This course provides an overview of the interpreting profession while preparing students to successfully utilize the technology used in the ASL English interpreting program. Students will also identify effective time management skills and apply various styles of learning.
This upper-level ASL course spotlights Deaf historical events to develop advanced narrative techniques. Students will distinguish between Deaf and hearing cultural values and ways of being. The simultaneous and visual nature of signed languages will be compared with the linear and sequential nature of spoken languages. Students will comprehend story-telling techniques, produce constructed action, constructed dialogue, personification, temporal aspect, and several other advanced grammatical features.
This advanced ASL course explores specialized discourse, registers, and the use of space. Emphasis is given to cultural subjects, including Deaf and signed language Gain, Universal Design, and Deaf organizations. Students will comprehend and produce adjectives and adverbs for describing manner, motion, action, and advanced classifier predicates. Topics covered include human body systems, medical procedures, sports, activities, along with animal behaviors and their habitats.
This upper-level ASL course is designed for ASL English interpretation majors and focuses on the continued development of grammatical, syntactic, and semantic competence in ASL, with particular attention to genre-based narrative discourse and register analysis. Students will incorporate research on various topics, such as the interpreting profession, ASL linguistics, or regional/cultural dialects, to enhance comprehension and production of ASL.
Investigates the structural properties of ASL including phonology, morphology, syntax, semantics, and discourse. Focus is given to how visual languages differ and are similar to spoken languages.
This course examines the work of interpreters from a variety of theories relating to role, function and process and provides an understanding of how these theories impact day-to-day interpreting work.
In this course, students study discourse by analyzing the context and intentions of the people within various communication events.
In this course, students are presented with a structured method for synthesizing evidence of learning and accomplishments into a format collection or portfolio.
This course serves as an introduction to critical ethical constructs in social and applied professional decision making within the field of interpreting. Following the introduction of ethics in society, which includes topics related to moral and ethical issues individuals face in society, students will then examine the ethical decision making of professional interpreters. Concepts explored in this course will include, the meaning of ethics, values and principles that inform decision making, an understanding of what are the challenging to ethical decision making; codes of ethics of interpreters, guiding principles and values of the interpreting field and the Deaf community, among others.
This final ASL course for ASL English interpretation majors focuses on the continued development of complex grammatical, syntactic, and semantic competence in ASL with particular attention to discourse, including all levels of ASL registers. This course appends existing knowledge and skills with new ones to hone comprehension and production of ASL. Emphasis is given to public speaking techniques in ASL in both consultative and formal registers using authentic and representative literacy and cultural texts.
This lab focuses on receptive and expressive competence in ASL with particular attention to the application of numbering and fingerspelling in ASL and other features specific to the student's linguistic profile. In addition to fingerspelling and numbering, students select areas of focus based on self-analysis completed in
INTR 204.
In this translation skills course, students will analyze English and ASL texts in an effort to produce a cross cultural, dynamic translation inclusive of appropriate lexical and linguistic features across various registers. Students will examine and apply theories of meaning transfer and demonstrate readiness to begin interpreting theory and practice skills development courses.
Student compares and contrasts the differences between ASL and English texts with attention to discourse markers, tense, pronominalization, role shifting, cohesion, coherence, topic shifts, nonverbal/non-manual behavior, affect and register.
Through application of the Demand-Control Schema, students explore and negotiate the contexts in which interpreting occurs, question roles and responsibilities, and address situational issues arising in mediated communication events.
In this course, students continue developing their professional portfolio with emphasis on evidence in Domain 4 (Interpreting Skills) and Domain 2 (Human Relations).
This lecture/lab course engages students in the development of consecutive interpreting skills, focusing on further development of processing skills associated with interpreting.
This course introduces the purposes, values, designs and methods of research in ASL English interpretation.
In this lecture/lab course, students are introduced to the process and practice of interpreting between ASL and English. Students will prepare for and interpret a variety of texts which will be analyzed to identify factors influencing best choices to achieve linguistically and culturally accurate meaning transfer.
Special Notes
Consent of instructor required
Students explore the structure of community and how involvement in community contributes to self-awareness, identity, human relations and civic responsibility.
This course focuses on discourse and interpreting in a cultural context. Students examine definitions of culture and how identity and culture orientation contribute to conflict/ contact in cross-cultural situations.
In this course, students continue developing their professional portfolio with emphasis on evidence in Domain 5 (Professionalism) and a review of evidence in all Domains.
This lecture/lab course engages students in the development of simultaneous interpreting skills, focusing on further development of the dual tasking skills associated with interpreting.
This lab focuses on the mental processing skills of consecutive interpretation including visualization, listening and comprehending, shadowing, paraphrasing, abstracting, dual task training and close skills.
This lab focuses on the application of interpreting skills to a variety of texts involving variables that must be managed by the student as part of the interpreting process.
This lab focuses on the application of interpreting skills with increasing difficulty based on the complexity of factors to be managed by the student as part of the interpreting process.
Coursework examines the settings in which interpreting occurs and engages students in the systematic analysis of factors impacting different settings through the lens of the Demand-Control Schema. Students will shadow working interpreters to observe the roles and responsibilities of professional interpreters in a variety of settings.
Students examine interpreting settings and shadow working interpreters for the purpose of further and deeper analysis of factors impacting different settings through the lens of the Demand-Control Schema.
In this lecture/lab course, students will build on the process and practice of interpreting between ASL and English with increasing complexity. Students will prepare for and interpret a variety of texts which will be analyzed to identify factors influencing best choices to achieve linguistically and culturally accurate meaning transfer. This course includes an investigation into current theories and research in the field of ASL English interpretation and introduces team interpretation including the work specific to deaf/nondeaf interpreting teams.
In this intermediate lecture/lab course, students will continue building on the process and practice of interpreting with a focus on interpreting from ASL to English. Students will prepare for and interpret a variety of texts which will be analyzed to identify factors influencing best choices to achieve linguistically and culturally accurate meaning transfer. Students will also be introduced to interpreting that is delivered via distance technologies.
This course engages students in an exploration of professional identity and becoming part of a profession, focusing on the application of ethical standards and practices to the profession.
This course focuses on supervision of interpreting systems. Students examine core skills shared by supervisors and analyze strategies that promote effective communication and resolve conflict in the workplace.
This course introduces the major theories and concepts of leadership and their application to the field of interpreting and explores the link between leadership, ethics, and values.
Students will complete and submit a capstone Entry-to-Practice Competencies Portfolio for summative evaluation.
This lab continues the application of interpreting skills with increasing difficulty based on the complexity of factors to be managed by the student as part of the interpreting process.
This lab continues the application of interpreting skills with increasing difficulty based on the complexity of factors to be managed by the student as part of the interpreting process.
This lecture/lab course introduces school interpreting in the U.S. Students engage in activities focusing on the school system and practices, curriculum structures, and educational discourse as they apply to K-12 student needs.
This lecture/lab course investigates school systems/structures, including federal, state, district, and school levels. Students engage in systems thinking and team collaboration activities of school interpreters supporting deaf and hard of hearing students.
This lecture/lab course engages students in interpreting activities to foster interdisciplinary collaboration, interpreting approaches, communication techniques, and ethical decision-making based on K-12 student needs, school structures, and knowledge of the members of the educational team.
(
INTR 431 with a minimum grade of B) and (Concurrent Prerequisite of INTR 433 with a minimum grade of B)
This lecture/lab course investigates developmental milestones for children and youth. Students engage in activities that support communication access and learning outcomes in public school settings for deaf and hard of hearing students.
Concurrent Prerequisite INTR 432 with a minimum grade of B
This lecture/lab course engages students in the expected work of school interpreters as integrated members of the educational team and in a wide variety of K-12 interactions.
(
INTR 432 and
INTR 433 with a minimum grade of B) and (Concurrent Prerequisite INTR 435 with a minimum grade of B)
This lab course engages students in the summative assessment, evaluating their knowledge, skills, and attitudes as school interpreters and integrated educational team members in various K-12 settings.
This lecture/lab course focuses on the nature and structure of interpreting in community settings. Students engage in a range of skill development activities that increase interpreting competence in a variety of community settings such as social service, employment, vocational rehabilitation, medical, mental health, VRS/VRI and more.
This skills course focuses on community based interpreting. Students engage in a range of skill development activities that increase interpreting competence in social service, employment, and medical settings.
Students engage in a range of skill development activities that increase interpreting competence in mental health, vocational rehabilitation, recreational, and performing arts settings.
Students will engage in range of skill development activities that increase interpreting competence as applied and delivered through distance technologies.
In this intermediate to advanced level lecture/lab course, students will continue building on the process and practice of interpreting between ASL and English with an emphasis on modifying their interpretation based on consumer preferences and/or needs, including Deafblind, language used by individuals from diverse backgrounds, and strategies for identifying atypical language users. Students will be presented with increasingly complex recorded and live scenarios and settings.
This course prepares students for their senior year by providing an overview of the upcoming Entry-to-Practice Profile and outlines tasks students must complete and benchmarks that must be met to successfully complete Senior Capstone and Internship coursework.
In this seminar-style course, students will create, present and defend their Entry-to-Practice Profile toward demonstrating cumulative skills, knowledge, and attitudes required for work readiness as an entry-level interpreter.
This course will address the central issues of moral philosophy from the perspective of leadership studies. It seeks to identify and understand moral challenges that are peculiar to leaders.
This course provides supervisors of interpreters, lead interpreters and/or mentors with a common system of miscue/error and feature analysis needed to conduct systematic skills performance assessments.
Introduces diagnostic assessment of student work, self-assessment/peer review, to identify patterns of performance for accurate/reliable interpretation (ASL to English/English to ASL), discourse analysis, and skill development in semantic awareness/equivalence.
Addresses skill development through guided learning and practice activities, online discussion, self-assessment, peer review, feedback; explores resources available for skill development; applies principles of discourse analysis/content mapping.
Continued skill development/practice in interpreting (ASL to English/English to ASL); development of post-diagnostic assessment to identify competency progress; and generation of plan for continued skill development.
Provides legal foundation for interpreting services within the American legal system and gives overview of the civil and criminal process, roles and responsibilities.
Provides foundation in civil law, procedure and systems (overview of family/juvenile courts, role of arbitration/mediation, interpretation of contracts/depositions/interrogatories, expert witnesses) and language used in legal interpreting practice.
Provides expanded investigation of criminal law and procedure, providing students with further awareness and understanding of complexities and nuances of criminal court system and legal language/procedures used within the system.
This course provides the student with a firm foundation in the tasks of interpreting legal texts and guides the practicum experience.
This course will engage the student in a 55-hour, field-based experience that provides for the application of the skills, knowledge and attitudes that constitute interpreting in the American Judicial System.
Students will work within a range of interpreting settings, such as educational, social services, personal business, health care and civic/recreational under the supervision of a certified mentor.
Special Notes
Consent of instructor required