Ph.D. Program in Educational Neuroscience (PEN)
he Ph.D. in Educational Neuroscience (PEN) Program was founded at Gallaudet University by Professor Laura-Ann Petitto, a leading cognitive neuroscientist who first helped create the discipline of Educational Neuroscience (2001, 2004). At Gallaudet, Professor Petitto pioneered the creation of the PEN Program, which she built with Dr. Thomas Allen and Dr. Melissa Herzig.
The goal of the Ph.D. in Educational Neuroscience (PEN) Program is to create a top tier advanced graduate program in the Cognitive-Educational Neurosciences at Gallaudet University that serves as a galvanizing model for the good of science, society, and the nation. Gallaudet’s PEN Program pioneers the exciting interdisciplinary discipline called Educational Neuroscience, the sister discipline of Cognitive Neuroscience.
The PEN Program at Gallaudet University, is guided by two overarching objectives:
To conduct state-of-the-art neuroimaging (Cognitive Neuroscience) and behavioral research that renders new knowledge about learning that is usable and meaningfully translatable for the benefit of society (spanning parents, teachers, clinicians, medical practitioners, and beyond). Here, Gallaudet's unique contribution is to pioneer advances in the education of all young children, especially young deaf children;
To marry leading cognitive neuroscience and behavioral science discoveries about how children learn knowledge that is at the heart of early schooling (e.g., language and bilingualism, reading and literacy, math and numeracy, science and critical thinking, social-emotional cognition, and visual and perceptual processing) with core challenges in contemporary education, and to do so in principled ways through "two-way" communication and mutual growth between science and society.
The PEN Program benefits from a close relationship with the Visual Language and Visual Learning Center (VL2), founded and directed by Professor Laura-Ann Petitto and Professor Thomas E. Allen. The VL2 is home to the neuroimaging labs providing access to in-house, research-dedicated neuroimaging equipment. Students can access the functional Near Infrared Spectroscopy (fNIRS), and the electroencephalogram (EEG) while collaborations are already established with external neuroimaging facilities to use the functional Magnetic Resonance Imaging (fMRI). Additionally, several other equipment is available to conduct a wide range of neuroimaging and behavioral studies: eye trackers, thermal imaging, and electrodermal and pyschophysiological instruments. Students graduate from the program prepared to conduct high quality cognitive neuroimaging research with thorough knowledge in at least one method.
Application Requirements
Applicants for the Ph.D. in Educational Neuroscience must complete the application procedures and meet the requirements for graduate study at Gallaudet University. Visit the Graduate Admissions website for more information and a checklist of application requirements.
Deadline to apply for this program: February 15, 2026 (Early applications will be considered)
General Application Requirements
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Official transcripts of all undergraduate or graduate study (major preferred: biology, psychology, linguistics, cognitive neuroscience, education, interpretation, hearing speech and language sciences, philosophy, or other area related to Educational Neuroscience)
- 3.2 Undergraduate GPA or higher, a 3.6 or higher GPA in the undergraduate major
- An application fee of $75
- A completed graduate school application form
- Three (3) letters of reference
Program Specific Requirement:
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At least two (2) of your three (3) letters of recommendation, which are required by Gallaudet's general application requirements, must address your potential for conducting advanced doctoral studies.
- Strong research background
- Narrative Statements - Both written English Essay and signed ASL digital "Essay"
In addition to the essay questions required in the Gallaudet Admission Application, please answer the question below in written English and in ASL (please be sure to answer all parts. Length limit: English, maximum 4 pages. ASL, maximum 5 minutes)
Explain your background research experiences, your future professional goals, and why you believe advanced graduate study specifically in the new discipline of Educational Neuroscience is the ideal course for you to achieve your goals.
- Bilingual language knowledge - in both ASL and English
- English competence to be determined by submitted written materials and by GRE scores
- ASL competence to be determined by ASL digital essay and interview (if scheduled)
- Resume detailing academic, professional, and research experience is required.
- An example of a completed written project (e.g., research report, course paper)
- An undergraduate course in basic statistics.
- You may be called for an interview with faculty from the PEN program.
Plan of Study
Fall I
| PEN701 | Educational Neuroscience Proseminar | 3 |
| PEN703 | Foundations of Educational Neuroscience | 3 |
| PEN705 | New Directions in Neuroethics | 3 |
| PSY710 | Introduction to Applied Statistics in the Social Sciences | 3 |
Spring I
| PEN701 | Educational Neuroscience Proseminar | 3 |
| PEN704 | Foundations of Educational Neuroscience II | 3 |
| PEN801 | Guided Studies 1: Two-Way Translation and Science Communication | 3 |
| PSY713 | Psychological Statistics II | 3 |
Summer I
| PEN700 | Cognitive Neuroscience Summer Lab Rotation I | 4 |
Fall II
| PEN702 | Contemporary Methods in Cognitive Neuroscience | 3 |
| An advanced statistics course | |
| Program Elective | 3 |
| Elective | 3 |
Note: refer to the electives listing below for options
Spring II
| PEN802 | Guided Studies II: Research | 3 |
| Program Elective | 3 |
| Elective | 3 |
Note: refer to the electives listing below for options
Summer II
| PEN710 | Cognitive Neuroscience Summer Lab Rotation II | 4 |
Fall III
| PEN803 | Guided Studies III: Theory | 3 |
| Elective | 3 |
| Elective | 3 |
Note: refer to the electives listing below for options
Spring III
| PEN900 | Dissertation Research | 1-6 |
| and | |
| HSL893 | Seminar in University Instruction and Supervision in Hearing, Speech, and Language Sciences | 3 |
| Or | |
| PSY720 | The Teaching of Psychology | 3 |
Students can choose between HSL 893 (listed) or PSY 720 Teaching of Psychology, depending on when either are being taught.
Summer III (if needed)
| PEN810 | Translation: Policy Service | 2-4 |
| PEN900 | Dissertation Research | 1-6 |
Both courses are optional depending on the need and the student's interest.
Fall IV
| PEN900 | Dissertation Research | 1-6 |
Spring IV
| PEN900 | Dissertation Research | 1-6 |
Summer IV (if needed)
| PEN900 | Dissertation Research | 1-6 |
Program Electives
| PEN780 | Social Neuroscience & Learning | 3 |
| PEN781 | Experience, Sign Language and Numerical Reasoning | 3 |
| PEN782 | Emotions, Learning, and the Brain | 3 |
| PEN795 | Special Topics | |
External Electives
| EDU707 | The Structures and Application of American Sign Language and English in the Classroom | 4 |
| EDU713 | Language Acquisition and Cognitive Development | 3 |
| EDU810 | Advanced Research Design I | 3 |
| EDU814 | Action Research in K-12 Education | 3 |
| EDU830 | Doctoral Seminar in University Teaching in Education | 3 |
| EDU860 | Education Policy and Politics | 3 |
| EDU885 | Critical Studies in Language, Culture and Literacy | 3 |
| EDU886 | Educational Leadership & Organizational Change | 3 |
| HSL784 | Research Methodology in Hearing, Speech, and Language Sciences | 3 |
| HSL819 | Neural Bases of Hearing, Speech, and Language | 3 |
| HSL894 | Seminar in Higher Education Publishing, Grant, Writing and Presentation Skills | 3 |
| INT810 | Interpreting Studies: Linguistic and Translation Dimensions | 3 |
| INT820 | Interpreting Studies: Socio-Cultural Dimensions | 3 |
| INT830 | Interpreting Studies: Cognitive and Psychological Dimensions | 3 |
| LIN510G/PST 373 | Introduction to First and Second Language Acquisition | 3 |
| LIN543G | Bilingualism | 3 |
| LIN721 | Cognitive Linguistics I | 4 |
| LIN811 | First Language Acquisition | 3 |
| PSY712 | Research Methods in Psychology | 3 |
| PSY723 | Psychology and Deafness | 3 |
| PSY815 | Psycholinguistics | 3 |
| PSY840 | Neuroanatomical & Neurophysiological Foundations of Neuropsychology | 3 |
| PSY843 | Neuropsychological Foundations and Assessment | 3 |
Program Outcomes
Students will enrich their understanding of the translation process (research to practice/policy changes) through communicating and engaging in a variety of tasks and contributing within the placement site.
The students will evaluate the multiple ways that basic cognitive neuroscience and behavioral sciences research discoveries about children’s development may be translated into principles that guide the creation of public policy and laws for the benefit of young children.
Students will demonstrate critical thinking by reading and synthesizing key articles involving current culture, identity, and issues to this center they are involved with (which will be a part of the final paper).
Students will deepen their understanding of the challenges faced by the need to translate research discoveries for the benefit of education and society.
Students will demonstrate presentation and writing skills through a final paper and presentation to the PEN team at the beginning of fall semester.