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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: CCU005837
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: 53104
New Course Number:
Course Title: INTERPRETING PROCESSES III
Title Abbreviation: INTERPRETING PROCESSES III
Slash Course and Cross-list Information: SPED 43104 + SPED 53104
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: Continued advanced-level skill development in voice-to-sign
processes using simultaneous and consecutive strategies: advanced ASL, SEE, Signed English, Total Communication. Dialect
idiom, idiosyncratic language3 usage and patterns, regional/local variations; age, gender, register variations, Requires 30
hours field experience. Prerequisite: SPED 39201 and 4/53103 and graduate standing.
Catalog Description (edited): Advanced level interpreting course focused on enhancing students’ English to ASL and ASL
to English skills in a variety of settings. Complex texts are selected from a variety of disciplines from both community and
educational settings. Students build on previously developed self-assessment skills to create detailed and analytical
diagnostic charts of their interpreted work. Students will be assigned to a 30-hour practicum placement.
Prerequisites (edited): ASL 39202; and SPED 53103; and SPED 53110; and graduate standing
Corequisites (edited): ASL 49108
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Registration is by special approval only: No
Content Information
Content Outline:
Content Hours
per Course
Topic
3
3
3
3
3
3
3
24
Topic Description
History and uses for consecutive and
simultaneous interpreting: determine
when it is appropriate to use
consecutive or simultaneous
interpreting; utilization of both
methods
Causes and types of errors in
interpreting: inadequate language
proficiency, processing problems,
literal translation, lexical, register
conservation, omissions, additions,
ethical, paralinguistic features
Demand Control Schema as applied to
the interpreting process: interpersonal,
intrapersonal, paralinguistic, and
environmental demands; preassignment, assignment, and postassignment controls
Review and Application: expansion and
compression techniques,
contextualization strategies and
cultural mediation to produce
dynamically equivalent interpretations.
Analysis of the target audience in order
to match the target language of the
consumer(s): determine if interpreting
or transliterating would be appropriate
to use with various deaf and hard of
hearing consumers
Effective team interpreting strategies:
collaborative and interdependent work
prior, during and post assignment
Self-assessment techniques: create
detailed charts showing strengths and
weaknesses when interpreting
English to ASL and ASL to English
Interpreting: application of translation
strategies to render messages
accurately, recognizing literal vs.
idiomatic, implicit vs. explicit, and
contextual implications.
Display/Hide Delimited Course Outline
Total Contact Hours: 45
Textbook(s) used in this course: Patrie, C. Simultaneous interpreting from English.; Kelly, J.E.; Patrie, Carol J. and
Johnson, Robert E. Fingerspelled Word Recognition through Rapid Serial Visual Presentation (RSVP), San Diego, CA: Dawn
Sign Press.; Research articles.
Writing Expectations: Self assessments, interpretation analysis, observation forms, practicum packet. Grad students:
additional interpreting assignment from sample discourse; evaluate and analyze interpreting based on transitions and affect.
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 schedule type, prerequisites, course content, course description, textbook,
instructor information, writing expectations, in order to keep the course current with practices in the field and formalize the
course sequence. The schedule type is revised from lecture-field experience to lecture only. Although there is a field
experience component, it is not supervised and is considered an assignment, not a main attribute. This course is one of the
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foundation courses that challenge students to incorporate interpreting skills at a more complex level. By the completion of
the course, students will be able to identify and integrate into their interpreting assignments and self assessments: 1.
Effective use of processing skills. 2. Effective English to ASL interpreting. 3. Effective ASL to English interpreting. 4. Critical
analysis of interpreting demands and the application of appropriate controls. 5. Detailed analysis of one’s interpreting
performance. 6. 30 hours of practicum observations.
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
7/30/2013 Stacey M Dickman Submitted
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