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USM Practicum Supervisor: Meryl Troop
[email protected] Cell phone:
207-332-4867Office hours: By appointment only
USM Class Instructors: Stephanie Meyer
[email protected] Cell Phone: 207-650-4997
Office Hours: By appointment only
Margaret A. Haberman [email protected]
Cell phone: 207-212-9337 Office Hours: By appointment only
Program Director: Judy Shepard-Kegl
[email protected] Cell phone: 207-400-0493
Office hours: By appointment only
LIN435: Advanced Interpreting and Practicum
Course Syllabus
Course Meetings: Monday 7:00 to 9:30 PM
Course Mode: Face to Face
Course Location: USM Portland Campus: Luther Bonney 303
Email addresses are listed above. Please use your USM email. Since messages still sometimes get lost, please email [email protected] (the Department chair) if you don’t get a reply within 72 hours, or [email protected] (the Department administrative specialist).
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Materials & Books Prerequisite Reading: Students should have already completed these readings as part of previous course assignments in the program. If not, these readings need to be completed before the beginning of practicum.
● Dean, Robyn and Pollard, Robert. 2013. The Demand Control Schema: Interpreting as a Practice Profession. North Charleston, SC: CreateSpace Independent Publishing Platform
● Kidder, Rushworth. 1995. How Good People Make Tough Choices. New York: Harper Collins
● NAD/RID Code of Professional Conduct www.rid.org Technology Requirements
● You will need access to email, Blackboard, electronic calendaring, and the internet in order to do a variety of assignments and keep up with practicum placements and journal entries. The ability for practicum supervisor and site supervisors/mentors to contact students in a timely manner, and hear back from you, regarding placements and changes in schedule (location, time, etc.) is critical.
Course Description This course is the culmination of studies for students enrolled in the ASL/English Interpreting program at USM. The primary focus of this semester is to give students an opportunity to practice interpreting in appropriate and varied settings with a professional interpreter as mentor on site to provide guidance, and be an active supervisor for that assignment. In addition, students will be expected to observe a variety of interpreted interactions and will practice doing a sight translation with a selected written text. Classroom time will be used to debrief and process active interpreting assignments and observations using Demand Control Schema (Dean and Pollard) and the Integrated Model of Interpreting (Colonomos). Students will also use weekly journal writing to further explore their learning. A variety of recommended readings will provide students the opportunity to more deeply explore their understanding of different aspects of interpreting. This course will also provide students with resources and knowledge that will help them post graduation in pursuing further education and work in the field.
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Learning Outcomes: 1. Apply Demand Control Schema (Dean and Pollard) in a variety of settings. 2. Build a reflective practice and effective and ethical decision making. 3. Recognize personal biases and filters and their effect on the interpreter’s process and
product. 4. Identify and navigate ethical dilemmas in interpreting situations. 5. Enhance content specific schema and vocabulary. 6. Develop healthy team interpreting strategies and models. 7. Understand dynamics of working across cultures specifically related to issues of bias,
oppression, and privilege. 8. Increase familiarity with the Integrated Model of Interpreting and its application.
Structure & Format This course involves classroom time; a minimum of 120 hours interpreting with a certified, program approved interpreter. As well, twenty-two hours of observation is also required. This requirement could also have been completed in LIN 336 Observational Internship. Assessment Completion of the requirements, as outlined in the syllabus, is mandatory. In addition, participation, timely submission of written requirements, completed portfolio, and effective communication with instructional team and supervising mentors are critical to the successful completion of practicum.
Grading Criteria
Assignment / Assessment Value Journals on Practicum Hours (weekly) 50% Homework (4 - 5 points each) 10% Case Study Presentation (with submitted text) 20% Sight Translation/assignment TBD 10% Completed Portfolio 5% Job Fair 5% Class Attendance/Participation Mandatory -5% per absence deducted from total grade
Course Evaluations At the end of each semester, every student has the opportunity to provide constructive feedback on
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their courses. It is important to us that you take the time to let us know your thoughts about the course. We use your feedback to make improvements to the course materials, assignments, and outcomes.
Course Policies
Grading Scale 100-93% = A 92-90% = A- 89-87% = B+ 86-83% = B 82-80% = B-
79-77% = C+ 76-73% = C 72-70% = C- 69-60% = D 60% or lower = F
Attendance and Late Work You may turn in assignments early. However, work submitted after an assignment due date, unless otherwise cleared by the instructor, will be penalized. Assignments submitted more than 3 days after their due date without prior contact with the instructor will not be accepted. Journals will not be accepted past the time that they are due. Please contact classroom instructors (Margaret and Stephanie) if there is a problem. Do NOT wait until after the fact, we need to know ahead of time.
Engaged Learning This course satisfies the USM Core Engaged Learning requirement by providing students with an opportunity to apply their knowledge, skills, and abilities beyond the traditional classroom through sustained application, reflection and collaboration on issues of relevance beyond the university. In Engaged Learning courses, students 1. Apply their theoretical and conceptual knowledge to a substantial, sustained, and collaborative project or activity. 2. Situate the engaged learning experience in historical, cultural, technological, or other contexts. 3. Effectively listen to, collaborate and communicate with participants in the engaged learning experience. 4. Demonstrate self-directed learning through a substantial, sustained, and collaborative project or activity. 5. Critically reflect on their theoretical and conceptual knowledge as a result of the engaged learning experience.
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Withdrawal from the Course Last day to drop with 100% refund February 2nd, 2020 Last day to drop for a grade of “W” March 26, 2020
USM’s academic calendar
For more information, review USM’s Add/Drop and Withdrawal Policies
Class Cancellation
If for some reason class needs to be canceled we will notify you via USM email as soon as possible. We will also notify the Linguistics Department. Inclement Weather
From time to time, USM will determine to close the university due to inclement weather. When the cancellation is for an entire day, the class content will be made up at another time or through additional, outside-of-class assignments
When the university opens late or closes early and the time selected is during the middle of class, we will still hold the class unless you are otherwise notified by us.
Given that our class time starts at 7:00 PM, it is unlikely we will receive a cancellation that is for the middle of class.
However, for our required events outside of class time, we will set up a plan for communicating in the unlikely event that the entire event is canceled.
Academic Integrity / Plagiarism Everyone associated with the University of Southern Maine is expected to adhere to the principles of academic integrity central to the academic function of the university. Any breach of academic integrity represents a serious offense. Each student has a responsibility to know the standards of conduct and expectations of academic integrity that apply to academic tasks. Violations of student academic integrity include any actions that attempt to promote or enhance the academic standing of any student by dishonest means. Cheating on an examination, stealing the words or ideas of another (i.e., plagiarism), making statements known to be false or misleading, falsifying the results of one's research, improperly using library materials or computer files, or altering or forging academic records are examples of violations of this policy which are contrary to the academic
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purposes for which the University exists. Acts that violate academic integrity disrupt the educational process and are not acceptable. Evidence of a violation of the academic integrity policy will normally result in disciplinary action. A copy of the complete policy may be obtained from the Dean of Students Office website at usm.maine.edu/community-standards-mediation/academic-integrity or by calling and requesting a copy at (207) 780-5242. Final Examinations / Final Project
There is no final exam for this course. Completed assignment hours, journal, and portfolio are required to pass the course. We will be scheduling a mandatory job fair for the end of the semester. Date TBD. It is a USM academic policy that no tests or exams may be scheduled during the last week of classes.
Course Schedule
Readings / Assignment Schedule **(subject to alteration with notice)** NOTE: In addition to class time the following dates are required attendance:
Tax Day: Saturday, 2/29/2020, 8:00 - 3:00 PM (Meryl and Stephanie) Maine Film Festival: 4/3 Friday Evening 4/4 All day and evening - (Meryl and mentors) Job Fair - Friday May 1st 1-4PM - tentative (Margaret, Meryl, Stephanie)
Sorenson Video Relay Orientation at Sorenson 100 Foden Rd, South Portland: 2/8/2020 11:00 AM to 1:00 PM Required for those participating.
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Week Topics and Activities Assignments Due
1/20 NO Class MLK Day
1/27 Introductions; review syllabus; practicum expectations; journaling expectations; check in regarding portfolios; review dates for required events and determine Job Fair date. (Margaret, Meryl, Stephanie)
Completed readings: How Good People Make Tough Decisions, R. Kidder; Demand Control Schema, Dean and Pollard.
Bring Portfolios
2/3 Sara Eubanks from Sorenson on SVRS Orientation; 7pm-7:45PM
Tax Day Preparation with Michelle Ames/Meryl Troop and Disability Rights Maine, Deaf Services. (Meryl, Stephanie)
Journal
2/10 Bob Pollard “Fund of Knowledge” Details TBD
Check in with Meryl (Margaret, Meryl, Stephanie)
Journal
2/17 No Class Presidents’ Day Journal
2/24 Ethical Framework, Reflective Practice and Values of Our Profession. (Stephanie) Journal
Homework 1 due
3/2 Demand Control Schema, Case Presentations (2) Stephanie Journal
Homework 2 due
3/9 Case Presentations (2) (Stephanie, Meryl)
Portfolio Check in, Bring Portfolios
Journal
Homework 3 due
Bring Portfolios
3/16 Spring Break NO Class
3/23 Case Presentations (2) Stephanie Journal
Homework 4 due
3/30 Case Presentations (2) Stephanie Journal
4/6 Case Presentations (1) IMI (Margaret, Stephanie) Journal
4/13 IMI; Sight Translations (Margaret, Meryl) Portfolio Check In--Bring Portfolios Journal
Bring Portfolios
4/20 IMI (Margaret) Journal
4/27 IMI; Prep for Job Fair; Job Fair tentatively on 5/1 or 5/2. (Meryl, Margaret and Stephanie)
Journal
5/1 or Job FairTentative Date (Margaret, Meryl, Stephanie) Journal
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5/2
Description of Practicum Requirements and Activities
The core experiential aspect of practicum is 120 hours of supervised interpreting, detailed below:
● Minimum of 120 hours of interpreting experience calculated in this format:
○ A student does not need to be actively interpreting for 120 hours, however, within each hour of a supervised assignment the expectation is that the student interpreter will be working for a minimum of 10 minutes for the hour to count (15 minutes per hour is the preferred minimum). The student is considered to be an active member of the team at all times and, like any team member, attention to process, product, and the overall setting is expected of students regardless of whether they are actively interpreting or not. If an assignment is longer than an hour, and the student interpreter is gaining competence and confidence, we would expect that the time actively interpreting would increase.
○ Travel time, lunch breaks, etc., DO NOT count toward the 120 hours unless they are spent processing and debriefing the work
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with the supervising interpreter and/or team interpreter. ○ In order for preparation for an assignment to count toward hours,
and or processing and debriefing after an assignment, prior approval by one of the instructors must be obtained. Preparation can count for UP TO one half the site. Again, students must receive prior approval for preparation time.
○ Not satisfying both the 120 Hour Requirement of Active Interpreting and 22 hours of Observation results in an automatic fail.
● In addition to the 120 hours of active interpreting as described above,
students will complete 22 hours of observation (this requirement may be completed in previous course LIN 336 Observational Internship. If you have not completed the 22 hours please see the instructors at the start of the semester. Observation time should be well thought out and used in the following ways:
○ Make a point to observe situations that you do not regularly see. Formal board meetings, board meetings where the majority of members, or close to half, are Deaf individuals; meetings that utilize Roberts Rule of Order; meetings where a Deaf individual is chair or co-chair or where the meeting is conducted primarily in ASL; theatrical performances; Deaf Rights Group; political rallies; Maine Legislature; court proceedings (when appropriate).
Attendance Requirements In addition to the required hours outlined above, students are expected to attend classroom lectures
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and discussions on a weekly basis. Absences will be counted as -5% deductions toward your grade for the course. In the case of emergency or illness, please contact the instructors. Please DO NOT come to class if you are ill. It is not worth your health or the health of others. Let us know if you are sick.
Communication Students should be proactive in discussing challenges and issues with their on-site mentors. If you are not sure whether a specific issue is better addressed in class or with the instructional team reach out to us and ask. The practicum supervisor will be in communication with the on-site supervisor/or mentors.
Expectations Practicum students are expected to dress and present themselves at all times in accordance with professional standards. While practicum students do not need to be licensed, they do need to undergo fingerprinting prior to beginning the practicum assignments. Students are not paid for the work they do for practicum assignments. While there may be connections made during practicum that lead to job offers, the purpose of practicum is to gain experience in a supervised setting within the constructs of the program and USM. Practicum students are bound by the NAD-RID Code of Professional Conduct. This includes confidentiality. The integrity and success of this program depends upon the adherence to strict confidentiality in all practicum assignments and regarding any information gained or observed while participating in practicum as a student, or on site as a student-interpreter. We will discuss in class how to appropriately journal and describe situations and experiences without violating this principle. Violation of confidentiality is considered a serious breach of the expectations of this course and could result in removal from practicum. Any seriously inappropriate behavior or violation of the principles of the Code of Professional Conduct will result in immediate dismissal from the site and most likely removal from practicum.
Who can be an on-site supervisor/mentor?
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An ideal on-site supervisor /mentor will be certified (RID, NAD, or possessing ED-K-12). They will have some experience in student/mentee centered approach to discussing the interpreting process, the setting, the experience, and any issues that come up during an assignment. For further information on what makes a good mentor see course content on Blackboard. Some discussion and assignments in class will cover mentor-mentee relationships in the context of both the course and future professional work.
Required Coursework
1. Assignment log, noting hours worked and setting. Ask supervising interpreter/mentor to check log and confirm hours and notes. (To be exported into Practicum provided format).
2. Weekly journal entry of an interpreting assignment. If a journal is not submitted by the deadline for any given week, practicum hours for that week will not be counted. Journals that will be considered to satisfy the requirement must be a minimum of one page (12 point font, 1.5 space, not to exceed three pages) They need to include contextual information and be framed in one of three approaches: Demand Control Schema, Integrative Model of Interpreting or Ethics analyzing and reflecting on the issues and demands discussed in the journal entry. Over the course of the semester, students must demonstrate the use of each tool (DCS, IMI and Ethical Decisions). While students do not need to use each framework in each journal, there must be an example of each throughout the semester. Evidence of increasing sophistication on each is expected over the semester. Journals that do not satisfy the above requirements: are less than the minimum page requirement; are summaries of an event; absent reflective analysis or the application of the tools learned in class (Demand Control Schema, IMI, ethical decision making) can not earn full credit.
3. A student who completes the practicum hours but DOES NOT submit their journal on a weekly basis will fail the class.
4. Prepare a case study using the Demand Control Schema and protocol and present the case in class.
5. Participate in a one-on-one “process mediation” with a designated practicum mentor. 6. Prepare a work resume and professional portfolio. 7. Participate in the interpreter Job Fair at the end of practicum. (Date TBD) 8. At end of semester meet with Judy Kegl, Program Director, and USM Practicum Supervisor
to review journal, and feedback from on-site mentors. On-site mentors are invited to participate/provide feedback.
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Recommended Readings:
● Witter-Merithew, A., Taylor, M., & Johnson, L. (2001). Guided self-assessment and professional development planning: A model applied to interpreters in educational settings. In C. Nettles. (Ed.). Tapestry of our worlds: Proceedings of the 17th national conference of the Registry of Interpreters for the Deaf (153-226). Silver Spring, MD: RID Publishing.
● Berry, Carmen Renee. 1989. When Helping You Is Hurting Me. San Francisco: Harper Collins (very cheap on Amazon.com)
● Hogan-Garcia, Mikel. 2003. The Four Skills of Cultural Diversity Competence: A Process for Understanding and Practice. Pacific Grove, CA: Brooks/Cole-Thompson Learning. (e-reserve)
● DVD: Business of Interpreting: It’s a Matter of $s and $ense. Signs of Development ● Shepard-Kegl, McKinley and Reynolds. The Role of Deaf Interpreters: Lessons From
the Past and a Vision For the Future. Unpublished. ● Gish, Sandra. Subject: Dress and Qualified Interpreters ● Other articles on Interpreting process, linguistics, pragmatics and ethics as assigned.
Technology
Technology Support Center (Help Desk) If you need technical support at any time during the course (especially concerning Blackboard), please contact the Technology Support Center:
Phone: 207-780-4029 or 1-800-696-4357
Email: [email protected]
● You need a maine.edu account to access most of our online resources. If you can’t remember your account information, visit accounts.maine.edu or contact IT at 1-800-696-4357 and ask them to help you access your maine.edu account.
● The USM Portal ( my.usm.maine.edu) can be used to reach your student email, Blackboard, MaineStreet and most other university online tools through a single website.
● If this is the first time you’ve used Blackboard, visit bb.usm.maine.edu for instructions and help resources.
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Computer Access Participants will need a reliable PC or a Mac with the latest version of a web browser. In addition, you will need a broadband Internet connection (DSL or faster). Below is a suggested list of recommended software you may need to access electronic resources for this course.
Latest Versions of Web Browsers
· Mozilla Firefox (Windows / MacOS) - Recommend
· Google Chrome (Windows/MacOS) - Recommended
· Safari (MacOS - Update through the App Store)
Note that Blackboard and many other web-based applications used in USM courses do not work well in Microsoft’s browsers, Edge and Internet Explorer.
Technology in the Classroom Part of what we will be practicing in class, as in all classes in this program, is etiquette appropriate and acceptable to the Deaf community at large. (It is also etiquette that will serve you well in life wherever you go!) To this end, cell phone use in class is not permitted. If you have an emergency please notify the instructor on site and excuse yourself. Laptops will be permitted for note taking but only to the extent that they do not detract from attention and engagement.
Netiquette Our text-based communication is vital in this course since it is the primary - and possibly only - way we will connect with each other. Please be careful and considerate in all your communications with each other and your instructor. The online medium is poor at conveying tone. Consider what you are saying and remember that your intent might not be inferred by your readers (fellow students and instructors). Take a moment to re-read everything you write: assume that it will be taken in the worst possible light. And extend courtesy to others: assume the most charitable light possible. Both of these steps will make communication easier and far more civil.
Student Data Retention Your maine.edu account is issued to you for as long as you are a student of this or any other University of Maine System campus. There are various limits on how long IT can retain data you have stored through this account depending on which services you have used. Below are the major
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points, but we encourage you to visit accounts.maine.edu for full details on maine.edu account policies.
Assignments and other work stored in Blackboard Do NOT leave important academic work in old Blackboard courses. Each semester, all courses receive a fresh Blackboard page commonly referred to as a “shell.” Course shells older than two years are automatically purged from the system, but sometimes instructors remove old course shells manually on their own. It is strongly recommended that you make backups of any work you have submitted to Blackboard before or shortly after your course ends. Especially if your program requires you to maintain a portfolio of work you have done. Google Products Your maine.edu account is also a fully functional Google Account with access to Gmail, Google Drive, and most of Google’s other products. After leaving the university, either through graduation or simply not registering for courses, credit-earning students have 5 years before their maine.edu account is removed. The limit is 2 years for non-credit students. This includes files and email stored in Google’s products using your maine.edu account. If this data is important to you, or if you need to retain it for a portfolio or future certification, you must make and maintain your own personal backups of these files. Consider using Google Takeout (takeout.google.com) to backup this data prior to separating from the University. Box If you are using Box through your maine.edu account, please be aware that your storage can only be maintained for one year after you have graduated, or otherwise separated from the university.
University Policies & Support Resources ADA & Electronic Accessibility Notification & Accommodations The university is committed to providing students with documented disabilities equal access to all university programs and services. If you think you have a disability and would like to request accommodations, you must register with the Disability Services Center. Timely notification is essential. The Disability Services Center can be reached by calling 207-780-4706 or by email at [email protected]. If you have already received a faculty accommodation letter from the Disability Services Center, please provide me with that information as soon as possible. Please make a private appointment so that we can review your accommodations.
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The following is a list of accessibility resources for the software we use in this course:
● Blackboard Accessibility information
● Google Suite Accessibility information
Learning Commons Tutoring at USM is for all students, not just those who are struggling. Tutoring provides active feedback and practice, and is available for writing, math, and many more subjects. Walk-in tutoring is available at the Glickman Library in Portland, the Gorham Library, and the LAC Writing Center.
● For best service, we recommend making an appointment at: usm.maine.edu/learningcommons/schedule-tutoring-appointment
● Questions about tutoring should be directed to Naamah Jarnot at 207-780-4554. ● Interested in becoming a more effective, efficient learner? Check out usm.maine.edu/agile !
Counseling Counseling is available for USM students. The best way to schedule an appointment is to email [email protected]. More information is available on the University Health and Counseling Services website . Non-Discrimination Policy The University of Southern Maine is an EEO/AA employer, and does not discriminate on the grounds of race, color, religion, sex, sexual orientation, transgender status, gender expression, national origin, citizenship status, age, disability, genetic information or veteran’s status in employment, education, and all other programs and activities. The following person has been designated to handle inquiries regarding non-discrimination policies: Sarah E. Harebo, Director of Equal Opportunity, 101 North Stevens Hall, University of Maine, Orono, ME 04469-5754, 207.581.1226, TTY 711 (Maine Relay System).
Statement of Religious Observance for Students Absence for Religious Holy Days: The University of Southern Maine respects the religious beliefs of all members of the community, affirms their rights to observe significant religious holy days, and will make reasonable accommodations, upon request, for such observances. If a student’s religious observance is in conflict with the academic experience, they should inform their instructor(s) of the class or other school functions that will be affected. It is the student’s responsibility to make the
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necessary arrangements mutually agreed upon with the instructor(s).
Title IX Statement The University of Southern Maine is committed to making our campuses safer places for students. Because of this commitment, and our federal obligations, faculty and other employees are considered mandated reporters when it comes to experiences of interpersonal violence (sexual assault, sexual harassment, dating or domestic violence, and stalking). Disclosures of interpersonal violence must be passed along to the University’s Deputy Title IX Coordinator who can help provide support and academic remedies for students who have been impacted. More information can be found online at the web address below or by contacting Sarah E. Holmes at [email protected] or 207-780-5767. usm.maine.edu/campus-safety-project
If students want to speak with someone confidentially, the following resources are available on and off campus: University Counseling Services (207-780-4050); 24 Hour Sexual Assault Hotline (1-800-871-7741); 24 Hour Domestic Violence Hotline (1-866-834-4357).
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