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Name:
Submission
Date:
Anna Luci Wymer
12/11/2013
Organization: Admin Affairs & Graduate Education
Course Catalog Update
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Course Catalog Update Information:
STU0004
Reference Number: CCU005836
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: 53103
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: 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: 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: SPED 39201 and SPED 4/53105 and SPED 4/53102 and
graduate standing.
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 53102, and SPED 53105, and SPED 53107; and SPED 53111; and graduate
standing
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Corequisites (edited): ASL 39202; and SPED 53110
Registration is by special approval only: No
Content Information
Content Outline:
Content Hours
per Course
Topic
15
6
15
6
3
Topic Description
Expansion and comprehension
techniques.
Development of ASL signs conceptual
meanings.
Transliteration and Interpretation:
recognizing the correct application of
producing messages that demonstrate
the characteristics of each.
Interpreting Development Project:
Apply the Demand-Control Schema,
analyze the instructional discourse,
apply expansion techniques, interpret
instructional discourse, tape & analyze
the 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 revision is to update the course title, content outline, schedule type, contact hours, course description,
textbook, writing expectations, instructor information, prerequisites, and corequisites to keep the course current with the
field and formalize course sequence. The schedule type and contact hours do not correspond with the undergraduate version
of this slash course. While there is a field experience component, it is included within the assignments but is not supervised
and should not be designated as a schedule type. For that reason, this course will now be categorized as lecture.
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 and 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:
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12/11/2013
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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
7/30/2013 Stacey M Dickman Submitted
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