*Reviewers/Readers: This is a syllabus for my ASL 1 class with all the details for
students to follow on a 120-hour class schedule.
ASLI 1100 American Sign Language I
Revised 2/18/2013
ASLI 1100 Course Syllabus
Instructor: Dan Mathis
Email: dan.mathis@datc.edu
Office Phone: 866-948-4755
Office location: Main Campus #2002
Classroom Schedule: T & TH 12:00pm-3:00pm, January- May 2013
Classroom location: Main Campus, #2002
Advisement Hours: T & TH 9:00am-11:00am and 3:00pm-3:30pm
Introduction
Welcome to the DATC. We are pleased you have chosen to continue your education by enrolling in
this course. Unlike interpreting courses, this ASL course is lock-step, requiring class attendance and
participation as scheduled. Students taking this course are expected to demonstrate competency
through a variety of assignments and assessments. Specific requirements for successful course
completion will be outlined in this syllabus.
Course Description
This course introduces students to basic acquisition of ASL. Emphasis is on comprehension and
production skills as well as preparatory fingerspelling. We will also be learning ASL numbers,
vocabulary, syntax, simple handshape classifiers and basic grammatical features. Wh-word
questions in ASL structure will be introduced to help students begin an ASL conversation. This
course also includes basic spatial comprehension in grasping and describing two-dimension (2-D)
patterns, figures and shapes. As part of the ASL program, basic video media training will be offered
for students to develop skills in producing video media for their ASL assignments and projects
throughout the program.
Course Goals
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Students will be able to develop basic ASL conversational skills, gain practical skills for
utilization in appropriate contextual settings for everyday communication in basic ASL.
 Students will develop knowledge related to introductory cultural awareness necessary for
appropriate interaction with the Deaf Community.
Course Objectives
Students will be able to do the following objectives:
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Demonstrate mastery of basic language functions found in ASL including following
conversational rules such as attention-getting and turn-taking, asking simple questions,
explaining need, interrupting conversations, expressing uncertainty, apologizing,
responding to information, confirming and correcting information, identifying people,
giving locations and commands, offering assistance, accepting/declining offers, asking for
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clarification, explaining relationships, asking/telling how long and how old, contradicting
opinions, solving conflicts and telling time.
Demonstrate appropriate grammatical facial expressions and body postures during ASL
conversation.
Demonstrate mastery of basic signs such as family, environment, school, activities, time,
numbers, schedules, etc.
Communicate simple and moderately complex sentences using ASL.
Use basic skills in fingerspelling, ASL number and handshape classifiers.
Recognize and use basic ASL grammatical markers.
Develop ability and confidence to follow and express ideas, concepts and feelings via
gestures, facial expression, pantomime and body language while engaging in Visual Gestural
Communication (VGC).
Discern various 2-D patterns, figures and shapes as described by other signers.
Clearly illustrate 2-D patterns, figures and shapes to another signer.
Interact appropriately with the Deaf community outside of classroom.
Develop video capturing and editing skills to record and produce ASL work.
Course Length
120 hours
This course runs on a lock-step schedule which means you are expected to come to class and
complete your assignments on schedule. It is mandatory that you make your best effort to attend on
a regular basis and complete class work in a timely fashion.
Course Materials
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Textbook: Moore, Matthew S. and Linda Levitan. For Hearing People Only. 3rd ed. M S M
Productions Ltd., 2003. ISBN: 0963401637.
Workbook: Mikos, Ken, Cheri Smith and Ella Mae Lentz. Signing Naturally Student
Workbook: Level 1. Dawn Sign Press, 1993. ISBN: 0915035200.
ASLI 1100 American Sign Language I Curriculum
2GB (or higher) flash drive
Notebook
Grading Practices
You must receive an 84% on all exams and assignments to pass this course and advance to
American Sign Language II. Only one quiz and one test make-up is allowed. It will be given before or
after class on the next class day. Grading for this course is based on the student workbook (10%),
quizzes (40%), weekly reading reflections (20%), video projects (25%) and storytelling (5%).
Evaluation rubrics for video and storytelling projects will be provided to students by the instructor
in class.
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Course work point system:
Course work (100%)
Points
Workbook (10%)
Your points
100
Reading reflections (20%)
50
Video projects (25%)
125
Quizzes (40%)
200
Storytelling (5%)
25
Total possible points
500 Your total points=
Letter Grade Chart:
A= 94-100
C= 74-76
A-= 90-93
C-= 70-73
B+= 87-89
D+= 67-69
B= 84-86
D= 64-66
B-= 80-83
D-= 60-63
C+= 77-79
F= 0-59
Course Navigation
Signing Naturally Student Workbook: At end of each module, you will complete the video
activities as explained in every unit in your Signing Naturally Student Workbook and turn your
workbook in to your instructor to grade. Then check off the module workbook video activities you
have completed in Course Assignments.
Weekly Reading Reflections: You will need to select 20 chapters that interest you from the
following chapters in your For Hearing People Only book: Chapters 1, 2, 7, 8, 14, 15, 21, 22, 23, 24,
32, 35, 40, 49, 51, 52, 55, 58, 63, 71, 76, 81, 84, 86, 94, 108, 111, 113, 114, 118, 120, 128, 129, 130
and 131. Read at least one chapter weekly and type a brief summary (at least half a page in length)
including the chapter number and title with your thoughts on your reading. Please do not write
what you read about; reflect on what you read. Turn in your reflection papers to your instructor to
grade. Then check off every reflection you completed in Module Class work Check-off.
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Unit Vocabulary Lists: The Unit Vocabulary Lists are at the end of this syllabus. Each unit, based
on the Signing Naturally curriculum, has specific vocabulary signs to learn for ASL dialogue
purposes. Signs are “English-glossed” for the purpose of making a vocabulary list and practice. Not
all signs are English-dictionary equivalent. Please strive to set aside your “English” and apply ASL
vocabulary in its most meaningful way during your ASL conversations. Do not jump ahead to the
next unit until your class is done with the unit being studied. Using a different sign dictionary is
discouraged. Please check with your instructor if you plan to use one other than what is used for
this course.
Quizzes: Your instructor will hand out the quizzes. Complete each quiz and hand it in to your
instructor for review and grading. Record your score as indicated in each module.
Video Projects: Your instructor will teach you how to create and edit videos on the iMac
computers in the lab. You will complete video projects in which you will sign your project using one
of the iMac computers. Every part of your project should be signed as if you are introducing
yourself to someone else and having a conversation. DO NOT simply give an answer (i.e., one-sign)
to what you need to sign/fingerspell, and please refrain from looking down while signing. Make
sure you are able to sign clearly on the computer monitor from head to waist. You will then save the
project to your flash drive and submit it to your instructor on the due date. Your performance is
based on the accuracy, clarity and fluency of sign production, fingerspelling, numbers, syntax,
grammar and the use of space. The project instructions are found in the Course Supplement at the
end of this curriculum. After your projects are graded, please record your scores in Course
Assignments.
Storytelling Project: Storytelling is an integral part of learning specific ASL skills and becoming a
more fluent signer. Find a short story or fable with two characters. Read and become thoroughly
familiar with the story. Determine how to tell the story using the storytelling techniques described
in the instructions for this project in the course supplement. Record your score as indicated in the
last module. This will be done at the end of the course if time permits.
Course Weekly Schedule: You can keep track of your progress on the Course Weekly Schedule on
page 8 of this curriculum.
Classroom Resources
The ASL-Interpreting classrooms include a reference library for students, including industry
publications, periodicals, manuals, media materials and computers with Internet access. In
addition, students are given opportunities to use equipment and materials currently used in
industry.
Advisement & Open-Door Policy
Your instructor is your primary advisor at DATC and is available for academic advisement during
the hours listed on your syllabus. Your instructor will advise you through a successful training
experience and can discuss your career goals, challenges in the classroom, and any areas of concern.
Your instructor maintains an open-door policy.
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Language & Communication Policy
The target language is ASL which will be the main mean of communication in the classroom. Please
make best effort to refrain from using voice so that you can use ASL to communicate with your
instructor and classmates at all times even though you are struggling or do not understand
everything. This is to ensure that your learning focus is consistent on developing your ASL skills. It
is crucial to maintain respect for using ASL in learning and communicating with other ASL signers.
Employer Advisory Team
The ASL-Interpreting Program Employer Advisory Team is made up of industry professionals who
meet at least twice a year. During the meetings, employers review the program, courses,
equipment, materials, facilities and the learning environment to ensure that what is being taught
aligns with industry practices. They also provide information about the employment outlook in the
field.
Food and Drink Policy
Food and drink is permitted in the ASL-Interpreting Program classrooms. Eating is preferred
during breaks. Students are expected to clean up after themselves, including discarding all trash in
the proper receptacles. Food and drink is not allowed in the lab or on desks or tables containing
electronic equipment, including the televisions and personal computers.
Children/Visitors in the Classroom
In accordance with Student Rights and Responsibilities as found in the Student Handbook
(http://www.datc.edu/files/datc/departments/studentservices/Student_Handbook.pdf), children
are not permitted in the classroom. Visitors who are interested in taking a class and curious what
class may be like are permitted to sit in on one class session. At no time may students bring a
family member or friend on a recurring basis to observe a class.
Cell Phone Use
Cell phone use is disruptive to the classroom and learning process. Cell phones should be turned off
during class time. In the event that you expect an important call or must answer an emergency call,
you should leave the classroom before answering the phone.
Cheating
Every student is responsible for upholding the provisions of the Student Handbook as published on
the DATC website (www.datc.edu), in the catalog, or in the program orientation. This policy
includes provisions regarding cheating, plagiarism, removal or destruction of college property and
unacceptable or unauthorized use of college computers. Incidents of alleged academic misconduct
will be handled through the established procedures of the DATC, which may result in probation or
dismissal.
Services to Students with Disabilities
Student Services and the College Disability Services staff provide accommodations and support to
assist students with disabilities. Students interested in applying for these accommodations should
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meet with a counselor located in the Student Services office. While no specialized curriculum is
offered, it is the role of the College Student Services office to coordinate services and resources to
qualifying students. The first step for a student seeking services is to complete an application for
accommodations then meet with your counselor. Please go to www.datc.edu for further information
about these services.
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