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’s mission is to translate research into practices that helps millions of deaf Americans succeed after high school—at work, in training programs, or at a college or university.
Her 28-year career in teaching and research has been dedicated to studying the different ways deaf people achieve educational success, how it leads to life satisfaction, and what schools, governments, and parents can do to help make sure #DeafSuccess happens.
A national expert who presents regularly at international conferences, Dr. Cawthon’s research examines the multiple factors that affect how deaf people succeed after high school, investigates issues of equity and access in education, explores accommodations and accessible learning environments, and challenges systemic standards that may be holding some students back. Her research has been funded by nearly $25 million in federal and other grants.
She literally wrote the book on the topic. Dr. Cawthon co-authored Shifting the Dialog, Shifting the Culture: Pathways to Successful Postsecondary Outcomes for Deaf Individuals with Associate Director Carrie Lou Garberoglio, Ph.D., a publication that a leading journal called “an important contribution to the field.” They also co-authored Research in Deaf Education: Contexts, Challenges and Considerations in 2017.
Her first book, Accountability-Based Reforms: The Impact of Deaf or Hard of Hearing Students, won the Exceptional Book of the Year Award in 2012 from Exceptionality Education International.
Dr. Cawthon grew up hard of hearing herself, and her own transition to college was not seamless. Raised oral in mainstream schools, she attempted the accommodations strategies she used in high school, then quickly realized they were inadequate in a large university setting. She went on to earn her Bachelor’s and Master’s degrees in Psychology from Stanford University, where her initial line of research in the language development in deaf children launched her career. Dr. Cawthon received her doctorate in Educational Psychology from the University of Wisconsin at Madison in 2002, where she became a systems thinker focused on educational access, equity, and attainment.
Current Affiliations and Appointments
- Professor, Department of Educational Psychology | University of Texas at Austin
- Board of Directors and Director of the Deaf and Hard of Hearing Institute | Meadows Center for Preventing Educational Risk at the University of Texas at Austin
- Provost’s Teaching Fellow Emeritus | University of Texas at Austin
- Director of Research and Evaluation | Drama for Schools
- Associate Editor | Journal of Deaf Studies and Deaf Education
- Book Review Editor | American Annals of the Deaf
- Principal Reviewer | Journal of Educational Psychology
- Editorial Board Member | Journal of Postsecondary Education and Disability; American Annals of the Deaf; Journal of Developmental and Physical Disabilities
- Member | Advisory Board of School Psychology Forum; Student with Disabilities Assessment Advisory Task Force for the Council of Chief State School Officers; Technical Advisory Committee for the National Center on Educational Outcomes; Technical Advisory Committee for ELPA21 Assessment Consortium at UCLA; Advisory Committee of Assessment of English Language Learners for the Smarter Balanced Assessment Consortium