| Advanced Interpreting |
SIGN 232 |
- Interpreting students will successfully apply Demand Control Schema (DC-S) Theory to the field of Sign Language Interpreting.
- Given a English narrative successfully give a functional equivalent message in ASL in a simultaneous mode.
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American Deaf Culture |
SIGN 202 |
- Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
- Students will be able to correctly contrast specific aspects of American Deaf culture with general American hearing culture.
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American Sign Language 5 |
SIGN 105 |
- By the end of SIGN 105, American Sign Language 5, 70% of students will be able to successfully comprehend and produce a signed narrative by answering complex questions.
- Students will be able to demonstrate the influence of culture on human expression by giving detailed descriptions by comparing and contrasting techniques
- Students will successfully communicate personal health information in ASL through the use of classifier predicates.
- Students will successfully give a presentation using classifiers, conditional sentences, rhetorical questions, and relatives clauses.
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American Sign Language Structure |
SIGN 210 |
- Students will be able to identify ASL articulators and contrast them with spoken language articulators.
- Students will be able to describe why signs take longer to articulate than words.
- Students will be able to differentiate between derivational and inflectional morphological processes in ASL
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Cognitive Processing for Interpreters |
SIGN 227 |
- Given a piece of discourse in ASL correctly identify themes, main points, and details.
- Given a piece of discourse in English correctly identify themes, main points, and details.
- Given a piece of discourse in ASL correctly identify themes, main points, and details.
- Given a piece of discourse in English correctly identify themes, main points, and details.
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Deaf Perspectives |
SIGN 201 |
- Students will be able to evaluate the impact of the Deaf child on the family.
- Students will be able to differentiate between language, speech, and communication.
- Successfully compare and contrast the criteria for different pedagogical approaches to educating deaf and hard of hearing people.
- Successfully identify three causes of deafness that occurs at/before birth (congenital) and three causes of deafness that occurs after birth (adventitious).
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Ethical Decision Making for Interpreters |
SIGN 225 |
- Interpreting students will successfully apply Demand Control Schema (DC-S) Theory to the field of Sign Language Interpreting.
- Identify differences between a technical professions and a practice professions and explain why interpreting is a practice profession.
- Students will effectively give well-rounded responses to hypothetical and real-life scenarios applying recognized industry standards and support their responses by referencing industry standard publications.
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Fingerspelling |
SIGN 108 |
- Students will correctly read the fingerspelling of 3 to 4-lettered fingerspelled names
- Students will correctly read the fingerspelling of phone numbers.
- Successfully demonstrate the use of lexicalized fingerspelling loan words in grammatically correct ASL sentences.
- Successfully recognize and record dates about events (historical and/or birthdays) as demonstrated to them in ASL by the instructor.
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Interpreting |
SIGN 231 |
- Interpreting students will successfully apply Demand Control Schema (DC-S) Theory to the field of Sign Language Interpreting.
- Given a English narrative successfully give a functional equivalent message in ASL in a consecutive mode.
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Interpreting with Classifiers |
SIGN 250 |
- Be able to identify and use 13 mouth morphemes in ASL with accuracy and success.
- Given a sequence of visual events, students will correctly identify appropriate classifier predicates in terms of type of movement root and classifier handshape.
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Practicum |
SIGN 239 |
- Interpreting students will successfully apply Demand Control Schema (DC-S) Theory to the field of Sign Language Interpreting.
- Students will identify two aspect of their interpreting process that needs improvement and come up with at least two strategies for improvement.
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Principles of Interpreting |
SIGN 223 |
- Students will understand the role, function and responsibilities of an interpreter.
- Students will memorize the RID Code of Professional Conduct.
- Students will know the history of the interpreting field including professional organizations.
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Translation: American Sign Language/English |
SIGN 220 |
- When presented with English sentences, a sample of students will successfully create grammatically correct functionally equivalent sentences in ASL.
- When presented with ASL sentences, a sample of students will successfully create grammatically correct functionally equivalent sentences in English.
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Video Interpreting |
SIGN 260 |
- Interpreting students will successfully apply Demand Control Schema (DC-S) Theory to the field of Sign Language Interpreting (within the context of Video Interpreting.)
- Successfully distinguish between (VRS) and video remote interpreting (VRI). Compare and contrast these two types of interpreting.
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Vocabulary Building for Interpreters |
SIGN 240 |
- Students will demonstrate an understanding of how inflecting specific signs changes their meaning and creates different vocabulary choices in English.
- Given practice English nomenclature for a specific field, students will correctly come up with ASL equivalent signs or phrases.
- Producing ASL equivalency when no lexical equivalent is known.
- Accurately producing ASL equivalent of vocabulary discussed in class
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