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Discipline: zHumanities & Social Sciences: Sign Language Interpreting Unit

Course Name	Course Number	Objectives
American Sign Language 1	SIGN 101	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 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.
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	Students will be able to identify the influence of culture on human expression. By the end of SIGN 102, American Sign Language 2, 70% of students will be able to successfully comprehend and produce a signed narrative sequence by comparing two people’s qualities when given a hypothetical situation. Students will properly mark the topic in ASL sentences using non-manual markers.
American Sign Language 3	SIGN 103	Students will apply colloquialisms and ASL semantics while using appropriate non-manual markers. 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 be able to demonstrate the influence of culture on human expression by signing a response to a prompt. Students will be able to identify diverse aspects of culture in the Deaf community. 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. Successfully apply clear instructions or explanations using classifiers and conditional sentences, rhetorical questions, and relatives clauses. Students will successfully apply appropriate classifiers telling a narrative.
American Sign Language 5	SIGN 105	Students will successfully give a presentation using classifiers, conditional sentences, rhetorical questions, and relatives clauses. Students will successfully communicate personal health information in ASL through the use of classifier predicates. 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
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
Cultures in the Deaf Community	SIGN 202	Students will be able to correctly contrast specific aspects of cultures in the Deaf community. 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 create a project that emphasizes the priority that the Deaf community puts on visual storytelling
Ethical Decision Making for Interpreters	SIGN 225	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. Interpreting students will successfully apply Demand Control Schema (DC-S) Theory to the field of Sign Language Interpreting.
Fingerspelling	SIGN 108	Students will identify and produce proper handshapes for the manual alphabet and numbers (1-100+) and be knowledgeable of correct positioning for spelling words and numbers. • Students produce numbers in isolation as well as incorporate them into signs. • Students will master the speed and fluency of fingerspelling, numbers, and lexicalizing while maintaining clarity and accuracy.
Interpreting 1: Skills, Equity, and Ethics	SIGN 227	• Students will define the impact of the context’s components: participants, setting, and purpose. Students will analyze the discourse to find implicit and explicit meaning in the source language. Students will differentiate key concepts and terms related to diversity, equity, inclusion, social justice, anti-racism, and accessibility (DEISAA+) in the interpreting field.
Interpreting 2: Skills, Equity, and Ethics	SIGN 231	Students will produce an understanding of key concepts of power, privilege, and oppression (PPO) in the interpreting field. Students will monitor and integrate a working interpreter’s ethical decision-making process. Students will demonstrate and assess consecutive interpreting from source language to target language.
Interpreting 3: Skills, Equity, and Ethics	SIGN 232	Students will predict and prepare for multifaceted demands in the interpreting field. Students will navigate systems of power within the field of sign language interpreting and the Deaf community. Students will engage in supervision through case conferencing with mentors.
Interpreting 4: Skills, Equity, and Ethics	SIGN 239	Students will assess consecutive, simultaneous, and interactive interpreting from the source language to the target language. Students will apply prediction skills, ethical decision-making, and work collaboratively in interpreting scenarios.
Interpreting with Classifiers	SIGN 250	Given a sequence of visual events, students will correctly identify appropriate classifier predicates in terms of type of movement root and classifier handshape. Be able to identify and use 13 mouth morphemes in ASL with accuracy and success.
Introduction to Deaf Studies	SIGN 201	Successfully compare and contrast the criteria for different pedagogical approaches to educating deaf and hard of hearing people. Students will explore a variety of causes for hearing loss. Students will debate the current relevant issues facing Deaf education and the systematic barriers nationwide.
Introduction to Interpreting	SIGN 223	Students will identify the role, function, and responsibilities of an interpreter. Students will summarize the history of the interpreting field, including professional organizations. Students will analyze Code of Professional Conduct by the Registry of Interpreters for the Deaf (RID) and apply it to interpreting scenarios.
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 and 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	Successfully distinguish between (VRS) and video remote interpreting (VRI). Compare and contrast these two types of interpreting.
Vocabulary Building for Interpreters	SIGN 240	Accurately producing ASL equivalent of vocabulary discussed in class Producing ASL equivalency when no lexical equivalent is known. Given practice English nomenclature for a specific field, students will correctly come up with ASL equivalent signs or phrases.

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