Submitted by the Academic Programs
New Courses, Courses Change, & Programs of Study (3 packages)
Exceptional, Deaf, and Interpreter Education– Graduate
Add a new non-degree program Certificate in Partnerships with Individuals with Disabilities and Their Families
Summary of the Changes:
Twenty-five years after the passage of the Americans with Disability Act (ADA), school and agencies have experienced significant increases in the numbers of individuals with disabilities they serve. According to recent census data, 56.7 million people or 19% of the American public, have disabilities (census.gov, 2015). Further, over 60% of children with disabilities attend classrooms in general education settings with nondisabled peers. School and agency personnel have little or no knowledge about disabilities or experiences interacting with children with disabilities and their families (Leatherman & Niemeyer, 2005; Segall & Campbell, 2012). The Certificate in Partnerships with Individuals with Disabilities and Their Families offers professionals strategies to use in their work settings with individuals with disabilities and their families.(Click here for the program of study)
Exceptional, Deaf, and Interpreter Education– Graduate
Change a degree-major-concentration of an existing program Master of Science- ASL/English Interpreting Major Interpreting Pedagogy Concentration
Summary of the Changes:In 2014, the Interpreting Program tentatively revised its Interpreting Pedagogy Program of Study to reflect student and faculty feedback from the inaugural cohort admitted in 2012. A subsequent cohort completed the program in December 2015 with experimental courses that are more comprehensive and responsive to market needs of interpreter educators. The satisfaction of our most recent graduating class and the faculty who taught in the program is considerably improved, and we would like to officially change the POS to represent current best practices. While the program originally shared courses with another concentration (Interpreting: General Practitioner), the content of the revised Program of Study is more closely aligned with the pedagogy component of these courses. Originally, the POS was 33-36 hours, depending upon a student's prior teaching experience. The new POS has a standard 33-hour program regardless of student background. The changes include: 1. Adding five courses (INT6xxx Methods for Teaching Interpreting; INT6xxx Performance Assessment; INT6xxx Special Topics in Interpreter Education; INT6xxx Teaching Translation; INT6xxx Interpreter-Deaf Community Alliance) 2. Removing six courses (INT 5805 Mentoring in Interpreter Education, INT 6276 Teaching Cognitive Processing, INT 5954 Service Learning in the Deaf Community, INT 5801 Leadership in Interpreter Education, INT 6943 Internship II, INT 5457 Interpreting in Intercultural Contexts) 3. Revising three courses (INT 6840 Distance Learning in Interpreter Education, INT 5800 Interpreter Education: Past, Present and Future, INT 6942 Internship I)
(Click here for the program of study)
Change an existing course
Distance Learning in Interpreter Education
This change involves re-wording the course description and objectives so they are more current related to distance learning. The course was last taught in 2013 and needs to be updated.New Course Description: Students in INT 6840 (Distance Learning in Interpreter Education) will examine current best practices in distance learning and effective teaching skills for both distance and face-to-face instruction. The course covers topics that include designing modules with objectives that can be assessed online, preparing interpreters in distance and hybrid delivery programs, promoting online collaboration, incorporating methods that engage remote students, and assessing student knowledge and skills.
This request is to change the name from Internship I to Pedagogy Internship, revise the course description, and update course objectives to reflect only one Internship course, rather than the prior divided courses of Internship I and II. The previous division, based on prior student teaching experience in teaching, is not relevant based on the new content. The change infuses aspects of Internship 1 into other courses and allows one Internship course to encapsulate the desired outcomes.
New Course Description:
INT 6942 (Pedagogy Internship) requires students to synthesize previous coursework into teaching experiences and evidence-based course development. Students will participate in a ‘visiting faculty’ capacity within an interpreter education program and consult with an academic mentor. The course is competency-based in the areas of instructional design, proposal development, content delivery, self-assessment, and professional development strategies.
Interpreter Education: Past, Present and Future
Beginning graduate (5xxx)
Change the course name from Interpreter Education: Past, Present, and Future to Legacies and Leadership in Interpreter Education. This revised course was offered under an experimental number in 2014 (INT 6991), and this request is to change the title, course description, and objectives to reflect a consolidation of this course and INT 5801 (Leadership in Interpreter Education).
INT 5800, Legacies and Leadership in Interpreter Education, introduces students to the history of spoken and signed language translator and interpreter education from the 18th century, including key theories and people in the field as well as the social, political and legal perspectives that have influenced the development of interpreter education. Students will assess the current state of interpreter education in the U.S., identify current issues, and vision together some strategies to move the field forward. Students will learn the responsibilities of educators as leaders in the profession at regional, state, and national levels. This course introduces the social, political, and economic context in which post-secondary interpreter education operates.
Add a new course
Special Topics in Interpreter Education (3 crs)
Prerequisites: NoneCo-requisites: None
INT 6xxx, Special Topics in Interpreter Education, focuses future interpreter educators on current topics that impact the development, maintenance, and accreditation of interpreter education programs as they strive to meet the needs of a growing profession. Current issues and challenges addressed in this course include preparation of students to work as remote interpreters, formation of teams with Deaf interpreters, accreditation, international awareness of access initiatives, and admission testing. The course provides an open forum for overcoming challenges such as recruitment and retention of diverse student populations, providing mentorships for program graduates, and ensuring programs provide access and opportunity to aspiring Deaf interpreters.
Methods for Teaching Interpreting (3 crs)
Prerequisites: NoneCo-requisites: None
INT 6xxx, Methods for Teaching Interpreting, addresses various strategies for teaching consecutive and simultaneous interpreting skills to novice interpreting students. The three areas of concentration are (1) interpreting consecutive dialogue, (2) interpreting simultaneous dialogue, and (3) interpreting simultaneous monologue from English to ASL and from ASL to spoken English. Students learn how to scaffold skill sets when developing interpreting methods courses so their students will achieve the program's exit competencies and be prepared for workforce entry. The course requires students to apply interpreting models and philosophies to instruction and reinforcement of interpreting skill acquisition.
Performance Assessment (3 crs)
INT 6xxx, Performance Assessment, addresses the assessment of interpreting student performance in a variety of tasks, including interactive interpreting performance, application of ethics to interpreting decision-making, and utilizing the Demand-Control Schema to self-assess one's interpreted product. Students learn how to teach self-analysis techniques that identify and remedy aspects of the interpreting process, including nonmanual markers, spatial relationships, utterance boundaries, and grammatical accuracy. Emphasis in this course is on the use of non-evaluative language when evaluating the dispositions and work of novice interpreting students and assessing the product and cognitive process used by the interpreting student.
Interpreter-Deaf Community Alliance (3 crs)
Prerequisites: Co-requisites: None
INT 6xxx, Interpreter-Deaf Community Alliance, is designed to strengthen the student's ability to acculturate to the rich linguistic and cultural values of the Deaf community through civic engagement. Students will learn how to instill in their own students the personal responsibility of interpreters as Deaf community allies. Students will contribute to empowerment of the Deaf community and participate in structured experiential settings that are identified using an asset mapping approach to community need identification. Students will evaluate publications and curricula that are relevant to infusing interpreting programs with materials that address social justice and intercultural communication with consumers of interpreting services. Issues around the role and boundaries of a professional interpreter are approached from the perspective of Deaf community members.
Teaching Translation (3 crs)
INT 6XXX, Teaching Translation, introduces key concepts in translation and teaching translation for signed language interpreters. Daniel Gile's Effort Models form a framework for applying theory to practice as translators and teachers of translation. Students will translate passages of varying levels of difficulty between ASL and English. They will apply translation strategies such as preparation, text analysis, message transfer, reformulation, and testing the translation. Students will be guided in developing and refining techniques associated with discussing translations, creating and analyzing translations, and developing lesson plans for teaching translation.
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