Approve Page 1 of 3 Name: Submission Date: Hilda A Pettit 12/6/2013 Organization: Vacca Office of Student Services Course Catalog Update << Go back to Course Catalog Update form Print Course Catalog Update Information: STU0004 Reference Number: CCU005884 Date: 29-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: 43103 New Course Number: Course Title: INTERPRETING PROCESSES II Title Abbreviation: INTERPRETING PROCESSES II Slash Course and Cross-list Information: SPED 43103 + SPED 53103 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: Intermediate/advanced level interpreting course voice-to-sign and sign-to-voice processes using simultaneous and consecutive strategies: ASL, SEE, Signed English, Total Communication. Focus on middle school/high school/postsecondary students developmentally delayed through gifted academic levels. Requires 30 hours of field experience. Prerequisite: ASL39201 or SPED 39201; and SPED 43102 and SPED 43105 and admission to advanced study. Catalog Description (edited): Intermediate level interpreting course that challenges students to interpret the more complex genres including expository, procedural, and argumentative texts. Students will study and apply contextualization strategies. Discourse that is common to both the adult deaf community and educational settings will be interpreted and transliterated. Students will be assigned to a thirty-hour practicum placement. Prerequisites (edited): ASL 39201; and SPED 43102; and SPED 43105; and SPED 43111; and advanced study status. Corequisites (edited): ASL 39202; and SPED 43110 Registration is by special approval only: No https://workflow.kent.edu/ccu/approve.aspx 12/6/2013 Approve Page 2 of 3 Content Information Content Outline: Content Hours per Course Topic 15 6 15 6 3 Topic Description Expansion and Compression Techniques. Development of ASL signs conceptual meanings. Transliteration, a continuation of developing transliterating skills from previous courses. Interpreting Development Project: Apply the Demand-Control Schema to a classroom, analyze the instructional discourse & apply expansion techniques, interpret instructional discourse & produce an analysis of interpretation. ASL to English Interpreting: Interpret their first real-time, in class monologue given by a deaf visitor. Practice team interpreting techniques. Deaf visitors will also assist students in learning strong language sign variations. 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: Written analyses of interpretations identifying strengths and weaknesses, citing support for analysis from Cokelys Sociolinguistic Model of Interp., recommending strategies for improvement; practicum packet. Grad students: additional text analysis. 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 course title, content outline, course description, instructor information, writing expectations, textbook, prerequisites, and corequisites to formalize the course sequence, and to keep the course current with the field. Interpreting Processes II incorporates a variety of instructional methodologies to guide students in further developing their interpreting and transliterating skills with the more complex genres of expository, argumentative, and procedural. Students will produce in class interpretations to help students gauge their production and processing time with real-time presenters. They will also produces out of class interpretations that are posted for peer discussions. They will give and receive peer feedback to facilitate their ability to identify and express linguistically embedded characteristics and meaning in both languages. Written analyses are to demonstrate the student’s ability to identify and articulate strengths and weaknesses at the lexical, phrasal, syntactic and discourse level. Students will complete a multi-stage independent study during twelve weeks of the semester. They will prepare a presentation on English equivalents for ASL signs. Each student will complete a 30-hour practicum at an assigned site and documents to demonstrate their participation at these sites. At the completion of this semester students will be able to: 1). Discuss and analyze aspects of the interpreting process discretely such as compare & contrast language features, analyze for meaning, message reformulation, message production, 2). Apply expansion and compression techniques to demonstrate the language conversion process to make meaning explicit from something implicit in the source text or vice versa, 3). Utilize strategies for managing the interpreting process such as discourse analysis, memory, multitasking, process management, and pacing, clarification, and correction strategies, 4). Produce simultaneous interpretations, & transliterations of both English and ASL source texts in expository, argumentative, and procedural genres, 5). Identify and discuss effective aspects of their work and the work of others in an appropriate manner, 6). Demonstrate professional conduct, respect for working interpreters and other professionals at their practicum site, and enthusiasm for their skill development. 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 https://workflow.kent.edu/ccu/approve.aspx 12/6/2013 Approve Page 3 of 3 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 https://workflow.kent.edu/ccu/approve.aspx 12/6/2013