|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||Survey Of Specialized Interpreting Settings|
|Prerequisite(s)||SLIP 1911, 1911L, 1915, 1923, 1931, 1931L and 1941, each with a grade of "C" or better|
This course is designed to provide reinforcement of sign language skills and interpreting principles. The students receive training in specialized topics related to interpreting. These may include interpreting in the following settings: employment, medical, telephone/video relay, legal, mental health, educational, and religious, and oral transliterating.
The corequisite SLIP 2901L MUST be taken with this course even if the student has taken and passed the lab previously.
|Expected Educational Results|
Upon successful completion of the course the student will be able to:
1. Develop and follow a personal plan for sign language, interpreting and English skills improvement, including activities in the Deaf community, workshops, and conferences.
2. Discuss the working conditions, situations, and career opportunities of professional interpreters.
3. Discuss specialty areas of interpreting and practice skills through role-play.
4. Define the skills and attributes necessary to successfully interpret in special areas.
5. Discuss and apply principles and practices of educational interpreters.
6. Consecutively interpret from spoken English to ASL conveying 80% of the main ideas two to three sentences at a time.
7. Consecutively interpret from spoken English to ASL conveying 80% of the main ideas two to three sentences at a time.
8. Use current technology to participate in on-line discussions.
|General Education Outcomes|
a. Students will communicate effectively through reading, writing assignments, contributing to on line discussions, presenting information in class, and performing accurate sign language interpretations.
2. Critical Thinking:
a. Students will demonstrate effective problem solving and critical thinking skills in written assignments, interpretations, and in-class discussion and role-play.
a. Students will demonstrate the ability to locate organize, and analyze information through the use of a variety of computer applications including the Internet and professional listservs and discussion groups.
1. Skills Development Strategies
2. Minimal Language Skill Interpreting
3. Telephone Interpreting
4. Medical Interpreting
5. Oral Transliteration
6. Deaf-Blind Interpreting
7. Mental Health Interpreting
8. Employment Settings
9. Interpreting in the religious setting
10. Educational Interpreting
This course is a combination of lecture, discussion, student participation in role-plays and various interpreting situations.
|Assessment of Outcome Objectives|
1. Course Grade
a. The means of grading will be determined by the individual instructor. Assessments may include projects and assignments, a written final exam and a performance final exam. The performance exam will be worth at least 50% of the grade.
DEPARTMENT ASSESSMENT OF COURSE
This course is offered once a year. At the end of the course, students will fill out a survey regarding course content. The faculty will review the course and make recommended revisions based on student feedback, direct experience, and trends in teaching ASL. The faculty teaching the course will prepare a short summary stating which educational outcomes were and were not achieved and recommending changes for future classes
USE OF ASSESSMENT FINDINGS
After each course, instructors will review materials, student surveys, grades and grading procedure and make recommendations for modification the following year. Those recommendations and the other data will be kept on file. Every three years, a faculty committee will review the course. They will review the syllabus, the current literature, materials and samples of student work. A report included in the program review.
Last Revised: Aug. 12, 2011