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Name:
Submission
Date:
Anna Luci Wymer
12/12/2013
Organization: Admin Affairs & Graduate Education
Course Catalog Update
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Course Catalog Update Information:
STU0004
Reference Number: CCU005835
Date: 15-JUL-13
Level: 2.00 of 2.00
Currently On The Worklist Of: Catherine Hackney,
chackne1
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: 53102
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: Graduate
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. Prerequisite: SPED 53102; and graduate standing.
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 53100; and SPED 53107; and graduate standing
Corequisites (edited): ASL 39201; and SPED 53105
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Registration is by special approval only: No
Content Information
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, and Space.
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
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Explain the purpose for this proposal:
The purpose of this revision is to update the course title, prerequisites, course content, course description, textbook used,
instructor information, and writing expectations in order to keep the course current with practices in 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 implicitexplicit 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:
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12/12/2013
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Date
User
Status
12/5/2013 Susan M Augustine Approved
7/30/2013 Stacey M Dickman Submitted
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12/12/2013