no charge. To maintain academic quality and support, Gallaudet University will provide tutoring for students who may need additional academic support. Students, if you are in need of...

Meet the Team

Robert Sanchez

Interim Dean, Academic and Career Success

Jerri Dorminy

Director, Student Success

Doryann Barnhardt

Director, Financial Aid

Felicia Davis

Administrative Assistant

Jeffrey Shaumeyer

Office of Students With Disabilities Coordinator

Karen Terhune

Manager, Office of Students With Disabilities

Elice Patterson

Registrar

Julie Tibbitt

Director, Career Success

Mary Perrodin-Singh

Academic and Career Success Advisor

Information

FAQs

Prospective Students & Their Parents

There are several very important differences between Federal Disability Law that covers high school and that which the University is subject to.

In the Law

Elementary and secondary education (through high school) is governed by the Individuals with Disabilities Education Act (IDEA), which guarantees students a free and appropriate public education. After they graduate from high school, students and their parents need to be aware that IDEA no longer applies.

In all postsecondary education, including Gallaudet University, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 require access to programs and services, and auxiliary aids and services to ensure effective communication, but do not mandate a free and appropriate education.

In the Documentation

Approval for support services will be based, at least in part, on the documentation that the student provides. It is both important and necessary that the student discusses with OSWD necessary support services and why they are needed. Decisions about qualification for support services are made by OSWD who decide on appropriate accommodations.

Individualized Education Plans (IEPs), familiar from prior years, are no longer in force and may only be used as a general guideline for services. Documentation under Section 504 plans must state a specific disability to be considered as guidelines for support services as well. Documentation may include diagnostic test results, clinical assessments, IEP, Comprehensive Individualized Assessments (CIA), medical documentation, speech and language evaluations, and vocational rehabilitation documentation.

In the Services Provided

Students should not expect that the services and curriculum modifications provided in high school will be automatically provided at the university level. The university has the right to approve or deny services requested by the student which are not reasonable or which constitute an undue burden.

In addition, it is important to know that colleges and universities are not required to modify or waive courses or program requirements, although course substitutions may be considered as an academic adjustment where appropriate. An “otherwise qualified” student should have completed the necessary prerequisite college preparation courses in high school and should be ready to continue with reasonable support.

In the Advocacy

In high school, school personnel are required to seek out students with disabilities and help them to receive a free and appropriate education. During high school, the student’s parent or guardian is legally responsible for making decisions about the student’s education.

In contrast, universities are not required or expected to seek out students with disabilities. It is the student who is responsible for making all disclosures and contacts, not the student’s parents or guardian. It is the student who is in charge of all educational decisions.

The Decision to Disclose

The student may choose to disclose a disability on a university application, but the student is not required to disclose a disability. Disclosure may help explain deficits in an application that may be a direct result of a disability. In the past, students have found that disclosing a disability has generally helped obtain acceptance for an application. Regardless, the student must consider disclosing a disability and registering with OSWD once on campus if the student will be seeking accommodations.

This section is adapted from the pamphlet, “Preparing for College: Options for Students with Learning Disabilities”, Association on Higher Education and Disability, Columbus, Ohio; 2010.

Generally, no. An IEP or Section 504 plan may help identify services that have been used by the student in the past. But they are typically not sufficient documentation to support the existence of a current disability and need for an academic adjustment. Some of the additional documentation that can help support the existence of a current disability and the need for an academic adjustment in a post-secondary setting include assessment information and other material used to develop an IEP or Section 504 plan auxiliary aids and services. Also, a student receiving services under Part B of the IDEA must be provided with a summary of his or her academic achievements and functional performance that includes recommendations on how to assist in meeting the student’s post-secondary goals.
It is unlikely that students with the same disability would require the same accommodation. The law requires postsecondary education institutions like Gallaudet to determine appropriate academic accommodations individually for each student.
In contrast to high school students with disabilities who receive periodic monitoring and services from their high school counselors, special education teachers, and VR counselors, the disability coordinator at an institution of postsecondary education may contact such students only two or three times a semester. This is because there may be only one or two staff members to address the needs of all students with disabilities attending the institution. The disability coordinator evaluates documentation, works with students to determine appropriate services, assists students in arranging services or testing modifications, and deals with problems as they arise. Disability coordinators usually will not directly provide educational services, tutoring or counseling, or help students plan or manage their time or schedules. Students with disabilities are, in general, expected to be responsible for their academic programs and progress in the same way as nondisabled students are.
No. Post-secondary institutions do not have a duty to identify students with disabilities; students are responsible for notifying University staff of their disability should they need accommodations. Disclosure of a disability is at the discretion of the student. High schools, in contrast, have an obligation to identify students within their jurisdiction who have a disability and who may be entitled to services.
Institutions of postsecondary education are not required to conduct or pay for an evaluation to document a student’s disability and need for an academic adjustment, although some institutions do. If a student with a disability is eligible for services through the state Vocational Rehabilitation (VR) Services program, they may qualify for an evaluation at no cost. Students with disabilities and educators can locate their state VR agency at Rehabilitation Services Administration. Click on “Info about RSA,” then “Resources,” then “State and Local Government Employment Resources,” then “Vocational Rehabilitation Offices.” If students with disabilities cannot find other funding sources to pay for necessary evaluation or testing for postsecondary education, they are responsible for paying for it themselves. At the elementary and secondary school levels, a school district’s duty to provide a free appropriate public education (FAPE) encompasses the responsibility to provide, at no cost to the parents, an evaluation of suspected areas of disability for any of the district’s students who is believed to be in need of special education or related aids and services. School districts are not required under Section 504 of Title II to conduct evaluations that are for the purpose of obtaining academic adjustments once a student graduates and goes on to postsecondary education.

It depends. In general, tests may not be selected or administered in a way that tests the disability rather than the achievement or aptitude of the individual. In addition, federal law requires changes to the testing conditions that are necessary to allow a student with a disability to participate as long as the changes do not fundamentally alter the examination or create undue financial or administrative burdens. Examples of changes in testing conditions that may be available include:

  • Braille;
  • Large print;
  • Fewer items on each page;
  • Tape recorded responses;
  • Responses on the test booklet;
  • Frequent breaks;
  • Extended testing time;
  • Testing over several sessions;
  • Small group setting;
  • Private room;
  • Preferential seating; and
  • The use of a sign language interpreter for spoken directions.
Generally, institutions of postsecondary education are not permitted to make what is known as a “pre-admission inquiry” about an applicant’s disability status. Pre-admission inquiries are permitted only if the institution of postsecondary education is taking remedial action to correct the effects of past discrimination or taking voluntary action to overcome the effects of conditions that limited the participation of individuals with disabilities. Examples of impermissible pre-admission inquiries include:
  • Are you in good health?
  • Have you been hospitalized for a medical condition in the past five years?
Institutions of postsecondary education may inquire about an applicant’s ability to meet essential program requirements provided that such inquiries are not designed to reveal disability status. For example, if physical lifting is an essential requirement for a degree program in physical therapy, an acceptable question that could be asked is, “With or without reasonable accommodation, can you lift 25 pounds?”.
No. If an applicant meets the essential requirements for admission, an institution may not deny that applicant admission simply because they have a disability, nor may the University categorically exclude an applicant with a particular disability as not being qualified for its program.

Student Questions

Students with disabilities are not required to pay any of the costs of accommodation services. The University is prohibited from charging students with disabilities more for participating in programs or activities than they charge any other student. The University also may not refuse accommodations based on non-availability or insufficiency of funds.

However, the University may meet its obligation by assisting students in obtaining reimbursement for their costs from an outside agency or organization, such as a state VR agency. The University may also provide alternate accommodations if they can demonstrate that providing a specific auxiliary aid or service would result in undue financial or administrative burdens on the institution’s resources.

Students with disabilities must attend classes in order to receive Note Taking Services assistance. Their accommodation does not excuse their absences.

Faculty Questions

The ADA does not exempt students with disabilities from disciplinary action for disruptive behavior, even if the behavior is due to a disability. The University must apply the same disciplinary actions to students with disabilities as those applied to non-disabled students as listed in the Student Code of Conduct.
Providing accommodations to a student with a disability does not guarantee academic success in the course. Students with disabilities must be given the same rights as any other students to fail as part of their educational experience.
Yes, OSWD respectfully requests that you select a book as soon as possible so print alternative material for students with disabilities can be prepared or obtained in a timely manner. At least three months prior to the start of the semester is recommended.
No, academic accommodations actually give students with disabilities the same opportunities to study as their peers. Students with disabilities are expected to meet all course requirements.
If there is any dissatisfaction with the quality of service, professionalism, or competence of the Note Taker, the student should contact the Note-Taking Services Coordinator.

Common Questions

The Math Center is located in Jordan Student Academic Center #2210.
If you’re currently enrolled in a math course, the Math Center is a good place to do your homework. If you have any questions on your homework assignment, a coach will be available to provide a guide. Having your questions answered while you are doing homework will allow you to finish your assignment in less time with less frustration. If you’re having trouble understanding the material that’s being covered in class, our coaches can provide you a quick review of the mathematical concepts. The Math Center is not a substitute for class. If you are studying for a test or exam, Math Center coaches can help you review material and concepts in preparation for your exam.
Math Center Coaches are graduate and undergraduate Gallaudet University students who are majoring in math, education, business, computer science, physics and other fields of study. The Math Center Coordinator, a full-time faculty member, supervises the Math Center.
Once you are in the Math Center, make yourself comfortable at a table. Many students use the lab as a place to do their homework, so it’s not unusual to see students quietly working on their own. If you have a question, don’t hesitate to ask one of our coaches. Even though they sometimes seem preoccupied with other things, our coaches are always ready and willing to help answer your questions. The Math Center is a place where active learning occurs. There are white boards where you can write down math problems and learn how to solve them.
Yes, we do have computers, but we do not have printers. Students are welcome to use these computers as long they are available. The best practice is to save your work often on your own memory storage device (USB).
You are welcome to visit the Math Center anytime during regular operating hours. We encourage students to make the Math Center a regular part of their study routine. This ensures the best environment to ask questions while studying. It also significantly reduces any frantic, last-minute cramming. It’s a place where students can practice and review math skills, ongoing.
The Math Center is a drop-in center for any student taking a math class at Gallaudet University. The primary purpose of the center is to offer an active learning environment which encourages students to become independent learners. Students may use the center to study, practice skills, and work on assignments for classes.

Policies and Information

No, we can’t help answer the questions from graded assignments nor take-home tests. They can identify the mathematical concepts you are learning and help you better understand the material so you can complete your tests and graded assignments on your own.

Services and Support

No, we can’t help answer the questions from graded assignments and/or take-home tests.
Yes, we do have computers, but we do not have printers. Students are welcome to use these computers as long they are available. The best practice is to save your work often on your own memory storage device (USB).
You are welcome to visit the Science, Technology, Accessibility, Mathematics, and Public Health (STAMP) Center anytime it’s open. Why not make the STAMP Center a regular part of your study routine? Then when test/exam comes, you won’t have to do any frantic, last minute cramming; you will already be relaxed and ready for the test. It’s a place where you can practice and review your STAMP skills.
Once you are in the Science, Technology, Accessibility, Mathematics, and Public Health (STAMP) Center, make yourself comfortable at a table. Many students use the lab as a place to do their homework, so it’s not unusual to see students quietly working on their own. If you have a question, don’t hesitate to ask one of our coaches. Even though they sometimes seem preoccupied with other things, our coaches are always ready and willing to help answer your questions. The STAMP Center is a place where active learning occurs. There are white boards where you can write down STAMP problems and learn how to solve them.
If you’re currently enrolled in a Science, Technology, Accessibility, Mathematics, and Public Health (STAMP) course, the STAMP Center is a good place to do your homework. If you have any questions on your homework assignment, a coach will be available to assist you. Having your questions answered while you are doing homework allows you to finish your assignment in less time with less frustration. If you’re having trouble understanding the material that’s being covered in class, our coaches can provide a quick review of the mathematical concepts to better understand. The STAMP Center is not a substitute for class. If you are studying for a test or exam, STAMP Center coaches can help you review and understand for your test/exam preparation.
Science, Technology, Accessibility, Mathematics, and Public Health (STAMP) Center Coaches are graduate and undergraduate Gallaudet University students who are majoring in STAMP, education, business, computer science, physics and other fields of study. The STAMP Center Coordinator, a full-time faculty member, supervises the STAMP Center.

Contact Us

Academic & Career Success

JSAC 1225

202.448-7036

202-448-7036

Monday
7:00 am-4:00 pm
Tuesday
7:00 am-4:00 pm
Wednesday
7:00 am-4:00 pm
Thursday
7:00 am-4:00 pm
Friday
7:00 am-4:00 pm
Saturday
Closed
Sunday
Closed

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