American Sign Language IV (SGNL 2302 (CRN 41157))

Instructor:

  

Course Syllabus

American Sign Language (ASL) Intermediate II

SGNL 2302

Semester with Course Reference Number (CRN)

 

 Spring 2015, CRN 41157

Instructor contact information (phone number and email address)

 Lyman Mann III

 

 [email protected]

Office Location and Hours

Central Campus, San Jacinto Building, Room 192.4

Course Location/Times

 SGNL 2302 Central Campus, San Jacinto Building, room 188,  M/W 5:15 pm-7:25 pm

Course Semester Credit Hours (SCH) (lecture, lab) If applicable

Credit Hours

3.00

 

Lecture Hours

2.00

 

Laboratory Hours

2.00

 

Total Course Contact Hours

80

Continuing Education Units (CEU): if applicable

N/A

Course Length (number of weeks)

 16

Type of Instruction

This class emphasizes performance-based instruction. Students will work in small groups, individually, as well as one-on-one with the instructor. Fingerspelling template-building, through drills, will be the primary method of skill enhancement in this course. Some videotaping work for review and feedback will be included. The goal is for each student to become self-directed and autonomous in his/her ability to look at his/her work with objectivity and set goals for improving ASL/English interpretation skills.

Course Description: ACGM or WECM

Integrates and refines expressive and receptive skills in American Sign Language (ASL), including recognition of sociolinguistic variation. A practice oriented approach to language acquisition.

Course Description: HCC Catalog

An integration of expressive and receptive skills in American Sign Language (ASL) with emphasis on grammar, linguistics, literature, and discourse styles at an intermediate level. Provides students with information on linguistic and cultural variations. A practice oriented approach to language acquisition, including the use of multimedia. Student must complete the course with a ‘B’ or better.

Course Continuing Education Units (CEU):
If applicable

N/A

Course Prerequisite(s)

SGNL 1401, SLNG 1311,  SGNL 1402 & SGNL 2301

Academic Discipline/CTE Program Learning Outcomes

  1. Integrates and refines receptive and expressive skills in American Sign Language and Fingerspelling;
  2. Demonstrate understanding of the differences between the Deaf culture/deaf community and the hearing community;
  3. Accurately interpret and transliterate between ASL and English in a variety of settings:  face-to-face, small group settings, monologue and/or large group settings;
  4. Apply professional standards, practices, and ethics, not limited to the tenets of the Code of Professional Conduct, to their work

Course Student Learning Outcomes (SLO): 4 to 7

Integrate skills in grammar, discourse styles, and structures in medium-length narratives, dialogues, and stories at an intermediate level; analyze selected literary works in ASL; define and apply fundamental ASL linguistic terminology; and compare and contrast variations and cultural differences within the Deaf community; and discuss and demonstrate cultural sensitivity adjustment skills at an intermediate level.

Learning Objectives (Numbering system should be linked to SLO - e.g., 1.1, 1.2, 1.3, etc.)

Learning Outcomes 1: Using American Sign Language, the student will be able to demonstrate and comprehend information presented in American Sign Language, based on Signing Naturally, Unit 18, Narrating Unforgettable Moments, with a minimum of 70% accuracy.

Performance Objectives for this Outcome: Upon completion of Unit 18, the student will effectively use ASL receptively and expressively for the following domains:

1.1 basic role shift sequence
1.2 directionality
1.3 locative classifier
1.4 element classifier
1.5 components of a simple narrative

1.6 instructional classifier

1.7 semantic classifier

1.8 descriptive classifier

1.9 body part classifier

1.10 signer’s perspective (spatial awareness)

 

Methods of Measurement: Written assignments, quizzes, class participation, homework and final

Learning Outcomes 2: Using American Sign Language, the student will be able to demonstrate and comprehend information presented in American Sign Language, based on Signing Naturally, Unit 19, Sharing Interesting Facts, with a minimum of 70% accuracy.

Performance objectives for this outcome: Upon completion of Unit 19, the student will effectively use ASL receptively and expressively for the following domains:

2.1 phrases (i.e. “one out of __”)

2.2 ranking/listing skills

2.3 rhetorical questions

2.4 organizing information (contrastive structure, topic-comment & rhet questions)

2.5 translating facts

2.6 analyzing meanings

2.7 classifiers

 

Methods of Measurement: Written assignments, written quizzes, class participation,  homework and final

Learning Outcomes 3: Using American Sign Language, the student will be able to demonstrate and comprehend information presented in American Sign Language, based on Signing Naturally, Unit 20, Explaining Rules, with a minimum of 70% accuracy.

 

Performance objectives for this outcome: Upon completion of Unit 20, the student will effectively use ASL receptively and expressively for the following domains:

3.1 driving rules (signs, symbols, speed limits, right of way and personal safety)

3.2 conditional sentences (for explanation, & demonstration)

3.3 authoritative vs. diplomatic signs

3.4 cultural rules

3.5 rhetorical sentences (for explanation & demonstration)

3.6 plural classifier

 

Methods of Measurement: Written assignments, written quizzes, class participation, homework and final exam

Learning Outcomes 4: Using American Sign Language, the student will be able to demonstrate and comprehend information presented in American Sign Language, based on Signing Naturally, Unit 21, Telling About Accident, with a minimum of 70% accuracy.

 

Performance objectives for this outcome: Upon completion of Unit 21 the student will effectively use ASL receptively and expressively for the following domains:

4.1  facial expressions

4.2 movement agreement                                                                   

4.3 classifiers

4.4 NMS mouthing

4.5 storytelling skill

4.6 phrases

 

Methods of Measurement: Written assignments, written quizzes, class participation, homework and final exam

 

Learning Outcomes 5: Using American Sign Language, the student will be able to demonstrate and comprehend information presented in American Sign Language, based on Signing Naturally, Unit 22, Talking about Money, with a minimum of 70% accuracy.

 

Performance objectives for this outcome: Upon completion of Unit 22 the student will effectively use ASL receptively and expressively for the following domains:

5.1 money-related vocabulary

5.2 banking services

5.3 debts, bills and contributions vocabulary

5.4 purchase vocabulary

 

Methods of Measurement: Written assignments, written quizzes, class participation, homework and final exam

Learning Outcomes 6: using American Sign Language, the student will be able to demonstrate and comprehend information presented in American Sign Language based on Signing Naturally, Unit 23, Making Major Decisions, with a minimum of 70% accuracy.

Performance objectives for this outcome: Upon completion of  Unit 23 the student will effectively use ASL receptively and expressively for the following domains:

6.1 home-related vocabulary

6.2 car problem-related vocabulary 

6.3 life changes-related vocabulary

6.4 conversation regulation

6.5 clarification

 

Methods of Measurement: Written assignments, written quizzes, class participation, homework and final exam

 

Learning Outcomes 7: using American Sign Language, the student will be able to demonstrate and comprehend information presented in American Sign Language based on Signing Naturally, Unit 24, Discussing health Conditions, with a minimum of 70% accuracy.

Performance objectives for this outcome: Upon completion of  Unit 24, the student will effectively use ASL receptively and expressively for the following domains:

7.1 human anatomy-related vocabulary

7.2 classifiers

7.3 symptoms, causes and treatments-related vocabulary

7.4 synthesizing and organizing information (for presentation)

 

Methods of Measurement: Written assignments, written quizzes, class participation, homework and final exam

SCANS and/or Core Curriculum Competencies: If applicable

Demonstrate and identify culturally appropriate behaviors

Express and comprehend a core vocabulary

Demonstrate receptive and expressive competencies using ASL dialogues, short narratives, and stories, including basic fingerspelling and numbers

Define and demonstrate the use of basic linguistic components of ASL

SCANS Workplace Competencies are defined in five areas: (a) resources, (b) interpersonal skills, (C) information, (d) systems, and (e) technology.

The following SCANS competencies will be included in this course:

Resources: A worker must identify, organize, plan, and allocate resources effectively. C1- Time: select goal-relevant activities, rank them, allocate time, and prepare and follow schedules. C3- Material and facilities: acquire, store, allocate, and use materials or space efficiently.

 

Information: A worker must be able to acquire and use information. C5- Acquire and evaluate Information. C6- Organize and maintain information. C7- Interpret and communicate Information.

 

Interpersonal Skills: A worker must work with others effectively. C14- Work with Diversity: work well with men and women from diverse backgrounds.

Systems: A worker must understand complex interrelationships. C16- Monitor and correct performance: distinguish trends, predict impacts on system operations, diagnose deviations in systems' performance and correct malfunctions. C17- Improve or design systems: suggest modifications to existing systems and develop new or alternative systems to improve performance.

 

Basic Skills: A worker must read, write, perform arithmetic and mathematical operations, listen, and speak effectively.

 

The following foundation skills will be included in this course:

Foundation Skills are defined in three areas:

(a) Basic skills, (b) thinking skills, and (C) personal qualities. F1- Reading: locate, understand, and interpret written information in prose and in documents such as manuals, graphs, and schedules. F2- Writing: communicate thoughts, ideas, information, and messages in writing, and create documents such as letters, directions, manuals, reports, graphs, and flow charts. F5- Speaking: organize ideas and communicate orally.

 

Thinking Skills: A worker must think creatively, make decisions, solve problems, visualize, know how to learn, and reason effectively. These skills include: F6- Creative thinking: generate new ideas. F11- Reasoning: discover a rule or principle underlying the relationship between two or more objects and apply it when solving a problem.

Personal Qualities: A worker must display responsibility, self-esteem, sociability, self-management, integrity, and honesty. F12- Responsibility: exert a high level of effort and persevere toward goal attainment. F13- Self-esteem: believe in one's own self-worth and maintain a positive view of oneself. F14- Sociability: demonstrate understanding, friendliness, adaptability, empathy, and politeness in group settings.

 

 

Course Calendar

The course calendar will be based on 10 weeks. NOTE: This outline is subject to changes as the class develops and student needs emerge. I will give you ample notice if there are any changes in the dates for the assignments below.

Week

Number

Activities and Assignment

Objectives and Details

1 (M/W)

1/19/15

School closed-Martin Luther King, Jr Observance

 

1/21/15

Introduction, syllabus, ACE, Email, Online Eagle, & Class Requirement, & Classroom Management

2

1/26/15

Unit 18

Passing Objects between People

Spilled Objects

Narrative Practice

 

1/28/15

 

Unit 18

Different Types of Fall

Narrative Practice

3-Feb

2/2/15

Project #1

Unit 18

 

2/4/15

Unit 18

Vocabulary Review

Unit 18 Self-Assessment

4-Feb

2/9/15

Unit 19

 

2/11/15

Unit 19

5-Feb

2/16/15

 School Closed-Presidents Day Holiday

 

2/18/15

Unit 19

6-Feb

2/23/15

Project #2

Units 19

Vocabulary Review

Unit 19 Self-Assessment

 

2/25/15

Exam Units 18 and 19

7-March

3/2/15

 Unit 20/Group Discussion/Feedback on Exam

 

3/4/15

Unit 20

8-March

3/9/15

Project #3

Unit 20

Vocabulary Review

Unit 20 Self-Assessment and Study Guide

 

3/11/15

Midterm  

9-March

3/23/15

Unit 21

 

3/25/15

Unit 21

10-March

3/30/15

Unit 21

 

4/1/15

Project #4

Units, 20 & 21 Review

Vocabulary Review

Unit 21 Self-Assessment and Study Guide

11-April

4/6/15

Exam Units 20 and 21

 

4/8/15

Group Discussion/Feedback on Exam

Unit 22

12-April

4/13/15

Unit 22

 

 

4/15/15

Unit 22   

13-April

4/20/15

Project #5

Unit 22

Vocabulary Review

Unit 22 Self-Assessment and Study Guide

 

4/22/15

Unit 23

14-April

4/27/15

Unit 23

 

4/29/15

Unit 23

15-May

5/4/15

Cumulative Review: Units 18-24 (Unit 24 is ASL storytelling skills)

 

5/6/15

Cumulative Review: Units 18-24

16-May

May 11/13, 2015

Final Examination/Review

Instructional Methods

 Lecture in American Sign Language (ASL), videotapes, quizzes, videotaping of signing skills, written midterm and final exams. No voice is used in ASL classes, therefore, we expect for students to adhere to this regulation also.

Functional – Notional Approach

The authors of Signing Naturally chose an approach which focuses on the “functions” of communicative purposes of people’s every interaction. They emphasize functions that help students establish and maintain social relationships. “Activities are varied and allow students to use different learning strategies to practice what they have learned. The indirect benefit of these situations for the student is the development of cultural awareness and cross-cultural adjustment skills.”

Teacher’s edition, Signing Naturally Level 1II 2001

 

Student Assignments

Unit 18

  • Read “Review Notes: Basic Role Shift Outcomes A-E,” pg. 3-5
  • Think about an embarrassing incident or a prank in their life that involves an object or liquid and be ready to share story next class.
  • Think about an embarrassing moment or a mishap in their life that involves tripping or falling and be ready to share story next class.
  • Read “Review Notes: Role Shift-Initiator’s and Receiver’s View,” pg. 8-9
  • Read “Review Notes: Role Shift Variations A-D,” pg. 10-13
  • Read the rest of “Guidelines: Preparing Your Narrative: Telling about an Unforgettable Moment,” pg. 16-21 and “Language Notes”, pg. 22-30.
  • Develop their stories about unforgettable moment and have a draft ready.

Unit 19

  • Student Workbook, Whole-Part, page 32
  • Student Workbook, Listing, page 33-34
  • Student Workbook, Comparison, page 35-37
  • Student Workbook, Illustrate a Fact, page 38-40
  • Read “Review Notes: Translating Facts”, pages 41-51

 

Unit 20

  • Student Workbook, Driving Rules, pages 54
  • Think of a school, family or culture rule they’ve heard of, read about or experienced and be prepared to share the rule in class.
  • Read “Review Notes: Rules We Live by” pages 55-63
  • Think about how to use these strategies to teach a card game of their own.  Complete “Assignment: Explaining a Card Game”, pages 64-66 and be prepared for next class period.
  • Student Workbook, “Assignment: Explaining a Group Game”, pages 67-69 and be prepared to explain the game next class period.

 

Unit 21

  • Student Workbook, “Horse Incidents, page 72. Look over the narrative sequence and read Situation 1
  • “Review Notes: Describing an Incident with a Horse,” pages 73-76 and “Language Notes”, pages 77-82.
  • Student Workbook, “Bicycle Incidents, page 83 and read the instructions and look over the situations.
  • Read “Review Notes: Describing an Incident with a Bicycle,” pages 84-88 and “Language Notes”, pages 89-94 and think about incident involving bicycle for the next class.
  • Complete the “Assignment: Terrylene’s Moving Violation on pages 95-101.  Be prepared a narrative about getting a ticket for the next class period.
  • Think about experience they’ve had with a two-car accident and be ready to tell about them in next class.
  • Watch “Missy’s Car Accident” and complete the accompanying assignment on pages 102-104

 

Unit 22

  • Student Workbook, complete “Assignment: Buying a Car-New or Used”, pages 118-122
  • Read “Review Notes: Money Vocabulary”, page 123-136

 

Unit 23

  • Student Workbook, “Assignment: Deciding to Marry” page 138
  • Read “Guidelines: Preparing Your Narrative”, page 139-145
  • Review vocabulary, page 146-154

 

Unit 24

  • Student Workbook, “Assignment: How One Breathes,” pages 156-157
  • Study the information in “Exercise 1: Learning the Parts” and read over “Exercise 2: Explaining the Normal Process” on pages 158-163
  • Learn the Parts, pages 158-161
  • Student Workbook, Exercise 2: Explaining the Normal Process, page 162-163
  • Prepare to make presentation on their chosen health conditions.  Read Student Workbook, “Guidelines: Preparing Your Health Presentation”, page 188

 

Cumulative Review: Units 13-17

  • ALL vocabulary words
  • Classifiers
  • Vocabulary
  • Phrases
  • Storytelling Skills
  • Self-Assessment
  • Study Guideline
  • ASL Glosses

Student Assessment(s)

  • Pre/post testing
  • Participation (including laboratory)
  • Self-assessment (including peer reviews)
  • Games and interactive exercises
  • Objective assessment (expressive and receptive skills on videotape)

Instructor's Requirements

 Student Involvement

The faculty members of the Department of American Sign Language and Interpreter Training are committed to your successful completion of our classes without lowering the college’s academic standards. I understand that students face additional pressures from work and family, as well as have other obligations outside of their academic pursuits. I realize that at times issues beyond the control of a student interfere with class requirements.

 

If you experience any circumstance that has a negative impact on your participation in this course, please make me aware of it as soon as possible. I may be able to assist or accommodate your particular circumstance. Do not wait until the end of the semester to ask for advice. Communication between students and instructors can be quite valuable. 

Program/Discipline Requirements:
If applicable

Global Awareness

This class will encourage an understanding of the importance of diversity and difference in the college, the community, and the country.

HCC Grading Scale

A = 900-1000

 

4 points per semester hour

B = 800-899

 

3 points per semester hour

C = 700-799

D =600-699

 

2 points per semester hour

F =500 and below

 

1 point per semester hour

W(Withdrawn)

 

0 points per semester hour

AUD (Audit)

 

0 points per semester hour

To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grade "I" does not affect GPA.

Instructor Grading Criteria

Grade will be determined by the following

Details

Points

Points you earned

5 Projects

(Each project is worth 10 points)

1# = Advanced Vocabulary

2# = ASL Poetry

3# = Idioms/Phrases

4# = Storytelling Skills

5# = ASL Sentences/ Glosses

50

 

 

 

 

Homework

 

15

 

ELGs3

 

10

 

Test 1 (Units 18 & 19)

 

75

 

Test 2 (Unit 20 & 21)

 

75

 

Test 3 (Unit 22  & 23)

 

75

 

Final Exam (including Unit 24)

 

700

 

 

Total Points

1000

 

 

Grades         900-1000     A

                     800-899       B

                     700-799       C

                    600-699       D

                     Below 599    F

 

The lab assignments will be watching a video and writing a short summary of what it said and also answering questions which will be turned in.

Instructional Materials

Signing Naturally, Level 3, Ella Mae Lentz/Ken Mikos/Cheri Smith, Units 18-25 (workbook with DVD)

Flip video camera

YouTube account

HCC Policy Statement: ADA and Academic Honesty

Access Student Services Policies on their Web site:
http://hccs.edu/student-rights

HCC Policy Statement: Student attendance, 3-peaters, withdrawal deadline

  Attendance:  Students are expected to attend all classes and labs regularly. Students are responsible for [any and all] materials covered during their absences, and it is the student’s responsibility to consult with the professors for make-up assignments. A student may be dropped from a course for excessive absences in excess of 12.5% of the hours of instruction. For example: For a three-credit hour lecture, a student may be dropped after six hours of absence.  HCCS professors cannot assign a “W” for any student after the official withdrawal date. “Administrative withdrawals are the discretion of the professor. If you are doing poorly in the class, but you have not contacted your professor to ask for help, and you have not withdrawn by the official withdrawal date, it will result in you receiving a grade of “F” in the course.

Course Withdrawals-First Time Freshmen Students-Fall 2007 and Later: Under Section 51.907 of the Texas Education Code “an institution of higher education may not permit a student to drop more than six courses, including any course a transfer student has dropped at another institution of higher education.” Beginning in fall 2007, the Texas Legislature passed a law limiting first time entering freshmen to no more than SIX total course withdrawals throughout their educational career in obtaining a certificate and/or degree. 

Course Withdrawals: Be sure you understand HCC policies about dropping a course. It is the student’s responsibility to withdraw officially from a course and prevent an “F” from appearing on the transcript. If you feel that you cannot complete this course, you will need to withdraw from the course prior to the final date of withdrawal.   Before, you withdraw from your course; please take the time to meet with the instructor to discuss why you feel it is necessary to do so. The instructor may be able to provide you with suggestions that would enable you to complete the course.  Your success is very important. 

If you plan on withdrawing from your class, you MUST contact a HCC counselor or your professor prior to withdrawing (dropping) the class for approval and this must be done PRIOR to the withdrawal deadline to receive a “W” on your transcript.  **Final withdrawal deadlines vary each semester and/or depending on class length, please visit the online registration calendars, HCC schedule of classes and catalog, any HCC Registration Office, or any HCC counselor to determine class withdrawal deadlines.  Remember to allow a 24-hour response time when communicating via email and/or telephone with a professor and/or counselor.  Do not submit a request to discuss withdrawal options less than a day before the deadline.  If you do not withdraw before the deadline, you will receive the grade that you are making in the class as your final grade. 

Early Alert Program:  To help students avoid having to drop/withdraw from any class, HCC has instituted an Early Alert process by which your professor may “alert” you and HCC counselors that you might fail a class because of excessive absences and/or poor academic performance.  It is your responsibility to visit with your professor or a counselor to learn about what, if any, HCC interventions might be available to assist you – online tutoring, child care, financial aid, job placement, etc. – to stay in class and improve your academic performance. 

Repeat Course FeeThe State of Texas encourages students to complete college without having to repeat failed classes.  To increase student success, students who repeat the same course more than twice, are required to pay extra tuition.  The purpose of this extra tuition fee is to encourage students to pass their courses and to graduate.  Effective fall 2006, HCC will charge a higher tuition rate to students registering the third or subsequent time for a course. If you are considering course withdrawal because you are not earning passing grades, confer with your instructor/counselor as early as possible about your study habits, reading and writing homework, test taking skills, attendance, course participation, and opportunities for tutoring or other assistance that might be available.

Distance Education and/or Continuing Education Policies

 

 

 

 

Safe Environment from Sexual Harassment

 

 

 

 

 

 

 

 

 

 

EGLS3

Access DE Policies on their Web site:
http://de.hccs.edu/Distance_Ed/DE_Home/faculty_resources/PDFs/DE_Syllabus.pdf

Access CE Policies on their Web site:
http://hccs.edu/CE-student-guidelines

 

HCC is committed to provide learning and working environment that is free from discrimination on the basis of sex which includes all forms of sexual misconducts. Title IX of the Education Amendments of 1972 requires that when a complaint is filed, a prompt and thorough investigation is initiated. Complaints may be filed with the HCC Title IX Coordinator available at 713-718-8271 or email at [email protected]

 

 

EGLS3-Evaluation for Greater Learning Student Survey System

At Houston Community College, professors believe that thoughtful student feedback is necessary to improve teaching and learning. During a designated time, you will be asked to answer a short online survey for research-based questions related to instruction. The anonymous results of the survey will be made available to your professors and division chairs for continual improvement of instruction. Looks for the EGLS3 as part of the Houston Community College Student System online near the end of the term.

 

 

 

 

Classroom Management Policies

 

  1. Hegemony of the Class

The instructor, and not the student, retains full control over all matters relating to the design, direction, content, and governing management of the class.

The class calendar, and anything else related to this course including this syllabus, is subject to change at the discretion of the instructor.

 

  1. Attendance Policy

You will be expected to be on time to class. Attendance will be taken at the start of the class and after the break. It is your responsibility to sign the attendance sheet. Failure to sign the attendance sheet will constitute an absence for that lecture period.

 

  1. Absence

HCC's policy is that if a student misses more than 12.5% of the class that equates to ASL classes 4 hours per semester, the student may be administratively dropped from the class. In the Interpreter Training/Sign Language Program, after missing 4 hours, you may be administratively withdrawn or dropped from class.

In the event of your absence, it is your responsibility to obtain materials provided to the class. You can make copies from your peers (students).

If a student stops coming to class, it is their responsibility to withdraw from the class.   Failure to do so will result in the instructor averaging the grades that had been submitted for the course. This will generally result in a grade of “F”. The instructor will not be responsible for withdrawing the student if the student stops showing up for the class.

If  there is a medical reason for the student not to be continuing in class and prevents them from withdrawing in person, it is their responsibility to notify the instructor in writing requesting the instructor formally withdraw them from class.

 

  1. Beepers and Cell Phones

Students with beepers and cell phones will place them on the silent mode. If you need to use it, you need to wait until the break or the next class period.  If you do not return at the end of the break, your absence will be recorded.  Using beepers or cell phones during the class will not be tolerated, you will be asked to leave the class.  In the last resort, teacher will take beepers and cell phones from you.

 

  1. Agenda

It is COMPLETELY your responsibility to ask your peers for agenda when you are absent from the class.  Teachers are not responsible to notify you of the day’s agenda.

 

  1. Tardiness

It is important arriving class on time to minimize distraction or disruption to other students and instructor. If you come to class later than 15 minutes, the instructor will count it as an absence.  In the event of your tardy, it is your responsibility to obtain materials provided to the class.

 

  1. Examinations/Tests/Quizzes

Once you are applying for the exam you are committed to that time and date.  The instructor DO NOT give make up examinations, tests, and quizzes.

 

  1. Class Participation

Class Participation is expected.  Students are expected to ask questions or discuss issues.  Students who are sitting back and being non-participation are not acceptable.  Participation must entail a respectful give and take and a willingness to hear and listen to another’s points of view. Accepting and respecting another’s point of view or perception is professional behavior. To fully developing your skill in sign language and interpreting as student is expected to participate in outside assignments that are designed to familiarize the student with the deaf community and culture.

 

  1. Chain of Commend/Direct Communication

It is important for you to always address the person with whom you have the problem. Work through the model and try to solve the problem with the other person. If you find that the problem still exists, go through the channels of command using the problem solving model.

When problems arise, it is best to try to solve the problem through the use of communication. The following model is designed to allow students and instructors to solve problems in a non-confrontational manner. The model utilizes five steps in which participants communicate ideas, problems, alternatives, and solutions to one another.

Step One: Identify the Problem- Put the problem into your own words. Try to use an "I message" to communicate your feelings. Allow the other person the opportunity to communicate their feelings as well.

Step Two: Define and determine the causes of the problem - Determine what the real problem is. Get to the heart of the problem. Once you have determined what the problem is, try to determine the cause of the problem. What behaviors or circumstances lead to problem. Both parties must agree on the problem and its causes before you can move to the next step.

Step Three: Identify potential solutions - Brainstorm as many solutions as you can. Try not to think of pros and cons of the solutions generated. Do not analyze the solutions, just list them.

Step Four: Analyze potential solutions - Evaluate each solution. Will it work and what will it entail? Narrow down the solutions and try to find a few that you can both agree on.

Step Five: Select a solution - Decide on a solution that both parties can agree on. Make sure that both parties have an equal part in the solution. Decide who is going to do what and when. Set a date to meet again to discuss progress.

Step Six: Evaluate the results- Has anything changed? Is another meeting needed?

 

  1. Mumbling/Voicing/Whispering

Mumbling/voicing/whispering is not ALLOWED in the class unless the instructor ASKS you to explain ASL-related issues to your peers. You will be asked to leave the class after one warning. The instructor will write your name on board as a reminder after one warning. You will be allowed to come back in the next class period.

  1. Incompletes

The policy regarding incomplete grades is as follows: The grades of I (Incomplete) is a conditional and temporary grade given when a student is passing the course, but has not completed a relatively small part of all the course requirements. Students are responsible for informing the instructor immediately of their reason for not being able to meet course requirements within the designated   time. You are required to fill out a “Request for Incomplete” and have it approved by the instructor. An incomplete extends through the next full semester. At the end of that extension, the “I” will atomically convert into grade of “F”.

 

 

Course Information

A syllabus hasn't been posted for this course yet.