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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: CCU005895
Date: 30-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: 53107
New Course Number:
Course Title: COMMUNITY SETTING INTERPRETING
Title Abbreviation: COMMUNITY SETTING INTERPRETING
Slash Course and Cross-list Information: SPED 43107 + SPED 53107
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: Issues and challenges of nonclassroom-based educational
interpreting. Student participation with IEP-designated related services professional consultations assessment interpreting
miscellaneous interpreting. Off-campus practicum four hours a week to observe and assist with classroom interpreting.
Prerequisite: SPED 4/53100 and SPED 29201and graduate standing.
Catalog Description (edited): This course explores the various venues that interpreters can work in the community.
Emphasis will be given to the development of specialized vocabulary. Students participate in mock interpreting situations
common to community interpreting on order to identify ethical dilemmas, demands and controls.
Prerequisites (edited): ASL 29201; and SPED 53100; and SPED 53106; and SPED ASEI major; and graduate standing
Corequisites (edited): ASL 29202
Registration is by special approval only: No
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Content Information
Content Outline:
Content Hours
per Course
Topic
3
3
3
3
6
3
6
3
3
3
3
3
3
Topic Description
Code of Professional Conduct: discuss
and apply CPC to community
interpreting scenarios.
Demand Control Schema: identify
possible demands of community
interpreting; discuss and identify
controls available to remedy demands
Freelance versus contract work in
community interpreting: describe
business practices of freelance and
contract work
Preparation for interpreting
assignments: analyze situations to
determine the logistics of interpreting
i.e. placement, pre-conferencing with
the presenter, the use of specialized
terminology
Medical interpreting: discuss
specialized vocabulary; situationspecific logistics of medical
interpreting; medical interpreting
domains and competencies
Mental Health interpreting: discuss
specialized vocabulary; situationspecific logistics of mental health
interpreting; mental health
interpreting domains and
competencies
Introduction to interpreting process
Models: Colonomos and Gish Process
Models.
Apply techniques of summarizing and
paraphrasing discourse to develop
interpreting skills
Vocational Rehabilitation Interpreting:
discuss specialized vocabulary;
situation-specific logistics of vocational
rehabilitation interpreting
Social Services Interpreting: discuss
specialized vocabulary; situationspecific logistics of social service
interpreting
Legal Interpreting: discuss specialized
vocabulary; situation-specific logistics
of legal interpreting
Video Relay Interpreting: discuss
specialized vocabulary; situationspecific logistics of video relay
interpreting
Visualization skills: aid in
comprehension to determine meaning
versus form when interpreting; aid in
memory to increase processing time
Display/Hide Delimited Course Outline
Total Contact Hours: 45
Textbook(s) used in this course: Patrie, C. ASL Skills development. San Diego, CA. Dawn Sign Press.; and Research
Articles.
Writing Expectations: Interpreting scenario analysis, Interpreting observation analysis, self assessment. Additional for
grad students: two interpreting scenario analyses including identifying demands, controls, and ethical dilemmas.
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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, course content, course description, prerequisites, textbook used,
instructor information, and writing expectations in order to keep the course current with practices in the field. The title is
changed from Nonclassroom Interpreting to Community Setting Interpreting. Interpreters work in a variety of settings, one
of which being community interpreting. This course is the lone course within the ASL interpreting program that introduces
the setting specific vocabulary and logistics of various community interpreting venues. By completion of the course students
will be able to identify and integrate into their analysis papers and interpreting samples: 1. Setting specific specialized
vocabulary used in community interpreting settings (medical, mental health, vocational rehabilitation, video relay, social
services, legal); 2. possible demands and controls in a variety of settings; 3. Code of Professional Conduct; 4. Gish Process
Model of Interpreting ; 5. Colonomos Process Model of Interpreting; 6. visualization strategies that identify comprehension
of various discourse samples.
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
History:
Date
User
Return To Initiator
Return To Prior Approver
Deny
Comment
Other Revisions: writing expectations, textbook
and instructor information.
Status
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12/11/2013
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Page 4 of 4
12/5/2013 Susan M Augustine Approved
8/1/2013 Stacey M Dickman Submitted
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12/11/2013