Prerequisites: Acceptance into the Educational Interpreting Certificate Program (EICP) or permission of instructor required. Introduces concept of interpreting as a profession and exploring what student needs to know and do to be a professional interpreter.
Prerequisite: Acceptance into EICP or permission of Instructor. Focuses on theories of child development and acquisition of first language, understanding of children's/youths' development and integral role language plays in that development.
Prerequisite: EDI 111. Acceptance into EICP or permission of Instructor.. Delves into language acquisition and cognition, focusing on children who are deaf or hard of hearing, and on acquisition of ASL and types of discourse common in classroom, BICS, CALP.
Prerequisite: EDI 101. Acceptance in EICP or permission of Instructor. Overview of public education/deaf education practices, legal foundation for inclusion in public schools, and Individualized Education Plan.
Prerequisite: EDI 101, EDI 111, EDI 112, & EDI 113. Acceptance into EICP or permission of Instructor. Covers historical background and current efforts in development of professional guidelines for Educational Interpreting, focusing on standards guiding role, responsibilities, and practices of the profession.
Prerequisite: EDI 101, EDI 113. Acceptance into EICP or permission of Instructor. Investigate languages/communication modes used particularly by deaf students in public schools, acquire ASL transcription skills, and discuss implications language choices have interpreters.
Prerequisite: EDI 121. Acceptance into EICP or permission of Instructor. Focuses on discourse/language, its analysis, and meaning in classroom. Discusses how interpretation requires understanding of context and intent, not simply individual words/signs, and its effect on students' access to information.
Prerequisite: Acceptance into EICP or permission of Instructor. Focuses on foundational skills essential to effective interpreting including text analysis, abstracting, paraphrasing, linguistic/meaning analysis, feedback/self-assessment skills, and glossing/transcription.
Prerequisite: Acceptance into EICP or permission of Instructor. Focuses on skill development for educational interpreters including language (signed, spoken) and interpreting/translitering skills. Student develop self-assessment skills and practice professional feedback strategies.
Prerequisite: EDI 123, EDI 131. Acceptance into EICP or permission of Instructor. Further skill development, focused on visual language, continued application of self-analysis/transcription skills to enhance interpret effectiveness, and assignment of mentor (to foster fluency in signing). Formats: WebCT, videotape exchange, feedback.
Prerequisite: EDI 124, EDI 131, EDI 132. Acceptance into EICP or permission of Instructor. Further/final skill development lab, focused on visual language, continued application of self-analysis/transcription skills enhancing interpret effectiveness, and assignment of mentor (to foster fluency in signing). Formats: WebCT, videotape exchange, feedback.
Prerequisite: EDI 113, EDI 114. Acceptance into EICP or permission of instructor. Introduces framework of public school educational process, including standards that define content and learning theories, styles influencing instructional methods and trends in classrooms.
Prerequisites: EDI 211. Acceptance into EICP or permission of instructor. Provides overview of tutoring support for students who are deaf and hard of hearing, including planning, preparation, and delivery phases of tutoring sessions.
Prerequisites: EDI 111, EDI 112, EDI 113, EDI 114, EDI 121 and EDI 122. Acceptance into EICP or permission of Instructor. Focuses on linguistics and discourse analysis as well as techniques for assessing language of students, teachers, and communication events in educational settings.
Prerequisites: EDI 131, EDI 132 and EDI 133. Acceptance into EICP or permission of Instructor. Focuses on interpretation of K-12 content materials, using actual practice time, discussions of classroom goals/language/mode choice, and development of prepared consecutive and simultaneous materials.
Prerequisites: EDI 131, EDI 132 and EDI 133. Acceptance into EICP or permission of Instructor. Focuses on interpreting activities outside academic areas through actual practice time using appropriate content material, discussions of classroom goals/language/mode choice, and development of prepared consecutive and simultaneous materials.
Prerequisites: EDI 131, EDI 132, EDI 231, EDI 232 and EDI 280. Acceptance into EICP or permission of Instructor. Focuses on enhancement of student's simultaneous interpretation by engaging in frequent practice with review by peers/skills specialists (continuation of EDI 280).
Prerequisites: Acceptance into EICP or permission of Instructor. All previous EDI courses. Explores ethical standards and practices related to the profession as well as specific application of ethical standards and practice in the educational context.
Prerequisite: Acceptance into EICP or permission of instructor. All previous EDI courses. Capstone of Educational Interpreting Program in which student demonstrates ability to meet core competencies by reflecting upon and integrating what student has learned in program. Also projects student's professional development.
Prerequisites: EDI 131, EDI 132, EDI 231, EDI 232. Acceptance into the Educational Interpreting Certificate Program (EICP) or permission of instructor required. Focuses on aspects of interpretation of ASL to English/English to ASL through assignment of mentor to foster fluency and application of self-analysis/transcription skills for self-monitoring effectiveness as educational interpreter.
Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.