CURRICULUM ACTION INFORMATION. (For assistance, contact Curriculum Services at The curriculum package will be returned if incomplete)

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2 Tracking #: _ Form 1 (CSRev ) (Curriculum Services use only) CURRICULUM ACTION INFORMATION (For assistance, contact Curriculum Services at The curriculum package will be returned if incomplete) 1. Identify the effective semester for implementation: Fall Term, 2015 (20161) This term should be a future term that would not affect current students negatively. All actions in this package will be effective during the term indicated, unless otherwise reflected. Example: Fall Term, 2012 (20131). Please refer to SACS guidelines in item 5 and Financial Aid guidelines in item 6 when selecting appropriate effective semester. 2. Program proposals require the following: Program Information (Program layout for college catalog must be included-see most recent catalog for format and inclusion, you may request from Curriculum office) OCP and workforce credit information must be included for all PSAV programs. If applicable program layout must include information about Record of Conviction of a Crime, drug screen, background check, immunizations and any other information required for licensing or certifying agents. All new programs must include information regarding Program Integrity. All program submissions must include copy of program assessment and minutes or curriculum package will be incomplete (copy must be provided even if this submission does not impact the change). (please X that you have included the following with your curriculum submission): X X Program Assessment Plan (This will be reviewed and approved by Workforce Director) Advisory Committee Minutes (detailing employer support for the new program or changes). Complete the following for all program submissions: Program Title: Sign Language Interpretation Change to ASL/English Interpreting Program Code: 221A (for new programs, please contact Curriculum Services for code assignment) Degree Type: A.S. School and Area (used for College Catalog): School of Health Sciences and Human Services - Education New Program: Modify existing program: X (please assure the program page included has strike-thru and added elements highlighted to clearly state what is changing on the program) State CIP number: Federal CIP number: (New programs only, unless State requires change) TABE SCORES (must be included for all new PSAV programs): N/A SOC NAV# (if appropriate, assigned by MEI): N/A Program information from most recent catalog must be included with changes identified. 2

3 Sign Language Interpretation ASL/English Interpreting (221A) (A.S.) (221A) (A.S.) Associate in Science The Associate in Science in Sign Language Interpretation is a limited access degree program. The degree prepares students who possess intermediate American Sign Language proficiency for both entry-level interpreter screening pre-certified status and the prerequisite knowledge/skills for entrance into a Baccalaureate level ASL/English interpretation program. Program curriculum provides a foundation in theories of interpretation with an emphasis on interpreting skill development. In addition to coursework, students are provided with progressive simulated experiences and ongoing diagnostic feedback. The program culminates in a skill-based internship aimed at gainful employment in the field of sign language interpretation. A minimum grade of C or better must be achieved in all Professional core courses. The Sign Language Interpretation Program (SLIP) is a limited access program and admission is based on a grade of C or better in ENC 1101 and passing the Proficiency in American Sign Language Exam (PACE), which is administered by the SLIP staff. Students may have achieved the requisite ASL skills through life experience or formal instruction. Professional core courses must be taken in sequence with the designed prerequisite and corequisite courses. A minimum grade of C or better must be achieved in all Professional core courses. Mission/Purpose The mission of the Associate in Science in Sign Language Interpretation is to prepare students who possess intermediate American Sign Language proficiency, for entry-level interpreter screening pre-certified status and the prerequisite knowledge/skills for entrance into a Baccalaureate level ASL/English interpretation program. Program curriculum provides a foundation in theories of interpretation with an emphasis on interpreting skill development. In addition to coursework, students are provided with progressive simulated experiences and ongoing diagnostic feedback. The program culminates in a skillsbased internship aimed at gainful employment in the field of sign language interpretation. Accreditation The Associate of Science in Sign Language Interpretation is nationally accredited by the Commission on Collegiate Interpreter Education (CCIE). and has a 2+2 articulation with the University of North Florida s B.S. degree in ASL/English Interpreting. Articulation The Associate of Science in Sign Language Interpretation has a 2+2 articulation with the University of North Florida s B.S. degree in ASL/English Interpreting. Admission Requirements: The Sign Language Interpretation Program (SLIP) is a limited access program and admission is based on a grade of C or better in ENC 1101 and passing the Proficiency in American Sign Language Exam (PACE), which is administered by the SLIP staff. Students may have achieved the requisite ASL skills through life experience or formal instruction. Professional core courses must be taken in sequence with the designed prerequisite and corequisite courses. A minimum grade of C or better must be achieved in all Professional core courses. Application Procedure: To meet the minimum requirements for consideration for acceptance to the Associate in Science Sign Language Interpretation program, students must: 1. Enroll as a Florida State College at Jacksonville student. 2. Complete a Sign Language Interpretation application. Contact the Instructional Program Manager to be scheduled for the Proficiency in American Sign Language Exam (PACE) 3. Complete ENC 1101 English Composition with a grade of C or better. 4. Pass the Proficiency in American Sign Language Exam (PACE) (administrated by the SLIP staff). 3

4 Need More Information? Contact: Lori Cimino, South Campus, (904) or Prerquisites Students must pass the Proficiency in American Sign Language Exam (PACE), which is administered by the SLIP staff. Additionally, the following course must be completed with a grade of C or better prior to admission to the Sign Language Interpretation program. ENC English Composition I Credit Hours: 3 Curriculum General Education Credit Hours: 21 Humanities Credit Hours: 3 Refer to A.S. General Education Requirements. Mathematics Credit Hours: 6 Refer to A.S. General Education Requirements. Social and Behavioral Sciences Credit Hours: 3 Refer to A.S. General Education Requirements. ENC English Composition I Credit Hours: 3 or ENC 1101C - English Composition I Enhanced Credit Hours: 4 ENC Writing About Non-Fiction Credit Hours: 3 or LIT Introduction to Literature: Writing about Fiction Credit Hours: 3 SPC Fundamentals of Public Speaking Credit Hours: 3 Professional s Credit Hours: 51 A minimum grade of C or better is required in all Professional Core courses. ASL Orientation to Deafness Credit Hours: 3 ASL American Sign Language IV Credit Hours: 3 ASL Structure of American Sign Language Credit Hours: 3 ASL Fingerspelling and Numbering Credit Hours: 3 ASL Beginning ASL 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 INT Interpreting III: ASL to English Interpreting Credit Hours: 3 INT Interpreting IV: Applied Interpreting Credit Hours: 3 INT Transliterating and Interpreting: A Comparison Credit Hours: 3 or INT Oral Transliteration Credit Hours: 3 end termed as part of 5-year purge 4/3/15 INT Evaluation Preparation Credit Hours: 3 INT Introduction to Educational Interpreting Credit Hours: 3 INT Special Topics in Interpreting Credit Hours: 2 INT Interpreting Practicum I Credit Hours: 3 INT Interpreting Practicum II Credit Hours: 4 4

5 Total Credit Hours: 72 Please note: If a program is no longer active or students will not be able to complete the program as originally registered, Program Inactivation form and paperwork must be submitted to Curriculum Services. 3. Limited Access - Limited Access programs are those that limit the admission of prospective students on the basis of capacity (i.e., the number of students whom the program can accommodate because of available seats). Is this program limited access? Yes X No If yes, please describe criteria. 4. Additional Program Requirements: (1.) Selective Access- Selective access programs are those 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). If this program is selective access, list requirements here, or you may insert on the catalog page included in this proposal. The below statement is included in the catalog page. The Sign Language Interpretation Program (SLIP) is a limited access program and admission is based on a grade of C or better in ENC 1101 and passing the Proficiency in American Sign Language Exam (PACE), which is administered by the SLIP staff. Students may have achieved the requisite ASL skills through life experience or formal instruction. Professional core courses must be taken in sequence with the designed prerequisite and corequisite courses. A minimum grade of C or better must be achieved in all Professional core courses. (2.) Occupation and Salary - The following information is required by the FLDOE to provide detailed information to students leading to occupation and salary (must be included for all new programs or to submit changes to existing information). For each of your Programs of Study, take the salary information from the Florida Department of Economic Opportunity, Occupational Employment and Wages for each Standard Occupational Code (SOC) associated with your program of study. SOC Code: Job Occupation: Interpreter and Translators Entry Salary: $20,437 Median Salary: $34,978 (Questions 4-6 are for new programs, substantially modified programs only, please review questions to assure you have met compliance and questions do not apply to this proposal submission.) 5. SACS Information is required for all new and substantially modified programs: N/A Please answer the following questions to determine if you should complete the substantive change intake form: (1.) Does this involve development of a new degree or certificate program? N/A (2.) Does this new degree or certificate program involve a contract, MOU, grant, or consortium for the development or construction of all or part of a program or certificate? (This applies whether the College is outsourcing instruction or our College is providing the instruction for another organization or company.) N/A (3.) Will this new degree or certificate program be offered via distance education? N/A (4.) Does this involve instruction of courses delivered by Florida State College at Jacksonville instructors/employees 5

6 at an off-campus location? N/A (5.) Does this involve the deactivation of a program or certificate? N/A If you answered yes to one or more of the self-assessment questions above, please complete the substantive change intake form found on the College s website: and return it, along with a copy of the curriculum proposal, via to the Office of Institutional Effectiveness and Accreditation. For more information about substantive change process and timeline, please visit New programs or programs that require substantive change will require more time for approval. Please factor in time in implementation date. 6. Financial Aid (State requires 90 days response time on all new eligible program). Please identify by yes or no if this program is eligible for Financial Aid or any other Federal Funding. If so, identify specifics. A financial aid eligible program would be: At a school that qualifies as an institution of higher education, the following types of programs are eligible for federal student aid purposes: Program leads to an associate, bachelor s, professional, or graduate degree. N/A Program of at least 2 academic years in duration that is acceptable for full credit toward a bachelor s degree, N/A Program is at minimum of 1 academic year in duration that leads to a certificate, degree, or other recognized credential and prepares students for gainful employment in a recognized occupation (at least 600 clock hours or 24 credit hours). N/A If you answered yes to any of the above, this program must be SACS and state of Florida approved. Please make sure your effective term incorporates length of time to get appropriate approval. 7. Is this program identified as gainful employment (yes or no, include explanation)? N/A 8. Information ( Information includes (if applicable) (list prefix, number and title, credit hours and contact hours. Outlines must be included for all new and modified courses. a. New s: (SCNS website: will assist in course number selection.) List recommended prefix/number, title, credit hours, and contact hours as appropriate. (example: ENC 1101 English Composition I 3 credit hours/3 lecture hours) N/A b. Modifications: (course outlines are located at: and may be used to insert in package so modifications can be applied. Please make sure all changes are shown on outlines.) Modifications should be shown with strike-thru and either RED font for add or highlights, but changes should be clear. DO NOT USE TRACK CHANGES IN WORD.) (example: TRA 2222 Transportation I, change title to: Transportation; credits hours from 3 to 4) 1) ASL 1000 Orientation to Deafness 2) ASL 1210 American Sign Language IV 3) ASL 2212 Beginning ASL Discourse 4) INT 1440 Oral Transliteration course end termed as part of 5-year purge c. Inactivations (list prefix and number of each course): N/A 9. Identify if this is a General Education Requirement and if required specified Category (Communication; Humanities; Mathematics; Natural Sciences (Biological or Physical, option A or B if appropriate) or Social & Behavioral Sciences.) ALL GER REQUIRED COURSES MUST BE SUBMITTED TO GER-SUBCOMMITTEE FOR 6

7 APPROVAL PRIOR TO SUBMISSION TO CURRICULUM COMMITTTEE. N/A 10. Effectiveness: Please describe how current and past students are affected by this change, indicating how you plan to identify and resolve individual issues and how you plan to communicate these changes to affected students: Modifications to the courses will impact the students positively as they complete the program and transfer to bachelor s programs. The clarity in the course learning outcomes will provide students with an appropriate tool when negotiating transfer coursework. Additionally, the courses now reflect the most recent and appropriate text materials for these courses 11. Method of Instruction: Should this course be offered in distance learning or other unique instructional format (please specify which format)? Why or why not? For assistance, see website: For the majority of the program, distance learning and online is not recommended due to the nature of American Sign Language and the skill sets of beginning interpreters. 12. Background (answer the following questions): Is this a state requirement? No What is the requirement and why must we implement it? NA Has history shown students need this course/program for some reason? NA Will this meet some specific workforce, university transfer or student success need? NA Are there partners, grant requirements, faculty collaborations or other reasons leading to the development of this course/program? NA Please add any additional information to provide background for this submission. 13. Rationale/need for the above action(s). Is there a need for this course/program in our service district? N/A How will this impact student success for upper division instruction or job placement? NA If the College already has a similar course/program, why are we developing this program/course and what are the differences between the programs and courses? N/A How many students and what businesses or transfer institutions will benefit? Does this course/program support a College goal or initiative? N/A Please add any additional information to provide rationale for this submission. 14. Others Programs Impacted: Programs or courses affected by this proposal: Identify other existing programs of study or courses that this proposal will affect, and explain how they will be affected. (Program title, program code, required or elective) N/A 15. Articulations: If there are existing internal or external (inter-institutional) articulation agreements that will be impacted by this proposal request, please identify and contact as appropriate: s intended for transfer and External Upper division articulations (2+2): Liberal Arts Department at Internal articulations (ie workforce credit certificate programs to a college credit program): Contact Workforce Development at Tech Prep (High School) articulations, call for more information. The program s existing articulation agreements will not be effected by the update of text materials and enhancement of the course topics and learning outcomes. 7

8 16. Financial Information: Special fees: A Special Fee Request form must be completed and sent to Finance, Attention: Controller. Budget and Department must be filled in for all new programs and courses. Please contact the Director of Budget and Financial Planning at with any budget questions. Budget number: N/A Department: N/A Must be provided for all new programs or curriculum package will not go for recommendation. 17. Fiscal Notes: This response must include specific information on the financial impact to students and the institution. This section should be concise, unless there are special circumstances related to the course/program. Please answer the following questions. *If answer yes, explanation must be included. Will there be unusual costs to students? No Are faculty salaries to teach course/program higher or lower than standard rates? No Will additional staff or faculty be required, and if so, what are the costs to the institution? No Will the institution have to purchase additional equipment, supplies, software, and/or materials not currently owned by the college? No Are there grant or business partnerships that will provide funds to establish the course/program? No Will business partnerships cover the course/program costs? No 18. Evaluation: This response requests specific information on how you will assess the effectiveness of the course/program as it benefits students and the college. This section is also concise but should address the following: credit transfer course: review of student enrollment, completion and grades, as well as students ability to move to higher level courses if applicable; credit or non-credit workforce: review of student enrollment, completion, job placement, as well as business involvement in development, revision and evaluation of the course/program and student success; and adult education courses should include the same information as credit transfer courses but should also include job placement analysis. We will measure the effectiveness of program completion by tracking the number of graduates, the number of graduates who become employed, the number of graduates who transfer to bachelor s programs, and the number of graduates obtaining national certification through the EIPA or NIC. Additionally, we will continue the use of program assessment measures, specifically a mock credentialing exam (written and performance) and surveys of program graduates. 19. Do you feel that this proposal will have any special impact on the recruitment and retention of disadvantaged students? If so, please explain. No 20. Answer the following (if appropriate). Earn credit how many times: 1 Writing Requirements course: yes X no Grading Method or any special instructions (if other than standard): standard A F grades 8

9 Form 2A, Page 1 FLORIDA STATE COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE COURSE NUMBER: ASL 1000 COURSE TITLE: PREREQUISITE (S): COREQUISITE (S): Orientation to Deafness None 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 CATALOG COURSE DESCRIPTION: This course is an introduction and orientation to the physical, psychological, educational, legal, and social aspects of deafness. The course will deal with the impact of deafness on the individual and family, as well as the social patterns of the deaf community and culture. It will also describe historical and changing attitudes toward the culture of the deaf. SUGGESTED TEXT (S): Orientation to Deafness, Nancy Sheetz American Deaf Culture: An Anthology Sherman Wilxoc,Ed. Deaf In America : Voices from a Culture, Carol Padden and Tom Humprhies. ADD Introduction to American Deaf Culture, Thomas K. Holcomb The Deaf Community in America, Melvia Nomeland & Ronald Nomeland Choices in Deafness, 3 rd Edition, Sue Schwartz IMPLEMENTATION DATE: Fall Term, 1996 (971) 9

10 REVIEW OR MODIFICATION DATE: Fall Term, 2002 (20031) Fall Term, 2007 (20081) Fall Term, 2008 (20091) Outline Review 2007 (was EHD 1000) Fall Term, 2011 (20121)-Proposal Fall Term, 2015 (20161) Proposal

11 Form 2A, Page 2 COURSE TOPICS CONTACT HOURS PER TOPIC I. American Deaf Culture 15 A. Language American Sign Language B. Deaf History C. Literature (including publications), Folklore, Artistic Expression D. Values and Traditions I. Medical Interpretations of Deafness 15 A. Medical Approach to Hearing Loss B. Audiological Assessment C. Universal Newborn Screening D. Auditory Neuropathy/Dys-synchrony (AN/AD) E. Genetic Causes of Deafness F. Amplification and Assistive Listening Devices II. Social and Service Organizations of and for Deaf Persons 10 A. Deaf Service Centers B. Vocational Rehabilitation C. National Association of the Deaf D. National Fraternal Society of the Deaf E. National Theatre of the Deaf F. Gallaudet University G. Alexander Graham Bell Association H. USA Deaf Sports Federation I. Local Deaf Clubs J. Religious Organizations II. Educational methods 15 A. Historical perspectives from around the world B. Oral methodology and mainstreaming C. Manual communication modes for teaching Deaf children D. Bilingual approaches for teaching Deaf children III. Historical Development of Education of the Deaf in America 15 A. Oralism verses Manualism: The Controversy B. Mainstreaming and Residential Schools C. Current Trends in Deaf Education: Methodology D. Legislation 1. Public Law Rehabilitation Act of Americans with Disabilities Act 1990 E. Gallaudet University and NTID III. Overview of Deaf Culture 15 A. Historical representations of Deaf person B. Rules of Social Interaction C. American Sign Language 11

12 E. Family structure and Deaf Identity F. A different center G. Myths/Stereotypes of Deafness IV. Audiological Aspects and Assistive Technology 5 A. Evaluation B. Amplification C. Types of hearing loss D. Cochlear Implant E. Video Relay Service and Videophones F. TTY, captioning, wireless/pagers/sidekick 12

13 Form 2A, Page 3 PROGRAM TITLE: COURSE TITLE: Sign Language Interpretation Orientation to Deafness CIP NUMBER: Program frameworks can be found at the following website: LIST PERFORMANCE STANDARD ADDRESSED: NUMBER(S): TITLES(S): 03.0 DEMONSTRATE KNOWLEDGE OF THE CULTURAL AND PSYCHOSOCIAL ASPECTS OF DEAFNESS The student will be able to: Describe types and degrees of hearing loss and their implications for communication Explain the social and emotional implications of deafness Describe the role of American Sign Language in the Deaf community Describe the social activities and organizations of the deaf community Identify and explain the assistive devices available to hearing impaired persons and the implications of such devices DEMONSTRATE KNOWLEDGE OF THE IMPLICATIONS OF HEARING LOSS FOR EDUCATION AND HABILITATION -- The student will be able to: Describe the various types of educational programs available to hearing-impaired students including different communication methodologies (e.g. Oral, Verbal-tonal, cued speech, Total Communication) residential and placement options (e.g. mainstreamed settings, full and part-time day classes, 13

14 programs) Describe the function of the auditory and vocal mechanism and the etiologies of deafness Describe the types, use and function of amplification and other assistive devices Identify habilitative agencies and the services offered e.g. Vocational Rehabilitation, Deaf Service Centers, and other Referral Agencies.. 14

15 Florida State College At Jacksonville Learning Outcomes & Assessment NOTE: Use either the Tab key or mouse click to move from field to field. The box will expand to accommodate your entry. Section 1 COURSE PREFIX AND NUMBER: ASL 1000 SEMESTER CREDIT HOURS (CC): 3 CONTACT HOURS (NCC): COURSE TITLE: Orientation to Deafness Section 2 TYPE OF COURSE: (Click on the box to check all that apply) AA Elective AS Required Professional College Prep AS Professional Elective AAS Required Professional Technical Certificate Other PSAV Apprenticeship General Education: (For General Education courses, you must also complete Section 3 and Section 8) Section 3 (If applicable) INDICATE BELOW THE DISCIPLINE AREA FOR GENERAL EDUCATION COURSES: Communications Social & Behavioral Sciences Mathematics Natural Sciences Humanities Section 4 INTELLECTUAL COMPETENCIES: Reading Speaking Critical Analysis Writing Listening Information Literacy Quantitative Skills Ethical Judgment Scientific Method of Inquiry Working Collaboratively Section 5 STATE GENERAL EDUCATION LEARNING OUTCOME AREA Communication Critical Thinking Scientific and Quantitative Reasoning Information Literacy Global Sociocultural Responsibility Section 6 LEARNING OUTCOMES Type of Outcome: Gen. Ed, METHOD OF ASSESSMENT 15

16 DEMONSTRATE KNOWLEDGE OF THE CULTURAL PSYCOSOCIAL ASPECTS OF DEAFNESS Responses to discussion questions in class and online written assessments; article reviews and project reports DEMONSTRATES KNOWLEDGE OF THE IMPLICATIONS OF HEARING LOSS FOR EDUCATION AND HABILITATION Responses to discussion questions in class and online written assessments; article reviews and project reports Identify American Sign Language as a modern language Responses to discussion questions in class, student oral presentation, written assessments; projects Evaluate the historical process by which Deaf education and communication methods evolved in the United States Responses to discussion questions in class, student oral presentation, written assessments; projects Examine the etiologies of hearing loss and additional disabilities, their prevalence, and their implications for educational/vocational programming and placement Responses to discussion questions in class, student oral presentation, written assessments; projects Compare and contrast historical and cultural perspectives on interactions between Deaf and hearing cultural groups, and subcultures within the Deaf community Responses to discussion questions in class, student oral presentation, written assessments; projects Gauge the impact of societal perspectives on the social, academic/educational, linguistic, and vocational experiences of the deaf children and adults Responses to discussion questions in class, student oral presentation, written assessments; projects Identify significant features of Deaf culture including membership, cultural transmission patterns, cultural activities, appropriate terminology, humor, values, and cultural conflicts with hearing society Responses to discussion questions in class, student oral presentation, written assessments; projects Identify significant contributions made by Deaf Americans to American society Responses to discussion questions in class, student oral presentation, written assessments; projects Examine current technology used by Deaf people Responses to discussion questions in class, student oral presentation, written assessments; projects 16

17 Section 7 Name of Person Completing This Form: James Pope, Lori Cimino, Theresa Bugler Date: 10/01/10 12/16/14 Bradley Dale 17

18 Form 2A, Page 1 FLORIDA STATE COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE COURSE NUMBER: ASL 1210 COURSE TITLE: PREREQUISITE(S): COREQUISITE(S): STUDENT ADVISING NOTES: American Sign Language IV None ASL 1130 with a grade of C or better Passing score on the Proficiency in American Sign Language Communication Exam (PACE). May be used instead of Completing ASL CREDIT HOURS: 3 CONTACT HOURS/WEEK: 3 CONTACT HOUR BREAKDOWN: Lecture/Discussion: 3 Laboratory: Other : FACULTY WORKLOAD POINTS: 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course is a continuation of ASL 1130 and the first American Sign Language course within the Sign Language Interpretation Program. The course will emphasize advanced level sign vocabulary, compound complex grammatical constructions, and idiomatic usage of American Sign Language. Emphasis on the development of conversational fluency with the student being able to discourse freely and naturally with ASL users in both receptive and expressive aspects of the language will be the focus of this course. There will be additional costs associated with this course related to outside activities needed to develop conversational fluency. This may include attendance at the local Deaf club and experiences within the Deaf community or at the Florida School for the Deaf and the Blind in St. Augustine, etc. Students will be expected to refine and practice their skills in the Sign Language Lab. 18

19 Form 2A, Page 2 SUGGESTED TEXT(S): Signing Naturally Level III, workbook and videotext: Mikos, Lentz and Smith, Dawn Sign Press ASL Skills Development, workbook and DVD: Carol J. Patrie, Dawn Sign Press IMPLEMENTATION DATE: Spring Term, 2000 GoReact Assessment Software (suggested) REVIEW OR MODIFICATION DATE: Fall Term, 2002 (20031) Fall Term, 2005 (20061) (SPA 1615) Fall Term, 2007 (20081) Fall Term, 2008 (20091) Outline Review 2007 (was SPA 1615) Fall Term, 2011 (20121) - Proposal Fall Term, 2014 (20151) Proposal Fall Term, 2015 (20161) 19

20 Form 2A, Page 3 *Topics may be arranged to accommodate the professor s individual preference and techniques. COURSE TOPICS CONTACT HOURS PER TOPIC I. Narrating Unforgettable Moments (Signing Naturally Unit 18) 4 A. Lesson 1: Pass, Throw, and Spill 1. Discuss how to use body language, classifiers, non-manual signals B. Lesson 2: Tripping and Falling 1. Discuss how to use body language, classifiers, non-manual signals C. Lesson 3: Injuries and Mishaps 1. Discuss how to use body language, classifiers, non-manual signals D. Lesson 4: Kiss, Hug, and Poke 1. Discuss how to use body language, classifiers, non-manual signals E. Lesson 5: Unforgettable Moments 1. Discuss how to use body language, classifiers, non-manual signals II. Sharing Interesting Facts (Signing Naturally Unit 19) 4 I. Sharing Interesting Facts (Signing Naturally Unit 19) 3.75 A. Lesson 1: Whole-Part 1. Discuss how to use body language, classifiers, non-manual signals B. Lesson 2: Listing 1. Discuss how to use body language, classifiers, non-manual signals C. Lesson 3: Comparisons 1. Discuss how to use body language, classifiers, non-manual signals D. Lesson 4: Illustrate a Fact 1. Discuss how to use body language, classifiers, non-manual signals III. Explaining Rules (Signing Naturally Unit 20) II. Explaining Rules (Signing Naturally Unit 20)

21 A. Lesson 1: Rules We Live by 1. Discuss how to use body language, classifiers, non-manual signals B. Lesson 2: Card Games 1. Discuss how to use body language, classifiers, non-manual signals C. Lesson 3: Group Games 1. Discuss how to use body language, classifiers, non-manual signals Form 2A, Page 4 COURSE TOPICS (continued) CONTACT HOURS PER TOPIC IV. Telling About Accidents (Signing Naturally Unit 21) 4 D. Lesson 1: Horses 1. Discuss how to use body language, classifiers, non-manual signals E. Lesson 2: Bicycles 1. Discuss how to use body language, classifiers, non-manual signals F. Lesson 3: Automobiles 1. Discuss how to use body language, classifiers, non-manual signals G. Lesson 4: Describing an Accident 1. Discuss how to use body language, classifiers, non-manual signals V. Talking About Money (Signing Naturally Unit 22) 4 III. Talking About Money (Signing Naturally Unit 22) 3.75 H. Lesson 1: Basic Money Vocabulary 1. Discuss how to use body language, classifiers, non-manual signals I. Lesson 2: Discussing Banking 1. Discuss how to use body language, classifiers, non-manual signals J. Lesson 3: Discussing Finances 1. Discuss how to use body language, classifiers, non-manual signals VI. Making Major Decisions (Signing Naturally - Unit 23) 4 IV. Making Major Decisions (Signing Naturally - Unit 23) 3.75 K. Lesson 1: Discussing Housing Situations 1. Discuss how to use body language, classifiers, non-manual signals L. Lesson 2: Discussing Cars 1. Discuss how to use body language, classifiers, non-manual signals M. Lesson 3: Discussing Major Decisions 1. Discuss how to use body language, classifiers, non-manual signals VII. Discussing Health Conditions (Signing Naturally 24) 4 V. Discussing Health Conditions (Signing Naturally 24)

22 N. Lesson 1: Describing the Human Body 1. Discuss how to use body language, classifiers, non-manual signals O. Lesson 2: Describing Symptoms, Causes, and Treatments 1. Discuss how to use body language, classifiers, non-manual signals P. Lesson 3: Presentation on Health Conditions 1. Discuss how to use body language, classifiers, non-manual signals Form 2A, Page 5 COURSE TOPICS (continued) CONTACT HOURS PER TOPIC VIII. Storytelling (Signing Naturally Unit 25) 4 Q. The Frog Prince by Ken Clark 1. Discuss and recognize the body language, classifiers, non-manual signals R. The Bridge of Magpies by Missy Keast 1. Discuss and recognize the body language, classifiers, non-manual signals S. The Merchant s Daughter and the Slanderer by Terrylene 1. Discuss and recognize the body language, classifiers, non-manual signals T. The Magic Mirror of Rabbi Adam by Ben Baha 1. Discuss and recognize the body language, classifiers, non-manual signals U. The Twelve Dancing Princesses by Anthony Natal 1. Discuss and recognize the body language, classifiers, non-manual signals V. Developing Student s stories W. Presenting Own Stories VI. Main Idea Comprehension (ASL Skills Development Unit 1) 3.75 A. Main Idea B. Key Word C. Schema D. Specific Areas of Difficulty in ASL Comprehension E. Discussion Questions IX. Versa Effect (ASL Films) 1 X. Discuss, Finding, and Learn about body language, non-manual signals, classifiers, and Deaf culture VII. Summarizing (ASL Skills Development Unit 2) 3.75 A. The Role of Summarizing 22

23 B. Analysis of the Target Audience C. Cultural Information D. Discussion Questions X. The Legend of the Mountain Man (ASL Films) 1 Y. Discuss, Finding, and Learn about body language, non-manual signals, classifiers, and Deaf culture VIII. Lexical Substitution (ASL Skills Development Unit 3) 3.75 A. Specific Words to General Words B. The Role of Lexical Substitution C. Discussion Questions XI. Black Sand (ASL Films) 1 Z. Discuss, Finding, and Learn about body language, non-manual signals, classifiers, and Deaf culture. IX. Paraphrasing Propositions (ASL Skills Development Unit 4) 3.75 A. Illocutionary Force B. Ambiguity C. Unpacking Propositions D. The Role of Paraphrasing E. Paraphrasing Techniques F. Discussion Questions XII. Practice and Projects - This time should be used for application and 5 consolidation of language, grammar and cultural components studied in ASL It allows for expressive and receptive practice in the classroom or sign language lab. X. Paraphrasing Discourse (ASL Skills Development Unit 5) 3.75 A. Length of Paraphrase B. Question Forms and Functions C. The Role of Paraphrasing at the Discourse Level D. Discussion Questions XIII. Review and Testing - This time should be used for review of specific sign 5 vocabulary, quizzes/exams (written, expressive or receptive). 23

24 XI. Visual Form and Meaning 3.75 A. Faithful Translation B. Form C. Meaning D. Visual Image E. The Role of Distinguishing Form from Meaning F. Discussion Questions Form 2A, Page 6 XII. Meaning and Visual Form 3.75 A. Visualization B. Visual Form C. ASL Form D. Meaning E. Explicit and Implicit Information F. The Role of Creating Visual Forms in Response to Signed Information G. Discussion Questions 45 Additional Activities and Review: Additional activities are at the discretion of the instructor. They may include class time spent in the sign language lab, readings from outside sources, conversational skills development, class social activities with deaf/hard of hearing individuals, or guest speakers. Additional video materials available in the sign language lab such as the Deaf culture series videos, ASL Poetry videos, various samples of ASL structure, mouth morphemes and/or classifier information. 24

25 PROGRAM TITLE: COURSE TITLE: Sign Language Interpretation American Sign Language IV CIP NUMBER: Program frameworks can be found at the following website: LIST PERFORMANCE STANDARD ADDRESSED: NUMBER(S): TITLES(S): 01.0 DEMONSTRATE KNOWLEDGE OF THE COMPONENTS AND PRINCIPLES OF AMERICAN SIGN LANGUAGE - The student will be able to: Identify the four parameters of ASL: handshape, placement, movement, and orientation Recognize and demonstrate the use of ASL classifiers Recognize and produce a minimum vocabulary of 2,000 standard signs Recognize and produce a minimum of 50 American Sign Language idioms Discuss and demonstrate the proper use of space in ASL Discuss and demonstrate proper use of economy of movement (motion) in ASL. Form 2A, Page Identify patterns of sentence structure in ASL: a) Time indicators b) Visual topics c) Directional verbs d) Pronominal reference Demonstrate the ability to sequence working vocabulary into appropriate ASL forms Demonstrate and explain the role of natural gestures, facial expressions, and body movement in ASL Demonstrate the ability to choose conceptually accurate signs for production in ASL DEMONSTRATE KNOWLEDGE OF THE VARIOUS SIGN SYSTEMS--The student will be able to: Use and understand fingerspelling. 25

26 Goals The following general performance goals and sub-goals will be addressed in the course, based on the Learning Outcomes for American Sign Language Skills Level 1-4, by Ph.D, Kurz, Kim & Ph.D. Taylor, Marty (2008), available at 1. COMMUNICATION Students communicate in American Sign Language 1) INTERPERSONAL COMMUNICATION - Two-way communication via face-to-face conversation or through technological means. 2) INTERPRETIVE COMMUNICATION - Students understand what one visually perceives when faceto-face or through the use of digital/technological means (e.g., videophone, vlog, videos). 3) PRESENTATIONAL COMMUNICATION - Students express ideas face-to-face or through the use of digital/technological means (e.g., videophone, vlog, and videos). 2. CULTURE Gain knowledge and Understanding of Deaf Culture 1) PRACTICES OF CULTURE - Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture. 2) PRODUCTS OF CULTURE - Students demonstrate an understanding of the relationship between the products and perspectives of American Deaf culture. 3. CONNECTION - Use American Sign Language to Connect with Other Disciplines and Expand Knowledge 1) MAKING CONNECTIONS - Students reinforce and further their knowledge of other disciplines (i.e., school subjects) through the study of American Sign Language. 2) ACQUIRING INFORMATION - Students acquire information and recognize distinctive viewpoints that are only available through American Sign Language and Deaf culture. 4. COMPARISON - Develop Insight into the Nature of Language and Culture. 1) LANGUAGE COMPARISONS - Students demonstrate understanding of the nature of language through comparisons of American Sign Language and their own language. 2) CULTRUAL COMPARISONS - Students demonstrate understanding of the nature of culture through comparisons of American Deaf culture and their own culture. 5. COMMUNITY - Use American Sign Language to Participate in the Deaf Community. 1) ASL CLASS AND COMMUNITY - Students use American Sign Language within and beyond the school setting. 2) LIFELONG LEARNING - Students show evidence of becoming life-long learners by using American Sign Language for personal enjoyment and enrichment. More specifically, the overarching statements of each goal/sub-goal is included below, also from the Learning Outcomes for American Sign Language Skills Level 1-4, by Ph.D, Kurz, Kim & Ph.D. Taylor, Marty (2008), available at INTERPERSONAL COMMUNICATION This outcome focuses on interpersonal communication. In ASL, interpersonal communication means visual/gestural communication between individuals who are in direct contact with each other. In this case direct contact includes using ASL face-to-face and through the use of technology (e.g., videophone, video mail, vlog). In beginning ASL 1 and 2 classes, students learn to use a variety of simple phrases and sentences in one-to-one and small group conversations. In the more advanced ASL 3 and 4 classes, students will begin to engage in group conversations, exchange information, and grow in their ability to 26

27 communicate with others in asl in a culturally appropriate manner with greater fluency involving an increasing number of participants and covering a wider range of topics. INTERPRETIVE COMMUNICATION This outcome focuses on comprehending American Sign Language, that is, visual listening resulting in comprehension. In the area of visual listening, students have a variety of opportunities to develop comprehension abilities, including following classroom instruction, watching guest speakers using ASL, and visually listening to ASL signers through technology (e.g., videophone). Students must have access to a wealth of authentic ASL videos including commercially available DVDs and vlogs on the web. PRESENTATIONAL COMMUNICATION This outcome focuses on the presentation of information, concepts, and ideas in American Sign Language that include face-to-face meetings, live presentations, and technological means (e.g., videophone, video mail, video logs) PRACTICES OF CULTURE The first outcome (2.1) focuses on Social Interaction. In this outcome students learn social interaction within the Deaf community of ASL users based on Deaf people s corresponding cultural values and attitudes in a culturally appropriate manner. It focuses on Deaf cultural practices that reflect the traditions and beliefs of ASL users. PRODUCTS OF CULTURE This outcome focuses on cultural appreciation. Students learn about the many varied products of Deaf culture such as ASL poetry, ASL narrations, art made by Deaf people, and videos of ASL literature, in terms of underlying cultural values and attitudes. This outcome focuses on the cultural products of the Deaf community and how the products relate to the traditions, beliefs, and structures of society. MAKING CONNECTIONS In this outcome, students use American Sign Language to learn more about other subject areas that are not related to ASL or Deaf culture, either within the ASL class or in ASL immersion experiences. Students will use ASL as a tool to access additional resources related to ASL and Deaf culture. ACQUIRING INFORMATION In this outcome, students use their ASL skills to acquire new information and discover cultural perspectives of Deaf people. This may occur within the school setting or in conjunction with work and leisure activities. By knowing and using ASL, they expand the sources of information available to them. They can communicate with ASL users. They can acquire information that is presented in ASL (e.g., ASL storytellers, vlogs). LANGUAGE COMPARISONS In this outcome, students will compare and contrast ASL with English or another language. CULTRUAL COMPARISONS As students expand their knowledge of Deaf culture, they will discover that certain perspectives, practices, and products differ from other cultures in the United States. COMMUNITY As learned in Goal One (Communication), the focus is on the acquisition of ASL comprehension and expressive skills. Students begin to transfer classroom ASL to non-classroom conversational experiences such as with the Deaf community. This is an important step in transferring student s language skills into use in Deaf community events LIFELONG LEARNING As lifelong learners, students can use ASL to access information about topics of personal interest. Through this experience, students discover the richness of Deaf culture and expand their knowledge about the language and culture through recreation, entertainment, and, for some, work. Some students may 27

28 continue to participate in the Deaf community and further develop their ASL skills and their understanding of Deaf culture. Others may need to be encouraged to meet and interact with Deaf people who live in their locale. Florida State College Learning Outcomes & Assessment At Jacksonville NOTE: Use either the Tab key or mouse click to move from field to field. The box will expand to accommodate your entry. Section 1 COURSE PREFIX AND NUMBER: ASL 1210 SEMESTER CREDIT HOURS (CC): 3 CONTACT HOURS (NCC): COURSE TITLE: American Sign Language IV Section 2 TYPE OF COURSE: (Click on the box to check all that apply) AA Elective AS Required Professional College Prep AS Professional Elective AAS Required Professional Technical Certificate Other PSAV Apprenticeship General Education: (For General Education courses, you must also complete Section 3 and Section 8) Section 3 (If applicable) INDICATE BELOW THE DISCIPLINE AREA FOR GENERAL EDUCATION COURSES: Communications Social & Behavioral Sciences Mathematics Natural Sciences Humanities Section 4 INTELLECTUAL COMPETENCIES: Reading Speaking Critical Analysis Writing Listening Information Literacy Quantitative Skills Ethical Judgment Scientific Method of Inquiry Working Collaboratively Section 5 STATE GENERAL EDUCATION LEARNING OUTCOME AREA Critical Communication Scientific and Quantitative Reasoning Thinking Information Literacy Global Sociocultural Responsibility 28

29 Section 6 LEARNING OUTCOMES Type of Outcome: Gen. Ed, METHOD OF ASSESSMENT Demonstrate and engage in a group conversation and share-advanced information related to various course related topics. Instructor developed assessment. Demonstrate knowledge of Deaf history, folklore, literature, and culture. Instructor developed assessment. Demonstrate expressive ASL skills. Instructor developed assessment. Demonstrate receptive ASL skills. Instructor developed assessment. Examine ASL Films for cultural aspects. Group discussions; Instructor developed assessment. Explore, analyze, and discuss controversial emotions and feelings on a variety of topics (e.g., cochlear implants in Deaf children, audism issues). In class observations; recorded assessments Share and analyze detailed factual information on a variety of topics (e.g., controversial topics like using stem cells for research purposes, cloning). In class observations; recorded assessments Debate and support personal and others opinions and preferences on a variety of topics (e.g., politics, cigarette bans, living together without marrying). In class observations; recorded assessments Give and follow a complex sequence of instructions (e.g., carrying out an experiment, describe how to play a game). In class observations; recorded assessments; written assessments Initiate and participate in social exchanges in formal situations (e.g., Deaf art gallery, Deaf plays, Deaf visitors to the class). In class observations; recorded assessments; written assessments Explore and discuss connections, ideas, and new insights into a variety of topics (e.g., how electoral college votes count In class observations; recorded assessments 29

30 toward presidential ticket, healthcare issues in different countries). Use ASL for fun, to express humor, and for personal enjoyment (e.g., a weekend signing-only immersion, watch Deaf humorous films or television programs). In class observations; recorded assessments Discuss the role of audism and Deafhood and its implications in the Deaf World (e.g., interview Deaf people about different stages of Deafhood). In class observations; recorded assessments; written assessments Demonstrate increased appropriate listener feedback during group conversation (e.g., resuming conversation). In class observations; recorded assessments Demonstrate comprehension of more complex narratives including various types of grammatical structures, including topic shift and role shift, by retelling the selection. In class observations; recorded assessments; written assessments Use complex ASL syntax in a paragraph (e.g., temporal aspects, pronominalization). In class observations; recorded assessments Demonstrate comprehension of complex descriptions of things by asking questions about these subjects and by asking for clarification (e.g., instruments, food, textures, and shapes). In class observations; recorded assessments Demonstrate fingerspelled word recognition of proper nouns and lexicalized fingerspelling in videotaped format (e.g., products, brand names, places, words that have no signs). (Note: video source material is harder to read than live). In class observations; recorded assessments; written assessments Demonstrate understanding of major topics, themes, and techniques of Deaf art and the significance of each aspect (e.g., hypothesize about symbols used in Susan Dupor s Family Dog). In class observations; recorded assessments; written assessments Demonstrate understanding of the principle elements of non-fiction topics from recorded materials of current and In class observations; recorded assessments; written assessments 30

31 historical importance to members of Deaf culture (e.g., comment on topics from Deaf Mosaic). Demonstrate the ability to analyze variety in sign styles through live and record materials and understand their significance (e.g., compare sign styles of two different products). In class observations; recorded assessments; written assessments Demonstrate mastery expressing prepared presentations (at least 5-15 minutes) (e.g., holidays, nationalities, things, and events using appropriate sign selection and syntactically correct phrases). In class observations; recorded assessments Select and analyze expression products of Deaf culture presented in various literary genres or the fine arts (e.g., interpret themes in the De VIA works). In class observations; recorded assessments; written assessments Summarize and record the content of a video log or documentary intended for ASL native users in order to discuss the topics with other learners of ASL (e.g., review Audism Unveiled documentary). In class observations; recorded assessments Give presentations on research-based investigations of current events from perspectives of sub-groups within the Deaf community (e.g., analyze educational trends of Deaf children). In class observations; recorded assessments; written assessments Explore and research perceptions of various Deaf sub-groups related to their cultural identification, of acculturation, and their contributions to Deaf culture at large (e.g., analyze the self perceptions of individual with two or more cultural identifications such as Black Deaf). In class observations; recorded assessments; written assessments Examine and research the prevalent cultural value of self reliance of Deaf community members through local and national organizations established for, and run by, Deaf people (e.g., community advocacy organizations serving Deaf In class observations; recorded assessments; written assessments 31

32 individuals established by the Deaf such as the National Association of the Deaf). 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 (e.g., how influence of expressing affect during greetings has created tight-knit relationships). In class observations; recorded assessments; written assessments Analyze contemporary issues in the Deaf world, such as education, employment, audism, community traditions, clubs and sport organizations, and technology, and examine their impact on Deaf culture (e.g., role of audism in employment). In class observations; recorded assessments; written assessments Analyze themes of oppression and empowerment in products of Deaf culture such as stories, poetry, art, and literature and how they reflect the experiences and perspectives of Deaf people (e.g., The Eyeth Story). In class observations; recorded assessments; written assessments Examine expressive products of Deaf culture, such as stories, poetry, literature, and explore the ways in which these products represent lifestyles and perspectives of Deaf people (e.g., critically examine poetry by Ella Mae Lentz and Debbie Rennie). In class observations; recorded assessments; written assessments Identify and analyze films, commercials, or documentaries about Deaf people and evaluate typical cultural patterns and social behaviors that are portrayed (e.g., analyze misrepresentations of Deaf people and Deaf culture in historical and contemporary films). In class observations; recorded assessments; written assessments Reflect and explore tangible products of Deaf culture that are not familiar to most people (e.g., Gallaudet s journal at Hartford historical museum). In class observations; recorded assessments; written assessments 32

33 Investigate the timeline of historical events in Deaf world (e.g., Gallaudet and Clerc s trip to America). In class observations; recorded assessments; written assessments Analyze patterns of ASL use and linguistic expressions used by Deaf people and analyze contextual and historical usage of some of the expressions to identify Deaf people s thoughts and perspectives (e.g., examples of expressions that reflect the cultural pride of Deaf people). In class observations; recorded assessments; written assessments Broaden awareness of other disciplines by expanding on and comparing topics (e.g., discuss cultural theories of group and societal dynamics). In class observations; recorded assessments; written assessments Synthesize and evaluate information gathered in other disciplines to enhance understanding of ASL and Deaf culture (e.g., various implications of Deaf education). In class observations; recorded assessments; written assessments View and analyze literary and non-literary recorded materials available only in ASL and comprehend the cultural messages imbedded in such texts (e.g., investigate subtlety and double entendres in ASL poetry). In class observations; recorded assessments; written assessments Analyze the cultural value and role of collectivism in Deaf culture and contrast it with the predominant value of individualism in American society (e.g., development of collective behaviors as a community survival strategy). In class observations; recorded assessments; written assessments Analyze and discuss the meanings of ASL parameters. In class observations; recorded assessments; written assessments Investigate how inflections can change the meaning in the areas of manners, modulations, degrees, and temporal aspects. In class observations; recorded assessments; written assessments Give presentations using increasingly more complex non-manual markers in ASL dialogues. In class observations; recorded assessments 33

34 Prepare and give a presentation using regularity, approximate/relative time, repetition, and duration and tense. In class observations; recorded assessments Create ASL stories using long time and over and over again inflections which mean for a prolonged period of time and prolonged, repeated focus, by using a slower, repeated, elliptical movement and a tense straight-line movement and hold at the end. In class observations; recorded assessments Give presentations using the numeral handshape with location, movement, and orientation of signs in ranking, order of finishing in competition, placement of number identification on uniforms, and team scores. In class observations; recorded assessments Create ASL stories using to or from specified individuals inflections which mean some or many but usually not all, and to or from unspecified individuals inflection which means some or many but not all, by using alternating hands and the eyes and head tend to shake back and forth. In class observations; recorded assessments Prepare for debates using plural classifiers by making in a row, sweep in a row, in rows and sweep in rows inflections. In class observations; recorded assessments Create ASL stories using rhetorical questions. In class observations; recorded assessments Give presentations using relative clauses by identifying a specific person or thing. In class observations; recorded assessments Debate with appropriate and accurate use of negation and affirmation sentences. In class observations; recorded assessments Give presentations using ASL framework by starting with specific information, leading to general information, and closing it with specific information again (e.g., diamond structure). In class observations; recorded assessments 34

35 Prepare and use real world orientation effectively by changing the perspectives of the signer in ASL dialogues. In class observations; recorded assessments Give presentations using all compounds and contractions in all ASL dialogues. In class observations; recorded assessments Prepare presentations using the rules of classifiers by incorporating them appropriately in all ASL dialogues (e.g., sign noun first then use classifier, use ground concept first then describe figures). In class observations; recorded assessments Create ASL stories using verbs with repeated, bi-directional, continuous movement. In class observations; recorded assessments Present mastery when comparing frequently comprehended sign variations (e.g., variations based on ethnicity, socioeconomic status). In class observations; recorded assessments Investigate the unwritten rules present in society that impact perceptions of Deaf people and Deaf culture (e.g., pathological/medical view of deafness with the cultural model). In class observations; recorded assessments; written assessments Compare thematically similar ASL and English films, television programs, or texts, focusing on specific cultural practices (e.g., ASL Films- visual building of suspense vs. musical use). In class observations; recorded assessments; written assessments Analyze and discuss the relationships between products and perspectives in Deaf culture and contrast these with their own (e.g., values ascribed to schools for the Deaf versus those ascribed to schools for non-deaf individuals). In class observations; recorded assessments; written assessments Explore careers that require proficiency in ASL and Deaf culture (e.g., a research paper about such careers or possible internship). In class observations; recorded assessments; written assessments 35

36 Develop a worldview through participating in at least 4-6 Deaf cultural events and conferences at local postsecondary institutions (e.g., participate in ASL and Deaf Studies conferences). In class observations; recorded assessments; written assessments Create web sites and video logs in ASL that maintain dialogue and discussion about ASL and Deaf culture (e.g., develop a personal web site to participate in discussion of current events within Deaf culture, and/or submit homework through recording). In class observations; recorded assessments Section 7 Name of Person Completing This Form: Theresa Bugler & Bradley Dale Theresa Bugler, Bradley Dale, James Pope Date: 2/7/13 12/12/14 36

37 Form 2A, Page 1 FLORIDA STATE COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE COURSE NUMBER: ASL 2212 COURSE TITLE: PREREQUISITE(S): COREQUISITE(S): Beginning ASL Discourse ASL 1210 and ASL 1300 (both with a grade of C or better) 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 CATALOG COURSE DESCRIPTION: This is an advanced level ASL course to be taken after the student has successfully completed ASL 1210 (ASL 4) and ASL 1300 (Structure of ASL) with a grade of C or better. This course will use the ASL grammar and structure skills learned previously to engage in the various types of spontaneous ASL discourse seen in the Deaf community. This course provides an introductory study of ASL Discourse. Focus is on ASL discourse structure and features, such as: use of space, discourse markers, registers, depiction, blends, use of classifiers with various texts, etc. with some comparisons to spoken English. Students are provided the opportunity to analyze and compare a variety of ASL discourse genres in order to better understand their forms and functions through the application of hands-on activities and basic analysis. SUGGESTED TEXT(S): Signing Naturally 3 (videotext and workbook), Mikos, Smith, and Lentz, 2001 Kelly, Jean E. (2012). Interactive Interpreting: Let s Talk GoReact Assessment Software (suggested) IMPLEMENTATION DATE: Spring Term, 2008 (20082) REVIEW OR MODIFICATION DATE: Fall Term, 2011 (20121) - Proposal Fall Term, 2014 (20151) Fall Term, 2015 (20161) Proposal

38 Form 2A, Page 2 COURSE TOPICS CONTACT HOURS PER TOPIC I. Pragmatics a. General discourse models/theories 5 3 b. Speech/Illocutionary Acts c. Language processing d. Frames, Schema & Scripts II. Linguistic features in ASL discourse a. Structure of ASL discourse i. Content mapping & Discourse mapping b. Use of Space c. Real, Mental, Surrogate, Token space & Blends d. Discourse markers & Cohesive devices e. Use of space and spatial relationships in an ASL text f. Depiction, Constructed Action and Constructed Discourse g. Register h. Sociolinguistic factors in discourse III. Comprehension & Production of ASL Discourse 20 a. Main and supporting ideas in an ASL text b. Sequence of steps described in a set of signed texts: i. Explanatory ii. Narrative iii. Procedural iv. Argumentative v. Hortatory vi. Dialogue with 2+ participants IV. Basic Discourse Analysis 5 a. Content, Context and Spatial Mapping b. ASL transcription i. Glossing signs, classifiers, non-manuals, etc. c. Identifying linguistic features in a text V. Practice/Projects 5 a. Research b. Transcription c. Self analysis 45 38

39 Form 2A, Page 3 PROGRAM TITLE: COURSE TITLE: Sign Language Interpretation Beginning ASL Discourse CIP NUMBER: Program frameworks can be found at the following website: LIST PERFORMANCE STANDARD ADDRESSED: NUMBER(S): TITLES(S): 01.0 DEMONSTRATE KNOWLEDGE OF THE COMPONENTS AND PRINCIPLES OF AMERICAN SIGN LANGUAGE The student will be able to: Recognize and demonstrate the use of ASL classifiers Recognize and produce a minimum vocabulary of 2,000 standard signs Discuss and demonstrate the proper use of space in ASL Discuss and demonstrate proper use of economy of movement (motion) in ASL Identify patterns of sentence structure in ASL a) Time indicators b) Visual projects c) Directional verbs d) Pronominal reference Demonstrate the ability to sequence working vocabulary into appropriate ASL forms Demonstrate and explain the role of natural gestures, facial expressions, and body Movement in ASL Demonstrate the ability to choose conceptually accurate signs for production in ASL 06.0 DEMONSTRATE THE ABILITY TO CONVEY A MESSAGE USING SIGN LANGUAGE OR VOICE The student will be able to: Accurately interpret the message of a speaking person to a hearing impaired person(s) using the communication method (signed or voice) most readily understood by the hearing impaired person(s) Accurately transliterate the message of a speaking person to a hearing impaired person(s) using the communication method (signed or voice) most readily understood by the hearing impaired 39

40 person(s) Accurately interpret the message of a signing person to a hearing impaired person(s) or hearing person(s) through use of voice Accurately transliterate the message of a signing person to a hearing impaired person(s) or a hearing person(s) through the use of voice 40

41 Florida State College Learning Outcomes & Assessment At Jacksonville NOTE: Use either the Tab key or mouse click to move from field to field. The box will expand to accommodate your entry. Section 1 COURSE PREFIX AND NUMBER: ASL 2212 SEMESTER CREDIT HOURS (CC): 3 CONTACT HOURS (NCC): COURSE TITLE: Beginning ASL Discourse Section 2 TYPE OF COURSE: (Click on the box to check all that apply) AA Elective AS Required Professional College Prep AS Professional Elective AAS Required Professional Technical Certificate Other PSAV Apprenticeship General Education: (For General Education courses, you must also complete Section 3 and Section 7) Section 3 (If applicable) INDICATE BELOW THE DISCIPLINE AREA FOR GENERAL EDUCATION COURSES: Communications Social & Behavioral Sciences Mathematics Natural Sciences Humanities Section 4 INTELLECTUAL COMPETENCIES: Reading Speaking Critical Analysis Writing Listening Information Literacy Quantitative Skills Ethical Judgment Scientific Method of Inquiry Working Collaboratively Section 5 STATE GENERAL EDUCATION LEARNING OUTCOME AREA Communication Critical Thinking Scientific and Quantitative Reasoning Information Global Sociocultural Responsibility Literacy Section 6 LEARNING OUTCOMES Type of Outcome: Gen. Ed, METHOD OF ASSESSMENT 41

42 DEMONSTRATE KNOWLEDGE OF THE COMPONENTS AND PRINCIPLES OF AMERICAN SIGN LANGUAGE Program; Recorded assessments; instructor one-on-one review and critique of live and videotaped work; class project(s) completion DEMONSTRATE THE ABILITY TO CONVEY A MESSAGE USING SIGN LANGUAGE OR VOICE Program; Recorded assessments; instructor one-on-one review and critique of live and videotaped work; class project(s) completion Demonstrate comprehension on the main points of standard discourse, on familiar topics, through real-time interaction or clearly-delivered authentic cultural material. Written assessment; recorded assessment; class discussion; small group work Demonstrate in ASL well-structured argument, explanatory, procedural, narrative and hortatory genres. ; Program Written assessment; recorded assessment; class discussion; small group work Identify various discourse types in ASL. Written assessment; class discussion; small group work Compare and contrast ASL discourse used in various settings. Observation; Written assessment; recorded assessment; class discussion; small group work Define and analyze the use of eye gaze, use of space, role shifting, turn-taking regulators and other discourse features in ASL. Written assessment; recorded assessment; class discussion; small group work Analyze how specific linguistic features are applied in specific settings. Observation; Written assessment; class discussion; small group work Perform a basic discourse analysis of an ASL dialogue using ELAN, or other notation program. Written assessment; class discussion; small group work Demonstrate understanding of terms associated with aspects of discourse. Written assessment; class discussion; small group work Discuss discourse as it occurs in everyday activities. class discussion; small group work 42

43 Analyze discourse in the context of multicultural communication events varying socioeconomic characteristics of the communication participants. Written assessment; class discussion; small group work Apply Discourse Mapping techniques. Written assessment; recorded assessment; class discussion; small group work Demonstrate a basic understanding of sociolinguistic variation in ASL and ASL discourse. Written assessment; recorded assessment; class discussion; small group work Demonstrate understanding of depiction in ASL. Written assessment; class discussion; small group work Demonstrate understanding of constructed action and constructed discourse in ASL. Written assessment; recorded assessment; class discussion; small group work Demonstrate understanding of real, mental, surrogate and token space concepts. Written assessment; class discussion; small group work Demonstrate understanding of the use of space in ASL discourse. Written assessment; recorded assessment; class discussion; small group work Section 7 Name of Person Completing This Form: James Pope, Lori Cimino, and Theresa Bugler Theresa Bugler Date: 1/12/11 3/12/13 43

44 COURSE END TERMED AS PART OF 5-YEAR PURGE Form 2A, Page 1 FLORIDA STATE COLLEGE AT JACKSONVILLE COLLEGE CREDIT COURSE OUTLINE COURSE NUMBER: INT 1440 COURSE TITLE: PREREQUISITE (S): COREQUISITE (S) STUDENT ADVISING NOTES: Oral Transliteration None None None CREDIT HOURS: 3 CONTACT HOURS/WEEK: 3 CONTACT HOUR BREAKDOWN: LECTURE/DICSUSSION: 3 LABORATORY: OTHER FACULTY WORKLOAD POINTS: 3 STANDARDIZED CLASS SIZE ALLOCATION: 24 CATALOG COURSE DESCRIPTION: This course is designed to prepare interpreters for facilitating communication between oral deaf persons and others. Oral transliteration involves presenting spoken messages to the person who is deaf or hard of hearing using inaudible speech and natural gestures and speaking in clearly articulated English the message from the oral deaf person. The course will introduce the rationale, theory and methods of oral transliteration. The knowledge concepts presented and skills practiced developed are designed to prepare the students for the written test leading to certification as an Oral Transliterator by the National Transliteration Certificate (OTC) knowledge and Performance Exams administered by the Registry of Interpreters for the Deaf. SUGGESTED TEXT (S): Witter-Merithew, A. and Siple, L. (Eds.) (1985). Curriculum Guide for the Instruction of Oral Interpreting. Washington, DC: A.G. Bell Association for the Deaf. Oral Transliteration Certificate (OTC) Examination Information Bulletin (Registry of Interpreters for the Deaf) 44

45 SUGGEST TEXT(S): (continued) Form 2A, Page 2 Frishberg, N. (1990). Interpreting: An Introduction. Silver Spring, MD: RID Publications. Castle, D.L (1988). Oral Interpreting: Selections from papers by Kirsten Gonzalez. Washington, DC: A.G. Bell Association for the Deaf. Oral Transliterator Candidate Information Bulletin (Oral) RID IMPLEMENTATION DATE: Spring Term, 2004 (20042) REVIEW OR MODIFICATION DATE: Fall Term, 2007 (20081) Fall Term, 2008 (20091) Outline Review 2007 (was EHD 1414) Fall Term, 2014 (20151) 45

46 Form 2A, Page 3 COURSE TOPICS CONTACT HOURS I. History of Oral Education and the Oral Deaf Community 2 PER TOPIC A. Aural (auditory)-oral educational methods B. Speech reading philosophies C. Legislation (ADA, PL , IDEA, Section 504 of the Rehab Act 0f 73 D. Assistive listening devices: hearing aids, cochlear implants, FM systems) E. Visual requirements for speech reading F. Oral Deaf community II. Speech Production 8 A. Locations for vowels, consonants, and diphthongs B. Visual intelligibility of speech elements C. Manner of articulation D. Speech production of Oral Deaf persons III. Language and Communication English Language: 8 A. Grammatical principles of language B. Semantics C. Pragmatics IV. Transliterating Process Interpreting 12 A. Voice over B. Expressive techniques C. Public speaking D. Physical environment E. Turn-taking F. Duties/role of team G. Use of simultaneous or consecutive H. Protocol I. Strategies for meeting age specific needs of consumers J. Strategies for dealing with stress and fatigue V. Speechreading 10 A. Visibility factors: word selection, homophenes B. Physical factors: fatigue, distance, lighting C. Processing factors (gestures, pantomime, associational cues 46

47 Form 2A, Page 4 COURSE TOPICS (continued) CONTACT HOURS VI. Professional Issues 5 PER TOPIC A. Code of Ethics B. History and status C. Professional & Consumer Organizations D. Roles and Responsibilities E. Diversity F. Business Practices G. Professional Development Resources 47

48 PROGRAM TITLE: COURSE TITLE: Sign Language Interpretation Oral Transliteration CIP NUMBER: Program frameworks can be found at the following website: LIST PERFORMANCE STANDARD ADDRESSED: NUMBER(S): TITLES(S): 03.0 DEMONSTRATE KNOWLEDGE OF THE CULTURAL AND PSYCHOSOCIAL ASPECTS OF DEAFNESS The student will be able to: Describe types and degrees of hearing loss and their implications for communication Explain the social and emotional implications of deafness Describe the social activities and organizations of the deaf community Identify and explain the assistive devices available to hearing impaired persons and the implications of such devices DEMONSTRATE KNOWLEDGE OF THE IMPLICATIONS OF HEARING LOSS FOR EDUCATION AND HABILITATION--The student will be able to: Explain the role of the educational interpreter in the school setting Explain the code of ethics for educational interpreters Describe the educational characteristics and needs of the hearing impaired child Describe the various types of educational programs available to hearing impaired students including different communication methodologies (e.g. Oral, Verbal-tonal, cued speech, Total Communication) and placement options (e.g. mainstreamed settings, full and part-time day classes, residential programs Describe the function of the auditory and vocal mechanism and the etiologies of deafness Describe the types, use and function of amplification and other assistive devices. 48

49 04.07 Identify components of aural habilitation (e.g. speech, speech reading, and auditory training Identify habilitative agencies and the services offered e.g. Vocational Rehabilitation, Deaf Service Centers, and other Referral Agencies DEMONSTRATE AN UNDERSTANDING OF THE ETHICAL AND LEGAL ASPECTS OF INTERPRETING -- The student will be able to: Deaf Explain the five principles of the Code of Ethics of the Registry of Interpreters of the Explain PL ; Section 504 of Title V of the Rehabilitation Act of 1973 and its amendments, and Florida Statutes pertaining to hearing impaired individuals and interpreters and the implications of the laws and statutes Explain Florida's interpreter evaluation process and its implications for interpreters DEMONSTRATE THE ABILITY TO CONVEY A MESSAGE USING SIGN LANGUAGE OR VOICE- -The student will be able to: Accurately transliterate the message of a speaking person to a hearing impaired person(s) using the communication method (signed or voice) most readily understood by the hearing impaired person(s). 49

50 Florida State College Learning Outcomes & Assessment At Jacksonville NOTE: Use either the Tab key or mouse click to move from field to field. The box will expand to accommodate your entry. Section 1 COURSE PREFIX AND NUMBER: INT 1203 INT 1440 SEMESTER CREDIT HOURS (CC): 3 CONTACT HOURS (NCC): COURSE TITLE: Oral Translitering Oral Transliteration Section 2 TYPE OF COURSE: (Click on the box to check all that apply) AA Elective AS Required Professional College Prep AS Professional Elective AAS Required Professional Technical Certificate Other PSAV Apprenticeship General Education: (For General Education courses, you must also complete Section 3 and Section 8) Section 3 (If applicable) INDICATE BELOW THE DISCIPLINE AREA FOR GENERAL EDUCATION COURSES: Communications Social & Behavioral Sciences Mathematics Natural Sciences Humanities Section 4 INTELLECTUAL COMPETENCIES: Reading Speaking Critical Analysis Writing Listening Information Literacy Quantitative Skills Ethical Judgment Scientific Method of Inquiry Working Collaboratively Section 5 STATE GENERAL EDUCATION LEARNING OUTCOME AREA Critical Communication Scientific and Quantitative Reasoning Thinking Information Literacy Global Sociocultural Responsibility Section 6 LEARNING OUTCOMES Type of Outcome: Gen. Ed, METHOD OF ASSESSMENT 50

51 DEMONSTRATE KNOWLEDGE OF THE CULTURAL AND PSYCHOLOGICAL ASPECTS OF DEAFNESS Written assessments; individual and group projects; instructor observation and assessment of oral transliterated product DEMONSTRATE KNOWLEDGE OF THE IMPLICATIONS OF HEARING LOSS FOR EDUCAITON AND HABILITATION Written assessments; individual and group projects; instructor observation DEMONSTRATE AN UNDERSTANDING OF THE ETHICAL AND LEGAL ASPECTS OF INTERPRETING Written assessments; individual and group projects; instructor observation DEMONSTRATE THE ABILITY TO CONVEY A MESSAGE USING SIGN LANGUAGE OR VOICE Written assessments; individual and group projects; instructor observation and assessment of oral transliterated product Demonstrate knowledge of the history of oral education and the Oral Deaf Community. Written assessments; recorded assessments Identify features of speech production in English, including speech production of Oral deaf persons. Written assessments; recorded assessments Analyze the aspects of the English language that influence an oral transliteration. ; Program Written assessments; recorded assessments Identify aspects of oral transliteration needed to produce an accurate orally transliterated message. Written assessments; recorded assessments Identify factors that influence speechreading. Written assessments; recorded assessments Discuss professional issues related to oral transliteration, including the application the Registry of Interpreters for the Deaf Code of Professional Conduct to ethical scenarios. Written assessments; recorded assessments 51

52 Section 7 Name of Person Completing This Form: W.R. MCDAVID James Pope Date: /12/14 52

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