PST American Sign Language II This syllabus applies to PST and 04 Spring 2013 Three credits

Transcription

1 PST American Sign Language II This syllabus applies to PST and 04 Spring 2013 Three credits Course Information This course is designed to continue development of American Sign Language (ASL) skills with primary focus on refining the use of basic ASL sentence types. Students will learn routine communicative functions of the language. Information about the Deaf community and Deaf culture will be included. ASL Program, Mission Statement Gallaudet University s ASL Program is dedicated to providing an exemplary array of comprehensive and interactive curricula for individuals interested in learning American Sign Language (ASL) as a second language or foreign language. Using direct instruction and immersion in ASL, augmented by written English and visual learning supports, the program s instructors engage learners in acquiring and developing increasing levels of proficiency in expressive and receptive use of the language. They also guide student s exploration of the development of the language, its complexities and relevance in American Deaf communities. Course Competencies: ASL Program Course competencies relate to both Gallaudet University Student Learning Outcomes (SLOs) and to the ASL Program Student Learning Outcomes. The Gallaudet University Student Learning Outcomes (SLOs) are: 1. Language and Communication - Students will use American Sign Language (ASL) and written English to communicate effectively with diverse audiences, for a variety of purposes, and in a variety of settings. 1

2 2. Critical Thinking - Students will summarize, synthesize, and critically analyze ideas from multiple sources in order to draw well-supported conclusions and solve problems. 3. Identity and Culture - Students will understand themselves, complex social identities, including deaf identities, and the interrelations within and among diverse cultures and groups. 4. Knowledge and Inquiry - Students will apply knowledge, modes of inquiry, and technological competence from a variety of disciplines in order to understand human experience and the natural world. 5. Ethics and Social Responsibility - Students will make reasoned ethical judgments, showing awareness of multiple value systems and taking responsibility for the consequences of their actions. They will apply these judgments, using collaboration and leadership skills, to promote social justice in their local, national, and global communities. The ASL Program Outcomes and their relation to Gallaudet University SLOs are: ASL Program Student Learning Outcomes (SLOs) GU SLOs 1. Use American Sign Language (ASL) to communicate effectively with diverse audiences for social, academic and/or professional purposes Engage in ASL discourses incorporating correct grammatical markers, 1, 4 structure, depiction, and cultural behaviors. 3. Demonstrate competency and proficiency in the use of ASL including 1, 2, 4 correct articulation and fluency in various registers in different settings. 4. Ability to analyze and critique one s own use of ASL. 2, 4 5. Demonstrate understanding and cultural sensitivity about the Deaf community. 2, 3, 5 The American Sign Language II (PST 302) Outcomes and their relation to the ASL Program Outcomes and Gallaudet University SLOs, along with the assessment projects and tools, can be found in the following chart: Assignment-Tied Checklist, using ASL rubric COURSE SLOs: Major or GU PST 302: American Sign Program SLOs* Language 2 SLOs* Demonstrate developing level mastery of comprehension and production fingerspelling including clarity, rhythm, speed and fluency using appropriate non-manual signals, referencing and eye gazing Assessment Project for each course SLO #1, 2, 3, 4 #1, 2, minutes long video in ASL Assessment Tool(s) Used to Score Assessment Projects Assignment-Tied Checklist, using ASL rubric 2

3 Use appropriate locative or spatial #2, 3, 4 #1, 2, minutes long relationship from the signer s perspective using space with appropriate eye gaze and their non-dominant hand to show the reference point when giving location and to describe objects by using appropriate descriptive and instrument classifiers video in ASL Assignment-Tied Checklist, using ASL rubric Incorporate cultural behaviors #1, 2, 3, when communicating information 4, 5 about people with interruptions for clarification, confirm or correct information when reciting a basic story using specified ASL structures including non-manual signals, contrastive structure, reference points, classifiers and role shifting #1, 2, 3, 4, minutes long presentation in ASL and 5 minutes long face-to-face interview. Assignment-Tied Checklist, using ASL rubric Course Materials: Smith, C., Lentz, E., & Mikos, K. (2008). Signing naturally - Level one: Student workbook and DVD. CA: DawnSignPress Additional articles and videoclips will be posted in BlackBoard. Course Format: Activities: This course consists of engaging in class discussions and activities, and viewing DVDs in ASL. Submitting work: You will post all of your work in the Voicethread program at gallaudet.voicethread.com. On Blackboard, some assignments will be submitted on the discussion board. If you are unfamiliar with Blackboard, you may seek assistance from an elearning Facilitator in Gallaudet s elearning Lab at helpdesk@gallaudet.edu. Overview of the work: It is critical that students view all of the lectures and read all of the assignment materials. Statements of Values and Policy Institutional Values: Gallaudet University will build upon its rich history as the world's premier higher education institution serving deaf and hard of hearing people to become the university of first choice for the most qualified, diverse group of deaf and hard of hearing students in the world, as well as hearing students pursuing careers related to deaf and hard of hearing people. 3

4 Gallaudet will empower its graduates with the knowledge and practical skills vital to achieving personal and professional success in the changing local and global communities in which they live and work. Gallaudet will also strive to become the leading international resource for research, innovation and outreach related to deaf and hard of hearing people (Gallaudet University, 2009). Expectations for Communication: Use of spoken English, or of speaking and signing simultaneously ( sim-com ) is not allowed during class time, including breaks. Monitoring of this will be the responsibility of every student in the room during class and during breaks. Students using voice or signing/voicing simultaneously will be asked to leave the classroom until the next session with no exceptions. Use of cellular telephones, pagers, ipods and other MP3 devices, PDAs, video cameras, , or text messaging is not allowed in the classroom. Students using electronic devices will be asked to leave the classroom, and will be recorded as absent for the day. What Else You Can Expect of Me as Your Instructor: 1. Welcomes questions, ideas, and suggestions and, along with learner to learner communication, highly values instructor-learner communication. o We can communicate outside class via , videophone (VP) or any type of video chat. For VP or any other kind of video chat, it is best to make an appointment. o If at any time you are dissatisfied, confused, or unclear about how I am facilitating the course, please contact me via first. I will respond to your inquiry within 48 hours, and we will work together to resolve the identified issue. We will use the course discussion area as the primary place of communication. In the event a private conversation is required, we will utilize . Once the matter is resolved, I may ask you to post the solution at our discussion board so that others may benefit from this information, too. 2. Signs as clearly as possible on videos. 3. Respects the special dynamic of teaching and learning. 4. Aims to foster the greatest, deepest, and most long lasting learning and growth possible for each student and the class as a whole. Expectations of Students: American Sign Language class is based on interactive teaching, learning, and communication. In order to take full advantage of learning that transpires, learners are expected to manage and direct their academic progress with support and guidance from their instructor. To acquire knowledge and build skills, learners should be familiar with and adhere to the following expectations: 1. Be mindful of due dates. Although this is an immersion course, it is not self-paced and is not the softer, easier way! Daily deadlines have been set to ensure that you have adequate time to complete all assignments within the current session. Active participation in this class is required. Anyone who misses two due dates in a row, or 4

5 more than three due date(s), without communicating with the instructor prior to the due date, will be withdrawn from the course by the instructor. 2. Late for class. The class meets as scheduled. Plan to arrive in the classroom by the time class starts; the door will be closed at that time. If you arrive after the class starts, you will be counted as late. Late arrivals are disruptive to our class activities. 3. Class attendance/participation. Participation in class discussions and activities is a critical part of the course. Quality participation assumes preparation for class through assigned readings and activities, and the ability to express one s ideas effectively while contributing to the relevance of the specific topics. Two (2) hours unexcused absence may result in reduction of your final grade by 5%. Students who miss more than six (6) hours without an excusable absence may be given an administrative drop as a final grade. 4. Unexpected reasons/emergencies: If you notify the instructor when an emergency arises, you may be able to make up missing assignments with an agreement from the instructor. Gallaudet University Academic Integrity Policy: Undergraduate students must demonstrate behaviors that are consistent with the standards of the University as published in the Gallaudet Undergraduate Catalog, the Student Handbook, and the academic departments and academic support units. These behaviors include, but are not limited to, tact, civility, sensitivity to the needs and interests of others, sound judgment, respect for others, and timely attention to academic responsibilities. Failure to meet these standards reflects adversely upon the undergraduate student s suitability for academic study and may be grounds for dismissal from the University. The University can function properly only if its members adhere to clearly established and articulated values related to academic integrity. Faculty, students, staff, and administrators share equally in the responsibility for maintaining standards related to academic integrity. Gallaudet University s Academic Integrity and Honesty Policy ( Public/policies/AY0607/cue_AcademicIntegrity_ pdf) OSWD Academic Accommodations Policy: Special Needs Academic accommodations for students requiring them will be made in accordance with the laws as specified by the documentation received from the university s Office for Students with Disabilities (OSWD.) Students who need special services should go to Students must be registered with OSWD and are responsible for providing the appropriate academic accommodation documentation. Ideally, this will be done by the end of the first week of classes, but no later than the third week of classes. Accommodations may only be provided from the time the instructor receives the documentation until the end of the course. If a student is registered with OSWD, but the accommodations documentation is not sent by OSWD to the instructor in a timely manner, the student should send an message and written note to the instructor, OSWD Director, and the chair of the department asking for assistance and naming the OSWD staff member who is working with the learner and this staff person s address. 5

6 Student Grievance Procedure: Complaints about course grade must first be resolved through your instructor, then the program coordinator, the school dean and the Provost in that order until a resolution is reached. Learner Assessment: Outcomes, assignments, and assessments are located in the charts at the start of this syllabus. Here is an overview of the points assigned to each assessment so that you can gauge the relative weight of each assignment relative to the final grade. Class presentation: Students will be given the opportunity to narrate a story about family members in ASL. This individual presentation should be at least three minutes in length and will be done during class time. Students are expected to use the proper grammar structure, vocabulary, and cultural information acquired throughout the course this semester. Presentation guidelines will be given out along with rubrics and class schedules. Deaf Event/Activity: Students will be required to attend two (2) Deaf Community events in Metropolitan Washington, DC area. Students will be given the opportunity to make a 2-3 minute signed videotape of their experience at this event. The video should include: (a) a summary of the event (b) description of your experience (c) your reactions. All video clips should be uploaded through mythread.gallaudet.edu with a link to Blackboard postings. Signed videos must be presented within the standard conventions of ASL grammatical structure. The video content will be organized according to the rubrics provided. Examinations and Quizzes: Both comprehension and production skills will be evaluated along with linguistic and historical knowledge of language. All tests and quizzes are posted on the topical outline. Comprehension: The instructor will demonstrate grammatical features, vocabulary and narratives in ASL. The student will answer questions and/or sign messages in ASL. Presentation: Each student will be required to sign a 3-5 minute presentation in ASL. Class presentation guideline is posted in Blackboard. Grading Policy: The final grade will be determined by calculating the grades earned for each evaluation given. Deaf Events Video (2) 5 % Class Presentation 25 % Midterm Exam 20 % Final Exam 20 % Quizzes (3) 30 % Total 100% 6

7 The final course grade is based on percentage: 93 to 100 = A 90 to 92 = A- 87 to 89 = B+ 83 to 86 = B 80 to 82 = B- 77 to 79 = C+ 73 to 76 = C 0 to 72 = F Changes to Syllabus: In order to respond to the learning needs and interests of specific students, as well as for other reasons I cannot anticipate, some changes in the syllabus or schedule may occur. Should the need for changes arise, I will post notice of such changes in the Announcements on the front page of our Blackboard course site. In addition, I will post the modified syllabus or schedule (as v.2, v.3 version 2, version 3, and so on) with the original syllabus and schedule at our course site. 7