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CSU Degree Program Proposal
California State University, Long beachDepartment of Linguistics
Minor in American Sign Language (ASL) and Deaf Cultures
1. Program Type (Please specify any from the list below that apply—delete the others)
State-Support
New Program
2. Program Identification
a. Campus
CSU Long Beach
b. Full and exact degree designation and title (e.g. Minor in American Indian Studies, Certificate in Technical and Professional Writing).
Minor in American Sign Language (ASL) and Deaf Cultures
c. Term and academic year of intended implementation (e.g. Fall 2007).
Fall 2017
d. Name of the department(s), division, or other unit of the campus that would offer the proposed minor or certificate program. Please identify the unit that will have primary responsibility.
Department of Linguistics, ASL Linguistics and Deaf Cultures Program
e. Name, title, and rank of the individual(s) primarily responsible for drafting the proposed minor or certificate program.
Dr. Barbara LeMaster, Program Director and Professor in the departments of Linguistics and Anthropology
f. Statement from the appropriate campus administrative authority that the addition of this program supports the campus mission and will not impede the
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successful operation and growth of existing academic programs. (CPEC “Appropriateness to Institutional and Segmental Mission”)
See attachment.
g. Any other campus approval documents that may apply (e.g. curriculum committee approvals).
See attachments.
3. Program Overview and Rationale
a. Rationale, including a brief description of the program, its purpose and strengths, fit with institutional mission, and a justification for offering the program at this time. The rationale may explain the relationship among the program philosophy, design, target population, and any distinctive pedagogical methods. (CPEC “Appropriateness to Institutional and Segmental Mission”)
In general, students are drawn to the visual language of ASL, and to a curiosity about the culture of people who use deaf signed languages. Students who have already expressed an interest in the proposed minor have goals of becoming linguists, social workers, lawyers, police officers, fire fighters, physicians, nurses, and teachers. A sister program to the proposed minor would be California State University, Northridge’s Deaf Studies Program. Their focus is on the culture of American Deaf people, and they draw large numbers of majors. The proposed program focuses on linguistics, and how culture influences language variation, language emergence, and language choice. There is currently no undergraduate program like this in the United States.
The minor is designed to teach students to be linguists who can work with signed and spoken languages and their cultures, but with a primary focus on American Sign Language and Deaf cultures. Students will be introduced to a variety of signed and spoken languages, and their cultures, in the United States and across the globe. Students will focus on acquisition of American Sign Language (ASL) and graduate with a fluid ability to understand and use the language and be culturally competent. The program is also designed to increase students’ competence in English. As linguists, the students will be able to apply their knowledge to any world language, to begin research on these languages, and to have the competence in linguistic analysis to judge and assess the quality of existing research in their field.
The minor offers students an opportunity to learn ASL, and about ASL linguistics, American Deaf culture, and global d/Deaf languages and cultures with a shorter educational program than the B.A. This is for students with an
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interest in this area who cannot afford the units of a double B.A., but still would like to earn educational recognition of study in this area.
b. Proposed catalog description, including program description, degree requirements, and admission requirements.
Catalog description for the minor:Students will focus on acquisition of American Sign Language (ASL) and American Deaf cultures in order to gain linguistic and cultural competence in community interactions.
Degree Requirements for Minor (17-18 unduplicated units and 4 duplicated units = 21-22 unit minor):
Lower Division (15 units). Take the following courses:
Take the following course:ASLD 124: American Deaf Cultures (3)
Take three of the following courses:ASLD 101: American Sign Language 1 (4) [GE, Category C2c]ASLD 102: American Sign Language 2 (4) [GE, Category C2c]ASLD 201: American Sign Language 3 (4)ASLD 202: American Sign Language 4 (4)
Upper Division (6-7 units). Take the following courses:
Take the following course:ASLD 424: Global Deaf Culture and Languages (3)
Take one of the following:ASLD 305: American Sign Language 5 (4)ASLD 306: ASL Linguistics (3)LING 472: Language and Social Justice (3)LING 470: Language and Gender (3)LING 423: Semantics (3)
4. Curriculum a. Goals for the (1) program and (2) student learning outcomes. Program goals are very
broad statements about what the program is intended to achieve, including what kinds of graduates will be produced. Student learning outcomes are more specific statements that are related to the program goals but that more narrowly identify what students will know and be able to do upon successful completion of the program.
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Program learning outcomes (PLOs)
Graduates of the ASL Linguistics and Deaf Cultures Program will know and be able to:
1. Acquire and combine their general education skills with a rich body of relevant linguistic and cultural analytic knowledge and information to solve complex global and local linguistic and cultural problems and challenges;
2. Apply and integrate the methods of acquiring a new language and culture, and linguistic scientific methods of dissecting languages and their cultural influences in the field or in archival settings through critical analysis, problem solving, and collaborative communication techniques,
3. Synthesize information on signed and spoken languages and their cultural influences to possibly create something new from their analyses and integration of information,
4. Evaluate current research on spoken and signed languages with cultural influences, and to judge and assess the quality of that body of knowledge, and the work itself.
Student learning outcomes (SLOs)
Each syllabus lists the SLOs for the particular course students are taking. The overall SLOs for this program include the following:
1. To understand how to use American Sign Language in culturally appropriate ways;
2. To be able to interpret language variations in terms of their cultural contexts;
3. To be able to apply linguistic science to compare, identify parts and relationships of all languages, spoken and signed;
4. To be able to critically judge and assess the quality of current ways of thinking about language and culture on local and global scales;
5. To create new local and global understandings of deaf languages and cultures through assessments of current knowledge and own research.
b. Plans for assessing program goals and student learning outcomes. Some planners find it helpful to develop matrices in which student learning outcomes and required courses are mapped, indicating where content related to the learning outcomes is introduced, reinforced, and practiced at an advanced level in required courses. (CPEC “Maintenance and Improvement of Quality”)
Comprehensive Assessment Plan
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ASL and Deaf Cultures (ASLD) Minor
a b c d e f g h i j kI3LO PLOs SLOs Courses
(Where SLOs are assessed)
Assessment activities (to measure each SLO)
Suggested assessment tools
Assessment schedule – how often SLOs will be assessed
How will data/findings be reported?
Designated personnel to collect, analyze, and interpret student learning outcome data
Programdata/findingsdissemination schedule
Anticipated closing the loop strategies
3 1 1
ASLD 101
Cultural experience paper, vocabulary quizzes, receptive & expressive midterm and final
Paper Rubric
Annually 100-level courses
70% pass
Dr. LeMaster
yearly Make changes to syllabus as appropriate
3 1 1
ASLD 102
Cultural experience paper, vocabulary quizzes, receptive & expressive midterm and final
Paper Rubric
Annually 100-level courses
70% pass
Dr. LeMaster
yearly Make changes to syllabus as appropriate
42,3,51
234
245 ASLD
124
Research paper, cultural event paper, midterm & final
Paper Rubric
Every Other Year
70% pass
Dr. LeMaster
yearly Make changes to syllabus as appropriate
3 1 1
ASLD 201
Cultural experience paper, vocabulary quizzes, receptive & expressive midterm and final
Paper Rubric
Annually a 200-level language course
70% pass
Dr. LeMaster
yearly Make changes to syllabus as appropriate
3 1 1 ASLD 202
Cultural experience paper, vocabulary quizzes, receptive & expressive
Paper Rubric
Annually a 200-level language
70% pass
Dr. LeMaster
yearly Make changes to syllabus as appropriate
5
midterm and final
course
32,3,5
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ASLD 305
Analyses of native signers, self-signing critiques, Deaf community contact hours, midterm & final
Analyses Rubrics
Every other year
70% pass
Dr. LeMaster
yearly Make changes to syllabus as appropriate
42,3,51
234
245
ASLD 424
Mapping project, language emergence project, Research paper, Midterm & Final
Rubrics for two projects
Every other year
70% pass
Dr. LeMaster
yearly Make changes to syllabus as appropriate
Curriculum Mapping Matrix ASL and Deaf Cultures (ASLD) Minor
Required
Courses
SLO #1:
Aligns with and measures:
PLO #:1
ILO #:3
SLO #2:
Aligns with and measures:
PLO #: 2
ILO #: 4
SLO #3:
Aligns with and measures:
PLO #: 2
ILO #:4
SLO #4:
Aligns with and measures:
PLO #:3
ILO #:2,3,5
SLO #5:
Aligns with and measures:
PLO #:4
ILO #:1
ASLD 101
I I
ASLD 102
D
ASLD 124
I D I
ASLD 201
D
ASLD 202
D
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ASLD 305
M
∆
D D
ASLD 424
M
∆
M
∆
M
∆
Place the appropriate symbols (found below) on the matrix to indicate where program content related to the outcome is introduced, developed, or mastered. Use a ^ to indicate the course where the SLO is assessed.
I = IntroducedD = Developed & Practiced with FeedbackM = Demonstrated at the Mastery Level Appropriate for Graduation∆ = Denotes where the signature assignment is given* = Outcome is introduced in a prerequisite course
c. Total number of units required for the minor or certificate.
21-22 units
d. A list of all courses required for the minor or certificate, specifying catalog number, title, units of credit, and prerequisites or co-requisites (ensuring that there are no “hidden” prerequisites that would drive the total units required to graduate beyond the total reported in 4c above).
Required Courses for MinorCatalog # Title Units Minor
Req.?(Y/N)
Pre Req. or Co Req.?(Y/N)
Elective(Y/N)(For grad programs only, G or UG)
New Course(Y/N)
ASLD 101 American Sign Language 1
4 Y Co-Req: Any GE Foundation Course
N N
ASLD 102 American Sign Language 2
4 Y Pre-Req: ASLD 101
N N
ASLD 124 American Deaf Cultures
3 Y Co-Req: Any GE Foundation Course
N Y
ASLD 201 American Sign 4 Y Pre-Req: N Y
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Language 3 ASLD 102ASLD 424 Global deaf Cultures
and Languages3 Y Pre-Req:
ASLD 124N Y
ASLD 202 American Sign Language 4
4 N Pre-Req: ASLD 201
N* Y
ASLD 305 American Sign Language 5
4 N Pre-Req: ASLD 202
N* Y
ASLD 306 ASL Linguistics 3 N Consent of Instructor
Y Y
LING 472 Language and Social Justice
3 N GWAR 11 or equivalent
Y N
LING 470 Language and Gender 3 N N/A Y NLING 423 Semantics 3 N N/A YTotal Units Required for Minor 21-22
*Note, if students test out of ASL 1, then they can take ASL 2, 3, 4 for their UD required courses, and then take ASL 5 as an UD elective, if they so choose.
e. List of elective courses that can be used to satisfy requirements for the minor or certificate, specifying catalog number, title, units of credit, and prerequisites or co-requisites. Include proposed catalog descriptions of all new courses. For graduate program proposals, identify whether each course is a graduate or undergraduate offering.
Note: With regard to Sections 4f and 4g, a proposed program should take advantage of courses already offered in other departments when subject matter would have considerable overlapping content.
In the lower division courses, students may test out of ASL 1, and take ASL2,3,4 as their required LD courses, along with the American Deaf cultures courses, ASLD 124. These are all new courses.
In the upper division courses, students have to take the global Deaf cultures course, but then they have a choice from five different courses, ASLD 305, 306, or LING 472, 470, or 423. The ASLD courses are new.
The new courses are listed in “f” below.
f. List of any new courses that are: (1) needed to initiate the program and (2) needed during the first two years after implementation. Only include proposed catalog descriptions for new courses. For graduate program proposals, identify whether each course is a graduate-level or undergraduate-level offering.
Catalog description of new courses:
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ASLD 124 American Deaf Cultures (3)The course will explore issues of oppression, power, language, consciousness, identity, and the impact of modern technology on multiple discourses of Deaf culture within America.
ASLD 201 American Sign Language 3 (4)Low-to-mid level intermediate ASL focusing on receptive and expressive conversational skills without voice, using manual and nonmanual, spatial, and temporal grammatical structures.
ASLD 202 American Sign Language 4 (4)Mid-to-high intermediate level ASL focusing on receptive and expressiveASL skills without voice, using manual and nonmanual, spatial, and temporal grammatical structures.
ASLD 305 American Sign Language 5 (4)This course is an advanced course in receptive and expressive ASL skills in interactive and literary styles.
ASLD 306 American Sign Language Linguistics (3)Analyses of linguistic structures of American Sign Language (ASL) varieties in the USA. Comparisons of spoken and signed languages, and of signed languages globally.Letter grade only (A-F). Lecture 3 hours
ASLD 424 Global Deaf Cultures and Languages (3)This course focuses on global Deaf cultures and their signed languages.
g. Attach a proposed course-offering plan for the first three years of program implementation, indicating, where possible, likely faculty teaching assignments.
Year 1 Offerings
Lower Division:ASLD 101: American Sign Language 1 (4) (Bill Rennie & Lecturers)ASLD 102: American Sign Language 2 (4) (Dr. LeMaster)ASLD 124: American Deaf Cultures (3) (Bill Rennie)ASLD 201: American Sign Language 3 (4) (Lecturer)ASLD 202: American Sign Language 4 (4) (Lecturer or new hire)
Year 2 Offerings
Lower Division:ASLD 101: American Sign Language 1 (4) (Rennie & Lecturers)
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ASLD 102: American Sign Language 2 (4) (new hire/lecturer)ASLD 124: American Deaf Cultures (3) (Bill Rennie)ASLD 201: American Sign Language 3 (4) (Lecturer/new hire)ASLD 202: American Sign Language 4 (4) (Lecturer/new hire)
Upper Division:ASLD 305: American Sign Language 5 (4) (Lecturer/new hire)ASLD 306: American Sign Language Linguistics (new
hire/LeMaster)ASLD 424: Global Deaf Culture and Languages (3)
(LeMaster/lecturer)
Year 3 Offerings
Lower Division:ASLD 101: American Sign Language 1 (4) (Rennie & Lecturers)ASLD 102: American Sign Language 2 (4) (new hire/lecturer)ASLD 124: American Deaf Cultures (3) (Bill Rennie)ASLD 201: American Sign Language 3 (4) (Lecturer/new hire)ASLD 202: American Sign Language 4 (4) (Lecturer/new hire)
Upper Division:ASLD 305: American Sign Language 5 (4) (Lecturer/new hire)ASLD 306: American Sign Language Linguistics (new
hire/LeMaster)ASLD 424: Global Deaf Culture and Languages (3)
(LeMaster/lecturer)
The Linguistic courses, LING 472 (Jaffe/Klein), 470 (LeMaster/Lecturer), and 423 (Kumpf/Ahland) are generally each offered yearly.
h. Admission criteria, including prerequisite coursework.
No admission requirement.
i. Criteria for student continuation in the program.
No special requirements
j. Provision for meeting accreditation requirements, if applicable, and anticipated date of accreditation request (including the WASC Substantive Change process).
N/A
5. Need for the Proposed Minor or Certificate Program(CPEC “Societal Need,” “Number of Existing Programs in the Field,” and “Advancement of the Field”)
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a. List of other California State University campuses currently offering or projecting the proposed programs; list of neighboring institutions, public and private, currently offering the proposed programs.
CSU Northridge, CSU Sacramento, CSU Fresno all offer courses in ASL. CSUN and CSUS focus on Deaf culture – American Deaf culture. CSU Fresno teaches everything within a communicative discourse framework. They all provide a B.A. degree. Information about minors was more difficult to find. We did find two minors that we could compare with ours, namely, the University of Washington, and Western Oregon University. Both of these minors focus on linguistics and ASL. Ours differs in two ways. We have no hidden units. Western Oregon University requires students to have already taken two years of ASL before beginning their 18 unit minor. Secondly, our minor focuses on global cultures and American cultures, and introduces linguistics more broadly as well as linguistic study focused on ASL.
b. Differences between the proposed program and programs listed in Section 5a above.
CSULB’s minor is different in that it focuses on learning ASL in a linguistics framework, teaches about American Deaf cultures, and about deaf groups and their languages globally. Our framework is linguistics and Deaf cultures. There is nothing like this in our area.
c. List of other curricula currently offered by the campus that are closely related to the proposed program.
CSU Long Beach University of Washington Western Oregon University Univ. of Arkansas Little RockProgram ASL Linguistics and Deaf
Cultures MinorAmerican Sign Language Minor
American Sign Language Minor Sign Language Studies Minor
Total Units
26 units required for minor 33-35 total units for minor 18 units required for minor (beyond second year ASL)
18 units required for minor
Required Courses
ASLD 101 – American Sign Language 1 (4)
ASLD 102 – American Sign Language 2 (4)
ASLD 124 – American Deaf Cultures (3)
ASLD 201 – American Sign Language 3 (4)
ASLD 202 – American Sign Language 4 (4)
ASLD 305 – American Sign Language 5 (4)
ASLD 424 – Global Deaf Cultures and Languages (3)
ASL 201 Intermediate American Sign Language I (5)
ASL 202 Intermediate American Sign Language II (5)
ASL 203 Intermediate American Sign Language III (5)
ASL 305 Introduction to American Deaf Culture (3)
LING 400 Survey of Linguistic Method and Theory OR LING 461 Syntax
ASL 343 Introduction to the Linguistics of ASL OR LING 403 Structure of American Sign Language
Minimum (7) elective units
ASL 301 American Sign Language VII* (4)
ASL 302 American Sign Language VIII* (4)
ASL 303 American Sign Language IX* (4)
(6) Additional upper-division credits (sample courses below)o ASL 310 American Sign
Language Cherology/Phonology (3)
o ASL 315 American Deaf Culture (3)
o ASL 320 American Sign Language Morphology (3)
o ASL 325 American Sign Language Literature (3)
o ASL 330 Special Topics in American Sign Language (3)
o ASL 415 American Sign Language Syntax and Semantics (3)
o ASL 420 Sociolinguistics of Deaf Communities (3)
INTR 1320 American Sign Language I
INTR 1321 American Sign Language II
INTR 2320 American Sign Language III
INTR 1340 Deaf Culture Select Six Units from the
Following:o INTR 2330 Manually
Coded Englisho INTR 2280 Fingerspellingo INTR 2321 ASL IVo INTR 2240 Specialized
Terminologyo INTR 2344 Comparative
Linguistics
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d. Community participation, if any, in the planning process. This may include prospective employers of graduates.
Vice Provost and Dean of Graduate Studies, Dr. Cecile Lindsay, and College of Liberal Arts Dean, Dr. David Wallace, paid a visit to CSU Northridge to meet with comparable administrative representatives and Chair of Deaf Studies, Dr. Flavia Fleischer, and a professor in their interpreting program. This meeting was held to determine whether starting a program at CSULB would simply divide CSU students, or whether there was sufficient demand to begin a program at CSULB. It was agreed by both parties that there is ample demand for this kind of program at CSULB.
Another meeting of CSULB Vice Provost Lindsay and CLA Dean Wallace was held with a representative of El Camino College (ECC) who had just performed a jobs survey for interpreters, and a representative of the Western Regional Interpreter Educational Center (who is attached to ECC), then CLA Associate Dean Wiley, the CSULB Interpreter Coordinator, and the Director of the CSULB Disabled student services office. At that meeting, it was determined that there is sufficient demand for students with training in interpreting. It was also noted that in order for students to sit for the national interpreter exam, since 2012, they must have a B.A. degree (which can be in any field).
Many months later, and after many one-on-one and group meetings at CSULB with Vice Provost Lindsay, CLA Dean Wallace, Provost Dowell, and members of the Linguistics Department, the go-ahead to begin development was given. The Linguistics Department requested resources be promised in order to ensure the success of this new venture, without stripping resources from the department. Once assurances were given, the Linguistics Department charged Dr. LeMaster with program development on their behalf.
Dr. LeMaster held one-on-one meetings with representatives of community college programs at El Camino Community College, Long Beach City Community College, Golden West Community College, Cerritos Community College, Cypress Community College, and Mt. Sac Community College. These are all relatively local community colleges with classes in American Sign Language. Some also have classes in American Deaf culture, and ASL-English interpreting.
CSULB Provost Dowell has hosted two meetings with our community college partners, a representative of the Western Educational Regional Center, and CSULB stakeholders (our ASL faculty, linguistics department Chair, student support services Director and Coordinator of deaf student services, CLA Dean and Associate Dean, Provost, Vice-Provost, Vice-Provost of undergraduate education), a representative faculty member from UC San Diego, and a Deaf
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alumni from our linguistic anthropology M.A. program. Many of the participants hire interpreters on a regular basis. We employed interpreters for each of our group meetings to facilitate communication in ASL and spoken English.
Dr. LeMaster attended the national Registry of Interpreters of the Deaf (RID, Inc.) conference in New Orleans in August 2015, and met with several interpreter trainers for their input. In particular, she met with the local Southern California RID, Inc. President; and, the author of the best-selling textbooks on ASL-English interpreting.
As this proposal moves forward, Dr. LeMaster will be meeting with other stakeholders in the community, such as the Greater Los Angeles Council on Deafness (GLAD – where Dr. LeMaster formerly served as a Board of Director), the OC GLAD chapter, Deaf West Theater, and local Deaf clubs and organizations.
Dr. LeMaster reviewed SCOs from a variety of universities while writing curricula for the general B.A. including SCOs from the University of Washington, Golden West Community College, Gallaudet University, the University of Arkansas, and the University of California at San Diego
e. Applicable workforce demand projections and other relevant data.
Knowing a language other than English in the United States, especially in California, is always an advantage in the job market.
With a minor in ASL Linguistics and Deaf Cultures, students are prepared to work for agencies and organizations that provide services to the deaf community, such as teaching assistants, job coaches, residential dorm counselors, case managers, program coordinators, or administrative specialists at a variety of work settings. Some students elect to continue their studies at the graduate level in Social Work, Deaf Education, Business Administration, Sociology, or Anthropology. Others enter academic programs that prepare sign language interpreters. Still others pursue jobs unrelated to deafness, but find their ability to sign in ASL and knowledge of Deaf culture useful, such as jobs as a police officer, firefighter, nurse, physician, dentist, and many other careers where knowing a second culture and language are advantageous.
f. If the program was proposed to meet society’s need for the advancement of
knowledge, please specify the need and explain how the program meets that need.
Deaf culture and language visibility through education, and cultural and linguistic understanding of deaf languages and deaf people, elevates our society. Given that ASL is one of the most used languages in the United States, knowledge of ASL and Deaf cultures could be helpful in any employment situation.
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It is difficult to get accurate numbers on how many users of ASL there are in the United States. Since the 1970s, ASL has been claimed as the third most used minority language, or the fourth most used language if we include English. More recent work suggests that it is the fifth most used minority language after Spanish, Italian, German, and French. http://libguides.gallaudet.edu/content.php?pid=114804&sid=991835 accessed 9-24-15)
Note: Data Sources for Demonstrating Evidence of Need
APP Resources Web http://www.calstate.edu/app/resources.shtml
US Department of Labor, Bureau of Labor Statistics
California Labor Market Information
Labor Forecast
6. Student Demand (CPEC “Student Demand”)
a. Compelling evidence of student interest in enrolling in the proposed program. Types of evidence vary and may include national, statewide, and professional employment forecasts and surveys; petitions; lists of related associate degree programs at feeder community colleges; reports from community college transfer centers; and enrollments from feeder baccalaureate programs, for example.
We offer 6 to 7 sections of ASL 1 every semester, and they fill to capacity. These courses bring in about 200 students each semester who express an interest in learning ASL. And, this rate of expression of interest is typical for most campuses. Many students here at CSULB have expressed an interest in having a minor in this area to pair with their major. The interest is clearly here.
b. Issues of access considered when planning this program.
This is a program that focuses on a minority language and cultural group – it focuses on people who use American Sign Language (i.e., the 4th most used language in the United States) and on Deaf culture. We are hiring a new Tenure-Track person. If that person is deaf, we have already discussed the need for her/him to have an assigned interpreter for all required interactions with our hearing faculty who do not sign. We have also already discussed our needs for interpreters in the classroom when either the professor requires the interpreter, and/or when the class is to be given in American Sign Language but allows students not fluent in ASL to be present in the class. An interpreter will voice English for them.
As for other kinds of diversity, we have also discussed that. We are modifying the typical American Deaf Culture class to become an American Deaf Cultures class, i.e., one that focuses on the variations in language and culture found in the United States. We also have a course on global formations of language and culture when deaf people are present. In addition,
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this major has courses that focus on spoken languages in and outside of the United States, and how language and culture can be understood in signed and spoken languages.
Also, our CSULB stakeholder meetings had people of various ethnicities and disability statuses contributing to the formation of CSULB programs.
c. Professional uses of the proposed program.
This is a liberal arts program, and as mentioned above, there are some jobs that students can pursue with their B.A. in the field of deafness; and other jobs they can pursue with further education and/or training. See 5e above for more detailed information.
d. The expected number of students in the year of initiation and three years and five years thereafter. The expected number of graduates in the year of initiation, and three years and five years thereafter.
Expected number of minors in the initial year: 30Expected number of minors in the third year: 100Expected number of minors in the fifth year: 200
Expected number of graduates in the initial year: 0Expected number of graduates in the third year: 75 Expected number of graduates in the fifth year: 125
7. Existing Support Resources for the Proposed Minor or Certificate Program(CPEC “Total Costs of the Program”)
Note: Sections 7 and 8 should be prepared in consultation with the campus administrators responsible for faculty staffing and instructional facilities allocation and planning. A statement from the responsible administrator(s) should be attached to the proposal assuring that such consultation has taken place.
a. Faculty who would teach in the program, indicating rank, appointment status, highest degree earned, date and field of highest degree, professional experience, and affiliations with other campus programs. For graduate programs, include faculty publications or curriculum vitae.
Note: For all proposed graduate degree programs, a minimum of five full-time faculty members with the appropriate terminal degree should be on the program staff. (Code Memo EP&R 85-20)
1. Bill Rennie, B.S. in Industrial Engineering from Rochester Institute of Technology, Rochester, New York. He took some graduate classes at the University of Pittsburgh, Oakland, PA focusing on Special Education.He has a lot of experience teaching ASL and Deaf Culture. He is or has taught at Rio Hondo College, Whittier, CA; Irvine Valley College in
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Irvine, CA, Saddleback College in Mission Viejo, Cypress College, Cypress, CA, Santa Ana College, Santa Ana, CA, Kling Community Center, La Mirada, CA, and Rockwell International, Anaheim, CA (where he also worked as an Industrial Engineer)
.2. New Tenure-Track hire to begin Fall 2016, Ph.D. in Linguistics or related
field or Ed.D. with a concentration in Linguistics required for the position
3. Dr. Barbara LeMaster, Ph.D. in Anthropology with a concentration in Linguistics. Director of the newly developing program, ASL Linguistics
and Deaf CulturesHas worked with the American Deaf community since 1974.Served as an RID certified interpreter for over 30 years. Worked with theIrish Deaf community since 1984. Previously served on the Board of Directors of GLAD as the President’s (Laurence Fleischer) appointee.Spearheaded and helped to develop the interpreting services, evaluation system at UCLA in the 1980s. Helped to create the Commission on Disability reporting directly to the UCLA Chancellor. Served as the Chair of the University Policies Commission. Helped to create three university positions, 1) The 504 (now ADA) Compliance Officer, 2) Interpreter Coordinator, and 3) Staff Interpreter. She was the first to teach ASL in the Linguistics Department at UC Berkeley (in 1978), and Cal Linguistics Department has continued to teach ASL ever since. (she taught there while still an undergraduate. After this, she went to work at the Communicative Skills Program at the National Association of the Deaf where she organized the National Symposium on Sign Language Research and Teach, 1980 in Boston, and supervised the coordinator of the S.I.G.N. ASL certification process (which has transformed into ASLTA).
b. Space and facilities that would be used in support of the proposed program.
We have asked for a laboratory space, and have been promised space by July 1, 2016. We are requesting at least the minimum space outlined by Carol Patrie who created a lab space for ASL and English at Gallaudet University in Washington, D.C. (Gallaudet is the only Deaf university in the United States.)
The process of learning to interpret requires the use of specific audiovisual equipment. The ideal situation is a digital language lab with a carrel for each student. In each carrel should be a video camera that records student work onto a local digital recording device. There should be a second playback device (DVD) and a monitor with good resolution. The recording device should allow the student to record source language and target language simultaneously onto a single DVD or digital media format. Each carrel should have a headphone with volume controls that allows the student to hear either the source or the target language. The headset should have a microphone built in to record the student’s voice or to allow the student to interact with the teacher. An intercom system allows the student and teacher to interact via
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voice or sign without interfering with other students. A high-quality audiocassette recorder, preferably digital, should be an integral part of each carrel. The ideal teacher’s console should allow the teacher to group students or allow each student to work independently. The teachers console should allow the teacher to broadcast source material to some or all students depending on the grouping needs of a particular lesson. An intercom system allows the teacher to call on an individual student without disturbing other students. The console should also allow the teacher to listen and watch each student work without interrupting the student. It should also be possible for the teacher to record samples of student work at the teacher console or in some digital media. The teacher should be able to speak or sign to the entire class at once through the system. At a minimum the interpreter education program should include a playback device (DVD) and monitor for each student as well as one camera for every student. This arrangement does not allow source and target source and target to be recorded simultaneously but it does allow students to record their own work during class time. It also does not allow the teacher to interact privately with each student. In either the ideal lab or the minimal lab, adequate space is required for the equipment so students can work without interfering with each other. In situations where the program cannot provide adequate space and equipment for interpreter education, students will be required to own equipment or have access to equipment. Specifically, each student will need access to a DVD player, monitor, camera, and audio recorder. These equipment requirements should be made clear to prospective students before they enter the program. Many programs are moving toward digital media and media players. To reduce confusion, it is important that program managers and faculty lets students know in advance of entering the program whether they will need to own or have access to specific equipment to be able to do the work required in each course. Many assignments will occur outside of class time so it is feasible that students will need their own equipment to complete homework assignments.
Here is a list of features that a digital language lab should include.
Each student station should have the ability to do the following: Play a DVD locally as a practice source material. Download material from the Internet and use it as a source for practice. Picture-in-picture (PIP) capability (or other mechanism of allowing
students to access source and target languages at the same time) with the option of being able to move the insert on the screen as needed. This very important feature allows the students to record the source and target simultaneously. PIP is preferable to split screen.
Record self and play self back in full screen.
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High-quality headsets that allow the student to hear the spoken source material and control its volume.
Headset should have a microphone that allows students to record spoken material.
Camera should have tilt and zoom capability. Receive source material from either the student carrel or the teacher’s
station. Switch between source and interpretation – full screen and split screen and PIP.
Bookmark difficult areas of source text as they occur or during review. Computer interface in each station with programs to allow word
processing and access to email and the Internet. Record on DVD or thumb drive. Record onto server. Signal the teacher’s console for assistance.
The teacher’s station should have the following functions: Play to selected stations – show different source to different stations. Play same source to all stations. Roll call – attendance feature. All call. Listen to selected stations. Ability to pair stations or group stations. Watch selected stations. Record from selected stations. Interact visually and aurally with individual stations. Teacher-computer programs, Word, PowerPoint, and access to the
Internet. Interface between teacher PowerPoint presentation and student stations
and LCD projector in the classroom. Interface with Elmo. Broadcast from Elmo. Access student work from local server.
c. A report provided by the campus Library, detailing resources available to support the program (discussion of subject areas, volume counts, periodical holdings, etc. are appropriate).
We have purchased a series of DVDs for exclusive use in our lab; and the library has recently received a grant from our alumni associate, and used it to purchase books that will be of interest to our students. See Appendix A. (Email from library about resources obtained for our students.) See Appendix B (DVD’s received from Western Regional Interpreters Educational Center). See Appendix C for CSULB librarian Gabriel Gardner’s letter. In addition, we have purchased these resources for our lab:
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Tomorrow Dad Will Still Be Deaf & Other Stories. DVD. Storytelling by Bonnie Kraft. San Diego, CA: Dawn Pictures, 1997.
ASL Poetry: Selected Works of Clayton Valli. DVD. Directed by Clayton Valli. San Diego, CA: Dawn Pictures, 1995.
Once Upon a Sign: The New Gridlocks and the Three Bears in American Sign Language. DVD. San Diego, CA: Dawn Pictures, 2015.
Once Upon a Sign: The New Little Red Riding Hood in American Sign Language. DVD. San Diego, CA: Dawn Pictures, 2015.
Once Upon a Sign: The New Jack and the Beanstalk in American Sign Language. DVD. San Diego, CA: Dawn Pictures, 2015.
Once Upon a Sign: The Magic Mirror in American Sign Language. DVD. San Diego, CA: Dawn Pictures, 2015.
Fingerspelled Names & Introductions: A Template Building Approach. DVD. Created by Carol J. Patrie. San Diego, CA: Dawn Pictures, 1997.
Interpreting in Legal Settings. DVD. Created by Carol J. Patrie. San Diego, CA: Dawn Pictures, 2002.
Interpreting in Insurance Settings. DVD. Created by Carol J. Patrie. San Diego, CA: Dawn Pictures, 2002.
Interpreting in Medical Settings. DVD. Created by Carol J. Patrie. San Diego, CA: Dawn Pictures, 2002.
Interpreting Tidbits: Fingerspelling (Receptive Practice). DVD. Instructed by Brice Pruyn and Laura Moritz. Franklin, TN: Gate Communications, 2010.
Interpreting Tidbits: Mexican Sign Language. DVD. Instructed by The Children of Con Mis Manos. Franklin, TN: Gate Communications, 2008.
Interpreting Tidbits: Terrorism. DVD. Instructed by Samantha Terzis. Franklin, TN: Gate Communications, 2007.
Interpreting Tidbits: Cities and States. DVD. Instructed by Brice Pruyn, Laura Moritz and Samantha Terzis. Franklin, TN: Gate Communications, 2011.
d. Existing academic technology, equipment, and other specialized materials currently available. N/A
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8. Additional Support Resources Required(CPEC “Total Costs of the Program”)
Note: If additional support resources will be needed to implement and maintain the program, a statement by the responsible administrator(s) should be attached to the proposal assuring that such resources will be provided.
a. Any special characteristics of the additional faculty or staff support positions needed to implement the proposed program.
o Administrative Support Coordinator, .50 position (half time)o Newly hired Tenure track faculty member, Fall 2016o Lab coordinator, .60 positiono Lecturer allocation of 3.0 positions. o The departments of linguistics and anthropology will need an increase in
their allocations and classroom assignments in order to manage the increases in student demand for their courses listed in our BA, BA Option, and Minor programs.
b. The amount of additional lecture and/or laboratory space required to initiate and to sustain the program over the next five years. Indicate any additional special facilities that will be required. If the space is under construction, what is the projected occupancy date? If the space is planned, indicate campus-wide priority of the facility, capital outlay program priority, and projected date of occupancy.
Adequate classroom and lab space exists at CSULB to initiate and maintain the program. The Linguistics department will need increased lecturer allocations and classroom space for new courses. Current capacity will accommodate these needs.
c. A report written in consultation with the campus librarian, indicating any additional library resources needed. Indicate the commitment of the campus either to purchase or borrow through interlibrary loan these additional resources.
Please see the email from the library regarding a grant that was secured previously to purchase additional materials for this program. In addition, we have secured materials for our lab noted above.
d. Additional academic technology, equipment, or specialized materials that will be (1) needed to implement the program and (2) needed during the first two years after initiation. Indicate the source of funds and priority to secure these resource needs.
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All resources needed to initiate the program and to sustain for the first two years are currently in existence.
Appendix AEmail from library about resources obtained for our students.
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Appendix B DVD’s received from Western Regional Interpreters Educational Center
ASL to English Interpreting Practice. DVD.
Consecutive Interpreting Part 2. DVD.
Ethics for Educational Interpreters. DVD.
Fingerspelled Word Recognition. DVD.
Interpreting Technical Material: Genetics. DVD.
Mirrored Math: 5 Parallel Math Lessons in ASL & English. DVD.
Oral Interpretation: Models & Analyses. DVD.
Sign-to-Voice Fingerspelling Interpreter Practice, for Interpreting Students. DVD. 2001.
Black Perspectives on the Deaf Community. DVD.
Cultural and Linguistic Diversity Series: Issues in the African/Black Deaf Community. DVD. By Anthony Aramburo.
Cultural and Linguistic Diversity Series: Mexico’s Development of Sign Language. DVD. Cultural and Linguistic Diversity Series: Segment 1 – Religious Paths from Asis; Segment 2 – Asian HIV Outreach. DVD. By Martin Hiraga.
Cultural and Linguistic Diversity Series: Asian Values & Their Impact on Interpreting in the Asian/Pacific Islander Deaf Communities. DVD. By Jan Nishimura.
Cultural and Linguistic Diversity Series: Mexican Geographical Signs. “States & Capital Cities of Mexico”. DVD.
Cultural and Linguistic Diversity Series: Mexican-American & Mexican National Deaf Language Samples. Part 1. DVD.
Cultural and Linguistic Diversity Series: Mrs. Kanzaki – A Nisei Mother’s Story. DVD. A Model Interpretation by Jan Nishimura.
Cultural Heritage Vignettes. ASL – Part II. DVD. By Gallaudet University TV.
Enhancing Racial & Ethnic Diversity in the Interpreting Profession. Part 1. DVD.
Life Experiences of Victor Vodounou Benin – Africa ASL. DVD.
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Life Experiences of Ron Hirano – Japanese American. DVD.
Multicultural Interpreter Assignments. DVD.
Multicultural Interpreter Issues: from the Multicultural Interpreter Perspective. DVD.
Multicultural Interpreter Issues: from the Deaf Multicultural Perspective. DVD.
Navigating Discourse Genres: ASL and English Texts on Canoeing in the BWCA. DVD. Created by Digiterp Communications.
Specialized Sign-Language Terminology Biology 400 – A & B. DVD.
Specialized Sign-Language Terminology Biology 400 – C & D. DVD.
Specialized Sign-Language Terminology Biology 400 – E & F. DVD.
Specialized Sign-Language Terminology Biology 400 – G & Closing. DVD.
The Social Construction of Cherokee Identity. DVD. By Jeanette Haynes.
Using ASL Classifiers. DVD. By Nancy Perry.
ASL Stories. DVD. By Jeff Lenham.
“Curandera”: An Interview on Compassionate Medicine. DVD. By Elena Avila R.N.
Lectures, Stories and Lessons. DVD.
NMIP Student Recruitment Videotape: “We’re Saving a Place for You!” English/ASL Interpretation. DVD.
Space Jam. DVD. By David Rivera, Sign Master.
The Secrets of Successful Presentations When Using Interpreters: Deaf Presenter. DVD. 1999.
What’s Going On: Current and Not-so-Current Events. DVD.
Literacy Lessons: Storytelling in ASL and Cued Language. DVD. With Tracy Koster & Tori Erickson. Minnesota: Digiterp Communications.
Consecutive Interpreting: “Murder Investigation Interview #1”. DVD. Gallaudet University, 1995.
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Interpreting in the American Legal System: PAR 222 Criminal Law Panel Discussion. DVD.
Legal Interpreting: Where Do I Stand? DVD.
Understanding & Interpreting Poilitically Language. DVD. By Tamara Moxham.
All in Due Time: Perspectives on Childbirth from Deaf Parents. DVD.
Birth Companions: Perspectives on Doulas and Nurse Midwives in ASL and English. DVD. The College of St. Catherine, 2005.
Hurry Up & Wait: Interpreting a Visit to an Emergency Department. DVD. Created by Doug Bowen-Bailey. The College of St. Catherine, 2005.
Internal Discussions: An Appointment in Cardiology. DVD.
Internal Discussions: An Appointment in Gastroenterology. DVD.
Mexican American Deaf Interpreter Issues in Mental Health Settings. DVD.
Stomach This: The Digestive System in ASL and English. DVD. Featuring Paul Buttenhoff and Cara Barnett. The College of St. Catherine.
Take These Meds: Interpreting Visits to a Pharmacy. DVD. Created by Doug Bowen-Bailey. The College of St. Catherine, 2005.
To The Heart of The Matter: The Cardiovascular System in ASL & English. DVD.
Educational Interpreting Series: Elementary Level: Language Arts – Storytelling. DVD.
Educational Interpreting Series: Middle School: Science & Geology. DVD.
Educational Interpreting Series: Middle School: Math/Money. DVD.
Educational Interpreting Series: High School Level. DVD. Diana Covell – Deaf Presenter.
Educational Interpreting Series: High School Level: Language Arts - Journals. DVD.
Goats, Trolls, & Numbskulls: A Middle School Lecture on Folklore Genres. DVD.
Interpreting in the Math Classroom. DVD.
Practice Material for Educational Interpreters: Tape 1 – Elementary A: 1st Grade Reading. DVD.
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Practice Material for Educational Interpreters: Tape 2 – Elementary A: 1st Grade Reading. DVD.
Practice Material for Educational Interpreters: Tape 3 – Elementary C: 2nd Grade Reading. DVD.
Practice Material for Educational Interpreters: Tape 4 Part 1 – Elementary D: 3rd Grade Reading. DVD.
Practice Material for Educational Interpreters: Tape 4 Part 2 – Elementary D: 3rd Grade Reading. DVD.
Practice Material for Educational Interpreters: Tape 5 – Elementary E: 4th Grade Reading. DVD.
Practice Material for Educational Interpreters: Tape 6 Part 1 – Elementary F: 5th Grade Math. DVD.
Practice Material for Educational Interpreters: Tape 6 Part 2 – Elementary F: 5th Grade Spelling & Language. DVD.
Practice Material for Educational Interpreters: Tape 7 Part 1 – 8th Grade Social Studies Middle School English. DVD.
Practice Material for Educational Interpreters: Tape 7 Part 2 – 7th Grade Math Class. DVD.
Practice Material for Educational Interpreters: Tape 8 Part 1 – Middle School Science: The Circulatory System #1, Electricity #1. DVD.
Practice Material for Educational Interpreters: Tape 8 Part 2 – Middle School Social Studies. DVD.
Practice Material for Educational Interpreters: Tape 9 Part 1 – Middle School Science: The Circulatory System #2, Electricity #2. DVD.
Practice Material for Educational Interpreters: Tape 9 Part 2 – Middle School Science: Chloroplasts. DVD.
Practice Material for Educational Interpreters: Tape 10 Part 1 – Middle School Art: Drama. DVD.
Practice Material for Educational Interpreters: Tape 10 Part 2 – Middle School Homeroom: School Activities. DVD.
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Practice Material for Educational Interpreters: Tape 11 Part 1 – High School History: The Great Depression. Math: Precalculus. DVD.
Practice Material for Educational Interpreters: Tape 11 Part 2 – High School Science: Anatomy & Physiology #1. DVD.
Practice Material for Educational Interpreters: Tape 12 – High School. Math: Calculus. Science: Anatomy & Physiology #2. History: Creating a Data Base. DVD.
Practice Material for Educational Interpreters: Tape 13 – High School: Health. Computer: Keyboarding. French. DVD.
SEEin Trolls: A Middle School Lecture on Folklore Genres. DVD. With Lise Lunge-Larsen.
Mentor to Mentor: Tips and Techniques for Deaf Mentors Working with Interpreters. DVD. With Albert Walla. The College of St. Catherine.
Interpreters for Interpreters: Interpreting a Deaf-Moderated Meeting. DVD.
Language Use in ASL: Register. DVD. Interpreter Education Center – RRCD. 1997.
Linguistics & Interpreting Gallaudet University. Interactive #2. DVD.
Understanding Diversity in the Deaf Community. DVD. With Liz Halperin, 2000.
Understanding Diversity in the Deaf Community. DVD. With Jessica Lee.
In the first reading on March 23, 2016 by the CEPC, we were encouraged to provide some roadmaps that would show how the new version of the 21-22 unit minor might fit into students’ majors if they transferred in their junior year and wanted to take this minor. We prepared three roadmaps – one for students of Anthropology, one for students of mathematics, one for students of Sociology, and one for students of Chemistry. Please see the Roadmaps attachment.
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