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Name:
Submission
Date:
Hilda A Pettit
12/6/2013
Organization: Vacca Office of Student Services
Course Catalog Update
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Course Catalog Update Information:
STU0004
Reference Number: CCU005811
Date: 10-JUL-13
Level: 2.00 of 2.00
Currently On The Worklist Of: Joanne Arhar, jarhar
Owner: Office of Curriculum Services, 330-672-8558 or 330-672-8559, curriculum@kent.edu
Basic Course Data
Change type: Revise
Faculty member submitting this proposal: Kathy Geething
Requested Effective Term: 201480
Campus: Kent
College: EH-Education, Health and Human Services
Department: LDES-Lifespan Development and Educational Sciences
Course Subject: SPED-Special Education
New Course Subject:
Course Number: 43100
New Course Number:
Course Title: SURVEY OF THE INTERPRETING PROFESSION
Title Abbreviation: SURVEY OF INTERPRETING PROF
Slash Course and Cross-list Information: SPED 43100 + SPED 53100
Credit Hours
Minimum Credit/Maximum Credit: 3 to 3
Contact Hours: Lecture - Minimum Hours/Maximum Hours: 3 to 3
Contact Hours: Lab - Minimum Hours/Maximum Hours:
Contact Hours: Other - Minimum Hours/Maximum Hours:
Attributes
Is this course part of the LER, WIC or Diversity requirements: No
If yes, course attributes: 1.
2.
3.
Can this course be repeated for credit: No
Repeat
Course Limit:
Course Level: Undergraduate
Grade Rule: B-Standard letter
OR Maximum Hours:
Rationale for an IP grade request for this course (if applicable):
Schedule Type(s): 1. LEC-Lecture 2.
3.
Credit by Exam: N-Credit by exam-not approved
Prerequisites & Descriptions
Current Prerequisite/Corequisite/Catalog Description: Issues and concerns facing educational interpreters; legal
mandates and constraints; ethical guidelines and their application to educational environments; roles/responsibilities,
including sign interpreting/transliterating, team membership, classroom and building roles and negotiating the educational
environment. Prerequisite: None.
Catalog Description (edited): Introduction to the field of ASL-English interpreting. The following will be discussed: the
history of the interpreting profession; the varied roles and responsibilities of interpreters; issues & concerns facing
interpreters; legal mandates & constraints governing the provision of interpreters; ethical guidelines and their application to
educational environments. Since interpreters are expected to be fluent in both English and ASL, this course will strive to
enhance students' facility with both languages.
Prerequisites (edited): ASL 19202; and pre or corequisite ASL 29201
Corequisites (edited): SPED 43106; and pre or corequisite ASL 29201
Registration is by special approval only: No
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Content Information
Content Outline:
Content Hours
per Course
Topic
6
6
6
3
3
6
3
3
3
3
3
Topic Description
Mainstream American Culture vs. the
culture of the Deaf Community;
individualist vs. collectivist cultures;
working with different cultures among
the Deaf cultures (African American,
Native Americans, Hispanic)
Communication (the cycle; indirect
and direct speech; powerful and
powerless speech; passive voice;
introductions, greetings, leave-taking)
The history of interpreting; legislation;
models of interpreting; RID and
AVLIC; certifications
Signaling (attention-getting; devices;
eye contact; touch)
Oppression and power of interpreters
(stereotyping, audism, jokes)
Identity and the Deaf community
(Deaf, deaf, hard of hearing, hearing
impaired, oral, contact varieties)
The process of interpreting (A,B, and C
languages; source and target
languages; processing time;
interpretation vs. transliteration vs.
translation; consecutive vs.
simultaneous interpreting; interpreting
process models; dynamic equivalence)
Prosody; dropping form; expansion
and compression techniques; explicit
and implicit meaning
Register (frozen, formal, consultative,
casual informal, intimate)
Where interpreters work (education,
employment, religious, medical, legal,
mental health, performing arts, social
services, video relay, persona settings)
Team interpreting and CDIs
Display/Hide Delimited Course Outline
Total Contact Hours: 45
Textbook(s) used in this course: Humphrey, J., & Alcorn, A. So, you want to be an Interpreter? An Introduction to Sign
Language Interpreting, Textbook with CD Study Guide by Renton, WA: H & H Publishing Co.
Writing Expectations: Reaction paper or research paper. Graduate students will be given 2 additional vocabulary quizzes
and will write an additional paper on deafness.
Instructor(s) expected to teach: SPED Staff
Instructor(s) contributing to content: Pam Luft
Proposal Summary
Explain the purpose for this proposal:
The purpose of this proposal is to update the prerequisites, corequisites, content outline, course description, writing
expectations, instructor information, and textbook used in order to keep the course current with the field. Within the KSU
ASL English Interpreting Program, this is a basic course designed to give students a smattering of information dealing with
Deaf people, interpreters, and the interpreting process. 1) Identify basic differences between Deaf people and those who
can hear. Students will appreciate the value of eyes and hands to Deaf people. They will learn that Deaf people and those
who can hear identify themselves differently and this will impact how they communicate with others. They will understand
how and when English and ASL uses direct and indirect speech. 2) Identify differences between mainstream American
culture and Deaf culture. They will realize that mainstream culture is not the same as a minority which causes individuals to
have different beliefs and values. 3) Be familiar with the communication cycle. They will be able to state the interpreting
process and define terms that are germane to this profession (processing time; interpretation, transliteration, translation;
prosody, dropping form; dynamic equivalence; consecutive and simultaneous interpreting) 4) Differentiate among
introductions, greeting, and leave-taking in American and Deaf cultures. Student will learn about attention-getting devices
and methods. 4) Discuss the historical roots of interpreting. These roots include legislation; models of interpreting; the
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establishment of RID and AVLIC; certifications; and oppression and power struggles. 5) Describe interpreter’s role and
responsibilities in various settings in which they may work. 6) Evaluate team interpreting with hearing and Deaf team
members. 7) Demonstrate college level research and writing skills. Students need to be able to read scholarly articles and
synthesize information from them. In this course, students will read for content and participate in class discussions and
application assignments.
Explain how this proposal affects program requirements and students in your unit:
No effect.
Explain how this proposal affects courses, program requirements and student in other units:
No effect.
Explain how this proposal affects enrollment and staffing:
No effect.
Units consulted (other departments, programs or campuses affected by the proposal):
None.
Revisions made to form (if applicable):
Course Content
Number
Credit by Exam
Prerequisites
Credit Hours
Schedule Type
Cross-Listed / Slash
Subject
Description
Title
Diversity
Title Abbreviation
Grade Rule
Writing-Intensive (WIC)
Liberal Education Requirement (LER)
Other
Comments (500 Character Maximum):
NOTE: Please do not use the following restricted characters: (~ * / \ --)
Approve
Comments:
Date
User
12/5/2013 Susan M
Augustine
Return To Initiator
Return To Prior Approver
Deny
Comment
Other Revisions: weekly contact hours, writing
expectations, textbook and instructor
information.
History:
Date
User
Status
12/5/2013 Susan M Augustine Approved
7/29/2013 Stacey M Dickman Submitted
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