Department of Interpretation

COURSE SYLLABUS
Course number:
Course title:
Credit hours:
Semester:
Class day and time:
Classroom:
Class duration:
Last withdrawal date:

INT 492-01 and 02

Senior Seminar Project and Portfolio
3
Spring
5:30-8:20 pm
TBA
January 20, 2015 to May 9, 2015
March 24, 2015 - Last day to withdraw with WD grades (forms
must be signed and returned to the Registrars office by 4:30 p.m.)

Instructor - Section 01: Dr. Keith M. Cagle

Virtual hours:
TBA
GU email address:
keith.cagle@gallaudet.edu
Videophone/phone:
202-250-2911 (VP)
Office location:
HMB 1413
Preferred contact method: Email
Instructor - Section 02: Phyllis Rogers
Virtual hours:
TBA
GU email address:
phyllis.rogers@gallaudet.edu
Videophone/phone:
__________ (VP), _________ (phone)
Office location:
GIS ________
Preferred contact method:_______(e.g. email, phone call)_____

I.

COURSE DESCRIPTION

In this course, students will integrate interpretation theory with practice. Students will
complete a substantial Senior Seminar Project in which they will investigate an
interpretation topic of their choosing and will present their findings in an ASL
presentation and written paper. They will also create their professional interpreter
portfolios.
Prerequisites: INT 443, 453 and 455

II.

OUTCOMES

a. Course Student Learning Outcomes (SLOs)

BAI
SLOs

GU
SLOs

CCIE
Standards

1-5

1-5

6.1, 6.4

Create a
professional
interpreter portfolio.

1-5

1-5

6.1, 6.2, 6.4,

7.3

Create a folder with

records and
documents needed
for employment.

1-5

1-5

6.4

Folder through
google site / drive
or other website
chosen by the
student

At least B in
INT 492s Folder
rubric

Conduct a research
project on an
interpretation topic,
issue or problem and
describe findings in
a written English
paper, a signed ASL
presentation and a
poster session
presentation.

1-5

1-5

6.5, 7.1

ASL poster
presentation and
paper on a senior
seminar project

At least B in
INT 492s Research
paper rubric and
Research poster
presentation
rubric

Demonstrate
professional and
ethical behaviors in
alignment with the
DOI Student Code
of Professional
Conduct.

1-5

5, 7

3.0, 6.2

Teachers observation

At least satisfactory in
Student CPC rubric.

Course SLOs

Demonstrate
understanding of
topics relevant to the
work of a
professional
interpreter.

Assessment Project

Assessment Tool

Class
discussions, ASL
poster
presentation and
paper on a senior
seminar project,
Professional
Interpreter
Portfolio

At least B in INT
492s
Class Participation
rubric, Reading
Discussion rubric,
Portfolio rubric,
Research paper
rubric,
Research poster
presentation rubric

Professional
Interpreter
Portfolio

At least B in
INT 492s
Portfolio rubric

CCIE stands for Commission on Collegiate Interpreter Education. Here is the link to CCIE standards.
http://www.ccie-accreditation.org/PDF/CCIE_Accreditation_Standards_2014.pdf

Tools for Assessment and Expected Level

At least satisfactory rating or a grade of B or better is on rubrics on the courses classroom participation,
assignments and projects.

b.

BAI Program Student Learning Outcomes

1.

Graduates of the Interpretation Program apply academic, professional, real world and current events
knowledge to the choices and decisions they make while interpreting.

2.

Graduates of the Interpretation Program demonstrate an understanding of multi-cultural approaches to the

work of interpretation and are able to demonstrate effective bi-lingual and bi-cultural practice within their
work and with diverse populations.

3.

Graduates of the Interpreting Program assess and analyze their own competencies for interpreting in
relation to a variety of interpreting settings and in relation to a variety of participants in interpreted
interactions.

4.

Graduates of the interpreting program effectively interpret face-to-face encounters in dialogic/one-on-one,

small group and low-risk monologic settings with a variety of participants.

5.

Graduates of the interpreting program apply professional standards, practices, and ethics, not limited to the
tenets of the Code of Professional Conduct, to their work.

6.

Graduates of the interpreting program effectively conduct a small research project on topics related to
interpretation.

7.

Graduates of the interpreting program demonstrate professional boundaries with consumers, with respect
and tact.

Here is the link to the BAI program outcomes above.

http://www.gallaudet.edu/interpretation/ba_program/student_learning_outcomes.html
c.

University Student Learning Outcomes

1. Language & Communication: Students will use American Sign Language and written
English to communicate effectively with diverse audiences, for a variety of purposes, and in a variety of
settings.
2. Critical Thinking: Students will summarize, synthesize, and critically analyze ideas
from multiple sources in order to draw well-supported conclusions and solve problems.
3. Identity & Culture: Students will understand themselves, complex social identities,
including deaf identities, and the interrelations within and among diverse cultures and groups.
4. Knowledge & Inquiry: Students will apply knowledge, modes of inquiry, and
technological competence from a variety of disciplines in order to understand human experience and the
natural world.
5. Ethics & Social Responsibility: Students will make well-reasoned ethical judgments,
showing awareness of multiple value systems and taking responsibility for the consequences of their
actions. They will apply these judgments, using collaboration and leadership skills, to promote social
justice in their local, national, and global communities.

For more information about the university outcomes, go to this link.

http://admissions.gallaudet.edu/generalstudies/kittyi/index.html
III.

COURSE MATERIALS

Readings may be added or modified during the semester

Humphreys, Linda. (2007-3rd edition). The Professional Sign Language

Interpreters Handbook. Van Nuys CA: Sign Language Interpreting
Media. ISBN: 9780972416122
Hoza, Jack. (2003). The Interpreters Guide to Life: 365 TIPS for interpreters.
Sign Media, Inc. ISBN: 9781881133193
The instructor will attach additional readings when appropriate on the Blackboard during the
semester.
IV.

COURSE ASSIGNMENTS

A. Participation in Discussions

It is important that you come to class prepared to participate. Participants are expected to
complete assigned readings and homework, and be ready to participate in discussions and
activities based on these assignments. Participation includes active listening, leading and
contributing to discussions, and encouraging and supporting the contributions of others.
Group activities are an important part of this class; you are expected to actively
participate in discussions, activities, and assignments.
Students are expected to participate in the class discussions led by other students and the
instructor on the readings from the Humphreys book. In addition, there will be weekly
whole class discussions on assigned sections of the Hoza book. All students are expected
to contribute to the discussions led by guest speakers and others.
Points for participation:
3 = Always
2 = Occasionally
1 = Rarely
0 = No participation
B. Reading discussion leads

Students will lead class discussions on the assigned Humphreys reading each week. Discussion
leaders should prepare a short PowerPoint presentation to summarize the reading as well as
thought questions to stimulate class discussion.
C. Professional Folder and Professional Portfolio
You will develop a professional folder and professional website portfolio.
a.

Professional Folder is for your future employment use.

The professional folder must include the following:
Forms necessary for professional work such as:
o Assignment intake form
o Assignment scheduling form
o Cancellation policy
o No-show policy
o Rates
o Contract (draft)
o Mileage/travel record
o Invoice

b.

Professional Portfolio is for your future employers.

The professional portfolio must include the following:

Introductions in ASL (YouTube link) and English

Professional mission statement in ASL (YouTube link) and English
Resume
Business cards
Memberships (pdfs of cards and/or listing)
Business license (if you have one)
Proof of degrees
ASLPI Evaluation results
Any certifications
Awards or honors
CEUs earned
Unrehearsed interpreting samples (ASL to English, English to ASL, Interactive)
Letters of recommendation
List of references
Bibliography of books used in your training program(s) in APA format
Anything else you want to include (photo of yourself, workshops taught, professional
articles written by you or about you, external links, etc.)

D. Senior Seminar Project (Paper and Poster Presentation)

Students will complete an investigation of an interpretation topic of their choosing that integrates
interpretation theory with practice. Students will present their findings in an ASL poster
presentation and written paper.
Paper: The paper should be approximately 7-10 pages in length (double-spaced, 12
point font, standard margins) and thoroughly proofread for errors. The paper should
follow APA style format. The following components should be incorporated into the
paper:

Introduction What is the question you are interested in studying? Why is it

interesting and important?
Literature Review What has been written about this question in the past? How is
your topic of interest similar to or different from prior studies? What has been written
that is relevant to your findings?
Data Collection and Analysis What source texts will you use in your analysis?
How will you do your analysis? What will you analyze?
Findings What did you find out from your analysis? Were the results expected?
What does is the meaning of your findings?
Discussion How did what you find answer your question? Why are your findings
important?
References Following APA style format

Possible Topics (must be approved by instructor):

Compare simultaneous and consecutive interpreting

samples or transliteration and interpretation samples
o Register
o Classifier usage
o Medical
o Legal (such as the Miranda Warning)
o Others, as approved by instructor

Compare an ASL source text to an interpretation of a

parallel English text
Writing style:
All submitted work must follow DOI formatting instructions and style guides (citations
following APA 6). Please see http://goo.gl/rCTyG for a basic introduction to APA 6.
ASL Poster Presentation: Students will share their research papers as a poster
presentation in a public forum. Poster sessions provide a way to discuss your work in an
informal and interactive manner. You will summarize your research for a small group of
others in the class, in 10 to 15 minutes and answer any questions. Posters can be of
varying size, but must be professional, informative and visually appealing. You will need
to plan the design of your poster as well as the ASL presentation of your research
carefully. Visit the following website for information, ideas and support in creating your
poster: http://libweb.lib.buffalo.edu/guide/guide.asp?ID=155
Formatting:
All submitted work must follow DOI formatting instructions and style guides (citations following
APA 6). Please see http://goo.gl/rCTyG for a basic introduction to APA 6.

V.

ASSESSMENT SUMMARY
a. Grading for Assignments

Although some adjustments in percentages may be necessary, the following should give you a fair
picture of how your work is weighted to determine your final grade:
Activity

Points

Reading discussion leads

50

10.5%

Participation in class discussions

50

10.5%

Progress deadlines (portfolio components, paper benchmarks)

30

6%

Professional folder

50

10%

Professional portfolio

100

21%

ASL presentation on a senior seminar paper

100

21%

Paper on a senior seminar paper

100

21%

480

100%

Total
b.

Grading Scale and GPA Value

Grade GPA Value

Scores

Definition

4.0

93-100

Outstanding

A-

3.7

90-93

Very good

B+

3.3

87-89

Good

3.0

83-86

Passed

B-

2.7

80-82

Unsatisfactory

C+

2.3

77-79

2.0

73-76

C-

1.7

70-72

D+

1.3

67-69

1.0

60-66

0.0

Below 60

XF

0.0

Academic Integrity Policy Violation,

No Credit

Failing, no
credit

The excerpt above can be found on:

http://www.gallaudet.edu/catalog/registration_and_policies/undergrad_policies/grading_system.html

c.

Rubrics
See the BlackBoard course for:
Class Participation rubric
Reading Discussion rubric
Folder rubric
Portfolio rubric
Research paper (English) rubric
Research poster presentation (ASL) rubric

VI.

TIME ALLOCATION FOR COURSE

This course earns 3 credits; therefore, it will meet for at least 37.5 hours of instructional time and
students are expected to spend at least 75 hours on outside-of-class preparation (e.g., readings,
assignments).

VII.

COURSE OUTLINE

There may be some modifications to the following outline. This course outline is to provide you
an overview of what will be covered in the class.
General format of the class is:
a. Reading discussion (Humphreys, 30 mins; Hoza 20 mins)
b. Guest speaker
c. Share and discuss each other's progress with portfolio and research.

TENTATIVE ASSIGNMENT SCHEDULE

Week

In Class

Week 1

Class Introduction
Review syllabus and
expectations

Readings

Assignments Due
(Paper and Portfolio
Benchmarks)

Week 2

Guest Speaker:
E-Portfolios

Week 3

Guest Speaker(s):
Research
Readings Discussions
Progress Reports

Humphreys, pp. 23-37:

Introduction to the Field
(Part 1)
Hoza: Tips 1-24

Guest Speaker: Resumes

Readings Discussions
Progress Reports

Humphreys, pp. 41-55:

Getting Started as a
Professional
Hoza: Tips 35-70

Signed Syllabus Agreement

Submit ideas for research paper

Guest Speaker
Readings Discussions
Progress Reports

Humphreys, pp. 55-72:

Getting Started as a
Professional
Hoza: Tips 71-105

Final topic for paper due

Guest Speaker
Readings Discussions
Progress Reports

Humphreys, pp. 73-85:

Getting Started as a
Professional
Hoza: Tips 106-140

Paper outline due

Guest Speaker
Readings Discussions
Progress Reports

Humphreys, pp. 89-102:

Interpreting Situations
Hoza: Tips 141-175

Lit. Review and References

draft due

Guest Speaker
Readings Discussions
Progress Reports

Humphreys, pp. 103-117:

Interpreting Situations
Hoza: Tips 176-210

Week 4

Website established
Rates

Business cards
Website structure created
Mission statements
(all due Feb 7, 11:59pm)

Individual meetings with

instructor outside of
class
Week 5

Week 6

Week 7

Week 8

Assignment intake form

Assignment scheduling form
Mutual Cancellation Policy
No-Show Policy
Contract (draft)
Travel/mileage record
Invoice
(all due Feb. 21)

Resume

ASL & English Introductions

Data Collection and
Analysis draft due

Spring Break (March 16-20, 2015): No Class

Week 9
Individual meetings with instructor:
No Class

Proof of degree
CEUs
Certifications
Awards/honors

Presentations
Articles
Week 10

Guest Speaker
Readings Discussions
Progress Reports

Humphreys, pp. 117-128:

Interpreting Situations
Hoza: Tips 211-245

Findings section draft due

Week 11

Guest Speaker
Readings Discussions
Progress Reports

Humphreys, pp. 131-147:

Professional Challenges
(Part V)
Hoza: Tips 246-280

Discussion section draft due

Guest Speaker
Readings Discussions
Progress Reports

Humphreys, pp. 151-162:

Working with Others
(Part V)
Hoza: Tips 281-315

Introduction draft due

Week 12

Week 13

Week 14

Guest Speaker
Readings Discussions
Share portfolio websites
Readings Discussions
Poster Presentation
Rehearsal

Hoza: Tips 316-350

Letters of recommendation
Reference contacts

Memberships/cards
Work samples
ASLPI results
Bibliography
Professional Folder and
Professional Portfolio due

Final paper due

Hoza: Tips 351-165

Week 15
Poster Presentations

VIII.

POLICIES

A.

University Policies:

1.

Academic Integrity
It is the students responsibility to familiarize themselves and comply with the Gallaudet
University Undergraduate Academic Integrity Policy, which can be found in the
Gallaudet University Undergraduate Catalog or on the Gallaudet University website at
www.gallaudet.edu/catalog/registration_and_policies/undergrad_policies/academic_integrity.html

2.

Students with Special Needs

Office for Students with Disabilities (OSWD) Accommodation policy
Students have the responsibility of formally requesting accommodation through the
Office for Students With Disabilities (OSWD) at the beginning of the semester:
http://www.gallaudet.edu/office_for_students_with_disabilities.html

For information on your rights under the ADA and Section 504 of the Rehabilitation Act
please see: http://www.gallaudet.edu/EOP/Reasonable_Accommodations.html
3.

Online Courses
By registering for a Web-based course, you have made a commitment to participate in
your online class discussions and other activities as assigned. Please plan to participate
regularly (e.g. daily or weekly basis). You will note in the grading scale that your online
participation counts towards your final grade Insert the following link on netiquette:
http://www.studygs.net/netiquette.htm

4.

Diversity
We believe that every person should be treated with civility and that our community is
strengthened by the broad diversity of its members. Therefore, we will promote and
applaud behaviors that support the dignity of individuals and groups and are respectful of
others' opinions. We will especially discourage behaviors and attitudes that
disrespect the diversity of individuals and groups for any reason including religion, race,
ethnicity, gender, age, sexual orientation, disability, hearing status, or language and
communication preference.
Source: Gallaudet Undergraduate and Graduate Catalogs 2012-2013, p 6.

B.

Department Policies:

For more information about academic integrity, electronic devices, language use and antioppression framework, please see:
http://www.gallaudet.edu/Interpretation/Beyond_the_Classroom.html
C.

Program Policies:

The DOI has established a strict attendance policy for all classes. On time and regular attendance
is a requirement in the workplace and developing appropriate attendance behaviors is part of the
expectations of your education here at Gallaudet. Good attendance habits also demonstrate
respect for the classroom environment, your instructors, and your peers. Poor attendance habits
are disruptive to everyones learning experience.
Many of our classes are experiential with much of the learning occurring through discussion and
interaction; therefore attendance is a top priority as it will not be possible to reconstruct the
experiential aspect of the classes. It will be important to work closely with your instructor and/or
Program Chair to address problems in this area.
BA in Interpreting Program (BAI):

Attendance is mandatory. It is important that you come to class prepared to participate.

You are expected to arrive early and ready to begin on time. You are expected to complete

assigned readings and homework and be ready to participate in discussions and activities
based on these assignments.
For online course, the students must start the course on the first day through participation;
otherwise they will be dropped from the online course.
Classes that meet for 75 minutes: Students with 7 absences will fail the course,
regardless of the number of assignments completed and level of participation in other
areas. Starting with the third absence, 2.5 percentage points per absence will be deducted
from the final grade percentage. Students are responsible for all material and/or
information covered or assigned in class during any absence.
Classes that meet for 150 minutes: Students with 4 absences will fail the course,
regardless of the number of assignments completed and level of participation in other
areas. Starting with the second absence, 5 percentage points per absence will be deducted
from the final grade percentage. Students are responsible for all material and/or
information covered or assigned in class during any absence.
If the student is one minute late, it is counted as a tardy. He/she is responsible for
informing the instructor at the end of class in order that his/her attendance can be
recorded. For each tardy, 1 percentage point will be deducted from the final grade
percentage.

Special thanks to the following individuals for their work in reviewing the SLOs for this
course in the spring of 2014: Dr. Keith Cagle, Dr. Steven Collins, Dr. Valerie Dively, Dr.
Melanie Metzger, Ms. Annette Miner, and Dr. Cynthia Roy.

SYLLABUS READING

Please read, sign, and date this page, tear it from your syllabus and give to your
instructor.

Semester/Year:

__________

Course Number Section:

__________

Course Name:

________________________________

Instructor Name:

________________________________

I have read the syllabus for the above class. I understand that I am accountable for all the
information contained in this syllabus. I have been given the opportunity to clarify any
questions that I have. I understand that the course schedule and assignment due dates
initially set forth are subject to reasonable change by the instructor at any time. These
changes may be announced during class session or by any method agreed upon with the
class. It is my responsibility to be aware of any such information that may be announced.

Students Name (Please Print) _____________________________________

Students Signature _____________________________________________
Date ________________________________________

File: October 27, 2014