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Student Learning Outcomes

Discipline: Sign Language
Course Name Course Number Objectives
Advanced Interpreting SIGN 232
  • Interpreting students will successfully apply Demand Control Schema (DC-S) Theory to the field of Sign Language Interpreting.
  • Given a English narrative successfully give a functional equivalent message in ASL in a simultaneous mode.
American Deaf Culture SIGN 202
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
  • Students will be able to correctly contrast specific aspects of American Deaf culture with general American hearing culture.
American Sign Language 1 SIGN 101
  • Students completing the course will be able to identify the influence of culture on human expression.
  • Students will be able to identify immediate and extended family signs.
  • Students will move away from a pathological view of Deaf People, seeing Deaf people as defective, and towards a Cultural view, seeing Deaf people as individuals with a unique linguistic and cultural background.
American Sign Language 1 - Honors SIGN 101H
  • Students completing the course will be able to identify the influence of culture on human expression.
  • Students will move away from a pathological view of Deaf People, seeing Deaf people as defective, and towards a Cultural view, seeing Deaf people as individuals with a unique linguistic and cultural background.
  • Students will be able to identify immediate and extended family signs.
American Sign Language 2 SIGN 102
  • By the end of SIGN 102, American Sign Language 2, 70% of students will be able to successfully comprehend a signed presentation that locates objects in a room.
  • Students will properly mark the topic in ASL sentences using non-manual markers.
  • Students will be able to identify the influence of culture on human expression.
American Sign Language 3 SIGN 103
  • Students will be able to identify diverse aspects of culture in the Deaf community.
  • Students will be able to demonstrate the influence of culture on human expression by signing a response to a prompt.
  • By the end of SIGN 103, American Sign Language 3, 70% of students will be able to successfully produce a signed narrative about their life events.
  • Students will apply colloquialisms and ASL semantics while using appropriate non-manual markers.
  • Students will successfully describe a location, using appropriate classifiers (descriptive, locative, instrumental, and elemental).
American Sign Language 4 SIGN 104
  • Students will be able to demonstrate the influence of culture on human expression by giving detailed descriptions by comparing and contrasting techniques.
  • By the end of SIGN 104, American Sign Language 4, 70% of students will be able to successfully comprehend and produce a signed narrative by answering questions.
  • Students will successfully apply appropriate classifiers telling a narrative.
  • Successfully apply clear instructions or explanations using classifiers and conditional sentences, rhetorical questions, and relatives clauses.
American Sign Language 5 SIGN 105
  • By the end of SIGN 105, American Sign Language 5, 70% of students will be able to successfully comprehend and produce a signed narrative by answering complex questions.
  • Students will be able to demonstrate the influence of culture on human expression by giving detailed descriptions by comparing and contrasting techniques
  • Students will successfully communicate personal health information in ASL through the use of classifier predicates.
  • Students will successfully give a presentation using classifiers, conditional sentences, rhetorical questions, and relatives clauses.
American Sign Language Structure SIGN 210
  • Students will be able to identify ASL articulators and contrast them with spoken language articulators.
  • Students will be able to describe why signs take longer to articulate than words.
  • Students will be able to differentiate between derivational and inflectional morphological processes in ASL
Cognitive Processing for Interpreters SIGN 227
  • Given a piece of discourse in ASL correctly identify themes, main points, and details.
  • Given a piece of discourse in English correctly identify themes, main points, and details.
  • Given a piece of discourse in ASL correctly identify themes, main points, and details.
  • Given a piece of discourse in English correctly identify themes, main points, and details.
Deaf Perspectives SIGN 201
  • Students will be able to evaluate the impact of the Deaf child on the family.
  • Students will be able to differentiate between language, speech, and communication.
  • Successfully compare and contrast the criteria for different pedagogical approaches to educating deaf and hard of hearing people.
  • Successfully identify three causes of deafness that occurs at/before birth (congenital) and three causes of deafness that occurs after birth (adventitious).
Ethical Decision Making for Interpreters SIGN 225
  • Interpreting students will successfully apply Demand Control Schema (DC-S) Theory to the field of Sign Language Interpreting.
  • Identify differences between a technical professions and a practice professions and explain why interpreting is a practice profession.
  • Students will effectively give well-rounded responses to hypothetical and real-life scenarios applying recognized industry standards and support their responses by referencing industry standard publications.
Fingerspelling SIGN 108
  • Students will correctly read the fingerspelling of 3 to 4-lettered fingerspelled names
  • Students will correctly read the fingerspelling of phone numbers.
  • Successfully demonstrate the use of lexicalized fingerspelling loan words in grammatically correct ASL sentences.
  • Successfully recognize and record dates about events (historical and/or birthdays) as demonstrated to them in ASL by the instructor.
Interpreting SIGN 231
  • Interpreting students will successfully apply Demand Control Schema (DC-S) Theory to the field of Sign Language Interpreting.
  • Given a English narrative successfully give a functional equivalent message in ASL in a consecutive mode.
Interpreting with Classifiers SIGN 250
  • Be able to identify and use 13 mouth morphemes in ASL with accuracy and success.
  • Given a sequence of visual events, students will correctly identify appropriate classifier predicates in terms of type of movement root and classifier handshape.
Practicum SIGN 239
  • Interpreting students will successfully apply Demand Control Schema (DC-S) Theory to the field of Sign Language Interpreting.
  • Students will identify two aspect of their interpreting process that needs improvement and come up with at least two strategies for improvement.
Principles of Interpreting SIGN 223
  • Students will understand the role, function and responsibilities of an interpreter.
  • Students will memorize the RID Code of Professional Conduct.
  • Students will know the history of the interpreting field including professional organizations.
Special Projects in Sign Language/Interpreting SIGN 299
  • Complete a quality project from start to finish. This includes a proposal, set goals/objectives for the project and communication of results.
Translation: American Sign Language/English SIGN 220
  • When presented with English sentences, a sample of students will successfully create grammatically correct functionally equivalent sentences in ASL.
  • When presented with ASL sentences, a sample of students will successfully create grammatically correct functionally equivalent sentences in English.
Video Interpreting SIGN 260
  • Interpreting students will successfully apply Demand Control Schema (DC-S) Theory to the field of Sign Language Interpreting (within the context of Video Interpreting.)
  • Successfully distinguish between (VRS) and video remote interpreting (VRI). Compare and contrast these two types of interpreting.
Vocabulary Building for Interpreters SIGN 240
  • Students will demonstrate an understanding of how inflecting specific signs changes their meaning and creates different vocabulary choices in English.
  • Given practice English nomenclature for a specific field, students will correctly come up with ASL equivalent signs or phrases.
  • Producing ASL equivalency when no lexical equivalent is known.
  • Accurately producing ASL equivalent of vocabulary discussed in class