Protactile Research Network
CURRICULUM VITAE
DEANNA L. GAGNE
PERSONAL INFORMATION
Deanna L. Gagne, PhD, Department of Linguistics
Rank: Assistant Professor ASLPI: 4
EDUCATION
University of Connecticut, Storrs, CT, Ph.D. Developmental Psychology (July 2017)
Graduate Certificate: Neurobiology of Language
University of Connecticut, Storrs, CT, M.A. Developmental Psychology (May 2015)
Graduate Certificate: Cognitive Sciences
Northeastern University, Boston, MA, B.S. ASL-English Interpreting
Minors: Linguistics, Psychology
EMPLOYMENT
Aug ’18 – current Assistant Professor, Department of Linguistics, Gallaudet University
July ’17 – July ’18 Postdoctoral Researcher, Department of Deaf Studies and Deaf Education, School of Education, Boston University
Aug ’17 – Dec ’18 Adjunct Instructor, Department of Deaf Studies and Deaf Education,
School of Education, Boston University
Jan ’17 – May ’17 Instructor, Department of Psychological Sciences, University of
Connecticut
Aug ’12 – July ’17 Graduate Research Assistant under Marie Coppola of the University of Connecticut for The Development of Communication project
Aug ’10 – Aug ’12 Lab Manager under Marie Coppola of the University of Connecticut for The Development of Communication project
Aug ’09 – May ’10 Adjunct Instructor, American Sign Language Department, Phoenix
Community College, Phoenix, AZ
Jan ’05 – Dec ’07 Adjunct Instructor, American Sign Language Program, Northeastern
University
LANGUAGE LEVELS & CERTIFICATIONS
ASLPI Level 4 – 2018
Berlitz Spanish level B2 – 2010
RID CI/CT, NIC-A – received 2002, 2006, and 2009, respectively (now inactive)
RESEARCH, SCHOLARLY, & CREATIVE ACTIVITIES
DISSERTATIONS & THESES
Gagne, D. L. (2017) With a little help from my friends: The contributions of a peer language network on the conventionalization of space in an emerging language.
Dissertation, University of Connecticut.
Gagne, D. L. (2015) Theory of Mind without a language model: Effects of social experience, education and language exposure. MA Thesis, University of Connecticut.
CHAPTERS IN BOOKS
Gagne, D. & Coppola, M. (2020) Sign Language Literacy in Emerging Languages: The Impact of Social, Political, and Educational Resources. The Oxford Handbook of Deaf Studies in Literacy. Ed. By S. Easterbrooks & H. Dostal. Oxford University Press.
ARTICLES IN REFEREED JOURNALS
Davidson, K., & Gagne, D. (Accepted) “More is up” for Domain Restriction in ASL. Semantics and Pragmatics.
Gagne, D. & Coppola, M. (2017). Visible social interactions do not support the development of False Belief understanding in the absence of linguistic input: Evidence from deaf adult homesigners. Frontiers in Psychology. 8:837.
REFEREED CONFERENCE PROCEEDINGS
Kraus, K., & Gagne, D. (In press). A strong language foundation, but not being deaf, supports learning ASL as a second language. To appear in BUCLD 45: Proceedings of the 45th Annual Boston University Conference on Language Development. Boston, MA: BUCLD
Gagne, D., Goico, S., Pyers, J., & Coppola, M. (2019). False Belief understanding requires language experience, but its precursor abilities do not. In M. Brown & B. Dailey (Eds.) BUCLD 43: Proceedings of the 43rd Annual Boston University Conference on Language Development (pp. 256-269). Boston, MA: BUCLD link
Gagne, D. & M. Coppola. (2014). Disentangling language and education effects on False Belief understanding: Evidence From Homesigners, Signers, and Unschooled Spanish Speakers. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.),
Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp.
2246-2251). Austin, TX: Cognitive Science Society. Link
Davidson, K. & Gagne, D. (2014). “Vertical Representations of Quantifier Domains,” in U.
Etxeberria, A. Falaus, A. Irurtzun, and B. Leferman, Proceedings of Sinn und Bedeutung 18, 110-127.
Coppola, M., Gagne, D. & Senghas. A. (2013). WHO chased the bird? Narrative cohesion in Nicaraguan signing. Linguistic Society of America Extended Abstracts. Published online at eLanguage.net. link
INVITED PRESENTATIONS AND WORKSHOPS
Gagne, D. (2020). The Ball Rolled to the Right: When children accommodate parents in the absence of language peers. Linguae Paris.
Gagne, D. (2020) Children Growing Language: Lessons from Nicaragua. Kendall School for the Deaf, Washington, DC.
Gagne, D. (2019) Insights From Nicaraguan Sign Language: Intergenerational effects of language deprivation and resilience. Language Deprivation Lecture Series; Gallaudet University, Washington, DC.
Gagne, D. (2019). Bimodal Bilinguals in an Emerging Language: Language Synthesis from the Start. Invited Keynote for LingCologne 2019, Köln, Germany.
Gagne, D. (2018). Strategies and options for parents with deaf infants. Invited presentation for Parent-infant support group, Rhode Island School for the Deaf, Providence, RI.
Gagne, D. (2017). We know ASL is a Language, but how do we know? Invited presentation for Parent-infant support group, American School for the Deaf, West Hartford, CT.
Gagne, D. (2017). Nicaraguan Sign Language and Nicaraguan Homesigners. Invited panel for Radcliffe Exploratory Seminar: The Origins of Language: A Collaborative, Cross-
Linguistic Approach. Radcliffe Institute for Advanced Study at Harvard University, Cambridge, MA.
Gagne, D., and J. Contreras (2017). Sign and Spoken Language Interface: Applied Brain-
Language Research. Invited presentation for American Society for Deaf Children, West Hartford, CT.
Gagne, D. (2016). The contribution of peer interactions on the emergence of space in an emerging language. Invited presentation at the Department of Linguistics,University of Texas, Austin, TX.
Gagne, D. (2016). Homesigners’ false belief understanding: Considerations of language, education and executive functioning. Invited presentation for Saxe lab, Department of Brain and Cognitive Sciences, MIT, Cambridge, MA.
Gagne, D. (2016). Children of Nicaraguan Signers: the contribution of heritage signers to an emerging language. Invited panel member for Children of Deaf Adults annual conference panel of researchers, Austin, TX.
Coppola, M. & Gagne, D. (2015). Early language: Creating an optimal foundation for deaf children's development. Invited presentation for Rhode Island Commission on the Deaf and Hard of Hearing Annual Coffee Hour, State House, Providence, RI.
Coppola, M. & Gagne, D. (2015). Early language: Creating an optimal foundation for deaf children's development: how we can contribute. Invited presentation for Rhode Island Commission on the Deaf and Hard of Hearing, Rhode Island School for the
Deaf, Providence, RI.
Coppola, M. & Gagne, D. (2013). Manos Unidas: Facing challenges to language access and education for deaf Nicaraguans. Invited presentation for Graduate seminar in
Program Evaluation, Gallaudet University, Washington, DC.
PRESENTATIONS AT CONFERENCES AND WORKSHOPS
Kraus, K., & Gagne, D. (November 2020). A strong language foundation, but not being deaf, supports learning ASL as a second language. Poster Presented at the Boston University Conference on Language Development. Boston, MA.
Lillo-Martin, D., Müller de Quadros, R., Bobaljik, J., Gagne, D., Kwok, L., & Laszakovits, S. (January 2020). Constraints on Code-blending: Evidence from Acceptability Judgments. Talk presented at the Linguistics Society of America (LSA) Annual Meeting, New Orleans, Louisiana.
Gagne, D., Senghas, A., & Coppola, M. (September 2019). The influence of Same-age Peers on Language Emergence. Talk presented at Theoretical Issues in Sign Language Research (TISLR). Hamburg, Germany.
Brown, L., Gagne, D., & Lieberman, A. (November 2019). Language Modality During Interactions Between Hearing Parents Learning ASL and their Deaf/Hard of Hearing Children. Poster Presented at the Boston University Conference on Language Development. Boston, MA.
Gagne, D., Senghas, A., Flagg, C., & Coppola, M. (November 2019). Characteristic heritage language use in an emerging language: Evidence from morphosyntax and syntax. Poster Presented at the Boston University Conference on Language Development. Boston, MA.
Chen-Pichler, D., Gagne, D. & Lillo-Martin, D. (June 2019) Parents Partnering with language researchers to identify best practices for teaching ASL. Talk presented at the American Society for Deaf Children (ASDC) conference, Newark, DE.
Baronas, C., Gagne, D., Goico, S., & Coppola, M. (April 2019). Critical review of false belief task methodologies: A case study. . Poster presented at the University of Connecticut LangFest Conference, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Richards, S., Gagne, D., Lieberman, A., & Coppola, M. (April 2019) Testing the test: Implicit Theory of Mind Measurements. Poster presented at the University of Connecticut LangFest Conference, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Gagne, D., Goico, S., Pyers, J., & Coppola, M. (November 2018) False belief understanding requires language experience but its precursor abilities do not. Poster presented at Boston University Conference for Language Development, Boston, MA.
Baronas, C., Gagne, D., Goico, S., & Coppola, M. (April 2018) False photograph and false belief understanding in deaf Peruvian children. Poster presented at the University of Connecticut LangFest Conference, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Raso, J., Gagne, D., Goico, S., & Coppola, M. (April 2018) Relationship between perspective taking success and language in Peruvian Deaf children. Poster presented at the University of Connecticut LangFest Conference, Storrs, CT.
(Undergraduate Student presented as part of research/ mentorship experience)
Richards, S., Gagne, D., & Coppola, M. (April 2018) Modifying implicit Theory of Mind stimuli for use with an eye-tracker in rural Nicaragua. Poster presented at the University of Connecticut LangFest Conference, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Sylvain, C. Gagne, D., Goico, S., & Coppola, M. (April 2018) Working memory skills in
Peruvian deaf children. Poster presented at the University of Connecticut LangFest
Conference, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
O’Neill, T., Gagne, D., & Coppola, M. (April 2017). Heritage Signers of Nicaragua: an ethnographic analysis. Poster presented at the Frontiers conference in Undergraduate Research, University of Connecticut, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Gagne, D., Senghas, A., & Coppola, M. (November 2017). Peer interaction is necessary for full conventionalization of space in an emerging language: Evidence from hearing children of Nicaraguan signers. Poster presented at the Boston University
Conference on Language Development, Boston, MA.
Montalvo, K., Gagne, D., & Coppola, M. (April 2016). The importance of peer interaction for Deaf children’s development. Poster presented at the Frontiers conference in
Undergraduate Research, University of Connecticut, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Gagne, D., Coppola, M., Shusterman, A. (January 2016). Disentangling language and education effects on false belief understanding: Evidence from homesigners, signers, and unschooled Spanish speakers. Paper presented at the Theoretical Issues in Sign Language Research conference, Melbourne, Australia.
Pyers, J. E., Gagne, D., Senghas, A., Coppola, M. (January 2016). Leveraging first-hand experience to assess theory of mind development in Deaf populations with limited sign language ability. Paper presented at Theoretical Issues in Sign Language Research, Melbourne, Australia.
Gagne, D., Davidson, K. (January 2016). Overt domain information in American Sign Language reveals gestural origins and sheds light on semantic-syntactic structures cross modally. Poster presented at the Theoretical Issues in Sign Language Research conference, Melbourne, Australia.
Coppola, M., Gagne, D., Miranda, E. (November 2015). The development of narrative structure in an emerging sign language: An episode analysis. Paper presented at the Boston University Conference on Language Development, Boston, MA.
Gagne, D., Senghas, A., Coppola, M. (November 2015). A language model is not sufficient to promote conventionalization of space in an emerging sign language. Poster presented at Boston University Conference on Language Development, Boston, MA.
Davidson, K., Gagne, D. (January 2015). Context made visible: Evidence from ASL for domain arguments in quantified noun phrases. Paper presented at the Linguistic
Society of America biennial meeting, Portland, OR.
Davidson, K., Gagne, D. (October 2014). Context made visible: On the structure of quantified noun phrases. Paper presented at the North East Linguistic Society, Boston, MA.
Gagne, D., Coppola, M. (July 2014). Numerical Cognition with inadequate linguistic input:
Explaining (and improving) deaf children’s poor mathematical performance. Paper presented at a Special seminar of number cognition at the Cognitive Science Society, Quebec City, Quebec, Canada.
Gagne, D., Coppola, M. (July 2014). Disentangling language and education effects on false belief understanding: Evidence from homesigners, signers, and unschooled Spanish speakers. Poster presented at the annual Cognitive Science Society meeting,
Quebec City, Quebec, Canada.
Gagne, D. & M. Coppola. (April 2014) Disentangling language and education effects on
False Belief understanding: Evidence from homesigners, signers, and unschooled
Spanish speakers. Poster presented at Finding Common Ground: Social, Ecological, and Cognitive Perspectives on Language Use, University of Connecticut, Storrs, CT.
Miranda, E., Gagne, D., Coppola, M. (April 2014) The development of narrative structure in an emerging sign language: An episode analysis. Poster presented at Language
Fest, University of Connecticut, Storrs, CT.
Davidson, K., Gagne, D. (January 2014). Vertical representation of quantificational domains. Poster presented at the Linguistic Society of America, Minneapolis, MN.
Gagne, D. & Coppola, M. (September 2013). Modality effects in developmental psychology: An interdisciplinary approach yields new integrative insights. Poster presented at the Northeast Conference for Teachers of Psychology, Bridgeport, CT.
Coppola M., Gagne, D. (April 2013). Explaining (and improving!) deaf children’s poor mathematical performance: Combining perspectives from cognitive psychology, language, and education research. Paper presented at the Society for Research in Child Development (SRCD) preconference session on the Development of Deaf and Hard of Hearing children, Seattle, WA.
Coppola, M. & Gagne, D. (April 2013) Stories don’t get better with age: Maturation and life experience do not drive narrative structure in emerging languages. Poster presented at Language Fest, University of Connecticut, Storrs, CT.
Davidson, K., Gagne, D. (September 2013). Vertical representation of quantificational domains. Poster presented at Sinn und Bedeutung, Basque Country, Spain.
Coppola M., Gagne, D., & Senghas, A. (July 2013). Stories don’t get better with age: Maturation and life experience do not drive narrative structure in emerging languages. Poster presented at the Theoretical Issues in Sign Language Research (TISLR) conference, London, England, U.K.
Coppola M., Gagne, D., & Senghas, A. (April 2013). WHO chased the bird? Narrative cohesion emerges with language complexity. Poster presented at the Society for Research in Child Development, Seattle, WA.
Coppola M., Gagne, D., & Senghas, A. (January 2013). Narrative cohesion and linguistic devices in an emerging language. Paper presented at the Linguistic Society of America, Boston, MA.
Coppola M., Gagne, D., & Senghas, A. (November 2012). WHO chased the bird? Narrative cohesion in an emerging language. Paper presented at the Boston University Conference on Language Development, Boston MA.
Gagne, D., Coppola, M., & Senghas, A. (April 2012). WHO chased the bird? Narrative cohesion in an emerging language. Poster presented at Language Fest, University of Connecticut, Storrs, CT.
GUEST LECTURES
Gagne, D. (2019, April) What the first generation of hearing children born in an emerging language can tell us about language evolution. LIN 703- Linguistics Graduate Seminar, Risa Shaw, Gallaudet University.
Gagne, D. (2019, April) Research with the CODAs in Nicaragua: the effects of peers on language emergence. LIN 480- Linguistics Research Experience, Risa Shaw, Gallaudet University.
Gagne, D. (2019, March). Grants from the inside out. LIN 703- Linguistics Graduate Seminar, Risa Shaw, Gallaudet University.
Gagne, D. (2018, October). With a little help from my friends: what the emergence of
Nicaraguan Sign Language can tell us about the importance of having same-age peers for language creation. LIN 480 – Linguistics Research Experience, Risa Shaw, Gallaudet University.
Gagne, D. (2018, November). The importance of peers for language creation: the case of Nicaraguan Sign Language. LIN 510 – First and Second Language Acquisition,
Deborah Chen Pichler, Gallaudet University.
Gagne D. & Gagne, K. (2018, April). Why do Sign Language Research in Nicaragua?
Scientific Benefits and Ethical Considerations. SED DE 672 - ASL Structure, Naomi
Berlove, Boston University.
Gagne, D. (2017, April). What we can learn from studying Nicaraguan Sign Langauge.
LING 3610W - Language and Culture, Matthew Hall, University of Connecticut.
Gagne, D. (2017, March). The Impact of Language Deprivation on Cognitive Development. PSYC 2400 - Developmental Psychology, Kaitlin Flannery, University of Connecticut.
Gagne, D. (2016, November). Language regularization in Nicaraguan Sign Language. SED
DE 691 - Language and the Deaf Child, Naomi Berlove, Boston University.
Gagne, D. (2016, April). History of Nicaraguan Sign Language. SED DE 672 – ASL Structure, Naomi Berlove, Boston University.
GRANTS
National Science Foundation (NSF) RAPID grant: (Awarded July 2020) Navigating Social Distancing with DeafBlind Children: Protactile Language Acquisition in an Online Learning Environment. (Subaward $6,400 to Gallaudet of $196,564).
National Institutes of Health (NIH) F32 Postdoctoral fellowship grant: (Awarded July
2017) The Contribution of Language to the Implicit and Explicit Understanding of Others' False Beliefs. ($117,830)
Postdoctoral training grant for integration of new eyetracking skills with fieldwork in Nicaragua; award declined in favor of faculty position at Gallaudet.
Boston University Postdoctoral Seed Grant (2017, November) Eyetracking Implicit Theory of Mind Abilities in Homesigners ($5,000)
Principal Investigator for pilot studies to develop implicit eyetracking tests of Theory of Mind
University of Connecticut IGERT International Experiences Grant (2015, January) ($15,000) Principal Investigator for three-month dissertation fieldwork in Nicaragua, supervised 1 research assistant in the field.
University of Connecticut IGERT Interdisciplinary Innovation Grant (2014) ($2,000)
Co-PI with Kathryn Davidson for interdisciplinary Psychology-Linguistics project investigating the semantics of vertical signing space.
National Science Foundation (NSF) Interdisciplinary Graduate Education and
Research Traineeship (IGERT) in the Neurobiology of Language (2012, May) ($30,000/year, 2 years graduate stipend)
Traineeship for graduate students in selected disciplines with dedication to interdisciplinary training for the Neurobiology of Language.
National Science Foundation (NSF) Graduate Research Fellowship (2012, April)
($35,000/year, 3 years graduate stipend)
FELLOWSHIPS, PRIZES AND AWARDS
Faculty Development Grant, Gallaudet
R Workshop lecture series (Fall 2020 - Spring 2021)
Travel to the Linguistics Society of America (Spring 2020)
Travel to the American Society for Deaf Children Conference (Spring 2019)
Travel to the Boston University Conference on Language Development (Fall 2018)
Thomas Giolas Dissertation Award, University of Connecticut (July 2017) Linguistic Society of America Diversity Travel Award (January 2014)
El Instituto at the University of Connecticut Research Award (2013)
University of Connecticut IGERT Travel Award (2013)
University of Connecticut Outstanding Multicultural Scholar Award (2012)
REVIEWING ACTIVITIES FOR JOURNALS OR BOOKS
Anonymous reviewer for Routledge Books (2020)
Anonymous reviewer for Developmental Science (2020)
Anonymous co-reviewer for Cognitive Science (2018)
TEACHING, MENTORING, AND ADVISING
COURSES AT GALLAUDET UNIVERSITY
LIN 101: Sign Languages and Sign Systems (Spring 2019, Summer 2019, Fall 2019,
Spring 2020)
LIN 499: Undergraduate Independent Study (Various Topics)
Fall 2020, Stephan Kennedy, Language Research Experience (enrolled: 1)
Spring 2019, Cassidy Flagg, Language Research Experience (enrolled: 1)
LIN 510: Introduction to First and Second Language Acquisition (Fall 2018)
(enrolled: 16)
LIN 522: Psycholinguistics of Sign Languages (Spring 2020)
LIN 595: Special Topics: Emerging and Village Sign Languages (Spring 2019)
LIN 595: Special Topics: Languages on a Small Scale: Emergence,
LIN 799: Independent Study (Various Topics)
Fall 2020, Characterizing Heritage Language Speakers
Spring 2020, Code-Blending Analysis
Spring 2019, Heritage Signers and Pedagogical Concerns
Spring 2019, Heritage Signers and Implications
LIN 701: Phonology I
Fall 2018 (enrolled: 10), Fall 2019 (enrolled: 8), Fall 2020 (enrolled: 12)
LIN 880: Guided Research Experience (Fall 2019, Spring 2020)
LIN 883: Concept Paper (Fall 2020)
COURSES AT OTHER INSTITUTIONS
SED DE 691: Language and the Deaf Child
Boston University, Fall 2017 (enrolled: 10)
PSYC 2400: Developmental Psychology
University of Connecticut, Spring 2017 (enrolled: 61)
OTHER CONTRIBUTIONS TO TEACHING
Video lecture: Introduction to Homesign and Emerging Languages (available: link)
LIN 101 Video Lecture series (available: playlist)
ADVISING: RESEARCH DIRECTION
UNDERGRADUATE:
IN PROGRESS:
Melissa Avino, Gallaudet University, January 2021 - present
Grace Keller, Gallaudet University, January 2021 - present
Lillian Berggoetz, Gallaudet University Honors Capstone, December 2020 - present
COMPLETED:
Joshua Veeder, Gallaudet University, September - December 2019
Kyle Sparr-Paz, Gallaudet University, September - December 2019
Cassidy Flagg, Gallaudet University, September 2018 – May 2019
Camilla Baronas, University of Connecticut, January 2018 – May 2019
Samantha Richards, University of Connecticut, January 2017 – May 2019
Jillian Raso, University of Connecticut, January – May 2018
Emeric Sykes, University of Connecticut, January – May 2018
Corine Sylvain, University of Connecticut, January– May 2018
Therese O’Neill, University of Connecticut, September 2016 – December 2017
Jamie Conti, University of Connecticut, September 2016 – May 2017
Karianna Montalvo, University of Connecticut, September 2015 – July 2016
Eli Miranda, University of Connecticut, January 2013 – May 2015
GRADUATE
IN PROGRESS:Kaj Kraus, Gallaudet University, PhD student, September 2019- Present
COMPLETED:
Lillian Brown, Boston University, MA student, November 2017 – May 2019
Brittany Farr, Boston University, MA student, October 2017 – July 2018
Conrad Baer, Boston University, MA student, October 2017 – July 2018
EXTENSION ACTIVITIES: TRAINING TO TEACH ONLINE COURSES
Quality Matters: Peer Reviewer Certification (September 2020)
Gallaudet Online Faculty Online Teaching Training (July - August 2020)
Diversity Training (July 2020)
Bilingual Approach Seminar (July 2020)
Blackboard Ultra training (August 2020)
Gallaudet Online Teaching Certification (awarded May 2019);
Gallaudet Blackboard Sandbox training (May 2019)
Online Learning Consortium: Essentials Part 1 (August, 2018)
Quality Matters: Applying the QM Rubric (August, 2018)
SERVICE
PROFESSIONAL CONSULTING
Research Consultant for Language Synthesis project, under the direction of Diane
Lillo-Martin of the University of Connecticut (2017 – present)
Responsible for stimuli development, recruitment, training and supervision of 5 research assistants, data collection and data analysis
Research Consultant for The Development of Communication project, under the direction of Marie Coppola of the University of Connecticut (2017 – 2018)
Responsible for project development, data collection and analysis and supervision of 6 research assistants
CONFERENCE ORGANIZATION OR REVIEW
Abstract reviewing for Linguistics Society of America (LSA) Annual Meeting 2020
Abstract reviewing for Boston University Conference on Language Development (BUCLD), 2019, 2020
Organizing committee member for SignFest conference, 2014, 2016 (2016 link) Student volunteer for Linguistic Society of America, 2013
CAMPUS
DEPARTMENT
Undergraduate Coordinator (Fall 2019 - Present)
Organized biweekly GradLab discussion group (2020 - present)
Organized R workshop series by Dr. Jon Henner (2020-2021)
Organized departmental potlucks for student and faculty engagement (2018, 2019)
Organized “half baked lunch” for project development (Spring 2019)
Small group work (Qualification Exams, Compendium, Viva Exams)
Application review (MA and PhD applications)
Member of Dissertation Committee
Kiva Bennett, present
Donovan Catt, present
Ardavan Guity, present
Member of Field Exam Committee
Raphael Domingo, Fall 2020
Ardavan Guity, Spring 2019
Donovan Catt, Spring 2019
Kiva Bennett, Fall 2018
Member of Linguistics Department Search Committee, 2019- 2020
SCHOOL/UNIVERSITY
Dissertation Reader, PEN program (Athena Willis, anticipated completion Spring 2022)
Dissertation Committee member, PEN program (Emily Kubicek, completed Spring 2020)
Comprehensive Exam Committee Member, PEN program (Emily Kubicek, completed December 2018)
Preliminary Exam Reader, PEN program (Carly Leannah, in progress)
Committee to establish/ propose the Gallaudet University Ed.D. in School Leadership for the Advancement of Diverse Deaf Students (SLADDS) (Fall 2019 - present)
PhD in Educational Neuroscience (PEN) Interdisciplinary Committee (Fall 2020 - present)
OTHER ACADEMIC
MA Thesis Committee: Lillian Brown, Boston University (Completed May 2019)
PhD Dissertation Committee: Oren Abramowitz, Adelphi University (in progress, expected completion May 2021)
University of Connecticut IRB graduate representative (2016 – 2017)
COMMUNITY
Hands and Voices of Maryland/Washington DC; Co-president (2019 - 2020)
Parent- Researcher conversations about language acquisition, Kendall Parent-Infant
Program, January 2020
Hands and Voices Connecticut Board member
(Connecticut, 2018; Maryland/DC, 2019)
Kendall School Parent-Teacher Association, member (2018 – present)
Volunteering activities:
Book fair (Fall 2018)
ASL Celebration day (Spring 2019)
Consulting member, Manos Unidas (link) (2016 – 2019)
MEMBERSHIP
Cognitive Science Society (Member, 2014-present)
Linguistics Society of America (Member, 2013- present)
Sign Language and Linguistics Society (Member, 2010 – present)
Children of Deaf Adults, International (Member, 2000 – present)
DEANNA L. GAGNE
PERSONAL INFORMATION
Deanna L. Gagne, PhD, Department of Linguistics
Rank: Assistant Professor ASLPI: 4
EDUCATION
University of Connecticut, Storrs, CT, Ph.D. Developmental Psychology (July 2017)
Graduate Certificate: Neurobiology of Language
University of Connecticut, Storrs, CT, M.A. Developmental Psychology (May 2015)
Graduate Certificate: Cognitive Sciences
Northeastern University, Boston, MA, B.S. ASL-English Interpreting
Minors: Linguistics, Psychology
EMPLOYMENT
Aug ’18 – current Assistant Professor, Department of Linguistics, Gallaudet University
July ’17 – July ’18 Postdoctoral Researcher, Department of Deaf Studies and Deaf Education, School of Education, Boston University
Aug ’17 – Dec ’18 Adjunct Instructor, Department of Deaf Studies and Deaf Education,
School of Education, Boston University
Jan ’17 – May ’17 Instructor, Department of Psychological Sciences, University of
Connecticut
Aug ’12 – July ’17 Graduate Research Assistant under Marie Coppola of the University of Connecticut for The Development of Communication project
Aug ’10 – Aug ’12 Lab Manager under Marie Coppola of the University of Connecticut for The Development of Communication project
Aug ’09 – May ’10 Adjunct Instructor, American Sign Language Department, Phoenix
Community College, Phoenix, AZ
Jan ’05 – Dec ’07 Adjunct Instructor, American Sign Language Program, Northeastern
University
LANGUAGE LEVELS & CERTIFICATIONS
ASLPI Level 4 – 2018
Berlitz Spanish level B2 – 2010
RID CI/CT, NIC-A – received 2002, 2006, and 2009, respectively (now inactive)
RESEARCH, SCHOLARLY, & CREATIVE ACTIVITIES
DISSERTATIONS & THESES
Gagne, D. L. (2017) With a little help from my friends: The contributions of a peer language network on the conventionalization of space in an emerging language.
Dissertation, University of Connecticut.
Gagne, D. L. (2015) Theory of Mind without a language model: Effects of social experience, education and language exposure. MA Thesis, University of Connecticut.
CHAPTERS IN BOOKS
Gagne, D. & Coppola, M. (2020) Sign Language Literacy in Emerging Languages: The Impact of Social, Political, and Educational Resources. The Oxford Handbook of Deaf Studies in Literacy. Ed. By S. Easterbrooks & H. Dostal. Oxford University Press.
ARTICLES IN REFEREED JOURNALS
Davidson, K., & Gagne, D. (Accepted) “More is up” for Domain Restriction in ASL. Semantics and Pragmatics.
Gagne, D. & Coppola, M. (2017). Visible social interactions do not support the development of False Belief understanding in the absence of linguistic input: Evidence from deaf adult homesigners. Frontiers in Psychology. 8:837.
REFEREED CONFERENCE PROCEEDINGS
Kraus, K., & Gagne, D. (In press). A strong language foundation, but not being deaf, supports learning ASL as a second language. To appear in BUCLD 45: Proceedings of the 45th Annual Boston University Conference on Language Development. Boston, MA: BUCLD
Gagne, D., Goico, S., Pyers, J., & Coppola, M. (2019). False Belief understanding requires language experience, but its precursor abilities do not. In M. Brown & B. Dailey (Eds.) BUCLD 43: Proceedings of the 43rd Annual Boston University Conference on Language Development (pp. 256-269). Boston, MA: BUCLD link
Gagne, D. & M. Coppola. (2014). Disentangling language and education effects on False Belief understanding: Evidence From Homesigners, Signers, and Unschooled Spanish Speakers. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.),
Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp.
2246-2251). Austin, TX: Cognitive Science Society. Link
Davidson, K. & Gagne, D. (2014). “Vertical Representations of Quantifier Domains,” in U.
Etxeberria, A. Falaus, A. Irurtzun, and B. Leferman, Proceedings of Sinn und Bedeutung 18, 110-127.
Coppola, M., Gagne, D. & Senghas. A. (2013). WHO chased the bird? Narrative cohesion in Nicaraguan signing. Linguistic Society of America Extended Abstracts. Published online at eLanguage.net. link
INVITED PRESENTATIONS AND WORKSHOPS
Gagne, D. (2020). The Ball Rolled to the Right: When children accommodate parents in the absence of language peers. Linguae Paris.
Gagne, D. (2020) Children Growing Language: Lessons from Nicaragua. Kendall School for the Deaf, Washington, DC.
Gagne, D. (2019) Insights From Nicaraguan Sign Language: Intergenerational effects of language deprivation and resilience. Language Deprivation Lecture Series; Gallaudet University, Washington, DC.
Gagne, D. (2019). Bimodal Bilinguals in an Emerging Language: Language Synthesis from the Start. Invited Keynote for LingCologne 2019, Köln, Germany.
Gagne, D. (2018). Strategies and options for parents with deaf infants. Invited presentation for Parent-infant support group, Rhode Island School for the Deaf, Providence, RI.
Gagne, D. (2017). We know ASL is a Language, but how do we know? Invited presentation for Parent-infant support group, American School for the Deaf, West Hartford, CT.
Gagne, D. (2017). Nicaraguan Sign Language and Nicaraguan Homesigners. Invited panel for Radcliffe Exploratory Seminar: The Origins of Language: A Collaborative, Cross-
Linguistic Approach. Radcliffe Institute for Advanced Study at Harvard University, Cambridge, MA.
Gagne, D., and J. Contreras (2017). Sign and Spoken Language Interface: Applied Brain-
Language Research. Invited presentation for American Society for Deaf Children, West Hartford, CT.
Gagne, D. (2016). The contribution of peer interactions on the emergence of space in an emerging language. Invited presentation at the Department of Linguistics,University of Texas, Austin, TX.
Gagne, D. (2016). Homesigners’ false belief understanding: Considerations of language, education and executive functioning. Invited presentation for Saxe lab, Department of Brain and Cognitive Sciences, MIT, Cambridge, MA.
Gagne, D. (2016). Children of Nicaraguan Signers: the contribution of heritage signers to an emerging language. Invited panel member for Children of Deaf Adults annual conference panel of researchers, Austin, TX.
Coppola, M. & Gagne, D. (2015). Early language: Creating an optimal foundation for deaf children's development. Invited presentation for Rhode Island Commission on the Deaf and Hard of Hearing Annual Coffee Hour, State House, Providence, RI.
Coppola, M. & Gagne, D. (2015). Early language: Creating an optimal foundation for deaf children's development: how we can contribute. Invited presentation for Rhode Island Commission on the Deaf and Hard of Hearing, Rhode Island School for the
Deaf, Providence, RI.
Coppola, M. & Gagne, D. (2013). Manos Unidas: Facing challenges to language access and education for deaf Nicaraguans. Invited presentation for Graduate seminar in
Program Evaluation, Gallaudet University, Washington, DC.
PRESENTATIONS AT CONFERENCES AND WORKSHOPS
Kraus, K., & Gagne, D. (November 2020). A strong language foundation, but not being deaf, supports learning ASL as a second language. Poster Presented at the Boston University Conference on Language Development. Boston, MA.
Lillo-Martin, D., Müller de Quadros, R., Bobaljik, J., Gagne, D., Kwok, L., & Laszakovits, S. (January 2020). Constraints on Code-blending: Evidence from Acceptability Judgments. Talk presented at the Linguistics Society of America (LSA) Annual Meeting, New Orleans, Louisiana.
Gagne, D., Senghas, A., & Coppola, M. (September 2019). The influence of Same-age Peers on Language Emergence. Talk presented at Theoretical Issues in Sign Language Research (TISLR). Hamburg, Germany.
Brown, L., Gagne, D., & Lieberman, A. (November 2019). Language Modality During Interactions Between Hearing Parents Learning ASL and their Deaf/Hard of Hearing Children. Poster Presented at the Boston University Conference on Language Development. Boston, MA.
Gagne, D., Senghas, A., Flagg, C., & Coppola, M. (November 2019). Characteristic heritage language use in an emerging language: Evidence from morphosyntax and syntax. Poster Presented at the Boston University Conference on Language Development. Boston, MA.
Chen-Pichler, D., Gagne, D. & Lillo-Martin, D. (June 2019) Parents Partnering with language researchers to identify best practices for teaching ASL. Talk presented at the American Society for Deaf Children (ASDC) conference, Newark, DE.
Baronas, C., Gagne, D., Goico, S., & Coppola, M. (April 2019). Critical review of false belief task methodologies: A case study. . Poster presented at the University of Connecticut LangFest Conference, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Richards, S., Gagne, D., Lieberman, A., & Coppola, M. (April 2019) Testing the test: Implicit Theory of Mind Measurements. Poster presented at the University of Connecticut LangFest Conference, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Gagne, D., Goico, S., Pyers, J., & Coppola, M. (November 2018) False belief understanding requires language experience but its precursor abilities do not. Poster presented at Boston University Conference for Language Development, Boston, MA.
Baronas, C., Gagne, D., Goico, S., & Coppola, M. (April 2018) False photograph and false belief understanding in deaf Peruvian children. Poster presented at the University of Connecticut LangFest Conference, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Raso, J., Gagne, D., Goico, S., & Coppola, M. (April 2018) Relationship between perspective taking success and language in Peruvian Deaf children. Poster presented at the University of Connecticut LangFest Conference, Storrs, CT.
(Undergraduate Student presented as part of research/ mentorship experience)
Richards, S., Gagne, D., & Coppola, M. (April 2018) Modifying implicit Theory of Mind stimuli for use with an eye-tracker in rural Nicaragua. Poster presented at the University of Connecticut LangFest Conference, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Sylvain, C. Gagne, D., Goico, S., & Coppola, M. (April 2018) Working memory skills in
Peruvian deaf children. Poster presented at the University of Connecticut LangFest
Conference, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
O’Neill, T., Gagne, D., & Coppola, M. (April 2017). Heritage Signers of Nicaragua: an ethnographic analysis. Poster presented at the Frontiers conference in Undergraduate Research, University of Connecticut, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Gagne, D., Senghas, A., & Coppola, M. (November 2017). Peer interaction is necessary for full conventionalization of space in an emerging language: Evidence from hearing children of Nicaraguan signers. Poster presented at the Boston University
Conference on Language Development, Boston, MA.
Montalvo, K., Gagne, D., & Coppola, M. (April 2016). The importance of peer interaction for Deaf children’s development. Poster presented at the Frontiers conference in
Undergraduate Research, University of Connecticut, Storrs, CT. (Undergraduate Student presented as part of research/ mentorship experience)
Gagne, D., Coppola, M., Shusterman, A. (January 2016). Disentangling language and education effects on false belief understanding: Evidence from homesigners, signers, and unschooled Spanish speakers. Paper presented at the Theoretical Issues in Sign Language Research conference, Melbourne, Australia.
Pyers, J. E., Gagne, D., Senghas, A., Coppola, M. (January 2016). Leveraging first-hand experience to assess theory of mind development in Deaf populations with limited sign language ability. Paper presented at Theoretical Issues in Sign Language Research, Melbourne, Australia.
Gagne, D., Davidson, K. (January 2016). Overt domain information in American Sign Language reveals gestural origins and sheds light on semantic-syntactic structures cross modally. Poster presented at the Theoretical Issues in Sign Language Research conference, Melbourne, Australia.
Coppola, M., Gagne, D., Miranda, E. (November 2015). The development of narrative structure in an emerging sign language: An episode analysis. Paper presented at the Boston University Conference on Language Development, Boston, MA.
Gagne, D., Senghas, A., Coppola, M. (November 2015). A language model is not sufficient to promote conventionalization of space in an emerging sign language. Poster presented at Boston University Conference on Language Development, Boston, MA.
Davidson, K., Gagne, D. (January 2015). Context made visible: Evidence from ASL for domain arguments in quantified noun phrases. Paper presented at the Linguistic
Society of America biennial meeting, Portland, OR.
Davidson, K., Gagne, D. (October 2014). Context made visible: On the structure of quantified noun phrases. Paper presented at the North East Linguistic Society, Boston, MA.
Gagne, D., Coppola, M. (July 2014). Numerical Cognition with inadequate linguistic input:
Explaining (and improving) deaf children’s poor mathematical performance. Paper presented at a Special seminar of number cognition at the Cognitive Science Society, Quebec City, Quebec, Canada.
Gagne, D., Coppola, M. (July 2014). Disentangling language and education effects on false belief understanding: Evidence from homesigners, signers, and unschooled Spanish speakers. Poster presented at the annual Cognitive Science Society meeting,
Quebec City, Quebec, Canada.
Gagne, D. & M. Coppola. (April 2014) Disentangling language and education effects on
False Belief understanding: Evidence from homesigners, signers, and unschooled
Spanish speakers. Poster presented at Finding Common Ground: Social, Ecological, and Cognitive Perspectives on Language Use, University of Connecticut, Storrs, CT.
Miranda, E., Gagne, D., Coppola, M. (April 2014) The development of narrative structure in an emerging sign language: An episode analysis. Poster presented at Language
Fest, University of Connecticut, Storrs, CT.
Davidson, K., Gagne, D. (January 2014). Vertical representation of quantificational domains. Poster presented at the Linguistic Society of America, Minneapolis, MN.
Gagne, D. & Coppola, M. (September 2013). Modality effects in developmental psychology: An interdisciplinary approach yields new integrative insights. Poster presented at the Northeast Conference for Teachers of Psychology, Bridgeport, CT.
Coppola M., Gagne, D. (April 2013). Explaining (and improving!) deaf children’s poor mathematical performance: Combining perspectives from cognitive psychology, language, and education research. Paper presented at the Society for Research in Child Development (SRCD) preconference session on the Development of Deaf and Hard of Hearing children, Seattle, WA.
Coppola, M. & Gagne, D. (April 2013) Stories don’t get better with age: Maturation and life experience do not drive narrative structure in emerging languages. Poster presented at Language Fest, University of Connecticut, Storrs, CT.
Davidson, K., Gagne, D. (September 2013). Vertical representation of quantificational domains. Poster presented at Sinn und Bedeutung, Basque Country, Spain.
Coppola M., Gagne, D., & Senghas, A. (July 2013). Stories don’t get better with age: Maturation and life experience do not drive narrative structure in emerging languages. Poster presented at the Theoretical Issues in Sign Language Research (TISLR) conference, London, England, U.K.
Coppola M., Gagne, D., & Senghas, A. (April 2013). WHO chased the bird? Narrative cohesion emerges with language complexity. Poster presented at the Society for Research in Child Development, Seattle, WA.
Coppola M., Gagne, D., & Senghas, A. (January 2013). Narrative cohesion and linguistic devices in an emerging language. Paper presented at the Linguistic Society of America, Boston, MA.
Coppola M., Gagne, D., & Senghas, A. (November 2012). WHO chased the bird? Narrative cohesion in an emerging language. Paper presented at the Boston University Conference on Language Development, Boston MA.
Gagne, D., Coppola, M., & Senghas, A. (April 2012). WHO chased the bird? Narrative cohesion in an emerging language. Poster presented at Language Fest, University of Connecticut, Storrs, CT.
GUEST LECTURES
Gagne, D. (2019, April) What the first generation of hearing children born in an emerging language can tell us about language evolution. LIN 703- Linguistics Graduate Seminar, Risa Shaw, Gallaudet University.
Gagne, D. (2019, April) Research with the CODAs in Nicaragua: the effects of peers on language emergence. LIN 480- Linguistics Research Experience, Risa Shaw, Gallaudet University.
Gagne, D. (2019, March). Grants from the inside out. LIN 703- Linguistics Graduate Seminar, Risa Shaw, Gallaudet University.
Gagne, D. (2018, October). With a little help from my friends: what the emergence of
Nicaraguan Sign Language can tell us about the importance of having same-age peers for language creation. LIN 480 – Linguistics Research Experience, Risa Shaw, Gallaudet University.
Gagne, D. (2018, November). The importance of peers for language creation: the case of Nicaraguan Sign Language. LIN 510 – First and Second Language Acquisition,
Deborah Chen Pichler, Gallaudet University.
Gagne D. & Gagne, K. (2018, April). Why do Sign Language Research in Nicaragua?
Scientific Benefits and Ethical Considerations. SED DE 672 - ASL Structure, Naomi
Berlove, Boston University.
Gagne, D. (2017, April). What we can learn from studying Nicaraguan Sign Langauge.
LING 3610W - Language and Culture, Matthew Hall, University of Connecticut.
Gagne, D. (2017, March). The Impact of Language Deprivation on Cognitive Development. PSYC 2400 - Developmental Psychology, Kaitlin Flannery, University of Connecticut.
Gagne, D. (2016, November). Language regularization in Nicaraguan Sign Language. SED
DE 691 - Language and the Deaf Child, Naomi Berlove, Boston University.
Gagne, D. (2016, April). History of Nicaraguan Sign Language. SED DE 672 – ASL Structure, Naomi Berlove, Boston University.
GRANTS
National Science Foundation (NSF) RAPID grant: (Awarded July 2020) Navigating Social Distancing with DeafBlind Children: Protactile Language Acquisition in an Online Learning Environment. (Subaward $6,400 to Gallaudet of $196,564).
National Institutes of Health (NIH) F32 Postdoctoral fellowship grant: (Awarded July
2017) The Contribution of Language to the Implicit and Explicit Understanding of Others' False Beliefs. ($117,830)
Postdoctoral training grant for integration of new eyetracking skills with fieldwork in Nicaragua; award declined in favor of faculty position at Gallaudet.
Boston University Postdoctoral Seed Grant (2017, November) Eyetracking Implicit Theory of Mind Abilities in Homesigners ($5,000)
Principal Investigator for pilot studies to develop implicit eyetracking tests of Theory of Mind
University of Connecticut IGERT International Experiences Grant (2015, January) ($15,000) Principal Investigator for three-month dissertation fieldwork in Nicaragua, supervised 1 research assistant in the field.
University of Connecticut IGERT Interdisciplinary Innovation Grant (2014) ($2,000)
Co-PI with Kathryn Davidson for interdisciplinary Psychology-Linguistics project investigating the semantics of vertical signing space.
National Science Foundation (NSF) Interdisciplinary Graduate Education and
Research Traineeship (IGERT) in the Neurobiology of Language (2012, May) ($30,000/year, 2 years graduate stipend)
Traineeship for graduate students in selected disciplines with dedication to interdisciplinary training for the Neurobiology of Language.
National Science Foundation (NSF) Graduate Research Fellowship (2012, April)
($35,000/year, 3 years graduate stipend)
FELLOWSHIPS, PRIZES AND AWARDS
Faculty Development Grant, Gallaudet
R Workshop lecture series (Fall 2020 - Spring 2021)
Travel to the Linguistics Society of America (Spring 2020)
Travel to the American Society for Deaf Children Conference (Spring 2019)
Travel to the Boston University Conference on Language Development (Fall 2018)
Thomas Giolas Dissertation Award, University of Connecticut (July 2017) Linguistic Society of America Diversity Travel Award (January 2014)
El Instituto at the University of Connecticut Research Award (2013)
University of Connecticut IGERT Travel Award (2013)
University of Connecticut Outstanding Multicultural Scholar Award (2012)
REVIEWING ACTIVITIES FOR JOURNALS OR BOOKS
Anonymous reviewer for Routledge Books (2020)
Anonymous reviewer for Developmental Science (2020)
Anonymous co-reviewer for Cognitive Science (2018)
TEACHING, MENTORING, AND ADVISING
COURSES AT GALLAUDET UNIVERSITY
LIN 101: Sign Languages and Sign Systems (Spring 2019, Summer 2019, Fall 2019,
Spring 2020)
LIN 499: Undergraduate Independent Study (Various Topics)
Fall 2020, Stephan Kennedy, Language Research Experience (enrolled: 1)
Spring 2019, Cassidy Flagg, Language Research Experience (enrolled: 1)
LIN 510: Introduction to First and Second Language Acquisition (Fall 2018)
(enrolled: 16)
LIN 522: Psycholinguistics of Sign Languages (Spring 2020)
LIN 595: Special Topics: Emerging and Village Sign Languages (Spring 2019)
LIN 595: Special Topics: Languages on a Small Scale: Emergence,
LIN 799: Independent Study (Various Topics)
Fall 2020, Characterizing Heritage Language Speakers
Spring 2020, Code-Blending Analysis
Spring 2019, Heritage Signers and Pedagogical Concerns
Spring 2019, Heritage Signers and Implications
LIN 701: Phonology I
Fall 2018 (enrolled: 10), Fall 2019 (enrolled: 8), Fall 2020 (enrolled: 12)
LIN 880: Guided Research Experience (Fall 2019, Spring 2020)
LIN 883: Concept Paper (Fall 2020)
COURSES AT OTHER INSTITUTIONS
SED DE 691: Language and the Deaf Child
Boston University, Fall 2017 (enrolled: 10)
PSYC 2400: Developmental Psychology
University of Connecticut, Spring 2017 (enrolled: 61)
OTHER CONTRIBUTIONS TO TEACHING
Video lecture: Introduction to Homesign and Emerging Languages (available: link)
LIN 101 Video Lecture series (available: playlist)
ADVISING: RESEARCH DIRECTION
UNDERGRADUATE:
IN PROGRESS:
Melissa Avino, Gallaudet University, January 2021 - present
Grace Keller, Gallaudet University, January 2021 - present
Lillian Berggoetz, Gallaudet University Honors Capstone, December 2020 - present
COMPLETED:
Joshua Veeder, Gallaudet University, September - December 2019
Kyle Sparr-Paz, Gallaudet University, September - December 2019
Cassidy Flagg, Gallaudet University, September 2018 – May 2019
Camilla Baronas, University of Connecticut, January 2018 – May 2019
Samantha Richards, University of Connecticut, January 2017 – May 2019
Jillian Raso, University of Connecticut, January – May 2018
Emeric Sykes, University of Connecticut, January – May 2018
Corine Sylvain, University of Connecticut, January– May 2018
Therese O’Neill, University of Connecticut, September 2016 – December 2017
Jamie Conti, University of Connecticut, September 2016 – May 2017
Karianna Montalvo, University of Connecticut, September 2015 – July 2016
Eli Miranda, University of Connecticut, January 2013 – May 2015
GRADUATE
IN PROGRESS:Kaj Kraus, Gallaudet University, PhD student, September 2019- Present
COMPLETED:
Lillian Brown, Boston University, MA student, November 2017 – May 2019
Brittany Farr, Boston University, MA student, October 2017 – July 2018
Conrad Baer, Boston University, MA student, October 2017 – July 2018
EXTENSION ACTIVITIES: TRAINING TO TEACH ONLINE COURSES
Quality Matters: Peer Reviewer Certification (September 2020)
Gallaudet Online Faculty Online Teaching Training (July - August 2020)
Diversity Training (July 2020)
Bilingual Approach Seminar (July 2020)
Blackboard Ultra training (August 2020)
Gallaudet Online Teaching Certification (awarded May 2019);
Gallaudet Blackboard Sandbox training (May 2019)
Online Learning Consortium: Essentials Part 1 (August, 2018)
Quality Matters: Applying the QM Rubric (August, 2018)
SERVICE
PROFESSIONAL CONSULTING
Research Consultant for Language Synthesis project, under the direction of Diane
Lillo-Martin of the University of Connecticut (2017 – present)
Responsible for stimuli development, recruitment, training and supervision of 5 research assistants, data collection and data analysis
Research Consultant for The Development of Communication project, under the direction of Marie Coppola of the University of Connecticut (2017 – 2018)
Responsible for project development, data collection and analysis and supervision of 6 research assistants
CONFERENCE ORGANIZATION OR REVIEW
Abstract reviewing for Linguistics Society of America (LSA) Annual Meeting 2020
Abstract reviewing for Boston University Conference on Language Development (BUCLD), 2019, 2020
Organizing committee member for SignFest conference, 2014, 2016 (2016 link) Student volunteer for Linguistic Society of America, 2013
CAMPUS
DEPARTMENT
Undergraduate Coordinator (Fall 2019 - Present)
Organized biweekly GradLab discussion group (2020 - present)
Organized R workshop series by Dr. Jon Henner (2020-2021)
Organized departmental potlucks for student and faculty engagement (2018, 2019)
Organized “half baked lunch” for project development (Spring 2019)
Small group work (Qualification Exams, Compendium, Viva Exams)
Application review (MA and PhD applications)
Member of Dissertation Committee
Kiva Bennett, present
Donovan Catt, present
Ardavan Guity, present
Member of Field Exam Committee
Raphael Domingo, Fall 2020
Ardavan Guity, Spring 2019
Donovan Catt, Spring 2019
Kiva Bennett, Fall 2018
Member of Linguistics Department Search Committee, 2019- 2020
SCHOOL/UNIVERSITY
Dissertation Reader, PEN program (Athena Willis, anticipated completion Spring 2022)
Dissertation Committee member, PEN program (Emily Kubicek, completed Spring 2020)
Comprehensive Exam Committee Member, PEN program (Emily Kubicek, completed December 2018)
Preliminary Exam Reader, PEN program (Carly Leannah, in progress)
Committee to establish/ propose the Gallaudet University Ed.D. in School Leadership for the Advancement of Diverse Deaf Students (SLADDS) (Fall 2019 - present)
PhD in Educational Neuroscience (PEN) Interdisciplinary Committee (Fall 2020 - present)
OTHER ACADEMIC
MA Thesis Committee: Lillian Brown, Boston University (Completed May 2019)
PhD Dissertation Committee: Oren Abramowitz, Adelphi University (in progress, expected completion May 2021)
University of Connecticut IRB graduate representative (2016 – 2017)
COMMUNITY
Hands and Voices of Maryland/Washington DC; Co-president (2019 - 2020)
Parent- Researcher conversations about language acquisition, Kendall Parent-Infant
Program, January 2020
Hands and Voices Connecticut Board member
(Connecticut, 2018; Maryland/DC, 2019)
Kendall School Parent-Teacher Association, member (2018 – present)
Volunteering activities:
Book fair (Fall 2018)
ASL Celebration day (Spring 2019)
Consulting member, Manos Unidas (link) (2016 – 2019)
MEMBERSHIP
Cognitive Science Society (Member, 2014-present)
Linguistics Society of America (Member, 2013- present)
Sign Language and Linguistics Society (Member, 2010 – present)
Children of Deaf Adults, International (Member, 2000 – present)
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