Christine Monikowski, Ph.D. Assistant Professor Annual appraisal. I. Primary area of responsibility. A. Teaching
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1 Christine Monikowski, Ph.D. Assistant Professor Annual appraisal I. Primary area of responsibility A. Teaching During the Fall quarter, I offered Second Language Acquisition in Adults: part I. This was the second time I offered this particular workshop and I was pleased with the outcome. Participants wrote comments on their evaluations such as: really enjoyed the presentation and look forward to further discussions regarding this topic and presented information in an organized manner...what I was looking for. I also offered a new workshop, Sometimes I Have to Interpret, which was quite successful for the first time. I also taught ASL Grammar Practice, the course Dorothy Wilkins and I co-teach. We made a number of changes in that course, this third time around including creating a videotape (to compare L1 and L2 signers) and modified the requirements (based on previous evaluations). Course evaluations included comments such as, having two perspectives is essential and the information I gathered from the two instructors was invaluable and set up clear, achievable goals so we could walk away with some increment in skill in a specific area. Dorothy and I were pleased with this course. I also co-taught a Tutoring: Wallace Memorial Library with Beth Ann Bull. This course was in response to a special request from the library staff and we presented a general introduction to ASL, Deaf Culture, and offered signs specific to their area of expertise. This was an enjoyable experience and the participants in the class were extremely motivated and enthusiastic. Comments on course evaluations included, made me feel more at ease with attempting to use sign the team approach makes a huge difference, even flow of material...[got] people to participate without embarrassment of making mistakes. In addition, as a result of this class, we recommended a follow-up, special ASL I course to be offered over two quarters for the library staff. I also offered Faculty Tutoring for two individuals. One faculty member required two hours a week of drill work and classroom visitation. The other was involved in a special distance education project and I functioned as a consultant, offering suggestions for the videotape he was producing with ITV. I also had the opportunity to teach one course in the Interpreting Program: Voicing II. This was the second time I taught this course and I felt much more comfortable this time. Students gave my class an overall rating of 4.6 and gave the instructor an overall rating of 4.6, writing such comments as: very motivated, especially for 4 to 6 at night, Chris has a really great grasp on how to help the students; I love the feedback sessions; even if I felt crappy about my work I always left feeling good about MYSELF. In the Winter quarter, I taught ASL I, for the first time and it was extremely challenging. I was fortunate to have the opportunity to meet with Sam Holcomb approximately four times during the quarter; he was extremely helpful and
2 shared his experiences with that class with me. I believe the hard work was worthwhile, as comments on the course were quite positive: if a mistake was made, she didn t make you feel like an idiot but gave you credit for trying, she made making mistakes safe, she was extremely patient with all of us beginners. I also offered my favorite workshop, The Difference Between the Right Word... This workshop requires a videotape from the participants, prior to the presentation which tends to reduce the number of participants but always seems to be a worthwhile experience for those who follow through. Their course evaluations included comments such as, ensures that everyone understands her, the videotape with feedback is very helpful, and class activities were very good. I also taught two courses in the Interpreting Program: Introduction to Interpreting and Expressive Transliteration II. It was the second time I taught Intro, and I felt much more confident (and competent) this time around. It was the first time I ve taught Translit II; fortunately, Linda Siple and Marilyn Mitchell were teaching the other two sections and the periodic discussions about the course were extremely helpful. I presented feedback to the students using a videotaped split-screen approach, an innovative approach suggested by Linda Siple, which was quite successful and I look forward to using this approach again, in an appropriate course. During the Spring quarter I offered two workshops: Second Language Acquisition in Adults, part II and The Difference Between the Right Word (both were repeats ). I also co-taught ASL Grammar Practice with Dorothy Wilkins. We had seven participants, an energetic and motivated group. At this time, course evaluations are not available but, judging from in-class feedback, people thought this class was quite helpful. In the future, Dorothy and I want to offer this course once a year, rather than twice; we would prefer twelve or fourteen people in one class, rather than six or seven in two. I also offered Faculty Tutoring to one faculty member who will be teaching a graduate course in the MSSE program this summer. We reviewed her course material, manner of presentation, and signs; this was very interesting! At this time, evaluations for the faculty/staff sign courses are not yet available. I also taught two sections of Voicing I this quarter. This is the first time I have ever taught two sections of the same course in the same quarter/semester; having the opportunity to teach eighteen students the same information is fascinating! These students were, for the most part, extremely hard-working and energetic which made my work easier. At this time, evaluations for this course are not yet available. Distance Education: Distance learning is one of the hottest topics in education circles today. During the Winter quarter, I contacted the ISC at RIT and established a VAX NOTES conference for my Transliteration class. This was my first attempt at moderating a conference, and it went quite well (even with only ten students). During the Spring quarter, I again established a VAX conference for two sections of Voicing I (eighteen total students). This time, it was a great success. Students had the opportunity to discuss issues related to interpreting, but for which we do not have time in class (e.g. Code of Ethics, the RID, etc.). Despite the extra work of moderating the list on a regular basis, I plan to continue this practice with my interpreting courses. This technique offers an added dimension that may otherwise be impossible to include in a course. It
3 enables students to practice professional discussions, with the instructor as model. B. Professional development I am quite pleased to report that I attained the Professional level of certification from ASLTA this past year. I attended a workshop entitled Opportunities in Distance Learning offered by Dr. Norman Coombs, CRTL Visiting Scholar/RIT Department of History. As a result of this workshop, I had the good fortune to develop a mentoring relationship with Norm. He has been quite supportive and helpful as I developed two distance education workshops (see Primary Area of Responsibility/Professional Development/Professional Activities, 1A III, below) and as I created VAX NOTES for my interpreting students (see Primary Area of Responsibility/Teaching, IA, above). II. Communication skill development Co-presented a workshop for the Spoken Communication Techniques and Strategies series sponsored by the Steering Committee on Communication: Varieties of Language and Communication with Barbara Ray Holcomb Attended the following ASL Lecture Series events: - Use of Addition in Sign Language Transliteration - Dr. Linda Siple - Critical Periods - Dr. Susan Fischer - How do Deaf People Become So Expressive - Dr. Marina McIntire III. Professional activities Published: Learning a Second Language as an Adult, The Endeavor, Summer Chairperson, Conference of Interpreter Trainers biennial convention in Little Rock, October Responsibilities include: coordination of Call for Papers, selection of presentations, development of actual convention schedule, planning keynote speaker, establishing a budget for my committee, etc. Paper submitted to the annual volume of the American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs: Language Learning: Policy, Practice, Performance with Donna Gustina Paper submitted to the Journal of Deaf Studies and Deaf Education: The Impact of Classroom Communication on the Academic Achievement of Mainstream Deaf and Hard of Hearing Students with Gary Long
4 Refereed presentation at the National University Teleconference Network annual conference in Newport, RI, June 1996: Technology and the Teaching of Discourse Mapping in American Sign Language Co-presenter at the Registry of Interpreters for the Deaf biennial convention in New Orleans, August 1995: Training the Trainer with Anna Witter-Merithew Co-developer of workshop, offered on-line, for interpreter educators around the U.S.: The Interpreting Classroom and Your Computer with Elizabeth A. Winston. This four-week workshop was conducted entirely via the Internet. The goal was to explore computers and the Internet as tools for enhancing the interpreting classroom, with specific examples of classroom strategies. This workshop was sponsored by Equal Access to Software and Information (EASI), with a grant from the American Association for Higher Education (AAHE). Collaboration with Susan Fischer and Gary Long: We continue to make progress on our project, Characteristics of Successful Interpreters. We are in the middle of collecting data. Collaboration with Robert Frisina and Linda Siple on the possibilities of using a 3D video monitor to learn ASL: We spent the year solving equipment problems, creating the stimulus material, and running subjects. At this point, we are still scoring videotapes and hope to being some data analysis this summer. IV. Campus and community activities A. Service to NTID Chairperson of the Center for Arts and Sciences Curriculum Committee (through December 1995): responsibilities included setting the weekly agenda, monitoring the work of the individual CDTs, and updating the Center Director on a biweekly basis. Under my leadership, all eight CDTs presented their completed Preliminary Rationales to the NCC for review (December 1995), a major step in the curriculum development process for CAS. Member of the Center for Arts and Sciences Curriculum Committee (December 1995 through June 30) Master of Science in Secondary Education for the Deaf: In October, I sat on a panel to discuss Bilingual/Bicultural Education for the Deaf, offering my perspective on language acquisition. In March, I reviewed applications for acceptance to the program. Member of the CSLIE Feasibility Study Team for the establishment of a B.S. degree in ASL/English Interpretation Department representative at the NTID Open House in October. Supervised interpreting students at two Red Cross blood drives held this year in October and March.
5 Participated in Career Day for students in our interpreting program B. Service to RIT RIT Women s Network: served as a member-at-large for the academic year Interpreting: I interpreted for a presentation by a deaf faculty member at the RIT Family Weekend in October. Interpreting: I team-interpreted one RIT course for each of the three quarters of this academic year. C. Service to the community Workshop, June 27 and 28: The Role of the Educational Interpreter for interpreters in Watertown, NY (sponsored by BOCES, Watertown) Workshop, April 26 and 27: Introduction to ASL Linguistics for working community interpreters in Rochester, NY (sponsored by Communication Services, Inc.) V. Additional Activities/events A. Teaching CSLIE Summer Institute 1995, Introduction to Linguistics Summer 1995: visiting lecturer in Assessment course, M.A. in School Psychology (Gary Long, Associate Professor) B. Communication C. Professional Activities presentation at NTID Day of Collegial Sharing: workshop Who is a good language learner? June 6, 1996 mentoring current interpreting student: one of the students in our interpreting program offered a workshop to other students and faculty on Feedback ; he and I met a number of times prior to his presentation to adapt his information to this specific audience mentoring DIS interpreter: we met approximately four times to discuss a workshop he had been invited to present (out of state)
6 mentoring DIS interpreter (my former student from the University of New Mexico) on the application process for graduate schools (M.A. in Linguistics) advising current doctoral candidate: although not a member of her Dissertation Committee, I have met with her several times to discuss ASL, L2 acquisition, etc. I continue my work as coordinator of the Conference of Interpreter Trainers bimonthly newsletter article on Research News.
7 D. Campus and community activities Member of the Research and Evaluation Subgroup (RES) of the Steering Committee on Communication (through academic year 1997): appointed by the Chair of the Steering Committee on Communication. This committee is responsible for reviewing research requests for access to the SCPI data base; this Spring, we completed our annual report to the SCC. Department representative: During this academic year, I was invited to meet with visitors from the following institutions to discuss the teaching of ASL as a foreign language, interpreter education, and language acquisition: - University of Mississippi - Tsukuba - University of Wolverhampton, England
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