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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: CCU005812
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: 43102
New Course Number:
Course Title: INTERPRETING PROCESSES I
Title Abbreviation: INTERPRETING PROCESSES I
Slash Course and Cross-list Information: SPED 43102 + SPED 53102
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: Beginning level interpreting course addressing voice-to-sign
and sign-to-voice processes using simultaneous and consecutive strategies: ASL, SEE, signed English, total communication
signing. Preschool, primary, elementary students developmentally delayed through gifted academic levels. Requires 20
hours of field experience. Prerequisites: ASL 29202; and SPED 43100; and admission to advanced study.
Catalog Description (edited): Beginning level interpreting course that examines the models of interpreting and their
application to practice. Consecutive and simultaneous interpreting strategies are used to develop processing skills for both
English to ASL and ASL to English interpretations. Samples of narrative genre are the texts used for interpretations as
students examine the linguistic and cultural differences between ASL and English narratives.
Prerequisites (edited): ASL 29202; and SPED 43100; and SPED 43107; and advanced study status
Corequisites (edited): ASL 39201; and SPED 43105
Registration is by special approval only: No
Content Information
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Content Outline:
Content Hours
per Course
Topic
3
3
3
6
6
6
9
6
3
Topic Description
Interpreting & linguistic terminologies,
and comparative analysis of English
and ASL grammar and discourse
patterns
Genres: Beginning interpreting projects
focus on simpler genres of
introductions and narratives. Compare
and contrast English and ASL versions
of these genres. Produce
interpretations using texts of various
lengths and complexity.
English Idioms: Examine possible
meanings of idioms and the role
context plays when determining these
meanings. Produce various
interpretations for idioms. Discuss
implications of interpreting decisions
and the impact on consumers.
Processing Models: Application of the
Gish Model to interpreted texts.
Application of the Cokely Sociolinguistic
Model to assess interpreting strengths
and weaknesses.
Pronouns, Pluralization, Passive Voice,
Classifiers, & Space: These present
unique challenges since ASL has many
more strategies of pronominalization
than does English and the use of a
classifier system & 3 dimensional space
do not exist in English.
Glossing: Utilize basic glossing symbols
to create a written representation of
ASL to analyze and reinforce ASL
syntactic patterns, sentence
boundaries, non-manual signals,
indicating verbs, and classifier
structures.
Interpreting ASL to English and English
to ASL.
Peer Analysis and Discussion: Identify
successful interpretations as well as
language interpreting errors by
engaging in a series of peer analysis
discussions and targeting areas of
needed improvement.
Receptive skills: Strengthening of
receptive skills, which are necessary
for successful ASL to English
interpretations, will be accomplished
through independent study using the
required textbook and performance of
voiced interpretations in class.
Display/Hide Delimited Course Outline
Total Contact Hours: 45
Textbook(s) used in this course: Cognitive Processing Skills in ASL, by Carol Patrie
Writing Expectations: Response paper to a professional article, extensive self-analysis paper reflecting on and
summarizing interpreting work produced during the semester. Grad students have an additional: text analysis, ASL
narrative, ASL-Eng and ENG-ASL interpretations.
Instructor(s) expected to teach: Staff
Instructor(s) contributing to content: Pam Luft
Proposal Summary
Explain the purpose for this proposal:
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instructor information, and writing expectations to formalize course sequence and keep the course current with the field.
Interpreting Processes 1 incorporates a variety of instructional methodologies to guide students in expanding and enhancing
their ASL proficiency and developing beginning interpreting skills. Students will analyze ASL and English texts to identify
implicit and explicit meanings, speaker intention, and linguistic features. These analyses will be presented in written
formats, discussed in class, and represented in charts. Classroom presentations will provide students opportunities to
develop their first language skills as well as professional confidence. Throughout the semester, students will produce written
translations and consecutive and simultaneous interpretations. They will give and receive peer feedback to facilitate their
ability to identify and express linguistically embedded characteristics and meaning in both languages. Students will apply
models and theories from the field of interpreting to their work through written assignments and the creation of charts. At
the completion of this semester students will be able to: 1). Analyze the implications of contextual aspects of an interpreting
situation including speaker goals, audience language preferences and expectations, and the message meaning, 2). Describe
interpreting models and apply them to their work, 3). Compare and contrast narrative discourse features of ASL and
English, 4). Produce dynamically equivalent messages when interpreting from ASL to English and English to ASL in both
consecutive and simultaneous interpretations, 5). Monitor, analyze, and self-correct their interpretations and engage in
diagnostic discussions with their peers.
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: 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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