2 Fall 2016 Int 595 Asl To English Translation Syllabus

This new special topic course is offered in Fall 2016 and taught by Ph.D. student, Mark Halley.
Department of Interpretation and Translation

COURSE SYLLABUS
Course number:
INT 595 - HY01 (1765)
Course title:
ASL-to-English Text Translation
Credit hours:
3
Semester:
Fall 2016
Class day and time:
Synchronous: Tuesdays, 12:00 pm - 1:00 pm
Classroom:
N/A
Class duration:
Synchronous: 60 minutes per week
Last withdrawal date: September 27, 2016 - Last day to withdraw with WD grades (forms must be
signed and returned to the Registrars office by 4:30 p.m.)
Instructional format:
Hybrid
Fall break:
November 21 - 25, 2016
Instructor Information
Instructor: Mark Halley
Email: mark.halley@gallaudet.edu
Preferred contact method: Email, Fuze, Google
Hangouts
I.
COURSE DESCRIPTION
This course is designed to introduce students to the process of conducting translation work from
American Sign Language into English texts. Topics covered include translation processes,
translator's role as authors/editors, and register variation in translation. Students will participate
in hands-on activities that include translations of announcements, memos, agendas, meeting
minutes, letters, reports, articles, and short presentations. Techniques for using shorthand,
notetaking and typing will be explored. Discussion of captioning and ASL glossing will be
included.
Eligibility: Current DOI BA and MA in Interpretation students and/or administrative assistants
and translators working for Deaf professionals; and ASLPI score of 2+.
II.
OUTCOMES
a. Course Student Learning Outcomes (SLOs)

Course SLOs
Understanding basic
translation steps for
ASL to English text.
BAI
SLOs
GU
SLOs
CCIE
Standards
1, 2, 3,
5
1, 2, 4,
5
6.1
Assessment Project
Class discussions,
weekly translation
assignments, journal
entries, and quiz
Assessment Tool
At least B in class
participation, weekly
translation assignments,
journal entries, and
quiz
At least B in class
participation, weekly
translation
entries, and quiz
At least B in weekly
translation
assignments, and final
portfolio
Understanding the
1, 2, 3, 1, 2, 3, 6.1, 6.4
Class discussions,
roles of translators
5, 7
4, 5
weekly translation
and ASL signers as
the authors and
entries, and quiz
editors.
Demonstrating
2, 5
1, 2, 3, 7.1, 7.2, 7.4 Weekly translation
appropriate register
4, 5
assignments and final
levels in English
portfolio
texts from ASL
sources.
Applying the proper 1, 2, 5 1, 2
7.1, 7.2, 7.4 Weekly translation
semantics in the
assignments
translation assignments
English texts from
ASL sources.
Using proper
1, 2, 5 1, 4
7.1, 7.2
Weekly translation
grammar in English
assignments
is evident in the
translation works.
Formatting in
1, 2, 5 1
5.6, 6.1
Weekly translation
English texts are
assignments and final
equivalent to
portfolio
and final portfolio
business practices.
Demonstrating the
1, 2
1
Class discussions
At least B in class
ability to write ASL
participation
glosses in English
texts.
Participating and
1, 2, 5 1, 2, 3, 7.3
Class discussions
At least B in class
giving input to
4, 5
participation
peers translation
work.
Producing a
1, 2, 3, 1, 2, 3,
Final portfolio
At least B on final
portfolio of all
5
4, 5
portfolio
translation work.
CCIE stands for Commission on Collegiate Interpreter Education. Here is the link to CCIE standards.
http://ccie-accreditation.org/standard
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.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 include, but are not limited to:

Articles/books on basic translation works
Articles/books on register levels
Information on short-handing and note-taking
Websites and information on translation services (e.g.,
http://www.cisoc.net/en/translation)
Guides on format for typing different documents
APA (American Psychological Association) book
NAD-RID Code of Professional Conduct (CPC) and ethics for translators (to be found)
Expertise and Explicitation in the Translation Process by Brigitta Englund-Dimitrova
(2005)
Sight Translation and Interpreting: A Comparative Analysis of Constraints and Failures
by Marjorie Agrifolio (2004)
American Sign Langauge: A Teachers Resource Text on Grammar and Culture by
Charlotte Baker-Shenk and Dennis Cokely (1991)
Teaching Consecutive Notetaking by Holly Mikkelson (2005)
Linguistic Approaches to Translation by Kirsten Malmkjaer
Is that a fish in your ear? by David Bellos (2012)
A short introduction to semantics by Karim Nazari Bagha (2011)
ASL video about register: https://www.youtube.com/watch?v=rhMU2PqMitg
Determining Register in Sign-to-English Interpreting by Risa Shaw (1987)
Translation Steps by Risa Shaw (2001)
Forget Neutrality by Mona Baker (2009)
The instructor may add additional readings when appropriate to the course Blackboard.
IV.
COURSE ASSIGNMENTS
A. Participation and in-class discussion

You are expected to complete assigned readings and homework and be ready to participate in
discussions and activities based on these assignments. Participation includes preparation, in-class
presentations, active listening, contributing to discussions, and encouraging and supporting the
contributions of others. Class presentations, and group activities are an important part of this
class.
You are expected to contribute to the discussions led by guest speakers and instructors and make
connections between reading content and presentation content.
Guest presenters or panelists may visit during the semester. You are expected to come prepared
to be alert and attentive and to actively engage in discussions following each guest presentation.
Weekly points for participation:
4 = Outstanding participation
3 = Good participation
2 = Fair participation
1 = Unsatisfactory participation
0 = No participation
See the participation rubric for details on scoring. Your weekly participation score will be
averaged at the end of the semester and weighted to 25 points.
B. Weekly translation assignment
The instructor will assign one American Sign Language video per week for you to view, study,
and translate. Each assignment will be accompanied by information necessary to complete the
translation (e.g., context, target audience, etc.). Each translation should be accompanied by a
short reflection of your process and product. Translations are due each week on Friday by 10:00
pm.
C. Quiz
You will take one quiz during the semester. The quiz will include a variety of question types
(e.g., multiple choice, true false, short answer) and will assess student understanding and mastery
of course content.
D. Final portfolio of translation work
Students will create a final portfolio showcasing all of their translation work completed during
the semester. The portfolio should be a professional collection of their work which could be used,
for example, upon applying for employment as a translator. A short reflection should accompany
the portfolio.
E. Weekly Peer Review
Each week, you will be expected to complete a peer review of another students weekly
translation assignment. Peer reviews are due on Monday by 10:00 pm.
F. Compliance with S-CPC
At the end of the semester, each student will be assessed according to the Department Student
Code of Professional Conduct.
V.
a.
ASSESSMENT SUMMARY
Grading for Assignments

The following should give you a fair picture of how your work is weighted to determine your final grade:
Activity
A. Participation and in-class discussion
B. 10 weekly translation assignment (10 points each)
C. Quiz
D. Final portfolio of translation work
E. 10 weekly journals/discussion board (4 pts. each)
F. Compliance with S-CPC
Points
25 pts.
100 pts.
25 pts.
25 pts.
40 pts.
5 pts.
Total
220 pts.
Note: 10% will be deducted for late assignments for each day late, up to two days. After two
days, any uncompleted assignments will be counted as a zero.
b.
Grading Scale and GPA Value
Grade
A
AB+
B
BC+
C
CD+
D
F
GPA Value
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.0
Scores
93-100
90-93
87-89
83-86
80-82
77-79
73-76
70-72
67-69
60-66
Below 60
XF
0.0
Academic Integrity Policy Violation,

No Credit
Definition
Outstanding
Very good
Good
Passed
Unsatisfactory
Failing, no
credit
The excerpt above can be found on:

https://www.gallaudet.edu/academic-catalog/registration-and-policies/undergraduatepolicies/grading-system.html
c.
Rubrics
See below for rubrics. They are also available in Blackboard.
Class participation rubric
Weekly translation assignment rubric
Final portfolio rubric
Weekly journal/discussion board rubric
S-CPC 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). Total
will be at least 112.5 hours.
VII.
COURSE OUTLINE
There may be modifications made to the following outline. This course outline is to provide you an
overview of what will be covered in the class.
The items listed in the Readings/Assignments Due column should be completed before class that week.
For example, Week 5s Readings/Assignments Due column includes Bellos (2012) Ch. 8, your weekly
translation assignment, and your weekly peer review. This means that you should be ready to discuss
Bellos (2012) Ch. 8 in class on Tuesday, 9/20/16, your weekly translation assignment should be
completed by Friday, 9/16/16 at 10 pm, and your weekly peer review should be completed by Monday,
9/19/16 at 10 pm.
TENTATIVE ASSIGNMENT SCHEDULE

Week
Week 1
8/30/16
In Class
Introductions
Syllabus and course outline
Readings/Assignments Due
Lecture/class discussion:
Review: What is Translation?
Week 2
9/6/16
NAD-RID Code of Professional Conduct
Week 3
9/13/16
Translation steps
Readings:
Bellos (2012), Ch. 1
NAD-RID CPC
Readings:
Shaw (2001)
Translation activities and analysis

Week 4
9/20/16
Meaning and translation

Week 5
9/27/16
Source and target language

Week 6
10/4/16
Semantics

Week 7
10/11/16
ASL glossing
Week 9
10/25/16
Readings:
Malmkjaer (2011)
Assignments:
Weekly translation assignment (Friday, 10 pm)
Readings:
Bellos (2012), Ch. 8
Assignments:
Weekly peer review (Monday, 10 pm)
Readings:
Bagha (2011)
Assignments:
Readings:
Baker-Shenk & Cokely (1991)
Register variation
Assignments:
Readings:
ASL video about register
Assignments:

Week 8
10/18/16
Assignments:
Signed syllabus contract due
Register variation (contd.)
Readings:
Shaw (1987)
Assignments:
Week 10
11/1/16
Sight translation

Week 11
11/8/16
Week 12
11/15/16
Fall Break
November 21-25
Week 13
11/29/16
Notetaking
Readings:
Mikkelson (2012)

Translators as authors and editors
Readings:
Baker (2009)
Assignments:
N/A
Document templates
Captioning videos
Week 15
(Final Exams Week)
Assignments:
Assignments:

Week 14
12/6/16
Readings:
Agrifolio (2004)
N/A
N/A
Readings:
Supplemental
Assignments:
Readings:
Supplemental
Assignments:
Quiz (in class)
Assignments:
Final portfolio of translation work
(Monday, December 12, 10 pm)
The instructor reserves the right to make modifications to this schedule. Students will be
informed if and when such changes are made.
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:
https://www.gallaudet.edu/academic-catalog/registration-and-policies/undergraduatepolicies/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/af/section-1-general/110-reasonable-accommodation.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.
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.
5.
Academic Calendar
Here is the link: http://www.gallaudet.edu/registrars-office/academic-calendars.html to check for
dates on last day to add/drop courses and last day to withdraw courses, midterm week, course
registration, semester break, last class day and other schedule information.
B.
Department Policies:
For more information about academic integrity, electronic devices, language use and anti-oppression
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 tardiness. He/she is responsible for informing
the instructor at the end of class in order that his/her attendance can be recorded. For each
tardiness, 5 points will be deducted from the participation grade.
Class Participation Rubric

Participation is the key to a lively class. Class participation provides the opportunity to practice speaking and
persuasive skills, as well as the ability to listen. Comments that are vague, repetitive, unrelated to the current topic,
disrespectful of others, or without sufficient foundation will be evaluated negatively. What matters is the quality of
ones contributions to the class discussion, not the number of times one speaks.
Score
4
(A)
3
(B)
2
(C)
1
(D)
0
(F)
Outstanding contributor
Good contributor
Description
Contributions reflect exceptional preparation and offers relevant information to class discussion. Is ontask, a conversational leader, encourages content discussion among peers, and demonstrates active
listening and turn taking. Leads the conversation but does not dominate it.
Contributions reflect good preparation and offers relevant information to class discussion. Mostly ontask, initiates dialogue, takes part in content discussion among peers, and usually demonstrates active
listening and turn taking. Takes part in the conversation but does not dominate it.
Satisfactory contributor
Contributions reflect satisfactory preparation and occasionally offer relevant information to class
discussion. Sometimes on-task, participates in class discussion when others initiate it, follows content
discussion of peers, and occasionally demonstrates active listening and turn taking. Usually takes some
part in the conversation but usually does not lead it OR may dominate it.
Unsatisfactory
Contributions reflect less than satisfactory preparation. Occasionally offers relevant information to class
contributor
discussion. Sometimes on-task but rarely initiates comments or discussion. Occasionally demonstrates
off-task behavior (i.e. talking with friends, working on computer not relevant to the task at hand,
sleeping) and needs to be redirected by the teacher. Rarely takes part in the content conversation and may
withdraw from the discussion, may dominate it, or may distract other students from their work.
Poor contributor
Contributions reflect poor preparation. Rarely offers relevant information to class discussion. Does not
often participate in class discussion, even if its initiated by others and often demonstrates off-task
behavior (i.e. talking with friends, working on the computer not relevant to the task at hand, sleeping).
Rarely takes part in the content conversation and often withdraws from the discussion, dominates it, or
distracts other students from their work.
Modified from INT 726, January 2016
Weekly Translation Assignment Rubric

Category
Quality of work
Outstanding
Fair
Poor
The translation is outstanding

in terms of source and target
language equivalence, style,
and formatting.
The translation is fair in terms

of source and target language
equivalence, style, and
formatting. There may be
some inaccuracies, the style
may be inappropriate, and the
translation may be formatted
incorrectly.
The translation is of poor

quality in terms of source and
target language equivalence,
style, and formatting. There
may be serious inaccuracies,
the style may be inappropriate,
and the translation may be
formatted incorrectly.
0 - 3 points
(7 points)
7 points
4 - 6 points
Reflection
The assignment includes a

substantive and thoughtful
reflection on the translators
process and product. The
reflection draws upon learning
from the course and may
reference in-class discussions
and readings.

process and journey of
crafting the translations,
though it is not particularly
thoughtful.

superficial reflection on the
translators process and
journey of crafting the
translations.
(3 points)
3 points
2 points
0-1 points
INT 595: Mark Halley, Fall 2016
Final Portfolio Rubric

Category
Outstanding
Fair
Poor
Completion
The portfolio includes each of

the weekly translation
assignments.
The portfolio includes the

majority of the weekly
translation assignments.
The portfolio includes less

than half of the weekly
translation assignments.
(5 points)
5 points
3 - 4 points
0 - 2 points
Organization
The portfolio is clearly

organized and easy to
navigate.
The portfolio is fairly wellorganized, despite a few

problems.
The portfolio is challenging to

navigate, as it has no clear
sense of organization.
(5 points)
5 points
3 - 4 points
0 - 2 points
Quality of work
The portfolio includes

translations of very
professional high quality.

translations of acceptable
quality.

translations of low quality.
(5 points)
5 points
3 - 4 points
0 - 2 points
Reflection
The portfolio includes a

substantive and thoughtful
crafting the translations.

crafting the translations,
though it is not particularly
thoughtful.

superficial reflection on the
translators process and
journey of crafting the
translations.
(10 points)
9 - 10 points
7 - 8 points
0 - 6 points
Weekly Peer Review Rubric

Category
Quality of work
(5 points)
Mechanics & writing style
Outstanding
Fair
Poor
The peer review is

substantive and provides
meaningful feedback to
another student. It may pose
questions, note areas of
strength and possible
development, and reference
in-class discussions and
readings.
The peer review is

substantive and provides
some feedback to another
student. It may pose
questions, note areas of
strength and possible
development, and
reference in-class
discussions and readings.
The peer review is not

substantive and does not
provide meaningful
feedback to another
student.
3 points
2 points
0 - 1 points
The review is indicative of

an academic writing style
and is free of distracting
errors.
The review is indicative

of an academic writing
style but may include
some distracting errors.
The review is not

indicative of an academic
writing style and may
contain numerous
distracting errors.
1 point
0.5 points
0 points
(1 point)
Gallaudet University
Department of Interpretation
Student Code of Professional Conduct (S-CPC)
Rubric
1.0 CONFIDENTIALITY
Tenet: Students adhere to professional standards of confidential communication.
Guiding Principle: Interpreters hold a position of trust in their role as linguistic
and cultural facilitators of communication. Students will maintain confidentiality about
professional activities and classroom communication.
Illustrative behaviors for students:
Has met or exceeded expectations
Has not met

expectations
Not
observed
Tenet
1.1 Honor commitments to keep information in confidence.
1.2 Do not share personal or private information from classroom discussions
with others.
1.3. Do not share details of professional activities (e.g., observations,
mentoring, interpreting, and other required activities) outside of their
respective environments. Specifically, do not share information regarding
professional activities via: text messaging, email, third-party conversations,
and postings to social media.
2.0 PROFESSIONALISM
Tenet: Students possess the professional skills and knowledge required for
academic and interpreting situations.
Guiding Principle: Interpreters are expected to stay current with language use,
cultural norms, and changes in the profession of interpreting and be able to apply this knowledge
in their work. Students must also be actively engaged in learning and adhere to the ethical and
professional standards of the interpreting community and Gallaudet University.
Has met or exceeded
expectations
Has not met

expectations
Not
observed
Tenet
2.1 Adhere to educational commitments by attending classes, being
punctual, and being
prepared for active learning.
2.2 Demonstrate ability to work within a professional context by adhering to
institutional norms and expectations, and by showing respect to others
(e.g., faculty, staff, student peers, Deaf community members, and
professional interpreters).
2.3 Accept interpreting assignments (pro bono or for pay) with regard to full
and thorough analysis of your knowledge, skills, integrity, language
expectations, setting, and the needs of the people who are receiving your
services.
2.4 Abide by linguistic, social, and ethical norms when interacting with
interpreters, members of the Deaf community, and other individuals.
2.5 Seek further knowledge about aspects of Deaf culture.
2.6 Stay abreast of past and current empirical research in Interpretation
Studies related disciplines.
2.7 Abide by national and international codes of conduct
established by professional interpreting associations .
3.0 CONDUCT AND CIVILITY

Tenet: Students conduct themselves in a manner appropriate to specific situations.
Guiding Principle: Students are expected to present themselves appropriately in
demeanor and appearance. Further, students avoid situations that result in conflicting roles or
perceived and/or actual conflicts of interest.
3.1 Ask questions and actively listen to others.
Has not met

expectations
Not
observed
Tenet
3.1 Convey an attitude of respect for the capabilities and worth of others, in
both verbal and non-verbal communication.
3.2 Refrain from rejecting or minimizing the capabilities and worth of others
or attempt to impose your views and values on others.
3.3 Respect differences among individuals.
3.4 Demonstrate sensitivity to the feelings and opinions of others.
3.5 Convey openness to those who have backgrounds that are different than
your own.
3.6 Ask questions and actively listen to others.
3.7 Refrain from non-constructive criticism of others.
3.8 Demonstrate professional decision-making skills in public.
3.9 Adhere to the guidelines in the Gallaudet University Student Handbook.
4.0 COMMUNICATION
Tenet: Students demonstrate an ability to take time to understand others, to
manage emotions effectively, to use humor appropriately, and to allow people the opportunity to
make mistakes.
Guiding Principle: Students are expected to maintain professionalism in
communication with others, including members of the Deaf community, faculty and staff, fellow
students, and working interpreters. Professional communication includes giving and receiving
feedback, observing the work of others, and asking questions.
Has met or exceeded
expectations
Has not met

expectations
Not
observe
d
Tenet
4.1 Communicate in a professional, courteous manner in online
communication (e.g.,
emails, social media, texting) and face-to-face communication.

4.2 Avoid language that may be perceived as a put-down by the
listener.
4.3 Learn and follow the chain of command within institutions.
4.4 Communicate in a manner that is respectful and promotes
collaborative results.
4.5 Represent yourself as a member of the Department of
Interpretation, Gallaudet
University, and the interpreting profession in a positive manner.
5.0 RESPECT FOR OTHERS

Tenet: Students express respect for members of the faculty, staff, Deaf
community, fellow students, and working interpreters while demonstrating humility, honesty, and
integrity.
Guiding Principle: Students demonstrate the ability to work within a professional
context by understanding and adhering to organizational norms and expectations, demonstrating
respect for other professionals, deferring to those more advanced in the field, and supporting and
mentoring others who have less experience. At times these contexts may include emotionally
charged situations in which respect for your own responses and others reactions require
thoughtful and mature consideration.
Has not met

expectations
Not
observed
Tenet
5.1 Use ASL in public spaces on campus (e.g.,the cafeteria, Market
Place,
Rathskellar, Bison Shop, and the library). It is recognized that there
may be
times when spoken language is appropriate, such as when
communicating with
campus visitors who are not fluent in ASL.
5.1 Demonstrate
listening and attentive behaviors when conversing with others
through posture, eye contact, and body language.
5.2 Respectfully
consider the ideas and themes raised by others.
5.3 Express yourself
with self-assurance by articulating thoughts and feelings in a clear,
deliberate, and unassuming manner.
5.4 Demonstrate
honesty and trustworthiness in interactions with others.
5.5 Avoid deceit or
stretching the truth.
5.6 Do not take credit
for work done by others.
5.7 Admit and accept
shortcomings and limitations in knowledge and skills.
5.8 Do not flaunt
knowledge or skills.
5.9 Do not flaunt
knowledge or skills.
5.11 Do not display anger, annoyance, frustration, defensiveness, selfcriticism, or
withdrawal when given feedback.
6.0 ETHICAL PRACTICES

Tenet: Students maintain ethical practices.
Guiding Principle: Students demonstrate the ability to hold, understand, and value
multiple perspectives, and worldviews. Students exhibit the ability to eliminate previously held
stereotypes and beliefs about individuals from different cultural groups. Students recognize their
larger role as citizens within a society and act according to ethical norms.
Has not met

expectations
Not
observed
Tenet
6.1
Kno
w the tenets of the NAD-RID Code of Professional Conduct.
6.2
Follo
w best practices within the profession when faced with ethical
conflicts including practicing discretion when accepting
interpreting assignments, following standard billing practices,
and discussing individual terms and conditions.
6.3
Dem
onstrate willingness to change or compromise in the face of
new information.
6.4
Dem
onstrate flexibility when considering the opinions of others.
6.5
Reco
gnize that there are multiple ways of doing things that are
reasonable and appropriate for the situation.
7.0 COMMITMENT TO THE PROFESSION

Tenet: Students exhibit a commitment to the interpreting profession. In addition,
students demonstrate the ability to be depended upon to undertake and complete activities that
support this commitment.
Guiding Principle: Students are expected to foster and maintain interpreting
competence and the stature of the profession through ongoing development of knowledge and
skills.
Has not met
Not
expectations
observed
Tenet
7.1
Value
potential avenues for learning, including classroom discussions,
readings, activities, assignments, and feedback from members of
the Deaf community, peers, colleagues, faculty, and staff.
7.2
Take
initiative to acquire new information, improve, and change when a
gap in knowledge is discovered or a deficit in a personal quality is
uncovered.
7.3
Demonst
rate dependability, reliability, and follow through with tasks and
assignments by meeting deadlines, being punctual, being prepared,
and working as a team member.
7.4
Go
beyond the minimum expectations in learning and professional
activities.
7.5
Be
reflective about all learning opportunities.
7.6
SYLLABUS READING
Please read, sign, and date this page, tear it from your syllabus and give to your instructor.
Semester/Year:
Fall 2016
Course Number Section:
INT 595
Course Name:
ASL-to-English Text Translation
Instructor Name:
Mark Halley
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. It is my responsibility to comply with the
Department of Interpretation Student Codes of Professional Conducts.
Students Name (Please Print) _____________________________________

Students Signature _____________________________________________
Date ________________________________________

2 Fall 2016 Int 595 Asl To English Translation Syllabus

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2 Fall 2016 Int 595 Asl To English Translation Syllabus

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This new special topic course is offered in Fall 2016 and taught by Ph.D. student, Mark Halley.

Department of Interpretation and Translation

a. Course Student Learning Outcomes (SLOs)

Tools for Assessment and Expected Level

BAI Program Student Learning Outcomes

Here is the link to the BAI program outcomes above.

University Student Learning Outcomes

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

Readings may include, but are not limited to:

A. Participation and in-class discussion

Grading for Assignments

Grading Scale and GPA Value

Academic Integrity Policy Violation,

The excerpt above can be found on:

TIME ALLOCATION FOR COURSE

TENTATIVE ASSIGNMENT SCHEDULE

Translation activities and analysis

Translation activities and analysis

Translation activities and analysis

Translation activities and analysis

Translation activities and analysis

Translation activities and analysis

Translation activities and analysis

Translation activities and analysis

Translation activities and analysis

Translation activities and analysis

Translation activities and analysis

Students with Special Needs

Class Participation Rubric

Weekly Translation Assignment Rubric

The translation is outstanding

The translation is fair in terms

The translation is of poor

The assignment includes a

The assignment includes a

The assignment includes a

INT 595: Mark Halley, Fall 2016

Final Portfolio Rubric

The portfolio includes each of

The portfolio includes the

The portfolio includes less

The portfolio is clearly

The portfolio is fairly wellorganized, despite a few

The portfolio is challenging to

The portfolio includes

The portfolio includes

The portfolio includes

The portfolio includes a

The portfolio includes a

The portfolio includes a

INT 595: Mark Halley, Fall 2016

Weekly Peer Review Rubric

Mechanics & writing style

The peer review is

The peer review is

The peer review is not

The review is indicative of

The review is indicative

The review is not

Has not met

Has not met

3.0 CONDUCT AND CIVILITY

Has not met