Revises 272011f last updated: November 17,2014 6:42 PM D-RE: REPORT OF EVALUATION Circle appropriate action: Reappointment — Merit Increase Promotion ure Section |: Background Information K Name [Miako Rankin PPepartment [Linguistics School [College of Arts and Sciences (CAS) B. Date of this evaluation: ©. Rank Pecember 1, 2014 Associate Professor D. ScPI Rating Date of SCPI ASLPI Rating: 4 Date of ASLPI: February 26, 2007 "For Tenure, targeted ASLPI aing of 2.5 or SCP rang of Advanced is required For promotion, iageled ASLP rating of 3.0 or ‘SCPI ating of Intermediate Plus fs required. Ifthe rating is Below the required score, please provide additonal documentation E. _ Period of time covered by the evaluation: August 16.2010 to present (ie since fast MI or promotion) Does faculty member being evaluated hold a joint appointment with a separate administrative unit at Gallaudet or have adminigygative responsibilities extemal to the department (e.g., GRI, a second academic department, etc?) YES (Circle one) If yes, write an explanation and attach itt ths form Page 1 of 20Revises 2720111 last updates: November 17,2014 6:42 PM Section Il: Teaching From UF Guidelines, Section 2.1.2.1 Teaching competence includes both expertise in the facully member's feld and th abilty to impart knowledge deriving fom that fed to Gallauser students A compotenttoachor must possess the ably to communicate course content clearly and eflectvely, este must also be available to the sudents individually responsive to their scademic needs, and flexible enough fo adept curculum and ‘methodology fo those needs. [Efoctve communicetion as intended by tis neading Is soparate fom and in addin fo proficiency n Sign Communication as culined in Section 21.24) A. List of courses taught during evaluation period Course # Course Title Credits [Enrolment Fall 2014 LIN707 Structure of Language: ASL & English 3 9 LINS9S Cognitive Linguistics & Translation (co-taught) 3 6 LIN899 ‘Corpus Linguistic Analysis of Interpretation Data | 3 1 LIN900 Dissertation Research ee Spring 2014 LIN302 Tntto to Syntax & Discourse (co-taugh!) 3 1B LINS95 Applied Linguisties As Engaged Research (eo-taught)| 3 2 LIN900 Dissertation Research 9 1 Fall 2013 LIN301 Intro to Phonology & Morphology (co-laught) 3 LIN827 Cognitive Linguistics I 3 6 LIN900 Dissertation Research e 1 Spring 2013 LIN263 Intro to the Structure of ASL oa 3 7 LIN890 Dissertation Proposal Development 3 1 PST361 Brief Intro to the Structure of ASL 1 B Fall 2012 LIN 263 Introduction to the Structure of ASL 3 1 LIN 499 Independent Study 3 1 LIN 803 Dissertation Concept Paper 3 1 LIN 880 Guided Research Project 3 1 PST 361 A Brief Introduction to the Structure of ASL. 1 1sRevised 2720111 last updated: Noverer 17, 2014 6-42 PM Course # Course Title Credits [Enrollment Spring 2012 LIN 263 Introduction to the Structure of ASL 3 1B LIN 880 Guided Research Project 3 3 TIN 6937 | Special Topies -- Structure of Language: English & : FF PST 366 ASL Fall 2011 LIN 101 Sign Language and Sign Systems 3 7 | LIN 263 Introduction to the Structure of ASL 3 9 LIN 263-online | Introduction to the Structure of ASL 3 4 LIN 480 | _ Linguistics Research Experience 3 4 LIN 880 Guided Research Project a 2 Spring 2011 fleas LIN 263 Introduction to the Structure of ASL 3 U1 LIN 704 Proseminar— one day of planning/teaching 1 8 LIN 480 Linguisties Research Experience 3 1 INT 781 Field Rotation (Seminar) 3 7 Fall 2010 aa LIN 263, Introduction to the Structure of ASL. 3 4 LIN 263 Introduction to the Structure of ASL 3 6 INT 325 Fundamentals of Interpreting 3 2 INT 749 Professional Practice Il (field studies) 3 6 aon Coneetaon = Blending: Interpreting Anatomy |, - Summer 2010 ae come & Blending: Interpreting Anatomy | ; B. List of other teaching-related activities (e.g., dissertation committees, course development, unique features, etc.) during the evaluation period: According to the Linguistics Department Evaluation Policy: “To earn a rating of "Commendable", the candidate must meet all of the {minimal requirements for “Satisfactory’] criteria plus two of the following, or to earn a rating of "Outstanding", the candidate must meet all of the above criteria plus at least three of the following:” Items from the Department Criteria are listed in the left hand column of the following chart. Page 3 of 20Revised 220118 last updated: November 17, 2014 6:42 PM Linguisties Department evaluation criteria: Selected examples: 1) Attends a professional teaching development activity (e.g. a workshop or conference on teaching) + attended the International Society for the Scholarship of Teaching and Learning (ISSOTL) international conference; Quebec City, Quebec, Canada; 22-25 October 2014 + attended the International Society for the Scholarship of Teaching and Learning (ISSOTL) international conference; Raleigh, NC; 2-5 October 2013, + attended the International Institute for SoTL Scholars and Mentors (IISSAM) mentored workshop conference; Los Angeles, CA; 30 May - 2 June 2013 + attended the International Society for the Scholarship of Teaching and Learning (ISSOTL) international conference; Hamilton, Ontario, Canada; 24-27 October 2012 + attended and was mentored by a leader in the field of teaching and learning at the International Institute for SoTL Scholars and Mentors (IISSAM) mentored workshop conference; Los Angeles, CA; 30 May - 3 June 2012 2) Makes effective use of technology for teaching + consistent use of Blackboard for all announcements, course documents, assignments, assignments submissions, gradebook listings, ete. + use of Keynote presentations and QuickTime videos for in-class discussion and activities tegration of ELAN into all LIN263 courses (multiple instructors), which supports students’ ability to perform, assignments and research work using ELAN at all levels beyond LIN263 3) Revamps an existing course + redesigned and taught LLIN707 - fall 2014 (first time for me to teach this course to only LIN students; course not offered since 2006) + created an online version of LIN263 - fall 2011 + continuous curriculum adaptation for LIN263 - 2008 - 2013 4) Teaches an established course for the first time + will teach LIN302 (first time alone) spring 2015 + taught LIN707 (first time with LIN students) fall 2014 + co-taught LIN302 (first time for me) spring 2014 + co-taught LIN3OI (first time for me) fall 2013 + taught LIN803 - fall 2012 + taught LIN 695 / PST 366 - spring 2012 + taught LIN880 - fall 2011 + taught INT325 - fall 2010Revised 22011 last updated: November 17, 2014 6-42 PM Linguisties Department evaluation criteria: Selected examples: 5) Develops a new course + co-developed and co-taught LINS95: Cognitive Linguistics and Translation (with Mary Thumann) fall 2014 + co-developed and co-taught LINS95: Applied Linguisties As Engaged Research (with Mary Thumann) spring 2014 + developed and taught LIN827: Cognitive Linguistics III on the topic of Focus in ASL - fall 2013 6) Teaches at least one extension course (e.g. PST course) + PST361: A Brief Intro to the Structure of ASL; Tacoma, Washington; 5-6 January 2013 + PST361: A Brief Intro to the Structure of ASL; Tacoma, Washington; 13-14 October 2012 + PST366: Intro to the Structure of Language - ASL & English; ‘Tacoma, Washington; 25-26 February 2012 + PST355: Conceptualization & Blending: Interpreting Anatomy & Physiology; Gallaudet, summer 2010 7) Gives non-research-based ‘guest lecture in class outside of department (can also be counted under Service) * consulted and served as a master mentor for Paul Harrelson’s INT course on Performing Arts Interpreting - spring 2014 + “Career tracks in the interpretation field” - Presentation to INTI0I class ~ 2 February 2012 8) Creates teaching resources that can also be used by other faculty + coordination of the teaching of multiple sections of LIN263 each semester; meetings with current LIN263 instructors each semester; all of my own LIN263 materials shared with all instructors of LIN263 courses; August 2008-present Page Sof 20Revised 220111 last updated: November 17, 2014 6:42 PM. Linguistics Department evaluation criteria: See cnr Dissertation committee chair: + Danica Dicus - proposal expected in 2015 * Christina Healy - proposal defended 15 May 2013 Qualifying Paper reader: + Casey Cochran - spring 2014 + Carla Morris - October 2013 + Jeff Palmer - May 2013 * Christina Healy (QP1 and QP2) - April 2013 9) Serves as a reader for an Guided Research Project (GRP) advisor: honors paper, Capstone paper, + Danny Rousch (INT PhD student) - spring 2012 and fall 2012 GRP, qualifying paper, or + Jeff Palmer - fall 2011 and spring 2012 concept paper ot as an active * Christina Healy - fall 2011 and spring 2012 chair of a dissertation committee (this criterion may | LIN480: Linguistics Research Experience project advisor: be counted up to two times + Nam Quyen-To - spring 2013 during a single evaluation + Stephen Kimble - fall 2011 period) + Felicia Williams - fall 2011 * Dawn Croasmun - fall 2011 * Molly Sachs - fall 2011 Dissertation committee member: + Riccardo Ferracuti (INT) - proposal defended 14 May 2014 + Roberto Santiago (INT) - proposal defended 31 October 2013 + Carla Mortis - proposal defended 15 May 2013 + William Garrow - dissertation defended 15 August 2012 + Katie Faust - dissertation defended 10 April 2012 + Rebecca Minor - dissertation defended 27 April 2011 C. Sources used in determining the rating: (check all that apply) W. self-report Y peers ¥ students 1. classroom observation personal observation others D. Narrati Dr. Rankin has an excellent record in the area of teaching, Throughout her years at Gallaudet, her teaching performance has been consistently rated as outstanding by both students and colleagues. She displays two notable strengths in her teaching, First, she is skilled in rendering complex concepts in linguistics in a clear manner, in both written English and ASL. Second, she is dedicated to teaching well—and often—to Gallaudet students, individually and in classes, and to communities outside ofRovised 2/2011 last updated: November 17,2014 6:42 PM. Gallaudet, particularly ASL instructors and interpreters. As she leads the Department of Linguistics in this respect, her skill and dedication as an instructor is critical to certain aspects of our department's mission. These include not only the clear and effective communication of notions and issues within the field of signed language linguistics (which can be jargon-heavy at times), but also the fostering of linguistic awareness and training to a wide audience across student levels (UG, MA, PhD) and beyond university classrooms (Professional Studies courses, online courses, community workshops, etc.) ‘According to the Linguistics Department Evaluation Policy, “To earn a rating of "Outstanding" the candidate must meet all of the [minimal requirements for “Satisfactory"] criteria plus at least three of the [additional criterial.” The additional criteria for the teaching category include those listed in the chart in part (B) above. Miako fully meets all of the Linguistics Department's Evaluation Policy (April 2010) criteria for moving beyond the ranking of *Satisfactory’ in the area of teaching, The criteria on this list are the standard things that all faculty must attend to every time they teach a course, such as being available to students outside of class, providing access to course materials in a timely manner, respecting students’ perspectives, and communicating clearly and effectively in the classroom. Miako's, work and dedication to teaching moves her beyond the “Satisfactory” level. The comments from students often include remarks like these from the fall of 2013: “Best class I've taken yet! | loved that we had the opportunity to work widata and apply cog theory etc. Miako is amazing!" “So many great ideas came out of this class.” "I realized why | love linguistics because of this course.” “Everything led Up to the final paper in a cohesive way. | saw purpose in each assignment.” “Everything was relevant. No busy work.” As can be seen in the chart above, Miako has not just completed the three required to earn the ranking of Outstanding, but she has gone above and beyond and completed items for at least nine of the distinct criteria that mark outstanding teaching, and for most categories, she can provide multiple examples of ways she has conducted those types of work over the years. Miako also received high marks on a teaching observation conducted by Dr. Kristin Mulrooney during the fall of 2012. The comments based on this evaluation included the fact that "Dr. Rankin demonstrates her passion for teaching in her level of preparation and her energy level during class. ‘She responds to questions effectively and is able to alter her planned approach given the questions she is fielding.” Miako received ratings of 5 - the highest level possible - in the areas of instructor knowledge, instructor enthusiasm and joy of sharing knowledge, encouragement of student participation, ability to communicate easily and clearly with students, and effective management and facilitation of the class. As additional support for the ranking of Outstanding for teaching, Dr. Deb Chen-Pichler, previous chair of the Linguistics Department included the following comments on Miako's 2011 D-RE: "She is adept at guiding students to learn more than they thought possible about linguistics, and is recognized in our department as one of the most effective teachers on our faculty, a very valuable asset to our programs. All five of the peer reviewers for Dr. Rankin rated her teaching as Outstanding, and note the careful preparation that she dedicates to continually revising and refining her courses. She applies the same dedication to the Linguistics Minor program as a whole, which she coordinates, and | have been very impressed by her work in revising course material and assessing student learning across our undergraduate courses.” Dr. Rankin’s significant professional growth in this area is also evidenced in the variety of courses that she has taught. In the first three years, she has taught previously established undergraduate courses, contributing to their revisions (in one case in her capacity as a co-author of the latest edition of the venerable Linguistics of American Sign Language undergraduate textbook). During this period, while also mentoring graduate students with their research projects and dissertation, she requested the opportunity to teach graduate-level courses. In the past three semesters, she demonstrated excellence in graduate-level instruction in her teaching of one PhD-level seminar and in two new courses that she co-designed that focused on applications of theoretical notions to practical issues involving language se. These courses are new (and much needed) manifestations of the department's interest in an applied linguistics that engages communities outside of academics. Her outstanding performances in all levels of instruction is a significant contribution to a new teaching paradigm within our department, which had traditionally focused on graduate courses. There is no doubt that Miako qualifies for an Outstanding ranking for her teaching. Page 7 of 20Rovised 2720111 last updated: November 17,2014 6:42 PM E. Rating: (circle one) Unsatisfactory Satisfactory Commendable Qutstanding From UF Guidelines, Section 2.1.22 Competence inthis area means thal 2 department member is expected o continue to grow in his/her feld, and contribute to and remain aware of dovelopments within i Evidence of such growth and contrbuton may include a variely of creative or arlsic endeavors, lradibonal scholarship and research, presentations at workshops or mastings al professional societies, advanced study, origination and ‘adhninistraion of grants, autnoing of textbooks, workbooks, software, classroom materials, and 50 On, A. List of scholarly, creative, research activities conducted during evaluation period: According to the Linguistics Department Evaluation Policy: *.. faculty must pick at least 4 items from the «Basic» list to achieve a rating of Satisfactory, Faculty who have additionally met two criteria from the «Additional» list receive a rating of Commendable; a rating of Outstanding is reserved for faculty who meet 3 criteria from the «Additional list, in addition to at least 4 from the «Basic» list.” Items from the Department Criteria are listed in the left hand column of the following chart. Linguistics Department evaluation criteria: Selected esaraplee! Basic Scholarship/Creative Activity/Research items + received small grant funding for continuing research on non-agent focus in ASL - supported travel costs for myself and an undergraduate (LIN480) student assistant to gather video data from 50 participants at the RID national conference in July 2011 Principal investigator on a Gallaudet-sponsored small research grant + “Essentials of using ELAN for video analysis” - Poster presentation at the Conference of Interpreter Trainers (inter)national conference. Co- developed with Julie Hochgesang; Portland, OR; 31 October 2014 + “Connecting theory and pedagogy: Expanding understandings of classifiers.” - Poster presentation at the Conference of Interpreter Trainers (inter)national conference. Co-presented with Kim Pudans- Smith; San Antonio, TX; 29 October 2010 Poster at local / national / international conference * research consultant and research mentor for INT MAI students’ GRPs, which were funded by Gallaudet small grants » Natalie VanEman - 2014 » Leana Jelen - 2014 » Jessica Yocom - 2013 Serves as a research consultant on another PI's grant project + content advisor for AS Ritchie - spring 2011 ized website and curriculum materials by ElsieRevised 2720111 last updated: November 17, 2014 642 PM Linguisties Department evaluation criteria: Selected examples: Gives research-based guest lecture in class, outside of department + presented about depiction in interpretations for INT720 » 14 October 2014 > IL November 2013, +The research process ~ Non-agent focused construetions in ASL: A cognitive linguistic analysis” - presentation to Cynthia Roy’s INT research class »27 January 2011 » 18 Nov 2010 + “‘Non-agent focused constructions in ASL: A cognitive linguistic analysis” - presentation to Mary Thumann & Cynthia Roy’s INT707 class »9 Nov 2010 Serves as ad hoc reviewer for book or journals or conferences or grant agency + submission reviewer for the Linguistic Society of America (LSA) annual meetings - 2012, 2013, + article reviewer for the journal Language Learning - fall 2013 Write a book review for a journal + Rankin, Miako. 2012. Review of Sign Languages (Cambridge Language Surveys) edited by Diane Brentari, In Sign Language Studies, v.13: issue no. 1, 141-144, Washington, DC: Gallaudet University Press. Lead local seminar/ workshop + “How do I SHOW that?: Depicting Abstract Concepts In Government and Educational Settings” - Access Interpreting, Ine., invited workshop, Washington, DC; February 1-2, 2014 +*Conceptualization & Blending: Interpreting Anatomy & Physiology” - Virginia DoE, Educational Interpretation Training Grant, Virginia Beach, VA, January 14, 2012 + “Conceptualization & Blending: Interpreting Anatomy & Physiology” ~ Virginia DoE, Region 4 Educational Interpretation Training Grant, Alexandria, VA, December 3, 2011 + “Blending linguistics into our interpretations: Depiction, Constructed Action, and Constructed Dialogue.” - Co-presented with Mary Thumann, Potomac Chapter of the Registry of Interpreters for the Deaf, Washington, DC, June 6, 2010 Page 9 of 20Revised 272011f last undated: November 17,2014 6:42 PM Linguistics Department evaluation criteria: Selected examples: First author of invited book chapter (this criteria is not listed in the current Linguistics Department Evaluation Policy) + Villanueva, Miako, Deanna Twain, and Laura Leigh Wood. 2010. ASL: A Visual Language. In Behrens, Susan J, & Judith Parker (eds.), Language in the Real World: A Resource Book, 226-254. New York, NY: Routledge. Non-first author of journal article (this criteria is not listed in the current Linguistics, Department Evaluation Policy) + Tevenal, Stephanie and Miako Villanueva. 2009. Are you getting the message?: The effects of SimCom on the message received by deaf, hard-of-hearing and hearing students. Sign Language Studies, v.9, issue no, 3, 266-286, Washington, DC: Gallaudet University Press. Single author of invited book chapter (this criteria is not listed in the current Linguistics Department Evaluation Policy) + Rankin, Miako. 2014, From content to concepts (and back again?): Decoding an introductory linguistics course. In Kristin J. Mulrooney (cd.), Teaching and Learning in the Bilingual Classrooms: New Scholarship. Washington, D.C.: Gallaudet University Press. Participate in panel discussion + “Decoding the Disciplines Across the Globe: Adapting a SoTL Paradigm to Different Institutional Cultures” inquiry into teaching practice panel; invited by panel leader by David Pace, Indiana University; presented at the International Society for the Scholarship of Teaching and Leaning (ISSOTL) international conference; Quebec City, Quebec, Canada; 22 October 2014 Additional Scholarship/Creative Activity/Research items Single author of a book + Rankin, Miako. 2013. Form, meaning, and focus in American Sign Language. Washington, D.C.: Gallaudet University Press, Participating investigator ona nationally funded grant (principal investigator” sted on LIN department criteria; participating investigator is not listed anywhere) + Gallaudet Scholarship of Teaching and Learning Initiative (GSTLI) - funded by the Booth Farris foundation; one of five members of the research team selected from applicants among Gallaudet faculty; fall 2011 - presentRevised 272011 last updated: November 17,2014 642 PM. Linguisties Department evaluation criteria: Selected examples: Non-first author of a book / Author of a textbook (these are two separate criteria in the current Linguistics Department Evaluation Policy) * Valli, Clayton, Ceil Lucas, Kristin Mulrooney, and Miako Villanueva 2011. Linguistics of American Sign Language-An introduction (Fifth edition). Washington, D.C.: Gallaudet University Press, Lecture at national or international conference + “Toward a Sensory Commons: Digital Video, Student Engagement, and Bilingual Strategies” - International Society for the Scholarship of Teaching and Learning (ISSoTL) conference; Conference panel presentation with fellow Gallaudet Scholarship of Teaching, and Learning Initiative (GSTLI) members; Raleigh, NC; October 4, 2013 + “Focus Shifting In ASL Discourse”; American Sign Language Teachers Association (ASLTA) national conference presentation; Raleigh, NC, 4 July 2013 + “Defocused Agent Expression in American Sign Language” - national High Desert Linguisties Society (HDLS) conference, University of New Mexico, Albuquerque; November 3, 2012 + “Integrating Visual Learning and Linguistic Diversity in Higher Education: Lessons from Bilingual ASL/English Classrooms” - International Society for the Scholarship of Teaching and Learning (ISSoTL) conference, Conference panel presentation with fellow Gallaudet Scholarship of Teaching and Learning Initiative (GSTLI) members; Hamilton, Ontario, Canada; October 25, 2012 + two presentations: “Hablemos de Sordera” and “Universidad de Gallaudet” - Voces e Imagenes que Unen international conference, Pontificia Universidad Catélica del Ecuador (PUCE); Quito, Ecuador; in conjunction with Festival Cine Sordo; October 2-3, 2012 + “Linguistic diversity as learning opportunity.” - International Institute for SoTL Scholars and Mentors (IISSAM) conference, Loyola Marymount University, Los Angeles, CA; June 1, 2012. Page 11 of 20Revised 2720118 last updated: November 17, 2014 642 PM inguisties Department evaluation criteria: Beles(ee examples! + “Strategies For Teaching Linguistics of ASL” - ASLTA national conference, pre-conference workshop; Raleigh, NC; 6 July 2013, + “Strategies for Teaching Linguistics of ASL” - Pre-conference ‘workshop; Conference of Interpreter Trainers (CIT) (inter)national conference, Charlotte, NC; October 17, 2012 Lead seminar/workshop | * “Depiction, Blending, and Constructed Action.. Oh My!” - Gallaudet at national or University Regional Interpreter Education Center (GURIEC), international level Washington, DC, March 30, 2012 + three presentations: “Interpreting meaning 1: Expressing concepts; Interpreting meaning 2: Unpacking language for translation; Interpreting meaning 3: Passive equivalence” - Gallaudet University Regional Interpreter Education Center (GURIEC), Washington, DC, August 26, 2011 +The convergence of science, signed language, people, and passion. Colorado College, Psychology Department, Distinguished Alumni Invited colloquium lecture, March 2, 2011 (research) talk + “How do burps happen?: Conceptualization and blending to depict action in ASL.” - Troy University ASL/ITP Club with AIDB, Troy, Alabama, April 24, 2010 *Note: for presentations with more than one presenter, please indicate whether you are 1* presenter, co-presenter, 2", 34, ete, B. Sources used in determining the rating: (check all that apply) self-report peers personal observation other C. Narrative: Dr. Rankin’s record demonstrates that she is a full participant in research activities expected of our faculty. Her contributions to signed language research endeavors include being a book reviewer and conference abstract reviewer. Publication of a book on linguistics has traditionally been a major expectation of Linguistics faculty members prior to tenure, which she has already achieved with her 2013 book. It details different ways concepts can be focused on in ASL and is exemplary in how data collection and analysis is planned out and structured. It includes innovative elicitation techniques that enabled discovery of structural variation and contextual factors influencing choices in how concepts are ‘communicated. This type of research also represents the descriptive work that is required in order to tackle a variety of practical issues involving teaching, learning, and interpretation of English and ASL, supporting Gallaudet's bilingual mission; itis also in this latter area that Dr. Rankin has adopted as her overarching research interest. Her activities in fostering engagement between academics and language communities has attracted students to work with her as research project and dissertation advisor. Through her many presentations, she makes current linguistic research accessible and applicable toRevises 2720111 last updated: November 17, 2014 6-42 PM practical issues language professionals face, and at the same time, brings back to Gallaudet an awareness of what current community-specific applied research needs exist. Finally, her research activities in the field of the Scholarship of Teaching and Learning (SoTL) include analysis of how language use in bilingual classrooms affects student learning outcomes, which is a key theme within Gallaudet's Scholarship of Teaching and Learning Initiative (GSTL). According to the Linguistics Department Evaluation Policy: “... faculty must pick at least 4 items from the «Basic» list to achieve a rating of Satisfactory. Faculty who have additionally met two criteria from the «Additionals list receive a rating of Commendable; a rating of Outstanding is reserved for faculty who meet 3 criteria from the «Additionals list, in addition to at least 4 from the «Basic» list.” Miako has Tesearch accomplishments related to nine different criteria categories under the «Basic» list and six different criteria from the «Additional» list. For many of the criteria categories, she can cite multiple examples of research work in those areas since 2010, and even further back as well, which reflects her continued commitment to the area of scholarship. Miako's work includes traditional original theoretical inquiry and research in linguistics, groundbreaking research studies in the field of teaching and learning, and a multitude of directly engaged research practices that aim directly at bridging the gap between academia and deaf communities. Miako’s original linguistic research is represented by works such as her single-authored book, her presentations at conferences on focus shifting in ASL discourse and defocused agent ‘expression in American Sign Language, her small grant funding for that work (as well as a priority grant application that is presently in process), and her presentation of material related to defocused agents in ‘courses outside of the Linguistics department. In addition to traditional research in linguistics, Miako also conducts research in the burgeoning field of the Scholarship of Teaching and Learning (SoTL), analyzing how language use in bilingual classrooms affects student learning outcomes, primarily focusing on critical thinking skills and students’ development of the primary philosophies and approaches that underlie the field of linguistics, Selected examples of that work include a single-authored chapter, active participation and leadership role in the Gallaudet Scholarship of Teaching and Learning Initiative (GSTL) and multiple presentations at international conferences, both with the GSTLI team and individually, Through this work she has developed collegial working relationships with faculty at other universities, bringing Gallaudet into the national and international conversation around the scholarship of teaching and learning, and maintaining Gallaudet's status as “one to watch’ for future research in this area. Miako’s research serves as foundation for her true passion, which shines in the broader arena of ‘engaged scholarship, namely the multitude of ways she consistently takes a translational scholarship approach, engaging with communities outside the traditional academic silos, bringing the critical research findings that are ever-blossoming in the field of signed language linguistics out of the ivory tower and into the hands of those who need and can benefit most from our scientific discoveries and expanding understanding of signed language structures and use. Miako engages with the deaf community at large, with teachers of ASL, with interpreting practitioners, with students of interpreting, with instructors who teach in interpreting training programs, with students from various programs working on language-related research projects, etc. Miako's impressive skill at engaged scholarship is evidenced clearly in the community response to her workshops and presentations. She regularly receives requests to present to various groups across the country (from Texas to Minnesota to Idaho, from local interpreting groups to the ASL Teachers ‘Association to the National Association of the Deaf), and she maintains relationships of collegial ‘support with ASL teachers, interpreters and translators, curriculum developers, ASL assessment coordinators, and language specialists. As one colleague put it, "It is this ability to bring academic learning to members of the community and to pose thoughtful, stimulating questions that lead individuals to discover the depths of their own knowledge that makes Dr. Rankin such an asset to Gallaudet University.” Dr. Rankin is to be commended on her research activities listed above. She now has sufficient foundations from which to delve into a fuller research program, currently working on her Priority Grant application and on publishing new analyses that she has presented. Thus we have full expectation that her cumulative experiences in this area will blossom into a fuller research program. In our view, this is no detriment to her request for tenure, as we observe the following, taken from the Faculty Handbook, Section 7.5: “While faculty are normally expected to be professionally active in all of the above- Page 13 of 20Revised 2720111 last updated: November 17, 2014 6:42 PM mentioned areas teaching, research, service], each of the three areas needs not bear equal weight in an evaluation for tenure; rather, the requirements of the Department/School/University and the skills and interests of the faculty member concerned should determine the relative importance of each area.” D. Rating: (circle one) Unsatisfactory Satisfactory Commendable Outstanding Section IV: Service From UF Guidelines, Section 2.1.2.3: The educational rocess is not linted to the classroom: competence as 6 depariment and faculty member therefore requires service in ‘one form or another Accoraing to ho indwcuals interests and sas, contibutions of sorvice may be made fo the student body (@.., ‘academic advising, sconsoring of student active, ete), tho academi department (service on commitees, coordination of mull-secton ‘courses, etc). the school, the university (library liaison, faculy commitees, puble relations activities, ouresch, etc), the communty, and professional organizations. A facully member Is also expected to participle responsibly and with professional and intellectual candor in ‘apartment, Schoo}, and facly actus. A.List of service activities engaged in during evaluation period: ‘According to the Linguistics Department Evaluation Policy, “the following service activities contribute to ratings above Satisfactory (for Commendable, pick two from this list in addition to the criteria required for Satisfactory rating; for Outstanding, pick three from this list in addition to the criteria required for Satisfactory rating):” Items from the Department Criteria are listed in the left hand column of the following chart. Linguisties Department evaluation criteria: Sclested example service to the Department + search committee for new LIN faculty member + AY2012-13 (search suspended) + AY2013-14 - advertised position, recruited committee members including an outside member, attended workshop/training Chairs departmental through EEO and met with EEO on several occasions, committee revamped the interview process to include ASL videos, redesigned the interview questions, coordinated campus visits for interviewees, led the interviews, solicited feedback from students and other faculty, communicated with applicants, hired new faculty member - fall 2014 + Presentation to undergrads about applying to LIN graduate program - Co-led with Kristin Mulrooney; coordinated ‘communication with the students about the event; +19 November 2014 +8 February 2012 +4 February 2011 Sponsors student activities within the departmentRevised 22011 last updates: November 17,2014 6:42 PM. Linguistics Department evaluation criteria: Sotecies erambles: Advanees academic technology applications at the department or university level + integration of ELAN into all LIN263 courses (multiple instruetors), which supports students’ ability to perform assignments and research work using ELAN at all levels beyond LIN263, + development of CUE/CGE proposals for new courses - fall 2014 » Applied Linguistics As Engaged Research » Cognitive Linguistics & Translation + curriculum mapping and review for all LIN undergraduate courses, including development of materials for CUE review and supporting program changes through the CUE and Faculty Senate review processes Participates in program development or revisions Participates in department committee materials development or | + Served on new faculty search committee; spring 2012 revisions Developed a rubrie for evaluating applicants and aligned it with (not included anywhere the improved interview questions in LIN department evaluation policy) + led full day of LIN department retreat at the beginning of fall ee semester 2013, focused on program level SLO development and curriculum mapping for the Minor in Linguistics + presented as part of LIN department brown bag event examining linguistic descriptions of passive voice constructions from Presents or coordinates various theoretical perspectives special workshops or | * Graduate School recruitment at the Towson University Graduate events School Information Day; short info session about our MA program; table presentation during the “expo” portion; direct conversations with interested students ~ Dee 11, 2012 service to the University Page 15 of 20Revised 2120111 last updated: Noverber 17, 2014 6:42 PM Linguistics Department evaluation criteria: Selected examples: Serves on a university committee or task force + member of the Council on Undergraduate Education (CUE) since fall of 2011; leader of the policy subcommittee + member of the committee for Self-Directed Majors (SDM) since fall 2012 + served as CUE’s representative on the Committee for Distance Learning (CDL) for AY 2011-2012 and AY 2014-2015 + served on the Language and Communication Working Group under the auspices of the Diversity Fellow for Communication & Language focus Area with the Office of Diversity & Inclusion - fall of 2011 through spring of 2012 + served as a faculty representative on Gallaudet University’s ‘Smoking Policy Committee - spring 2011 Works with other programs on campus (not included as a specific service criteria in the current LIN department evaluation policy) + Provided research assistant positions for “doctoral interns” from the INT department - 2012 to the present + Search committee member and interview panelist for hiring Gallaudet University Regional Interpreter Education Center (GURIEC) director position; September 2012 * Collaborative discussions with staff in the ASL instruetion program (Kim Pudans-Smith; Robin Massey; Debbie Duren); consultant for incorporating current linguistic content into the ASL curriculum — since before 2010 and ongoing + Collaborative discussions with staff in the ASL diagnostic center (Jean Gordon and Marti Edelman); consultant for incorporating current linguistic content into the ASL assessment structure — since before 2010 and ongoing + Served as a professional mentor for students in the BAT and MAL programs ~ since before 2010 and ongoing + Extension of my regular faculty appointment in LIN to include teaching (all overloads) in INT - AY 10-11 + Served as a mentee/advisor with two INT PhD students who observed and discussed my teaching of INT practicum courses - spring 2011 + Pilot study participant, Classroom Discourse Observation pilot study for the ASL-DES department — DES staff came and filmed my classroom (November 10, 2011) and then I met with a DES evaluator for a feedback session (December 8, 2011) as part of their pilot and tRevised 2720111 last updated: November 17, 2014 6:42 PM Linguistics Department evaluation criteria: Selected exampl Presents or coordinates special workshops or events + presented for ASL Gatherings - faculty and staff’ workshops geared toward ASL proficiency development + 19 November 2014 - constructed action and dialogue + 5 February 2014 - compounding +27 March 2013 - depiction + faculty panel: technology in the classtoom; professional development series for new faculty members through Faculty Development Fellow’s office; 2 February 2012 + Served on the course design committee and as a faculty member for the required DST 795: Special Topics: Culture and Language Seminar course for all first year graduate students; co-taught with the team on three Saturdays and with Dirksen Bauman for the make-up sessions on three Fridays; served as a member of the faculty panel — planning throughout spring and summer 2011, teaching during fall 2011 Provides service to professional organizations + liaison between Maryland Association of the Deaf (MDAD) and the Potomac Chapter of the Registry of Interpreters for the Deaf (PCRID); 2006-present + helped to coordinate joint conference between Maryland Association of the Deaf (MDAD) and the Potomac Chapter of the Registry of Interpreters for the Deaf (PCRID); November 2013, + served as a facilitator for Community Forum sessions at large deaf interpreter community conferences » National Association of the Deaf national conference / Registry of Interpreters for the Deaf region II conference; Atlanta, GA - 2 July 2014 » Maryland Association of the Deaf (MDAD) and the Potomac Chapter of the Registry of Interpreters for the Deaf (PCRID) - 2 November 2013 Page 17 of 20Revised 2720111 last updated: November 17,2014 6:42 PM Linguistics Department ae Selected examples: evaluation criteria: Serves in a professional role for programs outside of Gallaudet + served as a member of MA Thesis committee for Daniel Greene; (not included as a Western Oregon University; 15 March 2013 specifi service eriteria in | + Coordinator of interpretation services & lead interpreter, White the current LIN House Fellows program; May 2010 - August 2011 department evaluation policy) upport, academic id - since before + pro bono interpreting, mentoring, research advising, etc., to members of the interpreting fi etek 2010 and ongoing + National Capital Area Women’s Paddling Association (NCAWPA); president of the board - 2011 to the present Volunteers in the Serves as an officer ofa _| + Potomac Chapter of the Registry of Interpreters for the Deaf national, regional or local |__ (PCRID) liaison to Maryland Association of the Deaf (MDAD) — professional organization since before 2010 and ongoing B. Sources used in determi (check all that apply) WY self-report peers personal observation other Narrative: Dr. Rankin’s very active service roles within the department, the university, and elsewhere has been evaluated as outstanding by colleagues and by individuals within the communities she serves. Our undergraduate program has been very much dependent on her highly effective coordinator-ship. She is also a full participant in bi-weekly department meetings and in evaluations of student applications for admission to our programs. She coordinated the technical aspects of our qualifying exams, served as proctor in these exams, and participated in several PhD comprehensive exams, Department faculty are also fully confident in her leadership abilities, as clearly demonstrated recently in her very competent role as chair of the faculty search committee. She also mentors PhD students with impressive competence, considered to be a huge service to our department. Her most notable strength of university-level service is her role on CUE, where she is actively learning and debating about the best ways to assess undergraduate curricula. Her work there indicates growing competency in pro- gram assessment skills, which will be a huge boost to our department's incipient program assessment efforts, And at the community level, Dr. Rankin is highly visible as a workshop leader and interpreter trainer, ‘engaging in translational activities that bring linguistic knowledge to stakeholders beyond the University campus. Miako consistently attends department meetings, has participated on oral comprehensive exam panels, advised multiple Graduate Research Projects, and served as a reader for several Qualifying Papers. She assists on department committees as needed, most notably taking on the role of ‘committee chair for a faculty search committee, which culminated in a new faculty member joining our department in the fall of 2014. In addition, she has served on several university-wide committees, including being a member of the Council on Undergraduate Education (CUE), which is widelyRoviced 22011 last updated: November 17, 2014 6:42 PM. recognized as being one of the work-horse committees on campus. Miako's commitment to sharing the groundbreaking work done within the Department of Linguistics with the wider community infuses her choices of where to give back. She seeks to improve the department through curriculum assessment and new faculty searches, aims to share knowledge from the department with others through her workshops and presentations, and reaches out in creative ways to constituents beyond those traditionally thought of as a professor's purview. All of this work and her glowing (and growing) reputation benefits both the Department of Linguistics and Gallaudet University The department cri tly state that for a ranking of Outstanding, the faculty member must perform at least three of the items listed in the chart in section (A) above, in addition to the criteria required for Satisfactory rating. Miako's accomplishments far surpass what is required for the Outstanding ranking. D. Rating: (circle one) Unsatisfactory Satisfactory Commendable Qutstanding Section V: Professional integrity A. Narrative: As previous D-RE’s of Miako have noted: "Miako is very collegial with all her colleagues and displays a high degree of professional integrity in her activities in the department.” ‘During department discussions, if we make a decision that carries some unintended risk of appearing inappropriate in any way, Dr. Rankin is usually the one who notices and points it out to the rest of us.” “The peer reviews ‘overwhelmingly rate her as being respectful and collegial towards peers and students, professional in her public communications, committed to continual improvement of her performance and presentable in her dress and behavior.” Letters of recommendation from outside of Gallaudet University include comments such as: "Dr. Rankin combines generosity with academic rigor, a quality | greatly admire. She wants to help people achieve academic success while maintaining high standards so that everyone—both research producers and consumers, both teachers and students—benefits.” "Miako's professional ethics— confidentiality, punctuality, preparedness, attentiveness, and the support [for her colleagues|—is among the best | have seen...Based on my interactions with other individuals who know Miako well, she displays this same level of ethics in all hats" that she wears, and such a quality is imperative to engaging in academic research, maintaining relationships with colleagues and persons in the field, ‘and students’ success in the classroom." B. Rating: (circle one) Unsatisfactory Satisfactory Section VI: Rating Summary and Calculation of Points First threo areas of evaluation Sign ‘Areas of Evaluation Rating (circle) Merit Points ‘Communication Unsatisfactory Other © points For Tenure, ASLPI targeted score 2.8 or higher Points SCPI must be in ‘Advanced or higher jee Satisfactory 2, Scholarship -Creative Actnity Research US & O 4 point For Promotion! Ml, ASLPI targeted score is 3.0 or higher; SCP! must be Intermediate Plus or higher Secerwient ieee ela ‘Commendable 4, Sign Communication ASPLI date: 2007 score: 4 2 points Outstanding 5. Professional integrity U SN/A 3 points Refer to Faculty Guidelines Sections 6.6.6.2 thru 6.8.6.4 Total: Page 19 of 20Revises 2720111 last updated: November 17,2014 6:42 PM. Section VII: Personnel Action Criteria Worit increase - 6 Levels (@5 points) No Unsatisfactory rating in any area. |A SCPI rating of Intermediate Plus or better. A target ASLPI rating of 3.0 or additional ‘documentation of progress in ASL No Unsatisfactory rating in any area. ASCPI rating of Intermediate Plus or better. A targeted ASLPI rating of 3.0 or Promotion Tenure ‘AtTeast points Inthe firstihreearsas of | Atleast 6 points in ifirst three araas of | Qualifications and criteria evaluation evaluation. specified in Guidelines 7.5 documentation of progress in ASL Time in rank requirements (Guidelines 3) Section VIII: Summary/Recommendations Narrative highlighting recommendations for continued development as a faculty member and prospects for future personnel action: All tenured faculty in the Department of Linguistics who have evaluated Dr. Rankin’s application for tenure are unanimous in their support of it. We have no doubt that her excellence in the areas of teaching and service will continue beyond her probationary period. We also commend Dr. Rankin on her research activities and have full expectation that her cumulative experiences in this area will blossom into a fuller research program. We recommend prioritizing the following: (a) securing a Priority Grant or an external grant investigating linguistic aspects of ASL expressions; and (b) publication of her findings on which she has previously presented as well as her ongoing research. 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 _y Tenure Dismissal Merit Increase: (Number Points Earned ) Promotion to new Rank: omar Duds. Df Faculty member comments (optional): na»_12) ary Faculty Member, Date_/2 ! Le "this evaluation pertains ia department Phair Thé Dean or other department member designated by the Dean wil prepare and sign the form *ATacuty member's signdlure does not necessarily indicate agreement withthe contents ofthe evaluation.