I. School of Liberal Arts Department of World Languages and Cultures

IUPUI APPLICATION FORM FOR MINORS I. School of Liberal Arts Department of World Languages and Cultures II. III. Proposed Minor: American Sign Language Studies Related Major: ASL/English Interpreting IV. Projected Date of Implementation: Fall 2014 V. List the major objectives of the proposed minor and describe its chief features briefly: The minor in American Sign Language (ASL) Studies would complement an already expanding major in American Sign Language/English Interpreting. Students that feed IUPUI s ASL/EI B.S. degree program have, up until recently, transferred over from the ASL Studies A.A. degree program at Vincennes University. With the addition of several courses over the last five years, students are now able to begin their studies in American Sign Language at IUPUI and complete all four years here. Many of those students will continue on to study interpreting. But many others would prefer to minor in ASL Studies while majoring in other subject areas. The minor in ASL Studies would allow students to delve more deeply into the study of American Sign Language and the diversity of Deaf culture. Students would complete basic requirements in ASL and choose from a list of courses to complete the 15 credits required for the minor. Students choose 15 credits from the following list (with the prerequisite of finishing the first and second year of ASL or having reached the same language proficiency level). ASL A215 Advanced Fingerspelling and Numbering Systems in ASL (3 cr) ASL A219 The History and Culture of the American Deaf Community (3 cr) ASL A311 Third Year ASL 1 (3 cr) ASL A312 Third Year ASL 2 (3 cr) (additional prerequisite: A311) ASL A321 Linguistics of ASL (3 cr) ASL I301 Introduction to Interpreting (3 cr) ASL I303 ASL for Interpreters (3 cr) ASL I305 Text Analysis (3 cr) Other courses may be acceptable with the consultation and approval of the director of the program. Students must complete the five courses with a minimum GPA of 2.00. Credit will not be honored for courses completed with a grade lower than a C. For a complete list of ASL courses and their descriptions, visit Appendix III. VI. Why is a minor needed? The minor in ASL Studies is needed because there is a great need for people who have a degree in an area of study (i.e. Medicine, Law, Social Work, Therapy, Education, etc.) who are also fluent in American Sign Language, or, at the very least, have an understanding of Deaf culture. Deaf people know that whenever they leave their homes they will most likely need to use an interpreter at some point during that day. If they could live their daily lives and take care of the business they need to with someone 1

who is an expert in the field, but also fluent in ASL and so can work directly with them, that would be ideal. IUPUI students are interested in a variety of majors and future life paths. Some of these students will go on to complete the B.S. degree in ASL/English Interpreting. Others will continue on in their chosen field of study, having developed a marketable skill a second language. IUPUI has a mission to create and exchange knowledge that promotes understanding of the human experience and the IU School of Liberal Arts has pledged itself to an interdisciplinary and international approach to the liberal arts. Establishing a minor in ASL Studies helps prepare our students to work with diverse populations of both Deaf and hard of hearing people, adding to the understanding of the general public of people for whom hearing in the audiological sense has no meaning, but for whom a culture is readily identifiable and understood. The proposed minor was approved by the departmental faculty, the School of Liberal Arts Faculty Assembly, and the school s dean. VII. Describe the student population to be served and market to be targeted. This minor will serve the needs of diverse constituencies: Students learning American Sign Language; Liberal Arts students planning to pursue undergraduate degrees in Linguistics, Communication Studies, Anthropology, Sociology, World Languages, etc.; Students planning to pursue undergraduate degrees in Nursing, Para-Legal Studies, Para- Medical Studies, Social Work, Education, etc.; Students planning to pursue graduate studies or careers in Medicine, Law, Social Work, Therapy, Counseling, Education, etc. VIII. How does this minor complement the departmental and campus missions? Address how it conforms with IUPUI s Principles of Undergraduate Learning. The Mission and Goals of the Department of World Languages and Cultures (WLAC) and expressed in the Self-Study Report from 2008 includes the following: The overarching mission of the Department is to make international languages and cultures familiar to our students, our colleagues, and the broader community, helping them to participate more effectively in the diverse world we share through new linguistic and cross-cultural understanding. In addition the Department of WLAC seeks to be a model for the study and teaching of languages and cultures of the non-english-speaking world in order to, among other things: prepare our students to communicate effectively in a broad global context by developing proficiency in languages other than English with an appreciation of their cultural settings provide cultural and linguistic resources to the local community encourage an understanding of and respect for cultural heritage and diversity. This perspective complements the mission of IUPUI, which places high value on diversity and on understanding the overwhelming cultural changes in the world. 2

The Minor in ASL Studies meets the IUPUI Principles of Undergraduate Learning as follows: PUL 1 PUL 2 PUL 4 PUL 5 PUL 6 Core Communication and Quantitative Skills to communicate well in a variety of formats (ASL A215, A311, A312 [PUL 1a]) Critical Thinking to analyze information and ideas from multiple perspectives and to use knowledge and understanding to generate and explore new questions. (ASL I305) Intellectual Depth, Breadth and Adaptiveness to organize disciplinary ways of knowing and to apply them to specific issues and problems (ASL A321) Understanding Society and Culture to recognize your own cultural traditions and to understand and appreciate the diversity of the human experience at home and abroad (ASL A219, I303) Values and Ethics to make informed and principled choices regarding conflicting situations and to recognize the importance of aesthetics in personal life and in society. (ASL 301) For more on the PULs, see Appendix I below. The minor also supports the RISE to the IUPUI Challenge Initiative. Courses supporting RISE are identified in Appendix III. For more on RISE, see Appendix II below. IX. List and indicate the sources (including reallocation) of any resources (personnel, financial, learning, library holdings, equipment, etc.) required to implement the proposed program. The ASL Studies minor is conceived with the goal of making the most of existing resources and reconfiguring them in a cohesive set of courses. All of the required courses are currently offered through the World Language and Cultures Department. The ASL/English Interpreting Program provides additional resources and language instructors. No additional resources, including library materials, are required. The full time faculty in the ASL/EIP will manage the Minor in ASL Studies. Managing support elements, such as language mentors and tutors will enhance students language acquisition and development. All courses are currently taught. All courses listed for the ASL Minor are available to any IUPUI student subject to course availability and completion of any necessary prerequisites. All prerequisites are listed in Section V above. X. Describe any innovative features of the program (e.g., involvement with local or regional agencies, offices, etc., cooperative efforts with other institutions, etc.). The ASL Studies minor is a flexible program that will allow the students to shape it according to their projected needs and interest. XI. List the major student outcomes (or set of performance-based standards) for the proposed minor. That is, what learning will the program produce in a comprehensive sense? (See attachment following XII for a model that incorporates illustrations of the outcomes and assessment mechanisms specified in Items XI and XII). 3

Knowledge of the Language and the Culture The expected outcomes: Students with a minor in ASL Studies will approach or have attained the intermediate level in receiving and producing American Sign Language and will have extensive knowledge of the American Deaf culture (including practices within the culture as well as the products of the culture). Performance objectives: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. Students practice and improve the use of vocabulary, grammar and formation for communicative purposes; Students have knowledge of up-to-date cultural information on Deaf culture that will help them in a globalized world; Students are able to analyze ASL Studies from a multidisciplinary perspective; Students understand the social, economic, and political dynamics of Deaf culture; Students have an overview of communities within Deaf Culture and how the relationships between Deaf and hearing people help determine their perceptions of each other; Students have an overview of themes of culture and tolerance and an understanding of the ever-changing and interrelated nature of language and culture. XII. Explain how each of the student learning outcomes identified in XI above will be assessed using, for example, course-embedded assessments, graduate follow-up, employer surveys, standardized tests, etc. Evaluation of the American Sign Language Minor and the student learning outcomes coordination with PULs will be assessed by the ASL/EI program coordinator and the minor advisor. They will review assessment data for the individual courses and for the minor as a whole on an annual basis to ensure continuous improvement of the minor. Student success and satisfaction will be monitored by the minor advisor and the program coordinator. The minor advisor will keep records of student application, performance, and completion. The program coordinator and the minor advisor will review assessment data for the individual courses and for the minor as a whole on an annual basis to ensure continuous improvement of the minor. The curriculum will be compared annually to the standards for best practice in this field, which will provide a foundation for curriculum modification, applications of PULs (see Appendix I) course development, and course replacement. Having faculty who are fluent in American Sign Language ensures that the minor promotes successful communication strategies. 4

XII. Explain how each of the student learning outcomes identified in XI above will be assessed using, for example, course-embedded assessments, graduate follow-up, employer surveys, standardized tests, etc. Assessment of Student Learning Outcomes SLOs: Outcome Where will students learn this? Understanding of the social, economic, and political dynamics of Deaf culture Overview of communities within Deaf Culture and how the relationships between Deaf and hearing people help determine their perceptions of each other. Overview of themes of culture and tolerance; understanding of everchanging and interrelated nature of language and culture. Theoretical coursework in third-year required courses, other electives in the ASL Studies Program and optional study-abroad programs. Theoretical coursework in third-year required courses, other electives in the second- and third-year ASL Studies Program. Third year ASL Studies courses and optional study abroad programs. How will student achievement of the outcome be assessed? Assignments and evaluation: Class discussion participation, signed and/or oral presentations, written assignments, quizzes, written and signed exams and civic engagement projects. Assignments and evaluation: Class discussion, signed and/or oral presentations, written assignments, quizzes, and written and signed exams. Assignments and evaluation: Readings of Deaf culture and ASL and language texts, cultural readings, class discussion, signed and/or oral presentations, written assignments, quizzes, and written and signed exams. Relationship to mission Assignments and evaluation primarily address PULs 1, 2, 5 and Minor goals. RISE can be achieved through language courses, civic engagement projects and optional student abroad programs. Assignments and evaluation primarily address PULs 4, 5, and 6, and Minor goals. RISE can be achieved through language courses, civic engagement projects and optional student abroad programs. Assignments and evaluation primarily address PULs 4, 5, 6, and Minor goals. RISE can be achieved through language courses, civic engagement projects and optional student abroad programs. In what setting will the assessment take place? The assessment will take place in courses. The assessment will take place in courses. The assessment will take place in courses. 5

Outcome Ability to analyze ASL Studies from a multidisciplinary perspective. Knowledge of up-to-date cultural information on Deaf culture that will help them in a globalized world. Ability to engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. Students practice and improve the use of vocabulary, grammar and formation for communicative purposes. Where will students learn this? Students will hone their analytical skills by taking courses from several different disciplines and contrasting this learning with ASL Studies courses, and optional study abroad programs. Students taking required courses, and optional study abroad programs. ASL language courses How will student achievement of the outcome be assessed? Assignments and evaluation: taking courses from Interdisciplinary List of courses, class discussion, signed and/or oral presentations, written assignments, quizzes, and written and signed exams. Assignments and evaluation: Readings about Deaf culture products (literature, art, music, film), class discussion, signed and/or oral presentations, projects, journals, written assignments, quizzes and written and signed exams. Assignments and evaluation: class participation, signed presentations, written assignments, quizzes, and written and signed exams. Relationship to mission Assignments and evaluation primarily address PULs 4, 5, 6 and Minor goals. Assignments and evaluation primarily address PULs 4, 5, 6, and Minor goals. RISE can be achieved through language courses, civic engagement projects and optional student abroad programs. Assignments and evaluation primarily address PULs 1, 5 and Minor goals. In what setting will the assessment take place? The assessment will take place in courses. The assessment will take place in courses. The assessment will take place in courses. 6

Appendix I IUPUI Principles of Undergraduate Learning (PULs) The Principles of Undergraduate Learning are the essential ingredients of the undergraduate educational experience at Indiana University Purdue University Indianapolis. These principles form a conceptual framework for all students' general education but necessarily permeate the curriculum in the major field of study as well. More specific expectations for IUPUI's graduates are determined by the faculty in a student's major field of study. Together, these expectations speak to what graduates of IUPUI will know and what they will be able to do upon completion of their degree. I. Core Communication and Quantitative Skills [Definition:] The ability of students to express and interpret information, perform quantitative analysis, and use information resources and technology--the foundational skills necessary for all IUPUI students to succeed. [Outcomes:] Core communication and quantitative skills are demonstrated by the student s ability to a. express ideas and facts to others effectively in a variety of formats, particularly written, oral, and visual formats; b. comprehend, interpret, and analyze ideas and facts; c. communicate effectively in a range of settings; d. identify and propose solutions for problems using quantitative tools and reasoning; e. make effective use of information resources and technology. II. Critical Thinking [Definition:] The ability of students to engage in a process of disciplined thinking that informs beliefs and actions. A student who demonstrates critical thinking applies the process of disciplined thinking by remaining open-minded, reconsidering previous beliefs and actions, and adjusting his or her thinking, beliefs and actions based on new information. [Outcomes:] The process of critical thinking begins with the ability of students to remember and understand, but it is truly realized when the student demonstrates the ability to a. apply, b. analyze, c. evaluate, and d. create knowledge, procedures, processes, or products to discern bias, challenge assumptions, identify consequences, arrive at reasoned conclusions, generate and explore new questions, solve challenging and complex problems, and make informed decisions. III. Integration and Application of Knowledge [Definition:] The ability of students to use information and concepts from studies in multiple disciplines in their intellectual, professional, and community lives. [Outcomes:] Integration and application of knowledge are demonstrated by the student s ability to a. enhance their personal lives; b. meet professional standards and competencies; c. further the goals of society; and d. work across traditional course and disciplinary boundaries. 7

IV. Intellectual Depth, Breadth, and Adaptiveness [Definition:] The ability of students to examine and organize disciplinary ways of knowing and to apply them to specific issues and problems. [Outcomes:] Intellectual depth, breadth, and adaptiveness are demonstrated by the student s ability to a. show substantial knowledge and understanding of at least one field of study; b. compare and contrast approaches to knowledge in different disciplines; c. modify one's approach to an issue or problem based on the contexts and requirements of particular situations. V. Understanding Society and Culture [Definition:] The ability of students to recognize their own cultural traditions and to understand and appreciate the diversity of the human experience. [Outcomes:] Understanding society and culture is demonstrated by the student s ability to a. compare and contrast the range of diversity and universality in human history, societies, and ways of life; b. analyze and understand the interconnectedness of global and local communities; and c. operate with civility in a complex world. VI. Values and Ethics [Definition:] The ability of students to make sound decisions with respect to individual conduct, citizenship, and aesthetics. [Outcomes:] A sense of values and ethics is demonstrated by the student s ability to a. make informed and principled choices and to foresee consequences of these choices; b. explore, understand, and cultivate an appreciation for beauty and art; c. understand ethical principles within diverse cultural, social, environmental and personal settings. 8

Appendix II RISE to the IUPUI Challenge Initiative The RISE to the IUPUI Challenge initiative engages students more deeply in their learning and contributes to their intellectual and professional development in unique ways. Each undergraduate student is challenged to include at least two of the four RISE experiences - research, international, service learning, and experiential learning - into their degree programs. The RISE to the IUPUI Challenge initiative enhances the teaching and learning process that occurs during formal classroom coursework. The initiative builds on IUPUI's long tradition and commitment to experiential learning. Each RISE category incorporates qualified experiences, integration of knowledge, reflection, and assessment, and will be documented on students' transcripts. The IUPUI undergraduate educational experience is distinctive because it intentionally uses experiential learning to prepare students for graduate school, careers, and citizenship. It provides skills, knowledge, and experiences that are highly prized by employers and establishes the foundation for future leaders. RISE to the Challenge is focused on increasing undergraduate student participation in research, international, service and experiential learning programs. The RISE initiative will offer students special opportunities to engage in concrete experiences associated with research, global learning, community service, and careers. With guidance and mentorship, students will go on to relate these experiences to classroom learning in structured, educationally meaningful ways. RISE will engage students more deeply in their learning and contribute to their intellectual and professional development in unique ways. The initiative s goal is for IUPUI graduates to have exposure to at least two RISE categories. Research conducted under the mentorship of a faculty member. Undergraduate research experiences include any scholarly or artistic activities that lead to the production of new knowledge; to increased problem solving capabilities, including design and analysis; to original critical or historical theory and interpretation; or to the production of art or artistic performance. The research requirement will not be met by courses that teach about research; rather, it is a credit-bearing educational experience that involves the student in conducting research under the mentorship of a faculty member. International experience, such as study-abroad courses or independent study. International engagement will include credit-bearing coursework or independent study in which students directly and intensively engage with a national community outside their own, reflect on this engagement in an informed and thoughtful way, and enhance their skills of international understanding and interaction. Study abroad (outside the 50 states and District of Columbia) is the preferred mode for fulfilling this goal, but exceptionally interactive and immersive experiences with immigrant groups, organizations concerned with global issues, or campus-based courses employing interactive distance technologies may sometimes also count. Students who are not U.S. citizens or permanent residents may apply to develop faculty-guided, credit-bearing formats for reflecting on their experiences in the U.S. Service-Learning Courses. A course-based, credit bearing educational experience in which a student participates in an organized service activity that meets identified community needs and reflects on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility. 9

Experiential Learning Courses. Coursework specifically designed with increased requirements outside of the classroom can qualify as experiential learning (integration of knowledge, activity, reflection and assessment to translate learning into action). This requirement may be met with specially designated credit-bearing classes or by one of the following instruction formats: 1. Clinical Education 2. Cooperative Education 3. Field Work 4. Internship Practicum 5. Student Teaching 6. Mentoring Practice 7. Other categories Consistent with the other components of the RISE challenge, experiential learning courses will incorporate knowledge, activity, reflection, and assessment and carry academic credit discernable on the students transcript. For more on RISE, visit http://uc.iupui.edu/undergraduateeducation/risetotheiupuichallenge.aspx. 10

Appendix III Complete List of ASL Courses and Descriptions Courses in boldface are available in the minor ASL-A 131 Intensive Beginning American Sign Language (4 cr.) First course in the introductory sequence of language courses. Emphasis on developing basic conversational skills as well as awareness of Deaf culture. PUL=1A ASL-A 132 Intensive Beginning American Sign Language II (4 cr.) Second course in the introductory sequence of language courses. Emphasis on developing basic conversational skills as well as awareness of Deaf culture. PUL=1A ASL-A 211 Second Year American Sign Language I (3 cr.) First course in the second year sequence of language courses designed for students who have completed A131 and A132. Emphasis is on expansion of grammar, syntax, sentence structure, and vocabulary development, as well as continuation of Deaf Culture studies. PUL=1A ASL-A 212 Second Year American Sign Language II (3 cr.) Second course in the second year sequence of language courses designed for students who have completed A211. Emphasis is on the narrative, receptive, and expressive skill development and continuation of Deaf Culture studies. PUL=1A ASL-A 215 Advanced Fingerspell & Numbers in ASL (3 cr.) An advanced class in expressive and receptive fingerspelling and in the numbering systems of American Sign Language. Emphasis is on clarity and accuracy through intensive practice in comprehension and production. PUL=1A ASL-A 219 Deaf Community History & Culture (3 cr.) Students are introduced to American Deaf culture and components of the American Deaf community including history, norms, rules of social interactions, values, traditions, and dynamics. Educational, social and political factors unique to the Deaf community will be explored, as well as community organizations, the impact of technology, and emerging issues/trends. PUL=5 ASL-A 311 Third Year American Sign Language I (3 cr.) First course in the third year sequence of language courses designed for students who have completed A211 and A212. Emphasis is on expansion of grammar, syntax, sentence structure, and vocabulary development. PUL=1A ASL-A 312 Third Year American Sign Language II (3 cr.) Second course in the third year sequence of language courses designed for students who have completed A311. Emphasis is on the narrative, receptive, and expressive skill development. PUL=1A ASL-A 321 Linguistics of American Sign Language (3 cr.) Students will learn to analyze ASL linguistically, exploring the building blocks of ASL: phonemic analysis, phonology, morphology, syntax, and semantics. The application of these concepts to a visual language will be the focus of the course. PUL=4 ASL-I 301 Introduction to Interpreting (3 cr.) Provides an overview of the field of ASL/English interpreting. Emphasis is on exploring a progression of philosophical frames in the 11

development of the profession; exploring models of the interpreting process and identifying requisite responsibilities, skills, and aptitudes for interpreters. PUL=6 ASL-I 303 American Sign Language for Interpreters (3 cr.) This course is designed for student interpreters to continue improving their fluency in American Sign Language (ASL). Emphasis is on the ability to compose and produce a variety of discourse genres in ASL, such as narratives, explanations, descriptions, expository talks, procedural talk, and others. There is an equal emphasis on comprehension of, and response to, the same discourse types. Students will begin to focus on features of language such as prosody, discourse markers, rhythm, accents, variations, cohesive devices, involvement strategies, and others. PUL=5 ASL-I 305 Text Analysis (3 cr.) P: Director s permission. This course provides students with an introduction to cognitive processing, theories of translation, and models of interpretation. Students engage in a variety of lab activities designed to isolate various cognitive processes in order to increase ability to focus, concentrate, and analyze a variety of texts. Components of translation are discussed and practiced in both English and ASL. Students learn various models of translation and text analysis to prepare them for the upcoming interpreting courses. PUL=2 ASL-I 361 Basic Interpreting Skills (3 cr.) P: Director s permission. This is the first course in the professional skills preparation for interpreting. Students begin by analyzing texts for purpose, audience, linguistic features, and discourse structure. Students are taught discourse mapping and retelling texts in the same language. As students learn to analyze, they also learn how to evaluate adequate renditions. PUL=5 ASL-I 363 Interpreting Community Texts: Consecutive (3 cr.) P: Director s permission. This is the second interpreting course that prepares students for the analytical skills needed to interpret. In this course, students continue their practice with inter-lingual mapping exercises. The greatest change is from an unlimited to a limited time for preparation and production of texts. PUL=4; RISE=S ASL-I 365 Interpreting Community Texts: Simultaneous (3 cr.) P: Director s permission. This is the third and final course to prepare student to do simultaneous interpreting. In this course, students continue with mapping exercises, working towards interpreting unfamiliar texts, and evaluating interpretations. The greatest challenge is eliminating pausing. PUL=4; ASL-I 405 Practicum (3 cr.) An extensive practicum experience. Students will be placed at sites to experience several interpreting settings during the 15-week course. Students will be required to maintain a journal of their experiences and to meet with onsite practicum mentors and program faculty regularly throughout the course. PUL=3; RISE=S ASL-I 407 Professional Seminar (2 cr.) This course provides for advanced level interpreting students to safely discuss practical work experiences, ethical decision making and professional communication. Students will engage in self-reflection activities and discussions that will lead them to a better understanding of the complex world of ASL/English interpreting. PUL=3 ASL-L 340 Discourse Analysis: English (3 cr.) This course focuses on the analysis of language use in different genres of spoken English so that interpreting students become explicitly aware of everyday language. Students collect, transcribe, and analyze features of conversations, 12

lectures, explanations, interviews, descriptions, and other types of speech genres while reading and discussing theoretical notions underlying language use in English. PUL=2 ASL-L 342 Disclosure Analysis: ASL (3 cr.) This course continues the introduction to discourse analysis, focusing on discourse in American Sign Language (ASL). Topics will include general discourse issues such as approaches to analysis, natural data analysis, technology for research in signed languages, and topics specific to ASL, including transcription in ASL, use of space and spatial mapping, involvement strategies, discourse structures and genres, cohesion and coherence, framing, and interaction strategies. One ongoing issue throughout the course will be the relevance to interpreting. PUL=2 13