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SLIP 2951

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.
Credit Hours 6
Course Title Practicum
Prerequisite(s) Completion of all SLIP courses, 1911-1932
Corequisite(s) None Specified
Catalog Description
This course is a combination of assigned interpreting experiences under the supervision of an interpreter in the field, discretionary hours interpreting in a variety of settings, simulated experiences in the lab, and a classroom seminar.  The seminar includes discussion, role-playing and situational assessments based on student experiences in the field.  Emphasis will be placed on the Code of Professional Conduct and its application in real-life situations.  Students must complete all assigned interpreting hours, submit an acceptable portfolio, and pass a comprehensive test on expressive and receptive interpreting skills.  The test may also include the Code of Professional Conduct and situational interpreting.  

Expected Educational Results
1. Upon completion of the course, the student will be able to:
2. Explain the difference between transliterating and interpreting.
3. Define the target populations for which transliterating may be most appropriate.
4. Describe types of situations/settings where transliterating may be used.
5.
6. Demonstrate broad knowledge of sign vocabulary.
7. Demonstrate appropriate sign choice.
8. Demonstrate the ability to interpret between ASL and English when source language topic is general and presented at a moderate rate.  Accuracy of the interpretation will be at least 70%.
9. Demonstrate the ability to effectively transmit style, mood, register, spirit, and intent of the speaker.
10. Demonstrate the ability or produce signs with clarity, accuracy and fluency.

General Education Outcomes
1. This course addresses the general education outcome relating to communications as follows:
a. Students learn to communicate more effectively with people who use American Sign Language as their native language.
b. Students develop strategies for communicating with people whose native language is different from their own.
c. Students develop a greater understanding of their own language and communication styles.
d. Students apply knowledge about difference cultural and communicative styles to present a successful interpretation.

2. This course relates to the general education outcome relating to cultural diversity as follows:
a. Students learn about the culture of people who are Deaf.
b. Students learn about their own culture by comparing and contrasting it to Deaf culture.
c. Students recognize that cultures and languages may be different without being “lesser than.”
d. Students work in the field with people from diverse backgrounds and cultures.

3. This course relates to the general education outcome relating to academic preparation as follows
1. Students learn language skills they can use to communicate better at their present job, and enhance their workplace skills.
2. Students practice skills they will need on the job as a professional interpreter.

Course Content
1. A minimum of 100 hours of field experience (the majority of which should be hands on experience):
a. 60 hours at assigned site
b. 20 hours at discretionary sites (to be approved in advance by instructor)
c. 20 hours of “self” study  (as outlined by instructor)

2. In-class seminar
a. Skills building exercises and role-plays related to field experiences
b. Discussion, problem solving related to students' practicum experiences
c. Changes to the class topics may occur in response to the students' needs.  

Assessment of Outcome Objectives
Course Grade
The means of grading will be determined by the individual instructor.  Assessments will include quizzes, examinations, prepared interpreting projects, and involvement in community activities.

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: Jul. 14, 2011
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