The Office of Curriculum Servicescurriculum.fscj.edu/proposals/2017-18/2018-33.pdf ·...

1

The Office of Curriculum Services

PROGRAM CURRICULUM PROPOSAL

Curriculum Proposal Title:

ASL/English Interpreting (221A) (A.S.) Program and Course Modifications

Curriculum Proposal Originator(s):

Program Faculty: Theresa Bugler

James Pope Instructional Program Manager:

Lori Cimino

The Office of Curriculum Services Use Only Once the Office of Curriculum Services receives a complete proposal with the required signatures, a tracking number will be assigned, and a thorough technical

review will be conducted with findings communicated to the faculty member(s), Instructional Program Manager(s) or Department Chair(s) and dean(s).

Date Received by the Office of Curriculum Services

4/24/2018

Tracking Number Assigned by the Office of Curriculum Services

2018-33

2

Table of Contents

I. Proposal Background and Summary

II. Program Content

III. College Catalog Program Page Layout

IV. Program Course Sequence/Roadmap

V. Course Information

VI. Course Outline(s)

VII. Addenda

VIII. Signatures

3

I. Proposal Background and Summary

4

Guidelines for Completing Section I All sections of the Curriculum Proposal form are required to be completed for all actions identified within the proposal. Specific questions pertaining to programs and courses are located in their respective sections of the form. Please refer to the Curriculum Committee calendar for critical dates and deadlines pertaining to the curriculum process.

Proposal Title and Actions

Insert the title of the curriculum proposal and place an “X” in the box next to the action(s) identified within the proposal.

Title ASL/English Interpreting (221A) (A.S.) Program and Course Modifications

Action(s)

New Program Modify Program Reactivate Program Inactivate Program

New Course Modify Course Reactivate Course Inactivate Course

Other Use this space to describe requested action(s) if not selected above.

Implementation Term

In the space provided, add the two-digit academic year, and then place an “X” in the box next to the requested academic term for implementation of the actions identified within the proposal. All new programs and substantially modified programs require the College’s District Board of Trustees, SACSCOC and Financial Aid approval. Please review the current Curriculum Committee calendar for critical due dates. Implementation term(s) for specific course(s) is/are also identified in the course section of this form.

Academic Year

2018 Academic Identifier

2188 Academic Term

Fall Spring Summer

Based on Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) policy, many new programs are required to submit a prospectus

and obtain approval from SACSCOC prior to implementation. See SACSCOC Guidelines and Assessment (Addendum A) for further information.

Proposal Summary

Provide a brief summary narrative and rationale of the actions identified within the proposal.

The Associate of Science in American Sign Language/English Interpreting is one of only five Associate level programs accredited by the Commission for Collegiate Interpreter Education (CCIE) - http://ccie-accreditation.org/accreditation/. The current curriculum includes a total of 72 credit hours which includes 21 credit hours of General Education and 51 credit hours of Professional Core; the program is also selective admissions. The mission of the A.S., ASL/English Interpreting is two-fold; to graduate students who can enter the workforce as entry-level professional sign language interpreters and to prepare students for entrance into baccalaureate level ASL/English Interpreting programs. There is a 2+2 Articulation Agreement with the University of North Florida’s B.S. in ASL/English Interpreting, however graduates have transferred and graduated successfully from several other programs both in and out of the state, including Gallaudet University in Washington, D.C and the University of South Florida. Effective Fall 2018, the Florida Department of Education Frameworks for the A.S., ASL/English Interpreting degree program will mandate a reduction in credits from 72 credit hours to 66 credit hours. Program faculty and staff were heavily involved in the review of the frameworks which resulted in this reduction of credit hours to support a more manageable A.S. to B.S path for program graduates while maintaining the integrity of the program’s curriculum. Additionally, program faculty and staff are proposing the removal of the selective admissions requirement to be replaced by a structure course progression dependent upon course pre-requisites. The proposed changes will allow for continued compliance with accreditation standards, a continued focus of the program’s strengths, and an increased opportunity for enrollment and interest in the degree program.

http://curriculum.fscj.edu/committee/Calendar.docx

http://curriculum.fscj.edu/committee/Calendar.docx

http://ccie-accreditation.org/accreditation/

http://ccie-accreditation.org/accreditation/

5

On March 8, 2018 program faculty and staff met to discuss the reduction in credits and brainstormed on various ways the program could handle the reduction in credits. A review of previous recommendations as well as additional new avenues were explored and the final recommendations from that meeting were further emailed to the program’s Advisory Committee for additional feedback and review. Both program faculty/staff and the advisory committee were in support of those changes. As the program faculty and staff continue to develop the proposal a follow-up meeting occurred on April 16, 2018 to review the previously proposed changes. At that time, additional recommendations were discussed and those recommendations were forwarded to the College Curriculum Committee to ensure the feasible and alignment with current College practice. After gaining support, the new recommendations were forwarded to the Advisory Committee again for their feedback and review. The committee was in support of these newly recommended changes. Below is a summary of the final recommendations: (1) Removal of the ‘selective admissions’ criteria for the A.S., ASL/English Interpreting program. ENC 1101 or ENC 1101C with a ‘C’ or higher AND Passing score on the Proficiency of American Sign Language Communication Exam (PACE) The A.S., ASL/English Interpreting will become an ‘open access’ program and the entrance requirements for ‘selective admissions’ will be removed. The program’s curriculum sequencing and pre-requisites will remain intact to ensure the minimum skill level requirements are maintained upon program entry and for the duration of the program. Changing the status to an open admissions program will in turn require a change pre-requisite for INT 1000 – Introduction to Interpreting which has been the ‘gateway course’ into the program. The existing admission criteria includes ENC 1101/ENC 1101C with a grade of “C” or better and a passing score on the PACE. We are going to modify this pre-requisite to state - Qualify for enrollment in ENC 1101 or ENC 1101C and either ASL 1130 with a grade of “C” or better or a passing score on the Proficiency in American Sign Language Communication Exam (PACE). Students who take INT 1000 will continue to have both ASL and English minimum level competencies, but this can will now be able to occur through either coursework or testing, not testing alone. As a result of the above, the INT 1200 – Interpreting I: Consecutive Interpreting course will be modified to include the pre-requisite of ENC 1101/ENC 1101C that was removed from INT 1000. The modified pre-requisite for INT 1200 will become - ENC 1101 or ENC 1101C and INT 1000 with a grade of “C” or better. This means that truly, the INT 1200 course will become the ‘gate way’ course, but rather than being ‘admitted’ into the program manually, the satisfaction of the pre-requisites into this course is what will allow a student to continue enrollment in the program. Rational for the above revision is to allow the INT 1000 course to be more accessible to students who are interested in interpreting but who are unsure or do not fully developed the skills needed to succeed in the program with ASL courses alone. Completion of this course can provide additional skills needed to be successful in program content without creating the barrier to enrollment in the program altogether. It will also increase access for working interpreters who are in need of the content knowledge for preparation to take the National Interpreter Certification (NIC) written exam and for transfer students who have completed this course at other institutions. NOTE: The Commission on Collegiate Interpreter Education (CCIE) 2010 Accreditation Standards states the following for pre-requisites under Standard 5 – Curriculum. The program faculty and staff support the above recommendations as able to satisfy this standard. E. Prerequisites

6

1. Prerequisites shall be specified as a foundation for the professional education: a. American Sign Language: Language that at least enables them to converse in a culturally appropriate and participatory fashion, to narrate, and to describe with connected discourse. b. English: Students shall possess proficiency in spoken and/or English that at least enables them to converse in a culturally appropriate and participatory fashion, to narrate, and to describe with connected discourse. (2) General Education Requirements

Remove 3.0 credits of Math and replace with 3.0 credits of Natural Science. Credit Hours: 21

ENC 1101 - English Composition I Credit Hours: 3

or ENC 1101C - English Composition I Enhanced Credit Hours: 4

ENC 1102 - Writing About Texts Credit Hours: 3

SPC 2608 - Fundamentals of Public Speaking Credit Hours: 3

Humanities Credit Hours: 3

Refer to General Education Requirements.

Mathematics Credit Hours: 6 3


Natural Sciences Credit Hours: 3


Social and Behavioral Sciences Credit Hours: 3


Rationale for the above change stems from data which indicates those program graduates who enter directly into the workforce often begin employment as K-12 Educational Interpreters and may lack knowledge in basic Science courses; an important part of the K-12 curriculum. Additionally, program graduates who transfer to baccalaureate programs out of state that include a course on Medical Interpreting in their curriculum, often require a pre-requisite in a Science course. Although the faculty and staff considered the removal of 3.0 credit hours of general education requirements in response to the reduction in credits, the liberal arts content within the program is valuable due to the nature of professional sign language interpreters exposure to an extremely diverse array of content in any given setting. (3) Professional Core Requirements will be reduced and modified in response to the reduction of 6 credit hours

overall in the program.

Remove ASL 1430 from the Professional Core, do not deactivate, maintain AA elective status (the course objectives from this course will be included throughout all skills courses as fingerspelling and numbering is a skill that requires continues focus in interpreting)

Remove INT 1941 from the Professional Core, do not deactivate

Revise INT 1930 – increase to 3.0 credits and revise course objectives to incorporate objectives from INT 1941 (Portfolio Development, Overview of Interpreting Settings, Field Based Observations (Education, VRS and Community)

Revise INT 1201 – decrease to 3.0 credits and revise course objectives


Revise INT 1203 – increase to 4.0 credits and revise course objectives (including pertinent objectives from INT 1942)

Rationale for the above changes stems from the need to reduce the curriculum by 6 credit hours. The decision to maintain 21 credits of General Education Requirements comes from the need for ASL/English Interpreters to have a broad knowledge base due to the broad nature of the settings and situations in which interpreters work. Additionally, the courses being removed had course objectives that were able to be absorbed into the content

https://catalog.fscj.edu/preview_course_nopop.php?catoid=38&coid=95048




https://catalog.fscj.edu/preview_program.php?catoid=38&poid=6513




7

of other courses with similar course goals. The redistribution of credits amongst some courses was to allow for those course objectives to have the additional credit hour needed to absorb those course objectives. Additionally, due to the field-based nature of several courses in the program, the need for two practicum courses was not necessary.

Professional Courses

Credit Hours: 51 45

A minimum grade of "C" or better is required in all Professional Core courses.

ASL 2510 - Deaf Culture Credit Hours: 3

ASL 1210 - American Sign Language IV Credit Hours: 3

ASL 1300 – Structure Linguistics of American Sign Language Credit Hours: 3

ASL 1430 - Fingerspelling and Numbering Credit Hours: 3 <- Remove from program, leave intact as AA elect

ASL 2212 - ASL American Sign Language Discourse Credit Hours: 3

INT 1000 - Introduction to Interpreting Credit Hours: 4

INT 1200 - Interpreting I: Consecutive Interpreting Credit Hours: 4

INT 1201 - Interpreting II: Simultaneous Interpreting Credit Hours: 4 3

INT 1202 - Interpreting III: ASL to English Interpreting Credit Hours: 3

INT 1203 - Interpreting IV: Applied Interpreting Credit Hours: 3 4

INT 1210 - Transliterating and Interpreting: A Comparison Credit Hours: 3

INT 1300 - Evaluation Preparation Credit Hours: 3

INT 1402 - Introduction to Educational Interpreting Credit Hours: 3

INT 1930 - Special Topics in Interpreting Credit Hours: 2 3

INT 1941 - Interpreting Practicum I Credit Hours: 3 <- Remove from program, deactivate end of summer 2024

INT 1942 - Interpreting Internship Practicum II Credit Hours: 4 3 <- Add AA Elective to course type

(4) Modify course topics in American Sign Language 1130 (ASL III) This course, although not a part of the program’s curriculum, is taught by program faculty and is a course frequently taking by students pursuing Deaf or ASL related degrees. There is a small modification to this course’s content with some of the content from ASL IV (1210) being moved into this course and therefore it is included in this proposal.

















8

College Strategic Priorities Identify strategic priorities with which the actions in the proposal best align. New programs and substantially modified programs should support at least one (1) strategic priority. Please review the College’s Strategic Planning webpage in regard to the College’s strategic goal and associated strategic priorities:

College Strategic Goal: Increase the Success of FSCJ Students

Strategic Priority 1 Provide a student-centered education. Yes No

Strategic Priority 2 Impact community Yes No

Strategic Priority 3 Increase institutional capacity. Yes No

Curriculum Collaborations Identify any business partnerships, grant requirements, or faculty collaborations that support the actions identified within the proposal. Provide a brief statement about the partnership and its collaborators:

Business Partnerships

Duval County Schools and several local interpreting agencies have representation on our Advisory Committee and are involved in an advisory capacity and the provision of internship placements, observational experiences, and professional development for our students.

Yes No

Grant Requirements Yes No

Faculty Collaboration

Program faculty and Instructional Program Manager worked together on this proposal to respond to the mandate, revise the entrance criteria and review all courses within the program to reduce credits and maintain the rigor of the program.

Yes No

Other A.S., ASL/English Interpreting Advisory Committee and Commission on Collegiate Interpreter Education (CCIE)

Yes No

Curriculum proposal originator(s) are encouraged to gather additional support from their faculty discipline colleagues. See Disciplinary Faculty Support (Optional) (Addendum B) for further information.

Cost Analysis Identify any new cost(s) to the College based on the actions identified within the proposal. Provide a brief cost analysis statement. Please do not include special fees in this section. Special fees attached to courses should be addressed with the Bursar’s office:

Equipment/Supplies Yes No

Faculty Resources Yes No

Materials/Software Yes No

Other Yes No

http://www.fscj.edu/discover/governance-administration/oiea/strategic-planning

9

II. Program Content

10

Guidelines for Completing Section II If the actions identified within the proposal involve the development, modification, inactivation or reactivation of a program (or of a course/courses within one or more programs), then complete this section prior to the Course Information section.

Program Framework

The Florida Department of Education (FLDOE) classifies each program according to its discipline area/career cluster. The FLDOE compiles a curriculum framework for each program that identifies information such as program title, program hours, CIP code(s), SOC code(s), program standards and occupational completion points (PSAV only). The information requested below is assigned by the FLDOE according to the current edition of the academic year curriculum framework. The Office of Curriculum Services will assign the initial program code for all new programs. Existing programs must maintain their current program code unless previously discussed with the Office of Curriculum Services and the proposal is identified as a substantive change by the OIEA requiring SACSCOC notification.

Program Type

Identify the program of study/degree type that best aligns with the actions identified within the proposal:

Bachelor of Science Bachelor of Applied Science Bachelor of Science in Nursing

Associate in Arts Associate in Science Associate in Applied Science

Technical Certificate Advanced Technical Certificate PSAV/Clock Hour/Workforce

Advanced Technical Diploma Other Use this space to identify program type if not listed above.

Program School

Identify the program of study/degree type that best aligns with the actions identified within the proposal:

Liberal Arts and Sciences Business, Professional Studies, and Public Safety

Technology and Industry

Health, Education, and Human Services

Other Use this space to identify program type if not listed above.

Program Identifier

Specify the program information and appropriate identification numbers that the actions within the proposal impact. The information for the State CIP Number is assigned by the FLDOE according to the current edition of the academic year curriculum frameworks. The information for the Federal CIP Number is assigned by the Federal Department of Education, National Center for Education Statistics. The information for specific salary range(s) for a particular SOC number is assigned by the Florida Department of Economic Opportunity, Occupational Employment and Wages.

Program Title (Assigned by FLDOE) ASL/English Interpreting

Program Hours (Assigned by FLDOE) 72 66 Program Code 221A

State CIP Number (Assigned by FLDOE) 1713100301 1713100305

New and/or Revised? Yes No

Federal CIP Number (Assigned by FDOE, NCES) 131003 New and/or Revised? Yes No

Program Labor Market Data

Identify the labor market data that the actions within the proposal impact. The information for the SOC Number is assigned by the FLDOE according to the current edition of the academic year curriculum frameworks. The information for SOC NAV military programs is determined by the Service Members Opportunity Colleges. The information for specific salary range(s) for a particular SOC number is assigned by the Florida Department of Economic Opportunity, Occupational Employment and Wages. The information for estimated employment and growth is assigned by the Florida Department of Economic Opportunity, Employment Projections Data.

Occupation Title Interpreters and Translators

SOC Number 27-3091 SOC NAV Number (Military & Veteran Use)

N/A

Entry Wage $19,982 Median Wage $35,831

http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/curriculum-frameworks




https://nces.ed.gov/

http://www.floridajobs.org/

http://www.floridawages.com/eds.php


http://www.soc.aascu.org/





http://www.floridajobs.org/labor-market-information/data-center/statistical-programs/employment-projections

11

Program Access

Identify the type of program access that best align(s) with the actions identified within the proposal. Program access MUST BE clearly identified on the catalog program page:

Limited Access

Programs that limit the admission of prospective students on the basis of enrollment capacity (i.e., the number of students whom the program can accommodate because of available seats).

Yes No

Selective Access

Programs that admit prospective students who meet specific admissions criteria, including, without being limited to, grade point average (G.P.A.), entrance exams, scores, letters of application, letters of reference and/or professional background criteria (e.g., criminal background check, drug screening, medical examination, and/or professional licensure or certification).

Yes No

Open Access Programs that do not limit the admission of prospective students due to available seats and/or the criteria for admission does not require specific additional standards.

Yes No

Program Articulation Current internal and external articulation agreements are available online as a point of reference. Workforce Education and Economic Development: Internal articulations such as PSAV/Clock Hour/Workforce to Associate in Science and external articulations such as industry certifications to Associate in Science:

Will the program actions identified within the proposal affect existing articulation agreements? Yes No

If YES, identify any existing articulation agreements designed to facilitate the timely completion of the identified program(s) within this proposal.

FSCJ’s A.S., ASL/English Interpreting program has a formal 2+2 Articulation Agreement with the University of North Florida’s B.S. in ASL/English Interpreting. The program director of this program was provided all recommendations discussed by faculty and staff and alerted to the need for an addendum to the agreement upon completion of this curriculum proposal.

Program Assessment Scores

Identify TABE assessment scores (English, Reading and Mathematics) that satisfy the exit criteria for the identified PSAV/Clock Hours/Workforce program(s). For other program types that require assessment(s), please use the space designated as other to identity those items specifically:

English Yes No

Reading Yes No

Mathematics Yes No

Other Students make take the Proficiency in American Sign Language Communication Exam (PACE) in lieu of ASL 1130 (ASL 3) course prerequisites.

Yes No

Program Support Provide information about the Advisory Committee support for the actions identified in the proposal:

Meeting Date 3/8/2018 and 4/23/208 Advisory Committee Meeting Minutes Yes No

If YES, provide a brief summary of the Advisory Committee recommendations/vote and attach a copy of the meeting minutes in Addendum C.

The A.S., ASL/English Interpreting Advisory Committee was emailed all recommendations in this proposal and received support from committee members. A summary of those results is included this document.

https://www.fscj.edu/academics/accelerated-college/prior-learning-assessment/college-credit-for-workforce-training-certificates-and-psav

12

Program Completion (PSAV/Clock Hour/Workforce Programs Only) Identify Occupational Completion Points (OCPs) for all PSAV/Clock Hour/Workforce programs that best align with the actions identified within the proposal. Provide a brief summary of each OCP. The information for OCPs is assigned by the FLDOE according to the current edition of the academic year curriculum frameworks:

Occupational Completion Point(s)

N/A


13

Program Impact Identify any impact based on the actions identified within the proposal. Provide a brief statement in response to each question:

Will the actions identified within the proposal meet a specific student success, workforce, or university transfer need?

Yes No

If YES, identify the specific student success, workforce and/or university transfer needs.

The reduction in total program hours is a state mandated change beginning with the 2018-19 academic year. Effective 2012, the national organization for professional interpreters, Registry of Interpreters for the Deaf implemented an educational requirement prior to being able to register to take the National Interpreter Certification Interview and Performance Exam. This educational requirement included either an earned bachelor’s degree or 120 experience credits (which equals 120 college credit hours). Since this time there have been an increased number of program graduates pursuing a bachelor’s degree (which can be in any discipline). By reducing the number of credits at the A.S. level, the program will be better able to meet this need while simultaneously coming closer to the preferred 120 credit hours for a bachelor’s completion desired by the state. Without any state regulation or licensure however, many professional sign language interpreters in the state choose not to pursue certification and instead enter the workforce after the completion of an Associate’s degree. Being able to reduce credit hours and maintain the integrity of the program’s curriculum allows the program to continue with the mission of both preparing graduates for entry-level employment and pre-requisite knowledge and coursework to transfer into a baccalaureate level degree in Interpretation.

Will additional programs of study be indirectly impacted by the actions identified within the proposal?

Yes No

If YES, identify the specific program by title, program code and degree type. Also, include information about the impacted programs and the plan for addressing any concerns.

Are currently enrolled and/or past term students affected by the actions identified within the proposal?

Yes No

If YES, identify any concerns and how you plan to communicate the actions to currently enrolled and/or past term students. Include the approximate number of students impacted.

The ASL program is a small cohort of students. The changes in the credits for the INT courses should not negatively impact existing students as there are only a few students in older catalog years that may be part-time coming through the program. Those students would be advised to request a program plan requirement term change as the reduction in credits would benefit them. Additionally, the program can utilize the ASL 1, 2 or 3 courses that a student may have completed previously through course exemptions to add credits if needed.

Are the actions identified within the proposal based on student cohorts? Yes No

If YES, identify how the actions affect currently enrolled student cohorts and/or future term student cohorts.

Students in this program are enrolled in cohorts beginning in the fall term of each academic year.

Will the actions identified within the proposal provide students with a teach-out plan in order to complete their program of study with minimal disruption or additional expense?

Yes No

If YES, identify the specific details of the teach-out plan, the length of time the teach-out plan will be maintained, and agreements for specific teach-out periods with other institutions.

A teach-out plan will not be needed for students. Those who may be enrolled in older catalog years will be notified and asked to update their current program plan to the new program plan which is less total credits and would not have a negative impact on any financial aid being received.

A teach-out plan is a written plan developed by an institution that provides for the equitable treatment of students if an institution, or an institutional location that provides fifty percent or more of at least one program, ceases to operate before all students have completed their program of study, and may include, if required by the institution's accrediting agency, a teach-out agreement between institutions. Teach-out plans must be approved by SACSCOC in advance of implementation.

14

Will the actions identified within the proposal affect students due to a program replacement and/or program inactivation?

Yes No

If YES, in Addendum D, attach a copy of the notification of program closure including alternate programs that may serve as transfer options and the length of time students have to complete their current program of study.

The FLDOE has replaced the current 72 credit hours ASL/Interpreting program with the new 66 credit hours ASL/Interpreting program. No negative student impact is anticipated.

For any program inactivation, the last term in which a student can enroll must be identified as the term immediately preceding the requested term for program closure (e.g., fall term 2017 = program closure; summer term 2017 = last enrollment term).

15

Program Impact (Continued) Identify any impact based on the actions identified within the proposal. Provide a brief statement in response to each question:

Will the actions identified within the proposal affect faculty and/or staff due to a program replacement and/or program inactivation?

Yes No

If YES, identify the impact on faculty and/or staff and the plan to address this impact.

The FLDOE has replaced the current 72 credit hours ASL/Interpreting program with the new 66 credit hours ASL/Interpreting program. The program manager and faculty reviewed faculty workload during the curriculum revision and no negative impacts to faculty/staff is anticipated. With the removal of one of the two practicum courses, the changes will impact faculty workload positively.

Will the effectiveness of the actions identified within the proposal be assessed and/or evaluated? Yes No

If YES, identify the impact on faculty and/or staff and the plan to address this impact.

The program will continue to utilize existing methods for evaluation which align directly with the accredtating body standards and requirements.

Have you communicated with the Office of Institutional Effectiveness and Accreditation (OIEA) to determine if the actions identified within the proposal constitute a possible substantive change?

Yes No

If YES, please complete the SACSCOCS Substantive Change Assessment located in Addendum A.

Based on SACSCOC policy, many new programs are required to submit a prospectus and obtain approval from SACSCOC prior to implementation. Additionally, some existing programs with major changes require a prospectus to be submitted and approved by SACSCOC prior to implementation.

Increasing/decreasing the total program hours by ≥25%

Adding coursework to the program that requires new faculty, equipment, facilities, library or other resources

Changing from clock hours to credit hours (or vice versa)

Offering ≥50% of the program at an off-campus location

NOTE: The changes identified in this proposal are not considered substantive

Please review the SACSCOC Guidelines and Assessment (Addendum A) for further information.

Is your program eligible for financial aid and/or will your program be applying for financial aid status?

Yes No

If YES, please complete the Financial Aid Assessment located in the Financial Aid Guidelines in Addendum E.

The following includes the types of programs eligible to apply for Federal Financial Aid approval:

The program leads to an associate, bachelor’s, professional, or graduate degree.

The program is at least 60 credit hours (minimum 2 academic years) in duration and is acceptable as credit toward a bachelor’s degree.

The program is at least 600 clock hours or 24 credit hours (minimum of 1 academic year) in duration and leads to a certificate, degree, or other recognized credential that prepares students for gainful employment in a recognized occupation.

Please review the Financial Aid Guidelines and Assessment (Addendum E) for further information.

Is your program eligible for gainful employment status and/or will your program be applying for gainful employment status?

Yes No

If YES, please complete the Gainful Employment Assessment located in the Financial Aid Guidelines in Addendum F.

Gainful employment is applicable ONLY to the following types of programs:

Career technical education training programs of at least one academic year in length and that lead to a clock hour/workforce certificate.

Credentialed, non-degree programs such as credit programs requiring 30 or fewer credit hours or clock hour programs requiring 600 or more contact hours.

Please review the Gainful Employment Status Guidelines and Assessment (Addendum F) for further information.

16

III. College Catalog Program Page Layout

17

Guidelines for Completing Section III In the space below, please insert a copy of the College Catalog program page. To illustrate the actions identified within the proposal, program(s) layout must use red font to add information and the strike-through feature to remove information. Please follow the College Catalog program page template for design consistency. A copy of the current College Catalog may be accessed online as a point of reference.

http://catalog.fscj.edu/

18

ASL/English Interpreting (221A) (A.S.)

Associate in Science

This is a Selective Access program.

The Associate in Science (A.S.) in ASL/English Interpreting provides students with a unique opportunity to transform a passion

for language, culture, and people into an existing exciting, challenging, and rewarding career. Professional ASL/English

Interpreters work in a wide variety of settings and situations and have opportunities for both contract or full time employment.

As interpreting skills develop, qualified interpreters can work in specialized settings such as DeafBlind, Education, Healthcare,

Legal, Mental Health, Spanish-influenced Settings, and Video Relay/Remote Interpreting.

A minimum grade of "C" or better must be achieved in all Professional core courses.

Mission/Purpose

The mission of the program is to prepare students with minimum level English and American Sign Language abilities to enter

the workforce and transfer to Baccalaureate programs. Program curriculum provides the foundational knowledge of

interpretation and emphasizes interpreting skill development. Students are provided with progressive simulated experiences,

ongoing diagnostic feedback, and a local internship experience.

Accreditation

The Associate in Science in ASL/English Interpreting is nationally accredited by the Commission on Collegiate Interpreter

Education (CCIE).

Articulation

The Associate in Science in ASL/English Interpreting has a 2+2 articulation with the University of North Florida's B.S. degree

in ASL/English Interpreting.

Admission Requirements

The Associate in Science in ASL/English Interpreting is a selective access program and admission is based on a grade of "C" or

better in ENC 1101 or ENC 1101C and passing the Proficiency in American Sign Language Communication Exam (PACE),

which is administered by the Sign Language Interpretation Program (SLIP) staff. Students may have achieved the requisite

American Sign Language (ASL) skills through life experience or formal instruction. Professional core courses must be taken in

sequence with the designed prerequisite and corequisite courses.

Application Procedure

To meet the minimum requirements for consideration for acceptance into the Associate in Science in ASL/English Interpreting

program, students must:

1. Enroll as a Florida State College at Jacksonville student;

2. Complete ENC 1101 or ENC 1101C with a grade of "C" or better;

Proficiency in American Sign Language Communication Exam (PACE)

The Proficiency in American Sign Language Communication Exam (PACE) is designed to assess a student’s level of

comprehension and production of ASL. A passing score on the PACE can be used in lieu of an ASL 1130 (ASL III) prerequisite

requirement. Additionally, the assessment may be used to recommend placement in ASL courses.

http://www.ccie-accreditation.org/

http://www.ccie-accreditation.org/

https://catalog.fscj.edu/preview_program.php?catoid=38&poid=6559&hl=%22221a%22&returnto=search#tt3428

https://catalog.fscj.edu/preview_program.php?catoid=38&poid=6559&hl=%22221a%22&returnto=search#tt1728

19

Contact the Instructional Program Manager to be scheduled for the Proficiency in American Sign Language Exam (PACE).; and

3. Pass the Proficiency in American Sign Language Communication Exam (PACE) (administered by SLIP staff).

4. Need More Information? Contact:

Lori Cimino, Instructional Program Manager, South Campus, (904) 646-2392 or [email protected] [email protected]

More Information Online:

Recommended Roadmap for this Program

Prerequisites

Students must pass the Proficiency in American Sign Language Communication Exam (PACE), which is administered by the

SLIP staff or complete ASL 1130 (ASL III) and ASL 1210 (ASL IV) with a grade of “B” or better. Additionally, the following

course must be completed with a grade of "C" or better prior to admission to the Associate in Science in ASL/English

Interpreting program.



Curriculum

General Education

Credit Hours: 21



ENC 1102 - Writing About Texts Credit Hours: 3

SPC 2608 - Fundamentals of Public Speaking Credit Hours: 3

Humanities Credit Hours: 3

Refer to General Education Requirements. Mathematics Credit Hours: 6 3


Natural Sciences Credit Hours: 3

Refer to General Education Requirements. Social and Behavioral Sciences Credit Hours: 3


Professional Courses

Credit Hours: 51 45


ASL 2510 - Deaf Culture Credit Hours: 3


ASL 1300 – Structure Linguistics of American Sign Language Credit Hours: 3

mailto:[email protected]

https://catalog.fscj.edu/mime/media/38/3384/AS+ASL+English+Interpreting+2017-18.pdf














20

ASL 1430 - Fingerspelling and Numbering Credit Hours: 3 <- Remove from program, leave intact as AA elect

ASL 2212 – ASL American Sign Language Discourse Credit Hours: 3







INT 1300 - Evaluation Preparation Credit Hours: 3



INT 1941 - Interpreting Practicum I Credit Hours: 3 <- Remove from program, deactivate end of summer 2024

INT 1942 - Interpreting Practicum II Internship Credit Hours: 4 3

Total Credit Hours: 72 66

Note

ASL 1140 (American Sign Language I) and ASL 1150 (American Sign Language II) are offered for college foreign language

credit. ASL 1130 (American Sign Language III) is offered to assist students in developing requisite skills to pass the PACE,

satisfy either pre-requisites for ASL/Deaf related bachelor’s degrees or personal enrichment. Students may enroll in ASL 1140

(American Sign Language I), ASL 1150 (American Sign Language II), ASL 1130 (American Sign Language III), ASL 1210

(American Sign Language IV), ASL 1300 (Structure Linguistics of American Sign Language), ASL 2212 (American Sign

Language Discourse), and ASL 2510 (Deaf Culture), or INT 1000 – Introduction to Interpreting without being admitted into

the ASL/English Interpreting (221A) (A.S.) program in order to satisfy elective course options within the Associate in Arts

(University Transfer) (1108) (A.A.) degree program.

1. the student maintains continuous enrollment. Changes to requirements as mandated by law or by rule of the District Board of

Trustees may supersede this provision.

2. Many courses in this catalog have prerequisite and/or co-requisite courses which are listed in the course descriptions. Students

are advised to be guided by these requirements.

3. Students who place into developmental education courses are required to complete designated developmental education courses

with a grade of "C" or better regardless of program of study.




























21

IV. Program Course Sequence/Roadmap

22

Guidelines for Completing Section IV Identify the recommended course sequence/roadmap by academic term. This information will be included with the program page in the College Catalog for the next academic year and utilized as a roadmap for facilitating student ’s timely program completion. When completing the recommended program course sequencing/roadmap, please assume full-time student enrollment.

Term Course(s)

Term I

ENC 1101 or ENC 1101C

ASL 2510

ASL 1300

ASL 1210

INT 1000

Term II

ENC 1102

SPC 2608

General Education – Mathematics

ASL 2212

INT 1200

Term III

INT 1201

General Education – Natural Science

General Education - Social/Bx Science

Term IV

INT 1202

INT 1210

INT 1402

INT 1930

Term V

INT 1203

INT 1300

INT 1942

General Education – Humanities

23

V. Course Information

24

Guidelines for Completing Section V If the actions identified within the proposal involve the development, modification, inactivation or reactivation of a course or courses within one or more programs, then complete this section.

Course Assignment The Florida Department of Education (FLDOE) compiles a curriculum framework for each program that includes curriculum benchmark standards required for the course(s) identified within a program. Not all course(s) are included within a program as some may be identified as electives. The FLDOE classifies each course according to its discipline area and prefix. Course information is maintained via the State Course Numbering System (SCNS). The organizational scheme for SCNS utilizes a three-letter prefix and four-digit identification. The first digit denotes the course level (freshman, sophomore, etc.) and is recommended by each institution, while the three-letter prefix and three-digit number are utilized only for categorization of content. Each course number may include a lab code (“L”) that denotes a laboratory or combination code (“C”) that denotes a lecture/laboratory course.

Course Identifier Identify the course(s) that are affected by the actions identified within the proposal. Include course prefix/number and course title. Include the implementation term for each course. Carefully consider any impact a new/modified/reactivated/inactivated course may have on current and/or future term students:

Prefix/Number Title Effective Term (e.g. Fall 2018 (2188)

Dept ID New Modify Inactivate Reactivate

ASL 1130 American Sign Language III Fall 2018 (2188)

ASL 2510 Deaf Culture Fall 2018 (2188)

ASL 1210 American Sign Language IV Fall 2018 (2188)

ASL 1300 Structure of American Sign Language

Fall 2018 (2188)

ASL 1430 Fingerspelling and Numbering Fall 2018 (2188)

ASL 2212 ASL Discourse Fall 2018 (2188)

INT 1000 Introduction to Interpreting Fall 2018 (2188)

INT 1200 Interpreting I: Consecutive Interpreting

Fall 2018 (2188)

INT 1201 Interpreting II: Simultaneous Interpreting

Fall 2018 (2188)

INT 1202 Interpreting III: ASL to English Interpreting

Fall 2018 (2188)

INT 1203 Interpreting IV: Applied Interpreting

Fall 2018 (2188)

INT 1210 Transliterating and Interpreting: A Comparison

Fall 2018 (2188)

INT 1300 Evaluation Preparation Fall 2018 (2188)

INT 1402 Introduction to Educational Interpreting

Fall 2018 (2188)

INT 1930 Special Topics in Interpreting Fall 2018 (2188)

INT 1941 Interpreting Practicum I End of Summer Term 2024 (2245)

INT 1942 Interpreting Practicum II Fall 2018 (2188)

The Department ID is to be added by academic administrators for instructional payment.


http://scns.fldoe.org/scns/public/pb_index.jsp

http://scns.fldoe.org/scns/public/pb_index.jsp

25

Course Eligibility

Identify any eligibility requirement(s) that may be associated with a course action identified within the proposal:

Gordon Rule of Writing Requirement? Yes No

If YES, identify the specific course prefix/number and course title, and address any concerns.

Gordon Rule of Computation Requirement? Yes No


Earn Credit More Than Once? Yes No


Course Impact Identify any impact that the actions identified within the proposal may have on another course(s) (e.g., prerequisite or corequisite changes). Provide a brief summary statement in the space below:

Will additional course(s) be impacted by the actions identified within the proposal? Yes No


Course Articulation Current internal and external articulation agreements are available online as a point of reference. Liberal Arts and Sciences and Articulation: Courses intended for transfer to another institution and external upper-division articulations (2+2):

Will the course actions identified within the proposal affect existing articulation agreements? Yes No

If YES, identify any existing articulation agreements designed to facilitate the timely completion of the identified course(s) within this proposal.

https://www.fscj.edu/academics/accelerated-college/prior-learning-assessment/college-credit-for-workforce-training-certificates-and-psav

26

VI. Course Outline(s)

27

Guidelines for Completing Section VI In the space below, please insert a copy of the current College course outline(s). To illustrate the actions identified within the proposal, course outline(s) must use red font to add information and the strike-through feature to remove information. Please follow the College course outline template for design consistency. A copy of the current College course outline(s) may be accessed online as a point of reference.

http://curriculum.fscj.edu/

28

FLORIDA STATE COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE

COURSE ID: ASL 2510 COURSE TITLE: Deaf Culture PREREQUISITE(S): None COREQUISITE(S): None ADVISING NOTE(S): This course can be taken by students not enrolled in the

ASL/English Interpreting program to satisfy Associate of Arts elective credits.

CONDITIONS: None CREDIT HOURS: 3 CONTACT HOURS/WEEK: 3 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 3 Laboratory: Other: FACULTY WORKLOAD POINTS: 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 (all courses in the A.S. degree have an allocation of 24) CATALOG COURSE DESCRIPTION: This course uses the meaning of culture to establish a shared definition of deaf culture. Aspects of the deaf community, including topics such as identity, education, language, heritage, power, literature, and art are discussed. Contemporary issues that impact the community are also addressed. Enrollment in the ASL/English Interpreting program is not required to take this course. No prior experience with sign language is required. SUGGESTED TEXT(S): Introduction to American Deaf Culture, Thomas K.

Holcomb

IMPLEMENTATION DATE: Fall Term 2017 (20181) – Proposal 2016-33 REVIEW OR MODIFICATION DATE: Fall Term 2018 (2188) – Proposal 2018-33

29

COURSE TOPICS CONTACT HOURS PER TOPIC I. Introduction 3

A. The Deaf Community and the Culture of Deaf People B. Overview of the Book

II. Culture Defined 3 A. Culture Defined B. Five Hallmarks of a Culture C. Culture vs. Community D. Surface vs. Deep Elements of a Culture E. Collectivist vs. Individualist Cultures F. Insider/Outsider Distinctions G. American Culture or Hearing Culture? H. Hearing Culture through the Eyes of Deaf People

III. Who Are the Deaf People? 3 A. The 90% Formula B. Influence of Deaf Culture on Families C. Membership D. Common Labels E. Other Terms and Labels F. To Label or Not to Label G. Toward a Better Description – Linguistic Minority H. Naming as a Liberating Factor

IV. Deafhood: A Personal Journey Toward Self-Actualization 3 A. Identity Formation B. Categories of Deaf Identities C. Stages of Cultural Awareness D. Cochlear Implants and identity formation

V. Early Definitions of Deaf Culture – Pioneering Work 3

VI. Deaf Culture Redefined 3 A. Values Based on a Visual Orientation B. Traditional Facet: Residential School C. Traditional Facet: American Sign Language D. Traditional Facet: Deaf Clubs E. Core Values

VII. American Sign Language – The Language of the American Deaf Community 3 A. What American Sign Language is and is Not B. Language, Identity, and Culture C. Analyzing Languages

30

COURSE TOPICS (CONT.) CONTACT HOURS PER TOPIC

VIII. Deaf Lit 3

A. Deaf Literature in English B. Deaf Literature: Periodicals C. Deaf Literature: Books D. Deaf Literature: Autobiographies E. Deaf Literature: Special Interest Books F. Deaf Literature: Poetry G. ASL Literature: Storytelling H. ASL Literature: Poetry/Songs I. ASL Literature: Poetry/Sign Play Today J. Deaf Literature: Humor

IX. Deaf Art 3 A. Visual Art B. Biological Factor C. Isolation Factor D. Deaf Essence Factor E. Differing Foci of Visual Deaf Art F. Art About the Deaf Experience or De’VIA G. De’VIA: Resistance Art H. De’VIA: Affirmative Art I. Deaf Culture Art J. General Art K. Performing Arts L. Music: Part of Deaf Culture or Not?

X. Rules of Social Interaction 3 A. Historical and Pragmatically Based Behaviors B. Leave-Taking C. Persistence in Contact D. Letting Others Know of Your Destination E. Reporting Back F. Detailed Introductions G. Name Signs H. Three Categories of Social Behavior

XI. The Vibrant Deaf Community 3 A. Solutions for Effective Living B. Of/For/By the Deaf C. Publications/Media

XII. The Collision Between Culture and Disability 3 A. Guilty of Ableism B. Disability Rights Movement/Disability Studies C. Disabling Effects of Being Deaf in a Predominately Hearing World

XIII. Diversity in the Deaf Community 3 A. Two Opposing Perspectives on Diversity B. Deaf Community or Deaf Communities

31

C. Not Deaf Enough? Not Diverse Enough? D. To Acknowledge or Not to Acknowledge

COURSE TOPICS (Continued) CONTACT HOURS PER TOPIC

XIV. The Universality of the Deaf Experience 3

A. Universal Solutions B. United in Overcoming Barriers C. Outstanding Deaf Communities throughout the History

XV. The Future of the Deaf Community 3 A. Three Possible Scenarios B. Eugenics or Not? C. Hopes and Dreams of the Deaf Community

Total Hours: 45

32

PROGRAM TITLE: ASL/English Interpreting

COURSE TITLE: Deaf Culture CIP NUMBER: 1713100305 Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/

http://www.fldoe.org/workforce/dwdframe/

33

Florida State College at Jacksonville Course Learning Outcomes and Assessment

SECTION 1

Course Prefix and Number: ASL 2510 Semester Credit Hours (Credit): 3

Contact Hours (Workforce):

Course Title: Deaf Culture

SECTION 2a (To be completed for General Education courses only.)

TYPE OF COURSE (Place an “X” in the box next to those that are applicable.)

General Education Core (If selected, core discipline area will be identified in Section 4.)

X General Education (If selected, you must also complete Section 4, Section 5, and Section 8)

SECTION 2b


X A.A. Elective X A.S. Required Course A.S. Professional Elective

A.A.S. Required Course A.A.S. Professional Elective Technical Certificate

PSAV/Clock Hour/Workforce Development Education Apprenticeship

Upper Division/Bachelors Other: If selected, use this space to title “other” option.

SECTION 3

INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.)

X Reading Speaking X Critical Analysis Qualitative Skills Scientific Method of Inquiry

X Writing X Listening X Information Literacy

Ethical Judgement Working Collaboratively

SECTION 4 (To be completed for General Education courses only.)

GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.)

Communications Humanities Mathematics

Social and Behavioral Sciences Natural Sciences


GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.)

Communication Critical Thinking Information Literacy

Scientific and Quantitative Reasoning Global Sociocultural Responsibility

SECTION 6

LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program)

METHOD OF ASSESSMENT

Examine major elements of deaf culture such as concepts of time, personal space, and exchanging personal information, and analyze how people from other cultures perceive them.

General Education, Program

Class discussion, student presentations, written assessments, projects

Examine the cultural value of cooperation used to meet the needs of deaf community members through local and national organizations established for, and run by, deaf leaders.



34

SECTION 6 (Continued)



Explore perceptions of various deaf sub-groups related to their cultural and self-identification, stages of acculturation, and their contributions to deaf culture at large.



Analyze changes in the deaf community and the impact of technology and telecommunication on the practices of deaf people, and their influences on perceptions and beliefs.



Analyze contemporary issues in the deaf World, such as education, employment, audism, linguicism, community traditions, clubs and sports organizations, and technology, and examine their impact on deaf culture.



Demonstrate understanding of the “unwritten rules” of deaf cultural behaviors and social interactions.



Analyze themes of oppression and empowerment in products of deaf culture such as stories, poetry, art, and literature and how they reflect the experiences and perspectives of deaf people.



Recognize the social, political, and cultural issues discussed at various deaf related forums, internet sites, chat rooms, vlogs, and blogs.



SECTION 7

Faculty name(s): Theresa Bugler, James Pope Date: 03/06/2017 4/16/18

CS20150615

35


COURSE NUMBER: ASL 1130 COURSE TITLE: American Sign Language III PREREQUISITE/(S): ASL 1150 and with grade "C" or better COREQUISITE/(S): None CREDIT HOURS: 3 CONTACT HOURS: 3 CONTACT HOUR/(S) BREAKDOWN: Lecture/Discussion: 3 Laboratory: Other/(s):_________ FACULTY WORKLOAD POINTS: 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course is a continuation of American Sign Language II and will emphasize advanced level sign vocabulary, advanced linguistic principles of American Sign Language and the development of advanced receptive and expressive conversational skills. There will be additional costs required which will vary based on activities or projects such as attendance to the local deaf club and experiences within in the deaf community or at the Florida School for the Deaf and Blind in St. Augustine. Students will be expected to refine and practice their skills in the Sign Language Lab. REQUIRED TEXT/(S)/MEDIA: Signing Naturally Level III, Workbook and Videotext:

Mikos, Lentz and Smith, Dawn Sign Press ASL Skills Development, workbook and DVD: Carol J. Patrie, Dawn Sign Press

GoReact Assessment Software IMPLEMENTATION DATE: Winter Term, 1992 (922) REVIEW OR MODIFICATION DATE: Fall Term 2005 (20061) (SPA 1614) Fall Term 2007 (20081) Fall Term 2008 (20091) - Outline Review 2007 Fall Term 2011 (20121) Proposal 2011-33 Fall Term 2015 (20161) – Outline Review 14-15

Fall Term 2017 (20181) – Proposal 2016-33 Fall Term 2018 (2188) – Proposal 2018-33

36

*Topics may be arranged to accommodate the professor’s individual preference and techniques. COURSE TOPICS CONTACT HOURS PER TOPIC

I. Narrating Unforgettable Moments (Signing Naturally – Unit 18) 8

A. Pass, Throw, and Spill - Discuss How to Use Body Language, Classifiers, Non-Manual Signals

B. Tripping and Falling - Discuss How to Use Body Language, Classifiers, Non-Manual Signals

C. Injuries and Mishaps - Discuss How to Use Body Language, Classifiers, Non-Manual Signals

D. Kiss, Hug, and Poke - Discuss How to Use Body Language, Classifiers, Non-Manual Signals

E. Unforgettable Moments – Discuss How to Use Body Language, Classifiers, Non-Manual Signals

*Topics may be arranged to accommodate the professor’s individual preference and techniques. II. Sharing Interesting Facts (Signing Naturally – Unit 19) 8

A. Whole-Part - Discuss How to Use Body Language, Classifiers, Non-Manual Signals

B. Listing - Discuss How to Use Body Language, Classifiers, Non-Manual Signals

C. Comparisons - Discuss How to Use Body Language, Classifiers, Non-Manual Signals

D. Illustrate a Fact - Discuss How to Use Body Language, Classifiers, Non-Manual Signals

III. Explaining Rules (Signing Naturally – Unit 20) 8 A. Rules We Live by - Discuss How to Use Body Language,

Classifiers, Non-Manual Signals B. Card Games - Discuss How to Use Body Language,

Classifiers, Non-Manual Signals C. Group Games - Discuss How to Use Body Language,

Classifiers, Non-Manual Signals D. Bicycles - Discuss How to Use Body Language,

Classifiers, Non-Manual Signals E. Automobiles - Discuss How to Use Body Language,

Classifiers, Non-Manual Signals F. Describing an Accident - Discuss How to Use Body Language,

Classifiers, Non-Manual Signals

IV. Telling About Accidents (Signing Naturally – Unit 21) 5

A. Horses - Discuss How to Use Body Language,

Classifiers, Non-manual Signals

B. Bicycles - Discuss How to Use Body Language,


C. Automobiles - Discuss How to Use Body Language,


37

D. Describing an Accident - Discuss How to Use Body Language,


V. Main Idea Comprehension (ASL Skills Development – Unit 1) 8 6

A. Main Idea B. Key Word C. Schema D. Specific Areas of Difficulty in ASL Comprehension E. Discussion Questions

VI. Summarizing (ASL Skills Development – Unit 2) 8 6

A. The Role of Summarizing B. Analysis of the Target Audience C. Cultural Information D. Discussion Questions

COURSE TOPICS (Continued) CONTACT HOURS PER TOPIC VI. Practice, Projects and Testing - This time should be used for application, 5 4

consolidation, and assessment of language, grammar and cultural components studied in ASL 1130. It allows for expressive and receptive practice, review, or assessment one-on-one, in the classroom or the sign language lab.

Total hours 45 Additional Activities and Review Additional activities are at the discretion of the instructor. They may include class time spent in the sign language lab, readings from outside sources, class social activities with deaf/hard of hearing individuals, or guest speakers. Additional video materials available in the sign language lab such as the ASL Poetry videos, various samples of ASL structure, mouth morphemes and/or classifier information.

38

Course Goals The following general performance goals and sub-goals will be addressed in the course, based on the Learning Outcomes for American Sign Language Skills Level 1-4, by Ph.D., Kurz, Kim & Ph.D. Taylor, Marty (2008), available at https://ritdml.rit.edu/bitstream/handle/1850/6270/LearningOutcomesASL06-2008.pdf.

1. COMMUNICATION – Students communicate in American Sign Language 1) INTERPERSONAL COMMUNICATION - Two-way communication via face-to-face conversation

or through technological means. 2) INTERPRETIVE COMMUNICATION - Students understand what one visually perceives when

face-to-face or through the use of digital/technological means (e.g., videophone, vlog, videos). 3) PRESENTATIONAL COMMUNICATION - Students express ideas face-to-face or through the

use of digital/technological means (e.g., videophone, vlog, and videos). 2. CULTURE – Gain knowledge and Understanding of Deaf Culture

1) PRACTICES OF CULTURE - Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.

2) PRODUCTS OF CULTURE - Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf culture.

3) CONNECTION - Use American Sign Language to Connect with Other Disciplines and Expand Knowledge

4) MAKING CONNECTIONS - Students reinforce and further their knowledge of other disciplines (i.e., school subjects) through the study of American Sign Language.

5) ACQUIRING INFORMATION - Students acquire information and recognize distinctive viewpoints that are only available through American Sign Language and Deaf culture.

3. COMPARISON - Develop Insight into the Nature of Language and Culture. 1) LANGUAGE COMPARISONS - Students demonstrate understanding of the nature of language

through comparisons of American Sign Language and their own language. 2) CULTURAL COMPARISONS - Students demonstrate understanding of the nature of culture

through comparisons of American Deaf culture and their own culture. 4. COMMUNITY - Use American Sign Language to Participate in the Deaf Community.

1) ASL CLASS AND COMMUNITY - Students use American Sign Language within and beyond the school setting.

2) LIFELONG LEARNING - Students show evidence of becoming life-long learners by using American Sign Language for personal enjoyment and enrichment.

More specifically, the overarching statements of each goal/sub-goal is included below, also from the Learning Outcomes for American Sign Language Skills Level 1-4, by Ph.D., Kurz, Kim & Ph.D. Taylor, Marty (2008), available at https://ritdml.rit.edu/bitstream/handle/1850/6270/LearningOutcomesASL06-2008.pdf.

INTERPERSONAL COMMUNICATION This outcome focuses on interpersonal communication. In ASL, interpersonal communication means visual/gestural communication between individuals who are in direct contact with each other. In this case direct contact includes using ASL face-to-face and through the use of technology (e.g., videophone, video mail, vlog). In beginning ASL 1 and 2 classes, students learn to use a variety of simple phrases and sentences in one-to-one and small group conversations. In the more advanced ASL 3 and 4 classes, students will begin to engage in group conversations, exchange information, and grow in their ability to communicate with others in ASL in a culturally appropriate manner with greater fluency involving an increasing number of participants and covering a wider range of topics.

INTERPRETIVE COMMUNICATION This outcome focuses on comprehending American Sign Language, that is, visual listening resulting in comprehension. In the area of visual listening, students have a variety of opportunities to develop comprehension abilities, including following classroom instruction, watching guest speakers using ASL, and visually “listening” to ASL signers through technology (e.g., videophone). Students must have access to a wealth of authentic ASL videos including commercially available DVDs and vlogs on the web.

https://ritdml.rit.edu/bitstream/handle/1850/6270/LearningOutcomesASL06-2008.pdf


39

Course Goals (Continued)

PRESENTATIONAL COMMUNICATION This outcome focuses on the presentation of information, concepts, and ideas in American Sign Language that include face-to-face meetings, live presentations, and technological means (e.g., videophone, video mail, video logs)

PRACTICES OF CULTURE The first outcome (2.1) focuses on Social Interaction. In this outcome students learn social interaction within the Deaf community of ASL users based on Deaf people’s corresponding cultural values and attitudes in a culturally appropriate manner. It focuses on Deaf cultural practices that reflect the traditions and beliefs of ASL users.

PRODUCTS OF CULTURE This outcome focuses on cultural appreciation. Students learn about the many varied products of Deaf culture such as ASL poetry, ASL narrations, art made by Deaf people, and videos of ASL literature, in terms of underlying cultural values and attitudes. This outcome focuses on the cultural products of the Deaf community and how the products relate to the traditions, beliefs, and structures of society.

MAKING CONNECTIONS In this outcome, students use American Sign Language to learn more about other subject areas that are not related to ASL or Deaf culture, either within the ASL class or in ASL immersion experiences. Students will use ASL as a tool to access additional resources related to ASL and Deaf culture.

ACQUIRING INFORMATION In this outcome, students use their ASL skills to acquire new information and discover cultural perspectives of Deaf people. This may occur within the school setting or in conjunction with work and leisure activities. By knowing and using ASL, they expand the sources of information available to them. They can communicate with ASL users. They can acquire information that is presented in ASL (e.g., ASL storytellers, vlogs).

LANGUAGE COMPARISONS In this outcome, students will compare and contrast ASL with English or another language.

CULTRUAL COMPARISONS As students expand their knowledge of Deaf culture, they will discover that certain perspectives, practices, and products differ from other cultures in the United States.

COMMUNITY As learned in Goal One (Communication), the focus is on the acquisition of ASL comprehension and expressive skills. Students begin to transfer classroom ASL to non-classroom conversational experiences such as with the Deaf community. This is an important step in transferring student’s language skills into use in Deaf community events

LIFELONG LEARNING As lifelong learners, students can use ASL to access information about topics of personal interest. Through this experience, students discover the richness of Deaf culture and expand their knowledge about the language and culture through recreation, entertainment, and, for some, work. Some students may continue to participate in the Deaf community and further develop their ASL skills and their understanding of Deaf culture. Others may need to be encouraged to meet and interact with Deaf people who live in their locale.

40


SECTION 1



Course Title: American Sign Language III




General Education (If selected, you must also complete Section 4, Section 5, and Section 8)

SECTION 2b


X A.A. Elective A.S. Required Course A.S. Professional Elective




SECTION 3


X Reading X Speaking X Critical Analysis Qualitative Skills Scientific Method of Inquiry


Ethical Judgement X Working Collaboratively









SECTION 6



Compare the expression of emotions and feelings in a variety of informal and formal situations using ASL (e.g., going to a Deaf club, attending a Deaf play).

Course In class observations; recorded assessments

Discuss facts about events that happened in the past using ASL (e.g., historical and current events).

Course In class observations; recorded assessments.

Respond to a variety of situations using ASL (e.g., congratulations, compliments, sympathy, and regret).


41




Explore and discuss the meaning of what is being done in ASL (e.g., making a model, interviewing people who are experts in their subject areas).


Explore and discuss ASL stories (e.g., short skits, characters in Deaf plays or stories).


Discuss sociolinguistic elements such as regional, racial/ethnic, gender, and age variations in a variety of contexts using ASL (e.g., converse with Deaf children and adults on a topic of personal interest).


Demonstrate appropriate listener feedback during group conversation (e.g., misunderstanding, correcting mistakes).


Demonstrate comprehension of short narratives by retelling (e.g., Deaf fables, short stories).

Course In class observations; recorded assessments; written assessments

Demonstrate comprehension of complex ASL syntax by spontaneously using the more complex syntax (e.g., temporal aspects, pronominalization.)


Demonstrate comprehension of more complex descriptions of things by asking questions about these topics (e.g., instruments, food textures, and shapes).


Demonstrate fingerspelled word recognition of proper nouns and lexicalized fingerspelling in a group without teacher-aided cues (e.g., products, brands, names, places, words that have no signs).


Demonstrate understanding of main ideas and details of live or recorded discussions concerning current events, Deaf culture, and subjects studied in other classes (e.g., video logs).


Demonstrate understanding of cultural nuances of meaning in expressive products of Deaf culture, including ASL literature and the visual arts (e.g., jokes and humorous stories).


Demonstrate the ability to recognize levels of register in live and recorded contexts and understand their significance (e.g., understand casual opinion expressed in ASL on the internet).


Present prepared presentations using ASL (at least 5 to 10 minutes) (e.g., using appropriate sign selection and syntactically correct phrases).


Create and dramatize stories, skits, and plays and perform them using ASL (e.g., events in Deaf history).


42




Present recorded information on the results of a survey conducted on topics of personal interest or pertaining to the Deaf community (e.g., Deaf demographics).


Prepare research-based reports in ASL on current events and culture from the perspectives of the Deaf community (e.g., events at a local Deaf school or Deaf clubs).


Understand and describe how signs are modified through inflection (e.g., different types of modifiers).


Explore and research the common pattern of resistance to, acceptance of, and eventual self-identification with Deaf culture as experienced by the majority of Deaf people (e.g., analyze historical and contemporary benefits of identifying with the Deaf community).


Identify, analyze, and discuss patterns or behaviors and/or interaction in the context of Deaf culture (e.g., patterns in films).


Analyze and discuss Deaf social, political, and educational institutions and their influences on Deaf culture and related issues (e.g., competing interests of the National Association of the Deaf and the Alexander Graham Bell Association).


Analyze and reflect on expressive products of Deaf culture, such as art, film, stories, poetry, and explore the way in which these products represent the lifestyles and perspectives of Deaf people


Examine tangible products of Deaf culture (e.g., work of Douglas Tilden).


Demonstrate awareness of Deaf heritage and identify major historical events and persons that affect beliefs about Deaf culture (e.g., establishment of American School for the Deaf, Deaf President Now movement).


Expand knowledge of the private and public life of Deaf people as they view and interpret authentic materials (e.g., analyze position and advocacy statements).


Exchange and compare views on topics learned in other content classes using ASL (e.g., basic argument production).


Observe and analyze common themes in ASL literature that include differences between how Deaf individuals view themselves and are viewed by hearing people (e.g., interpreting the meaning of Dandelions by Clayton Valli).


43




Identify the ASL parameters in all areas, such as handshapes, palm orientations, locations, and movements.


Analyze the context of major milestones in Deaf history and how those events have influenced and continue to influence the concept of Deaf pride (e.g., investigate the linguistic pioneers whose work led to the validation of ASL as a distinct language).


Identify how a variety of degrees can change inflections.


Research and express complex non-manual signals in ASL dialogues.


Research and express the use of incorporation of number and appropriate passive hand as reference point.


Explore and research the use of “regular” inflection which means “frequently, repeatedly; a lot; with active focus” by using a repeated, small straight-line movement.


Become familiar with and recognize the numeral handshape with location, movement, and orientation of signs in money.


Reflect and use plural verbs that are often in agreement with plural nouns.


Investigate appropriate use of tag questions. Course In class observations; recorded assessments.

Research and use conditionals with the ending in either a sentence or questions.


Investigate and use assertive sentences by nodding or repeated nodding frequently accompanied by a tightening of the closed lips.


Examine and discuss registers (informal and formal) (e.g., casual settings such as restaurant or formal setting such as stage or presentation).


Analyze signs that include contractions. Course In class observations; recorded assessments.

Analyze and use size and shape specifiers (SASSes) when describing an object and describing elements).


Investigate verbs with “repeated, uni-directional continuous” movement.


Compare frequently comprehended sign variations (e.g. variations based on age).


Analyze and compare controversial issues in the Deaf community and in their own culture (e.g., viewpoints of those in favor of teaching ASL to Deaf children with those who oppose this viewpoint).


Compare and analyze nuances of meanings of words, expressions, idioms, and figurative language in ASL and English or other spoken languages.


44




Access various media in ASL for understanding, enjoyment, or personal growth (e.g., view jokes and humorous stories).


SECTION 7


CS20150615

45

FLORIDA STATE COLLEGE AT JACKSONVILLE

COLLEGE CREDIT COURSE OUTLINE

COURSE NUMBER: ASL 1210

COURSE TITLE: American Sign Language IV

PREREQUISITE(S): ASL 1130 with a grade of “C” or better. A passing score

on the Proficiency in American Sign Language

Communication Exam (PACE) may be used instead of

Completing ASL 1130. ASL 1130 with a grade of “C” or

better or a passing score on the Proficiency in American

Sign Language Communication Exam (PACE).

COREQUISITE(S): None

STUDENT ADVISING NOTES: None This course can be taken by students not enrolled in the ASL/English Interpreting program to satisfy Associate of Arts elective credits.

CREDIT HOURS: 3

CONTACT HOURS/WEEK: 3

CONTACT HOUR BREAKDOWN:

Lecture/Discussion: 3

Laboratory:

Other ____________:

FACULTY WORKLOAD POINTS: 3

STANDARDIZED CLASS SIZE

ALLOCATION: 24

CATALOG COURSE DESCRIPTION:

This course is a continuation of American Sign Language III and the first American Sign Language course

within the Sign Language Interpretation ASL/English Interpreting Program. The course will emphasize

advanced level sign vocabulary, compound complex grammatical constructions, and idiomatic usage of

American Sign Language. Emphasis on the development of conversational fluency with the student being able

to discourse freely and naturally with ASL users in both receptive and expressive aspects of the language will

be the focus of this course. There will be additional costs associated with this course related to outside

activities needed to develop conversational fluency. This may include attendance at the local deaf club and

experiences within the deaf community or at the Florida School for the Deaf and the Blind in St. Augustine, etc.

Students will be expected to refine and practice their skills in the Sign Language Lab. Enrollment in the

ASL/English Interpreting program is not required to take this course.

SUGGESTED TEXT(S): Signing Naturally Level III, workbook and videotext: Mikos,

Lentz and Smith, Dawn Sign Press

46

ASL Skills Development, workbook and DVD: Carol J.

Patrie, Dawn Sign Press

GoReact Assessment Software

IMPLEMENTATION DATE: Spring Term, 2000

REVIEW OR MODIFICATION DATE: Fall Term 2002 (20031)

Fall Term 2005 (20061) (SPA 1615)

Fall Term 2007 (20081)

Fall Term 2008 (20091) – Outline Review 2007

(was SPA 1615)

Fall Term 2011 (20121) - Proposal 2011-33

Fall Term 2014 (20151) – Proposal 2014-33


Fall Term 2015 (20161) – Outline Review Process 14-15



47

*Topics may be arranged to accommodate the professor’s individual preference and techniques.

COURSE TOPICS CONTACT HOURS

PER TOPIC

I. Telling About Accidents (Signing Naturally – Unit 21) 5

E. Horses - Discuss How to Use Body Language,


F. Bicycles - Discuss How to Use Body Language,


G. Automobiles - Discuss How to Use Body Language,


H. Describing an Accident - Discuss How to Use Body Language,


II. Talking About Money (Signing Naturally – Unit 22) 5

A. Basic Money Vocabulary - Discuss How to Use Body Language,


B. Discussing Banking - Discuss How to Use Body Language,


C. Discussing Finances - Discuss How to Use Body Language,


III. Making Major Decisions (Signing Naturally – Unit 23) 5

A. Discussing Housing Situations - Discuss How to Use Body Language,


B. Discussing Cars - Discuss How to Use Body Language, Classifiers,

Non-manual Signals

C. Discussing Major Decisions - Discuss How to Use Body Language, Classifiers,

Non-manual Signals

IV. Discussing Health Conditions (Signing Naturally 24) 5 10

A. Describing the Human Body - Discuss How to Use Body Language,


B. Describing Symptoms, Causes, and Treatments - Discuss How to Use

Body Language, Classifiers, Non-manual Signals

C. Presentation on Health Conditions - Discuss How to Use Body Language,


V. Storytelling (Signing Naturally – Unit 25) 5

A. The Frog Prince by Ken Clark - Discuss and Recognize the Body Language,


B. The Bridge of Magpies by Missy Keast - Discuss and Recognize the Body Language,


C. The Merchant’s Daughter and the Slanderer by Terrylene - Discuss and

Recognize the Body Language, Classifiers, Non-manual Signals

D. The Magic Mirror of Rabbi Adam by Ben Baha - Discuss and


48

E. The Twelve Dancing Princesses by Anthony Natal - Discuss and


F. Developing Student’s Stories

G. Presenting Own Stories

VI. Lexical Substitution (ASL Skills Development – Unit 3) 4

A. Specific Words to General Words

B. The Role of Lexical Substitution

C. Discussion Questions

VII. Paraphrasing Propositions (ASL Skills Development – Unit 4) 4

A. Illocutionary Force

B. Ambiguity

C. Unpacking Propositions

D. The Role of Paraphrasing

E. Paraphrasing Techniques

F. Discussion Questions

VIII. Paraphrasing Discourse (ASL Skills Development – Unit 5) 4

A. Length of Paraphrase

B. Question Forms and Functions

C. The Role of Paraphrasing at the Discourse Level

D. Discussion Questions

IX. Visual Form and Meaning (ASL Skills Development – Unit 6) 4

A. Faithful Translation

B. Form

C. Meaning

D. Visual Image

E. The Role of Distinguishing Form from Meaning

F. Discussion Questions

X. Meaning and Visual Form (ASL Skills Development – Unit 7) 4

A. Visualization

B. Visual Form

C. ASL Form

D. Meaning

E. Explicit and Implicit Information

F. The Role of Creating Visual Forms in Response to Signed Information

G. Discussion Questions

Total Hours 45

Additional Activities and Review

Additional activities are at the discretion of the instructor. They may include class time spent in the sign

language lab, readings from outside sources, conversational skills development, class social activities with

deaf/hard of hearing individuals, or guest speakers. Additional video materials available in the sign language

lab such as the Deaf culture series videos, ASL Poetry videos, various samples of ASL structure, mouth

morphemes and/or classifier information.

49

Course Goals

The following general performance goals and sub-goals will be addressed in the course, based on the

Learning Outcomes for American Sign Language Skills Level 1-4, by Ph.D., Kurz, Kim and Ph.D. Taylor, Marty

(2008), available at https://ritdml.rit.edu/bitstream/handle/1850/6270/LearningOutcomesASL06-2008.pdf.

1. COMMUNICATION – Students communicate in American Sign Language

1) INTERPERSONAL COMMUNICATION - Two-way communication via face-to-face conversation

or through technological means.

2) INTERPRETIVE COMMUNICATION - Students understand what one visually perceives when

face-to-face or through the use of digital/technological means (e.g., videophone, vlog, videos).

3) PRESENTATIONAL COMMUNICATION - Students express ideas face-to-face or through the

use of digital/technological means (e.g., videophone, vlog, and videos).

2. CULTURE – Gain knowledge and Understanding of Deaf Culture

1) PRACTICES OF CULTURE - Students demonstrate an understanding of the relationship

between the practices and perspectives of American Deaf culture.

2) PRODUCTS OF CULTURE - Students demonstrate an understanding of the relationship

between the products and perspectives of American Deaf culture.

3) CONNECTION - Use American Sign Language to Connect with Other Disciplines and Expand

Knowledge

4) MAKING CONNECTIONS - Students reinforce and further their knowledge of other disciplines

(i.e., school subjects) through the study of American Sign Language.

5) ACQUIRING INFORMATION - Students acquire information and recognize distinctive

viewpoints that are only available through American Sign Language and Deaf culture.

3. COMPARISON - Develop Insight into the Nature of Language and Culture.

1) LANGUAGE COMPARISONS - Students demonstrate understanding of the nature of language

through comparisons of American Sign Language and their own language.

2) CULTURAL COMPARISONS - Students demonstrate understanding of the nature of culture

through comparisons of American Deaf culture and their own culture.

4. COMMUNITY - Use American Sign Language to Participate in the Deaf Community.

1) ASL CLASS AND COMMUNITY - Students use American Sign Language within and beyond the

school setting.

2) LIFELONG LEARNING - Students show evidence of becoming life-long learners by using

American Sign Language for personal enjoyment and enrichment.

More specifically, the overarching statements of each goal/sub-goal is included below, also from the Learning

Outcomes for American Sign Language Skills Level 1-4, by Ph.D., Kurz, Kim & Ph.D. Taylor, Marty (2008),

available at https://ritdml.rit.edu/bitstream/handle/1850/6270/LearningOutcomesASL06-2008.pdf.

INTERPERSONAL COMMUNICATION

This outcome focuses on interpersonal communication. In ASL, interpersonal communication means

visual/gestural communication between individuals who are in direct contact with each other. In this case direct

contact includes using ASL face-to-face and through the use of technology (e.g., videophone, video mail, vlog).

In beginning ASL 1 and 2 classes, students learn to use a variety of simple phrases and sentences in one-to-

one and small group conversations. In the more advanced ASL 3 and 4 classes, students will begin to engage

in group conversations, exchange information, and grow in their ability to communicate with others in asl in a

culturally appropriate manner with greater fluency involving an increasing number of participants and covering

a wider range of topics.

INTERPRETIVE COMMUNICATION

This outcome focuses on comprehending American Sign Language, that is, visual listening resulting in

comprehension. In the area of visual listening, students have a variety of opportunities to develop

comprehension abilities, including following classroom instruction, watching guest speakers using ASL, and



50

visually “listening” to ASL signers through technology (e.g., videophone). Students must have access to a

wealth of authentic ASL videos including commercially available DVDs and vlogs on the web.

PRESENTATIONAL COMMUNICATION

This outcome focuses on the presentation of information, concepts, and ideas in American Sign Language that

include face-to-face meetings, live presentations, and technological means (e.g., videophone, video mail, video

logs)

PRACTICES OF CULTURE

The first outcome (2.1) focuses on Social Interaction. In this outcome students learn social interaction within

the Deaf community of ASL users based on Deaf people’s corresponding cultural values and attitudes in a

culturally appropriate manner. It focuses on Deaf cultural practices that reflect the traditions and beliefs of ASL

users.

PRODUCTS OF CULTURE

This outcome focuses on cultural appreciation. Students learn about the many varied products of Deaf culture

such as ASL poetry, ASL narrations, art made by Deaf people, and videos of ASL literature, in terms of

underlying cultural values and attitudes. This outcome focuses on the cultural products of the Deaf community

and how the products relate to the traditions, beliefs, and structures of society.

MAKING CONNECTIONS

In this outcome, students use American Sign Language to learn more about other subject areas that are not

related to ASL or Deaf culture, either within the ASL class or in ASL immersion experiences. Students will use

ASL as a tool to access additional resources related to ASL and Deaf culture.

ACQUIRING INFORMATION

In this outcome, students use their ASL skills to acquire new information and discover cultural perspectives of

Deaf people. This may occur within the school setting or in conjunction with work and leisure activities. By

knowing and using ASL, they expand the sources of information available to them. They can communicate with

ASL users. They can acquire information that is presented in ASL (e.g., ASL storytellers, vlogs).

LANGUAGE COMPARISONS

In this outcome, students will compare and contrast ASL with English or another language.

CULTRUAL COMPARISONS

As students expand their knowledge of Deaf culture, they will discover that certain perspectives, practices, and

products differ from other cultures in the United States.

COMMUNITY

As learned in Goal One (Communication), the focus is on the acquisition of ASL comprehension and

expressive skills. Students begin to transfer classroom ASL to non-classroom conversational experiences such

as with the Deaf community. This is an important step in transferring student’s language skills into use in Deaf

community events

LIFELONG LEARNING

As lifelong learners, students can use ASL to access information about topics of personal interest. Through this

experience, students discover the richness of Deaf culture and expand their knowledge about the language

and culture through recreation, entertainment, and, for some, work. Some students may continue to participate

in the Deaf community and further develop their ASL skills and their understanding of Deaf culture. Others may

need to be encouraged to meet and interact with Deaf people who live in their locale.

51

PROGRAM TITLE: Sign Language Interpretation ASL/English Interpreting

COURSE TITLE: American Sign Language IV

CIP NUMBER: 1713100305

Program frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


52


SECTION 1



Course Title: American Sign Language IV





SECTION 2b






SECTION 3


X Reading X Speaking X Critical Analysis Qualitative Skills Scientific Method of

Inquiry

X Writing X Listening Information

Literacy Ethical Judgement

Working

Collaboratively









SECTION 6

LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Share and analyze detailed factual

information on a variety of topics (e.g.,

controversial topics like using stem cells for

research purposes, cloning).

Program, Course In class observations; recorded assessments

Debate and support personal and others’

opinions and preferences on a variety of

topics (e.g., politics, cigarette bans, living

together without marrying).


Give and follow a complex sequence of

instructions (e.g., carrying out an experiment,

describe how to play a game).

Program, Course In class observations; recorded assessments;

written assessments

53


LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Initiate and participate in social exchanges in

formal situations (e.g., Deaf art gallery, Deaf

plays, Deaf visitors to the class).

Course In class observations; recorded assessments;

written assessments

Explore and discuss connections, ideas, and

new insights into a variety of topics (e.g., how

electoral college votes count toward

presidential ticket, healthcare issues in

different countries).


Discuss the role of audism and Deafhood and

its implications in the Deaf World (e.g.,

interview Deaf people about different stages

of Deafhood).


written assessments

Demonstrate increased appropriate listener

feedback during group conversation (e.g.,

resuming conversation).

Course In class observations; recorded assessments

Demonstrate comprehension of more

complex narratives including various types of

grammatical structures, including topic shift

and role shift, by retelling the selection.


written assessments

Use complex ASL syntax in a paragraph (e.g.,

temporal aspects, pronominalization). Program, Course In class observations; recorded assessments

Demonstrate comprehension of complex

descriptions of things by asking questions

about these subjects and by asking for

clarification (e.g., instruments, food, textures,

and shapes).


Demonstrate fingerspelled word recognition of

proper nouns and lexicalized fingerspelling in

videotaped format (e.g., products, brand

names, places, words that have no signs).

(Note: video source material is harder to read

than live).


written assessments

Demonstrate understanding of major topics,

themes, and techniques of Deaf art and the

significance of each aspect (e.g., hypothesize

about symbols used in Susan Dupor’s Family

Dog).


written assessments

Demonstrate the ability to analyze variety in

sign styles through live and record materials

and understand their significance (e.g.,

compare sign styles of two different products).


Demonstrate mastery expressing prepared

presentations (at least 5-15 minutes) (e.g.,

holidays, nationalities, things, and events

using appropriate sign selection and

syntactically correct phrases).


written assessments

54


LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Select and analyze expression products of

Deaf culture presented in various literary

genres or the fine arts (e.g., interpret themes

in the De’VIA works).


written assessments

Summarize and record the content of a video

log or documentary intended for ASL native

users in order to discuss the topics with other

learners of ASL (e.g., review Audism Unveiled

documentary).


written assessments

Give presentations on research-based

investigations of current events from

perspectives of sub-groups within the Deaf

community (e.g., analyze educational trends

of Deaf children).


written assessments

Explore and research perceptions of various

Deaf sub-groups related to their cultural

identification, of acculturation, and their

contributions to Deaf culture at large (e.g.,

analyze the self-perceptions of individual with

two or more cultural identifications such as

Black Deaf).


written assessments

Examine and research the prevalent cultural

value of self-reliance of Deaf community

members through local and national

organizations established for, and run by,

Deaf people (e.g., community advocacy

organizations serving Deaf individuals

established by the Deaf such as the National

Association of the Deaf).


written assessments

Examine major elements of Deaf culture such

as concepts of time, personal space, and

exchanging personal information, and analyze

how people from other cultures perceive them

(e.g., how influence of expressing affect

during greetings has created tight-knit

relationships).


written assessments

Analyze contemporary issues in the Deaf

world, such as education, employment,

audism, community traditions, clubs and sport

organizations, and technology, and examine

their impact on Deaf culture (e.g., role of

audism in employment).


written assessments

Analyze themes of oppression and

empowerment in products of Deaf culture

such as stories, poetry, art, and literature and

how they reflect the experiences and

perspectives of Deaf people (e.g., The Eyeth

Story).


written assessments

55


LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Examine expressive products of Deaf culture,

such as stories, poetry, literature, and explore

the ways in which these products represent

lifestyles and perspectives of Deaf people

(e.g., critically examine poetry by Ella Mae

Lentz and Debbie Rennie).


written assessments

Create ASL stories using “to or from specified

individuals” inflections which mean “some or

many but usually not all,” and “to or from

unspecified individuals” inflection which

means “some or many but not all,” by using

alternating hands and the eyes and head tend

to shake back and forth.


Prepare for debates using plural classifiers by

making “in a row,” “sweep in a row,” “in rows”

and “sweep in rows” inflections.


Create ASL stories using rhetorical questions. Program, Course In class observations; recorded assessments

Give presentations using relative clauses by

identifying a specific person or thing. Program, Course In class observations; recorded assessments

Debate with appropriate and accurate use of

negation and affirmation sentences. Program, Course In class observations; recorded assessments

Give presentations using ASL framework by

starting with specific information, leading to

general information, and closing it with

specific information again (e.g., diamond

structure).


Prepare and use real world orientation

effectively by changing the perspectives of the

signer in ASL dialogues.


Give presentations using all compounds and

contractions in all ASL dialogues. Program, Course In class observations; recorded assessments

Prepare presentations using the rules of

classifiers by incorporating them appropriately

in all ASL dialogues (e.g., sign noun first then

use classifier, use ground concept first then

describe figures).


Create ASL stories using verbs with

“repeated, bi-directional, continuous”

movement.


Present mastery when comparing frequently

comprehended sign variations (e.g., variations

based on ethnicity, socioeconomic status).


Investigate the unwritten rules present in

society that impact perceptions of Deaf

people and Deaf culture (e.g.,

pathological/medical view of deafness with

the cultural model).


written assessments

56


LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Compare thematically similar ASL and

English films, television programs, or texts,

focusing on specific cultural practices (e.g.,

ASL Films- visual building of suspense vs.

musical use).


written assessments

Analyze and discuss the relationships

between products and perspectives in Deaf

culture and contrast these with their own (e.g.,

values ascribed to schools for the Deaf versus

those ascribed to schools for non-Deaf

individuals).


written assessments

Identify and analyze films, commercials, or

documentaries about Deaf people and

evaluate typical cultural patterns and social

behaviors that are portrayed (e.g., analyze

misrepresentations of Deaf people and Deaf

culture in historical and contemporary films).


written assessments

Reflect and explore tangible products of Deaf

culture that are not familiar to most people

(e.g., Gallaudet’s journal at Hartford historical

museum).


written assessments

Analyze patterns of ASL use and linguistic

expressions used by Deaf people and analyze

contextual and historical usage of some of the

expressions to identify Deaf people’s thoughts

and perspectives (e.g., examples of

expressions that reflect the cultural pride of

Deaf people).


written assessments

Broaden awareness of other disciplines by

expanding on and comparing topics (e.g.,

discuss cultural theories of group and societal

dynamics).


written assessments

View and analyze literary and non-literary

recorded materials available only in ASL and

comprehend the cultural messages imbedded

in such texts (e.g., investigate subtlety and

double entendres in ASL poetry).


written assessments

Analyze and discuss the meanings of ASL

parameters. Program, Course

In class observations; recorded assessments;

written assessments

Investigate how inflections can change the

meaning in the areas of manners,

modulations, degrees, and temporal aspects.


written assessments

Give presentations using increasingly more

complex non-manual markers in ASL

dialogues.


Prepare and give a presentation using

regularity, approximate/relative time,

repetition, and duration and tense.


57


LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Create ASL stories using “long time” and

“over and over again” inflections which mean

“for a prolonged period of time” and

“prolonged, repeated focus,” by using a

slower, repeated, elliptical movement and a

tense straight-line movement and hold at the

end.


Give presentations using the numeral

handshape with location, movement, and

orientation of signs in ranking, order of

finishing in competition, placement of number

identification on uniforms, and team scores.


Develop a worldview through participating in

at least 4-6 Deaf cultural events and

conferences at local postsecondary

institutions (e.g., participate in ASL and Deaf

Studies conferences).


written assessments

Create web sites and video logs in ASL that

maintain dialogue and discussion about ASL

and Deaf culture (e.g., develop a personal

web site to participate in discussion of current

events within Deaf culture, and/or submit

homework through recording).


SECTION 7


CS20150615

58




COURSE TITLE: Structure Linguistics of American Sign Language

PREREQUISITE(S): ASL 1130 and ENC 1101 or ENC 1101C with a grade of

“C” or better” Qualify for enrollment in ENC 1101 or ENC

1101C and either ASL 1130 with a grade of “C” or better, a

passing score on the Proficiency in American Sign

Language Communication Exam (PACE), or Permission

from the Dean.


STUDENT ADVISING NOTES: This course may be taken prior to acceptance into the Sign

Language Interpretation ASL/English Interpreting Program

if the student has met prerequisites for the course. The

course can help students prepare for the PACE.

This course can be taken by students not enrolled in the ASL/English Interpreting program to satisfy Associate of Arts elective credits.

CREDIT HOURS: 3




Laboratory:

Other ____________:



ALLOCATION: 24


This course is for the advanced signer with limited exposure to American Sign Language. American Sign

Language, as used by deaf adults, is studied with an emphasis on the phonological, morphological, semantic,

syntactical, and metaphorical aspects of American Sign Language. Current research in the field is examined

and discussed. Enrollment in the ASL/English Interpreting program is not required to take this course.

SUGGESTED TEXT(S): Linguistics of American Sign Language, Clayton Valli –

Book and DVD

IMPLEMENTATION DATE: Fall Term 1996 (971)

59

REVIEW OR MODIFICATION DATE: Fall Term 2002 (20031) Fall Term 2007 (20081) Fall Term 2008 (20091) (was SPC 1617) Fall Term 2011 (20121) - Proposal 2011-33 Fall Term 2014 (20151) – Proposal 2014-33 Fall Term 2014 (20151) – Proposal 2014-25 Fall Term 2015 (20161) – Outline Review 14-15 Fall Term 2018 (2188) – Proposal 2018-33

60


__PER TOPIC__

I. Linguistics/Language 25

A. Phonology

B. Morphology

C. Semantics

D. Syntax

E. Idioms

F. Metaphorical

G. Pragmatics

II. Origin and Development of American Sign Language 3

A. Origin

B. Systematic Changes

C. Coinage and New Signs

III. General Information Relating to Linguistics Research 2

A. Research Design

B. Current Trends and Issues

VI. Comparison of Grammatical Structure of English & American Sign Language 15

61


COURSE TITLE: Structure of American Sign Language


Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


62


SECTION 1



Course Title: Structure Linguistics of American Sign Language





SECTION 2b






SECTION 3


X Reading X Speaking X Critical Analysis Qualitative Skills Scientific Method of

Inquiry

X Writing X Listening X Information


Working

Collaboratively









SECTION 6

LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Explain general language principles.

Course

Class Discussions and Written assessments;

instructor review and critique of written class

project(s) completion

Explain and identify the different parts of

language, phonology, morphology, syntax,

semantics, and discourse.

Course

Class Discussions, and Written Assessments.

Explain, analyze, and produce a phonological

analysis of ASL. Course

Class Discussions and Written Assessments.

63


LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Explain, analyze, and give examples of word

formation/morphological processes in ASL

(compounding, lexicalization, noun/verb pairs,

numeral incorporation,

Course Class Discussions and Written Assessments.

Recognize, produce, and explain plain,

indicating, and depicting verbs in ASL. Course Class Discussions and Written Assessments.

Recognize, produce, and explain sentence

types in ASL. Course Class Discussions and Written Assessments.

Recognize, produce, and explain the use of

subjects and objects in ASL sentences types. Courses Class Discussions and Written Assessments.

Recognize, produce, and explain the temporal

aspect adjectives in ASL. Course Class Discussions and Written Assessments.

Recognize and explain the grammatical

categories in linguistics. Course Class Discussions and Written Assessments.

Recognize, produce, and explain the use of

time and tense in ASL. Course Class Discussions and Written Assessments.

Expressing in ASL, recognize and explain

trends in sociolinguistic trends and the Deaf

community.

Program, Course Class Discussions, Class Projects, Written

Assessments.

Expressing in ASL, explain an ASL idiom and

its linguistic principles. Program, Course

Class Discussions, Class Projects, Written

Assessments.

Produce an analysis of an ASL production

using linguistic principles Program, Course

Class Discussions, Class Projects, Written

Assessments.

SECTION 7

Faculty name(s): James Pope Date: 03/09/2013 4/16/18

CS20150615

64




COURSE TITLE: Fingerspelling and Numbering

PREREQUISITE(S): ASL 1150 with a grade of “C“ or better or Permission of the

Dean


STUDENT ADVISING NOTES: This course may be taken prior to acceptance into the Sign

Language Interpretation Program if the student has met

prerequisites for the course. The course can help students

prepare for the PACE.

This course can be taken to satisfy Associate of Arts elective credits.

CREDIT HOURS: 3




Laboratory:

Other ____________:



ALLOCATION: 24


This is an intermediate course designed to develop and provide extensive practice of receptive and expressive

fingerspelling and numbering skills. Drills will help to improve fluency, speed and accuracy.

SUGGESTED TEXT(S): ABC 1-2-3: Fingerspelling and Numbers in ASL, Mendoza

GoReact Assessment Software (suggested)

IMPLEMENTATION DATE: Fall Term 1996 (971)

65

REVIEW OR MODIFICATION DATE: Spring Term 2000 (20001)

Fall Term 2002 (20031)

Fall Term 2005 (20061)

Fall Term 2007 (20081)

Fall Term 2008 (20091) - Outline Review 2007 (was SPA

1626)

Fall Term 2011 (20121) - Proposal 2011-33


Fall Term 2015 (20161) – Outline Review 14-15


66


__PER TOPIC__

I. History and Development of Fingerspelling 1

II. Expressive Fingerspelling 15

A. Fingerspelling Rules B. Cardinal and Ordinal Numbers C. Dates and Months D. Age E. Ranking F. Number Patterns G. Heights, Fractions, and Approximations H. Addresses and Phone Numbers I. Time and Time Signs J. Money K. Lexicalized Fingerspelling

III. Receptive Fingerspelling 29

A. Strategies for Understanding Fingerspelling

B. Three C’s of Fingerspelling

C. Proper Names

D. Loan Signs

E. Patterns

F. Position - Movement

G. Context Clues

H. Speech Reading

I. Numbers

67

PROGRAM TITLE: Sign Language Interpretation

COURSE TITLE: Fingerspelling and Numbering



http://www.fldoe.org/workforce/dwdframe

68


SECTION 1



Course Title: Fingerspelling and Numbering





SECTION 2b






SECTION 3


Reading X Speaking X Critical Analysis Qualitative Skills Scientific Method of

Inquiry

Writing X Listening Information

Literacy Ethical Judgement X

Working

Collaboratively









SECTION 6

LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Recognize, discuss and produce the rules of

fingerspelling

Program; Course In class observations; sign lab assignments;

video recorded evaluations of student’s ability

to produce appropriate verbal utterance from

ASL stimulus, conforming to the grammatical

and syntactical rules of the appropriate

language

Recognize and discus the history of

fingerspelling.

Program; Course Class Discussions

69


LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Recognize and produce the appropriate use

of fingerspelling in titles, names, books,

movies, technical signs, acronyms, etc.

Program; Course In class observations; sign lab assignments


to produce appropriate signed utterance from

written or spoken stimulus

Recognize and produce numerical systems

appropriately






language

Recognize and produce lexicalized signs

appropriately






language

Recognize and produce fingerspelled words

based on topic categories






language

Recognize and produce fingerspelling based

on the clarity, configuration, and closure.






language

SECTION 7


CS20150615

70




COURSE TITLE: ASL American Sign Language Discourse

PREREQUISITE(S): ASL 1210 and ASL 1300 (both with a grade of “C” or

better), or Permission of the Dean.


ADVISING NOTE(S): This course can be taken by students not enrolled in the ASL/English Interpreting program to satisfy Associate of Arts elective credits.

CREDIT HOURS: 3




Laboratory:

Other __________:



ALLOCATION: 24


This course provides an introductory study of ASL Discourse. Focus is on ASL discourse structure and

features, such as: use of space, discourse markers, registers, depiction, blends, use of classifiers with various

texts, etc. with some comparisons to spoken English. Students are provided the opportunity to analyze and

compare a variety of ASL discourse genres in order to better understand their forms and functions through the

application of hands-on activities and basic analysis. Enrollment in the ASL/English Interpreting program is not

required to take this course.

SUGGESTED TEXT(S): Signing Naturally 3 (videotext and workbook), Mikos,

Smith, and Lentz, 2001

Kelly, Jean E. (2012). Interactive Interpreting: Let’s Talk

GoReact Assessment Software (suggested)

No text; instructor developed materials

IMPLEMENTATION DATE: Spring Term, 2008 (20082)

71

REVIEW OR MODIFICATION DATE: Fall Term, 2011 (20121) – Proposal 2011-33

Fall Term, 2014 (20151)

Fall Term, 2015 (20161) – Proposal 2014-103

Fall Term, 2015 (20161) – Outline Review Process 14-15



72


PER TOPIC

I. Pragmatics

A. General Discourse Models/Theories 3

B. Speech/Illocutionary Acts

C. Language Processing

D. Frames, Schema and Scripts

II. Linguistic Features in ASL Discourse 12

A. Structure of ASL Discourse – Content Mapping and

Discourse Mapping

B. Use of Space

C. Real, Mental, Surrogate, Token Space and Blends

D. Discourse Markers and Cohesive Devices

E. Use of Space and Spatial Relationships in an ASL Text

F. Depiction, Constructed Action and Constructed Discourse

G. Register

H. Sociolinguistic Factors in Discourse

III. Comprehension and Production of ASL Discourse 20

A. Main and Supporting Ideas in an ASL Text

B. Sequence of Steps Described in A Set of Signed Texts:

1. Explanatory

2. Narrative

3. Procedural

4. Argumentative

5. Hortatory

6. Dialogue with 2+ Participants

IV. Basic Discourse Analysis 5

A. Content, Context and Spatial Mapping

B. ASL Transcription – Glossing Signs, Classifiers, Non-Manuals, etc.

C. Identifying Linguistic Features in A Text

V. Practice/Projects 5

A. Research

B. Transcription

C. Self-Analysis

Total 45

73


COURSE TITLE: ASL Discourse


Program frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


74


SECTION 1



Course Title: ASL American Sign Language Discourse





SECTION 2b






SECTION 3


Reading Speaking X Critical Analysis Qualitative Skills Scientific Method of

Inquiry

Writing Listening X Information


Working

Collaboratively









SECTION 6

LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Demonstrate comprehension on the main

points of standard discourse, on familiar

topics, through real-time interaction or clearly-

delivered authentic cultural material.

Course

Written assessment; recorded assessment;

class discussion; small group work

Demonstrate in ASL well-structured

argument, explanatory, procedural, narrative

and hortatory genres.

Course; Program Written assessment; recorded assessment;


75


LEARNING OUTCOMES

TYPE OF OUTCOME

(General Education,

Course or Program)


Identify various discourse types in ASL. Course Written assessment; class discussion; small

group work

Compare and contrast ASL discourse used in

various settings. Course

Observation; Written assessment; recorded

assessment; class discussion; small group

work

Define and analyze the use of eye gaze, use

of space, role shifting, turn-taking regulators

and other discourse features in ASL.

Course Written assessment; recorded assessment;


Analyze how specific linguistic features are

applied in specific settings. Course

Observation; Written assessment; class

discussion; small group work

Perform a basic discourse analysis of an ASL

dialogue using ELAN, or other notation

program.

Course Written assessment; class discussion; small

group work

Demonstrate understanding of terms

associated with aspects of discourse. Course

Written assessment; class discussion; small

group work

Discuss discourse as it occurs in everyday

activities. Course class discussion; small group work

Analyze discourse in the context of

multicultural communication events varying

socioeconomic characteristics of the

communication participants.

Course; Program Written assessment; class discussion; small

group work

Apply Discourse Mapping techniques. Course; Program Written assessment; recorded assessment;


Demonstrate a basic understanding of

sociolinguistic variation in ASL and ASL

discourse.

Course Written assessment; recorded assessment;


Demonstrate understanding of depiction in

ASL. Course


group work

Demonstrate understanding of constructed

action and constructed discourse in ASL. Course



Demonstrate understanding of real, mental,

surrogate and token space concepts. Course


group work

Demonstrate understanding of the use of

space in ASL discourse. Course



SECTION 7

Faculty name(s): Theresa Bugler Date: 4/5/2017 4/16/18

CS20150615

76


COURSE NUMBER: INT 1000 COURSE TITLE: Introduction to Interpreting PREREQUISITE(S): 221A Program admit status – YES (Passing score on the

(PACE) Proficiency of American Sign Language Communication Exam and completion of ENC 1101 or ENC 1101C with a grade of “C” or better.

Qualify for enrollment in ENC 1101 or ENC 1101C and either ASL 1130 with a grade of “C” or better, a passing score on the Proficiency in American Sign Language Communication Exam (PACE), or Permission of the Dean.

COREQUISITE(S): None STUDENT ADVISING NOTES: Sign Language students must be admitted to interpretation

program; a passing score on the Proficiency of American Sign Language Communication Exam (PACE) and completion of ENC 1101 with a “C” or better are required for admittance.

This course can be taken by students not enrolled in the ASL/English Interpreting program to satisfy Associate of Arts elective credits.

CREDIT HOURS: 4 CONTACT HOURS/WEEK: 4 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 4 Laboratory: Other ____________: FACULTY WORKLOAD POINTS: 4 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course is an introduction to the basic theories, guidelines, principles and practices of interpreting,

including the role of the interpreter, professional behavior and the ethics of interpreting. Environmental

considerations of communication and interpreting will be discussed. The course also includes pre-interpreting

skills. Enrollment in the ASL/English Interpreting program is not required to take this course.

SUGGESTED TEXT(S): So You Want to Be an Interpreter, Janice Humphrey 1100 Words You Need to Know, Murray Bromberg English Skills Development, C.arol Patrie Interpreting: An Introduction, N. Frishberg

Sign Language Interpreting: Theory & Practice in Australia and New Zealand, J. Napier, R. McKee & D. Goswell

77

IMPLEMENTATION DATE: Fall Term, 1996 (Reactivated) REVIEW OR MODIFICATION DATE: Fall Term, 2002 (20031)

Fall Term, 2005 (20061) Spring Term, 2007 (20072) Fall Term, 2008 (20091) – Outline Review 2007 Fall Term, 2011 (20121) - Proposal 2011-33 Fall Term, 2014 (20151) – Proposal 2014-33 Fall Term, 2014 (20151) – Proposal 2014-25 Fall Term, 2015 (20161) – Outline Review 14-15 Fall Term, 2018 (2188) – Proposal 2018-33

78

COURSE TOPICS CONTACT HOURS __PER TOPIC__ I. Role of the Interpreter for the Deaf and Philosophical Frameworks 2 II. Ethical and Professional Behavior 3 III. Interpreting Code of Professional Conduct 3 IV. Interpreting/Transliterating - The Difference 1 V. The Interpreting Process 5 VI. Interpreting Settings; General, Religious, Vocational, Medical Legal, Educational, Mental Health, Oral, Deaf-Blind, Video Relay 11 VII. Community Agencies, Educational and Business Facilities Which Employ and Refer Interpreters 2 VIII. Sign Systems 1 IX. Receptive Understanding 15 X. Developing Pre-interpreting Skills 15 XI. The Process of Interpreting 2 I. Content Knowledge 20

A. Role of an Interpreting B. Interpreting Terminology C. Philosophical Frameworks D. Ethical and Professional Behavior E. Code of Professional Conduct F. Interpreting/Transliterating – The Difference G. Process Models/Theories H. Interpreting Settings I. Community Agencies J. Sign Systems

II. Pre-Interpreting Skill Development 15 A. ASL/English Comprehension and Language Use B. Form and Meaning C. Proposition Restatement D. Main Idea Identification E. Summarization F. Intralingual Translation G. Interlingual Translation

III. Practice/Projects 10 A. Lab practice B. Community Interaction C. Observations/Interviews

79

PROGRAM TITLE: Sign Language Interpretation ASL/English Interpreting COURSE TITLE: Introduction to Interpreting CIP NUMBER: 1713100305 Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


80


SECTION 1

Course Prefix and Number: INT 1000 Semester Credit Hours (Credit): 4

Contact Hours (Credit/Workforce)

Course Title: Introduction to Interpreting





SECTION 2b






SECTION 3




X Ethical Judgement X Working Collaboratively









SECTION 6



Identify and produce the principles and components of American Sign Language

Program; Course

Written assessments, in class observations; group and individual signed conversations; student’s scenarios in class and performance in Sign Lab

Identify the various sign systems when given a description or characteristics of that system.

Program; Course Class discussions, Student scenarios, and written assessments.

81




Identify and describe the aspects of the interpreting field including theories, settings, laws, ethics, community agencies, and cultural behaviors and expectations.

Program; Course Knowledge based assessment using situational scenarios written and in class discussion

Describe the difference between staff and self-employed interpreting including but not limited to business practices, pros and cons of each (staff vs. self-employed) in the field of interpreting.

Program; Course

Knowledge based assessment using situational scenarios written and in class discussion.

Demonstrate the ability to prepare an ASL presentation on a non-narrative topic with fluent and connected discourse at the textual level.

Program; Course Instructor observations, rubric assessments, recorded assessments.

Demonstrate the ability to spontaneously use ASL to converse in a culturally appropriate manner to participate, narrate and describe with connected discourse at the textual level.


Recognize and produce fingerspelled words and numbers appropriately in ASL/English translations.

Program; Course Instructor observations; written assessments; recorded assessments.

Translate an equivalent message from ASL/English into ASL/English at the sentential level.


Produce a message using sign language or voice when given a stimulus in another language (English or ASL).

Program; Course

In class observations; student’s scenarios in class and performance in Sign Lab using spoken and signed stimuli; written assessment of student’s understanding of signed message; video recorded assessment of student’s ability to produce equivalent signed message from spoken stimulus.

SECTION 7


CS20150615

82


COURSE NUMBER: INT 1200 COURSE TITLE: Interpreting I: Consecutive Interpreting PREREQUISITE(S): ENC 1101 or ENC 1101C, ASL 1210 and INT 1000 with a

grade of “C” or better COREQUISITE(S): None CREDIT HOURS: 4 CONTACT HOURS/WEEK: 4 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 4 Laboratory: Other ____________: FACULTY WORKLOAD POINTS: 4 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course is a continuation of INT 1000 which reinforces skill development and the expressive and receptive skills of intermediate level interpreting through drill, practice and role-play activities. Students will practice from audio recorded, video recorded and live voice materials, and will learn the techniques of self-assessment through video recording. The course also offers a practical component for the development of intermediate interpreting skills. Course practice materials will parallel the theoretical models. This course focuses on translation and consecutive interpretation. Students will examine and practice the live translation of meaningful sections of discourse and the consecutive interpretation of both monologues and interactions. SUGGESTED TEXT(S): So You Want to Be an Interpreter; Janice Humphrey 1100 Words You Need to Know, Murray Bromberg Cognitive Processing Skills in English, C.arol Patrie Consecutive Interpreting from English, C.arol Patrie Found in Translation: How Language Shapes our Lives

and Transforms the World, N. Kelley, J. Zetzsche Reading between the Signs: Intercultural Communication

for Sign Language Interpreters, A. Mindess GoReact Assessment Software (suggested) IMPLEMENTATION DATE: Fall Term, 1996 (971) REVIEW OR MODIFICATION DATE: Fall Term, 2002 (20031) Fall Term, 2007 (20081) Fall Term, 2008 (20091) – Out. Rev. 2007 (was EHD 1406) Fall term, 2011 (20121) Proposal 2011-33 Fall Term 2014 (20151) – Proposal 2014-33 Fall Term 2018 (2188) – Proposal 2018-33

83

COURSE TOPICS CONTACT HOURS __PER TOPIC__ I. Grammatical Structure 10 A. Mode B. Non-Manual Markers C. Classifiers D. Use of Space II. Fluency and Speed 5 A. Processing Time B. Sign Production III. Vocabulary 10 A. Conceptual Accuracy B. Sign choices IV. Voicing 5 A. Affect and Register B. Accuracy of Message C. Completeness of Sentences D. Word/phrase choices V. Fingerspelling 5 A. Spelling Accuracy B. Clarity C. Fluency and Pace VI. Auditory/Visual Memory 5 VII. Principles of Consecutive Interpreting 10 VIII. Principles of Cognitive Processing Skills 10 V. Content Knowledge 15

A. Interpreting Models/Theories B. Note taking C. Auditory and Visual Memory D. Linguistic and Enrichment Explicature Strategies E. Message Analysis F. Message Intent G. Message Equivalency H. Application of Interpreting Concepts

VI. Interpreting Skill Development 15 A. ASL/English Comprehension B. Expression (ASL to English/English to ASL) C. Cognitive Processing D. Interlingual Translation E. Interlingual Consecutive Interpreting F. Monolingic Translation/Consecutive Interpreting G. Introductory Interactive Interpreting Settings

84

VII. Intercultural Communication Knowledge 5 VIII. Practice/Projects 10

A. Lab practice B. Self-analysis C. Self-assessment

Total 45

85

PROGRAM TITLE: Sign Language Interpretation ASL/English Interpreting COURSE TITLE: Interpreting I: Consecutive Interpreting CIP NUMBER: 1713100305 Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


86


SECTION 1



Course Title: Interpreting I: Consecutive Interpreting





SECTION 2b


A.A. Elective X A.S. Required Course A.S. Professional Elective




SECTION 3













SECTION 6



Produce a message using English/ASL documents showing equivalent concepts in the opposite language.

Program; Course In class observations; written assessments and video recorded expressive and receptive assessments and assignments

Produce a consecutive interpretation using English and ASL when given a stimulus in another language (English or ASL) at a phrasal to sentential level.

Program; Course In class observations; expressive and receptive written and video recorded assessments and assignments

87




Produce a fluent ASL message on a given topic at a textual level.

Program; Course Class presentations; Rubric assessment

Recognize and identify fingerspelled words and numbers appropriately in ASL/English translations.

Program; Course Written assessment; Recorded assessment

Recognize and produce an equivalent match for fingerspelled words and numbers in translated, interpreted and transliterated work.


Produce an English to ASL or ASL to English translation at a sentential to textual level

Program; Course In class observations; expressive and voicing video or audio recorded assessments and assignments

Analyze a text either in ASL or English and produce a document that shows linguistic, cultural, schema based decision making and note taking skills.

Program; Course In class observations, written, video, or audio recorded assignments and assessments.

Apply linguistic, cultural, and theoretical processing skills to ASL texts and interpreting/translated work. Analyze work products for evidence of linguistic, cultural, and theoretical processing skills.

Program; Course In class, written, audio, video recorded assignments.

SECTION 7


CS20150615

88


COURSE NUMBER: INT 1201 COURSE TITLE: Interpreting II: Simultaneous Interpreting PREREQUISITE(S): INT 1200 with a grade of “C” or better COREQUISITE(S): None CREDIT HOURS: 4 3 CONTACT HOURS/WEEK: 4 3 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 4 3 Laboratory: Other ____________: FACULTY WORKLOAD POINTS: 4 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course is a continuation of INT 1200 and a transition into hands-on simultaneous interpreting with clarity and understanding. This course provides advanced in-depth discussion and application of techniques and principles, as well as expanded concentration on expressive and receptive manual and English communication skills. Students will use live models, recorded stimuli, and interaction with deaf community members to improve speed and accuracy in their expressive and receptive intermediate interpreting skills. SUGGESTED TEXT(S): 1100 Words You Need to Know , Murray Bromberg Interpretation Skills: English to ASL, Marty Taylor Interpretation Skills: ASL to English, Marty Taylor

Dictionary of Everyday American English Expressions, by Richard Spears, Betty Birner and Steven Kleinedler

Simultaneous Interpreting from English, C. Patrie Translating from ASL, C. Patrie GoReact Assessment Software (suggested) IMPLEMENTATION DATE: Fall Term, 1996 (971) REVIEW OR MODIFICATION DATE: Fall Term, 2002 (20031) Fall Term, 2007 (20081)

Fall Term, 2008 (20091) – Outline Review 2007 (was EHD 1407)

Fall Term, 2011 (20121) - Proposal 2011-33 Fall Term, 2014 (20151) – Proposal 2014-33 Fall Term 2018 (2188) – Proposal 2018-33

89

COURSE TOPICS CONTACT HOURS __PER TOPIC__ I. Vocabulary Expansion 10 II. Grammatical Structure in ASL 10 A. Sentence Types B. Classifiers C. Use of Space D. Idioms E. Expansions/Compressions in ASL III. Fluency/Speed 5 A. Processing Time B. Sign Production IV. Comprehension and Production Skills 20 A. Transliteration B. Interpretation V. Cultural Literacy: Generalized Knowledge for Everyday Use 5 VI. Language in Use 5

A. Interpreter interviews B. Deaf community interaction C. Sociolinguistic factors in language

VII Projects, Practice and Self-Assessment 5 I. Content Knowledge 15

A. Interpreting Models/Theories B. Message Analysis C. Message Intent D. Message Equivalency E. Clarification Questions F. Self-Monitoring/Self Correction G. Self-Assessment of Skills H. Team Interpreting

II. Interpreting Skill Development 15 A. Comprehension B. Expression C. Processing Time D. Bridging to Simultaneous Interpreting E. Simultaneous Interpreting F. Team Interpreting G. Monolingic and Interactive Interpreting

III. Intercultural Communication Application 5 IV. Practice/Projects 10

A. Lab/Live practice B. Self-analysis C. Self-assessment

Total 45

90

PROGRAM TITLE: Sign Language Interpretation ASL/English Interpreting COURSE TITLE: Interpreting II: Simultaneous Interpreting CIP NUMBER: 1713100305 Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


91


SECTION 1

Course Prefix and Number: INT 1201 Semester Credit Hours (Credit): 4 3


Course Title: Interpreting II: Simultaneous Interpreting





SECTION 2b






SECTION 3













SECTION 6



Correlate English vocabulary to conceptually accurate sign vocabulary.

Program; Course Written journals; student recordings.

Analyze an intermediate text for meaning. Program; Course Written assessment; Recorded assessment

Identify cultural indicators influencing text meaning.


Analyze sample work done by peers and professional interpreters.

Program; Course Written assessment; Recorded assessment; Observations

Demonstrate appropriate processing skills, as defined by the Colonomos, and Gish models.


92




Transliterate and/or interpret various interactive scenarios both from video and live role-play scenarios in the classroom and achieve message equivalence.


Demonstrate appropriate processing skills for managing the demands of interactive situations effectively.


Demonstrate understanding of how to work effectively within an interpreting team.


Apply appropriate teaming strategies. Program; Course Written assessment; Recorded assessment

Demonstrate appropriate strategies for working in team situations.


Produce an ASL to English interpretation at a phrasal to sentential level.

Course Written assessment; Recorded assessment

Transliterate various signed messages (contexts, register, settings, etc.) into equivalent and appropriate English at a phrasal to sentential level.


Accurately interpret various spoken messages (contexts, register, settings, etc.) into equivalent and appropriate ASL at a phrasal to sentential level.


Transliterate various spoken messages (contexts, register, settings, etc.) into equivalent and appropriate CASE at a phrasal to sentential level.


Demonstrate understanding of appropriate strategies for stopping a signer for clarification when necessary.


SECTION 7

Faculty name(s): James Pope, Terri Bugler Date: 2/7/13 4/16/18

CS20150615

93


COURSE NUMBER: INT 1202 COURSE TITLE: Interpreting III: ASL to English Interpreting PREREQUISITE(S): INT 1201 with a grade of “C” or better COREQUISITE(S): INT 1210 and INT 1941 None CREDIT HOURS: 3 CONTACT HOURS/WEEK: 3 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 3 Laboratory: Other ____________: FACULTY WORKLOAD POINTS: 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course leads the student through the steps of making an idiomatic English voicing product that accurately conveys a Deaf consumer’s message, in one-on-one and group settings. The three components of understanding, telling and saying will be the main focus of the course. Live and recorded models will be used for skill development. SUGGESTED TEXT(S): Say It Like They Mean It: ASL-to-English, Jean Kelly GoReact Assessment Software (required) IMPLEMENTATION DATE: Spring Term 2000 (2002) REVIEW OR MODIFICATION DATE: Spring Term 2000 (2002) Fall Term 2002 (20031) Fall Term 2007 (20081) Fall Term 2008 (20091) – Outline Review – 2007 (was EHD 1413) Fall Term 2011 (20121) - Proposal 2011-33 Fall Term 2014 (20151) – Proposal 2014-33 Fall Term 2015 (20161) – Outline Review 14-15 Fall Term 2018 (2188) – Proposa 2018-33

94

COURSE TOPICS CONTACT HOURS __PER TOPIC__ I. Content Knowledge 5

A. Interpreting Models/Theories 1. Demand-Control Schema, Gish, Colonomous, & Gile, 2. Ten Step Processes – Witter-Merithew

B. Literal vs. Idiomatic language C. Non-manual Behaviors D. Message Analysis E. Message Intent F. Message Equivalency

II. Receptive Skills Comprehension Skill Development 10

A. Visual vs. linear language B. Comprehension Techniques C. ASL Register D. Real, Mental and Blended space E. Fingerspelling and Numbers F. Non-manuals G. ASL Discourse Markers

III. Voicing Skills ASL to English Interpreting Skill Development 15

A. Omissions B. Fillers, Dead Air strategies C. Expansion and Compression D. Clarification and Correction strategies E. English Register F. English Discourse markers G. Idiomatic English grammar and phrases H. Dynamic equivalence I. Fluency

IV. Practice/Projects 15

A. Lab practice B. Self-analysis C. Self-assessment

Total 45

95

PROGRAM TITLE: Sign Language Interpretation ASL/English Interpreting COURSE TITLE: Interpreting III: ASL to English Interpreting CIP NUMBER: 1713100305 Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


96


SECTION 1


Contact Hours (Workforce)

Course Title: Interpreting III: ASL to English Interpreting





SECTION 2b






SECTION 3













SECTION 6









Program; Course Written assessment; Recorded assessment; Observations

97










Demonstrate understanding of how to work effectively within an interpreting team.


Apply appropriate teaming strategies. Program; Course Written assessment; Recorded assessment

Demonstrate appropriate strategies for working in team situations.


Accurately interpret various signed messages (contexts, register, settings, etc.) into equivalent and appropriate English.


Produce an ASL to English interpretation at a sentential level.


Recognize and produce fingerspelled words and numbers appropriately in ASL/English interpretations.

Program; Course Instructor observations; written assessments; recorded assessments.

Demonstrate appropriate strategies for managing demands and controls of a situation, as defined by the Dean and Pollard model.


Transliterate various signed messages (contexts, register, settings, etc.) into equivalent and appropriate English.


Produce a CASE to English transliteration at a sentential level.




Demonstrate understanding of appropriate strategies for stopping a signer for clarification when necessary.


SECTION 7


CS20150615

98



COURSE NUMBER: INT 1203 COURSE TITLE: Interpreting IV: Applied Interpreting PREREQUISITE(S): INT 1202 and INT 1210 with a grade of “C” or better COREQUISITE(S): INT 1300 None STUDENT ADVISING NOTES: Also Recommended: INT 1942 CREDIT HOURS: 3 4 CONTACT HOURS/WEEK: 3 4 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 3 4 Laboratory: Other ____________: FACULTY WORKLOAD POINTS: 3 4 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course provides extensive hands-on practice using skills, strategies and techniques learned in the first three courses of the interpreting sequence. Real-time English to ASL interpreting is the focus of this course. SUGGESTED TEXT(S): Teacher generated materials; no text required GoReact Assessment Software (suggested) IMPLEMENTATION DATE: Spring Term, 2000 (20002) REVIEW OR MODIFICATION DATE: Fall Term, 2002 (20031) Fall Term, 2007 (20081)



99

COURSE TOPICS CONTACT HOURS __PER TOPIC__ I. Applied Lab work 13 20

A. Thinking in ASL B. Mouth Morphemes C. ASL Language Features D. Conceptually Accurate Signed English Language Features E. Processing Skills F. Cognitive Skills G. Spoken English Skills H. Idiomatic Language I. Affect/Register J. Schema Development K. Vocabulary Development L. Service Learning/Community Interpreting Activities

II. Mentoring work Targeted Interpreting Skill Development (1 on 1 work-based meetings) 22.5 20

A. Thinking in ASL B. Mouth Morphemes C. ASL Language Features D. Conceptually Accurate Signed English Language Features E. Processing Skills F. Cognitive Skills G. Spoken English Skills H. Idiomatic Language I. Affect/Register J. Schema Development K. Vocabulary Development

III. Mock Credentials Testing Performance Assessments 6 10 IV. Seminar and Guest Lecturers Series 3.5 10

A. Thinking in ASL B. Mouth Morphemes C. ASL Language Features D. Conceptually Accurate Signed English Language Features E. Processing Skills F. Cognitive Skills G. Spoken English Skills H. Idiomatic Language I. Affect/Register J. Schema Development K. Ethics L. Interpreting Settings M. Business Practices

100

PROGRAM TITLE: Sign Language Interpretation ASL/English Interpreting COURSE TITLE: Interpreting IV: Applied Interpreting CIP NUMBER: 1713100305



101


SECTION 1



Course Title: Interpreting IV: Applied Interpreting





SECTION 2b






SECTION 3



Writing X Listening X Information Literacy

X Ethical Judgement Working Collaboratively









SECTION 6



Accurately interpret or transliterate a text into the target language.

Program, Course Instructor observation, Instructor observation and personal reflections, Video recorded assessment of student product.

Accurately produce a simultaneous interpreted message from the source language into the target language of ASL simultaneously at the sentential to textual processing level.

Program, Course

Observation, instructor feedback and personal reflections logged in a skill development notebook for all standards listed, video recorded assessment of student’s ability to produce equivalent message signed or spoken.

102




Attend and participate in a seminar and lecture series based on language, schema, or interpretation topics.

Program, Course Attendance records, class participation grading/rubrics.

Interpret effectively and equivalently from English to ASL and/or ASL to English in three community activities with the supervision of the instructor or an approved mentor.

Program, Course Interpreter observation, hours logs, instructor assessments, feedback sheets, recorded work.

Accurately produce a simultaneous transliterated message from the source language into the target language of CASE at the sentential to textual processing level.

Program, Course

Instructor observation, instructor feedback and personal reflections logged in a skill development notebook for all standards listed, video recorded assessment of student’s ability to produce equivalent message signed or spoken.

Accurately produce a simultaneous transliterated message from the source language into the target language of Spoken English at the sentential to textual processing level.

Program, Course


Accurately produce a simultaneous interpreted message from the source language into the target language of Spoken English at the sentential to textual processing level.

Program, Course


Accurately produce an interpreted or transliterated interactive sessions.

Program, Course Instructor observation, video/audio recorded assessments, comprehensive performance based assessment

Given individual student produced goals for improvement, consecutively or simultaneously develop a product and render the message of the source language discourse into the target language at the sentential to textual level

Program, Course

Instructor observation, instructor feedback and personal reflections logged in a skill development notebook for all standards listed, video recorded assessment of student’s ability to produce equivalent message signed or spoken, instructor and student debriefing sessions.

Given industry test-like conditions, render the message of the source language discourse applying knowledge of language, paralinguistic, culture, context and produce an equivalent message in the target language at the sentential to textual level.

Program, Course

Comprehensive performance based on video/audio recorded assessment, instructor/mentor/rater and student debriefing sessions.

SECTION 7

Faculty name(s): Theresa Bugler James Pope Date: 3/12/13 4/16/18

CS20150615

103


COURSE NUMBER: INT 1210 COURSE TITLE: Transliterating and Interpreting: A Comparison PREREQUISITE (S): INT 1201 with a grade of “C” or better COREQUISITE(S): INT 1202 and INT 1941 None CREDIT HOURS: 3 CONTACT HOURS/WEEK: 3 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 3 Laboratory: Other ____________: FACULTY WORKLOAD POINTS: 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course is designed to introduce and explain the features of the transliteration process and compare it with the interpretation process. The students will be guided into developing skills for expressive transliterating and interpretation through presentation and participation. Audio recorded, video recorded and live materials will be used for skill development. SUGGESTED TEXT(S): Transliterating: Show me the English; Jean E. Kelly GoReact Assessment Software (suggested) IMPLEMENTATION DATE: Fall Term 1996 (971) REVIEW OR MODIFICATION DATE: Fall Term 2002 (20031)

Fall Term 2007 (20081) Fall Term 2008 (20091) – Outline Review 2007 (was EHD 1404) Fall Term 2011 (20121) - Proposal 2011-33 Fall Term 2014 (20151) – Proposal 2014-33 Fall Term 2015 (20161) – Outline Review 14-15 Fall Term 2018 (2188) – Proposal 2018-33

104

COURSE TOPICS CONTACT HOURS __PER TOPIC__ I. Sign systems and consumers of transliteration 5 II. Clarifications allowed in interpretation and transliteration. 5 III. Mouth movements in interpretation and transliteration. 5 IV. Fingerspelling in interpretation and transliteration 5 V. Use of Space in interpretation and transliteration 5 VI. Nouns, verbs, and pronouns in interpretation and transliteration 5 VII. Conjunctions in interpretation and transliteration 5 VIII. Prepositions in interpretation and transliteration 5 IX. Active/Passive voice in interpretation and transliteration 5 I. Content Knowledge in Transliteration 15

A. Sign Systems and Consumers of Transliteration B. Clarification Strategies C. Mouth Movements D. Fingerspelling E. Use of Space F. Grammatical Categories G. Active/Passive Voice H. Literal vs. Meaning Based Equivalence I. Team Interpreting

II. Interpreting Skill Development 15 A. Comprehension B. Expression C. Processing Time D. Team Interpreting E. Message Analysis F. Message Intent G. Message Equivalency H. Self-Monitoring/Self Correction I. Self-Assessment of Skills J. Team Interpreting K. Monologic and Interactive Interpreting

III. Comparative Interpretations/Translations 5 IV. Practice/Projects 10

A. Lab/Live practice B. Self-analysis C. Self-assessment

Total 45

105

PROGRAM TITLE: Sign Language Interpretation ASL/English Interpreting COURSE TITLE: Transliterating and Interpreting: A Comparison CIP NUMBER: 1713100305 Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


106


SECTION 1



Course Title: Transliterating and Interpreting: A Comparison





SECTION 2b






SECTION 3













SECTION 6



Identify the components of ASL and distinguish them from the characteristics of Conceptually Accurate Signed English.

Program Course

Instructor observation, Instructor feedback and personal reflections logged in a skill development notebook for all the standards listed video-recorded assessment.

Identify the sign systems when given a sample or a list of characteristics of each sign system.

Program Course

Instructor observation, Instructor feedback and personal reflections logged in a skill development notebook for all the standards listed written assessment.

107




Correctly identify the features of transliteration.

Program Course

Written Assessment, instructor observation, recorded productions.

Produce different target language forms (interpreting vs transliterating) and choose the appropriate form according to the audience.

Program Course

Instructor observation, Instructor feedback and personal reflections logged in a skill development notebook for all the standards listed video-recorded assessment.

Accurately interpret various spoken language messages into ASL.

Program Course

Instructor observation, Instructor feedback and personal reflections logged in a skill development notebook for all the standards listed, video/audio recorded assessment.

Accurately transliterate various spoken messages into CASE.

Program Course


Accurately interpret various ASL messages into spoken English.

Program Course


Accurately transliterate various CASE messages into spoken English.

Program Course


Accurately interpret or transliterate interactive sessions through video or live classroom simulations.

Program Course


SECTION 7


CS20150615

108



COURSE NUMBER: INT 1300 COURSE TITLE: Evaluation Preparation PREREQUISITE(S): None INT 1202 and INT 1210 with a grade of “C” or better,

or Permission of the Dean.

COREQUISITE(S): None STUDENT ADVISING NOTES: Suggested Course: INT 1941 with a grade of “C” or better CREDIT HOURS: 3 CONTACT HOURS/WEEK: 3 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 3 Laboratory: Other ____________: FACULTY WORKLOAD POINTS: 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course is designed to assist students in refining skills and improving test-taking strategies, in order to successfully pass interpreter assessments. SUGGESTED TEXT(S): Unrehearsed stimuli; no text required GoReact Assessment Software (suggested) IMPLEMENTATION DATE: Fall Term, 1996 (971) REVIEW OR MODIFICATION DATE: Fall Term, 2002 (20031) Fall Term, 2005 (20061) Fall Term, 2007 (20081) Fall Term, 2008 (20091) – Outline Review 2007 Fall Term, 2011 (20121) - Proposal 2011-33

Fall Term, 2014 (20151) – Proposal 2014-33 Fall Term 2018 (2188) – Proposal 2018-33

109

COURSE TOPICS CONTACT HOURS __PER TOPIC__ I. Overview of the Boys Town EIPA Assessment & Application Process 4 II. Overview of the RID-NIC Assessment & Application Process 4 II. Expressive Skills 10 A. Transliterating B. Interpreting C. Task Switching D. Practice 1. Self-Analysis 2. Self-Assessment II. Receptive Skills 10 A. Idiomatic English B. Voice inflection and projection C. Task Switching D. Practice 1. Self-Analysis 2. Self-Assessment III. Interactive Skills 10 A. Turn taking B. Overlap C. Task Switching D. Practice 1. Self-Analysis 2. Self-Assessment III. Testing Strategies 3 IV. Mock Credentialing Written/Performance Testing 4 ____ 45

110

PROGRAM TITLE: ASL/English Interpreting COURSE TITLE: Evaluation Preparation CIP NUMBER: 1713100305 Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


111


SECTION 1



Course Title: Evaluation Preparation





SECTION 2b






SECTION 3













SECTION 6










112








Produce an ASL to English interpretation at a sentential to textual level and achieve message equivalence.

Course Written assessment; recorded assessment

Produce an English to ASL interpretation at a sentential to textual level and achieve message equivalence.


Produce a CASE to English transliteration at a sentential to textual level and achieve message equivalence.


Produce an English to CASE transliteration at a sentential to textual level and achieve message equivalence.


Transliterate and/or interpret various interactive scenarios and achieve message equivalence.


Demonstrate knowledge of the Boys Town EIPA Assessment & Application Process

Course Written assessment

Demonstrate knowledge of the RID-NIC Assessment & Application Process


SECTION 7

Faculty name(s): James Pope, Theresa Bugler Date: 2/7/13 4/16/18

CS20150615

113


COURSE NUMBER: INT 1402 COURSE TITLE: Introduction to Educational Interpreting PREREQUISITE(S): INT 1200 1201 with a grade of “C” or better, or Permission

of the Dean COREQUISITE(S): None CREDIT HOURS: 3 CONTACT HOURS/WEEK: 3 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 3 Laboratory: Other ____________: FACULTY WORKLOAD POINTS: 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: Introduction to Educational Interpreting is a survey course that focuses on interpreting for Deaf and Hard of Hearing students in mainstream K-12 and post-secondary settings. Topics include: basic Audiology, history and laws that affect deaf education and educational interpreting, cognitive and linguistic development of deaf children, roles and responsibilities of the educational interpreter, sign systems, and the impact of classroom variables on accessibility and interpretability. Students will also acquire awareness of various K-12 educational environments through direct field observations. SUGGESTED TEXT(S): None IMPLEMENTATION DATE: Fall Term 1996 (971) REVIEW OR MODIFICATION DATE: Fall Term 2002 (20031) Fall 2005 (20061) Fall Term 2007 (20081)

Fall Term 2008 (20091) – Outline Review 2007 (was EHD 1402)

Fall Term 2014 (20151) – Proposal 2014-33 Fall Term 2015 (20161) – Outline Review 14-15 Fall Term 2018 (2188) – Proposal 2018-33

114

COURSE TOPICS CONTACT HOURS __PER TOPIC__ I. Audiological topics in Deafness 4

A. Anatomy of hearing B. Causes of hearing loss C. Types of hearing loss D. Audiograms

II. Education topics in Deaf education 4

A. Placement options B. Linguistic development C. Cognitive development D. Sign systems used in deaf education

III. Settings and Expectations 15

A. Roles and Responsibilities B. Individual Educational Plans C. Accessibility issues in the classroom D. Primary grades

1. Role and responsibilities 2. Language modeling 3. Fingerspelling 4. Testing

E. Elementary and middle school

1. Role and responsibility

2. Text books

3. Preparation time

4. Special events

5. Testing

6. Training students as consumers of interpreting services F. High school and vocational school

1. Curriculum issues

2. Text books

3. Testing

4. Scheduling/multi-class G. Post-Secondary

IV. Legal and Ethical Issues 3

A. Legislation affecting Public School settings B. Professional Readiness

V. State and National Requirements 3

A. National Interpreter Certification B. Educational Interpreter Proficiency Assessment C. State educational interpreter requirements in the U.S.

VI. Observations in K-12 environments 16

Total Contact Hours: 45

115

PROGRAM TITLE: Sign Language Interpretation ASL/English Interpreting COURSE TITLE: Introduction to Educational Interpreting CIP NUMBER: 1713100305 Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


116


SECTION 1



Course Title: Introduction to Educational Interpreting





SECTION 2b






SECTION 3













SECTION 6



Accurately interpret various spoken messages (contexts, register, settings, etc.) into equivalent and appropriate spoken English.


Transliterate various signed messages (contexts, register, settings, etc.) into equivalent and appropriate spoken English.


Accurately interpret various spoken messages (contexts, register, settings, etc.) into equivalent and appropriate ASL.


117




Accurately transliterate various spoken messages (contexts, register, settings, etc.) into equivalent and appropriate CASE.


Demonstrate appropriate processing skills as defined by the Colonomos, and Gish models.



Program; Course Written assessment; Recorded assessment; Observation

Recognize causes of deafness. Course Written assessment; in-class discussion

Identify and label parts of the auditory system. Course Written assessment; in-class discussion

Recognize and describe an audiogram. Course Written assessment; in-class discussion

Define the philosophical approaches to educational interpreting.

Course Written assessment; in-class discussion

Relate federal and state legislation to the educational interpreting profession.


Identify sign language varieties and the sign language continuum.


Define relevant terminology relating to educational interpreting and deaf education.


Classify translation, transliteration, and interpretation.


Trace professional evaluation, licensure and certification procedures.


Define the RID Code of Professional Conduct. Course Written assessment; in-class discussion

Apply the Code of Professional Conduct in certain educational interpreting scenarios.


Recognize and choose appropriate stress management practices for interpreters.


Research and present current topic in educational interpreting.


Complete 16 contact hours of observation work. Course Written assessment; in-class discussion; Observation

Establish specific responsibilities and expectations by working with supervisor.

Course Written assessment; in-class discussion; Observation

Participate in feedback sessions with the supervisor.


Keep a record of time worked and job experiences.


Observe and describe a variety of academic settings.


SECTION 7


CS20150615

118


COURSE NUMBER: INT 1930 COURSE TITLE: Special Topics in Interpreting PREREQUISITE(S): None INT 1201 with a grade of “C” or better COREQUISITE(S): INT 1201 None STUDENT ADVISING NOTES: Suggested Course: INT 1200, with a grade of “C” or

better CREDIT HOURS: 2 3 CONTACT HOURS/WEEK: 2 3 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 2 3 Laboratory: Other ____________: FACULTY WORKLOAD POINTS: 2 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course is designed to be taken in conjunction with INT 1201 (Interpreting II). Special topics, including interpreting settings, ethics, business practices, professional conduct, and the professional role of the interpreter during internship and employment will be the emphasis of the course. Student interpreters will have the opportunity to apply problem-solving approaches to situations encountered during practicum. This course is a combination of topics, settings, and field-based experiences in interpreting. Course content includes specialized settings of interpreting, professional business practices, and an overview of employment in the field of professional sign language interpreting. These topics will be applied and assessed in mock situations and scenarios. SUGGESTED TEXT(S): The Professional Sign Language Interpreter’s Handbook,

Linda Humphreys Interpreting: An Introduction, Nancy Frishberg So You Want to Be an Interpreter; Janice Humphrey Encounters with Reality: 1001 Interpreter Scenarios, Brenda Cartwright (RID Press, 1999)

IMPLEMENTATION DATE: Fall Term, 1996

119

REVIEW OR MODIFICATION DATE: Spring Term, 2000 Fall Term, 2002 (20031) Fall Term, 2005 (20061) Fall Term, 2007 (20081)



120

COURSE TOPICS CONTACT HOURS __PER TOPIC__

I. Mock Interpreting – Expressive & Receptive Practice & Observation 10 a. Expressive Skills – Practice and Observation

i. Grammar and Structure ii. Sign Choices – Conceptual Accuracy iii. Mouth Movements iv. Fingerspelling v. Message Accuracy vi. Processing

b. Comprehension Skills – Practice and Observation i. English Grammar ii. Word/phrase Choices iii. Message Accuracy iv. Affect and Register Match v. Production

II. Mock Credentialing Written & Performance Assessments 5

III. Professional Development – Networking 5

a. Working Interpreters b. Deaf Consumers c. Portfolio Development, Internship Application & Interviews

IV. Setting/Environment 20

a. In-Depth Overview of the following Situations/Work Settings i. One-One ii. Small Group iii. Large Group

b. Overview of Interpreting Settings/Situations i. Registry of Interpreters for the Deaf Standard Practice Papers ii. Situations iii. Ethical Scenarios iv. Specialized Vocabulary/Training v. Guest Speakers/Interviews

1. Deaf-Blind Interpreting 2. Educational Interpreting 3. Government Interpreting 4. Health Care Interpreting 5. High Visual/Minimal Language Interpreting 6. Legal Interpreting 7. Mental Health 8. Performing Arts 9. Religious Interpreting 10. Social Services Interpreting 11. Teaming/Working with a CDI 12. VRS/VRI

V. Sign Language Interpreting Employment 5

a. Business Practices b. Dual Role

121

c. Freelance/Contract Interpreting d. Staff Interpreting e. Part-time/Full-time f. Mentoring g. Self Care h. Career Opportunities i. Resumes/Portfolio Development

I. Internship/Workforce Preparation 5 A. Ethical Problems B. Situation Problems C. Vocabulary/Technical Sign D. Information/Referral E. Ergonomics II. Setting/Environment 10 A. In-Depth Overview of the following Situations/Work Settings 1. One-One 2. Small Group 3. Large Group B. Medical Interpreting 1. Ethics 2. Various Settings 3. Vocabulary C. Mental Health 1. Ethics 2. Various Settings D. Legal Interpreting 1. Ethics 2. Various Settings E. Artistic Interpreting 1. Ethics 2. Various Settings 3. Vocabulary F. Deaf-Blind Interpreting 1. Ethics 2. Various Settings 3. Vocabulary G. High Visual/Minimal Language Interpreting 1. CDIs 2. Ethics 3. Various Settings 4. Vocabulary III. Freelance Contract Interpreters 5 A. Business Practices B. Time Management C. Employment Search D. Career Opportunities COURSE TOPICS (Continued) CONTACT HOURS

__PER TOPIC__

122

IV. Full-time Employed Interpreters 5 A. Business Practices B. Ethic/Situations C. Duties/Responsibilities D. Employment Search E. Career Opportunities IV. Professional Practices 5 A. Professional Organizations B. Professional Journals/Logs C. Professional Evaluations

123

PROGRAM TITLE: Sign Language Interpretation ASL/English Interpreting COURSE TITLE: Special Topics in Interpreting CIP NUMBER: 1713100305 Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


124


SECTION 1



Course Title: Special Topics in Interpreting





SECTION 2b






SECTION 3













SECTION 6





Demonstrate a working knowledge of the tenets of the RID Code of Ethics

Program; Course Written assessment; in-class discussion; journal

Identify components of job search process. Course Written assessment; in-class discussion

List typical job description components and distinguish personal career priorities.


Define the purpose and function of a resume. Course Written assessment; in-class discussion

Identify and contrast resume types. Course Written assessment; in-class discussion

125

Appraise resume via career center review process.


Identify and describe cover letter components. Course Written assessment; in-class discussion

Identify major interview components and interviewer concerns.


Identify purpose and critical components of a thank-you letter.


Complete in-class self-awareness and self-esteem assessments.

Course Written assessment; in-class discussion; journal

Define stress and its physical and mental manifestations.


Produce and categorize listing of current methods/techniques to reduce interpreter stress physically and mentally.


Demonstrate mastery of decision-making parameters and ability to utilize in situational analysis.

Program; Course

Mock interpreting; Written assessment; in-class discussion; journal

Apply interpreting skills within mock settings for 8-10 hours.

Program; Course Video/audio recordings, rubric assessment, log hour/time-sheets, or invoice and other business documentation.

Demonstrate entry level interpreting readiness by completing a mock written and performance credentialing exam.

Program; Course Mock written credentialing exam

Demonstrate the ability to convey a message using ASL or English.

Program; Course Mock interpreting, feedback forms

Demonstrate an ability to analyze interpreting needs between a variety of socio-economic and socio-political backgrounds; including: gender, age, race, ethnicity, culture, ability/disability, etc.


Analyze and apply the Code of Professional Conduct to ethical scenarios in various interpreting settings.

Program; Course Mock interpreting; mock written credentialing exam

Develop a digital portfolio which includes samples of interpreted work for presentation to possible internship sites.

Program; Course Portfolio rubric assessment

Apply resume guidelines and Create a professional resume.


Create a and critique professional cover letter. Course Written assessment

Outline special considerations regarding a variety of interpreting settings.


Demonstrate targeted and specialized vocabulary used in a variety of interpreting settings.

Course Mock interpreting; Written assessment; in-class discussion; journal

Interview a certified interpreter who is employed in one of the interpreting settings discussed in class.

Program; Course

Written reflection paper

Interview a Deaf/Hard of hearing individual about their experiences with interpreters.

Program; Course Written reflection paper

Observe three types of interpretations and analyze these observations.

Program; Course Analysis form and/or written paper

SECTION 7


126

THIS COURSE WILL BE INACTIVATED EFFECTIVE SUMMER TERM 2024 (2245)



COURSE NUMBER: INT 1941 COURSE TITLE: Interpreting Practicum I PREREQUISITE(S): INT 1201 with a Grade of “C” or better COREQUISITE(S): INT 1202 and INT 1210 None CREDIT HOURS: 3 CONTACT HOURS/WEEK: 3 CONTACT HOUR BREAKDOWN: Lecture/Discussion: Laboratory: Other __: FACULTY WORKLOAD POINTS: Calculated on the # of students in the practicum STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course provides and advanced interpreting students with an opportunity to meet working interpreters and discuss the interpreting process in various professional work situations and to gain knowledge of community agencies and resources which serve the deaf community. Students also have the opportunity to interview Deaf consumers regarding their perspectives on interpreters and interpreting. Students will engage in mock interpreting situations to enhance their skills in interpreting expressive discourse, voicing signed discourse and interpreting interactive discourse. Students will take a mock credentialing written exam at the end of this course. SUGGESTED TEXT(S): None GoReact Assessment Software (suggested) IMPLEMENTATION DATE: Fall Term, 1996 (971) REVIEW OR MODIFICATION DATE: Spring Term, 2000

Spring Term, 2003 (20042) Fall Term, 2007 (20081)


Fall Term, 2011 (20121) - Proposal 2011-33 Fall Term, 2014 (20151) – Proposal 2014-33 Fall Term, 2015 (20161) – Outline Review 14-15 Summer Term 2024 (2245) – Proposal 2018-33 (Inactive)

127

COURSE TOPICS CONTACT HOURS __PER TOPIC__ I. Expressive Skills – Practice and Observation 15 A. Grammar and Structure B. Sign Choices – Conceptual Accuracy C. Mouth Movements D. Fingerspelling E. Message Accuracy F. Processing II. Receptive Skills – Practice and Observation 15 A. English Grammar B. Word/phrase Choices C. Message Accuracy D. Affect and Register Match E. Production III. Professional Development – Networking 12 A. Working Interpreters B. Deaf Consumers C. Portfolio Development, Internship Application & Interviews IV. Community Resources 1 A. Agencies B. Organization C. Educational Institutions D. Public Sector E. Private Sector V. Mock Credentialing Written Assessment 2

128

PROGRAM TITLE: Sign Language Interpretation ASL/English Interpreting COURSE TITLE: Interpreting Practicum I CIP NUMBER: 1713100301 Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


129


SECTION 1



Course Title: Interpreting Practicum I





SECTION 2b






SECTION 3


Reading X Speaking X Critical Analysis Qualitative Skills Scientific Method of Inquiry











SECTION 6



Identify the components and principles of American Sign Language

Program; Course mock interpreting, mock written credentialing exam , student observations

Identify various sign systems Program; Course mock interpreting, mock written credentialing exam , student observations

Identify the cultural and psychosocial aspects of deafness

Program; Course mock written credentialing exam

Select the appropriate choice when given an ethical scenario.

Program; Course mock interpreting; mock written credentialing exam

130




Select the appropriate choice when given an ethical scenario.

Program; Course mock interpreting; mock written credentialing exam

Identify the correct choice when given an interpreting scenario.

Program; Course Mock interpreting, mock written credentialing exam

Demonstrate the ability to convey a message using sign language or voice

Program; Course mock interpreting, feedback forms

Develop a portfolio containing professional documents and samples of interpreted work for presentation to possible internship sites.

Program; Course Portfolio rubric assessment

Interview a certified interpreter and produce a paper of that interview.

Program; Course

Written reflection paper

Observe three types of interpretations and analyze these observations

Program; Course Analysis form and/or written paper

Interview a Deaf/Hard of hearing individual about their experiences with interpreters.

Program; Course Written reflection paper

Complete 8 to 10 hours of interpretation done in a mock setting at designated public sites.

Program; Course Video/audio recordings, rubric assessment, log hour/time-sheets, or invoice and other business documentation.

Take a written mock credentialing exam to determine entry -level interpreting knowledge readiness.

Program; Course Mock written credentialing exam

SECTION 7

Faculty name(s): James Pope Date: 3/7/13

CS20150615

131



COURSE NUMBER: INT 1942 COURSE TITLE: Interpreting Practicum II Internship PREREQUISITE(S): INT 1941 with a grade of “C” or better Permission of the Dean COREQUISITE(S): INT 1300 None STUDENT ADVISING NOTES: It is recommended students complete all professional core

courses with grade of “C” or better before enrolling in this course. An assessment of skills is needed for placement.

CREDIT HOURS: 4 3 CONTACT HOURS/WEEK: Average of 10 per week, total of 150 for term CONTACT HOUR BREAKDOWN: Lecture/Discussion: Laboratory: Other __: 160 150 per term, average 10 hours per week on

interpreting site FACULTY WORKLOAD POINTS: Calculated on the # of students in the internship second

Practicum STANDARDIZED CLASS SIZE ALLOCATION: 25 24 CATALOG COURSE DESCRIPTION: The discipline related second practicum provides advanced level students with meaningful work experience in the field of sign language interpreting. The course is designed to allow students to learn on-the-job as part of their educational program of study. Practicum II placement will provide working experience, practical application of the theoretical role of professional service providers and an introduction to the duties and responsibilities of interpreters in the community. 4 credits, 160 contact hours with additional work/discussion with professor and other students, off the job site. This internship is a field-based entry-level work experience which provides students an opportunity for authentic interpreting in the field of ASL/English Interpreting. Students have the opportunity to team interpret in situations for which they are qualified under the direct supervision of a qualified interpreter. An assessment of skills determines internship placements and placements must be approved by the faculty. The course is designed for students to apply concepts and skills obtained through classroom learning. SUGGESTED TEXT(S): No required text IMPLEMENTATION DATE: Fall Term, 1996 (971)

132

REVIEW OR MODIFICATION DATE: Spring Term, 2000 (20002) Fall Term, 2002 (20031) Fall Term, 2007 (20081) Fall Term, 2008 (20091) (was EHD 1942) Fall Term, 2011 (20121) - Proposal 2011-33 Fall Term, 2014 (20151) – Proposal 2014-13 Fall Term 2018 (2188) – Proposal 2018-33

133

COURSE TOPICS CONTACT HOURS __PER TOPIC__ I. Role of Interpreting and Observation 30

A. Private Practice B. Team Member

II. Professional Ethics 25 A. Code of Ethics B. Professional Behaviors C. Professional Dress D. Professional Attitudes

III. Expressive Interpreting and Transliterating 50 A. Conceptual Accuracy B. Sign Clarity C. Appropriate Mode Target Language D. Message Equivalence E. Overall Monitoring IV. Receptive Skills 50 A. Accuracy of Message B. Inflection C. English Structure 150 per term, average 10 hours per week on interpreting site which includes a focus on the below topics: I. English to ASL/CASE Skills

A. Spoken English

B. American Sign Language

C. Analyze an interpreting situation

D. Apply the content knowledge

E. Apply linguistic and cultural adaptions

F. Formulate an equivalent message

G. Self-evaluate an interpretation

II. ASL/CASE to English Skills

A. Spoken English

B. American Sign Language

C. Analyze an interpreting situation

D. Apply the content knowledge

E. Apply linguistic and cultural adaptions

F. Formulate an equivalent message

G. Self-evaluate an interpretation

III. Ethical Decision Making and Analysis

IV. Professional Behavior

V. Community Resources

A. Agencies and Organizations B. Educational Institutions C. Public Sector D. Private Sector

134


COURSE TITLE: Interpreting Practicum II Interpreting Internship CIP NUMBER: 1713100305 Program Frameworks can be found at the following website: http://www.fldoe.org/workforce/dwdframe/


135


SECTION 1



Course Title: Interpreting Practicum II Internship





SECTION 2b






SECTION 3



X Writing X Listening Information Literacy










SECTION 6



Select and chose different and appropriate target language forms according to the audience preference.

Program; Course Mentor and instructor cumulative evaluations, site visits, feedback forms,

Develop a professional development educational plan.

Program; Course Mentor /intern agreement, Educational goals plan sheet.

Keep a record of 160 hours of field work at established internship sites.

Program; Course Mentor Evaluations, hours logs sheet, site visits.

Discuss linguistic, cultural, contextual, and equivalence issues at the interpreting practicum.

Program; Course Feedback forms and weekly journal entries.

136




Discuss ethical situations that arise due to the NIC Code of Professional Conduct.

Program; Course Weekly Journal

Provide an equivalent target language message from the source language message without distortions, additions, or omissions considering linguistic, cultural, paralinguistic and other contextual issues in the message at the sentential to textual processing level.

Program; Course Weekly journals, feedback forms, mentor/instructor evaluations, site visit evaluations.

Perform internship duties with professional dress, behavior, and employability skills.

Program; Course Mentor/instructor evaluations, site visits.

SECTION 7


CS20150615

137

VII. Addenda

138

ADDENDUM A

Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) Guidelines and Assessment In order to maintain the College’s continued accreditation through the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), all programs are required to complete this section to determine if additional action is required. To minimize the possibility of implementation delay, please contact the Office of Institutional Effectiveness and Accreditation (OIEA) at the beginning of the proposal process to discuss the specific requirements for your proposal change. Based on SACSCOC policy, many new programs are required to submit a prospectus and obtain approval from SACSCOC prior to implementation. Additionally, some existing programs with major changes require a prospectus to be submitted and approved by SACSCOC prior to implementation.

Increasing/decreasing the total program hours by ≥25%

Adding coursework to the program that requires new faculty, equipment, facilities, library or other resources

Changing from clock hours to credit hours (or vice versa)

Offering ≥50% of the program at an off-campus location If you answer YES to one or more of the questions below, complete the substantive change intake form found on the OIEA website.

SACSCOC Substantive Change Assessment

Based on the information provided within the proposal, please answer the following questions related to your change.

Do the actions identified within the proposal involve the development of a new program? Yes No

Do the actions identified within the proposal involve a contract, MOU, grant or consortium for the development or construction of all or part of a new program?

Yes No

Do the actions identified within the proposal involve the inactivation of a degree or certificate program?

Yes No

Do the actions identified within the proposal increase or decrease the total degree or certificate

program hours by ≥25%? Yes No

Do the actions identified within the proposal add coursework to the program that requires new faculty, equipment, facilities, library or other resources?

Yes No

Do the actions identified within the proposal change the program from clock hours to credit hours or vice versa?

Yes No

Do the actions identified within the proposal involve the instruction of courses delivered by College faculty/instructors and/or employees at an off-campus location?

Yes No

SACSCOC Substantive Change Timeline Below is a list of common SACSCOC substantive changes and their requirements for approval. This list should serve as a guideline to help you prepare for your change. Please contact the Office of Institutional Effectiveness and Accreditation for information specific to your proposed change.

Types of Substantive Change

Timeline for Contacting OIEA

Timeline for Submission to SACSCOC Instrument to be submitted to SACSCOC

New Programs* 18 months prior to planned implementation

January 1 for implementation between July 1 – Dec. 31; July 1 for implementation between Jan. 1 – June 30

Prospectus (20+ page document describing how institution will administer change)

Altering program length by >25%

12 months prior to planned implementation


Modified Prospectus (15+ page document describing how institution will administer change)

Initiating degree completion programs




Closure of a program 3-6 months prior to planned implementation

Immediately following internal decision to close (DBOT approval)

Letter of Notification. Must describe how students, faculty, and staff will be affected

Offering 25-49.9% of a program at an off-campus location


3 months prior to planned implementation Letter of Notification

Offering 50%+ of a program at an off-campus location




*Not all new programs will qualify for substantive change.

http://www.fscj.edu/discover/governance-administration/oiea

http://www.fscj.edu/discover/governance-administration/oiea

139

ADDENDUM B (OPTIONAL)

Faculty Support

Curriculum proposal originator(s) are strongly encouraged to solicit support from faculty members and to gather feedback through discussion at disciplinary, departmental and/or programmatic meetings prior to proposal submission to the Office of Curriculum Services at [email protected]. Please note that obtaining additional faculty members’ support is highly recommended but not required as

part of the signatory process.

Faculty Correspondence

Was the proposal submitted electronically to faculty members for review and feedback? If YES, please provide the date of the electronic correspondence.

Yes No

Date 4/16/18

Faculty Meeting(s)

Was a disciplinary, departmental and/or programmatic meeting held to review the actions identified in the proposal? If YES, please provide the date of the meeting.

Faculty and staff met on two occasions to discuss this proposal. The summary of each meeting was emailed to both program faculty for continued review. Program faculty and staff met in person on both 3/8/18 and 4/16/18 and went through the proposal together.

Yes No

Date 3/8/16 and

4/16/18

If a vote was taken during the meeting, please provide the number of faculty votes for “yes,” “no,” or “abstention.”

# Yes Votes 2

# No Votes 0

# Abstention 0

Provide a summary of the reasons that the disciplinary council, departmental and/or programmatic committee decided to support or not to support the proposal.

Both program faculty have been heavily involved in the revisions of both the recommended reduction of credits to FLDOE and how to respond to this reduction in credits one formally approved by the state. Program faculty support open access to the program providing the rigor and integrity of the curriculum is maintained.

Faculty Review and Comments

A summary of faculty members’ comments appears below; comments may also be submitted anonymously.

Faculty Member Comments

If additional space is required for faculty comments, please insert additional pages as needed.


140

ADDENDUM C

Advisory Committee Meeting Minutes

A.S., ASL/English Interpreting

Advisory Committee Online Curriculum Discussion/Vote

March 8, 2018 & April 23, 2018

On 3/8/18, the initial recommendations in response to the Florida Department of Education Frameworks

reduction of credits from 72 to 66 credit hours was emailed to all Advisory Committee Members for discussion,

feedback and support following a meeting between program faculty and staff. There were 5 industry members

and 2 faculty members to respond in support of these recommendations.

Industry Members: Carly Hudson, Tracie Inman, Lisa Layton, Stephanie Monroe, and Dawn Wessling

Program Faculty: Theresa Bugler and James Pope

Entrance Requirements

ENC 1101 or ENC 1101C with a ‘C’ or higher AND either ASL 1130 and ASL 1210 with a ‘B’ or higher OR

Passing score on the PACE

General Education Requirements

Remove 3.0 credits of Math and replace with 3.0 credits of Natural Science Professional Core

Remove ASL 1430 from the Professional Core, do not deactivate, maintain AA elective status






On 4/16/18, the program faculty and staff met a second time to review the proposal and discussed some

additional revisions that would result in the program changing from ‘selective’ to ‘open admissions’. These

recommendations were vetted with the Curriculum Department and emailed to the Advisory Committee on

4/23/18 for another opportunity for discussion, feedback and support. This email included a SurveyMonkey link

for a vote of options to include: yes, no, I am not comfortable responding. A total of 4 responses were received,

all were ‘yes’ votes.

141

Update – 4/23/18

During our curriculum revision process, and collaborations with our College Curriculum Department, we have

discussed and explored some additional recommendations to the A.S., ASL/English Interpreting curriculum

and program. The changes outlined below are being recommended based on the program faculty and staff’s

desire to

remove barriers to program and course access, improve access for working interpreters seeking to prepare for

certification or seeking professional development, increase access to AA majors who want to explore

interpreting as a career, and increase enrollment/expand recruitment efforts.

(Change to the program’s entrance requirements.)

Entrance Requirements

Remove - ENC 1101 or ENC 1101C with a ‘C’ or higher AND either ASL 1130 and ASL 1210 with a ‘B’ or

higher OR Passing score on the PACE

The A.S., ASL/English Interpreting will be an ‘open access’ program and the entrance requirements for

‘selective admissions’ will be removed. The program’s curriculum sequencing and pre-requisites will remain

intact to ensure the minimum skill level requirements are maintained upon program entry and for the duration

of the program.

This will require a change in the pre-requisite for INT 1000 – Introduction to Interpreting which has been the

‘gateway course’ into the program. The current admission criteria included ENC 1101/ENC 1101C with a grade

of “C” or better and a passing score on the PACE. We are going to modify this pre-requisite to state - Qualify

for enrollment in ENC 1101 or ENC 1101C and either ASL 1130 with a grade of “C” or better or a passing

score on the Proficiency in American Sign Language Communication Exam (PACE). Students who take INT

1000 will continue to have both ASL and English minimum level competencies, but this can occur through

either coursework or testing, not only testing.

As a result, we are modifying the INT 1200 – Interpreting I: Consecutive Interpreting course to include the ENC

requirement that we removed from INT 1000. We are going to modify this pre-requisite to state - ENC 1101 or

ENC 1101C and INT 1000 with a grade of “C” or better. This means that truly, the INT 1200 course will

become the ‘gateway’ course, but rather than being ‘admitted’ into the program manually, the satisfaction of

the pre-requisites into this course is what will allow a student to continue enrollment in the program.

Rationale for revision:

Making the INT 1000 course more accessible to students who are interested in interpreting but who are unsure

or have not fully developed the skills needed to succeed in the program with ASL courses alone. It will also

increase access for working interpreters who are in need of the content knowledge for preparation to take the

National Interpreter Certification (NIC) written exam and students who transfer with this course completed at

other institutions. In other words, students can enroll in the program as long as they have met the pre-

requisites of the course or passed the PACE.

NOTE: The Commission on Collegiate Interpreter Education (CCIE) 2010 Accreditation Standards states the

following for pre-requisites under Standard 5 – Curriculum. The program faculty and staff support the above

recommendations as able to satisfy this standard.

E. Prerequisites

1. Prerequisites shall be specified as a foundation for the professional education:

142

a. American Sign Language: Language that at least enables them to converse in a culturally appropriate and participatory fashion, to narrate, and to describe with connected discourse.

b. English: Students shall possess proficiency in spoken and/or English that at least enables them to converse in a culturally appropriate and participatory fashion, to narrate, and to describe with connected

discourse.

(No change to the below GER and Professional Core recommendations)

General Education Requirements

Remove 3.0 credits of Math and replace with 3.0 credits of Natural Science

Professional Core

(Previous recommended changes.)

Remove ASL 1430 from the Professional Core, do not deactivate, maintain AA elective status, incorporate objectives into other appropriate courses throughout the program






(Overview of all changes to the below General Education Requirements and Professional Core

recommendations.)

Rationale for the above change stems from data which indicates graduates, who enter directly into the

workforce, often begin employment as K-12 Educational Interpreters and may lack knowledge in basic Science

courses. Additionally, program graduates who transfer to baccalaureate programs out of state, that include a

course on Medical Interpreting in their curriculum, often require a pre-requisite in a Science course. Although

the faculty and staff considered the removal of 3.0 credit hours of general education requirements in response

to the reduction in credits, the liberal arts content within the program is valuable due to the nature of

professional sign language interpreters exposure to an extremely diverse array of content in any given setting.

Overall, the sequencing of professional core courses is what will guide students into and through the program.

The overarching goal is to increase access while maintaining the mission of the program, the rigor of the

program’s curriculum, and the expected skill set of program graduates.

General Education & Professional Courses

General Education: 21

Credit Hours: 51 45


Course Sequence being use to ensure pre-requisite flow is accurate and clear.

Blue – course ID/name, Black – current information, Red – proposed changes, Strikethrough - remove

1st Term

143

ENC 1101

ASL 2510 - Deaf Culture Credit Hours: 3 (no pre-requisite)


Pre-requisite(s): ASL 1130 with a grade of “C” or better or a passing score on the Proficiency in

American Sign Language Communication Exam (PACE).

ASL 1300 - Structure of American Sign Language Credit Hours: 3

Pre-requisite(s): *Qualify for enrollment in ENC 1101 or ENC 1101C and either ASL 1130 with a grade

of “C” or better or a passing score on the Proficiency in American Sign Language Communication Exam

(PACE) or Permission of the Dean.


Pre-requisite(s): Qualify for enrollment in ENC 1101 or ENC 1101C and either ASL 1130 with a grade

of “C” or better or a passing score on the Proficiency in American Sign Language Communication Exam

(PACE). (**Additionally, this course will be identified as both an AA Elective and AS Professional Core

similar to all of the ASL prefix courses. This means students can take INT 1000 without selecting

interpreting as their major if desired and these credits could be used toward their AA degree.)

*This statement will ensure that students who enroll in these courses have satisfied the College Readiness

Placement Requirements either through placement testing or exemption (determined during the admission

process to the College.) In other words, they cannot be in developmental education courses and access these

courses, they must be able to enroll in college credit English courses.

**By allowing the INT 1000 course to be taken by AA majors, it allows students to access this course prior to a

change in degree plan and allow those majors to receive financial aid for the course. This gives those students

the ability to use this course to improve their abilities before formal entrance into the program. In other words,

we will not have a ‘test’ that determines their ability to take courses only, but rather their success in this course

and the English course to determine their readiness for interpreting skills and the program.

NOTE: We explored being able to use a grade of “B” or better, however since these courses are both AA

electives and AS professional core courses, this is not possible.

2nd Term

ENC 1102

SPC 2608

Mathematics

ASL 2212 - ASL Discourse Credit Hours: 3

Pre-requisite(s): ASL 1210 and ASL 1300 (both with a grade of “C” or better.) or ***Permission of the

Dean.


Pre-requisite(s): ENC 1101 or ENC 1101C, ASL 1210 and INT 1000 with a grade of “C” or better.

ASL 1430 - Fingerspelling and Numbering Credit Hours: 3 <- Remove from program, leave intact as AA

elect and continue to offer the course for the development of these skills for current students and working

interpreters.








144

Pre-requisite(s): ASL 1150 with a grade of “C“ or better or or Permission of the Dean.

***Permission of the Dean allows for working interpreters with pre-requisite knowledge and skills to access this

course as deemed appropriate by program faculty and staff.

3rd Term

Natural Science

Social/Bx


Pre-requisite(s): INT 1200 with a grade of “C” or better.

4th Term


Pre-requisite(s): INT 1201 with a grade of “C” or better. ****Corequisites: INT 1210 and INT 1941.


Pre-requisite(s): INT 1201 with a grade of “C” or better. Corequisites: INT 1202 and INT 1941


Pre-requisite(s): INT 1200 with a grade of “C” or better. INT 1201 with a grade of “C” or better or

Permission of the Dean.


Pre-requisite(s): Corequisites: INT 1201 INT 1200 with a grade of “C” or better. INT 1201 with a grade

of “C” or better.

INT 1941 - Interpreting Practicum I Credit Hours: 3 <- Remove from program, must select deactivation

term

****By removing the co-requisites, we are removing registration and enrollment barriers that part-time students

and working interpreters have experienced if taking courses out of sequence.

5thTerm

Humanities


Pre-requisite(s): INT 1202 and INT 1210 with a grade of “C” or better. Corequisites: INT 1300.

INT 1300 - Evaluation Preparation Credit Hours: 3 (no pre-req)

Pre-requisite(s): INT 1202 and INT 1210 with a grade of “C” or better or Permission of the Dean.

INT 1942 - Interpreting Practicum II Internship Credit Hours: 4 3

Pre-requisite(s): INT 1941 with a grade of “C” or better. Corequisites: INT 1300. Permission of the

Dean.

NOTE: The Permission of the Dean for the INT 1942 – Interpreting Internship course will allow program faculty

to measure a student’s readiness for an internship with authentic interpreting requirements.










145

Again, overall the sequencing of professional core courses is what will guide students into and through the

program. The overarching goal is to remove barriers by increasing access while maintaining the mission of the

program, rigor of the program’s curriculum, and the expected skill set of program graduates.

Respectfully submitted 4/24/18: Lori Cimino, Instructional Program Manager – ASL/English Interpreting &

Digital Media/Multimedia Technology, South Campus

146

ADDENDUM D

Program Inactivation or Program Replacement Notification Sent to Students

N/A

147

ADDENDUM E

Financial Aid Guidelines and Assessment

From the U.S. Department of Education, Office of Federal Financial Aid, in order to be eligible for funding under the Title IV programs, an educational program must lead to a degree (associate, bachelor's, graduate, or professional) or prepare students for "gainful employment in a recognized occupation." The following includes the types of programs eligible to apply for Federal Financial Aid approval: The program leads to an associate, bachelor’s, professional, or graduate degree. The program is at least 60 credit hours (minimum 2 academic years) in duration and is acceptable as credit toward a bachelor’s

degree. The program is at least 600 clock hours or 24 credit hours (minimum of 1 academic year) in duration and leads to a certificate,

degree, or other recognized credential that prepares students for gainful employment in a recognized occupation. For institutions that are fully approved by the U.S. Department of Education for Federal Financial Aid funding eligibility, approval is only

required for new vocational programs that are greater than 24 credit hours in length or greater than 600 clock hours in length. In this scenario, Financial Aid is awarded to students in programs such as the Associate in Arts, Associate in Science or a Baccalaureate degree in conjunction with the notice to the U.S. Department of Education, Federal Financial Aid office. For institutions that are provisionally approved by the U.S. Department of Education for Federal Financial Aid funding eligibility,

approval is required for ALL new and modified programs regardless of credit hours in length or clock hours in length. Financial Aid will not be awarded to ANY student until the U.S. Department of Education Federal Financial Aid office approves funding. Please exercise caution when selecting an implementation term for new and/or modified programs as the approval process can take 12-18 months. If you answer YES to one or more of the questions below, contact the College’s office of Financial Aid at [email protected] for assistance with the Financial Aid process.

Financial Aid Eligibility Assessment

Based on the information provided within the proposal, please answer the following questions related to the financial aid status of a program.

Does the program lead to an associate, bachelor’s, professional, or graduate degree? Yes No

Is the program at least 60 credit hours (minimum 2 academic years) in duration and acceptable as credit toward a bachelor’s degree?

Yes No

Is the program at least 600 clock hours or 24 credit hours (minimum of 1 academic year) in duration and leads to a certificate, degree, or other recognized credential that prepares students for gainful employment in a recognized occupation?

Yes No

If YES, identify the specific program by title, POS code and degree type. Also, include information about the impacted programs and the plan for addressing any concerns.

ASL/English Interpreting (221A) (A.S.) offered at 66 credit hours


148

ADDENDUM F

Gainful Employment Guidelines and Assessment

From the U.S. Department of Education, Office of Federal Financial Aid: Gainful employment is applicable ONLY to the following types of programs:

Career technical education training programs of at least one academic year in length and that lead to a clock hour/workforce certificate.

Credentialed, non-degree programs such as credit programs requiring 30 or fewer credit hours or clock hour programs requiring 600 or more contact hours.

The following educational programs offered by Domestic Public and Domestic Nonprofit Institutions are Gainful Employment programs:

Non-degree programs, including all certificate programs. Certificate programs include undergraduate certificate programs, post-baccalaureate certificate programs, graduate certificate programs, and postgraduate certificate programs. Note that awarding students one or more certificates as part of a degree program does not create GE programs based upon the awarding of the certificate(s).

Teacher certification programs, including both programs that result in a certificate awarded by the institution and those where the institution itself does not provide a certificate but that consist of a collection of course work necessary for the student to receive a State professional teaching credential or certification.

Approved "Comprehensive Transition Programs" for students with intellectual disabilities.

The following educational programs offered by Domestic Public and Domestic Nonprofit Institutions are not Gainful Employment programs:

Programs that lead to a degree, including associate degrees, bachelor's degrees, graduate degrees, and professional degrees

Programs that are at least two years in length that are fully transferable to a bachelor's degree program

Preparatory courses of study that provide course work necessary for enrollment in an eligible program If you answer YES to one or more of the questions below, contact the College’s office of Financial Aid at [email protected] for assistance with the Financial Aid process as it relates to Gainful Employment.

Gainful Employment Eligibility Assessment

Based on the information provided within the proposal, please answer the following questions related to the financial aid status of a program.

Is the program a career technical education training programs of at least one academic year in length and leads to a clock hour/workforce certificate?

Yes No

Is the program credentialed, non-degree such as credit programs requiring 30 or fewer credit hours or clock hour programs requiring 600 or more contact hours?

Yes No

This category includes teacher certification programs that result in a certificate awarded by the institution and those where the institution itself does not provide a certificate but that consist of a collection of course work necessary for the student to receive a State professional teaching credential or certification.

Yes No

Is the program an approved "Comprehensive Transition Programs" for students with intellectual disabilities?

Yes No

If YES, identify the specific program by title, POS code and degree type. Also, include information about the impacted programs and the plan for addressing any concerns.

http://ifap.ed.gov/dpcletters/GEN1110.html


149

VIII. Signatures

151

Guidelines for Signatures Obtained by the Office of Curriculum Services

The Office of Curriculum Services will obtain signatures of the Curriculum Services Specialist(s), SACSCOC Accreditation Liaison, Associate Provost or Vice President of Online and Workforce Education, Curriculum Committee Chair (Faculty Senate President) and the Provost/Vice President of Academic Affairs.

The Office of Curriculum Services Technical and Quality Review

Provisions

Technical Review Complete Initials RN Date 5/4/2018

Quality Review Complete Initials RH Date 5/10/2018

Comments

SACSCOC Accreditation Liaison

Name(s) Dr. Marie F. Gnage

Provisions Does not constitute a substantive change

Possibly constitutes a substantive change; liaison will request further information

Constitutes a substantive change; liaison will request further information

Comments Based on the actions identified within the proposal the changes are not considered substantive.

Signature N/A Date N/A

The SACSCOC Accreditation Liaison must review to determine if the proposal constitutes a substantive change that is a significant modification or expansion in the nature and scope of an accredited institution. See SACSCOC Guidelines and Assessment (Addendum A) for further information.

Associate Provost

Name(s) Dr. Sheri Litt

Provisions Support Do Not Support Support with Conditions Noted

Comments

Signature

Date

152

Curriculum Committee Chair (Faculty Senate President)

Name(s) Dr. John Woodward

Provisions Recommend Do Not Recommend Recommend with Conditions Noted

Comments

Signature

Date 5/17/2018

Once the proposal has been presented to the Curriculum Committee and a recommendation has been made, the Office of Curriculum Services will forward the proposal along with any supporting documentation to the Provost/Vice President of Academic Affairs with a request for review and signature.

Once the proposal has been reviewed by the Provost/Vice President of Academic Affairs and an approval decision has been determined with corresponding signature support, the proposal will be returned to the Office of Curriculum Services for systems input and update(s) that include the PeopleSoft Course Catalog, the College Catalog, official Course Outline(s) and the State Course Numbering System (SCNS). Upon completion of systems input and update(s), the Office of Curriculum Services will notify via email correspondence the Office of Admissions and Records, the Office of Financial Aid, the College’s web team, Curriculum Committee members, faculty member(s), instructional program manager(s) or department chair(s), and dean(s) of proposal completion. In order to maintain consistent record keeping, the Office of Curriculum Services requests confirmation via return email receipt of completed proposal actions from the Office of Admissions and Records and the Office of Financial Aid. Should a proposal require District Board of Trustees (DBOT) and/or SACSCOC approval prior to implementation, the Office of Curriculum Services will notify the appropriate departments via email correspondence.

The Office of Curriculum Servicescurriculum.fscj.edu/proposals/2017-18/2018-33.pdf ·...

Documents

Transcript of The Office of Curriculum Servicescurriculum.fscj.edu/proposals/2017-18/2018-33.pdf ·...