Directories
Gallaudet University
Who We Are
Our Work
Overview
News & Stories
Jul 9, 2025
Jul 8, 2025
Jul 7, 2025
Upcoming Events
August 29, 2025
August 30, 2025
University Wide Events
No Communication Compromises
Areas of Study
Schools
Programs
Changing the world
Research
Community & Innovation
Research Experiences & Services
Our Global Presence
Global at Home
Global Learning For All
Global Engagement
Your Journey Starts Here
Admissions
Financial Aid
Explore Our Campus
Connect
Discover
Influence
Popular Keywords
GU
/
Institutional Research and ...
Institutional Effectiveness...
Assessment
Graduate and Undergraduate Program Student Learning...
College Hall 410A
(202) 559-5370
202.651.5085
Email Us
A list of the program student learning outcomes (SLOs) from undergraduate and graduate academic programs, service units in Student Affairs and the university library is available online.
Provide evidence of creative, technical, and critical skills in art and media design via created products as visible within portfolio and exhibits.
Explain in writing and ASL the purpose and creative process of art/media design products through their artist statement.
Demonstrate ability to employ techniques of art criticism in analyzing their own as well as others' art/media design projects in writing and ASL.
Demonstrate ability to revise their and others' art/media design projects in response to self-analysis and critical/technical feedback.
Analyze the ethical responsibility of artworks and artists as an extension of art criticism via writing and ASL.
1. Demonstrate knowledge of current theories of biology and concepts basic to biology, including: Levels of complexity (molecular/cellular through population/communities/ecosystems); biological principles and processes; connections among concepts across disciplines (physical sciences, mathematics, social sciences).
2. Demonstrate critical thinking skills through: Identifying appropriate questions, issues or problems to be explored; analyzing, interpreting, and evaluating evidence; constructing well-supported, clearly articulated arguments and conclusions.
3. Demonstrate information literacy and research skills through effective use of: Sources of information in biology including published literature and scientific databases; computer applications to acquire and analyze experimental data and develop graphic models.
4. Demonstrate experimental research methods including: Scientific methods and instrumentation; safe and appropriate use of laboratory equipment; experimental design; data analysis; familiarity with professional standards in science.
5. Demonstrate effective communication with varied audiences and media by: Providing clear structure and transitions; demonstrating substantial understanding via research, credible sources, and supporting evidence; demonstrating audience-appropriate purpose, agenda, language, and style.
6. Demonstrate preparation for future career and educational goals by: awareness of personal competencies (strengths and weaknesses); ability to work in a team to accomplish a goal; understanding of professional and ethical behavior.
SLO #1
Create and Deliver Messages – Students create and deliver messages in American Sign Language (ASL) and written English appropriate for diverse audiences, purposes, and contexts
SLO #2
Critically analyze messages –Apply fundamental communication concepts, and theories to critically analyze, evaluate and respond to a variety of messages
SLO #3
Create effective communication that embraces differences –Students recognize and apply complex social identities and design communication for diverse cultural contexts
SLO #4
Identify and solve impediments to successful communication –Students apply knowledge from a variety of disciplines to identify and analyze barriers in communication
SLO #5
Apply ethical communication perspectives and practices –Students identify ethical perspectives and apply them in different communication situation
Demonstrate knowledge of the multiplicity of deaf people's lives within the United States and internationally.
Engage in critical inquiry into changing ideological construction of deaf people, sign language, and normalcy from cultural, geographical, sociological and human rights perspectives.
Develop research skills to produce and to present effective written and signed research projects using various media in academic discourse related to the interdisciplinary field of Deaf Studies, incorporating principles of academic integrity.
Program Outcomes Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles
Standard 1: Learner Development: The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and values the perspectives of the child, their family, and the community.
Standard 2: Learning Differences: The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.
Standard 3: Learning Environments: The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.
Standard 4: Content Knowledge: The teacher candidate understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for each and every learner.
Standard 5: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.
Standard 6: Application of Content: The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.
Standard 7: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.
Standard 8: Planning for Instruction: The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.
Standard 9: Instructional Strategies: The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways
Standard 10: Reflection, Professional Learning, and Ethical Practice: The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.
Standard 11: Leadership, Advocacy, and Collaboration: The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.
Standard 12: Technology: The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.
Standard 13: Literacy and Numeracy: The teacher candidate applies a variety of instructional strategies to develop and enhance the literacy and numeracy skills of each and every learner including the use of multiple representations and explanations to present ideas and concepts.
Wellness: Recognize how my choices can transform my health, well-being, and ability to thrive; seek support and utilize resources for personal growth; and work collaboratively to promote wellness on campus and within myself.
Bilingualism: Use American Sign Language (ASL) and written English to communicate effectively with diverse audiences for a variety of purposes.
Career Readiness: Develop career decision-making skills and competencies by engaging in theoretical and experiential learning.
Critical Thinking: Think critically and innovatively, and express myself creatively, making connections within and across disciplines.
Digital Awareness: Employ data and technology in effective, competent, fair, accountable, transparent, and responsible (ethical) ways.
Ethics: Formulate reasoned decisions about ethical issues that lead to wise action.
Science Literacy: Evaluate evidence derived from a systematic analysis of quantitative and qualitative data to address issues that pertain to the experiences of individuals in societies.
Global Citizenship: Articulate knowledge of intersectional identities within a global society and demonstrate intercultural knowledge, cultural competence, and skills in a constructive civic discourse on the local, national, and global levels.
1.1.2 Demonstrate competence in written English. Bilingualism: Bilingualism competence
1.1.3 Develop, revise, and edit for content and style across both higher-order (e.g. thesis, audience, purpose, organization, structure, paragraphing) and lower-order (grammar and spelling) concerns in a paper. Bilingualism: Bilingualism competence
1.2 Communicate and collaborate effectively and clearly using American Sign Language (ASL) in academic and professional contexts. Bilingualism: Bilingualism composition
1.2.1 Demonstrate flexibility and range in ASL receptive and expressive communication to match the rhetorical, stylistic, critical, and creative demands of the situation and media choice. Bilingualism: Comprehension and summarization; Wellness: Wellness behaviors
1.2.2. Demonstrate competence in academic ASL. Bilingualism: Bilingualism composition
1.2.3 Present content coherently, which involves clarifying points, bringing together information in a well-organized way, and drawing logical connections among ideas. Bilingualism: Bimodal, multimodal communication strategies
SLO 2: Critical Interpretation of Texts. Students will demonstrate ability to read and interpret texts critically for different tasks and purposes. Aligns with GU SLOs Bilingualism, Digital Awareness, Critical Thinking, and Wellness
2.1 Demonstrate ability to read and interpret texts critically—thoughtfully, actively, reflectively, and analytically—for different tasks and purposes and in different contexts. Bilingualism: Articulate the influence
2.1.1 Apply a variety of critical reading strategies to texts. Bilingualism: Comprehension and summarization; Critical Thinking: Analyze arguments, Critical Thinking: Evaluate argument; Wellness: Meaning in life
2.1.2 Identify key elements such as the comprehension of content, language, and formal elements for the purposes of a development of an interpretation or an argument. Bilingualism: Discourse competence
2.1.3 Indicate awareness of a particular text’s genre, purpose, style, and related rhetorical and contextual matters. Bilingualism: Comprehension and summarization; Critical Thinking: Critique and creativity
2.1.4 Identify and work with textual evidence. Bilingualism: Bilingualism Composition; Digital Awareness: Ethical use of data and technology; Critical Thinking: Creative contribution
2.2 Demonstrate ability to watch ASL texts critically—thoughtfully, actively, attentively, reflectively, and analytically—for different tasks and purposes. Bilingualism: Comprehension and summarization
2.2.1 Apply critical receptive strategies to a variety of ASL texts and contexts. Bilingualism: Comprehension and summarization
2.2.2 Identify key elements such as content, language, and formal elements in an ASL text for the purposes of the development of an interpretation or an argument. Bilingualism: Comprehension and summarization; Wellness: Meaning in life
2.2.3 Indicate awareness of a particular ASL text’s genre, purpose, style, and related rhetorical and contextual matters. Bilingualism: Comprehension and summarization; Critical Thinking: Critique and creativity
2.2.4 Identify and work with textual evidence from ASL texts. Bilingualism: Discourse competence; Digital Awareness: Ethical use of data and technology; Critical Thinking: Creative contribution
SLO 3: Research Competencies. Students will demonstrate knowledge of research competencies and be able to incorporate these in their own texts. Aligns with GU SLOs Ethics, Digital Awareness, Career Readiness, and Science Literacy.
3.1 Identify topics and formulate questions for inquiry appropriate for the discipline and writing task. Ethics: Identification of ethical issues.
3.2 Identify and evaluate appropriate methods and primary and secondary sources for research. Ethics: Evaluation and debate; Science Literacy: Evidence of supported decisions
3.3 Incorporate their chosen sources effectively in their own writing. Ethics: Evaluation and debate; Science Literacy: Evidence of supported decisions
3.4 Implement ideas from literary, rhetorical, and cultural criticism in their own reading and writing. Ethics: Codes of behavior; Digital Awareness: Ethical use of data and technology.
3.5 Express ideas as informed opinions that are in dialogue with a larger community of readers and writers. Ethics: Evaluation and debate; Career Readiness: Personal interests.
3.6 Indicate in informal and formal analyses an understanding of how the student’s approach compares to the variety of critical and theoretical approaches available. Ethics: Codes of behavior; Digital Awareness: Ethical use of data and technology
3.7 Cite all sources accurately, ethically, and appropriately. Ethics: Codes of behavior; Digital Awareness: Ethical use of data and technology; Science Literacy: Evidence of supported decisions
SLO 4: Knowledge of major traditions and contexts of literatures written in English. Students will demonstrate knowledge of the major traditions of literatures written in English in their cultural, historical, critical, theoretical, and linguistic contexts. Aligns with GU SLOs Global Citizenship, Bilingualism.
4.1 Read and demonstrate a critical awareness of the structure and history of the English language, major works and materials related to literary periods, genres, and their defining characteristics. Bilingualism: Articulate the Influence; Global Citizenship: Intersection of privilege and oppression, Global Citizenship: Identities/histories shift
4.2 Indicate an awareness of and appreciation for the diversity of literary and social perspectives contained within the major traditions. Bilingualism: Articulate the Influence; Global Citizenship: Working in multicultural groups
4.3 Indicate knowledge of the conventions of both literary and non-literary texts and genres. Bilingualism: Articulate the Influence; Global Citizenship: Civic discourse
4.4 Develop knowledge of the historical, cultural, and linguistic contexts of texts. Bilingualism: Articulate the Influence; Global Citizenship: Identities/histories shift
4.5 Know and identify traditions of cultural and literary theory and be able to apply key components of a particular theoretical approach or methodology. Bilingualism: Articulate the Influence; Global Citizenship: Intersection of privilege and oppression, Global Citizenship: Identities/histories shift 4.6 Indicate awareness of both canonical and non-canonical literatures and writers to appreciate and understand the many contributions diverse and multicultural writers bring to our study of literature and identity in written English literatures. Bilingualism: Articulate the Influence; Global Citizenship: Intersection of privilege and oppression, Global Citizenship: Identities/histories shift.
1. Demonstrate understanding of some significant historical concepts, events, people, and themes.
2. Demonstrate understanding of how historians think and approach the past using debate or argument.
3. Apply historical methods to historical problems, including how changes occurred over time, in research, writing, and presentation.
4. Articulate understanding of diversity within and among past cultures and societies.
5. Demonstrate the application of historical approaches to historical issues and problems in written English and American Sign Language.
6. Demonstrate ability to contextualize and evaluate primary and secondary source evidence.
1. Students will demonstrate ability to read/process and interpret texts critically in ASL, English, and Spanish for a variety of tasks and purposes
2. Students will demonstrate Spanish reading and writing skills, minimally, at the intermediate-high level.
3. Students will summarize, synthesize, and critically analyze ideas from the multiple disciplines involved in this major in order to draw well-supported conclusions.
4. Students will demonstrate intercultural knowledge and intercultural communication skills in their products within the multiple disciplines involved in this major.
5. Students will evaluate and apply ethical standards as defined by the multiple disciplines involved in this major in the production of their academic work.
Students will use ASL and written English to communicate information effectively in the field of international Studies with diverse audiences, for a variety of purposes, and in a variety of interdisciplinary settings. (GU SLO #1)
Students will demonstrate basic to intermediate proficiency in a written foreign language. (GU SLO #1)
Students will summarize, synthesize, and critically analyze ideas from the multiple disciplines involved in this major in order to draw well-supported conclusions related to the international Studies field and to their area of concentration. (GU SLO #2)
Students will describe similarities and differences among the political, historical, economic, cultural, and social situations of Deaf and hearing individuals in their international area of interest, as well as similarities and differences between their own Deaf community and one or more Deaf communities in the U.S. or abroad. (GU SLO #3)
Students will describe and apply basic research methodology from Government or Sociology in order to gather, evaluate, interpret, and report information in their area of concentration. (GU SLO #4)
Students will gain perspective on their role as citizens of the world by demonstrating (1) an awareness of the consequences that their own community's or their own country's actions have had or currently have on other communities across the world, and (2) as citizens of the world, they should be able to guide their actions in ways that are consistent with promoting the wellbeing of the larger global community. (GU SLO #5.)
1. Intelligently discuss important philosophical problems and theories.
a. Identify philosophical questions, clarifying what is at issue and why the question is controversial.
Prepare students for practice according to the principles, values, ethics, and skills that guide the social work profession.
Design and implement a current and updated social work foundation curriculum grounded in the liberal arts.
Prepare students as critical thinkers and change agents.
Prepare students for practice from a social justice perspective, that is, as advocates who work toward the elimination of economic, political, and social inequality of those with the greatest needs.
Motivate students to value diversity as a priority and to practice antiracism and cultural humility with respect.
Promote ongoing professional development with current trend.
Prepare students as competent entry level generalist social workers with individuals, families, groups, organizations, and communities.
Based on the Council of Exceptional Children (CEC) Standards and Interstate New Teacher Assessment and Support Consortium (INTASC) Principles
Standard 2: Learning Differences:The teacher candidate uses understanding of individual differences and diverse cultures, languages, and communities to ensure inclusive learning environments that are developmentally appropriate and provide challenging learning experiences for each and every learner to achieve their highest potential.
Standard 3: Learning Environments:The teacher candidate works independently and with others to create environments that support individual and group learning, and that encourage positive social interaction, active engagement, and self-motivation.
Standard 5: Application of Content:The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, evaluation, and collaborative problem solving related to authentic local and global issues.
Standard 6: Assessment:The teacher understands and uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, and guide the teacher's and learner's decision-making.
Standard 7: Planning for Instruction: The teacher candidate plans instruction that supports each and every student in meeting rigorous learning goals by drawing upon knowledge of content areas curriculum, cross-disciplinary skills, and pedagogy as well as knowledge of learners and the community context.
Standard 8: Instructional Strategies:The teacher candidate uses a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and the critical thinking and problem-solving skills needed to apply knowledge in meaningful ways.
Standard 9: Reflection, Professional Learning, and Ethical Practice:The teacher candidate engages in ongoing reflection and professional learning and uses evidence to evaluate practice, particularly the effects of the teacher candidate's choices and actions on others (learners, families, other professionals, and the community, and adapts practice to meet the needs of the learner.
Standard 10: Leadership, Advocacy, and Collaboration: The teacher candidate seeks appropriate advocacy and leadership roles and opportunities to take responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth.
Standard 11: Technology: The teacher candidate uses knowledge of effective multimedia communication techniques to foster active inquiry, collaboration, and accessibility to support interaction in the classroom.
1. Accurately apply fundamental business concepts, models and principles to address hypothetical or real-world business issues. (Common Business Knowledge & Inquiry) 2. Communicate effectively in both American Sign Language and written English in various formats and styles to a variety of audiences in multiple business contexts. (Communication) 3. Apply technological tools, and statistical and quantitative reasoning skills in analyzing and evaluating numerical information to support evidence-based business decisions. (Quantitative Reasoning & Technological Skills) 4. Critically assess business problems and develop well-supported solutions. (Critical Thinking & Problem Solving) 5. Critically evaluate all business opportunities and challenges using a global business perspective. (Global Dimension) 6. Foster personal growth by acting in a professional, ethical, and socially responsible manner, and collaborate effectively in teams as required. (Wellness, Ethics & Social Responsibility) 7. Accounting Discipline Specialty Knowledge and Inquiry
7a. Demonstrate knowledge in Generally Accepted Accounting Principles (GAAP), managerial accounting theories, auditing, taxation, and other accounting concepts and rules. 7b. Prepare, interpret, and summarize financial statements and reports in accordance with GAAP. 7c. Apply Information Technology tools in analyzing accounting information and solve business problems based on accounting theory, financial regulations, and business standards.
1. Accurately apply fundamental business concepts, models and principles to address hypothetical or real-world business issues. (Common Business Knowledge & Inquiry)
2. Communicate effectively in both American Sign Language and written English in various formats and styles to a variety of audiences in multiple business contexts. (Communication)
3. Apply technological tools, and statistical and quantitative reasoning skills in analyzing and evaluating numerical information to support evidence-based business decisions. (Quantitative Reasoning & Technological Skills)
4. Critically assess business problems and develop well-supported solutions. (Critical Thinking & Problem Solving)
5. Critically evaluate all business opportunities and challenges using a global business perspective. (Global Dimension)
6. Foster personal growth by acting in a professional, ethical, and socially responsible manner, and collaborate effectively in teams as required. (Wellness, Ethics & Social Responsibility)
7. Accounting Discipline Specialty Knowledge and Inquiry
7a. Demonstrate knowledge in Generally Accepted Accounting Principles (GAAP), managerial accounting theories, auditing, taxation, and other accounting concepts and rules.
7b. Prepare, interpret, and summarize financial statements and reports in accordance with GAAP.
7c. Apply Information Technology tools in analyzing accounting information and solve business problems based on accounting theory, financial regulations, and business standards.
Demonstrate competence in discussing and presenting their data analysis results and insights to diverse audiences using both written English and American Sign Language.
Demonstrate competence in analyzing and interpreting complex datasets using suitable statistical techniques, pattern recognition methods, machine learning algorithms, and visualization tools.
Demonstrate competence in using programming languages that are commonly used in data science, such as Python or R, to effectively apply data transformation techniques and implement data science related algorithms.
Demonstrate competence in collaborating effectively within teams while working on data-related projects.
Demonstrate an understanding of the field of data science by exploring its applications and career opportunities.
Demonstrate an understanding of the importance of ethical considerations and decision-making in data science by responsibly handling data, and by making evidence-based decisions to address questions related to personal wellness choices, civic discourse within communities, and public policies.
Upon completion of the degree requirements in public health, all students are expected to demonstrate their ability to:
1. Accurately apply fundamental business concepts, models and principles to address hypothetical or real-world business issues. (Common Business Knowledge & Inquiry) 2. Communicate effectively in both American Sign Language and written English in various formats and styles to a variety of audiences in multiple business contexts. (Communication) 3. Apply technological tools, and statistical and quantitative reasoning skills in analyzing and evaluating numerical information to support evidence-based business decisions. (Quantitative Reasoning & Technological Skills) 4. Critically assess business problems and develop well-supported solutions. (Critical Thinking & Problem Solving) 5. Critically evaluate all business opportunities and challenges using a global business perspective. (Global Dimension) 6. Foster personal growth by acting in a professional, ethical, and socially responsible manner, and collaborate effectively in teams as required. (Wellness, Ethics & Social Responsibility) 7. RMI Discipline Specialty Knowledge and Inquiry
7a. Analyze and assess coverage adequacy in common insurance policies. 7b. Apply RMI knowledge and technical tools in evaluating, treating, and monitoring risk factors facing various business entities. 7c. Articulate effective insurance policy recommendations based on critical analysis in written reports and presentations
1. The students will acquire a foundational knowledge of the educational, neurological, behavioral, and cognitive determinants, and sociocultural practices that impact all human learning, especially learning in the young deaf visual learner.
2. The students will be exposed to a range of specialized topics, principles, and scientific methods and understand the ethical principles of research conducted with participants.
3. The students will develop knowledge of the meaningful and principled, mutually beneficial, two-way means and methods to translate scientific discoveries to education and education to science.
4. The students will develop professional communication and technology skills.
Transformational Leadership and Administration in Deaf Education Program Learning Outcomes (Based on the National Educational Leadership Preparation (NELP) 2018 standards required for beginning educational leaders)
Candidates who successfully complete the Transformational Leadership and Administration in Deaf Education Education Doctorate program understand and demonstrate the capacity to promote the current and future success and well-being of each deaf and hard-of-hearing student, as well as each teacher and professional working with deaf and hard-of-hearing students by applying the knowledge, skills, and commitments necessary to:
Program Learning Outcome 1: Vision, Mission and Continuous Improvement Collaboratively lead, design, and implement a school mission, vision, and process for continuous school improvement designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
Program Learning Outcome 2: Reflection and Professional Learning Engage in ongoing reflection and communicate about, cultivate, and model professional dispositions and norms (i.e. fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, lifelong learning) that will support the success and well-being of the students, teachers and professionals in deaf schools and programs.
Program Learning Outcome 3: Ethics Evaluate, communicate about, and advocate for legal and ethical decisions, particularly those that impact deaf and hard-of-hearing students.
Program Learning Outcome 4: Equity, Inclusiveness and Cultural Responsiveness Develop and maintain a supportive, equitable, inclusive, and culturally responsive school culture by advocating for equitable access to educational resources, technologies, and opportunities that support the diverse students, teachers and professionals in deaf schools and programs.
Program Learning Outcome 5: Learning and Instruction Apply the knowledge and skills necessary to collaboratively evaluate, develop and implement high-quality, technology-rich, culturally responsive, and accessible systems of curriculum, instruction, data systems, resources and assessment that support the school’s academic and non-academic programs.
Program Learning Outcome 6: Building Professional Capacity with Effective Supervision Build the school’s professional capacity by engaging in effective, collaborative, and professional staff supervision, evaluation, support, and professional learning practices
Program Learning Outcome 7: School, Family and Community Partnerships Utilize a variety of avenues to engage families, communities, and school personnel to strengthen student learning in and out of school, support school improvement, and advocate for the needs of their school and community.
Program Learning Outcome 8: External Leadership Engage and cultivate relationships with diverse community members, partners, and other constituencies, political or otherwise, for the benefit of school improvement and student development.
Program Learning Outcome 9: Operations and Management Seek ways to improve management, communication, technology, school-level governance, and operations systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
Program Learning Outcome 10: Communication Communicate effectively in American Sign Language (ASL) and English within a variety of academic and professional roles.
Students will be able to articulate the elements related to professional identity including the history and philosophy of the counseling profession, the value of professional organizations, the need for legal and ethical practice, and advocating for the profession and clients that are served. (CACREP 2.F.1)
Students will demonstrate multicultural awareness, knowledge, and skills necessary for competency in working with a diverse population. (CACREP 2.F.2)
Students can demonstrate an understanding of development across the lifespan and the impact on normal and abnormal functioning. (CACREP 2.F.3)
Students can utilize career development theory in the development of individualized and developmentally appropriate career development activities and interventions. (CACREP 2.F.4)
Students can demonstrate the skills necessary to engage in an effective and therapeutic helping relationship. (CACREP 2.F.5)
Students demonstrate competency in preparing for and facilitating group counseling. (CACREP 2.F.6)
Students demonstrate the ability to identify effective assessment strategies to facilitate treatment planning. (CACREP 2.F.7)
Students will demonstrate an understanding of research methods to inform evidence-based practice. (CACREP 2.F.8)
Clinical Mental Health students will develop effective treatment plans utilizing the diagnostic process, assessment data, and evidence-based practices (CACREP 4.F.7. F.8, 5.2.d, 3.a)
School Counseling students will develop a comprehensive school counseling program based on data and utilizing a program model for their state of residence (CACREP 5.G.1.b, 3.a.,b.,n)
Students will show sensitivity, genuineness, and positive regard for others, practice high levels of self-awareness and demonstrate a commitment to personal growth and on-going professional development. (CACREP 4.G)
Will acquire knowledge and develop methods of critique and research relating to the historical, cultural, and linguistic dimensions of Deaf communities.
Graduates from the MA Program in Deaf Studies will produce graduate-level ASL and English texts that demonstrate knowledge of, and critical inquiry into, key concepts of Deaf studies.
Students in concentration studies will work toward individual, institutional and ideological change through leadership, advocacy, and dissemination of new perspectives on Deaf communities and signed languages.
Students in concentration studies will be prepared to undertake further work in research, teaching, or related scholarly and creative activities in higher education.
Upon graduation, AHCC graduates will possess the knowledge and expertise to:
Communicate effectively with a range of audiences using both written English and American Sign Language.
Analyze an accessibility problem, identify, and define the accessibility requirements, usability specifications, and/or policy requirements appropriate to its solution.
Design, implement, and evaluate accessibility in an accessible system, process, component, or program.
Collaborate effectively on teams to accomplish a common goal.
Demonstrate understanding of the deaf, hard of hearing, and DeafBlind target audiences and ways to engage with them in accessible design.
Recognize the importance of professional, ethical, legal, security, inclusion, and social issues, and adhere to the best practices of the accessibility profession.
SLP students will demonstrate the knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases (ASHA IV-B)
SLP Students will demonstrate knowledge of communication and swallowing disorders and differences, including appropriate etiologies, characteristics, anatomical/ physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in:
1. Articulation
2. Fluency
3. Voice and resonance, including respiration and phonation
4. Receptive and expressive language (phon, morp, syn, sem, prag, prelinguistic and paralinguistic comm) in speaking, listening, reading and writing
5. Hearing, including the impact on speech and language
6. Swallowing (oral, pharyngeal, esophageal, and related functions feeding and orofacial myology)
7. Cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning)
8. Social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities)
9. Augmentative and alternative communication modalities (Standard IV-C).
SLP students will demonstrate current knowledge of the principles and methods, and clinical skills in prevention, assessment, and intervention for people with communication and swallowing disorders (listed in 1 through 9) across the lifespan, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates. (Standards IV-D and V-B)
SLP students will demonstrate knowledge and skills in oral, written and other forms of communication sufficient for entry into professional practice, including skills in communicating effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, and other professionals involved in case management. (Standard V-A)
SLP students will demonstrate knowledge of research processes and integration of research principles into evidence-based clinical practice. (Standard IV-F)
SLP students will demonstrate knowledge of ASHAs current Code of Ethics and ethical conduct standards, professional contemporary issues, including entry level and advanced credentialing, regulations and policies relevant to professional practice. (Standards IV-E, G and H)
Domain 1 - Leadership and Management: Students will demonstrate the ability to lead and manage in public governance;
Domain 2 - Public Policy Process: Students will demonstrate the ability to participate in and contribute to the policy process;
Domain 3 - Critical Thinking and Decision-Making: Students will demonstrate the ability to analyze, synthesize, think critically, solve problems and make decisions;
Domain 4 - Public Service Advocacy: Students will demonstrate the ability to articulate and apply a public service perspective; and,
E.P. 2.1: Concentration year specialization builds on foundation year generalist practice as described in EP 2.0, adapting and extending the social work competencies for social work practice with Deaf and Hard of Hearing populations.Deaf and Hard of Hearing
Specialization Year Competencies: Competency 1: Demonstrate Ethical and Professional Behavior SB1: practice personal reflection, self-correction, effective communication in American Sign Language and English, and ethical reasoning to ensure continual professional development in advocacy and practice with deaf and hard-of-hearing populations. SB2: use advanced differential assessments, interventions, and evaluations responsive to changing technological developments and emerging evidence-based models of practice in diverse contexts for deaf and hard-of-hearing populations. Competency 2: Engage Diversity and Difference in Practice SB3: understand diversity in a broad sense that recognizes the ways in which a culture’s structures and values may oppress, marginalize, alienate, or enhance privilege and power among deaf and hard-of-hearing people. SB4: gain sufficient self-awareness to minimize the influence of personal biases and values in working with diverse groups of deaf and hard-of-hearing people. Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice SB5: understand the forms and mechanisms of oppression and discrimination impacting deaf and hard-of-hearing populations. SB6: work with deaf and hard-of-hearing populations to advocate for human rights and social and economic justice. Competency 4: Engage In Practice-informed Research and Research-informed Practice SB7: Integrate practice experience to inform scientific inquiry in designing and implementing research studies with deaf and hard-of-hearing populations. SB8: apply research findings to support evidence-based practices with deaf and hard-of-hearing populations. Competency 5: Engage in Policy Practice SB9: analyze, formulate, collaborate, and advocate for disability policies that advance societal well-being within deaf and hard-of-hearing populations. Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities SB10: apply theories, models, and the best available evidence in assessment with deaf, hearing, and hard-of-hearing systems of all sizes to understand strengths, problems, and social justice issues in systems of all sizes, locally and globally. Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities SB11: utilize theoretical frameworks to guide differential assessments for effective social work practice with deaf, hearing, and hard-of-hearing people in systems of all sizes. SB12: identify and analyze evidence-based interventions designed to meet the unique needs of deaf and hard-of-hearing populations. Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities SB13: implement evidence-informed prevention interventions using theoretical frameworks that meet the needs and enhance the capacities of deaf and hard-of-hearing systems. Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities SB14: utilize theoretical frameworks, models, and research for guiding differential assessments and practice evaluation with deaf, hearing, and hard-of-hearing people in systems of all sizes. SB15: evaluate evidence-based interventions designed to meet the unique needs of deaf and hard-of-hearing populations and use critical thinking to evaluate the appropriateness, adapt, and modify assessment tools and approaches.
1: Identify the underlying philosophies, history, and processes across the three components of the criminal justice system (law enforcement, courts, corrections) (GU SLO: Critical thinking)
2: Identify the nature, extent, causation, and prevention of deviance and crime and understand of the major theories that are used to explain deviance and criminal behavior (GU SLO: Critical thinking)
3: Critically interpret and synthesize research related to the criminal justice field and criminological theory (GU SLO: Science literacy, Critical Thinking)
4: Employ effective communication and presentation skills when discussing criminal justice-related issues (GU SLO: Bilingualism)
5: Understand and apply criminal justice concepts and theories to contemporary social issues and events (GU SLO: Career Readiness)
6: Identify and understand ethical considerations in policy construction and implementation (GU SLO: Career Readiness, Ethics)
7: Identify how the criminal justice system is differentially experienced based on social status and identity. (GU SLO: Critical Thinking)
SLO 1: Students will examine the field of documentary studies and identify the principal ethics and theories regarding the study of lived experience and the processes of documentary creation.
SLO 2: Students will integrate methodologies of critical inquiry from across disciplines to produce and present effective research projects using various forms of media.
SLO 3: Students will demonstrate competence in the use of media technologies to produce and present visual (ASL) and written (English) ideas for diverse audiences and contexts.
SLO 4: Students will produce a portfolio of documentary work as evidence of creative, technical, and critical skills, which include film, photography, digital media, oral history and/or other forms of documentary expression.
In line with APA accreditation standards and our program mission, the following are the expected student learning outcomes upon completion of the program:
Describe and integrate key concepts and methodologies in hearing, speech, and language.
Analyze, synthesize, and apply literature in the area of specialization.
Design, implement, and disseminate research projects with increasing independence and rigor.
Demonstrate knowledge of higher education pedagogical techniques and mentorship principles.
Demonstrate mastery of scientific and professional writing and presentations.
Articulate key features of academic life, including ethical, professional, and bilingual/multicultural concerns.
1. Specialized knowledge:
a. Demonstration of in-depth familiarity with current literature relevant to their chosen topic of research.
2. Critical evaluation:
a. Ability to critically compare and evaluate claims from the linguistics literature and argue for or against them in a coherent manner.
3. Formulation of research questions:
a. Ability to independently formulate clear and tractable research questions related to their individual projects, and develop a systematic and culturally responsible plan for answering them, including identification of data needed to further the investigation.
4. Dissemination and communication:
a. Ability to communicate information about sign language linguistics competently and respectfully to the field, the Deaf communities, and the greater public.
5. Ethical conduct as researchers
a. Demonstrating academic integrity and responsible conduct in their research practices with transparency and respect to the communities involved.
The specialist candidate exhibits knowledge of and applies theories, concepts, and instructional practices of the chosen specialization in ways that are meaningful for diverse learners.
The specialist candidate exhibits behavior that demonstrates a belief in continuous inquiry and reflection as an avenue for improving professional disposition and practice.
The specialist candidate communicates effectively in a variety of professional roles in ASL and English.
The specialist candidate engages in a process of inquiry in seeking knowledge and information in the area of specialization.