| EDU 2200 |
Introduction to Interpreting: Professional
Identity and Ethical Considerations (3) |
| |
Introduces basic principles and practices of interpreting,
professional orientation and identity, including
history of the profession and the Code of
Ethics. Ethical decision-making models are introduced
and professional certification and licensure
are described. Prerequisite: ASL 2242 or Intermediate
on the SCPI or permission of instructor. |
| |
|
| EDU 3305 |
Microcomputers in Education (3) |
| |
This course is designed to introduce prospective
teachers to currently available technology and to
prepare them to use various media for their own
education as well as in their professional careers.
Students are expected to become comfortable in the
use of various media and to explore the possibilities
for the use of media in the classroom. Emphasis is
given to ways in which multimedia can be used to
meet the needs of the varying learning styles. |
| |
|
| EDU 3310 |
The Professional Educator (3) |
| |
This course provides a broad overview of education,
teaching and schools, and an orientation to the
Teacher Education Program. Multiple field experiences
in school settings are required as part of the
course. This is a prerequisite course for most other
education courses. |
| |
|
| EDU 3360 |
Models of Interpretation / Transliteration (3) |
| |
Students will be introduced to various interpreting
models, including the Process Model, the Cokely
Model, and the Colonomos Model. Students will
use the models to analyze interpretations. Self-assessment
techniques will be taught and Demand-
Control theory will be introduced. Prerequisite:
Permission of instructor. |
| |
|
| EDU 3362 |
Manual Codes for English (3) |
| |
Focuses on the communication modes typically
used by deaf children in public schools. Studies
involve various manual codes for English such SEE
II and Conceptually Accurate Signed English
(CASE), Pidgin Signed English, and the Rochester
Method. Simultaneous communication skills are
developed. Prerequisite: ASL 1142 or SCIP rating
of Survival Plus or permission of instructor. |
| |
|
| EDU 3364 |
Introduction to Educational Interpreting/
Transliterating (3) |
| |
This course surveys the field of interpreting in educational
settings. The focus of the course is on an
analysis of the educational environment’s impact
on the deaf/hard of hearing student and the myriad
roles of an interpreter in these settings. Guidelines
of professional conduct are presented and specialized
subject vocabulary is introduced. Prerequisites: ASL 2242, EDU 2200 and 3362; or permission
of instructor. |
| |
|
| EDU 3366 |
Discourse Analysis I (3) |
| |
Introduces the concept of discourse analysis as it
relates to ASL and English. Transcriptions and
analysis of text will be the focuses. Prerequisite:
ASL 2242 or SCPI Intermediate Plus or permission
of instructor. |
| |
|
| EDU 3368 |
Interpreting in Specialized Settings (3) |
| |
An introductory course which provides an overview
of the ethical considerations, specialized vocabulary
and skills needed to interpret in special settings
such as performing arts, conferences, legal settings,
phone relay, religious and health settings. Prerequisites:
EDU 2200, 3360 and 3366; or permission of
instructor. |
| |
|
| EDU 4400 |
Classroom Management (3) |
| |
This course is designed for all education majors.
The purpose of this course is to establish a foundation
of content and application relative to classroom
management and discipline, emphasizing reflection,
decision making, and integrated teaching/learning
strategies. Methodologies utilized will include
discussion, lecture, field experience, case studies,
problem solving sessions, projects, and research. |
| |
|
| EDU 4451 |
ASL/English Linguistics (3) |
| |
This course is designed to introduce the linguistics
of ASL, including phonology, morphology, syntax
and semantics. Geographical, generational, racial
and gender differences are explored. English and
ASL similarities and differences are highlighted.
Prerequisite: ASL 2242; Advanced Level on SCPI;
or permission of instructor. |
| |
|
| EDU 4452 |
Discourse Analysis II (3) |
| |
Students will develop a better understanding of the
broad methodological areas of discourse analysis
and conversation analysis as an approach for understanding
signed languages and English, particularly
in the context of interpreting. Prerequisite: EDU
3366 |
| |
|
| EDU 4453 |
Interpreting English to ASL (3) |
| |
Theory-to-practice course in which interpreter
trainees are required to analyze message input from
the source language (English), process and produce
an equivalent message in the target language
(ASL). Auditory and cognitive processing skills are
refined. Prerequisite: ASL 2242 or Advanced on the
SCPI or permission of instructor. |
| |
|
| EDU 4454 |
Interpreting ASL to English (3) |
| |
Theory-to-practice course in which interpreter
trainees are required to analyze message input from
the source language (ASL), process and produce an
equivalent message in the target language
(English). Auditory and cognitive processing skills
are refined. Prerequisite: ASL 2242 or Advanced on
the SCPI or permission of instructor. |
| |
|
| EDU 4455 |
Transliteration (3) |
| |
Focuses on expressive and receptive transliterating
skill development in English and manual Codes for
English with attention to setting and register. Prerequisites:
ASL 2242, EDU 2200 and 3362; or
Advanced Level on SCPI; or permission of instructor. |
| |
|
| EDU 4456 |
Advanced Voice to Sign Interpreting /
Transliterating (3) |
| |
Focuses on interpreting/transliterating from spoken
English to ASL or Manual Codes for English. Prerequisites:
ASL 2242; Intermediate Plus level on
SCPI; or permission of instructor. |
| |
|
| EDU 4457 |
Advanced Sign to Voice Interpreting/
Transliterating (3) |
| |
Focuses on interpreting/transliterating from ASL or
Manual Codes for English to spoken English. Students
develop appropriate use of register and cross-cultural
bridging techniques. Prerequisites: ASL
2242; Intermediate Plus level on SCPI; or permission
of instructor. |
| |
|
| EDU 4458 |
Advanced Interactive Interpreting (3) |
| |
Course focuses on consecutive and simultaneous
interpreting and transliterating. Students will develop
skills in team interpreting in interactive settings.
Prerequisites: ASL 2242, EDU 2200 and
3360; or Advanced Level on SCIP; or permission
of instructor. |
| |
|
| EDU 4462 |
Practicum I: Seminar and Field Experiences (3) |
| |
This is a field experience course in which interpreter
trainees have the opportunity to interview,
observe, interact with and shadow interpreters in
public venues. Prerequisite: Completion of coursework. |
| |
|
| EDU 4463 |
Practicum II: Seminar and Field Experiences
(3) |
| |
This is a field experience course in which interpreter
trainees have the opportunity to team interpret
with credentialed interpreters. Trainees will
interpret in one-on-one situations for which they
are qualified. Prerequisite: EDU 4462 |
| |
|
| EDU 4465 |
Internship: Educational Interpreting (6) |
| |
The internship provides an opportunity for the student
to perform, under supervision, a variety of
activities that a regularly employed interpreter
would be expected to perform in an educational
setting. The interpreter-in-training is involved in
assignments appropriate to his/her skill level and
training. Interns receive feedback and supervision
from on-site supervisors, group seminar supervisors
and faculty members. Interns are assigned to an
educational setting (k-12 or postsecondary) for 300
clock hours, 120 of which must be in direct interpreting
service. Prerequisite: completion of coursework |
| |
|
| EDU 4466 |
Internship: Community Interpreting (6) |
| |
The internship provides an opportunity for the student
to perform, under supervision, a variety of
activities that a regularly employed interpreter would be expected to perform in a community setting.
A regularly employed interpreter is defined as
a person occupying the professional interpreting
role to which the student is aspiring. The interpreter-
in-training is involved in assignments appropriate
to his/her skill level and training. Interns
receive feedback and supervision from on-site supervisors,
group seminar supervisors and faculty
members. Interns are assigned to an agency or rehabilitation
setting for 300 clock hours, 120 of which
must be in direct interpreting service. Prerequisite:
completion of coursework |
| |
|
| EDU 4471 |
Curriculum and Instructional Delivery (3) |
| |
This course offers a survey of school curricula,
organizational patterns for school systems and
classrooms. It is designed for Early Childhood
Education, Elementary Education, Special Education,
and Middle and Secondary Education majors.
Various instructional strategies, major philosophies
and learning theories are examined. Prerequisite:
Admission to TEP; class should be taken semester
prior to internship. |
| |
|
| EDU 4476 |
Internship in Elementary/K-6 Collaborative
Teacher (9) |
| |
The Professional Internship Program is the culminating
clinical field-based experience for students
seeking certification in a teaching field. The Professional
Internship Program provides the student
with the opportunity to conduct classes and assume
the role of a teacher while receiving supervision
from a classroom teacher and a university supervisor
for a period of one full semester. The student
will demonstrate skills of the informed, reflective
decision maker throughout the internship experience.
Prerequisite: Admission to TEP. Co-requisite:
ELE 4454. |
| |
|
| EDU 4491-4492 |
Guided Independent Research (1-3) |
| |
Undergraduate research with attention to critical
evaluation of research techniques, methods and
procedures. Prerequisites: junior or senior standing
with a minimum overall GPA of 3.0, permission
of guiding professor, approval of department chairperson
or dean. A written request is to be submitted
to the department chairperson at least two
weeks in advance of the term in which study is to be
undertaken. May not be used to repeat a course for
which a grade of D or below has been earned. Application
forms are available in the Office of University
Records. Guided independent research may
be taken only in the applicant’s major or minor
field. Also see index for “Independent Study and
Research.” |
| |
|
| EDU 4493-4494 |
Guided Independent Study (1-3) |
| |
Supervised study through field or laboratory projects,
guided readings, creative endeavors or
achievement of specific skills. Prerequisites: junior
or senior status, permission of guiding professor,
approval of department chairperson and the
dean. A written request is to be submitted to the
department chairperson at least two weeks in advance
of the term in which study is to be undertaken.
May not be used to repeat a course for
which a grade of D or below has been earned. Also
see index for “Independent Study and Research.” |
| |
|
| EDU 4499 |
Technology Across the Curriculum (3) |
| |
This course prepares the student to use a variety of
technologies in developing curriculum and planning
instruction for diverse learners in grades K-6.
Attention is given to the history of technology,
software selection and the integration of technology
into the curriculum by matching technology resources
and tools to instructional needs. |
