Data and Dialog as the Foundation for Systems Change, S. Cawthon & C. Garberoglio; July 23-25, 2018
Presentation Summary: This session shares ways in which NDC approaches systems change as a OSEP-funded technical assistance center with the aim of improving postsecondary educational and employment outcomes for a diverse deaf population. To facilitate systems change, NDC focuses on two key areas: (a) data and evidence based practices, and (b) structured dialog and collaboration with stakeholders across different levels of the system. Specific strategies that apply to all populations will be shared.
Recommended Resources: Deaf People and Educational Attainment in the United States: 2017, State Reports: Postsecondary Achievement of Deaf People, Research Summarized! Key Impact Areas
Dr. Carrie Lou Garberoglio is an educational researcher and evaluator. Her research examines deaf individuals’ psychological processes in a variety of contexts: teaching, language learning, computer-mediated communication, and transition from secondary to postsecondary settings. Carrie Lou has authored over 17 scholarly publications, two books, and numerous technical and evaluation reports. As a part of her goal to increase research rigor in work that involves deaf communities, Carrie Lou is the co-editor of Research in Deaf Education: Contexts, Challenges, Considerations, published by Oxford University Press in 2017. She also teaches research methods and statistics coursework at the University of Northern Colorado. As a deaf person who was raised in the deaf community, Carrie Lou is committed to increasing the accessibility of research for deaf audiences, using ASL in video formats to translate and disseminate complex academic content. Carrie Lou holds two master’s degrees, the first in Deaf Education and Deaf Studies from Lamar University, and the second in Program Evaluation from the University of Texas at Austin. She obtained her PhD in Educational Psychology at the University of Texas at Austin.
Dr. Stephanie Cawthon is a leading scholar in the field and has a deep grasp of the fundamental issues that affect postsecondary success for deaf individuals. With bachelor’s and master’s degrees from Stanford University and a Ph.D. from the University of Wisconsin-Madison, her training is world class. She examines factors related to deaf individuals and their preparation for postsecondary settings, as well as designing accessible learning environments, effective professional development, and culturally relevant and rigorous research design. She has taught deaf postsecondary students in both face-to-face and online platforms. Her personal experience as a deaf person is integrated into her understanding of what it means to navigate academic and professional contexts. Her Deaf and Hard of Hearing Institute within the Meadows Center for Preventing Educational Risk (MCPER) at The University of Texas at Austin was designed specifically to provide the highest-quality research-to-practice translation and support to professionals and individuals in the field.