Course Work

Instructed in ASL, this course enhances intermediate ASL discourse skills with an emphasis on grammar, narrative composition, and dialogue, increasing in complexity. Topics of Deaf Culture are intertwined throughout content as students complete both expressive and receptive assignments.

Final language acquisition instruction: these culminating courses refine fluency, discourse structure, use of the classifier predicate system, and translation of text to and from ASL. Student skill development is assessed through formal ASL presentations.

Advanced course studying the ASL manual alphabet and numerical system. Expressive and receptive skills are evaluated by daily assessment, midterm, and final examinations.

Advanced study of the role and usage of the ASL classifier predicate and depicting verb systems. Students incorporate various classifier types and appropriate non-manual markers to accurately convey concepts within discourse.

Advanced course of study analyzing ASL phonetics, phonology, morphology, semantics, pragmatics, and discourse. Historical development and comparison to English linguistics are also implemented to further students’ understanding of ASL structures.

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While abroad, students attempt to criticize how the management of signed language and language policies operate in various nations. To analyze the critical need for diversity concerning an inclusion agenda, a service-learning project was completed that investigated the effects of language, language policy, and ASL as they relate to the goals of human rights and democracy through both overt and covert international language policy. 

Advanced study of American Deaf Culture, including core values of folklore, shared signing communities, linguistics/ethnic minorities, and audism. Students examine various historical perspectives as they connect social, political, economic, and educational events with Deaf cultural theories.

Course at the advanced level exploring the complex history of the Deaf community in the US. Education, communication methods, politics, the law, and culture are identified as important themes as students reconstruct nineteenth-century controversy.

​Advanced course uncovering the ethics in the ASL community in topics including but not limited to medical bioethics, legal obligations, and research among diverse populations. Students are expected to assess the importance of citizen morality, apply ethical theories to issues within Deaf Studies, and distinguish interplaying factors.

Advanced study of the role of poetry, folklore, theatre, humor, novels, and signed music in the lives of Deaf people. Various forms of literature are analyzed to gain insight into the experiences and traditions of the Deaf community.

Advanced course describing the interplay of language and literacy development. Spoken and signed language acquisition are examined so that students may understand the impact of signed language on Deaf children developing reading skills. Students are also expected to investigate and apply reading strategies to the Deaf Education field.

Topics related to the interpreting profession in public schools are discussed, including the role, function, and qualifications of interpreters. Navigating the bilingual and bicultural environment, the scope of professional practices, and state and federal statutes impacting educational interpreting are also analyzed to promote classroom accessibility.

Elementary discourse features are provided for interpretation, including subjects of science, math, language arts, history, and related arts. Both consecutive and simultaneous methods are used. Students must complete an additional hour of interpreting stimulus each week and are assessed on five self-evaluation performance projects according to national Educational Interpreting competency standards.

Further analysis of elementary content and non-content areas. Preparation and quality of interpreting products are emphasized in both ASL to English and English to ASL interpreting. Students must complete an additional hour of interpreting stimulus each week and are assessed on five self-evaluation performance projects according to national Educational Interpreting competency standards.

ASL-English interpreting concerning discourse prevalent in high school classrooms. Various subjects and course levels are interpreted consecutively and simultaneously, including STEM, related arts, college-credit level, and history courses. Students must complete an additional hour of interpreting stimulus each week and are assessed on five self-evaluation performance projects according to national Educational Interpreting competency standards.

Continued development in interpreting high school curricular discourse with attention to register and preparation. Throughout the course, students must complete an additional hour of interpreting stimulus each week and are assessed on five self-evaluation performance projects according to national Educational Interpreting competency standards.

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Student interpreters are exposed to various models and experiences by observing in local school districts to prepare for future educational interpreting contracts. Observation of a nationally certified interpreter throughout the 8-hour school day, twice weekly, for a total of 50 hours was completed.

To continue applying ASL skills, students engage with the Deaf Community in an authentic language environment. This course was dedicated as an educational interpreting internship once 50 hours of field observation were completed. Various educational subjects in a local high school were interpreted, including college credit-bearing courses, career center cinematography, ROTC, and performance arts, while teaming with a nationally certified interpreter throughout the 8-hour school day, twice weekly.

Course available to advanced interpreting students seeking further development in an educational setting. Students interpret under the supervision of a nationally certified interpreter for a total of 75 hours, receiving feedback weekly. Monthly meetings with the Teacher of the Deaf were observed so that student interpreters may experience working within the larger educational team.

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Within societal and educational contexts, opportunities for digital media leadership and learning are critically examined. Learner impacts, evaluation of technology applications, and new media literacies are highlighted. Ethical, cultural, and political implications are also emphasized.

Completed while studying abroad in Australia and New Zealand, this course is required for all Modern Language students. Ultimately, students are immersed in new cultures with opportunities to learn new languages, adopt global perspectives, refine intercultural communication skills, and expand professional networks.