New Course OR Existing Course Instructor(s)/Author(s): Joan Germany Subject Area/Course No.: Sign Language 71 Units: 0.5 Course Name/Title: Fingerspelling II Discipline(s): American Sign Language Pre-Requisite(s): SIGN-070 Co-Requisite(s) NA Advisories: Eligibility for ENGL-090 Catalog Description: This course is a continuation of the concentrated instruction in the expressive and receptive practice of advanced fingerspelling. This course is a requirement for the completion of a college skills certificate in American Sign Language. Schedule Description: Do you want to improve your use of fingerspelling? This course will provide you with a continuation of learning how to read fingerspelling and communicate using fingerspelling. This course is a requirement for the completion of a college skills certificate in American Sign Language. Hours/Mode of Instruction: Lecture 9 Lab 9 Composition Activity Total Hours 18 (Total for course) Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3 Please apply for: LMC General Education Requirement and/or Competency & Graduation Requirement(s): (Please list the proposed area(s) this course meets, or indicate none ) Transfer to: CSU UC IGETC LDTP Course is Baccalaureate Level: Yes No Signatures: Department Chair Librarian Dean/Sr. Dean Curriculum Committee Chair President/Designee CCCCD Approval (Board or Chancellor's Office) Page 1 of 6
For Curriculum Committee Use only: STAND ALONE COURSE: YES NO FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester Catalog year 20 /20 Class Max: Dept. Code/Name: T.O.P.s Code: Crossover course 1/ 2: ESL Class: Yes / No DSPS Class: Yes / No Coop Work Exp: Yes / No Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_ LMC GE or Competency Requirement Approved by the Curriculum Committee: Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Rev 09-17-2008 Page 2 of 6
Institutional Student Learning Outcomes General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. Think critically and creatively 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social, multicultural and global perspectives. (Each of the above student learning outcomes for the general education program has a written explanation with illustrations and examples of its application within courses, as well as specific assessment criteria. Consult the GE program information pages.) Occupational Education SLOs (Recommended by Occupational Education Committee) At the completion of the LMC occupational certificate or degree, a student will: 1. Be academically prepared to obtain an entry-level or a mid-level position in their industry. 2. Apply critical thinking to research, evaluate, analyze and synthesize information. 3. Demonstrate strong communication skills (written and/or oral) and interpersonal skills (customer service and team work). 4. Appropriately apply industry materials and technology. 5. Demonstrate the skills and knowledge necessary to take and pass certification exams for career advancement in their industry. (Individual certificates or degree programs in occupational education may adopt some or all of these SLOs. Please check all those that apply to this course.) Developmental Education SLOs (Recommended by Developmental Education Committee) At the completion of the LMC Developmental Education Program, a student will: 1. Demonstrate the skills necessary for the first transfer level courses in English and Math or for the English and Math competencies for the Certificate of Achievement. 2. Think critically to construct meaning and solve problems. 3. Read with comprehension. 4. Communicate effectively both in writing and orally. 5. Demonstrate the characteristics, habits, and attitudes of an effective learner. Student Services SLOs 1. LMC students will demonstrate proficiency in the use of college on-line services. 2. LMC students will demonstrate proficiency in self-advocacy. Library and Learning Support Services SLOs LMC students utilizing various Library and Learning Support Services will: 1. Access and effectively utilize available campus Library and Learning Support Services. 2. Apply knowledge learned and competencies gained from using Library and Learning Support Services to academic coursework and assignments. 3. Demonstrate information competency skills needed to meet the research demands of academic course work and life long learning. None of the Above Page 3 of 6
Program-Level Student Learning Outcomes (PSLOs) PSLO 1: Communication PSLO 2: Cultures 1. Provide and obtain information; express feelings and emotions; exchange opinions 2. Understand interpret the written and spoken language at the cultural or figurative level 3. Present information, concepts, and ideas on a variety of higher education topics, moving from everyday language to higher education level vocabulary demonstrating creative use of language. 1. Analyze target culture as it is interwoven in every lesson presented. Hypothesize and interact with others given on-going new cultural data. Analyze the relationship between the practicesthe what and perspectives the why of the target language culture, and use that understanding to interpret events in the modern world. 2. Examine and analyze current world culture more objectively. 3. Demonstrate an interest in the study of the target language and culture in areas in which the target language is used PSLO 3: Connections 1. Extend communication beyond personal survival or literary topics to further understand disciplines through the target language. 2. Recognize the distinctive viewpoints that are available only through the target language and its many cultures, thereby becoming better informed citizens of the United States and of the world. PSLO 4: Comparisons 1. Compare the target language to students first language in order to identify and appreciate the unique way language is used to carry out specific tasks and functions. Students will deepen their understanding of the structure and vocabulary of target language. PSLO 5: Communities 1. Use the target language for personal enjoyment and enrichment. Students will interact with heritage speakers within the community and extend language usage. Apply target language in the context of community assistance projects designed to enhance student and community interaction. Page 4 of 6
Course-Level Student Learning Outcomes (CSLOs): 1. Develop the ability to use fingerspelling skills at the second level of competency (PSLO 1, 3 and 4) 2. Demonstrate an increase in flow when fingerspelling (PSLO 1, 3 and 4) 3. Interpret and produce fingerspelling skills to express vocabulary related to life skills at the second level of fingerspelling (PSLO 1, 3 and 4) 4. Incorporate advanced fingerspelling skills with American Sign Language.(PSLO 1, 2, 3, 4 and 5) Assessments: CSLO 1, 2 and 3: Homework: Students compose 10 and more letter words in writing. Students practice these words in fingerspelling at home. Demonstration: Students express these words in the front of the class in fingerspelling incorporated ASL. Each student recognizes and identifies the word and the story. Activity: Two to three students play games to incorporate skills in advanced fingerspelling. For example: Students use only advanced fingerspelling to demonstrate word building as a group. Instructor observes the games. CSLO 4: Homework: Community Interaction Report 1: Students attend a deaf event with the faculty and other students and use both ASL and advanced fingerspelling to communicate effectively. Students write a reflection paper describing their experience in these areas in contrast with the first level. For CSLO 1, 2, 3 and 4: Test, Midterm and Final: Students perceive, identify and write appropriate words from instructor s demonstration on advanced fingerspelling. Midterm and Final: Students perceive, identify and write appropriate words from instructor s demonstration on ASL that incorporates advanced fingerspelling. Students illustrate appropriate advanced fingerspelling. Method of Evaluation/Grading: A level Student work is characterized by accurately, comprehensively, clearly, fluidly and appropriately using ASL sign, advanced fingerspelling and numbers at the second level. Students illustrate knowledge of the rules of fingerspelling, hand positioning and increased flow while fingerspelling. Students show engagement and full participation for the community event including a thoughtful and reflective report. Homework is complete, accurate and on time. Students do not use their voice in class as a sign of respect for the teacher and the students learning. Test results for the tests, midterm and final exam are 90% or above. Page 5 of 6
C level Student work is characterized by generally appropriate use, but not always correct or accurate ASL sign, fingerspelling and numbers at the second level. Students may not have sufficient knowledge of the rules of fingerspelling, hand positioning and insufficient flow while fingerspelling. Students may show sporadic engagement and not fully participate. They do most, but not all assignments and their report from the deaf event may lack insight. They may miss a test, or turn work in late and the work may be incomplete. This student may interrupt class by vocalizing during fingerspelling and signing activities. Test results from the tests, midterm and final exam are the 70% to 79%. A 90%-100% B 80%-89% C 70%-79% D 60%-69% F Below 60% All CSLOs are of approximate equal weight. Course Content: 1. Developmental Shape Fingerspelling 2. Acronyms and Finger Twisters 3. Business Cards and Tickets 4. Advertising Slogans and Categories 5. Advanced Categories and In What Order 6. Words Per Minute and Visual Discrimination Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) Textbooks: Fingerspelling in American Sign Language Brenda E. Cartwright and Suellen J. Bahleda RID Press, Inc. 2002 Handouts and worksheets as needed. Page 6 of 6