The Office of Curriculum Services

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1 The Office of Curriculum Services PROGRAM CURRICULUM PROPOSAL Curriculum Proposal Title: ASL/English Interpreting (221A) (A.S.) Program and Modifications Curriculum Proposal Originator(s): Program Faculty: Theresa Bugler James Pope Instructional Program Manager: Lori Cimino The Office of Curriculum Services Use Only Once the Office of Curriculum Services receives a complete proposal with the required signatures, a tracking number will be assigned, and a thorough technical review will be conducted with findings communicated to the faculty member(s), Instructional Program Manager(s) or Department Chair(s) and dean(s). Date Received by the Office of Curriculum Services 4/24/2018 Tracking Number Assigned by the Office of Curriculum Services

2 Table of Contents I. Proposal Background and Summary II. Program Content III. College Catalog Program Page Layout IV. Program Sequence/Roadmap V. Information VI. Outline(s) VII. Addenda VIII. Signatures 2

3 I. Proposal Background and Summary 3

4 Guidelines for Completing Section I All sections of the Curriculum Proposal form are required to be completed for all actions identified within the proposal. Specific questions pertaining to programs and courses are located in their respective sections of the form. Please refer to the Curriculum Committee calendar for critical dates and deadlines pertaining to the curriculum process. Proposal Title and Actions Insert the title of the curriculum proposal and place an X in the box next to the action(s) identified within the proposal. Title ASL/English Interpreting (221A) (A.S.) Program and Modifications New Program Modify Program Reactivate Program Inactivate Program Action(s) New Modify Reactivate Inactivate Other Use this space to describe requested action(s) if not selected above. Implementation Term In the space provided, add the two-digit academic year, and then place an X in the box next to the requested academic term for implementation of the actions identified within the proposal. All new programs and substantially modified programs require the College s District Board of Trustees, SACSCOC and Financial Aid approval. Please review the current Curriculum Committee calendar for critical due dates. Implementation term(s) for specific course(s) is/are also identified in the course section of this form. Academic Year 2018 Academic Identifier 2188 Academic Term Fall Spring Summer Based on Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) policy, many new programs are required to submit a prospectus and obtain approval from SACSCOC prior to implementation. See SACSCOC Guidelines and Assessment (Addendum A) for further information. Proposal Summary Provide a brief summary narrative and rationale of the actions identified within the proposal. The Associate of Science in American Sign Language/English Interpreting is one of only five Associate level programs accredited by the Commission for Collegiate Interpreter Education (CCIE) - The current curriculum includes a total of 72 credit hours which includes 21 credit hours of General Education and 51 credit hours of Professional Core; the program is also selective admissions. The mission of the A.S., ASL/English Interpreting is two-fold; to graduate students who can enter the workforce as entry-level professional sign language interpreters and to prepare students for entrance into baccalaureate level ASL/English Interpreting programs. There is a 2+2 Articulation Agreement with the University of North Florida s B.S. in ASL/English Interpreting, however graduates have transferred and graduated successfully from several other programs both in and out of the state, including Gallaudet University in Washington, D.C and the University of South Florida. Effective Fall 2018, the Florida Department of Education Frameworks for the A.S., ASL/English Interpreting degree program will mandate a reduction in credits from 72 credit hours to 66 credit hours. Program faculty and staff were heavily involved in the review of the frameworks which resulted in this reduction of credit hours to support a more manageable A.S. to B.S path for program graduates while maintaining the integrity of the program s curriculum. Additionally, program faculty and staff are proposing the removal of the selective admissions requirement to be replaced by a structure course progression dependent upon course prerequisites. The proposed changes will allow for continued compliance with accreditation standards, a continued focus of the program s strengths, and an increased opportunity for enrollment and interest in the degree program. 4

5 On March 8, 2018 program faculty and staff met to discuss the reduction in credits and brainstormed on various ways the program could handle the reduction in credits. A review of previous recommendations as well as additional new avenues were explored and the final recommendations from that meeting were further ed to the program s Advisory Committee for additional feedback and review. Both program faculty/staff and the advisory committee were in support of those changes. As the program faculty and staff continue to develop the proposal a follow-up meeting occurred on April 16, 2018 to review the previously proposed changes. At that time, additional recommendations were discussed and those recommendations were forwarded to the College Curriculum Committee to ensure the feasible and alignment with current College practice. After gaining support, the new recommendations were forwarded to the Advisory Committee again for their feedback and review. The committee was in support of these newly recommended changes. Below is a summary of the final recommendations: (1) Removal of the selective admissions criteria for the A.S., ASL/English Interpreting program. ENC 1101 or ENC 1101C with a C or higher AND Passing score on the Proficiency of American Sign Language Communication Exam (PACE) The A.S., ASL/English Interpreting will become an open access program and the entrance requirements for selective admissions will be removed. The program s curriculum sequencing and pre-requisites will remain intact to ensure the minimum skill level requirements are maintained upon program entry and for the duration of the program. Changing the status to an open admissions program will in turn require a change pre-requisite for INT 1000 Introduction to Interpreting which has been the gateway course into the program. The existing admission criteria includes ENC 1101/ENC 1101C with a grade of C or better and a passing score on the PACE. We are going to modify this pre-requisite to state - Qualify for enrollment in ENC 1101 or ENC 1101C and either ASL 1130 with a grade of C or better or a passing score on the Proficiency in American Sign Language Communication Exam (PACE). Students who take INT 1000 will continue to have both ASL and English minimum level competencies, but this can will now be able to occur through either coursework or testing, not testing alone. As a result of the above, the INT 1200 Interpreting I: Consecutive Interpreting course will be modified to include the pre-requisite of ENC 1101/ENC 1101C that was removed from INT The modified prerequisite for INT 1200 will become - ENC 1101 or ENC 1101C and INT 1000 with a grade of C or better. This means that truly, the INT 1200 course will become the gate way course, but rather than being admitted into the program manually, the satisfaction of the pre-requisites into this course is what will allow a student to continue enrollment in the program. Rational for the above revision is to allow the INT 1000 course to be more accessible to students who are interested in interpreting but who are unsure or do not fully developed the skills needed to succeed in the program with ASL courses alone. Completion of this course can provide additional skills needed to be successful in program content without creating the barrier to enrollment in the program altogether. It will also increase access for working interpreters who are in need of the content knowledge for preparation to take the National Interpreter Certification (NIC) written exam and for transfer students who have completed this course at other institutions. NOTE: The Commission on Collegiate Interpreter Education (CCIE) 2010 Accreditation Standards states the following for pre-requisites under Standard 5 Curriculum. The program faculty and staff support the above recommendations as able to satisfy this standard. E. Prerequisites 5

6 1. Prerequisites shall be specified as a foundation for the professional education: a. American Sign Language: Language that at least enables them to converse in a culturally appropriate and participatory fashion, to narrate, and to describe with connected discourse. b. English: Students shall possess proficiency in spoken and/or English that at least enables them to converse in a culturally appropriate and participatory fashion, to narrate, and to describe with connected discourse. (2) General Education Requirements Remove 3.0 credits of Math and replace with 3.0 credits of Natural Science. Credit Hours: 21 ENC English Composition I Credit Hours: 3 or ENC 1101C - English Composition I Enhanced Credit Hours: 4 ENC Writing About Texts Credit Hours: 3 SPC Fundamentals of Public Speaking Credit Hours: 3 Humanities Credit Hours: 3 Refer to General Education Requirements. Mathematics Credit Hours: 6 3 Refer to General Education Requirements. Natural Sciences Credit Hours: 3 Refer to General Education Requirements. Social and Behavioral Sciences Credit Hours: 3 Refer to General Education Requirements. Rationale for the above change stems from data which indicates those program graduates who enter directly into the workforce often begin employment as K-12 Educational Interpreters and may lack knowledge in basic Science courses; an important part of the K-12 curriculum. Additionally, program graduates who transfer to baccalaureate programs out of state that include a course on Medical Interpreting in their curriculum, often require a pre-requisite in a Science course. Although the faculty and staff considered the removal of 3.0 credit hours of general education requirements in response to the reduction in credits, the liberal arts content within the program is valuable due to the nature of professional sign language interpreters exposure to an extremely diverse array of content in any given setting. (3) Professional Core Requirements will be reduced and modified in response to the reduction of 6 credit hours overall in the program. Remove ASL 1430 from the Professional Core, do not deactivate, maintain AA elective status (the course objectives from this course will be included throughout all skills courses as fingerspelling and numbering is a skill that requires continues focus in interpreting) Remove INT 1941 from the Professional Core, do not deactivate Revise INT 1930 increase to 3.0 credits and revise course objectives to incorporate objectives from INT 1941 (Portfolio Development, Overview of Interpreting Settings, Field Based Observations (Education, VRS and Community) Revise INT 1201 decrease to 3.0 credits and revise course objectives Revise INT 1942 decrease to 3.0 credits and revise course objectives Revise INT 1203 increase to 4.0 credits and revise course objectives (including pertinent objectives from INT 1942) Rationale for the above changes stems from the need to reduce the curriculum by 6 credit hours. The decision to maintain 21 credits of General Education Requirements comes from the need for ASL/English Interpreters to have a broad knowledge base due to the broad nature of the settings and situations in which interpreters work. Additionally, the courses being removed had course objectives that were able to be absorbed into the content 6

7 of other courses with similar course goals. The redistribution of credits amongst some courses was to allow for those course objectives to have the additional credit hour needed to absorb those course objectives. Additionally, due to the field-based nature of several courses in the program, the need for two practicum courses was not necessary. Professional s Credit Hours: A minimum grade of "C" or better is required in all Professional Core courses. ASL Deaf Culture Credit Hours: 3 ASL American Sign Language IV Credit Hours: 3 ASL 1300 Structure Linguistics of American Sign Language Credit Hours: 3 ASL Fingerspelling and Numbering Credit Hours: 3 <- Remove from program, leave intact as AA elect ASL ASL American Sign Language Discourse Credit Hours: 3 INT Introduction to Interpreting Credit Hours: 4 INT Interpreting I: Consecutive Interpreting Credit Hours: 4 INT Interpreting II: Simultaneous Interpreting Credit Hours: 4 3 INT Interpreting III: ASL to English Interpreting Credit Hours: 3 INT Interpreting IV: Applied Interpreting Credit Hours: 3 4 INT Transliterating and Interpreting: A Comparison Credit Hours: 3 INT Evaluation Preparation Credit Hours: 3 INT Introduction to Educational Interpreting Credit Hours: 3 INT Special Topics in Interpreting Credit Hours: 2 3 INT Interpreting Practicum I Credit Hours: 3 <- Remove from program, deactivate end of summer 2024 INT Interpreting Internship Practicum II Credit Hours: 4 3 <- Add AA Elective to course type (4) Modify course topics in American Sign Language 1130 (ASL III) This course, although not a part of the program s curriculum, is taught by program faculty and is a course frequently taking by students pursuing Deaf or ASL related degrees. There is a small modification to this course s content with some of the content from ASL IV (1210) being moved into this course and therefore it is included in this proposal. 7

8 College Strategic Priorities Identify strategic priorities with which the actions in the proposal best align. New programs and substantially modified programs should support at least one (1) strategic priority. Please review the College s Strategic Planning webpage in regard to the College s strategic goal and associated strategic priorities: College Strategic Goal: Increase the Success of FSCJ Students Strategic Priority 1 Provide a student-centered education. Yes No Strategic Priority 2 Impact community Yes No Strategic Priority 3 Increase institutional capacity. Yes No Curriculum Collaborations Identify any business partnerships, grant requirements, or faculty collaborations that support the actions identified within the proposal. Provide a brief statement about the partnership and its collaborators: Duval County Schools and several local interpreting agencies have Business Partnerships representation on our Advisory Committee and are involved in an advisory capacity and the provision of internship placements, observational experiences, and professional development for our students. Yes No Grant Requirements Yes No Faculty Collaboration Other Program faculty and Instructional Program Manager worked together on this proposal to respond to the mandate, revise the entrance criteria and review all courses within the program to reduce credits and maintain the rigor of the program. A.S., ASL/English Interpreting Advisory Committee and Commission on Collegiate Interpreter Education (CCIE) Yes Yes No No Curriculum proposal originator(s) are encouraged to gather additional support from their faculty discipline colleagues. See Disciplinary Faculty Support (Optional) (Addendum B) for further information. Cost Analysis Identify any new cost(s) to the College based on the actions identified within the proposal. Provide a brief cost analysis statement. Please do not include special fees in this section. Special fees attached to courses should be addressed with the Bursar s office: Equipment/Supplies Yes No Faculty Resources Yes No Materials/Software Yes No Other Yes No 8

9 II. Program Content 9

10 Guidelines for Completing Section II If the actions identified within the proposal involve the development, modification, inactivation or reactivation of a program (or of a course/courses within one or more programs), then complete this section prior to the Information section. Program Framework The Florida Department of Education (FLDOE) classifies each program according to its discipline area/career cluster. The FLDOE compiles a curriculum framework for each program that identifies information such as program title, program hours, CIP code(s), SOC code(s), program standards and occupational completion points (PSAV only). The information requested below is assigned by the FLDOE according to the current edition of the academic year curriculum framework. The Office of Curriculum Services will assign the initial program code for all new programs. Existing programs must maintain their current program code unless previously discussed with the Office of Curriculum Services and the proposal is identified as a substantive change by the OIEA requiring SACSCOC notification. Program Type Identify the program of study/degree type that best aligns with the actions identified within the proposal: Bachelor of Science Bachelor of Applied Science Bachelor of Science in Nursing Associate in Arts Associate in Science Associate in Applied Science Technical Certificate Advanced Technical Certificate PSAV/Clock Hour/Workforce Advanced Technical Diploma Other Use this space to identify program type if not listed above. Program School Identify the program of study/degree type that best aligns with the actions identified within the proposal: Business, Professional Studies, Liberal Arts and Sciences Technology and Industry and Public Safety Health, Education, and Human Other Use this space to identify program type if not listed above. Services Program Identifier Specify the program information and appropriate identification numbers that the actions within the proposal impact. The information for the State CIP Number is assigned by the FLDOE according to the current edition of the academic year curriculum frameworks. The information for the Federal CIP Number is assigned by the Federal Department of Education, National Center for Education Statistics. The information for specific salary range(s) for a particular SOC number is assigned by the Florida Department of Economic Opportunity, Occupational Employment and Wages. Program Title (Assigned by FLDOE) ASL/English Interpreting Program Hours (Assigned by FLDOE) Program Code 221A State CIP Number (Assigned by FLDOE) New and/or Revised? Yes No Federal CIP Number (Assigned by FDOE, NCES) New and/or Revised? Yes No Program Labor Market Data Identify the labor market data that the actions within the proposal impact. The information for the SOC Number is assigned by the FLDOE according to the current edition of the academic year curriculum frameworks. The information for SOC NAV military programs is determined by the Service Members Opportunity Colleges. The information for specific salary range(s) for a particular SOC number is assigned by the Florida Department of Economic Opportunity, Occupational Employment and Wages. The information for estimated employment and growth is assigned by the Florida Department of Economic Opportunity, Employment Projections Data. Occupation Title Interpreters and Translators SOC Number SOC NAV Number (Military & Veteran Use) N/A Entry Wage $19,982 Median Wage $35,831 10

11 Program Access Identify the type of program access that best align(s) with the actions identified within the proposal. Program access MUST BE clearly identified on the catalog program page: Limited Access Selective Access Open Access Programs that limit the admission of prospective students on the basis of enrollment capacity (i.e., the number of students whom the program can accommodate because of available seats). Programs that admit prospective students who meet specific admissions criteria, including, without being limited to, grade point average (G.P.A.), entrance exams, scores, letters of application, letters of reference and/or professional background criteria (e.g., criminal background check, drug screening, medical examination, and/or professional licensure or certification). Programs that do not limit the admission of prospective students due to available seats and/or the criteria for admission does not require specific additional standards. Yes Yes Yes No No No Program Articulation Current internal and external articulation agreements are available online as a point of reference. Workforce Education and Economic Development: Internal articulations such as PSAV/Clock Hour/Workforce to Associate in Science and external articulations such as industry certifications to Associate in Science: Will the program actions identified within the proposal affect existing articulation agreements? Yes No If YES, identify any existing articulation agreements designed to facilitate the timely completion of the identified program(s) within this proposal. FSCJ s A.S., ASL/English Interpreting program has a formal 2+2 Articulation Agreement with the University of North Florida s B.S. in ASL/English Interpreting. The program director of this program was provided all recommendations discussed by faculty and staff and alerted to the need for an addendum to the agreement upon completion of this curriculum proposal. Program Assessment Scores Identify TABE assessment scores (English, Reading and Mathematics) that satisfy the exit criteria for the identified PSAV/Clock Hours/Workforce program(s). For other program types that require assessment(s), please use the space designated as other to identity those items specifically: English Yes No Reading Yes No Mathematics Yes No Other Students make take the Proficiency in American Sign Language Communication Exam (PACE) in lieu of ASL 1130 (ASL 3) course prerequisites. Yes No Program Support Provide information about the Advisory Committee support for the actions identified in the proposal: Meeting Date 3/8/2018 and 4/23/208 Advisory Committee Meeting Minutes Yes No If YES, provide a brief summary of the Advisory Committee recommendations/vote and attach a copy of the meeting minutes in Addendum C. The A.S., ASL/English Interpreting Advisory Committee was ed all recommendations in this proposal and received support from committee members. A summary of those results is included this document. 11

12 Program Completion (PSAV/Clock Hour/Workforce Programs Only) Identify Occupational Completion Points (OCPs) for all PSAV/Clock Hour/Workforce programs that best align with the actions identified within the proposal. Provide a brief summary of each OCP. The information for OCPs is assigned by the FLDOE according to the current edition of the academic year curriculum frameworks: Occupational Completion Point(s) N/A 12

13 Program Impact Identify any impact based on the actions identified within the proposal. Provide a brief statement in response to each question: Will the actions identified within the proposal meet a specific student success, workforce, or university transfer need? The reduction in total program hours is a state mandated change beginning with the academic year. Yes No If YES, identify the specific student success, workforce and/or university transfer needs. Effective 2012, the national organization for professional interpreters, Registry of Interpreters for the Deaf implemented an educational requirement prior to being able to register to take the National Interpreter Certification Interview and Performance Exam. This educational requirement included either an earned bachelor s degree or 120 experience credits (which equals 120 college credit hours). Since this time there have been an increased number of program graduates pursuing a bachelor s degree (which can be in any discipline). By reducing the number of credits at the A.S. level, the program will be better able to meet this need while simultaneously coming closer to the preferred 120 credit hours for a bachelor s completion desired by the state. Without any state regulation or licensure however, many professional sign language interpreters in the state choose not to pursue certification and instead enter the workforce after the completion of an Associate s degree. Being able to reduce credit hours and maintain the integrity of the program s curriculum allows the program to continue with the mission of both preparing graduates for entry-level employment and pre-requisite knowledge and coursework to transfer into a baccalaureate level degree in Interpretation. Will additional programs of study be indirectly impacted by the actions identified within the proposal? If YES, identify the specific program by title, program code and degree type. Also, include information about the impacted programs and the plan for addressing any concerns. Yes No Are currently enrolled and/or past term students affected by the actions identified within the proposal? If YES, identify any concerns and how you plan to communicate the actions to currently enrolled and/or past term students. Include the approximate number of students impacted. The ASL program is a small cohort of students. The changes in the credits for the INT courses should not negatively impact existing students as there are only a few students in older catalog years that may be part-time coming through the program. Those students would be advised to request a program plan requirement term change as the reduction in credits would benefit them. Additionally, the program can utilize the ASL 1, 2 or 3 courses that a student may have completed previously through course exemptions to add credits if needed. Are the actions identified within the proposal based on student cohorts? Yes No Yes No If YES, identify how the actions affect currently enrolled student cohorts and/or future term student cohorts. Students in this program are enrolled in cohorts beginning in the fall term of each academic year. Will the actions identified within the proposal provide students with a teach-out plan in order to complete their program of study with minimal disruption or additional expense? If YES, identify the specific details of the teach-out plan, the length of time the teachout plan will be maintained, and agreements for specific teach-out periods with other institutions. A teach-out plan will not be needed for students. Those who may be enrolled in older catalog years will be notified and asked to update their current program plan to the new program plan which is less total credits and would not have a negative impact on any financial aid being received. A teach-out plan is a written plan developed by an institution that provides for the equitable treatment of students if an institution, or an institutional location that provides fifty percent or more of at least one program, ceases to operate before all students have completed their program of study, and may include, if required by the institution's accrediting agency, a teach-out agreement between institutions. Teach-out plans must be approved by SACSCOC in advance of implementation. Yes No 13

14 Will the actions identified within the proposal affect students due to a program replacement and/or program inactivation? Yes No If YES, in Addendum D, attach a copy of the notification of program closure including alternate programs that may serve as transfer options and the length of time students have to complete their current program of study. The FLDOE has replaced the current 72 credit hours ASL/Interpreting program with the new 66 credit hours ASL/Interpreting program. No negative student impact is anticipated. For any program inactivation, the last term in which a student can enroll must be identified as the term immediately preceding the requested term for program closure (e.g., fall term 2017 = program closure; summer term 2017 = last enrollment term). 14

15 Program Impact (Continued) Identify any impact based on the actions identified within the proposal. Provide a brief statement in response to each question: Will the actions identified within the proposal affect faculty and/or staff due to a program replacement and/or program inactivation? Yes No If YES, identify the impact on faculty and/or staff and the plan to address this impact. The FLDOE has replaced the current 72 credit hours ASL/Interpreting program with the new 66 credit hours ASL/Interpreting program. The program manager and faculty reviewed faculty workload during the curriculum revision and no negative impacts to faculty/staff is anticipated. With the removal of one of the two practicum courses, the changes will impact faculty workload positively. Will the effectiveness of the actions identified within the proposal be assessed and/or evaluated? Yes No If YES, identify the impact on faculty and/or staff and the plan to address this impact. The program will continue to utilize existing methods for evaluation which align directly with the accredtating body standards and requirements. Have you communicated with the Office of Institutional Effectiveness and Accreditation (OIEA) to determine if the actions identified within the proposal constitute a possible substantive change? If YES, please complete the SACSCOCS Substantive Change Assessment located in Addendum A. Based on SACSCOC policy, many new programs are required to submit a prospectus and obtain approval from SACSCOC prior to implementation. Additionally, some existing programs with major changes require a prospectus to be submitted and approved by SACSCOC prior to implementation. Increasing/decreasing the total program hours by 25% Adding coursework to the program that requires new faculty, equipment, facilities, library or other resources Changing from clock hours to credit hours (or vice versa) Offering 50% of the program at an off-campus location Yes No NOTE: The changes identified in this proposal are not considered substantive Please review the SACSCOC Guidelines and Assessment (Addendum A) for further information. Is your program eligible for financial aid and/or will your program be applying for financial aid status? Yes No If YES, please complete the Financial Aid Assessment located in the Financial Aid Guidelines in Addendum E. The following includes the types of programs eligible to apply for Federal Financial Aid approval: The program leads to an associate, bachelor s, professional, or graduate degree. The program is at least 60 credit hours (minimum 2 academic years) in duration and is acceptable as credit toward a bachelor s degree. The program is at least 600 clock hours or 24 credit hours (minimum of 1 academic year) in duration and leads to a certificate, degree, or other recognized credential that prepares students for gainful employment in a recognized occupation. Please review the Financial Aid Guidelines and Assessment (Addendum E) for further information. Is your program eligible for gainful employment status and/or will your program be applying for gainful employment status? Yes No If YES, please complete the Gainful Employment Assessment located in the Financial Aid Guidelines in Addendum F. Gainful employment is applicable ONLY to the following types of programs: Career technical education training programs of at least one academic year in length and that lead to a clock hour/workforce certificate. Credentialed, non-degree programs such as credit programs requiring 30 or fewer credit hours or clock hour programs requiring 600 or more contact hours. Please review the Gainful Employment Status Guidelines and Assessment (Addendum F) for further information. 15

16 III. College Catalog Program Page Layout 16

17 Guidelines for Completing Section III In the space below, please insert a copy of the College Catalog program page. To illustrate the actions identified within the proposal, program(s) layout must use red font to add information and the strike-through feature to remove information. Please follow the College Catalog program page template for design consistency. A copy of the current College Catalog may be accessed online as a point of reference. 17

18 ASL/English Interpreting (221A) (A.S.) Associate in Science This is a Selective Access program. The Associate in Science (A.S.) in ASL/English Interpreting provides students with a unique opportunity to transform a passion for language, culture, and people into an existing exciting, challenging, and rewarding career. Professional ASL/English Interpreters work in a wide variety of settings and situations and have opportunities for both contract or full time employment. As interpreting skills develop, qualified interpreters can work in specialized settings such as DeafBlind, Education, Healthcare, Legal, Mental Health, Spanish-influenced Settings, and Video Relay/Remote Interpreting. A minimum grade of "C" or better must be achieved in all Professional core courses. Mission/Purpose The mission of the program is to prepare students with minimum level English and American Sign Language abilities to enter the workforce and transfer to Baccalaureate programs. Program curriculum provides the foundational knowledge of interpretation and emphasizes interpreting skill development. Students are provided with progressive simulated experiences, ongoing diagnostic feedback, and a local internship experience. Accreditation The Associate in Science in ASL/English Interpreting is nationally accredited by the Commission on Collegiate Interpreter Education (CCIE). Articulation The Associate in Science in ASL/English Interpreting has a 2+2 articulation with the University of North Florida's B.S. degree in ASL/English Interpreting. Admission Requirements The Associate in Science in ASL/English Interpreting is a selective access program and admission is based on a grade of "C" or better in ENC 1101 or ENC 1101C and passing the Proficiency in American Sign Language Communication Exam (PACE), which is administered by the Sign Language Interpretation Program (SLIP) staff. Students may have achieved the requisite American Sign Language (ASL) skills through life experience or formal instruction. Professional core courses must be taken in sequence with the designed prerequisite and corequisite courses. Application Procedure To meet the minimum requirements for consideration for acceptance into the Associate in Science in ASL/English Interpreting program, students must: Enroll as a Florida State College at Jacksonville student; Complete ENC 1101 or ENC 1101C with a grade of "C" or better; Proficiency in American Sign Language Communication Exam (PACE) The Proficiency in American Sign Language Communication Exam (PACE) is designed to assess a student s level of comprehension and production of ASL. A passing score on the PACE can be used in lieu of an ASL 1130 (ASL III) prerequisite requirement. Additionally, the assessment may be used to recommend placement in ASL courses. 18

19 Contact the Instructional Program Manager to be scheduled for the Proficiency in American Sign Language Exam (PACE).; and Pass the Proficiency in American Sign Language Communication Exam (PACE) (administered by SLIP staff). Need More Information? Contact: Lori Cimino, Instructional Program Manager, South Campus, (904) or More Information Online: Recommended Roadmap for this Program Prerequisites Students must pass the Proficiency in American Sign Language Communication Exam (PACE), which is administered by the SLIP staff or complete ASL 1130 (ASL III) and ASL 1210 (ASL IV) with a grade of B or better. Additionally, the following course must be completed with a grade of "C" or better prior to admission to the Associate in Science in ASL/English Interpreting program. ENC English Composition I Credit Hours: 3 or ENC 1101C - English Composition I Enhanced Credit Hours: 4 Curriculum General Education Credit Hours: 21 ENC English Composition I Credit Hours: 3 or ENC 1101C - English Composition I Enhanced Credit Hours: 4 ENC Writing About Texts Credit Hours: 3 SPC Fundamentals of Public Speaking Credit Hours: 3 Humanities Credit Hours: 3 Refer to General Education Requirements. Mathematics Credit Hours: 6 3 Refer to General Education Requirements. Natural Sciences Credit Hours: 3 Refer to General Education Requirements. Social and Behavioral Sciences Credit Hours: 3 Refer to General Education Requirements. Professional s Credit Hours: A minimum grade of "C" or better is required in all Professional Core courses. ASL Deaf Culture Credit Hours: 3 ASL American Sign Language IV Credit Hours: 3 ASL 1300 Structure Linguistics of American Sign Language Credit Hours: 3 19

20 ASL Fingerspelling and Numbering Credit Hours: 3 <- Remove from program, leave intact as AA elect ASL 2212 ASL American Sign Language Discourse Credit Hours: 3 INT Introduction to Interpreting Credit Hours: 4 INT Interpreting I: Consecutive Interpreting Credit Hours: 4 INT Interpreting II: Simultaneous Interpreting Credit Hours: 4 3 INT Interpreting III: ASL to English Interpreting Credit Hours: 3 INT Interpreting IV: Applied Interpreting Credit Hours: 3 4 INT Transliterating and Interpreting: A Comparison Credit Hours: 3 INT Evaluation Preparation Credit Hours: 3 INT Introduction to Educational Interpreting Credit Hours: 3 INT Special Topics in Interpreting Credit Hours: 2 3 INT Interpreting Practicum I Credit Hours: 3 <- Remove from program, deactivate end of summer 2024 INT Interpreting Practicum II Internship Credit Hours: 4 3 Total Credit Hours: Note ASL 1140 (American Sign Language I) and ASL 1150 (American Sign Language II) are offered for college foreign language credit. ASL 1130 (American Sign Language III) is offered to assist students in developing requisite skills to pass the PACE, satisfy either pre-requisites for ASL/Deaf related bachelor s degrees or personal enrichment. Students may enroll in ASL 1140 (American Sign Language I), ASL 1150 (American Sign Language II), ASL 1130 (American Sign Language III), ASL 1210 (American Sign Language IV), ASL 1300 (Structure Linguistics of American Sign Language), ASL 2212 (American Sign Language Discourse), and ASL 2510 (Deaf Culture), or INT 1000 Introduction to Interpreting without being admitted into the ASL/English Interpreting (221A) (A.S.) program in order to satisfy elective course options within the Associate in Arts (University Transfer) (1108) (A.A.) degree program. the student maintains continuous enrollment. Changes to requirements as mandated by law or by rule of the District Board of Trustees may supersede this provision. Many courses in this catalog have prerequisite and/or co-requisite courses which are listed in the course descriptions. Students are advised to be guided by these requirements. Students who place into developmental education courses are required to complete designated developmental education courses with a grade of "C" or better regardless of program of study. 20

21 IV. Program Sequence/Roadmap 21

22 Guidelines for Completing Section IV Identify the recommended course sequence/roadmap by academic term. This information will be included with the program page in the College Catalog for the next academic year and utilized as a roadmap for facilitating student s timely program completion. When completing the recommended program course sequencing/roadmap, please assume full-time student enrollment. Term (s) Term I ENC 1101 or ENC 1101C ASL 2510 ASL 1300 ASL 1210 INT 1000 Term II ENC 1102 SPC 2608 General Education Mathematics ASL 2212 INT 1200 Term III INT 1201 General Education Natural Science General Education - Social/Bx Science Term IV INT 1202 INT 1210 INT 1402 INT 1930 Term V INT 1203 INT 1300 INT 1942 General Education Humanities 22

23 V. Information 23

24 Guidelines for Completing Section V If the actions identified within the proposal involve the development, modification, inactivation or reactivation of a course or courses within one or more programs, then complete this section. Assignment The Florida Department of Education (FLDOE) compiles a curriculum framework for each program that includes curriculum benchmark standards required for the course(s) identified within a program. Not all course(s) are included within a program as some may be identified as electives. The FLDOE classifies each course according to its discipline area and prefix. information is maintained via the State Numbering System (SCNS). The organizational scheme for SCNS utilizes a three-letter prefix and four-digit identification. The first digit denotes the course level (freshman, sophomore, etc.) and is recommended by each institution, while the three-letter prefix and three-digit number are utilized only for categorization of content. Each course number may include a lab code ( L ) that denotes a laboratory or combination code ( C ) that denotes a lecture/laboratory course. Identifier Identify the course(s) that are affected by the actions identified within the proposal. Include course prefix/number and course title. Include the implementation term for each course. Carefully consider any impact a new/modified/reactivated/inactivated course may have on current and/or future term students: Effective Term Prefix/Number Title (e.g. Fall 2018 (2188) ASL 1130 American Sign Language III Fall 2018 (2188) ASL 2510 Deaf Culture Fall 2018 (2188) ASL 1210 American Sign Language IV Fall 2018 (2188) Dept ID New Modify Inactivate Reactivate ASL 1300 Structure of American Sign Language Fall 2018 (2188) ASL 1430 Fingerspelling and Numbering Fall 2018 (2188) ASL 2212 ASL Discourse Fall 2018 (2188) INT 1000 Introduction to Interpreting Fall 2018 (2188) INT 1200 INT 1201 INT 1202 INT 1203 INT 1210 Interpreting I: Consecutive Interpreting Interpreting II: Simultaneous Interpreting Interpreting III: ASL to English Interpreting Interpreting IV: Applied Interpreting Transliterating and Interpreting: A Comparison Fall 2018 (2188) Fall 2018 (2188) Fall 2018 (2188) Fall 2018 (2188) Fall 2018 (2188) INT 1300 Evaluation Preparation Fall 2018 (2188) INT 1402 Introduction to Educational Interpreting Fall 2018 (2188) INT 1930 Special Topics in Interpreting Fall 2018 (2188) INT 1941 Interpreting Practicum I End of Summer Term 2024 (2245) INT 1942 Interpreting Practicum II Fall 2018 (2188) The Department ID is to be added by academic administrators for instructional payment. 24

25 Eligibility Identify any eligibility requirement(s) that may be associated with a course action identified within the proposal: Gordon Rule of Writing Requirement? Yes No If YES, identify the specific course prefix/number and course title, and address any concerns. Gordon Rule of Computation Requirement? Yes No If YES, identify the specific course prefix/number and course title, and address any concerns. Earn Credit More Than Once? Yes No If YES, identify the specific course prefix/number and course title, and address any concerns. Impact Identify any impact that the actions identified within the proposal may have on another course(s) (e.g., prerequisite or corequisite changes). Provide a brief summary statement in the space below: Will additional course(s) be impacted by the actions identified within the proposal? Yes No If YES, identify the specific course prefix/number and course title, and address any concerns. Articulation Current internal and external articulation agreements are available online as a point of reference. Liberal Arts and Sciences and Articulation: s intended for transfer to another institution and external upper-division articulations (2+2): Will the course actions identified within the proposal affect existing articulation agreements? Yes No If YES, identify any existing articulation agreements designed to facilitate the timely completion of the identified course(s) within this proposal. 25

26 VI. Outline(s) 26

27 Guidelines for Completing Section VI In the space below, please insert a copy of the current College course outline(s). To illustrate the actions identified within the proposal, course outline(s) must use red font to add information and the strike-through feature to remove information. Please follow the College course outline template for design consistency. A copy of the current College course outline(s) may be accessed online as a point of reference. 27

28 FLORIDA STATE COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE COURSE ID: ASL 2510 COURSE TITLE: PREREQUISITE(S): COREQUISITE(S): ADVISING NOTE(S): CONDITIONS: Deaf Culture None None This course can be taken by students not enrolled in the ASL/English Interpreting program to satisfy Associate of Arts elective credits. None CREDIT HOURS: 3 CONTACT HOURS/WEEK: 3 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 3 Laboratory: Other: FACULTY WORKLOAD POINTS: 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 (all courses in the A.S. degree have an allocation of 24) CATALOG COURSE DESCRIPTION: This course uses the meaning of culture to establish a shared definition of deaf culture. Aspects of the deaf community, including topics such as identity, education, language, heritage, power, literature, and art are discussed. Contemporary issues that impact the community are also addressed. Enrollment in the ASL/English Interpreting program is not required to take this course. No prior experience with sign language is required. SUGGESTED TEXT(S): Introduction to American Deaf Culture, Thomas K. Holcomb IMPLEMENTATION DATE: Fall Term 2017 (20181) Proposal REVIEW OR MODIFICATION DATE: Fall Term 2018 (2188) Proposal

29 COURSE TOPICS CONTACT HOURS PER TOPIC I. Introduction 3 A. The Deaf Community and the Culture of Deaf People B. Overview of the Book II. Culture Defined 3 A. Culture Defined B. Five Hallmarks of a Culture C. Culture vs. Community D. Surface vs. Deep Elements of a Culture E. Collectivist vs. Individualist Cultures F. Insider/Outsider Distinctions G. American Culture or Hearing Culture? H. Hearing Culture through the Eyes of Deaf People III. Who Are the Deaf People? 3 A. The 90% Formula B. Influence of Deaf Culture on Families C. Membership D. Common Labels E. Other Terms and Labels F. To Label or Not to Label G. Toward a Better Description Linguistic Minority H. Naming as a Liberating Factor IV. Deafhood: A Personal Journey Toward Self-Actualization 3 A. Identity Formation B. Categories of Deaf Identities C. Stages of Cultural Awareness D. Cochlear Implants and identity formation V. Early Definitions of Deaf Culture Pioneering Work 3 VI. Deaf Culture Redefined 3 A. Values Based on a Visual Orientation B. Traditional Facet: Residential School C. Traditional Facet: American Sign Language D. Traditional Facet: Deaf Clubs E. Core Values VII. American Sign Language The Language of the American Deaf Community 3 A. What American Sign Language is and is Not B. Language, Identity, and Culture C. Analyzing Languages 29

30 COURSE TOPICS (CONT.) CONTACT HOURS PER TOPIC VIII. Deaf Lit 3 A. Deaf Literature in English B. Deaf Literature: Periodicals C. Deaf Literature: Books D. Deaf Literature: Autobiographies E. Deaf Literature: Special Interest Books F. Deaf Literature: Poetry G. ASL Literature: Storytelling H. ASL Literature: Poetry/Songs I. ASL Literature: Poetry/Sign Play Today J. Deaf Literature: Humor IX. Deaf Art 3 A. Visual Art B. Biological Factor C. Isolation Factor D. Deaf Essence Factor E. Differing Foci of Visual Deaf Art F. Art About the Deaf Experience or De VIA G. De VIA: Resistance Art H. De VIA: Affirmative Art I. Deaf Culture Art J. General Art K. Performing Arts L. Music: Part of Deaf Culture or Not? X. Rules of Social Interaction 3 A. Historical and Pragmatically Based Behaviors B. Leave-Taking C. Persistence in Contact D. Letting Others Know of Your Destination E. Reporting Back F. Detailed Introductions G. Name Signs H. Three Categories of Social Behavior XI. The Vibrant Deaf Community 3 A. Solutions for Effective Living B. Of/For/By the Deaf C. Publications/Media XII. The Collision Between Culture and Disability 3 A. Guilty of Ableism B. Disability Rights Movement/Disability Studies C. Disabling Effects of Being Deaf in a Predominately Hearing World XIII. Diversity in the Deaf Community 3 A. Two Opposing Perspectives on Diversity B. Deaf Community or Deaf Communities 30

31 C. Not Deaf Enough? Not Diverse Enough? D. To Acknowledge or Not to Acknowledge COURSE TOPICS (Continued) CONTACT HOURS PER TOPIC XIV. The Universality of the Deaf Experience 3 A. Universal Solutions B. United in Overcoming Barriers C. Outstanding Deaf Communities throughout the History XV. The Future of the Deaf Community 3 A. Three Possible Scenarios B. Eugenics or Not? C. Hopes and Dreams of the Deaf Community Total Hours: 45 31

32 PROGRAM TITLE: COURSE TITLE: ASL/English Interpreting Deaf Culture CIP NUMBER: Program Frameworks can be found at the following website: 32

33 Florida State College at Jacksonville SECTION 1 Prefix and Number: ASL 2510 Title: Deaf Culture Learning Outcomes and Assessment Semester Credit Hours (Credit): 3 Contact Hours (Workforce): SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE (Place an X in the box next to those that are applicable.) General Education Core (If selected, core discipline area will be identified in Section 4.) X General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an X in the box next to those that are applicable.) X A.A. Elective X A.S. Required A.S. Professional Elective A.A.S. Required A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship Upper Division/Bachelors Other: If selected, use this space to title other option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an X in the box next to those that are applicable.) X Reading Speaking X Critical Analysis Qualitative Skills X Writing X Listening X Information Literacy Ethical Judgement SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an X in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences SECTION 5 (To be completed for General Education courses only.) Natural Sciences Scientific Method of Inquiry Working Collaboratively GENERAL EDUCATION LEARNING OUTCOME AREA (Place an X in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES Examine major elements of deaf culture such as concepts of time, personal space, and exchanging personal information, and analyze how people from other cultures perceive them. Examine the cultural value of cooperation used to meet the needs of deaf community members through local and national organizations established for, and run by, deaf leaders. TYPE OF OUTCOME (General Education, or Program) General Education, Program General Education, Program METHOD OF ASSESSMENT Class discussion, student presentations, written assessments, projects Class discussion, student presentations, written assessments, projects 33