Millicent M. Musyoka

Associate Professor
Office: Communication Building, Room 107-D
Phone: 409-880-8028
VideoPhone: 409-299-4682
Email: mmusyoka@lamar.edu

Education

  • Ph.D. in Deaf Education, Gallaudet University, 2012
  • M.A. in Deaf Education, Gallaudet University, 2006
  • B.A. in Education, Kenyatta University, Nairobi, Kenya, 1995

Courses Taught

  • ASL/English Bilingual Assessment and Deafness
  • ASL/English Bilingual Literacy
  • ASL/English Bilingual Theories
  • Curriculum, Pedagogy, Computer and Deaf
  • ASL literature, Visual and Media Arts
  • Doctoral dissertation
  • Maters thesis
  • Independent study-Research methods 1 & 2
  • Law and Deaf Education
  • Multi-disabled Deaf
  • Psychology of Deafness
  • Instructional Design
  • ASL/ENG Bilingual Lit & Deaf
  • Multicultural and Deafness

Research Interests

  • Bi/Multilingualism & Multiculturalism in Education  

  • Deaf with additional disabilities 

  • Educational Technology & Teacher Education 

  • Family Engagement & Professional Collaboration. 

Recent Publications

  • Musyoka, M. M. (2022). Confronting Assumptions in Immigrant Multilingual Deaf Education: Redefining Deaf Education. In M. Musyoka (Eds.), Deaf Education and Challenges for Bilingual/Multilingual Students (pp. 40-60). IGI Global. https://doi.org/10.4018/978-1-7998-8181-0.ch002
  • Musyoka, M. M., & Smith, Z. Y. (2021). Mainstreamed Deaf/HH Students' Online Learning in K-12: Challenges, Opportunities, and Solutions. In T. Fudge, & S. Ferebee (Ed.), Curriculum Development and Online Instruction for the 21st Century (pp. 69-89). IGI Global. https://doi.org/10.4018/978-1-7998-7653-3.ch005
  • Musyoka, M. M. (2020). Language planning and literacy: A critical issue in Deaf Education in Kenya. In Q. Wang & J. Andrews (Eds.), Literacy and Deaf Education Towards a Global Understanding (pp. 203-225). Gallaudet University Press.
  • Musengi, M. & Musyoka, M. (2020). Identity and inclusion of Deaf and hard-of-hearing students in higher education: Lessons from contrasting policies and practices in African and US Institutions. In A. P. Ndofirepi & M. Musengi (Eds.), Inclusion as Social Justice: Theory and Practice in African Higher Education. Brill Publishers.
  • Musyoka, M. M., & Gentry, M. A. (2020). Beyond training: Supporting teachers of Deaf students with additional disabilities in the classroom: A qualitative case study. Journal of Curriculum and Teaching, 9(2), 33-46. https://www.doi.org/10.5430/jct.v9n2p33
  • Doe, R., Castillo, S. M. & Musyoka, M. M. (2017) Assessing online readiness of students. The on-line journal of distance learning administration: A Quarterly Journal of Research and Policy Studies.
  • Musyoka, M. M., Gentry, A. M & Meek, D. (2017). Perceptions of teachers’ preparedness to teach deaf and hard of hearing students with additional disabilities: A qualitative study. Journal of Developmental and Physical Disabilities.
  • Musyoka, M. M., Gentry, A. M & Bartlett, J. J. (2016). Voices from the classroom: Experiences of teachers of deaf students with additional disabilities. Journal of Education and Training Studies 4(2), 85-96. https://www.doi.org/10.11114/jets.v4i2.11
  • Musyoka, M. M. (2015) American Sign Language, peer play, and the deaf child: A case study of Ann. Journal of Psychology, 6, 1822-1831. https://www.doi.org/10.4236/psych.2015.614178
  • Musyoka, M. M. & Clark, M. D. (2015) Teachers' perceptions of Individualized Education Program (IEP) goals and related services. Journal of Developmental and Physical Disabilities. https://www.doi.org/10.1007/s10882-015-9462-0
  • Musyoka, M. M. (2015). Understanding indoor play in deaf children: An analysis of play behaviors. Psychology, 6, 10-19. https://www.doi.org/10.4236/psych.2015.61002

Recent Presentations

  • Musyoka, M., & Padden, D.R. (2021, November). The Known and the Unknown about Deaf and Hard of Hearing in Leadership: A Narrative Synthesis. Presented at the CEASD Leadership Webinar Series. Online.
  • Musyoka, M. (2021, November). Teaching K-12 Deaf Students in the Time of Coronavirus: Voices from the Field. Presented at the TED 2021 Conference, Fort Worth, Texas
  • Musyoka, M.M., & Appana, M. (2021, October). Intersectionality and Deaf and hard of hearing learners. Canada Education of Deaf and Hard of Hearing-British Columbia Conference, The University of British Columbia, Vancouver campus.
  • Musyoka, M.M. (2021, October). Intersection between racism and audism in schools for D/HH. Presented at Language First Organization. Seminar series.
  • Musyoka, M.M., & Ressa, T. (2021, May). Parents & Education of Disabled Students During COVID-19 in Kenya.Presented at the 2021 Phi Beta Delta 35TH International Conference. Northwestern State University of Louisiana.
  • Mason, J.,  & Musyoka, M.M. (2021, May). Culture shock and adaptation in deaf international students in post-secondary institutions, Presented at the 2021 Phi Beta Delta 35TH International Conference, Northwestern State University of Louisiana 
  • Musyoka, M.M., & Adeoye, S. (2021, February). Teacher preparation and special education of multilingual immigrant students.  Oregon Association of Teacher Educators 24th Annual Conference. 
  • Musyoka, M., & Adeoye, S. (2020, February). A cultural-competent classroom inclusive of deaf immigrant students. Poster presented at ACEDHH conference, Atlanta, GA. 
  • Musyoka, M., Alawad, H., & Adeoye, S. (2020, February). Supporting diversity inclusion in Deaf ECE classroom using literature. Poster presented at ACEDHH conference, Atlanta, GA. 
  • Musyoka, M.M. & Doe, R.  (2019, November). Deaf and Hearing Students Outcomes in a Deaf Education Master’s Program: Implications for Using GRE Scores in the Program’s Admission. The Teacher Education Division, Council of Exceptional Children 2019 national conference, New Orleans, LA.
  • Musyoka, M. M. & Doe, R.  (2019, October).Teachers' beliefs and practices on the writing skills of deaf students in K to 6th grade. The 2019 International Literacy Association Conference, New Orleans, LA
  • Musyoka, M. M. (2019, August) Teaching college deaf students online - Flipped classroom. The 16th annual Teaching & Learning Conference, Sam Houston, TX.
  • Doe, R., Castillo, S. M. & Musyoka, M.M. (2017, March). Assessing online readiness of students. Paper presented at the International Organization of Social Sciences and Behavioral Research. New Orleans, LA
  • Alawad, H. & Musyoka, M. M. (2017, February). Effectiveness of fingerspelling in improving the vocabulary and literacy skills of deaf students-a literature review. Poster session presented at the 42nd Annual ACE-DHH Conference. San Antonio, TX.
  • Musyoka, M. M. & Gentry, M. (2016, February). A survey of perceptions of teachers’ preparedness to work with deaf students with additional disabilities. Poster session presented at the 42nd Annual ACE-DHH Conference. New York, NY.
  • Musyoka, M. M. & Gentry, M. (2016, June). Exploring perceptions and experiences of teachers of deaf and hard of hearing students with additional disabilities. Paper presented at the Convention of American Instructors of the Deaf (CAID). Louisville, KY.
  • Musyoka, M. M. Andrews, J., Clark, D., Baker, S., Ausbrooks, M. & Gentry, M. (2015, February). Early reading & signing deaf children: a balanced approach. Paper presented at the 41st Annual ACE-DHH Conference. St. Louis, MO.
  • Musyoka, M. M., Andrews, J., Clark, D., & Gentry, M. A. (2015, April). Emergent reading and deaf children: ASL and English bilingual balanced approach. Paper presented at the 6th ECE ASL/English bilingual Summit, Washington D.C.
  • Musyoka M. M. (2015, March). Play partner influence on language use of a deaf child. Poster session presented at the Annual Early Hearing Detection and Intervention (EHDI). Louisville KY.

Biography 

Dr. Millicent Musyoka is an assistant professor in the Department of Deaf Studies & Deaf Education at Lamar University.  She has a Ph.D. in Deaf Education from Gallaudet University.  Dr. Musyoka was a leader in Deaf Education in Kenya, where she worked as the lead curriculum specialist in Deaf Education at the Kenya Institute of Education, Curriculum and Research Center.  Currently, she teaches in the masters and doctoral programs at Lamar University.  Her research interests are in the areas of early language and literacy development of Deaf children, Deaf with multiple disabilities, multicultural education, teacher training and online learning and teaching. Her published research is on play, language and Deaf children, teacher preparation programs, Deaf students with additional disabilities, IEP and Deaf students, Black Deaf literacy, and online learning.  She is currently involved in two new case studies focusing online learning (students’ readiness and flipped classroom instructional method with Deaf students) and a continuing major project focusing teaching Deaf and hard of hearing students with multiple disabilities.