CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
CGE PROPOSAL FOR NEW GRADUATE COURSES
CHECKLIST FOR INDIVIDUALS PREPARING PROPOSALS:
__Prepare the syllabus and proposal according to CGE guidelines (seek advice from CGE
Curriculum Committee if needed). NB: Proposals for a new required course must be
accompanied by a CGE proposal for Graduate Program Change, explaining how the new course
will be integrated into the overall program structure.
Prepare the Course Record Form carefully to ensure that all information is recorded correctly
(e.g. exact title of course, grading basis, number of credits, course fee, if any) and matches the
contents of the proposal and syllabus. The Registrar’s Office feeds information directly from this
form into the University database.
Submit the proposal packet (proposal, syllabus, Course Record Form and Signature (Routing)
Form) to your department chair for signature.
If the proposed course is part of the PEP Unit, submit the proposal packet to PEP-C for review
and signature on the Signature (Routing) Form.
Once your department chair and (if necessary) PEP-C have signed off, submit the proposal
packet to the Assistant Dean for Curriculum, Policy, and Operations, who will track its progress
through the remaining steps of the proposal review. Please note that at each step of the review
process, the proposal may be returned to you for revisions.
Once the proposal reaches CGE, the Assistant Dean will contact you for an electronic version
of the most recent syllabus and proposal, to be posted on the CGE website. Please be sure to
always include the current date in the filenames of your proposal and syllabus (eg.
LIN510_proposal_2-12-08.doc).
DEADLINES FOR PROPOSAL SUBMISSIONS TO CGE:
The deadline for courses to be offered in the next Academic Year and appear in the course
catalog is February 15 of the current year, or the next business day. If you have any questions
about the CGE review process, please contact the CGE chair.
COURSES WITH ADDITIONAL REQUIREMENTS:
Proposals for courses requiring PEP-C review must complete item 15.0 at the end of this
proposal form. Proposals for 500-level courses must explicitly address differences in
requirements for graduate and undergraduate students wherever relevant (usually items 6.0 - 9.0.
11.0 and 14.0).
1
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
CGE COURSE PROPOSAL COMPONENTS:
All numbered items below must be addressed for new graduate course proposals. If certain items
do not apply to this specific course proposal, so state and briefly explain why. Numbers 1.0
through 6.0 identify components that are binding; that is, once the course is approved,
these components can be changed only by submission of a Proposal for Graduate Course
Change to the CGE Curriculum Committee.
1.0 Department
Department of Linguistics
2.0 Course Number
Specify the course number. Briefly justify the course level (700-level, 800-level, etc.).
LIN 537. This course is an introduction to a subject matter at a level appropriate for upper
division undergraduate students and for graduate students.
3.0 Course Title
Iconicity and Depiction
4.0 Course Credits
4.1 How many credits will this course carry? Note: The standard computation of credit is one
(1) semester-hour per 50 minutes of instruction per week for an equivalent of fifteen (15)
course meetings.
Three credits.
4.2 If the course includes non-classroom instruction or lab sessions, or if the credit hours
vary in some way from the standard, provide an explanation.
N/A
4.3 If variable credit is proposed (e.g., 1-3 hours), explain how this will be utilized and
determined.
N/A
5.0 Formal (Catalog) Description
Provide a formal course description of the course, adhering to length and style characteristics
of college catalog listings, including pre-requisites, fees, and any information regarding
cross-listings if applicable. The description is to be written in the third person and must
appear exactly the same on the proposal form, Course Record form and syllabus.
2
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
In this course, students are introduced to a descriptive framework with which to identify and
analyze iconicity and depiction in ASL and other signed languages. The first part of the
course focuses on iconicity and depiction typology, covering roleshifting, constructed action
and dialogue, classifier constructions/depicting verbs, aspectual constructions, metaphorical
depictions, and other types of expressions that have imagistic components. In the second part
of the course, we examine depiction in artistic and academic settings in addition to depiction
in everyday conversations and narratives.
6.0 Prerequisites
6.1 List the prerequisites and/or co-requisites for this course.
LIN 101, graduate student status, or permission of the instructor.
6.2 Provide a brief rationale for prerequisites and/or co-requisites,
The course is designed for any student who has at least an appreciation of language
developed through participation in college-level discussions of language, LIN 101 being
an exemplar of where those discussions may occur at Gallaudet. Graduate students are
likely to have obtained such an appreciation during their undergraduate career.
6.3 If prerequisites and/or co-requisites involve other departments of instruction, provide
evidence of acknowledgement and cooperation from these departments (e.g. letters of
support).
N/A
7.0 Rationale for proposed course
7.1 Why is this course being proposed? Provide a rationale.
Since depiction is a major component of ASL, there deserves to be at least one full course
devoted to this topic. Recent advances at Gallaudet on the description of depiction in signed
languages make it possible to have course-length discussions/investigations on this topic. The
understanding of the many aspects of depiction would benefit research conducted by students
minoring in Linguistics or students planning to specialize in a signed language related
profession.
7.2 Describe any actual or apparent overlap with current course offerings. If other
departments are impacted by this course, provide evidence of consultation with and support
from those departments (e.g. letters of support).
There is an apparent but not actual overlap with ASL 303: Depiction: Theory and
Application. Part of the course aims of ASL 303 is to introduce “the history of classifier theory
and the three levels of complexity of classifiers”. LIN 537 does not touch on either of these
topics. ASL 303 also “focus[es] on depiction theory…to enhance students' understanding of ASL
structure in general”. LIN 537 does not focus on the theoretical frameworks that have informed
the development of a descriptive model that made it possible to identify types of depiction and
3
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
analyze their structure in greater detail. The course revolves around this descriptive model,
applying it to actual uses of ASL in a variety of contexts, which the more heavily theoretical
ASL 303 does not do. Additionally, unlike ASL 303, LIN 537 does not require students to
“develop lesson plans and materials to teach ASL depiction” or create “evaluation materials”.
Finally, of the sixteen readings listed in the bibliography in the Fall 2012 ASL 303 syllabus, only
four of those readings are included in the seventeen readings listed in the LIN 537 syllabus.
Thus, there is no significant overlap between the two courses.
8.0 Grading System
State whether letter-grade or pass/fail system will be utilized; if the latter, provide a brief
rationale.
Letter-grade.
9.0 Course Characteristics
9.1 If the course is to be cross-listed (within a single department, or across more than one
department), provide a rationale and full documentation of steps taken to assure such
listings.
N/A
9.2 If the course is open to both undergraduate and graduate students, provide a rationale for
doing so and explain any differences in requirements for undergraduate and graduate
students.
As stated in 2.0 above, this course is an introduction to a subject matter at a level
appropriate for upper division undergraduate students and for graduate students. All course
requirements apply to both undergraduate students and graduate students with the following
exceptions. Only undergraduate students will be graded on their short in-class video data
presentation activities, and they will do a group collaboration on a project of their own
design, e.g. one that investigates three related questions concerning the use of depiction in
one or a variety of contexts. Only graduate students will be doing a graduate-level paper on a
topic pertaining to depiction and do a presentation of that paper.
9.3 Explain how this course fits with the other department offerings. Is this course a required
course (in which case it must be accompanied by a proposal for Change to Existing Program)
or an elective course?
This is an elective course for both undergraduate and graduate students in our
department.
9.4 Describe the intended student-audience for this course. If substantial numbers of
students from outside the department are expected to enroll in this course, provide evidence
4
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
of support and cooperation from these departments in terms of enrollment and compatible
scheduling.
The course is designed for students in the Department of Linguistics and for students
planning to specialize in a signed language related profession. It is anticipated that the largest
percentage of the student-audience will be the former group of students.
9.5 What is the anticipated starting date for this course? How frequently and in which
semester(s) will the course be offered in the future? How many sections of this course will
typically be offered simultaneously?
The anticipated starting date for this course is Fall 2014. It is anticipated that only one
section of the course will be taught per semester. How frequently the course will be offered
and in which semester depends on the demand for electives in our department and on the
availability of a LIN instructor with the appropriate qualifications.
10.0 Instructor
Describe necessary instructor competencies and qualifications to teach the course.
Graduate-level training in linguistics is a necessary qualification to teach the course.
11.0 Course Format and Procedures
Describe how the course will be conducted, in terms of class meetings and teaching
procedures. For example, will the course be taught online only, or as a hybrid of online and
classroom meetings? Will the course incorporate lectures, discussions, lab sessions, smallgroup or individualized instruction, practicum or field experiences, student reports or
projects, competency-based modules, or other types of instructional procedures?
LIN 537 is a regular face-to-face course, incorporating lectures, video data presentations
by students, and class discussions. Undergraduate students will be doing projects, and graduate
students will be doing a paper and presentation.
12.0 Evaluation of Course and Course Instructor
Describe how course instruction and the course itself will be evaluated, including any longterm strategies for evaluating the course as part of the department offerings.
The course instruction and the course itself will be officially evaluated in the same
manner as with any other regular course offerings in the department. Students will be given a
questionnaire form with ratings to fill out. Also, as per standard practice in the department, the
instructor will discuss course progress and success with the department chair and other
colleagues for purposes of course structure/instruction improvement and for purposes of program
cohesion (for example, new information about depiction may be included in LIN 101 and/or
other LIN undergraduate courses so as to expose students to the concept and to current research
within the department and elsewhere and to ensure that students have the background that would
be expected of them when they take LIN 537).
5
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
13.0 Resources
Describe the immediate and future impact the offering of this course is likely to have on the
department's personnel, physical, and financial resources.
There is no adverse impact that this course offering will have on the department or the
university.
14.0 Alignment of proposed course goals with those of academic program
14.1 Program mission statement
The Department of Linguistics at Gallaudet University trains students at the Bachelor's, Master's
and Ph.D. level to describe, analyze, understand and report on the structure, variation, acquisition
and use of signed languages and the communities in which they exist. We engage our students
with the foundational theories of the field of linguistics with special emphasis on problem
solving, analytical thinking, and expository writing and signing. Our goal is to produce graduates
who can function as outstanding professionals in academia or in any field or setting in which
linguistic knowledge is applied.
14.2 Program Student Learning Outcomes
List the Student Learning Outcomes for your academic program.
By the end of the LIN MA program,
SLO description
students will demonstrate:
1. Accuracy and automaticity of foundational
Accurate and automatic explanation of foundational
knowledge
concepts in the program’s core areas of phonology,
generative linguistics and cognitive linguistics
2. Ability to identify generalizations
Ability to identify and describe recurring patterns in
linguistic data.
3. Intermediate theoretical awareness
Ability to identify claims made in the sign language
linguistics literature and articulate their primary,
“trademark features”.
4. Ability to clearly present linguistic information
Clear presentation of material in ASL and written
English, demonstrating how such material relates to
critical issues in linguistics and the Deaf communities.
5. Ethical conduct as students and student
Demonstrating academic integrity and responsible
researchers
conduct in their research practices with transparency
and respect to the communities involved
6
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
14.3 Course Student Learning Outcomes
List the Student Learning Outcomes for your proposed course. Then in table format, using
the template provided below, list the learning outcomes and show how the course and
program SLOs align by placing checks in the appropriate cells.
I. Students will demonstrate a broad understanding of the notions of iconicity and depiction
in ASL.
II. Students will demonstrate the ability to explain, define, and give examples of different
types and components of depiction exhibited in ASL.
III. Students will demonstrate the ability to describe depiction features in a variety of texts in
ASL.
IV. Students will employ academic use of written English and signed ASL consistent with at
least the intermediate level in the field of linguistics to discuss research on iconicity and
depiction.
LIN 537
Course Student Learning
Outcomes
Learning Opportunities
Assessment Tools
Progr
am
SLOs
GU
SLO
s
demonstrate a broad
understanding of the
notions of iconicity and
depiction in ASL
Assignments, Exam,
Presentations. For
undergraduate students
only: Project. For
graduate students only:
Paper.
Instructor expertise,
assignment-tied
rubrics, presentation
rubrics, project-tied
rubrics, writing rubrics
1, 2, 4
2, 4
explain, define, and give
examples of the different
types and components of
depiction exhibited in ASL
Assignments and
Presentation
Assignment-tied
rubrics, presentation
rubrics
1, 2, 4
2, 4
demonstrate the ability to
describe depiction features
in a variety of texts in ASL
Assignments and Project
Assignment-tied
rubrics, instructor
expertise, project-tied
rubrics
1, 2, 4
2, 4
7
CGE Proposal for New Graduate Course
Approved by CGE 11/03/09
LIN 537
Course Student Learning
Outcomes
employ academic use of
written English and signed
ASL consistent with at least
the intermediate level in the
field of linguistics to discuss
research on iconicity and
depiction
Learning Opportunities
Presentations. For
undergraduate students
only: Project. For
graduate students only:
Paper.
Assessment Tools
Presentation rubrics,
project checklist, and
writing rubrics
Progr
am
SLOs
4
GU
SLO
s
1
14.4 Learning Opportunities
Briefly describe the Learning Opportunities (eg. assignments, projects, activities, reports,
field experiences, etc.) designed to achieve the course Student Learning Outcomes. List them
in table format, using the template provided below, and briefly state how they will be
assessed (eg. what assessment methods will be used?).
Critical Assessments
Assignments, Exam,
Presentations. For
undergraduate students
only: Project. For graduate
students only: Paper.
Assignments and
Presentation
Assignments and Project
Presentations. For
undergraduate students
only: Project. For graduate
students only: Paper.
Tools for Assessment
and Expected Level
Instructor expertise,
assignment-tied rubrics,
presentation rubrics,
project-tied rubrics,
writing rubrics
Assignment-tied rubrics,
presentation rubrics
Assignment-tied rubrics,
instructor expertise,
project-tied rubrics
Presentation rubrics,
project checklist, and
writing rubrics
14.5 Assessment Methods
Attach assessment tools used in this course (include grading scales, rubrics, checklists, etc.)
to the syllabi accompanying this proposal. Do not attach them to the proposal itself.
8