Promotion DRE: Dr. Karon Garrido-Nag D-RE: REPORT OF EVALUATION Circle appropriate action: Reappointment Mornrenen Promotion) Tenure Section |: Background Information A Name Karen Garrido-Nag Department Hearing, Speech and Language Sciences School School of Education, Business, and Human Services B. Date of this evaluation: ©. Rank: 03/1/2017 Assistant Professor 7 es SCPI Rating Date of SCP! ASLPI Rating: 1+ Date of ASLPI: 05/11/2016 "For Tenure, targeted ASLPI rating of 2+ or SCPI rating of Advanced is required. For promotion, targeted ASLP rating of 3 or SCPI ‘ating of Intermediate Plus is required. I the rating is below the required score, please provide addtional dacumentaton, Guidelines 8.86.2 through 6.8.6.4 apply for 2076-2077 onwards. E. Period of time covered by the evaluation: from August 16, 2013 to March 1, 2017 (time sing lat MI or prometion) F. Does faculty member being evaluated hold a joint appointment with a separate administrative unit at Gallaudet or have administrative responsibilities external to the department (e.9,, GRI, a second academic department, etc?) YES NO (Circle one) If yes, write an explanation and attach it to this form. Page 1 of 28Promotion DRE: Dr. Karen Garrido-Nag DRE Ratings from 2013-2017 Year Teaching Scholarship _| Service Integrity 2013" Commendable | Commendable | Commendable _| Satisfactory 2014 Commendable | Commendable _| Commendable __| Satisfactory 2015 Commendable | Commendable _ | Outstanding Satisfactory 2016 Outstanding | Commendable _| Outstanding Satisfactory 2017 Outstanding Commendable | Outstanding Satisfactory ***Dr. Garrido-Nag was promoted from Instructor to Assistant ProfessorPromotion DRE: Dr. Karen Garrido-Nag ASL Criteria for Promotion and Tenure (Based on HSIS Faculty Evaluation Procedures Manual): The following is the HSLS overarching rubric for ASL Acquisition expectations for promotion, with Dr. Garrido-Nag’s rating listed below this table; see narrative on next page as to the various endeavors Dr. Garrido-Nag has partaken regarding ASL acquisition since arriving at Gallaudet University). Promotion (Associate) & Tenure Outstanding 1. Demonstrates all the competencies Demonstrates all the listed under Reappointment. competencies listed under 2. Follows administrators’ ASL Promotion & Tene announcements and addresses within 2. Effectively teaches service minimal assistance. courses (@.g., HSL101, HSL Competencies | 3. Effectively communicates within aan University committees, withoutan 8. Confidently and clearly delivers interpreter Public presentations in ASL. 4, Additional competencies, as indicated in the HSLS Faculty ASL Acquisition Plan. 1. Documents improvements as indicated in the HSLS Faculty ASL Acquisition Improvements Plan. 1. Continuously enrolled in advanced ASL courses or scheduled tutoring sessions. Efforts 2. Attends @ minimum of 20 hours of signed campus events each semester. 3. Additional efforts, as indicated in the HSLS Faculty ASL Acquisition Plan. University committee meetings ASL Gatherings Presentations hosted by another Department Faculty development workshops and presentations Faculty Senate meetings Faculty Happy Hours Campus discussion forums Cultural events Rating: (circle one) Unsatisfactory (Satisfactory _) Outstanding Page 3 of 28Promotion DRE: Dr. Karen Garrido-Nag Current ASL Competency Level As of her last ASLPI in 2016, Dr. Garrido-Nag achieved a score of 1+. This low score does not reflect the functional improvement in Dr. Garrido-Nag’s use of ASL/sign language. She has demonstrated a sustained effort to enhance her ASL skills, including having taken all the levels of ASL classes offered through the University, ASLII-VI, earning an average GPA of 3.7. Dr. Garrido-Nag is able to converse successfully one on one in ASL/Sign Language as well as in groups. This is attested to by the fact that as a committee member on CGE as well as on the Faculty/Dean search committees, she has been able to do so without the use of an interpreter; she Is also able to ‘communicate quite easily and effectively with deaf members within the department and community, She has also been part of a research collaboration (Faculty, graduate and undergraduate students) and had bi-weekly lab meetings for up to 2 years, conducted in sign language/ASL. ist of Activities to Enhance ASL ability While at Gallaudet University: Prior to coming to Gallaudet University, Dr. Garrido-Nag had a cursory knowledge of ASL, equated with being at PST-ASL Level 1. Commencing with 2008, Dr. Gartido-Nag successfully completed PST-ASLII- VI. Dr. Garrido-Nag also participated in group tutoring sessions (taught by Gallaudet ASL Instructors) over the past two years (2 hours each week in Spring/Fall 2014, Spring 2015, and 1 hour per week for the Fall 2015/Spring 2016 semesters). To help department members become more fluid in their ASL skills, Dr. Garrido-Nag organized “silent lunch hour” sessions during the spring of 2011. She has also participated in a couple of “mock ASLPI testing sessions” to help Gallaudet compare the reliability in scoring of different raters. Dr. Garrido-Nag attends ASL Gatherings whenever her teaching schedule has permitted and in May, 2016, Dr. Garrido-Nag took part in the first ever ASL Immersion Day offered by The Center for Bilingual Teaching Learning (CBTL). Dr. Garrido-Nag is also currently taking part in the Faculty Learning Community, where she converses solely with others in sign language/ASL. She is currently arranging for a 1:1 tutoring through CBTL for spring 2017. Future ASL Acquisition Initiative Dr. Garrido-Nag continues to be very enthusiastic about learning ASL and plans to improve her ASL skills further by: 1. continuing her committee and collaboration work outside of the department (thus, not only providing valuable input to these efforts but at the same time obtaining more ASL exposure through her interaction with Deaf faculty and staff); 2. continuing to attend meetings, gatherings or presentations without asking for an interpreter; 3. continuing to attend a minimum of 20 hours of signed campus activities each semester.Promotion DRE: Dr. Karon Garrido-Nag Section II: Teaching From UF Guidelines, Section 2.1.2.4 Teaching competence incudes both expertise inthe faculty member's field and the sbi to impart knowledge deriving from that eld fo Galaucet students. A competont teacher must possess the abit o communicate course content cleary and effectively; he/she must also be available fo the students individual, responsive fo their academic needs, and flexible enough to adapt curiculum and methodoiogy to those needs. [ERective communication as intended by ths heading is separale fom and in adton to proficiency in Sign Communication ‘as outined in Section 2.1.2.4) A. List of courses taught during evaluation period Classes taught from 2013 - Current Spring2013 —_—-HSLS.723._ Language Development and Disorders I! (3) HSLS 774 Clinical Practicum: Speech-Language Pathology (3) HSLS 883. Research Project in Audiology (1) HSLS 794 Preparing a Research Proposal in Audiology and Speech-Language Pathology (1) HSLS 897. Ph.D. Internship (2) Fall 2013 HSLS 713 Language Development and Disorders | (3) HSLS 754 Speech Sound Disorders (3) HSLS 774. Clinical Practicum: Speech-Language Pathology (1) *Spring 2014 HSLS 723 Language Development and Disorders I! (3) HSLS 794. Preparing a Research Proposal in Audiology and ‘Speech-Language Pathology (1) Fall 2014 HSLS 754. Speech Sound Disorders (3) HSLS 723. Language Development and Disorders | (3) “Spring 2015 HSLS 723. Language Development and Disorders Il (3) HSLS 794. Preparing a Research Proposal in Audiology and Speech-Language Pathology (1) Fall 2015 HSLS 713 Normal Language Development and Disorders | (3) HSLS 754 Speech Sound Disorders (3) HSLS 895 Practicum in Higher Clinical Supervision (3) *Spring 2016 HSLS 723. Language Development and Disorders I! (3) HSLS 821 Informational Counseling and Multicultural Issues (3) Fall 2016 HSLS 713 Normal Language Development and Disorders | (3) HSLS 754 Speech Sound Disorders (3) *Spring 2017 ——-HSLS 723.__Language Development and Disorders Il (3) HSLS794 Preparing a Research Proposal in Audiology and ‘Speech-Language Pathology (1) *Course release applied for Spring 2014 for grant work, Spring 2015, 2016 &2017 for taking on Admissions Coordinator position, and Spring 2016 for being Interim SLP Program Director. Page 5 of 28,Promotion DRE: Dr. Karen Garrido-Nag Guest Lecturers: HSL 763 Clinical Procedures for Communication Disorders (1) HSL 821 Informational Counseling and Multicultural issues (1) HSL 894 Presentation, Publication and Grant-writing (1) Based on her teaching responsibilities, Dr. Garrido-Nag satisfies HSLS’s criteria of “Teaching Load” (Faculty teaching load of two courses, for a maximum of 6 credits, and a mentoring/supervision equivalent of a third course is expected per semester) by teaching at least two courses per semester with additional service to the students or department, or by teaching a third course. Dr. Garrido-Nag had an overload during Spring 2015, Fall 2015, and Spring 2016. Dr. Garrido-Nag received a course release for the Spring semester in 2015, 2016, and 2017 for grant work and for taking on the role of SLP Admissions coordinator. Classroom Teaching Evaluation: Rating Scale fst aoa ad a dd eesti wall 2 alll ol pl ln inne sn ul ul a dg ef al al ad fcc ere etic ful ul oh ta ul ol al ad forint nies) a ala al el dd fone thn pe emp 77 a TT dd Ca err far ouhndaiv et ‘fu ul al dal ow “eal aad la eal ala al al ls (vei menos cso a pacecermetopt a a a ol a al a [iret seperate aT al a al aes aol qo al al ad simnrihteg beng it J 1 ql al al td hows TT wd el ad [nea vaner os ORS a ‘As it pertains to student evaluations concerning Dr. Garrido-Nag’s teaching over the years, she has an overall average of 4.2, which indicates that students have found her to provide a very positive learning environment, one in which Dr. Garrido-Nag has contributed significantly to their learning experience,Promotion DRE: Dr. Karon Garrido-Nag B. List of other teaching-related activities (e.g., dissertation committees, course development, unique features, etc.) during the evaluation period Master's SLP Thesis Committee Chair: Kali Cika (2017-) ‘Committee Chair: Lauren Chitwood Schauf (2015) Committee Chair: Emily Kubicek (2016) Audiology (Au.D.) Capstone Project Committee Member: Ellen Park (2015-) Committee Chair: Carmen Jamis (2011-2012) Doctoral Pre-Dissertation/Dissertation Committee Member (Comprehensive Exam: Rebecca Stevener, HSLS (2017-) Committee Member (Dissertation): lames McCann, GWU Educational Neuroscience Student (2015) Committee Member (Dissertation): Lucas Lancaster, HSLS (2014-) Committee Member (Advising and Candidacy): Paul Twitchell, GU Educational Neuroscience (2015) Committee Member (Pre-Dissertation Research): Amanda Strasser, Psychology Department (2014-2015) Committee Member, HSLS Ph.D. Qualifying Exam Committee: Rebecca Stevener (2015) Research Internship Supervisor: Rachel Walters Stout (2013) Curriculum related committee work: Creator: SLP Program Curriculum Matrix (2015- Leadership role in creating a curriculum map for the SLP program that is being used to ‘assess if the SLP program addresses requirements from our credentialing body (Council on Academic Accreditation of Speech-Language Pathology and Audiology). Coordinator: CALIPSO program implementation and transition (2016-) Leadership role in transitioning the SLP program from a paper-based academic and clinical tracking of students’ performance to a centralized computer-based system. Included in this endeavor: (1) Creating forms for tracking clinical hours, (2) Creating the clinical performance evaluation criteria for students, (3) Creating grading guidelines for students, (4) implementation of the new system. Member: SLP Program Candidacy/Comprehensive Exam Committee (2009-} Helped to develop candidacy exams of students in various formats and, in turn, grade the students to whom these exams have been given (written, written and oral combination, oral). Dr. Garrido-Nag also participated in creating and revising questions and rubrics that align with student learning objectives that are based from standards of Page 7 of 28,Promotion DRE: Dr. Karen Garrido-Nag our accreditation body (Council on Academic Accreditation of Speech-Language Pathology and Audiology). Member: Ph.D. Program Comprehensive Exam Committee (2015 Have created questions and rubrics for the comprehensive examination of students and have graded them Co-chair: SLP Program Curriculum Revision Committee, Gallaudet University, 2009-2011 Co-leadership role in restructuring the SLP curriculum to remove courses no longer being taught, add revise/add courses that are needed and integrate cross-disciple information in courses offered. Five courses were eliminated; 11 SLP courses and 3 AUD courses wererevised, Workshops and Conferences Attended + Participant in Faculty Learning Community (Fall 2016 - Spring 2017) to read and discuss the principles in the book The Differentiated Classroom - Responding to the Needs of All Learners by Carol Ann Tomlinson and apply these principles to own classroom. + Participant in the Foundations of Clinical Education and Supervision in CSD (September 2016) + Lilly Spring International Conference (2015): Series on College and University Teaching and Learning (Evidenced Based Teaching and Learning) + Participant in the Multicultural Curriculum Transformation Institute (May 2013) with the goal that Participants will develop a complex understanding of multicultural education theory and practice, and learn how to apply both in the development and implementation of curricula specific to their academic subject areas, especially for undergraduate and graduate core courses. + Gallaudet Faculty Development Week Workshops (2008-) C. Sources used in determining the rating: (check all that apply) _x self-report __X__ peers X__students (__dlassroom observation _-__X_ personal observation X__ othersPromotion ORE: Dr. Karen Garrido-Nag HSLS Promotion and Tenure Rubric for Teaching (HSLS Faculty Manual) ‘The following is the HSLS overarching rubric for Teaching expectations for promotion. On the next page, are the actual ratings per the nine benchmarks that have been identified as key to teaching, with the overall rating for this category indicated on the subsequent page. PROMOTION (Associate) TENURE * Achieved a rating of Satisfactory or higher | Achieved a rating of on the D-RE for fezcring forall ‘Satisfactory or higher on the semesters previous to the application for D-RE for Teaching for all promotion semesters previous to the * Attained at least two ratings of eeplcation for lene, ‘TEACHING mmendable or Outstanding on the D- | * Attained the rating of REE occa te bal he Commendable or Outstandin: promotion ‘on the D-RE for Teaching the majority of evaluations duritgtne x years preceding the tenure application (see page 2). Page 9 of 28Promotion DRE: Dr. Karen Garrido-Nag of Satisfactory Rating, SATISFACTORY (1) COMMENDABLE (2) OUTSTANDING (3) Demonstrates adequate | Demonstrates above average | Demonstrates markedly above academic pe academic preparation and average academic preparation 3 and expertise expertise i hlsher field and the | and expertise in ise field and field and the ability to | Sbiity to impart knowledge : Inpareowiedge’ | dwed tom tat iistoe” | ‘Ely 0 pac know derived from that field to | Gallaudet students, Gallaudet students. Gallaudet students. Demonstrates adequate | Demonstrates above average | Demonstrates markedly above ability to plan and ability to plan and implement | gverage ability to plan and 3 | implemen nstution | Tnsrustion and ase teaming | Totem seuelion and asses ad eas lzening for’ | for diverse stmt learning for diverse students Demonstrates markedly above Demonstrates adequate | Demonstrates above average | average ability to communicate oe ote 7 ‘ ability to communicate | ability to communicate course | Course content clearly and 2 | course content clearly | content clearly and effectively. | Snveiy and effectively. : Demonstrates markedly above emonsates adeauate | Demonstrates average availability to individual 3 _| sealiabiiy to individual] avaiabliy fo ind students and responsiveness to ents Students and responsiveness to i responsiveness to their | their academic needs. beehecrciet ites seeateie eietaeaa Demonstrates markedly above Teaching Demonsntes adequate | Demonsaessoveaverase eae exibility in adapting lexibility In adapting . 2 | camiculimand =" | Curcuium and tetiedology to | meet students neds, ‘methodology to meet__| meet students’ needs, students” needs, Syllabi markedly exceed s ‘minimum syliabt requirements Syllabi conform atleast | Syllabi exceed minimum Of CUE or CGE and are well minimally to CUE or | syllabi requirements of CUE or ‘| format 3 CGE standards for GE and are generally well syllabi and are Formate Ths predominaal paoen of adequately formatted. students ratings and comments The predominant pattem | The predominant patter of | OM course evaluations supports a 3 | ofstudents"ratings and | students ratings and comments | Fating of Outstanding for comments on course | on course evalitations supports | Teaching, valuations supports | a rating of Commendable for tating of Sastry Yor | Teaching Peer Classroom Observation Teaching Reports support a rating of Peer Classroom Peer Classroom Observation _| Outstanding for Teaching. 3 Observation Reports Reports support a rating of support rating o Commendable for Teachin Saibtactory for | the preponderance of input from Teaching, peers forthe D-RE supports @ ‘The preponderance of | The preponderance of input _| Fating of Outstanding input from peers for the | from peers for the D-RE 3 | DARE supporesarating | supports a rating ofPromotion DRE: Dr. Karen Garrido-Nag D. Rating: Based on Dr. Garrido-Nag’s accomplishments in “Teaching”, she has satisfied the criteria for “Outstanding” in Teaching. According to the HSLS standards, Dr. Garrido-Nag has earned the rating of “Outstanding” in Teaching based on (a) achieving a rating of Satisfactory or higher on the D-RE for Teaching in all semesters prior to the application for promotion satisfying nine of the nine requirements for "Satisfactory” and seven of the nine requirements for “Outstanding”. Dr. Garrido-Nag has attained the rating of Commendable or Qutstanding on the D-RE for Teaching for past four evaluations preceding the promotion application. Rating: (circle one) Unsatisfactory Satisfactory Commendable /Outstanding Narrative In each of her classes, Dr. Garrido-Nag’s goal has been to focus her teaching based on best practices, literature support, and student/client/family needs. She has also focused on the integration of academic learning and practicum learning, thus, linking the classroom to everyday clinical practice. Dr. Garrido-Nag's efforts have been to (a) actively engage students in the learning process; (b) encourage critical thinking; and (c) develop a teaching style that is evidence- and practice-based. Her main objective as a teacher is to prepare future speech-language pathologists and audiologists to work competently in their chosen professions and to make significant clinical and/or scientific contributions to these fields. Dr. Garrido-Nag’s teaching style can be described as confident, poised, low-key, friendly, flexible and Participatory. She uses a variety of teaching-learning strategies (PowerPoints, case studies, use of questions, guided discussions, and reports, etc.). There is an emphasis on linking theory to clinical practice. Students are encouraged to use critical thinking to formulate questions if further information is required and identify key underlying factors when answering questions for which they might not have a correct answer. Dr. Garrido-Nag recognizes that a good teacher never ceases to seek new ways to engage students in the classroom and that learning how to be an effective teacher will never end. Consequently, she continually seeks opportunities to gain information and insight into improving her teaching abilities. Dr. Garrido-Nag recognized that effective teaching always requires improving different skill sets and adapting to an ever-changing student population, while meeting the demands of the profession, Dr. Garrido-Nag has attended lectures and conferences on best practices in teaching and is currently part of a Faculty Learning Community at Gallaudet. She is always on a quest to improve her ability to integrate active learning (getting students actively engaged, while also imparting information that is foundational for the profession) into her classes. Having students with a variety of backgrounds makes it challenging to meet the different level of needs (while having all students satisfy the objectives of the Page 11 of 28Promotion DRE: Dr. Karen Garrido-Nag Class); therefore, it necessitates developing insight into addressing the various needs of these students. Dr. Garrido-Nag can always be seen engaging in regular discussions with colleagues about successful pedagogical practices. Classroom observations by one of her peers in February 2016 as well as by myself in November 2016 revealed Dr. Garrido-Nag to be extremely organized and well prepared, and clearly exhibited mastery over the content. She easily oriented students to the topic at hand and presented a compelling rationale for its importance with clearly stated learning outcomes. Her lectures were evidence-based and theory driven, yet in both classes she was able to link the content being taught to real-life examples and clinical practice, while her instruction style was friendly and interactive, and structured for students to easily follow along with ample opportunity for questions and shared discussions. The students appeared to be comfortable and quite engaged, and the classroom dynamics were very Positive. In summary, the classroom observations revealed Dr. Garrido-Nag to be clearly demonstrating integrative learning. A review of student class evaluations through the years (summary posted on page six of this application) reveals that Dr. Garrido Nag has demonstrated areas of improvement that I believe in talking to her is pursuant to her trying to incorporate student suggestions into her teaching pedagogy. Dr. Garrido-Nag did indicate that some efforts were not as successful as she would have liked, a reflection of her actively trying out different strategies into her teaching. Her most recent evaluations do suggest that she is coming into her own and that the students recognize these efforts as can be seen on scores from their most recent evaluations. Additionally, Dr. Garrido-Nag remains vigilant in her efforts to see that student-learning opportunities match the required HSLS Master's Degree Speech/Language Pathology student learning outcomes. She also encourages her program faculty to engage in an annual review of courses and candidacy examination, and promotes herself as an active stakeholder in the program's future. In addition to her direct teaching responsibilities in the classroom setting, Dr. Garrido-Nag has also engaged in mentoring students not only in the classroom but also in her laboratory/research. She takes part in dissertation committees and guiding students in their research work (such as helping them to develop a process for conducting literature reviews, creating hypotheses, experimental designs and implementation, data collection and analysis, and data presentation). This has not only included students within her program but also students in the HSLS Doctoral Audiology/Ph.D programs as well as students from other Gallaudet University departments.Promotion DRE: Dr. Karen Garrido-Nag Section Ill: Scholarship/Creative Activity/Research From UF Guidelines, Section 2.1.2.2: Competence in tis erea means that depariment member is expected to continue to grow in his/her field, and contribute to and remain ‘ware of dovelopments within. Evidence of such growth and contrbution may include a variety of creative or aris endeavors, adtonal ‘scholarship and researc, presentations at workshops or meetings a professional societies, advanced study, origination and administration (of grens, authoring of textbooks, workbooks, software, classroom materials, and so on, A. List of scholarly, creative, research activities conducted during evaluation period: Grants Co-Investigator (Co-PI: Brenda Seal, Larry Medwetsky). Improving Speech-Language-Hearing Services for Children with Hearing Loss and Auditory Disorders. Office of Special Education Programs Grant and Funding (in preparation) Co-Investigator (Co-P! Brenda Seal, 2016). Effective Student-Clinical Educator Relationships. Council of Academic Programs in Communication Sciences Disorders - Content Matter Experts (Unfunded grant proposal) Collaborator (Co-PI: Tadigadapa, S., Pick, L., Schiff, S., Sun, N., Sylvester, D., 2015). Engineering Research Center for Magnetics for Brain Interfaces, Imaging, and Stimulation (Maralis), National Science Foundation, NSF 15-589. (Unfunded grant proposal) Co-Investigator (Co-PI: Lawrence Pick, Daniel Koo). The Neurodevelopmental Basis of Literacy Development in Deaf Children, Gallaudet University RERC-HE 2013 Proposal Preparation - Pre-Proposal collaboration submission (Unfunded proposal) Co-Investigator (Co-Pls: Lawrence Pick, Daniel Koo). Cognitive and Electrophysiological Correlates of Phonological Processes in Deaf Undergraduate Readers, Gallaudet Research Institute, Priority Grant. October 1, 2011 ~ October 1, 2015. $30,252.55 (funded) Principal Investigator. The Effects of Attention on the Mismatch Response of Infants, 2005, National Science Foundation (NSF) Dissertation Enhancement -Division of Behavioral & Cognitive Sciences. (Unfunded grant proposal) Page 13 of 28Promotion DRE: Dr. Karen Garrido-Nag Publications: Yan Helen Yu, Carol A. Tessel, Nancy Vidal-Finnerty, Jennifer Gerometta, Karen Garrido-Nag, Hia Datta, Valerie L Shafer (In revision). Neural indices of vowel discrimination in monolingual and bilingual infants and children. Frontiers in Neuroscience. Hisagi, M., Garrido-Nag, K., Datta, H. & Shafer, V. (2015). ERP indices of vowel processing in Spanish- English Bilinguals. Bilingualism: Language and Cognition, 1-19. Koo, D., Pick, L., & Garrido-Nag, K. (2014). Review of neurolinguistic studies in deaf populations. Deaf Studies Encyclopedia. Shafer, V., Yu, Y., & Garrido-Nag, K. (2013). Neural mismatch indices of vowel discrimination in ‘monolingually and bilingually exposed infants: Does attention matter? Neuroscience Letters, 526,1, 10-14. Shafer, V., Schwartz, R., Datta H., Garrido-Nag, K., Hestvik, A., Hisagi, M., Yu, Y. (2009). Automaticity of Second Language Speech Perception in Bilingual Children and Adults. GURT, Implicit and Explicit Conditions, Processes, and Knowledge in SLA and Bilinguals. Proceeding Manual. Invited Presentations Garrido-Nag, K. (2015). The Effects of Attention on Speech Perception in Infants. Presented at Frontiers in Hearing, Beyond Newborn Hearing Screening, July 19-21, 2015, Colorado Garrido-Nag, K. (2016). Bimodal-Bilingual Context and Literacy. Gallaudet University Research Expo, March 24, 2016, Washington DC Conference Presentations L, Aldalur, A., Garrido-Nag, K., & Koo, D. (2016). Sign Language Story Recall among Young Deaf Adults. American Psychological Association Convention, August 4-7, Denver, Co. (poster presentation). Guardino, D., Koo, D., Garrido-Nag, K., &Koo, L. (2015). Verbal Fluency Performance among Deaf Readers. Presented at the 43"! Annual Meeting international Neuropsychological Society, February 4-7, 2015, Colorado (poster presentation). Strasser, A., Koo, D., Garrido-Nag, K., &Koo, L. (2015). Paired Associate Learning in Deaf Readers Presented at the 43" Annual Meeting International Neuropsychological Society, February 4-7, 2015, Colorado (poster presentation) Garrido-Nag, K., Strasser, A., & Pick, L. (2014). Phonological Access in Deaf Undergraduate Native ‘American Sign Language Users. ASHA Conference, Orlando, FL. November 2014 Garrido-Nag, K. & Shafer, V. (2013). The Effects of Attention on the Mismatch Response of Infants. st Annual Symposium of the Society for the Neurobiology of Language, San Diego, CA. (poster)Promotion DRE: Dr. Karen Garrido-Nag Yu, Y., Magaldi, N., Garrido-Nag, K., & Shafer, V. (2013). The neurophysiological and behavioral responses to English vowel contrast in monolingual and bilingual infants: what leads to pMMR versus nMMR?”. 34" annual Symposium on Research in Child Language Disorders, Madison, Wisconsin. (poster) Garrido-Nag, K. (2013). Multicultural Transformation: Language Development and Disorders. 1 Multicultural Curriculum Transformation Gallaudet University Mini-Conference, Washington, DC. (talk and poster) Garrido-Nag, K., Shafer, V., Schwartz, R., Martin, B. (2012). Attention and Speech Perception in Infants, The Sixth Conference on Mismatch Negativity and its Scientific and Clinical Applications, New York, NY. (poster) Shafer, V., Datta., H. Garrido-Nag, K., & Yu, Yan (2011) Brain bases for first language lexical attrition in Bengali-English speakers. The New Trends in Experimental Psycholinguistics Conference at Madrid, Spain (poster) Datta, H., Garrido-Nag, K., Tessel, C., Gerometa, J,, Yu, Y., Schwartz, R., & Shafer, V., (2011). Relationship between neurophysiology of speech perception and language skills in monolingual and bilingual children. The New Trends in Experimental Psycholinguistics Conference (ERP) at Madrid, Spain (talk) Shafer, V., Yu, Yan, Tessel, C., Gerometa, J. & Garrido-Nag, K. (2011) A longitudinal study on the neural development of English vowel processing: Comparing monolingual versus bilingual children. Neurobiology of Language Conferences Society at Annapolis, MD (poster) Shafer, V., Schwartz, R., Datta., H. Garrido-Nag, K., Hestvik, A., Tessel, C., Vidal-Finnerty, N., & Yu, Y (2010). Automaticity of Second Language Speech Perception in Bilingual Children and Adults, The Annual Conference of ASHA at Philadelphia (talk) Shafer, V., Garrido-Nag, K., &Yu, ¥ (2010). Neurophysiological correlates of speech perception in infants and young children: Development and language experience, International Clinical Phonetics and Linguistics Association at Oslo, Norway, (talk) Garrido-Nag, K., Schwartz, R. & Shafer, V.L. (2010). The Effects of Attention of the Speech Perception of Infants, Annual Conference of Cognitive Neuroscience Society at Montreal, Canada (poster) Garrido-Nag, K., Strange, W., Schwartz, R., & Shafer, V. (2008), Attention and Speech Processing in Infants, The Annual Conference of ASHA at New Orleans (talk) Shafer, V., Datta., H., Garrido-Nag, K., Hestvik, A., Hisagi, M., & Yu, Y (2009). Brain Bases of Speech Discrimination in Monolinguals & Bilinguals: Developmental Perspectives, Georgetown University Table at Washington, DC (talk) Shafer, V. L., Schwartz, R. G., Yu, Y., Datta, H., Garrido-Nag, K., Vidal, N., Hestvik, A., Tessel, C., Wroblewski, M., & Hisagi, M. (2008). Brain indices of speech discrimination in monolinguals and bilinguals: Developmental perspectives. International Association for the Study of Child Language (IASCL), Edinburgh, UK. (talk) Page 15 of 28,Promotion DRE: Dr. Keren Garrido-Nag B. Sources used in determining the rating: (check all that apply) —_X_self-report —X_peers Promotion and Tenure Rubric for RSCA: The following is the HSLS overarching rubric for RSCA expectations for promotion and tenure as well as the actual ratings per the four benchmarks that have been identified as key to RSCA. The overall rating for this category is shown on the next page. —X___personal observation other [ PROMOTION (Associate) TENURE * Achieved a rating of Satisfactory or higher |» Achieved a rating of Satisfactory or RESEARCH) | fT RSCAon the D-RE forall semesters | higher for RSCA on the D-RE for all scHOLARstipr | Previous to the application semesters previous to the application CREATIVE | * Attained at least two ratings of * Attained the rating of Commendable or CREATE Commendable or Outstanding for RSCA on | Outstanding for RSCA on the D-RE for en the D-RE since the last promotion. the majority of evaluations during the three years preceding the tenure application Rating | SATISFACTORY COMMENDABLE OUTSTANDING “ (2) () Remains aware of | Remains aware of Remains aware of developments within | developments within the | developments within the i the Hearing Speech, | Hearing Speech, and Hearing Speech, and and Language Language Sciences field. | Language Sciences field Sciences fied Participates in atleast | Participates in multiple Participates in numerous one RECA actviy tat | RECA that promotes vatied SCA that promotes RSCA that p pi RESEARCH | | romotss sontiued "| Eontiued profeccional Continued professional professional growth growth and a siqniicant _| growth and a markedly and some gontibuton | contibuton toe HSLS Significant contabuton to the ome tothe profession and individuals LS reession and SCHOLARSHI profession and served by audiologists or | individuals served by individuals served by | SLPs audiologists or SLPs audiologists or SLPs, CREATIVE Shows evidence of atleast ACTIVITIES. Shows evidence of at | Shows evidence of atleast | one seltiniiated RSCA least one self— one seltntited RSCA™ "| product or acy in the fst 2 _ | initiated RSCA activity | product or activity in one of || five scholarship activities since the last mert | the frst five RSCA anda | anda minimum af won any (Rsca) increase evaluation, | minimum of one in any of the | of the eight scholarship, The contribution to the | eight RSCA since the last "| activities since the last merit activity must be ment increase evaluation, _| increase evaluation substantial “The preponderance of peer evaluations for the D-RE The preponderance of | The preponderance of peer | Supports.a rating of eer evaluations for | evaluations forthe D-RE | Outstanding for RSCA 2 tne O-RE suppor a | suppor @ Commendable rating of Satsiactory | ratina for RSC ferReck |Promotion ORE: Dr. Karen Garrido-Nag C. Rating: In regards to the HSLS faculty manual, Dr. Garrido-Nag has: (a) participated in multiple RSCA that promotes continued professional growth and made a significant contribution to the HSLS profession and individuals served by audiologists or SLPs (commendable); and (b) shows evidence of at least one self-initiated RSCA product or activity in the first five scholarship activities and a minimum of one in any of the eight scholarship activities since the last merit increase evaluation (commendable). Dr. Garrido-Nag has achieved a rating of Commendable for RSCA on the D-RE for all ofthe evaluations during the four years preceding the promotion application. Rating: (circle one) Unsatisfactory Satisfactory (Commendable) Outstanding Narrative Dr. Garrido-Nag has successfully set-up a lab, The Development Language and Cognition Lab, within the university. The lab houses several equipment that allows for investigating neurophysiological and behavioral measures of speech and language processing, Dr. Garrido-Nag has successfully engaged in a cross-disciplinary (Psychology Department) collaboration that resulted in a completed 3-year GRI-priority grant. This grant allowed Dr. Garrido-Nag to not only engage in research but also mentor Ph.D., Au.D., and undergraduate students, She has started to share results of this grant through conference presentations. She has continued this collaboration and expanded it to other universities as well, as well as has attempted to secure outside funding (NSF) for a center-based grant. Dr. Garrido-Nag has continued her collaboration with her Ph.D. mentor and various colleagues, and continues to publish from current and previous projects in which she has been an integral part. Subsequent to her excellent work involving her Evoked Response Potentials research, she has been invited to present her work at several conferences, Dr. Garrido-Nag is presently collaborating with Dr. Brenda Seal in looking at resources for funding the training of students in Aural Rehabilitation. ‘One of Dr. Garrido-Nag’s goals in the immediate future is to continue publishing articles on data that she has collected on several projects as well as to write a grant to continue her line of research. Dr. Garrido-Nag also plans to be more active in the HSLS Ph.D. program by mentoring students in research as well as offering classes that would lead to students being interested in her line of research. Page 17 of 28,Promotion DRE: Or. Karen Garrido-Nag Section IV: Service From UF Guidelines, Section 2.1.2.3: The educational process isnot ited tothe classroom; competence as a depertment and faculy member therefore requires service in one {orm or ancther. According to the individual’ torests and sls, contributions of sorvice may be mace fo the stusent body (e.g, acaderne ‘advising, sponsoring of student actutes, ef), the academic department (serie on cammltees, coordination of muliecson cources, te), the school, the university (ibrarylisison,faculy commitoos, pubis relations actives, outreach, etc), the commun, a proteccleeel erganizstins. A faculty member is also expected to petipate responsibly and with professionel and htoloctual candor In department, schoo, and faculty activtos. A. List of service activities engaged in during evaluation period: Graduate Students Serves as a Faculty Student Advisor to guide students in various academic matters, This includes student registration, performance in classes and in the clinics, as well as their overall well-being during their stay at Gallaudet 2016-2017 (4) 1st year SLP students, (4) 2nd year SLP students 2014-2015 (4) 1st year SLP students, (5) 2nd year SLP students 2013-2014 (5) 1st year SLP students, (4) 2nd year SLP students 2012-2013 (5) Ast year SLP students, (4) 2nd year SLP students Mentoring new faculty Orientation of new faculty to the SLP program, HSLS Department, and Gallaudet University as a whole, as well as to various aspects concerning serving as an advisor to students. These interactions with new faculty has provided Dr. Garrido-Nag opportunities to confer and collaborate on various aspects of academic functions, including teaching and research. New Faculty: (1) 2011 Sanyukta Jaiswal, Ph.D. (2) 2013 Kristen Maul, Ph.D. Profession Serves as the Faculty sponsor to the National Student Speech Language Hearing Association (NSSLHA) officers to make sure they follow both ASHA and Gallaudet guidelines in any activities the organization engages in Faculty Advisor to NSSLHA, 2009-currentPromotion DRE: Dr. Karen Garrido-Nag Campus Department & Program + Director: Interim Program Director (Spring 2016) * Coordinator: Graduate Admission to the SLP Program (2015-) * Coordinator: Clinical Hours of SLP graduate students (2010-) * Coordinator: Documentation for SLP Program Requirement for graduate students (2011-) = Coordinator: Department and Program Orientation for new students (2015-) * Coordinator: CALIPSO program implementation and transition (2016-) + Member: Ph.D. Program Action Committee (2015-) + Member: Admissions Committee (2009-2015) + Member: SLP Candidacy/Comprehensive Exam Committee (2009-) + Served as Member of SLP Supervisor Search Committee (Fall 2013) + Search Committee: Speech-Language Pathology Clinical Educator, 2016 + Search Committee: Speech-Language Pathology Faculty, (2010-2013) University + Member: Council on Graduate Education (CGE) (2014-) + Search Committee: Dean of the Graduate School and Continuing Studies (2015) + Search Committee: Faculty in Applied Statistics for Department of Science, Technology, & Mathematics (Spring 2015) + Search Committee: Faculty in Educational Neuroscience (Spring, Summer 2013) + Member: Ph.D. in Educational Neuroscience formation committee (Spring 2013) B, Sources used in determining the rating: (check all that apply) self-report —X__personal observation other Page 19 of 28Promotion DRE: Dr. Karon Garrido-Nag Promotion and Tenure Rubric for Servi The following is the HSLS overarching rubrie for Service expect Dr. Garrido-Nag’s actual ratings. tations for promotion as well as PROMOTION (Associate) l TENURE SERVICE * Aeiloved a rating of Satisfactory or * Achieved a rating of Commendable or higher on the D-RE for Service forall higher for Service on the D-RE forall Semesters previous to the application. | semesters provious to the applloation. | ___ Attained at least two ratings of Attained the rating of Commendable or Commendable or Outstanding for RSCA | Outstanding for Service on the D-RE for the ‘onthe D-RE since the last promotion | majority of evaluations during the three years preceding the tenure application fel Rating | SATISFACTORY (1) | COMMENDABLE OUTSTANDING | 2) (3) | Shows evidence of at | Shows evidence of at least fn 2 | esans se actuty | uoseniceacivies or | vanad seni geese one for any of the following | any of the following ‘or mare of the following constituencies: constituencies: Department, | Constituencies: Department, Department, University, | University, Profession or" | University, Proteceon oy Profession, or Consumers of HSLS Consumes of HLS services Consumers ofHSLS | services Service fauee Participates responsibly and Participates responsibiy with professional and inthe service activities, | Participates responsibly __| intellectual leadership in and with professional and | service activites, eading to a 3 iMoiechallescershipin’ | sulcanimpec ase ocak service activities, leading to | Ofthat service a notabie impact | C: Rating Relative to the HSLS Faculty Manual, Dr. Garrido-Nag has (a) Contributed numerous and varied service activities to the Department and University and (b) Participates responsibly and with professional and impact as a result of that service, Both intellectual leadership in service activities, leading to a significant of these activities are within the outstanding category in the HSLS manual. Dr. Garrido-Nag has attained the ratin of her evaluations during the four promotion. 1g of Commendable or O utstanding for Service on the D-RE on all i's preceding the promotion application, an HSLS requirement for Rating: (circle one) Unsatisfactory Satisfactory eommendaie COustnigPromotion DRE: Dr. Karon Garrido-Nag Narrative Dr. Garrido-Nag joined the department when it was undergoing significant changes, both in the clinic and academic side. In her first few years as a faculty member, all SLP faculty either left or retired. Dr. Garrido- ‘Nag had to learn not only all aspects as it related to teaching and scholarship but also the administration of a program. Dr. Seal ultimately joined the department and became the program director, which, in turn, allowed Dr. Garrido-Nag to focus on completing her dissertation. Eventually, Dr. Jaiswal joined in 2011 and Dr. Maul in 2013 to complete the SLP faculty team. Dr. Garrido-Nag began service volunteerism to the department from her first year even though her status as pre-tenure track did not require any service work. In discussions with Dr. Garrido-Nag, she has always indicated that she has enjoyed and continues to be enthusiastic about doing service for the program/department; her commitment to HSLS ultimately led her to take over as Interim Program Director while Dr. Seal was on sabbatical. This experience, according to Dr. Garrido-Nag was both enjoyable but also stressful. Being a program director requires rigorous multi-tasking, including advising students, scheduling classes and adjunct instructors, managing the admission and scholarships of students, making curricular changes as needed, handling graduation related events and corresponding Paperwork for students, monitoring student performance, addressing personnel changes in the SLP Program, and making sure the program was in-line with accreditation requirements for both course work and clinic practice. In discussions, Dr. Garrido-Nag indicated these were all enjoyable aspects as she felt she was making a significant difference on behalf of the department. Nevertheless, per the requirements Of this job there was also a stressful aspect that she had to deal with when a group of students who were unhappy with one of their classes came to Dr. Garrido-Nag seeking a resolution. Dr. Garrido-Nag did a great job in finding a solution that was fair for all of the involved parties, Dr. Garrido-Nag is also excellent at planting the seeds and germinating ideas from which others can derive much benefit. She is an active member on several committees in the department as well as within the university. Most recently, Dr. Garrido-Nag planned and implemented a plan to transition from a paper-based system to that of digitalized documentation of SLP documents. Under Dr. Garrido- Nag's supervision, the program has transitioned to the use of a web-based software (CALIPSO) that will allow HSLS to track the clinical and academic performance of students. She has also set up an SLP Blackboard site with files to improve our documentation and communication within the program. This site will be extremely valuable in our 2016-17 and 2017-18 ASHA reaccreditation planning. She envisions us entering important documents, such as letters concerning students’ candidacy performance and cumulative student clock hours that allows for back-up and secure file entries for easier entries, retrieval, and storage. Dr. Garrido-Nag has also created a curriculum matrix (map) that will allow all instructors to enter standards of learning being addressed in their respective classes to ensure that the overall prograi meeting its accreditation standards. In addition, this allows for a more in-depth assessment of the strengths and weakness of the program (such as where there may need to be an increased empha certain curricular elements}. Page 21 of 28Promotion DRE: Dr. Karen Garrido-Nag Dr. Garrido-Nag’s service to the SLP program and Department als innovations: portant list of other © She spearheads curriculum revision, again, from germinating ideas for new courses such as HSL 795: Motor Speech Disorders that is being offered for the first time this spring, to the HSL 821: Counseling and Multicultural Issues course offered since 2012. She has presented these curriculum changes to the Graduate Council, with the practicum numbering and sequence revisions she has had to deal with this year having been somewhat problematic, ‘* Dr. Garrido-Nag handled the transfer from our 2008 ASHA program requirements to the new 2014 SLP requirements with a learning outcomes matrix (also on Blackboard) that easily identifies where our academic and practicum courses address ASHA graduating students’ needs and expectations. ‘* She has managed student clock hours, a responsibility that should belong to and, hopefully will be transferred to the SLP coordinator’s role under the new CALIPSO system. * Dr. Garrido-Nag sponsors and manages our NSSLHA group (a national student organization). She regularly promotes fund-raising for students to attend American Speech-Language Hearing Association conferences, and works with our graduating students in their various celebrations. Under Dr. Garrido-Nag’s advisement, several fundraising activities have resulted in funding services for clients in the clinic and a publication in a magazine regarding this experience. Dr. Garrido-Nag offers valuable insights to our Admissions procedures and has taken responsibility for the Admissions coordinator role since Spring’ 2015. She has created forms, such as an academic summary form that has allowed for a streamlining of the application review process. This same form is now being used to transition to the University’s new admissions software (Hobson system) * _D. Garrido-Nag leads us all as the consummate student advisor. She is detail savvy and works dutifully with each graduating student to assure all paper work is current, signed, and retrievable for later ASHA certification, This list and probably four or five other meaningful entries that | am likely overlooking, is merely representative of the long list of contributions Dr. Garrido-Nag makes to our SLP Program and Department. None of these tasks is especially glamorous and most of them are rarely acknowledged in our annual review of faculty accomplishments. None of these tasks is ever simple, with each of them consuming valuable hours that Karen could be spending on her own research interests and her ASL endeavors, although neither of those seems to take a backseat to her priorities. Finally, Dr. Garrido-Nag's has made significant contributions to innovate and stabilize our SLP program. Her creativity combines beautifully with her multiple skills and human sensitivities to make Karen extremely valuable to HSLS. Dr. Garrido-Nag's contributions are not limited to the department and the profession as she also contributes significantly to the university. She has been a CGE committee member, where she has been active in the curriculum sub-committee. Dr. Garrido-Nag has reviewed countless proposals for curricular changes from various graduate programs in the university, She has also taken part in different search committees including a faculty search for the PEN and STM programs as well as a search for the graduate dean,Promotion DRE: Dr. Karen Garido-Nag Section V: Professional Integrity A. Narrative: Dr. Garrido-Nag strives to achieve the highest stands in professional integrity. She has been active in university and department events and activities. She is consistently available to students and her colleagues for support and service B. Rating: (circle one) Unsatisfactory Section VI: Rating Summary and Calculation of Points Merit First tvs sign Areasof | Rating | porns | Other areas ce ication | Evaluatio le caaset, | Communication lation | (circle) Points | For Tenure, ASLPI targeted score 2.5 i. Unsatisfactory | or higher; SCPI " u 3 Nahe: 5 1.Teaching | 5 © points ‘Advanced or higher |. Scholarship Satisfactory | For Promotion ml, | ~Creative usc] 5 an ASLPI taped | aiviy. | O score is 300° | Research higher; SCP! must be Intermediate Commendable | “Pius orhigher | 5 oan usc Service 2 points 2 3 7 Sign Refer to Faculty | Communication Outstanding Guidelines | ASPL| Na gcrb Sections 6.8.6.2 | date:t1/18/14 ~ |. Professional NA Integrity fe Total: 8 Page 23 of 28Promotion DRE: Dr. Karen Garrido-Nag Section Vil; Personnel Action Criteria ‘Merit increase - 6 Levels (4-9 points) Promotion: Tenure For TT or Tenured, at least 4 points in the For TT or Tenured, at least 6points in first three areas of evaluation first three areas of evaluation For pre-TT or NTT, at least 3 points in two | For pre-TT of NTT, at least 4 points in ‘areas of evaluation two areas of evaluation No Unsatisfactory rating in any area, A SCPI rating of Intermediate Plus or better. Ra target ASLPI rating of 3 or additional documentation of progress in ASL No Unsatisfactory rating in any area, A SCPI rating of Intermediate Plus or botter. OR a targoted ASLPI rating of 3 or documentation of progress in ASL. ications and Time in rank requirements (Guidelines 7.4.3 oF 3.2.5/3.2.6) Section Vill: Summary/Recommendations Teaching: Dr. Garrido-Nag is a magnificent teacher, one who has much to share with her students (as well as her colleagues). She has always strived to do her best to improve her skills with the goal of preparing SLP students to be highly qualified professionals upon graduation. This is reflected by her students’ exceptionally high ratings of her courses and of her as an instructor (with overall averages above 4/5 across both categories). Dr. Garrido-Nag regards her academic responsibilities with dedication and humility. Dr. Garrido-Nag has. worked extremely hard to improve her teaching skills and it is her most outstanding area for this, promotion review. Observations of her teaching by various faculty members of the department have noted her excellent use of various pedagogical techniques. Dr. Garrido-Nag’s use of questions (Socratic Method) is commendable. She conveys critical information in a manner that allows students to grasp important concepts in an easily understood fashion and makes excellent use of her slides that strongly reinforce concepts being taught. She glides students easily from topic to topic, encouraging discussion of key points. Dr. Garrido-Nag poses questions that encourage critical thinking, both deductive and inductive. Her use of a case-based instructional approach is highly regarded in the literature on teaching styles (Nilson, 2010) for its relevance to applied learning and problem solving. Dr. Garrido-Nag demonstrated this approach beautifully by incorporating prior and new learning to the case and then applying the case to related concepts. Her classes are interactive to encourage student involvement into the classroom experience as well as promote critical thinking, She reveals flexibility in adapting curriculum and methodology to meet students’ needs, while creating a safe and secure learning environment - one in which students easily engage in the learning process.Promotion DRE: Dr. Karen Garrido-Nag Dr. Garrido-Nag is always well prepared, yet comfortably spontaneous. She is always well organized, yet is comfortable digressingwhen student issues dominate. Dr. Garrido-Nag focuses on ensuring that the content in her classes is evidence-based, one that reflects current best practices in the field, Her ability to integrate course-related content with everyday clinic experiences is notable. Karenisour only Ph.D., CCC-SLP professor who is able to cross clinical thresholds with the necessary credentials and regulatory license, while displaying an amazing enthusiasm to clinical practice that ties into what she teaches. As such, she is not only an exceptional role model for our graduate students crossing all aspects of our field but also can provide this wonderful perspective of integrating the classroom and the clinic. Students seek her wisdom, constantly being in her office to discuss course material and clinical experiences. She not only mentors students in our program but also is serving on project committees {e.g., Ph.D dissertation) for students of other programs, reflecting her broad-based knowledge as well as the esteem held by others. In her continued quest to seek growth in the pedagogical area, | know that she will also be able to serve as a mentor to department peers by sharing her ideas and discussing activities, which, in turn, others will also be able to integrate into their teaching acumen, Dr. Garrido-Nag also devotes much time and effort to improving her teaching. She has participated in many previous programs focused on the scholarship of teaching and learning, and she was successful in becoming 2 member of a diverse Faculty Learning Community this academic year. Her dedication to the pedagogy of teaching and to the intellectual gains associated with focused discussion, and, in turn, applying these principles into the classroom setting, are consistent with Dr. Garrido-Nag’s work ethic in all responsibilities, but particularly evidenced in her syllabi, curriculum work, and efforts to grow in her teaching, Scholarship/Research: Dr. Garrido-Nag brings to the SLP program and HSLS department impressive and highly valued areas of expertise, that is, her knowledge and skills in neuroelectophysiological measures, phonology and bilingualism. Dr. Garrido-Nag’s scholarship endeavors have been productive, despite her course load, ‘numerous service responsibilities, and commitment to improve her ASL. She has submitted proposals to several external grant agencies (most recently to National Science Foundation), has published several articles in peer-reviewed journals, and presented at numerous refereed conferences, Her inter- Professional collaborative research project to address the University research priorities was funded by Gallaudet’s Priority Research Grant, which resulted in another collaborative proposal submission to the NSF. Her efforts can easily compete with and outshine Assistant Professors’ research profiles at other Universities where acquisition of another language is not expected. Dr. Garrido-Nag continues to expand and apply her expertise in research on brain markers of language development for both hard of hearing and deaf children, an area of research with significant theoretical and applied implications, but minimal research attention. She is currently developing a grant proposal to an outside funding agency to support this line of research. It should be pointed out that Dr. Garrido-Nag’s research often includes infants, a notoriously difficult population to work with, which in itself requires a very complex and rare set of skills. Page 25 of 28Promotion DRE: Dr. Karen Garrido-Nag Dr. Garrido-Nag’s high level of critical thinking as it pertains to her research as well as her resourcefulness, collegiality, and organization are important assets to the HSLS department and the University and has inspired and will continue to inspire students to be future scholars, Her research and scholarly credentials are a significant part of the program’s recruitment strategy. Service Dr. Garrido-Nag is very committed to her students, fellow faculty, the University and the profession. She has demonstrated this with her outstanding list of service-related activities, Dr. Garrido-Nag has made significant contributions to innovate and stabilize our SLP program. She offers leadership on a number of program related activities. She coordinates admissions, curriculum revisions, and improvements in clinical and accreditation documentation. Her motivation to streamline cumbersome procedures and data collection systems is noteworthy. Dr. Garrido-Nag took on the SLP Director responsibilities during the Director’s sabbatical leave. As the SLP Program Director, Dr. Garrido-Nag also has had some surprises, such as when a number of students were suspected of plagiarism, or when a cohort of students presented with significant complaints about one of their courses that they were being taught. In both instances, Dr. Garrido-Nag dealt with the situation with the utmost integrity; she engaged all parties, and facilitated discourse and agreeable solutions. She demonstrated and modeled, to the students and faculty, professional behaviors and civil engagement. The department encourages and supports Dr. Garrido-Nag in taking on this same leadership role in the near future. Dr. Garrido-Nag has acted as faculty advisor for the SLP student. organization (NSSLHA) and has guided ‘the students in activities that have benefited clients in our clinic. She has also encouraged students to be an active part of the Gallaudet community and profession ‘As mentioned earlier, Dr. Garrido-Nag’s has made significant contributions to the department, university as well as to the profession. She has contributed to areas of university needs (such as serving on search committees). She has been a CGE committee member where she has been active in the curriculum sub- committee. The latter requires a significant amount of time and effort every week reviewing proposals for many of the graduate programs at the University. Her colleagues on the Committee have remarked on her quick ability to learn how to process these proposals, and do so in a quick and efficient manner. These meetings, which are all conducted in ASL, demonstrates Dr. Garrido-Nag’s ability to not only follow the discussions but contribute significantly to the decision making process. This requires much knowledge of the University, important problem-solving skills, and the ability to communicate effectively with others Her reports on the activities of the Council back to the department is always informative, meaningful, and motivating. They reflect her understanding and appreciation of both the University culture and the Deaf culture,Promotion DRE: Or. Karen Garrido-Nag Asi As of her last ASLPI in 2016, Dr. Garrido-Nag achieved a score of 1+. This score does not reflect the degree of functional improvement in Dr. Garrido-Nag’s use of ASL/sign language. Since entering the University she has strived to enhance her ASL knowledge and skill by taking ASL classes offered through the university, participating in ASL group tutoring, and engaging with deaf students and colleagues. Dr. Garrido-Nag has reached the highest PST grade level offered at the university (attaining an overall GPA of 3.7). Dr. Garrido-Nag has engaged in tutoring sessions over the past two years (2 hours each week in Spring/Fall 2014, Spring 2015, and 1 hour per week for Fall 2015/Spring 2016). She has taken PST ASL I-VI classes (2008-2014). Dr. Garrido-Nag attends ASL Gatherings whenever her teaching schedule has permitted. She took part in the first ever ASL immersion Day offered by The Center for Bilingual Teaching Learning (CBTL), which transpired in May 2016. Dr. Garrido-Nag continues to engage in activities within the Gallaudet community (such as in her committee work and research collaborations) without the use of an interpreter and was able to communicate effectively. The conundrum of the situation is the fact that she teaches primarily hearing graduate students who use spoken English during their daily interactions. As an expert in the development of language, she is very aware of the effort and time involved in acquiring a second language, and how much more difficult itis to acquire the second language when there are significantly fewer opportunities to engage in learning and conversation. Additionally, it is extremely difficult to complete a Classroom Discourse Observation in ASL and/or obtain student evaluations of her ASL given that her classes must be taught in this situation. Summary Karen has done an outstanding job the past four years in all of her roles, be it as a teacher, interim program director, work in the area of scholarship/research, or her volunteerism in her participation on various committees. Page 27 of 28‘Tenure DRE: Dr. Karen Garrido-Nag Section IX: Recommendations Based on this evaluation and the criteria for personnel actions summarized above, the following action is recommended: (Check where appropriate) Reappointment ___Non-reappointment__Tenure __ Dismissal Merit Increase: (Number Points Earned: i __X__ Promotion to new Rank: Associate Professor chai othe Medea, vute_O2 -26-2017 Faculty membefcomments (opti Date__2-2G- 20/2 lor department member desinsted by the Dean wll prepareandsign the Faculty Member? "ifthis evaluation pertains toa depart foxm, * a toclty member's signature doesnot necessary ndeate gy eemen with the contents ofthe ealtion