UNIVERSITY OF LOUISVILLE
PROPOSAL FOR CERTIFICATE PROGRAMS OF LESS THAN 24 HOURS
OF UNIVERSITY CREDIT [NOT REQUIRING COUNCIL ON
POSTSECONDARY EDUCATION (CPE) APPROVAL]
Graduate Certificate in Translation (English/Spanish - Spanish/English)
Title of Certificate
College of Arts and Sciences
Unit Submitting Proposal
Classical & Modern Languages
Department
Spanish
Academic Major
Fall 2011
Proposed Starting Date
Clare E. Sullivan
Certificate Program Coordinator
Approved by Board of Trustees on
Date_________________________
President:
Signature: __________________________
Date: ______________________
PROPOSAL GUIDELINES FOR CERTIFICATE PROGRAMS OF LESS THAN
24 HOURS OF UNIVERSITY CREDIT [NOT REQUIRING COUNCIL ON
POSTSECONDARY EDUCATION (CPE) APPROVAL]
The following guidelines have been established to assist those individuals developing
certificate programs and those charged with reviewing and approving them in order to
promote program quality and to assure an effective relationship between the certificate
programs and the resource and academic mission of the sponsoring unit. Such programs
should complement existing programs in a way that will make the University a center of
lifelong learning for the University community. Non-academic credit programs are not
included.
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Introduction: What is Translation?
Developments in globalization, international competition, worldwide communications
and technology have dramatically increased the demand for qualified and well-trained
translators and interpreters in all realms, especially in business, technology,
communication, government, medicine and law. The current demand for these
professionals far outweighs the supply available.
Translators work with a text, transferring the content from one language to another.
Interpreters deal with the spoken word (and occasionally written texts) and render it into
another language in oral form. These two professions require vastly different skill sets,
training, and experience. Thus, the U of L’s Translation Certificate will begin as a
training ground only for translators.
Translating well requires not only knowledge of both languages but also understanding of
the source and target cultures. It is an exacting art that demands creative expression,
philological precision, minute knowledge of historical and cultural contexts, and a
nuanced sense of style in both the source and target languages. In order to make the that
knowledge base more manageable to begin with, the certificate will concentrate on the
language combinations of Spanish-English and English-Spanish.
Students who wish to study translation must demonstrate advanced proficiency in both
languages. This knowledge can, of course, be fine-tuned by the study of comparative
stylistics and applied linguistics. In addition, a prospective translator must possess
advanced research skills and the ability to work with relevant technology.
Most of the work of the translator falls into five major categories: economic and
financial, legal, literary, medical, and scientific and technical. Therefore, students must
also acquire experience and knowledge in a subject-area specialty.
The Translation Certificate is intended for students who would like to specialize in the
application of inter-linguistic skills for professional purposes. The certificate program
provides the rigorous academic training necessary for the professionalization of the
prospective translator. The goal of the Certificate is to help those interested in pursuing
graduate translation study work toward national accreditation through the American
Translators Association.
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I. EDUCATIONAL OBJECTIVES AND RATIONALE
1.1 Program Objectives
a. Define the program objectives
We propose the creation of a Graduate Certificate in Translation (English/Spanish Spanish/English).
According to the American Translator’s Association:
The increasing diversity of the U.S. population, the growth in international trade,
and the Internet have created a strong demand for professional translators and
interpreters.
Translators work with the written word, transferring text from a source language
into a target language. This is far more than replacing one word with another. The
translator must also convey the style, tone, and intent of the text. The finished
document should read as if it had originally been written in the target language for
the target audience. (http://www.atanet.org/careers/index.php)
In response to this need for professional translators, our program will train students to
translate from English>Spanish and Spanish>English, equipping them with a knowledge
of translation theory and practice. It will provide students who are already highly
proficient in both languages the background in theory, technical resources, and research
skills necessary to translate effectively.
With the establishment of this certificate, U of L will provide graduate students, postbaccalaureate students, and members of the community seeking professional
development and additional credentials the opportunity to acquire:
 an introduction to theories in the field of translation
 specific skills in various fields
 hands-on professional experience
The Graduate Certificate in Translation (English/Spanish - Spanish/English) will require
the completion of 21 hours of approved coursework, some of which could be
incorporated into existing graduate programs. It may be completed as a “stand alone”
program or in conjunction with other graduate programs. Students will have the option to
complete the certificate with a medical concentration in 22 hours.
At the present moment, only three of the University of Louisville’s benchmark
institutions offer a graduate work in translation. They are:
University of California – San Diego
University of Iowa
University of Pittsburgh.
Almost fifty universities in the United States now offer graduate programs in Spanish
translation. (Schools marked with an asterisk offer doctorates in the field. The others
offer graduate certificates or master’s degrees):
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American University
Arizona State University
Bellevue College
Binghamton University *
Brandeis University
California State University – Long Beach
California State University – Northridge
City College of San Francisco
College of Charleston
Florida A & M University
Florida International University
Georgia State University
Howard University
Hunter College – CUNY
Indiana University-Purdue University – Indianapolis
Kent State University *
La Salle University
Marygrove College
Miami-Dade College
Montclair State University
Monterey Institute of International Studies
New Mexico State University
New York University
Northern Illinois University
Penn State University
Queens College – CUNY
Rutgers, The State University of New Jersey
San Diego State University
San Francisco State University
Shenandoah University
Southwest Texas State University
University of Illinois at Urbana-Champaign
University of Massachusetts Amherst
University of Minnesota – Rochester
University of Nebraska – Kearney
University of North Carolina –
Charlotte
University of Texas – El Paso
University of Wisconsin –
Milwaukee
Wake Forest University
Their programs provide a combination of theoretical background, pertinent skills and
hands-on training. In addition, many of them offer the chance to specialize in a particular
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field of translation such as medical or legal documents. The increasing need for
translators means that these programs are thriving and new programs are constantly being
created.
b. Provide a rationale for this program
The Department of Classical & Modern Languages receives an average of ten requests
per month from community organizations, businesses and individuals for the translation
of documents from English into Spanish and vice versa. This reflects both a great need
for translation services and a misunderstanding of the translation process by the general
public. As the ATA stated above, translation requires far more than a rudimentary
knowledge of two languages. A professional translator must be trained to deal with the
many linguistic, cultural and semiotic factors that arise during the process.
The need for translation services has grown in correlation to the growth of the Spanishspeaking immigrant population here in Louisville and around the country.
According to the U.S. Census Bureau, more than 26,000 Latin American immigrants
lived in Kentucky in 2003. Their estimate for the Spanish-speaking population in the
country at large at that time was over 17,000,000. The Census Bureau’s 2005 American
Community Survey showed that more than 23% of the households in Jefferson County
were Spanish-speaking. Our country is trying to cope with the demands of this growing
population. Therefore, numerous opportunities exist for careers in translation both
regionally and nationally.
A Certificate in Translation (English/Spanish - Spanish/English) would educate a student
about the many technical, cultural and ethical issue that arise when documents are
translated from one language to another. It would prepare a student to begin to work for
an agency or as an independent contractor. Such a program could serve as a gateway to
specialized translation studies in legal, medical, and technical translation.
Student demand for translation education already exists here at the University of
Louisville. In the past five years, 7 of our Spanish MA students (almost 15% ) has written
their theses on translation. Many more have requested further education in the field.
1.2 Internal/External Influences
a. Relevance to the University mission, goals and objectives (strategic plan, CPE,
community, etc.)
A Certificate in Translation (English/Spanish - Spanish/English) would fulfill some
important goals relevant to the University mission. In particular the A& S Scorecard,
Goal #4: Partnerships and collaboration. This goal charges the University to “create
partnerships that support community-based organizations and health-care organizations”.
Through required internships, certificate students would be paired with many such
organizations. During their course of service students would provide said organizations
with quality translations for the benefit of the Louisville community.
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Students in the Certificate Program would also benefit from their exchange with the
greater Louisville community. The ‘Strategic Plan 2020’states that the University should
“use civic engagement and partnerships to: provide job-related experience useful for
future employment.” This goal of Community Engagement allows students to receive
necessary professional training that will allow them to secure gainful employment. In
addition, such an experience makes students aware of their role as responsible and
engaged members of the Louisville community.
b. Briefly describe demand for program (local, state, regional, national).
U of L’s Certificate in Spanish Translation would be the only program of its kind in
Kentucky. The Tennessee Foreign Language Institute has a Certificate in Interpretation
but not in translation. The closest comparable program would be the Certificate Programs
in Translation and Interpretation at Georgia State University.
We have contacted local community organizations, including Kentucky Refugee
Ministries, the Center for Women and Families, Americana Community Center, the
Louisville Free Public Library (Iroquois Branch), Catholic Charities, the Speed Art
Museum and the Klein Family Learning Center. Sites that provide health and legal
services (Family Health Services, The Kentucky Racing Health Services Center, CASA:
Court Appointed Special Advocates, Just Solutions Mediation Services) have also said
that they will benefit from trained translators. We also polled civic and business
organizations such as the Mayor’s Office for International Affairs, In Every Language,
Cardinal Translation Services, Languages Unlimited, and Adhawks Advertising and
Public Relations. They all state that they cannot possibly meet their demand for qualified
translation services between English and Spanish.
The following chart provides a conservative estimate for student numbers for the first
five years:
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c. Describe employment prospects for students.
Following an analysis of economic trends that are expected to impact job growth, the
U.S. Department of Labor stated, "Employment of interpreters and translators is
projected to increase 24 percent over the 2006-16 decade, much faster than the average
for all occupations." It went on to add: “Demand will remain strong for translators of the
languages referred to as “PFIGS”—Portuguese, French, Italian, German, and Spanish.”
The report also noted that the higher demand for translators and interpreters results
directly from the broadening of international ties, the increase in the number of foreign
language speakers in the United States, and a growing need in health care settings. All of
these trends are expected to continue, contributing to relatively rapid growth in the
number of jobs for interpreters and translators.
The employability of translators is increased by the fact that they can work directly for a
Language Service Provider or an employer in fields such as health, law and social
services. In addition, translators can seek work as an independent contractor on a national
or international level.
d. Describe any unusual or special faculty/student needs to which the program would be
responsive.
Due to the dearth of similar programs in the region as noted above, a Graduate Certificate
in Translation (English/Spanish - Spanish/English) could potentially attract students from
all over the state and region.
Such a program might convince our growing population of undergraduate Spanish majors
to pursue graduate studies. From 2005 to 2009 our Capstone Course for Spanish Majors
has been taught as an “Introduction to Translation”. Many students have demonstrated
exceptional aptitude for translation and all have expressed a desire for more training and
preparation for careers in translation. It is likely that we could have lured our best
students back after they completed Fulbrights and other opportunities. Erin McCoy (B.A.
2007) and Selene Black (B.A. 2009), both students who exceeded expectations for
undergraduates and expressed desire for further training in translation, are currently
Fulbright Scholars).
We currently offer a graduate translation seminar every other year and it is always full.
At the graduate level, many students from Spanish 638 (Translation: Theory and
Practice) have stood out for their potential and desire to pursue a career in translation. For
example, Zahir Mumin (M.A., 2007) is enrolled in a translation program at SUNY.
Roberta Kern (M.A., 2006) is enrolled for an upcoming program at UNC. These students
would have continued at the University of Louisville if such a program had been
available here. We are losing valuable and talented human resources.
The Department of Classical & Modern Languages has two full-time faculty members
(one tenured and one tenure-track) whose major field of expertise is translation. Dr. Clare
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Sullivan completed her Ph.D. in Spanish at New York University with a concentration in
translation. She has translated two books in translation and written several articles on
translation theory. Dr. Bonnie Fonseca-Greber studied at the illustrious Monterey
Institute of International Studies where she received training in translation techniques and
technology.
In addition, three members of the CML faculty have significant experience in translation.
Dr. Rhonda Buchanan has published literary translations and received the prestigious
NEA Translation Fellowship in 2006 for her work with Mexican writer Alberto RuySánchez. Dr. Mary Makris has taught translation seminars and translated for local
organizations. Dr. Aristófanes Cedeño translates psychological articles regularly for the
Infant Mental Health Journal. Dr. Cedeño also works as an interpreter for local agencies
in health and legal sectors.
e. Describe the impact the certificate program will have on other programs within the
University.
The Latin American and Latino Studies Program educates students about the complex
issues and realities of the diverse peoples and cultures of Latin America and the United
States. For students graduating with a certificate from LALS, a translation certificate
would be a natural next step toward a productive career in the field.
The number of Spanish undergraduates and graduates in the Department of Classical &
Modern Languages has grown remarkably in recent years. A translation certificate would
give practical and marketable skills to students who have earned such a degree. It would
allow students who are already involved in the Louisville community to impact its
citizens in a practical and positive way.
In addition, translation is a valuable skill for professionals in the health and legal fields.
Such a title could certainly make the difference for someone on the job search or seeking
admission to professional school in these two fields. Students in the Schools of Nursing,
Medicine and Law might choose to combine a translation certificate with their studies.
In particular, the program will include an 8 credit hour elective concentration in Health
and Medical Care. Post-BA students fluent in English and Spanish who elect this option
will complete a 3 credit hour course in Medical Terminology that will be offered on-line
during the fall and spring semesters. They will enroll in the “From Bench to Bedside:
Introduction to Clinical Research” PHCHI (Public Health Clinical Internship) 501 course
(1 credit) offered in the Summer Semester. This course will introduce them to current
frontiers in medical and translational research. Finally, they will complete a 3 credit hour
Practicum (approximately 200 hours) with CTSI (Clinical Translational Research
Institute) researchers or with faculty engaged in outreach activities in the Hispanic
community across the Commonwealth. They will, for example, assist researchers on
such tasks as translating Informed Consent Forms; Case Report Forms; or prepare
announcements of research findings for release to the community. Alternatively, students
may complete their practicum working with the CTSI Community Core under the
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direction of the Dr. A. Troutman—Dir. of the Louisville Metro Dept. of Health and
Wellness.
Furthermore, the Kent School of Social Work has already sought collaboration with the
Spanish Section of the Department of Classical & Modern Languages in order to
facilitate communication with peer institutions in Mexico. Kent also encourages its
students to pursue Spanish studies so as to make them more marketable and clientfriendly. Students in the various programs at Kent would also consider a translation
certificate along with their studies in social work.
f. Describe any exceptional circumstances that favor the development of this program
(special facilities, grants, patrons, etc.)
As stated above the Spanish-speaking population has experienced record growth on both
regional and national levels. Many agencies and businesses are ill-equipped to deal with
the demands of Spanish-speaking clients and consumers. Louisville, unlike larger
metropolitan areas such as Chicago, New York or Los Angeles, does not possess a large
number of native bilinguals. Well-trained students can fill this need for translators.
In addition, the translation agencies in Louisville (In Every Language, Cardinal
Translation Services, Languages Unlimited, TALK Foreign Language Service) are eager
to support such a program in order to ensure that they have a greater pool of well-trained
translators for their professional needs.
g. Explain why this proposed certificate program is appropriate for the student or
community rather than a degree program.
The certificate model is more appropriate to fill the need for trained translation
professionals because it is more flexible. It allows students in a variety of disciplines and
fields to acquire the basic skills and theory to enter the field, and it is available to
working professionals who desire to improve those skills and expand their knowledge
without completing an entire degree program.
II. PROGRAM DESCRIPTION
2.1 Admission
Applicants should meet the standards of general admission to the University and any
specific requirements of the academic unit admitting the student.
a. List and explicitly define the qualifications required for admission to the certificate
program, and provide a rationale for each.
Certificate candidates must possess fluency in both Spanish and English. They should
also demonstrate intellectual maturity, personal integrity, excellent communication skills
and a broad cross-disciplinary academic background. Translation candidates should
distinguish themselves by ease of written expression in both languages.
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Applicants to the Graduate Certificate in Translation (English/Spanish - Spanish/English)
must be admitted to Graduate Studies at U of L. They must meet the requirements for
admission to their own degree program, or as a non-degree student in the graduate school.
To be admitted to the Certificate Program, students must have completed a B.A. or B.S.
with a minimum overall GPA of 3.0 and 3.3 in their major.
b. Indicate specifically what documentation applicants will be required to provide and
give a brief rationale for each.
In addition to fulfilling the requirements for admission to the graduate school, a student
applying to the Certificate Program must pass an entrance examination to prove written
fluency in both languages
c. If exceptions are anticipated to either a. or b. above, indicate what circumstances
might warrant considering other qualifications or other documentation and indicate how
these exceptions will be handled.
d. Indicate the person(s) responsible for securing and reviewing the appropriate
documents and judging an applicant's qualification for admission (program director,
admissions committee, program committee, etc.).
The Director of the Graduate Certificate in Translation (Spanish/English –
English/Spanish) and the Director of Spanish Graduate Studies in the Department of
Classical & Modern Languages will evaluate each applicant’s qualifications for
admission and decide on acceptance into the graduate certificate program. Where
appropriate, these persons may consult with other representatives from the departments
and programs that participate in the program.
e. If the program must restrict admissions because of limited resources, indicate how
selection will be made among those who meet minimum program admission standards.
In order to maintain small class size and keep the supervision of student internships
manageable, the certificate program will not have more than 20 students at any one time.
If demand exceeds that amount, students will be chosen for admission based on their 1)
previous academic or translation record; 2) letters of recommendation; 3) Entrance
examination. Admission to the program will take place in fall semester only.
2.2 Curriculum
The certificate program must include a minimum of 12 semester hours and a maximum of
23 semester hours. The program must be clearly identified and labeled as a certificate
program.
a. Describe the certificate program curriculum and provide a rationale for each part.
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The certificate requires completion of a minimum of 21 credit hours focusing on
comparative grammar, professional writing skills, culture, translation history and theory,
nonliterary translation, and computer translation and terminology management.
1. The minimum requirement for the completion of the graduate certificate in
Spanish Translation is 21 hours.
2. All students must take SPAN 638 (Translation: Theory and Practice),
TRAN/SPAN 662 (Translation Workshop), and TRAN/SPAN 667 (Computers in
Translation).
3. Students must complete a three-hour internship or directed study.
4. Coursework towards the Graduate Certificate in Spanish Translation may count
towards the student’s graduate degree. (Consult the Director of Graduate Studies
in the particular degree program.)
5. For students in the MA program in Spanish, up to six hours of courses may count
toward both the certificate requirements and the MA requirements.
6. Students may complete an optional medical concentration by fulfilling a one-hour
introductory course to clinical research, a three-hour course on medical
terminology and by doing their internship in the medical field.
b. Indicate required courses and activities.
Students must complete 18 hours of translation courses (including SPAN 638,
TRAN/SPAN 662 and TRAN/SPAN 667) as well as a three-hour internship or directed
study.
c. Indicate distribution requirements and list the courses or activities that will meet them.
Translation Courses (12 credit hours):
a). History and Theory of Translation (3 credit hours)
SPAN 638: Translation: Theory and Practice (Change to TRAN/SPAN 661)
b). Translation Practice (6 credit hours)
TRAN/SPAN 662: Translation Workshop
And one of the following courses:
SPAN 634: Spanish for the Workplace
TRAN/SPAN 663: Commercial and Legal Translation
TRAN/SPAN 664: Literary and Cultural Translation
TRAN/SPAN 665: Scientific, Technical and Medical Translation
TRAN/SPAN 666: Medical Terminology
TRAN/SPAN 668: Translation Project Management
c). Computers in Translation (3 credit hours)
TRAN/SPAN 667: Computers in Translation
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Directed Study (3 credit hours):
Directed Study
TRAN/SPAN 669: Spanish Translation Project
Context Courses (6 credit hours. A total of 2 courses chosen from at least two of the
following 3 categories):
NB: Students pursuing an MA in Spanish are strongly encouraged to take courses other
than Spanish
a. Advanced Professional Writing
ENG 675: Studies in Professional Writing
ENG 676: The Rhetoric of Science
b. Linguistics
SPAN 624: Studies in Hispanic Linguistics
LING 630: Language and Culture
c. Culture
HUM 562: Studies in Hispanic Culture
HUM 671: Theories of Culture
HIST 534: The U.S. and Latin America
COMM 630: Communication and Multiculturalism
COMM 640: Communication in Social Service
SPAN 644: Origins and Development of Hispanic Culture
d. Health & Medical Care
PCHI 501: From Bench to Bedside, Introduction to Clinical Research
d. Define any required sequence of courses or activities.
The student must complete certificate-related courses with an overall GPA of 3.0 or
better before qualifying for the final translation project.
e. If the program requires either independent studies, capstone projects, or internships,
identify these explicitly, and in addition to the rationale indicate the resources available
to support them.
After completing the requisite coursework, each student must complete a Spanish
Translation Project. Such practical experience will allow the student to test his or her
skills and knowledge in the field of translation and to assemble a significant portfolio
piece towards acquiring a job as a translator.
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This course will be structured as an independent study. After meeting with the program
director, a student will elect to work in one of the following areas:
-
community organization
translation company
He or she will meet with an advisor from one of the three areas in order to choose an
appropriate text to translate. The student must complete a prospectus describing his or her
project and submit it together with a copy of the text to be translated to the program
director by the beginning of the third week of the semester.
The text to be translated must be equivalent to a minimum of 2,500 words. Alternately, a
group of related texts equaling 2,500 words may be selected. In general, texts chosen for
projects must not be ones previously translated to the target language. The student will
also be responsible for writing a translation analysis of approximately the same length.
The combined documents must be submitted to the advisor and program director no later
than three weeks before the final exam date for the course. The student must submit a
corrected version to both parties by the final exam date.
Community Organizations:
Area Health Education Centers
Americana Community Center
Catholic Charities
CASA: Court Appointed Special Advocates
The Center for Women and Families
Crane House
Just Solutions Mediation Services
The Kentucky Racing Health Services Center
Kentucky Refugee Ministries
Klein Family Learning Center
The Louisville Free Public Library (Iroquois Branch)
Louisville Metro Department of Health and Wellness
Mayor’s Office for International Affairs
The Speed Art Museum
Local Businesses or Translation Companies:
Adhawks Advertising and Public Relations
Cardinal Translation Services
Family Health Services
In Every Language
Languages Unlimited
An alternative to the internship is an independent study conducted with a faculty member.
A student who selects such an option would sign up for a three-hour course with one of
the eight faculty members who have agreed to serve as program mentors. In conjunction
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with his or her mentor the student will prepare an extensive translation (20 pages
minimum) and a theoretical introduction. Each student will be responsible to investigate
appropriate theory and to discuss theoretical and practical questions with his or her
faculty sponsor at regularly scheduled meetings.
Faculty Directors:
Simona Bertacco (Italian)
Rhonda Buchanan (Spanish; literary translation)
Aristófanes Cedeño (Spanish; legal translation)
William Day (Spanish; commercial translation)
Bonnie Fonseca-Greber (French)
Mary Makris (Spanish)
Jennifer Maxwell (Spanish; medical translation)
Clare Sullivan (Spanish)
f. Provide a chart indicating the frequency of the courses that are available to support the
program.
COURSE
SPAN 638/661
TRAN 662
SPAN 634
TRAN 663
TRAN 664
TRAN 666
TRAN 665
TRAN 667
TRAN 668
COURSE
SPAN 669
Translation Courses (12 hours):
2011F 2012S
2012F
2013S
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
2011F
X
2013F
X
2014S
X
X
X
X
X
X
X
X
Final Translation Project (3 hours):
2012S
2012F
2013S
2013F
X
X
X
X
2014S
X
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COURSE
ENG 675
ENG 676
SPAN 624
LING 630
HUM 562
HUM 671
Context Courses (6 Hours):
2011F 2012S
2012F
2013S
X
2013F
2014S
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Not offered 2005-2010
HIST 534
Offered once 20052010
X
X
COMM 630
COMM 640
COMM 690
X
X
X
X
X
Something relevant
offered almost every
semester
SPAN 644
COURSE
PCHI 501
Medical Concentration (4 hours):
2012Summer 2013Summer 2014Summer
X
X
X
g. Include other information appropriate to the proposed program (Are, for example,
some or many of the courses taken unique to this program? Is this curriculum delivered
only at night, only on weekends, only in summer? Does this curriculum require a special
mix of students?).
Currently, the courses TRAN/SPAN 667: Computers in Translation and TRAN/SPAN
668: Translation Project Management are not offered by any other institutions in the state
of Kentucky. All translation courses will be offered in the late afternoon or evening in
order to make them accessible to professionals. This curriculum will benefit from the mix
of Spanish and English-speaking students that our graduate program in Spanish tends to
attract. This curriculum lends itself to on-line classes and such options will be explored
once the program has been established. As a first step in this direction, an on-line class in
medical terminology will be developed in conjunction with the medical school.
h. Include a course description for each course.
COMM 630: Communication and Multiculturalism
Explores the influence of race, nationality, and/or gender on the communication practices
of individuals and their institutions.
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COMM 640: Communication in Social Service
Studies public communication campaigns, e.g., health information and policy campaigns.
COMM 690: Special Topics
May be taken when relevant to cultural communication in general or Latin America
specifically.
ENG 675: Studies in Professional Writing
Selected topics deal with research and theory of writing in the professions including
science and technology, social sciences, business, and law.
ENG 676: The Rhetoric of Science
This graduate seminar in rhetoric examines scientific activities and science writing as
rhetorical enterprises. As a result, we will consider science as "stories" that privilege
certain things and ignores others both in what it does and what it says.
HIST 534: The U.S. and Latin America
This course studies the history of the international relations between the United States
and the nations of Latin America, emphasizing economic, political, and ideological
development.
HUM 562: Studies in Hispanic Culture
An introduction to the wide variety of cultures represented by the Hispanic world, with
special emphasis on the indigenous and Afro-Caribbean.
HUM 671: Theories of Culture
This course will offer a representative sample of cultural theory from such wide-ranging
disciplines as anthropology, literature and political science.
LING 630: Linguistics and Culture
Investigates of the role that language plays in culture: theories and applications of culture
through language systems
PHCI 501: From Bench to Bedside
This one-hour course introduces students to clinical research.
SPAN 624: Studies in Hispanic Linguistics
This course requires intensive study of a particular topic relating to language use and/or
interaction (e.g., Semiotics, socio-pragmatics, discourse analysis, classroom interaction,
language pedagogy).
SPAN 634: Spanish for the Workplace
Develops skills and vocabulary necessary for the workplace with an emphasis on Spanish
for special purposes/professions.
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SPAN 644: Origins and Development of Hispanic Culture
Concentrates on particular topics in order to examine the development of Hispanic
culture and identity, from Medieval Spain and Pre-Columbian Spanish America to the
beginning of the modern period.
SPAN 638 (TRAN/SPAN 661): Translation: Theory and Practice
Introduces translation studies including the theory of translation, translation as a
profession, and translation practice. Focus is on application of principles of translation in
guided practice.
TRAN/SPAN 662: Translation Workshop
Requires active practice in translation of documents from a variety of genres.
TRAN/SPAN 663: Commercial and Legal Translation
Translation of texts of a specialized nature, with emphasis on the areas of legal,
economics, business and banking. Methods of research and documentation.
TRAN/SPAN 664: Literary and Cultural Translation
Teaches methods and practice of literary translation in the context of cultural and
translation theory.
TRAN/SPAN 665: Scientific, Technical and Medical Translation
Provides practice in translation of texts of a technical nature, including the areas of
computer, medicine and the natural sciences; compilation of selected bibliographies in
the field of specialization and the completion of a major translation project.
TRAN/SPAN 666: Medical Terminology
On-line course that introduces students to a range of medical terminology in both Spanish
and English.
TRAN/SPAN 667: Computers in Translation
Introduces the role of technology in translation including documents in multilingual
contexts, terminology and computer applications for translation, localization and project
management.
TRAN/SPAN 668: Translation Project Management
Introduces project management as it applies to language industry projects (translation and
localization). Topics include nature of the language industry, work breakdown structures
such as industry tasks and activities, scheduling, costing, quality assurance and use of
project management software.
TRAN/SPAN 669: Translation Final Project
As the culminating activity of the translation certificate, each student will complete an
original translation in cooperation with a faculty advisor, a community organization or a
local translation agency.
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2.3 Experiential Components
For programs that have an experiential component (for example: cooperative internship,
clinical, practicum, fieldwork, etc.):
a. Provide a rationale.
A Certificate in Spanish Translation prepares a student to work as an independent or inhouse translator. Students pursuing the medical translation concentration have the
opportunity to work with researchers and clinicians in the CTSI context. For the required
Final Translation Project, a student has the option to work with a local organization or
translation agency. Such an experience gives the student an essential opportunity to
interact with the community as a professional and to hone his or her skills.
b. Discuss the objectives of this component and how these experiences are integrated into
the overall curriculum.
a. All final project sites must be approved by the program director. At the start
of the semester, student must submit a prospectus together with a copy of the
text to be translated.
b. At mid-term time, the student must hand in a 2-page précis of the text and the
preliminary list of terms to advisor and program director.
c. Students must submit a final translation (the equivalent of a 20-page
document) to the organization and the program director.
d. Supervisors at the organization or agency will submit a written evaluation that
will, together with the final translation, comprise the grade for the class.
c. List and discuss the nature of the experiential sites used in this program.
This list of possible sites for the final project consists of approved community and
business organizations that have committed themselves to sponsoring a student translator:
Adhawks Advertising and Public Relations
Americana Community Center
Cardinal Translation Services
Catholic Charities
CASA: Court Appointed Special Advocates
Crane House
The Center for Women and Families
Family Health Services
In Every Language
Just Solutions Mediation Services
Kentucky Refugee Ministries
Klein Family Learning Center
Languages Unlimited
The Louisville Free Public Library (Iroquois Branch) Community Outreach
Coordinator, Sophie Mayer 574-1720 (New Branch in Newburg)
Mayor’s Office for International Affairs
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The Speed Art Museum
CTSI
Area Health Education Centers
The Kentucky Racing Health Services Center
Louisville Metro Department of Health and Wellness
A supervisor at each site will work closely with the student to monitor his or her
progress. The organization will benefit by receiving a professionally translated document
at the end of the internship.
d. What is the student-faculty FTE ratio for the experiential sites and how does this affect
faculty workload?
A faculty member (from the list of participating faculty in Appendix C) will meet with
each student twice during the semester (once at the beginning and once at mid-term) to
discuss plans and progress. This faculty member will be assigned according to his or her
specialty and the individual student project. This means the faculty member will be
working directly with approximately 1-3 students. During the course of the final project,
the student will report directly to a supervisor within the sponsoring organization.
2.4 Accreditation/Certification
If there are recommended curricula and/or other program standards available from an
accrediting body, certifying agency, or professional society, identify the source and
compare the proposed certificate program with the recommendations and/or standards.
There is no recognized process for accrediting or certifying programs in translation.
However, individual students who wish to be accredited as certified translators are
encouraged to seek accreditation through the American Translators Association.
2.5 Evaluation
Define the expected outcomes and how they will be measured.
The graduate certificate program is structured (see 2.2, 2.3) to ensure that students
complete coursework and experiential components. The expected outcomes of such study
are:
1) demonstrable mastery, appropriate to the quantity and level of coursework and
experiences completed; and
2) evidence that the certificate program prepared students as intended either for
suitable employment or for further graduate/professional study.
In order to demonstrate mastery in the field, students will take an exit exam based upon
the American Translator’s Association language exam. We hope to have 2 graduates
from the program after the first year and five after the second year, with an approximate
increase of 3 per year as shown in the chart on page 6.
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By 2013 we will develop an outcomes assessment model for the graduate certificate
program with three components. The first will involve reviews by a faculty committee of
student translations. We will also conduct surveys of local translation agencies, in order
to determine the number of translation activities produced by our students and the
number of jobs held in the field. Finally , we will evaluate its curriculum to consider the
need for additions or subtractions to the required courses.
III. ADMINISTRATION OF CERTIFICATE PROGRAMS
3.1 The Program:
a. Identify the office responsible for the administration of the program, record keeping
and accountancy.
The Department of Classical & Modern Languages will be responsible for the
administration of the program, record keeping, and accountancy. Clare Sullivan,
Assistant Professor of Spanish in the Department of CML, will serve as Program
Director. Students will be advised in the certificate program by the Director.
b. Describe the possibility of collaboration with other institutions including articulation,
transfer, or duplication of programs.
As noted above, there are currently no other significant ongoing graduate programs in
Translation in Kentucky. The UofL Graduate Certificate in Translation (EnglishSpanish/Spanish-English), however, will prepare students to continue their education in
other graduate programs at U of L or at other institutions. For example, nursing students
may wish to complete the certificate as part of their education and Partnerships with nonprofit organizations and businesses in the community form an integral part of this
program.
3.2 Reviews:
All certificate programs will be reviewed in accordance with guidelines established by
the University Program Review Committee.
After its first three years of operation, the Graduate Certificate in Translation (EnglishSpanish/Spanish-English) will be reviewed in accordance with guidelines established by
the University Program Review Committee.
3.3 Programs Must Be Approved By:
Programs should be submitted by the unit Dean to the Provost. The Provost's Office will
coordinate the review process.
a. Unit appropriate curriculum committee(s)
b. Unit Dean
c. Faculty Senate Budget Committee
d. Faculty Senate Academic Programs Committee
e. Graduate Council (graduate programs only)
f. Faculty Senate
g. Provost
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h. Board of Trustees
IV. RESOURCES
4.1 Resources Required
a. Describe the facilities to be used for this certificate program.
This program will make use of existing classroom and office space.
b. Provide a statement from the library concerning the availability of current and
proposed library resources.
See attached letter.
c. Faculty
Tenure-track, tenured, and affiliated faculty, by department, are as follows:
Classical & Modern Languages
Rhonda Buchanan
Aristófanes Cedeño
William Day
Bonnie Fonseca-Greber
Mary Makris
Clare Sullivan
Humanities
Simona Bertacco
Medical School
Julio Ramirez
Jesse Roman
School of Public Health and Information Sciences
Carlton Hornung
Irma Ramos
Consultant
Jennifer Maxwell
1) Submit abbreviated curriculum vitae of all faculty involved in this certificate
program.
See Appendix C.
2) Describe where and how faculty will participate, including term and part-time
faculty.
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Faculty will participate by teaching courses that have been approved for the
Graduate Translation Certificate. As noted above, one faculty member from the
Department of Classical & Modern Languages will serve as Director of the
graduate certificate program. Among other things, the Director will supervise
student final projects. Faculty will also contribute by developing new courses
relevant to the program. The Department of Classical and Modern language does
not, by tradition, give AWP credit for developing new courses.
As the program grows, it would be important to add new tenure-track faculty. No such
request is made at this time.
4.2 Budget Request
a. Use the attached budget forms for all program expenditures revenues.
The Graduate Certificate in Translation is built around departments, faculty and courses
already in place at the University of Louisville as well as partner institutions within the
greater metro community. The program hopes to benefit in particular from its association
with the CTSI Grant within the medical school. The CTSI has included the Graduate
Certificate in Translation in their grant application and, if the grant is funded, the
certificate program stands to benefit from an increase in financial and personnel
resources. The program budget, however, does not depend upon such support.
As it grows, the program will seek a new hire in translation with a specialty in technical
and/or medical translation in order to adequately train students for the opportunities that
abound in the field. As long as the program is housed in the Department of Classical &
Modern Languages, CML will meet the costs associated with the program’s director and
staff. CML will also meet the costs for part-time faculty and staff support.
It is hoped that the program will eventually obtain funding from tuition recovery or
through on-line courses. Dean J. Blaine Hudson has agreed to fund .33 of a Full-time
faculty salary to develop an on-line course in medical terminology. During the
subsequent two years of the program, this individual will be paid at 1/10 of a salary in
order to teach the course.
The program expenses are as follows (See Appendix D, which allows for a 1% increase
in the salaries of the Director, faculty and staff.)
1. Two course-releases for the program Director, to be met with 2/10 of a 2009-2010
salary of $50,000 and fringe benefits (28.5% of salary) (paid by CML as
described above).
2. One third of a 2009-2010 nursing salary of $75,000 and fringe benefits (28.5% of
salary) to develop a course in medical terminology. During the subsequent two
years of the program, this individual will be paid at 1/10 of a salary of $75,000
and fringe benefits (28.5% of salary) to teach the course. (paid by the College of
Arts and Sciences)
3. Part-time faculty support, to be met with 1/10 of a 2009-2010 salary of $39,000
and fringe benefits (28.5% of salary) during the first two years and 2/10 of a
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2009-2010 salary of $39,000 and fringe benefits (28.5% of salary) during the third
year of the program. (paid by CML)
4. Part-time staff support, to be met with 1/10 of a 2009-2010 salary of $27,205 and
fringe benefits (28.5% of salary) (paid by CML as described above).
5. Software (licenses to basic translation software such as Lingo and Translator’s
Toolbox for two faculty member) at 2009-2010 rates will cost $200 a year.
Supplies (publicity material, stationery, etc.) at 2009-2010 rates will cost $500 a
year. (paid by CML)
6. Travel (for faculty to visit model programs and attend short courses). At 20092010 rates, travel will cost $1,000 a year (paid by CML).
4.3 Financial Aid
Please note that in order for students enrolled in a certificate program (see attached
sheet from the Financial Aid Office) to be eligible for federal financial aid, the program
must secure approval from the Department of Education (DOE), a process that takes
three to six months.
Each new certificate program must be approved separately.
Is DOE approval desired for the program? _X_yes ____no
If yes, after the Board of Trustees approves the program, the Provost's Office will notify
the Financial Aid Office which immediately will apply to DOE for financial aid eligibility
for this program
V. MAJOR REVISIONS OF CERTIFICATE PROGRAMS
5.1 Revisions
Revisions of certificate programs that substantially alter the
purpose of the program must be submitted as a new proposal.
VI. PROGRAM DELETION PROPOSALS
6.1. Deletions
A. Certificate title, unit responsible for program
B. Rationale for deleting the program
C. Concurrence of appropriate committees, Dean, etc.
Appendix A: Letters of Support, received or coming
Terena Bell, CEO, In Every Language
Dr. Rhonda Buchanan, Program Director, Latin American and Latino Studies
Dr. Carlton Hornung, School of Public Health and Information Sciences
Bart Irwin, Associate Director, Family Health Centers
Aida Juric, Translation and Interpretation Coordinator, Catholic Charities
Augustus Mastri, Chair, Department of Classical & Modern Languages
Claudia Peralta-Mudd, Director, Mayor’s Office for International Affairs
Jacqueline Van Houten, World Language and International Education Consultant, Kentucky
Department of Education
Bryan Warren, Director, Crane House
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Appendix B: Letter of Support from University Libraries
and Evaluation of Library Resources
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Appendix C: Curricula Vitae of Participating Faculty
Simona Bertacco (Humanities)
Rhonda Buchanan (CML)
Aristófanes Cedeño (CML)
William Day (CML)
Bonnie Fonseca-Greber (CML)
Carlton Hornung (Medical School)
Mary Makris (CML)
Jennifer Maxwell (Consultant)
Julio Ramirez (Medical School)
Irma Ramos (Medical School)
Jesse Roman (Medical School)
Clare Sullivan (CML)
Appendix D: Budget
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