Academic Catalog
Ph.D. in Critical Studies in the Education of Deaf Learners
Overview
Dr. Christina Yuknis, Program Director
Fowler Hall, Room 409B
The Doctor of Philosophy in Critical Studies in the Education of the Deaf Learner emphasizes critical pedagogy as the foundation for advocacy in the education of deaf individuals. Graduates are prepared to be agents of change in their roles as practitioners, administrators, teacher educators, and researchers through a critical examination of educational, social, and political issues. Our doctoral program provides a balance between a required core program of study and an individualized study in a concentration area in which the student plans a course of study with the guidance of the faculty advisor. In completing the concentration area requirements, the student engages in independent study courses, seminars, and research internships directly applicable to the area of research pursued. To succeed in the doctoral program in education, students must possess a high degree of initiative, self-direction, and commitment to inquiry. Upon completion of all program requirements except the dissertation, students in the doctoral program may apply to be awarded an Education Specialist in Education (Ed.S.) degree. The Ed.S. degree is typically awarded after two to three academic years of full-time study, and is not a terminal degree. The Doctor of Philosophy (Ph.D.) is awarded upon successful completion of the dissertation requirements.
Admissions suspended for the 2018-2019 academic year
Requirements
Admissions Procedures and Requirements
Applicants for the Ph.D. in Critical Studies in the Education of Deaf Learners must complete the application procedures and meet the requirements for graduate study at Gallaudet University. Visit the Graduate Admissions website for more information and a checklist of application requirements. Detailed program information and course descriptions are also available under the 'Overview' and 'Courses' tabs.
| DEADLINE | DATE |
|---|---|
| First Date for Consideration of Application: | As reviewed |
| Last Date for Completed Application: | April 15 |
Program Specific Requirements
GRE or MAT scores
American Sign Language Proficiency Interview (ASLPI)
American Sign Language and English fluency
Three Letters of Reference
Interview (on campus preferred)
Prior Educational Background
MA in Field Related to Professional Goals
Prior Professional Qualifications
Minimum of 3 years experience with deaf children and youth (preferred)
Transfer Credit Hours
A maximum of 12 post-master's semester credit hours taken before admission to Gallaudet's Ph.D. program may be transferred to Gallaudet's Ph.D. program on the condition that:
- course grades are B or better
- courses are relevant to the planned program; and
- credits have been earned within five years prior to admission into the doctoral program.
- A maximum of 12 additional credits of coursework may be transferred into the Ph.D. program after admission on the condition that: (1) the coursework was pre-planned and pre-approved by the Department of Doctoral Studies Committee, and (2) the sum of all transfer credits applied toward the P.D. core coursework does not exceed 24 credits.
Core Courses
Research Courses
A minimum of one of the following:
Concentration Area coursework (21 credits minimum)
Dissertation (12 credits minimum)
Courses
EDU 801 - Principles of Statistics I (3)
This introductory course sequence develops the primary statistical concepts and techniques needed to conduct research. This course presumes no previous statistical background other than college-level algebra or its equivalent. The course goal is to develop many of the basic conceptual theories underlying statistical applications. Students will develop skills in descriptive statistical analysis, simple correlation procedures, and hypothesis testing. Computer-assisted analysis (such as SPSS) will complement course work.
Prerequisite: College-level algebra.
EDU 802 - Principles of Statistics II (3)
The purpose of this second course in statistics is to develop specific concepts and techniques to conduct basic inferential statistical analysis. The course emphasizes application skills, i.e., the ability to fit the appropriate analysis to a particular data set. Students will learn to conduct and interpret the most often used inferential tests for research and evaluation projects. Computer-assisted analysis (such as SPSS) will complement course work.
Prerequisites: EDU 720 or equivalent and EDU 801 or equivalent
EDU 805 - Doctoral Seminar in Scholarly Discourse (2)
This student-centered professional seminar provides an opportunity for doctoral students to develop and enhance their knowledge and abilities in scholarly discourse through critical readings of the professional literature, production of manuscripts advancing scholarly arguments, and collegial presentation and discussion. Knowledge, skills, and dispositions are developed through a process of individual and group critique of manuscripts and presentations from seminar participants and the instructor, and critical reflections and revisions by the individual participants. This course is required during the first semester of doctoral studies, and may be repeated in subsequent semesters.
EDU 810 - Advanced Research Design I (3)
This course is designed to develop the ability to locate, review, and critically evaluate research studies. The course focuses on the proper format for research proposals and reports, ethics in research, measurement issues, and sampling. In addition, the student is introduced to quantitative and qualitative approaches to research. The student will develop critical analysis abilities using the criteria of internal and external validity as explicated in experimental design principles.
Prerequisites: EDU 720 or equivalent and EDU 801 or equivalent
EDU 811 - Advanced Research Design II (3)
This course is intended to develop professional competencies in two areas: (a) knowledge and use of the following approaches to research: experimental, quasi-experimental, causal-comparative, qualitative, correlational research, and survey research; and (b) development of formal research proposals. This course completes a four-course sequence designed to develop knowledge of research design options for evaluators and researchers.
Prerequisite: EDU 810
EDU 812 - Qualitative Research Methods (3)
This course will introduce graduate students to the major concepts, issues, and techniques of qualitative research methods. Students will practice interview and participant observation skills and will analyze and interpret data. Class topics will include formation of research questions: ethics of fieldwork, descriptive validity, and theory building. Case study methods, content, history, and foundations will be addressed.
Prerequisite: Advanced research methods classes or Permission of Instructor.
EDU 820 - Proseminar I : Critical Pedagogy in Education (2)
The proseminar introduces first-year doctoral students to scholarly discourse by providing a foundation for critical inquiry about educational theories, issues and research through analytical reading, synthetical writing, and collegial discussion. Students will gain an understanding of divergent perspectives by applying the tenets of critical pedagogy by: 1) critically reflecting upon individual culture and lived experiences, and challenging inherent assumptions; 2) critically sharing, examining and challenging perspectives about the world and society; and 3) considering acts to diminish social injustice and transform society toward equable education for all deaf individuals. The course is the first of two consecutive proseminars.
Prerequisite: Admission to a Gallaudet University doctoral program or permission of the Ph.D. program director.
EDU 821 - Proseminar II : Critical Pedagogy in Education (2)
The second of two consecutive proseminars enhances the development of scholarly discourse in first-year doctoral students by providing a foundation for critical inquiry about educational theories, issues and research through analytical reading, synthetical writing, and collegial discussion. Students will build upon and enhance their understanding of divergent perspectives gained during the first proseminar by extending the tenets of critical pedagogy through: 1) critically reflections upon individual culture and lived experiences, and challenging inherent assumptions; 2) critical sharing, examining and challenging of perspectives about the world and society; and 3) consideration of acts to diminish social injustice and transform society toward equable education for all deaf individuals.
Prerequisites: EDU 820
EDU 860 - Education Policy and Politics (3)
This course considers educational institutions as political entities that are influenced by policy and political ideologies. Federal policies impacting schools from kindergarten to post-secondary levels are examined, and their consequences are analyzed. Roles of educational institutions in implementing change to promote social justice and equity are considered.
Prerequisite: Admission to a Gallaudet University doctoral program or permission of the Ph.D. program director.
EDU 885 - Critical Studies in Language, Culture and Literacy (3)
This course guides the doctoral student in critically examining the complex relationships among language, culture, and literacy and the implications for education in a diverse society. Within this framework, the course will critically address bilingualism, especially as it relates to the development of deaf children. Participants examine, reflect upon, and challenge perspectives and assumptions surrounding language, culture, literacy, and bilingualism, and investigate ways to diminish social injustice and equitable education for deaf individuals.
Prerequisite: Admission to a Gallaudet University doctoral program or permission of the Ph.D. program director.
EDU 889 - Seminar in Critical Curriculum Studies (3)
This course focuses on curriculum as an area of inquiry, including historical, philosophical, cultural, and related foundations. Students examine and analyze strengths, limitations, and implications of varying theoretical perspectives on curriculum development, analysis and evaluation in preschool through higher education in general and deaf education.
Prerequisite: Admission to a Gallaudet University doctoral program or permission of the Ph.D. program director.