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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: CCU006973
Date: 06-DEC-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: Establish
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
Course Number: 43112
Course Title: Interactive Interpreting
Title Abbreviation: Interactive Interpreting
Slash Course and Cross-list Information: SPED 43112 + SPED 53112
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:
Catalog Description (edited): Guides students through a process of examining the complex nature of interpreting
interactive discourse. Discussions will focus on managing this multi-layered process when participants' roles, assumptions,
and goals can be congruent or adversarial. Student will learn to navigate contrasting cultural, linguistic, and discourse
expectations. This course will present numerous interactive scenarios for students to interpret typical of a variety of settings
with different participant configurations.
Prerequisites (edited): ASL 29202,and SPED 53100, and SPED 53103, and SPED 53110 with Grade requirement of C or
better
Corequisites (edited): SPED 43102
Registration is by special approval only: No
Content Information
Content Outline:
Content Hours
per Course
Topic
Topic Description
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The Process of Interacting: Examining
cultural norms, communication goals,
participant bias, and contextual cues
that impact a communication
interaction. Discuss how these inform
and affect an interpretation.
The Process of Interacting: Identify
and discuss the componenets of
register and how setting and
communicative competence affect
register.
Model of Interpreing: Examine the
professional model of an interpreted
interaction. Discuss the implications of
divergent goals, implicit & explicit
intent, and environmental factors.
Practice managing the multi-layered
process.
Communication Conflicts: Explore
issues of turn-taking, gender language
differences, politeness strategies, and
indirectness and ambiguity.
Informal Scenarios: Interpreting
practice and analysis of informal
communication settings such as
collaborative interactions, class
discussions, and heated exchanges.
Consultative Scenarios: Interpreting
practice and analysis of these settings
such as medical consultations, social
service intakes, school disciplinary
sessions, police interrogations.
Formal Scenarios: Interpreting
practice and analysis of an extended
presentation with opportunities for
team interpreting in a variety of
configurations.
Final Project: Groups of students
prepare a final interactive scenario
that incorporates class members as
impromptu participants and where all
members of the group must function in
the role of the interpreter.
Display/Hide Delimited Course Outline
Total Contact Hours: 45
Textbook(s) used in this course: Interactive Interpreting: Let's Talk From Topic Boundaries to Omission: New Research
on Interpreting
Writing Expectations: Students will analyze discourse and create diagnostic assessments of interpretations. Written
responses to selected research studies. Grad-level course requires written examination of team interpreting and
presentation to the class.
Instructor(s) expected to teach: SPED Faculty
Instructor(s) contributing to content: Pam Luft
Proposal Summary
Explain the purpose for this proposal:
The SPED program is creating a new slash course to fit the needs of the ASL English Interpreting concentration. The content
of this course is not incorporated in to any current courses as the skill set required for interactive interpreting is unique.
Professional research, expectations of the national certification exam, feedback from our practicum supervisors, and the
changing venues and dynamics of interpreting work have guided the creation of this course. The overall goal of this course
is to prepare students to accurately and effectively manage the multi-layered interpretation process fo bi-lingual, bi-cultural,
and bi-modal interactive communication events. Interpreting distributed conversation is immensely more difficult than
interpreting monologues due to time constraints, rapid-turn-taking, and differing conversational norms. Students will apply
a variety of learning strategies in and out of class to examine the complex dynamics of interactive communication with
these examinations ultimately leading to the actual interpretation of interactive contexts across registers and settings. The
course will incorporate 1) classroom discussions regarding ethical and practical demand of various registers, settings, and
number of participants, 2) documented interviews with interpreters, 3) written analysis of interactive communication
events, 4) real-time interpreting and the analysis of these interpretations to enable students to build knowledge and gain
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skill proficiencies. Through these strategies students will be able to: 1) Recognize the communicative goals and the cultural
expectations of the communication participants and describe how these goals affect the interpretation. These goals may be
unspoken and unknown to the other participants, but the goals influence vocabulary choices, sentence construction, and any
number of paralinguistic features. 2) Propose and implement strategies for accurately rendering implicit and explicit
messages recognizing that each culture places opposing values on these types of messages. 3) Identify and demonstrate
approaches for migating cultural and communication conflicts that interfere with the flow of the interaction and may distort
the intended meaning and develop an awareness of the communication rhythm, which can signal underlying agendas for
power and control or relationship building. 4) Describe cultural perspectives and apply techniques for handling overlaps,
interruptions, turn-taking, and politeness. 5) Produce interpretations appropriate for a variety of registers and settings. 6)
Apply techniques for interpreting as a member of a team. A growing workplace demand is having more than one interpreter
handling the discourse of a single event. This is done for reasons of ergonomic safety as well as shared responsibility for
intense processing demands. A teaming situation carries with it all the expectations of facilitating cross-cultural
communication with the additional requirement of making two interpreters' processing and production syltes mesh to create
one seamless interpretation. Interactive interpreting presents many unique and complex challenges for the interpreter. With
the increased emphasis on achieving national certification and with certification tests heavily incorporating interactive
exchanges, this course offers essential training for interpreting students.
Explain how this proposal affects program requirements and students in your unit:
This course is currently being offered as a special topics course. This proposal is for interactive interpreting to become a
required course for all interpreting majors. This would expand the curriculum to include critical skill and professional
development not addressed in current courses. The required program hours will not change since ITEC 19525 is being
removed from the program.
Explain how this proposal affects courses, program requirements and student in other units:
This course would be for interpreting majors only and should have no impact on other programs or students.
Explain how this proposal affects enrollment and staffing:
The College Dean has approved hiring a new faculty member to support the ASEI program. With the hiring of this full-time
NTT instructor, no additional faculty will be needed.
Units consulted (other departments, programs or campuses affected by the proposal):
The basic premise and rationale for this course were discussed with Dr. Pam Luft, Professor: Deaf Education and Dr. Mary
Dellmann-Jenkins, Director: Lifespan Development & Educational Sciences.
Comments (500 Character Maximum):
NOTE: Please do not use the following restricted characters: (~ * / \ --)
Approve
Comments:
Date
12/6/2013
Return To Initiator
User
Susan M Augustine
Return To Prior Approver
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Comment
No comments available.
History:
Date
User
Status
12/6/2013 Mary M. Dellmann-Jenkins Approved
12/6/2013 Susan M Augustine
Submitted
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12/6/2013