~on. Course Approval Form. D Modify existing course (check all that apply} Title B Credits Repeat Status

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1 . on UlffVIISITV Course Approval Form For approval of new courses and deletions or modifications to an existing course. t'f1gistrar.gmu.edu/facuttystafflcutrlculum Action Requested: [J<J Create new course 0 Delete existing course D Modify existing course (check all that apply} Title B Credits Repeat Status Prereq/coreq Schedule T'ype Restrictions Other. a 0 GradeType Course Level: 0 Undergraduate [KJ Graduate College/School: I Education and Human Development j Department: I Special Education Submitted by: L... '-Pa;;;:m;..;...=B;;:;;ak:..:.:e:;;..r J Ext: I I I Pbaker5@gmu.edu Subject Code: I EDSE I Number: I 519 Effective Fall (Do not Rat multiple codes or numbers. Each course proposal must have a separate form.) Spring X Summer Year I 2016 Title: Current Banner (30 characters max lnduding spaces) New American Sign La:uage (ASL) Ill CredHs: (]] Fixed ----'o::.:...r----1 {check one) D Variable. ;to=---' Grade Mode: Regular (A, B, C, etc.) (check one) Satisfactory/No Credit Special (A, B C. etc. +IP) Repeat Status: Not Repeatable (NR) (check one) Repeatable within degree (RD) Maximum credits r;-j Repeatable within term (RT) allowed: L._j Schedule Type Code(s): (check all that apply) Lecture (LEC) Lab (LAB) Recitation (RCT) Internship (INT) Independent Study (IND) Seminar (SEM) Studio (STU) Completion of ASL II or equivalent course with a m.inimmn grade ofc SpeclallnstruCUons: Qist restrictions for major/collegeldegreelprereq to be enforced by Banner) Instructional Mode: 100% face-to-face Hybrid: s 50% electronically delivered 100% electronically delivered Are there equivalent counse(s)? [K]Yes 0No If yes, please list -=E=DS=E=-21:...:.7 Cat aog I Co PY fo r NEWC ourses 0 ny I (C onsu H U mvers. ity Catal og fo rm od e Is) D&scriptlon (No more than 60 words, use verb phrases and present tense) Notes (list additional infonnation for the course) ASL III focuses on strengthening expressive and receptive communication through the development of narrative and storytelling skills. The course explores the importance of these skills within the Deaf Community. Students also study how ASL, Deaf history, culture, education, and accessibility have influenced laws and policies in different areas of the community, the region, the nation, and the world. Indicate number of contact hours: m HouMLectureorSeperweek: I 3 When Offered: _(check all that apply) Fall X Summer X Spring I Hours of Lab or Studio: L.Q_J Department Approval Date

2 I :.. I I Graduate Council Member Provost Office Graduate CounCil Approval Date For R#tgistrCJrO/Jke't Use Only: Banner.:Cata... _ revised 11/8/ll

3 GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION EDSE 519 [Course Section Number]: American Sign Language (ASL) ill 3 Credits, Spring 2016 [Meeting Time(s)/Days] [Class Location] PROFESSOR(S): Names: Lynn Wiley, Ph.D., Nancy Anderson, M.Ed. Office hours: By appointment Location: Krug Hall 112 & 211 E Office phone: address: hwiley@gmu.edu, nanders7@gmu.edu COURSE DESCRIYfiON: A. Prerequisites/Corequisites Completion of ASL II or equivalent course with a minimum grade of C B. University Catalog Course Description ASL III focuses on strengthening expressive and receptive communication through the development of narrative and storytelling skills. The course explores the importance of these skills within the Deaf Community. Students also study how ASL, Deaf history, culture, education, and accessibility have influenced laws and policies in different areas of the community, the region, the nation, and the world. C. Expanded Course Description Advanced level skill generalization is facilitated through narratives and storytelling requiring spontaneous and contingent responses, and the use of expressive and receptive ASL strategies. Students will submit projects, papers and participate in Deaf community events to gain a deeper understanding of the socio-cultural aspects of deafness. Students will consider how ASL and issues related to deafness have changed the society. 1

4 LEARNER OUTCOMES or OBJECTIVES: This course is designed to enable students to: 1. Develop advanced level proficiency in ASL, including linguistic and non-linguistic components, and master conversational skills and vocabulary to fluently communicate in a wide array of situations with members ofthe Deaf community in the United States (DHIS2, VHI8, DH4S1, DH6Kl). 2. Understand and be able to describe the importance of culture and home language on the cultural identify and language development of a Deaf individual. (DH1S2, DH3K2). 3. Increase narrative abilities in ASL. Identify ways in which storytelling has influenced Deaf culture and the Deaf community (DHI S2, DH3K2). 4. Understand and be able to describe how Deaf individuals can have greater access to all things accessible to hearing individuals, particularly in the areas of education, recreation, and the work environment, to include the identification of support resources (DH1K2, DH3Kl). PROFESSIONAL STANDARDS (CAEP): Goals, objectives, and assignments in this class address CAEP Standard 1 b/ Pedagogical Content Knowledge and 1 c I Skills Professional and Pedagogical Knowledge and Skills, the Council for Exceptional Children (CEC) and the CoWlcil on Education of the Deaf Knowledge and Skill Standards, and the Virginia Department of Education teacher licensure competencies. Code for CEC/CED Standards: DH = Deaf and Hard of Hearing; Code for V ADOE Standards: VHI =Virginia's Hearing Impairments PreK-12 and VPS =Virginia's Professional Studies. REQUIRED TEXT: Lentz, E. M., Mikos, K., & Smith, C. (20 14). Signing naturally, units 10-12, student set. San Diego, CA: DawnSignPress. Note: A computer with a DVD/Disc player or an external drive is needed to view videos that accompany the required text. OPTIONAL TEXT: Valli, C. (Ed.). (2006). The Gal/audet dictionary of American Sign Language. Washington, D.C.: Gallaudet University Press. 2

5 COURSE ASSIGNMENTS AND EXAMINATIONS: 1. Attendance and Participation (10 points): Class attendance is required. In order to learn and develop expressive and receptive skills in ASL, students must be present during instruction and participate in the discussions and small group work that occurs during the class period. Additionally, each class builds upon the foundational knowledge of the previous class. If you do have an emergency and will be absent, please inform the instructor in advance via in order to be excused from class. Each student is allowed 1 excused absence. Beyond that, 1 point will be deducted per absence. No Voice Policy: 'This class has a NO VOICE policy an<.tis a signing environment at all times. This is because: (1) It is considered rude to talk in front of a Deaf person and not make the communication accessible. Students must develop the habit of signing when Deaf people are present (2) This is an immersion class. Using ASL helps develop both comprehension and expressive skills quickly and effectively. Talking disrupts this process. When appropriate, students may communicate using sign or by writing back and forth. The first class will be presented in voice but subsequent classes will be voice off with no whispering. Expectations of the Course: This course is designed to be an interactive, participatory course; therefore, a significant portion of your grade will be determined by the extent to which you are an active and engaged participant in the class. Class Participation Rubric: Excellent (9-1 0) Comp_etent (7-8) Minimal (5-6) The student: The student: The student:. Regularly attends class Regularly attends class Misses more than 2 classes Actively questions, Occasionally questions, Seldom questions, observes and reflects on observes and reflects on observes and reflects on information presented information presented and infonnation presented and and discussed discussed discussed Participates in Participates in expressive Does not actively expressive and receptive and receptive class participate in expressive class activities activities and receptive class activities 3

6 2. Receptive Tests: There will be 3 receptive tests during the semester. The student will be assessed on your ability to understand what is being signed to you. Rl. Unit 10 R2. Units 10 & 11 R3. Units (1/4 Final Exam) 3. Expressive Tests: There will be 2 expressive tests during the semester. The student will be tested on his/her ability to express him/herself in sign in front of the class. For each of the expressive tests, the student must submit a script of the story to the instructor prior to presentation. El. The student will sign a story based on a cultural aspect of either his/her own life OR based on another culture, using at least 15 of the vocabulary and grammatical structures learned in Units 10 & 11. E2. The student will sign a narrative about his/her personal goals related to their use of ASL. He/she must use at least 15 of the vocabulary and grammatical structures learned in Units 11 & Video Sign Presentation (1/2 Final Ex-am) *Designated Performance-Based Assessment The student will prepare a video (outside of class) using the vocabulary and grammatical structures learned throughout the semester (Units The student will sign a narrative (fable or fictional story) and create his/her own, unexpected ending to the story. The video should be approximately 10 minutes. It will be due 1 week prior to the final written exam. Specific guidelines are described in the assessment rubric. 5. Written Exam (1/4 Final Exam) The student will be successful on a written exam focusing on issues related to ASL, Deaf culture and education of the Deaf 6. Attendance at Deaf Community Events - 8 hours (grad) Graduate students will be required to attend 2-3 events equaling 8 hours. Events should be located in the GMU Community/Metro D.C. area. The instructor must approve the event. A one-page reflection paper will be written based on each of the experiences. The student should be prepared to share the experience in class. 7. Research Paper Students will write a paper using their field of study (i.e., sociology, psychology, nursing, performing arts, etc.) as a platform to explain how policies and/or laws could be or have been implemented to increase accessibility for individuals who have hearing loss. Students should integrate what they have learned in class about Deaf history, culture, education, and accessibility and compare how specific laws and policies have made an impact in their community, the nation, and/or the world. A rubric on content and format expectations for the paper will be provided. The student must use research from appropriate journals and textbooks.

7 Written assignments will be done outside of class and will be evaluated for content, format, and presentation as graduate-lev.el writing. The American Psychological Association (APA) style will be followed. All written work should be edited carefully, as points will be deducted for spelling and formatting errors. Graduate- Details for written assignments: Submit a 5-10 page, double-spaced, 12-point font, electronic document by due date Present ideas in a clear, concise, and organized manner Develop points coherently, defmitively, and thoroughly Reference appropriate authorities, studies, and examples and avoid generalizations, assumptions, and unsupported opinions Use correct capitalization, punctuation, spelling, and grammar When in doubt, check the APA Manual, 6th edition -/ Online tip resources: Course Grading Rubric Class Attendance and Participation 10 Receptive Tests 1 & 2 30_(15 each) Expressive Tests 1 & 2 30 (15 each} Attendance at Deaf Community Events 8 brs + Reflec Paper(s) - GRAD Level 40 Research Paper - Graduate requirements 40 Video Sign Presentation ( 2 Final Exam) 20 Receptive Test 3 ('l-4 Final Exam) 15 Written Exam (Y.. Final Exam) 15 Graduate Grading Scale A % A 94-96% A % B % B 84-86% B % c 70-79% F Below70%

8 GMU POLICIES AND RESOURCES FOR STUDENTS a. Students must adhere to the guidelines of the George Mason University Honor Code (See hup;//oaj.&mu.edu/the-masop-bopor-code!j. b. Students must follow the university policy for Responsible Use of Computing (See htq,;//gpivenjtypolh;y.emu.edglpolicjes/responsjble-use-of-conmutin&l). c. Students are responsible for the content of university communications sent to their George Mason University account and are required to activate their account and check it regularly. All communication from the university, college, school, and program will be sent to students solely through their Mason account. d. The George Mason University Counseling and Psychological Services (CAPS) staff consists of professional counseling and clinical psychologists, social workers, and counselors who offer a wide range of services (e.g., individual and group counseling, workshops and outreach programs) to enhance students' personal experience and academic performance (See bttp;/lcaps.emu.eduq. e. Students with disabilities who seek accommodations in a course must be registered with the George Mason University Office ofdisability Services (ODS) and inform their instructor, in writing, at the beginning of the semester (See bttp;//ods.emg.eduq. f. Students must follow the university policy stating that all sound emitting devices shall be turned off during class unless otherwise authorized by the instructor. g. The George Mason University Writing Center staff provides a variety of resources and services (e.g., tutoring, workshops, writing guides, handbooks) intended to support students as they work to construct and share knowledge through writing (See htf»;/(writin&center.emu.eduo. PROFESSIONAL DISPOSITIONS Students are expected to exhibit professional behaviors and dispositions at all times. COREVALUESCOTMENT The College of Education and Human Development is conunitted to col1aboration. ethical leadership, innovation, research-based practice, and social justice. Students are expected to adhere to these principles: hup:llcehd.&lqlliedg/yalges/. For additional information on the College of Education and Human Development, Graduate School of Education, please visit our website hup;//ese.emu.edul.

9 CLASS SCHEDULE: ASL III Week Date Class Day_ (4:30-7:10 pm} or (7:30-10 pm} 1 Discuss ASL III Syllabi Pre-Test on knowledge of ASL II Introduce yourself in ASL. Describe yourself and your goals for the future. Review of ASL ll (Units 7-9) Activities HW: Write a short paragraph requesting approval for. 1. Topic of research paper 2. Events related to sign/deafness that will be attended for reflection paper 3. Idea for signing presentation video 2 Units 7-9 Expressive & receptive activities in small groups or pairs of students Receptive Test 1: Units 7-9 Begin Unit 10 Hand in paragraph and discuss with instructor. 1. Topic of research paper 2. Events related to sign/deafness that will be attended for reflection paper 3. Idea for signing presentation video IfVV:StudentWorkbook

10 3 Unit 10 Lessons: Giving Opinions; Numbers; Wh-Questions; Telling where items are; Comparing; Cultural-interruptions; Narrativ-misplaced items Practice activities from Workbook Expressive & receptive activities in small groups or pairs of students IIVV:StudentWorkbook 4 Unit 10 (continued) Lessons: Giving Opinions; Numbers; Wh-Questions; Telling where items are; Comparing; Cultural-interruptions; Narrative-misplaced items Guest Lecturer: Based on interests of students in class Activities to review Units 7-10 HW: Student Review in Workbook 5 Unit 11 Lessons: Discussion of one's own knowledge/abilities; Numbers; Asking for opinions; Descriptions; Fingerspelling; Making/cancelling plans; First/last events Video: Watch storytelling video and translate HW: Prepare for Expressive Test 1

11 6 Expressive Test 1 -Presentations to class Unit 11 (continued) Lessons: Discussion of one's own knowledge/abilities; Numbers; Asking for opinions; Descriptions; Fingerspelling; Making/cancelling plans; First/last events Group Practice: Expressive & receptive activities with videos, instructor, student workbook for these units HW: Finish written narrative for video sign presentation 7 Unit 12 Lessons: Telling the story; Understanding the story; Conditional sentence and agreement verbs; Classifiers; Story cohesion; StoryteJiing Group practice Turn in written narrative Discuss projects with instructor HW: Prepare to share in ASL about the Deaf event attended 8 Share in ASL about the Deaf event attended Video or guest signer(s): Watch different signers and translate Teacher developed receptive activities Units HW:StudentWorkbook

12 9 Receptive Test 2 Unit 12 Lessons: Telling the story; Understanding the story; Conditional sentence and agreement verbs; Classifiers; Story cohesion; Storytelling Expressive & receptive activities HW: DeafE_yent Reflection paper due next week 10 Deaf Event Reflection paper due (1) Turn in written narrative for video sign presentation Units 12 (continued) Lessons: Telling the story; Understanding the story; Conditional sentence and agreement verbs; Classifiers; Story cohesion; Storytelling Expressive & receptive activities HW: Prepare to share in ASL about the Deaf event attended 11 Share in ASL about the Deaf event attended Units 12 (continued) Lessons: Telling the story; Understanding the story; Conditional sentence and agreement verbs; Classifiers; Story cohesion; Storytelling HW: Research Paper due next class 12 Research Paper due Group Practice: Expressive & receptive activities with videos, instructor, student workbook for these units HW: Prepare for Expressive Test 2 Deaf Event Reflection paper due (#2 for grad level) 10

13 13 Expressive Test 2 - presentations to class Deaf event reflection paper due (#2 for grad level) Practice for Receptive 3 practice test HW: Complete production of video sign presentation- due next class 14 Expressive Test 2 -presentations to class Video sign presentation due (1/2 fmal exam grade). Receptive 3 practice test with a partner in class HW: Prepare for Receptive Test 3 and written exam 15 Receptive Test 3 (comprehensive) (1/4 final exam grade) Written exam (comprehensive) (1/4 final exam grade) 11

14 ASSESSMENT RUBRIC (2 pgs.)-#4 VIDEO SIGN PRESENTATION Complete, well- Incomplete, poor organized, accurate organization, (.5) inaccurate, difficult to Presentation is clear Presentation is Overall presentation and well organized; generally clear and well confusing, not well Storyline is organized; Storyline organized; necessary exceptionally well developed; pacing preparation not interesting; pacing good (.5) evident excellent Accurate, relevant use Generally accurate, Vocabulary inaccurate of wide variety of relevant use ofvocab; and not always vocabulary that fits into storyline; relevant to story; vocab enhances storyline; vocab used from more used covers less than vocab used from all than half the units half the units studied units studied Accurate, relevant use Generally accurate, Vocabulary inaccurate of wide variety of relevant use ofvocab; and not always vocabulary_that fits into storyline; relevant to story; vocab enhances storyline; vocab used from more used covers less than vocab used from all than half the units half the units studied Accurate, appropriate Generally accurate, Less than 50% use of fingerspelling appropriate use of accuracy- difficulty and word signs; fingerspelling and using fingerspelling pacing and transitions word signs; pacing and and word signs well done (2) transitions acceptable Skilled, accurate, Generally accurate, Less than 50% appropriate use of appropriate use; errors accurate, appropriate hand shape, made do not use; effort and practice orientation, location compromise meaning not evident and movement; (1) transitions smooth Use is consistently Use is generally Use is either not accurate, well-chosen accurate within story; present or awkward; and serves to ftnhance errors are few and do sometimes interferes thestory;use not compromise the with understanding of precisely expresses intended meaning; storyline; effort and intended Use is consistently Use is generally Use is either not accurate, appropriate accurate and present or awkward; and serves to enhance appropriate within sometimes interferes the story; use story; errors do not with understanding of precisely expresses compromise the storyline; effort and Intended meaning (1) intended meaning; practice not evident Use is generally Use is either not accurate, appropriate accurate and present or awkward; and serves to enhance appropriate within sometimes interferes the story; use story; errors do not with understanding of precisely expresses compromise the storyline; effort and intended meaning (1) intended meaning; practice not evident effort 12

15 ASSESSMENT RUBRIC {2 pgs.)- #4 VIDEO SIGN PRESENTATION E'sj&jtihliiiftli;&l}\f Iii is consistently accurate, appropriate and serves to enhance the story use precisely expresses intended meaning (1) Use is consistently accurate, appropriate and serves to enhance the story; use precisely expresses intended meaning (1) A variety of sentence types are used to enhance the understanding and enjoyment of story; solid knowledge of ST is evident Use is consistently accurate, appropriate and serves to enhance the story; use precisely expresses intended meaning (1) Use is consistently accurate, appr.npriate and serves to enhance the story; use precisely expresses intended meaning (1) A variety of Noun Verb Types are used to enhance the understanding and enjoyment of story; solid knowledge of Noun-Verb Types is Use is generally accurate and appropriate within story; errors do not compromise the intended meaning; Use is generally accurate and appropriate within story; errors do not compromise the intended meaning; A variety of sentence types are used; errors do not compromise meaning; use demonstrates effort and thought (.5) Use is generally accurate and appropriate within story; errors do not compromise the intended meaning; effort Use is generally accurate and appropriate within story; errors do not compromise the intended meaning; effort A variety of Noun-Verb Types are used; errors do not compromise meaning; use demonstrates effort and thought; skill is developing (.5) Use is either not present or awkward; sometimes interferes with understanding of storyline; effort and practice not evident Use is either not present or awkward; sometimes interferes with understanding of storyline; effort and practice not evident Use is awkward and confusing; effort and practice not evident Use is either not present or awkward; sometimes interferes with understanding of storyline; effort and practice not evident Use is either not present or awkward; sometimes interferes with understanding of storyline; effort and practice not evident Use is awkward and confusing; effort and practice not evident TOTAL POINTS POSSIBLE= 20 Points earned in parenthesis No points earned 13