Department of Interpretation

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

Spring break:
Poster presentation:

INT 492-01
Senior Seminar Project and Portfolio
3
Spring
2:00 pm 4:50 pm Mondays
HMB 1002
January 25, 2016 to May 9, 2016
March 23, 2016 - Last day to withdraw with WD grades (forms
must be signed and returned to the Registrars office by 4:30 p.m.)
This course will be co-taught by one instructor and two Ph.D. interns.
Most of class will be separated in adjoining smaller classrooms
within HMB 1002. Some students will participate via Fuzemeeting.
March 14-18, 2016
All students are required to be on site.

Instructor: Dr. Keith Cagle

Keith.Cagle@gallaudet.edu
Video Phone: 202-250-2911
Hall Memorial Building (HMB) 1413
Preferred contact: email

Instructor Information
Co-Instructors: Mark Halley and Ricardo
Ortiz

mark.halley@gallaudet.edu
ricardo.ortiz@gallaudet.edu
Preferred contact: email

I.

COURSE DESCRIPTION

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

II.

OUTCOMES

a. Course Student Learning Outcomes (SLOs)

Course SLOs

BAI
SLOs

GU
SLOs

CCIE
Standards

1-5

1-5

6.1, 6.4

1-5

1-5

6.1, 6.2, 6.4,

7.3

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

2. Create a
professional
interpreter portfolio.

Assessment Project

Assessment Tool

Class discussions, ASL

poster presentation,
video and paper on a
senior seminar project

At least B in INT 492s

class participation
rubric, research paper
rubrics (ASL and
English), and
research poster
presentation rubric

Professional Interpreter
Portfolio

At least B in
INT 492s
Portfolio rubric

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

1-5

1-5

6.5, 7.1

ASL poster and video

presentation and paper
on a senior seminar
project

At least B in
INT 492s ASL and
English paper rubrics
and poster presentation
rubric

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

1-5

5, 7

3.0, 6.2

Teachers observation

At least satisfactory in
Student CPC rubric.

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 leaders hip 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

Recommended Book for Portfolio

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

Interpreters Handbook. Van Nuys CA: Sign Language Interpreting Media. ISBN: 9780972416122
YouTube Street Leverage series see the list on the last page of this syllabus.
The instructor will attach additional readings when appropriate on the Blackboard during the semester.

IV.

COURSE ASSIGNMENTS

A. Participation
Students 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.
All students 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, will come to each class. Each student is expected to come prepared to be alert and attentive and to
actively engage in discussions following each guest presentation.
Points for participation:
4 = Always
3= Frequent
2= Occasionally
1= Rarely
0= No participation

See the participation rubric.

B. Student-lead class presentations and discussion - Debate

Each student is responsible for one class presentation, on a selection from a Street Leverage video. These presentations must include
key points from the video and examples as well as question prompts for class discussion. A short PowerPoint presentation should
accompany these presentations. During the Street Leverage discussions, a 2-3 minute video clip of the Street Leverage presentation
should be selected and shown as a part of the student presentation to the class. Be sure to appropriately cite the video in your
presentation.
After watching each Street Leverage video, you will also create one substantive question and post it in our Blackboard discussion
board. Additionally, you will respond (with one paragraph) to at least one other student in the discussion board. Your questions is due
each week by Monday at 12:00PM, and your response to at least one other student is due each week by Friday at 10:00PM.

C. Professional Portfolio
You will develop a professional website portfolio.
1). Professional Folder is for your use in future employment.
The professional folder must include the following:
Forms necessary for professional work such as:
o Assignment intake form
o Assignment scheduling form
o Cancellation policy
o No-show policy
o Rates
o Contract (draft)
o Mileage/travel record

Invoice

2) Professional Portfolio is for your future employers.

The professional portfolio must include the following:

Introductions in ASL (YouTube link) and written English

Professional mission statement in ASL (YouTube link) and written English
Resume
Business cards
Memberships (PDFs of cards and/or listing)
Certifications (PDFs of cards and/or listing, if any)
Unrehearsed interpreting samples (ASL to English, English to ASL, Interactive)

D. Senior Seminar Project (Paper, Video and Poster Presentation)

Students will complete an investigation of an interpretation topic of their choosing that integrates interpretation theory with practice. Students will
present their findings in an ASL poster presentation, a video, and written paper.
Paper: The paper should be approximately 7-10 pages in length (double-spaced, 12 point font, standard margins) and thoroughly
proofread for errors. The paper should follow APA style format. Papers may be submitted on blackboard in MS Word format. Do not
submit PDF documents as it is difficult to add feedback to PDF documents. The following components should be incorporated into the
paper:

Introduction What is the question you are interested in studying? Why is it interesting and important?
Literature Review What has been written about this question in the past? How is your topic of interest similar to or different from
prior studies? What has been written that is relevant to your findings? What is the 'gap' in the current literature?
Data Collection, Methodology and Analysis What source texts will you use in your analysis? How will you do your analysis? What
will you analyze?
Findings What did you find out from your analysis? Were the results expected? What is the meaning of your findings?
Discussion How did what you find the answer to your question? Why are your findings important?
Conclusion and recommendations Discuss the summary of your research along with recommendations for future actions or research.

References Following APA style format

Possible Topics (must be approved by instructor):

Compare simultaneous and consecutive interpreting samples or transliteration and interpretation or

translation samples
o Register
o Classifier usage
o Medical
o Legal (such as the Miranda Warning)
o Others, as approved by instructor
o Compare an ASL source text to an interpretation of a parallel English text

Writing style:
All submitted work must follow DOI formatting instructions and style guides (citations following APA 6). Please see http://goo.gl/rCTyG
for a basic introduction to APA 6.
ASL Video Presentation: Students will share their research papers as a video. The video
should be of professional, academic quality. The content should be similar to the research paper and to the presentation you provide for the
public poster session. You may insert up to 10 PowerPoint slides or visual images into your video presentation, but the large majority of
the content should be your signed presentation. The video should be between 13-15 minutes in length.
ASL Poster Presentation: Students will share their research papers as a poster presentation in a public forum. Poster sessions provide a
way to discuss your work in an informal and interactive manner. You will summarize your research for a small group of others in the
class, in 10 to 15 minutes and answer any questions. Posters can be of varying size, but must be professional, informative and visually
appealing. You will need to plan the design of your poster as well as the ASL presentation of your research carefully. Visit the following
website for information, ideas and support in creating your poster: http://libweb.lib.buffalo.edu/guide/guide.asp?ID=155

E. MAI Presentations

Students will attend MAI presentations on April 8, 2016 from 10:00 am to 6:00 pm. Each student will then write a short paper
describing two strengths and one area for improvement for each presenter. The strengths and areas for improvement should focus on
the area of research and public presentation.

V.

ASSESSMENT SUMMARY

a. Grading for Assignments

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

Activity

Points

Student-led presentation and debate

100

~15%

Participation in class discussions

50

~8%

Progress deadlines

30

~5%

Street Leverage discussion board posts (8 x 5 pts. each)

55

~8%

Professional Portfolio

100

~15%

MAI presentation attendance and paper

25

~4%

ASL presentation video on a senior seminar paper

100

~15%

English paper on a senior seminar paper

100

~15%

Poster presentation

65

Compliance with SCPC

30
Total

b.

655

~10%
~5%
100%

Grading Scale and GPA Value

Grade GPA Value

Scores

Definition

4.0

93-100

Outstanding

A-

3.7

90-93

Very good

B+

3.3

87-89

Good

3.0

83-86

Passed

B-

2.7

80-82

Unsatisfactory

C+

2.3

77-79

2.0

73-76

C-

1.7

70-72

D+

1.3

67-69

1.0

60-66

0.0

Below 60

Failing, no
credit

XF

0.0

Academic Integrity Policy Violation,

No Credit

The excerpt above can be found on:

https://www.gallaudet.edu/academic-catalog/registration-and-policies/undergraduate-policies/grading-system.html

c.

Rubrics
See the below for the rubrics. They are posted in the BlackBoard, too.
Class Participation Rubric
Student-Led Presentation and Debate rubric
Portfolio rubric
Street Leverage discussion board rubric
MAI Presentation reflection paper rubric
Research paper (English) rubric
Research video presentation (ASL) rubric
Poster presentation rubric
Student Codes of Professional Codes (S-CPC)

VI.

TIME ALLOCATION FOR COURSE

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

VII.

COURSE OUTLINE

There may be some modifications to the following outline. This course outline is to provide you an overview of what will be covered in the class.
General format of the class is:

a. Portfolio
b. Research
c. Debate on Street Leverage

TENTATIVE ASSIGNMENT SCHEDULE

Week
Week 1
Jan 25

Week 2
Feb 1

In Class

Readings

Assignments Due
(Paper and Portfolio Benchmarks)

Class Introduction
Review syllabus and Expectations
Guest speaker: Dr. Brenda Nicodemus Basics of Research

Guest speaker:
TBA
E-Portfolio
Research:
*Select your topic
*Video resources

Signed Syllabus Agreement

View the YouTube

video on Research by
Dr. Raychelle Harris
http://youtu.be/97zM0700
MI0

Debate
Street Leverage Video
#1
Week 3
Feb 8

Portfolio:
Assignment intake form
Assignment scheduling form
Contract (draft)

Submit 3 main ideas for research paper (typed paper)

Mission statement
(ASL & English)
Business card

Website selected

Research: Discuss your 3 main ideas and gather

feedback from your peers
Debate:

Week 4
Feb 15

Street Leverage Video

#2

Portfolio:
Introduction (ASL & English)
Mutual Cancellation Policy
No-Show Policy
Travel/mileage record
Invoice

Final topic for paper due

Business card
Membership card
Website link created
Mission statements

Research:
*Outline
*Literature review and references
Debate:
Street Leverage Video #3
Week 5

Portfolio:

Paper outline due

Feb 22

Resume
Research:
*Data Collection & Analysis
Debate:

Week 6
Feb 29
Leap Year

Street Leverage Video

#4

Portfolio:

Assignment intake form

Assignment scheduling form
Contract (draft)
Mutual Cancellation Policy
No-Show Policy
Travel/mileage record
Invoice

Lit. Review and References

draft due

*Research: Findings & discussion

Portfolio: Resume
Debate:

Street Leverage Video

#5
Portfolio: ASL & English Introductions due

Week 7
March 7

Portfolio:
Memberships/cards

Data Collection and Analysis draft due

Portfolio: ASL & English Introductions due

Research:
*Conclusion, limitations & recommendation
Debate:

Street Leverage Video

#6

March 1418
Week 8
March 21

Spring Break

No Class

Portfolio:
Work Samples

Findings & Discussion section draft due

Portfolio: Memberships/cards

Research: Introduction
Debate:

Week 9
March 28

Week 10
April 4th

Street Leverage Video

#7

Conclusion, Limitation & Recommendation sections

draft due

One-on-one meetings with instructors

Portfolio:

Introduction draft due

Research:
*Poster

Portfolio: Work samples

Debate:

Street Leverage Video

#8

Commented [1]: Portfolio to be due

April 8th,
Friday
Week 11
April 11th

MAI Presentations

Guest Speakers: TO BE ANNOUNCED

Portfolio due

Research:
*What you learned from MAI Presentations
Debate:

Week 12
April 18th

MAI Presentation Papers due

Street Leverage Video #9

Portfolio:
Share portfolio websites

Final paper due

Poster draft due

Research:
*Practice introduction and literature review
Debate:

Week 13
April 25th

Street Leverage Video

#10

Guest speakers: TO BE ANNOUNCED

Final video due

Research:
*Practice data collection, findings and conclusions
Debate:

Street Leverage Video

#11

Week 14
May 2nd

Poster Presentation Rehearsal

Week 15
May 4th
Wednesday
1:00-4:00
pm

VIII.

Final poster print due

Poster Presentations

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/undergraduate-policies/academic-integrity.html

2.

Students with Special Needs

Office for Students with Disabilities (OSWD) Accommodation policy
Students have the responsibility of formally requesting accommodation through the Office for Students With Disabilities (OSWD) at the
beginning of the semester:
http://www.gallaudet.edu/office_for_students_with_disabilities.html
For information on your rights under the ADA and Section 504 of the Rehabilitation Act please see:

http://www.gallaudet.edu/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 Insert the following link on netiquette:
http://www.studygs.net/netiquette.htm

4.

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

B.

Department Policies:

For more information about academic integrity, electronic devices, language use and 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.

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

LISTING OF STREET LEVERAGE VIDEOS ON YOUTUBE

a. Trudy Suggs: Deaf Disempowerment and Todays Interpreter
https://www.youtube.com/watch?v=pDSNKRaOmo8
b. Wing Butler: Onsite Interpreters Face Extinction
https://www.youtube.com/watch?v=zxbRQi4TZt0
c. Nigel Howard: Deaf Interpreters: The State of Inclusion
https://www.youtube.com/watch?v=VK_VfXeRKmY
d. Betty Colonomos: Sign Language Interpreters Fostering Integrity
https://www.youtube.com/watch?v=zwkqGLt48YY
e. Anna Witter-Merithew: Stepping Out of the Shadows of Invisibility
https://www.youtube.com/watch?v=RAauvuCb51Y
f. Dave Coyne: Social Justice: A New Model of Practice for Sign Language Interpreters?
https://www.youtube.com/watch?v=OmalH96o7so
g. Aaron Brace: Hearing Interpreters: The Dangers of Being the Public Face of ASL
https://www.youtube.com/watch?v=2TuTNA1K5JQ
h. Deb Russell: Sign Language Interpreters: Discover & Recover an Enduring Legacy
https://www.youtube.com/watch?v=pzbM-kV04Rg
i. Doug Bowen-Bailey: Transforming Perspectives: The Power of One-to-One Conversations for Sign Language Interpreters
https://www.youtube.com/watch?v=QfcoUIAUujc
j. Stephanie Feyne: Authenticity: The Impact of a Sign Language Interpreters Choices

https://www.youtube.com/watch?v=aGmmleDLNV4
k. Dennis Cokely: The Sign Language Interpreter-The Importance of the Day Before
https://www.youtube.com/watch?v=aeaYc5gp3rs
l. Carla Mathers: Perspectives Conflicts: The Role of the Sign Language Interpreter in Court
https://www.youtube.com/watch?v=TtBA1p8b96k
m. Lynette Taylor: Modern Questor: Connecting the Past to the Future in the Field.
https://www.youtube.com/watch?v=eHw77hbn5B0

n. Shane Feldman: Where Does Advocacy Fit in the Sign Language Interpreting Profession
https://www.youtube.com/watch?v=CHkio2SkiSE
o. Gina DiFiore-Ridolph: Civility Within the Interpreting Profession: A Novices Perpective
https://www.youtube.com/watch?v=G9MX7ifxX40&feature=youtu.be
p. Nancy Berlove: Where Do We Go From Here? 5 Stages of Change for Sign Language Interpreters
https://www.youtube.com/watch?v=k8HbiEKvtPM&feature=youtu.be
q. Nancy Bloch: Marginalization within the Sign Language Interpreter Profession, Where is the Deaf Perspective?
https://www.youtube.com/watch?v=yw1tQwL0FO4
r. Michele Vincent: Recognizing Polite Indifference: Sign Language Interpreters & Power
https://www.youtube.com/watch?v=z3UAdwoAVz8&feature=youtu.be
s. Steven Surrency: Respecting Language: Sign Language Interpreters as Linguistic Descriptivists
https://www.youtube.com/watch?v=vpknaJg2rcs&feature=youtu.be

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 foundatio n 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)

Description
Contributions reflect exceptional preparation and offers relevant information to class discussion. Is on-task, a
conversational leader, encourages content discussion among peers, and demonstrates active listening and turn
taking. Leads the conversation but does not dominate it.
3
Good contributor
Contributions reflect good preparation and offers relevant information to class discussion. Mostly on-task, initiates
(B)
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.
2
Satisfactory contributor
Contributions reflect satisfactory preparation and occasionally offer relevant information to class discussion.
(C)
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.
1
Unsatisfactory contributor
Contributions reflect less than satisfactory preparation. Occasionally offers relevant information to class
(D)
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.
0
Poor contributor
Contributions reflect poor preparation. Rarely offers relevant information to class discussion. Does not often
(F)
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 course, January 2016
Outstanding contributor

Student-Led Presentation - Debate Rubric

INDICATORS

High-exceeds expectations

Good-meets expectations

Low-below expectations

READINGS/
VIDEO
Content
knowledge and
integration
25

Demonstrates thorough
content understanding
Presentation and
discussion evidences
concept integration,
application, creativity and
intellectual curiosity
22-25

demonstrates content
knowledge for most content
themes
Presentation and discussion
evidences concept
integration and/or
application.
18-21

Leads class discussion

with clarity, organization
and depth
Fosters depth in
discussion and student
engagement through
questions/activities/
Materials
22-25

DISCUSSIONS
25

25
LANGUAGE USE

Fluent language use

Academic language use

22-25

Leads class discussion,

information is complete but
lacks some organization
and/or lacks some clarity.
Discussion may lack depth.
Fosters student engagement
through questions/
activities/materials
18-21
Usually fluent language use,
occasional patterns of
disfluency
Usually uses academic
language
18-21

demonstrates content
knowledge for some
content themes
Presentation and
discussion evidences
partial concept
integration and/or
application
13-17
Leadership of class
discussion lacks
organization.
Discussions are
superficial/audience
engagement is not
fostered
13-17
Language use evidences
frequent patterns of
disfluency
Frequent shifts away
from academic language
use
13-17

Low-does not meet

expectations
Minimally, or does not
demonstrate content
knowledge
Minimally, or does not
evidence concept
integration or application
0-12

Minimally, or does not

lead discussion, and /or
discussion is confusing
and/or conflicting
Minimally or, Does not
foster class discussions

0-12
Language use
predominantly disfluent,
difficult to understand
Academic language use
minimal or not evident
0-12

25
PRESENTATION

Presentation materials are

high quality well designed,
organized,
creative, enhance
understanding , increase
student motivation, and
engagement
Presentation delivery is
clear, organized
22-15

Presentation materials are

adequate for the purpose of
summarizing content and
prompting student
discussion
Presentation delivery is
usually clear and organized

18-21

Presentation materials
are often confusing and
distract from
understanding of key
points
Presentation delivery is
often confusing and
disorganized
13-17

Minimal or no
presentation materials
Minimal or No
presentation delivery

0-12

Total: 100

INT 492 Blackboard Discussion Board Rubric

Meets expectations
Question
(2 pts.)

Response

Does not
meet expectations

Student has written a question

worthy of discussion from the
Street Leverage video.

Student has written a simple question

which is not worthy of discussion, such as
a yes/no question.

2 pts.

1 pt.

Student has responded to at least

one other student in order to
further discussion. The response
shows insight and critical thinking.

Student has responded to at least one other

student in a way which does not show
insight and critical thinking. The response
is superficial and adds little or nothing to
the discussion.

2 pts.

1 pt.
Mechanics

Student has written a short

question and short response with
excellent usage of English
grammatical constructions and
mechanics.

Student has written a short question and

short response with numerous errors in
grammar and mechanics.

1 pt.

0 pts.

___ pts.

___ pts.

TOTAL:
___ pts.

Mark Halley,2016

INT 492 Rubric for MAI Presentations Attendance and Paper

High - Exceeds expectatio
ns
Attendance

Paper content
(20 pts.)

Medium - Meets
expectations

Low - Does not meet

expectations

Students attended the MAI

presentations.

Student did not show up to the

MAI presentations.

Paper is accepted.

Paper is declined and an

automatic F is applied.

Student described two

strengths and one area for
improvement for each

Student described two

strengths and one area for
improvement for most

Student described some

strengths and areas for
improvement for some

Failed
This is a one
time
opportunity.

Student did
not submit the
paper.

presenter. The strengths and

areas for improvement
focused on the area of
research and public
presentation.

presenters. The strengths and

areas for improvement
focused on the area of
research and public
presentation.

presenters. The strengths and

areas for improvement
deviated from the area of
research and public
presentation.

17 pts.

14 pts.

Student paper demonstrated

academic writing, correct
grammar, syntax, and
cohesiveness.

Student paper demonstrated

average academic writing,
with some grammar, syntax,
and cohesiveness errors.

Student paper demonstrated

academic writing in
development, with abundant
grammar, syntax, and
cohesiveness errors.

5 pts.

3 pts.

2 pts.

0 pts.

___ pts.

___ pts.

___ pts.

___ pts.

0 pts.

20 pts.
Paper format,
writing, and
cohesiveness
(5 pt.)

TOTAL:
(25 pts.)
___ pts.

Ricardo Ortiz, 2016

Portfolio Rubric

Senior Academic Paper English Rubric (Cagle and Rogers, 2015)

Criteria

High-exceeds expectations

Sections/length
Introduction
Lit Review
Methodology
Results (data
and analysis)
Discussion
(findings and
limitations)
Conclusion

25

Content (Quality of
research description)

25

Format and academic

English language use

25

Use of English
language

25

no spelling errors
0-3 grammatical
errors
coherent, cohesive
writing

Total 100

100

Paper contains all sections

expected for a research
paper
Length is 10 pages

Points 21-25

Comprehensively described
Contains at least 5 resources
Accurate information
Logical/well organized

Points 21-25
APA 6 Style format (0-3
errors)
Consistantly uses academic
language for English
Points 23-25

Points 21-25

Mid-meets expectations

Low, below expectations

Paper contains all sections but 12 are partially completed

Length is 7-9 pages

Paper is missing 1 or more main

sections or 3 or more are partially
complete
Length is 6`- or fewer pages

Points 15-20
Adequately described
Contains 3-4 resources
Usually accurate (1-2 minor
errors)
Inconsistent organization
Points 15-20

4-5 errors APA style formatting

Inconsistent academic language
for English

Points 0-14
Inadequately described
Contains 0-2 resources
Major and/or 3 or more minor
errors
Weak organization/ confusing
Points 0-14

More than 5 errors in APA style

Absence of academic language

Points 0-14
Points 15-20
1-3 spelling errors
4-6 grammatical
errors
minor cohesion/ coherence errors

Points 15-20

more than 3
Spelling errors
more than 6
Grammatical errors
major cohesion/ coherence errors
Points 0-14

Senior Academic Presentation ASL Rubric VIDEO (Cagle and Rogers, 2015)
PRESENTATION
Sections/length

Introduction

Lit review

Methodology

Analysis

Findings

Conclusion

Points
25

Content: Quality of
research description

25

High, Exceeds expectations

Presentation contains all

sections expected of a
research based presentation:
(listed at left)

Length is 13-15 min.

Points 21-25

Comprehensively described

Contains at least 5 resources

Accurate information
logical/well organized

Points 21-25
Format and language
use of academic
presentations

Mid, Meets expectations

Presentation contains all

sections but 1-3 sections are
partially completed

Length is 10-12 min.

25

Consistently uses academic

language for ASL
video production is of high
quality

Points 21-25
Use of ASL language

25

Total Points

100

Demonstrates excellence in:

Production

Prosody(fluidity, pace,
pause, affect)

Grammar (structure,
including NMS)

Vocabulary

Points 21-25

Points 15-20

Adequately described

Contains 3-4 resources

Usually accurate (1-2 minor

errors)

Inconsistent organization

Low, Below expectations

Presentation is missing 1 or
more main sections or 4 or
more sections are partially
completed

Length is 0-9 min.

Points 0-14

Inadequately described
Contains 0-2 resources
Major and/or 0-3 minor
inaccuracies
Weak organization/confusing

Points 15-20

Inconsistent use of academic

language

video production quality is

acceptable
Points 15-20
Demonstrates satisfactory ASL
language use:

Production

Prosody(fluidity, pace,
pause, affect)

Grammar (structure,
including NMS)

Vocabulary

Points 15-20

Points 0-14

Absence of academic language

usage

Video production quality is

unacceptable (poor visual
quality, unprofessional
appearance)
Points 0-14
Demonstrate great need to improve in
ASL language use :

Production

Prosody(fluidity, pace,
pause, affect)

Grammar (structure,
NMS)

Vocabulary
Needs in these areas create
significant interference with viewer
comprehension
Points 0-14

INT 492 Rubric for Poster Presentation

Category
Central
Message/
Thesis
10

Ideas/
Analysis
10

Indicators : High, exceeds

expectations
Main ideas and points stated,
maintained and connected
throughout the presentation
Information is synthesized,
integrated, and interpreted in ways
that support main and connecting
points.
8-10

Ideas logically presented with

sufficient explanation.
Included ideas are each analyzed for
relevance and meaning

Mid-meets expectations

8-10
Organization
10

Organizational pattern (specific

introduction and conclusion,
sequenced material within body,
transitions) clear and consistently
observable, skillful and makes the
content cohesive. Presentation
includes robust examples and
details.
8-10

Low-does not meet expectations

Main ideas and points usually

stated, maintained and connected
Information usually synthesized,
integrated, and interpreted to
support main and connecting
points
6-7

Ideas logically presented with

sufficient explanation.
Included ideas are each analyzed
for relevance and meaning

6-7

Organizational pattern (specific

introduction and conclusion,
sequenced material within body,
transitions) usually clear and
usually observable, content usually
cohesive. Presentation includes
some examples and details.
6-7

Main ideas and connected points

sometimes/ rarely stated,
maintained and connected through
the presentation
Information sometimes/ rarely
synthesized, integrated, and
interpreted in ways that support
main and connecting points
0-5
Ideas sometimes/rarely logically
presented and/or insufficient
explanation.
Included ideas are
sometimes/rarely analyzed for
relevance and meaning
0-5
Organizational pattern (specific
introduction and conclusion,
sequenced material within body,
transitions) sometimes/ rarely
clear and observable, content is not
cohesive. Presentation lacks
examples and details
0-5

ASL Language
Use
10

ASL grammar, vocabulary and

prosodic features are correct,
effective and precise.
8-10

ASL grammar, vocabulary and

prosodic features are usually
correct, effective and precise.
6-7

ASL grammar, vocabulary and

prosodic features are
sometimes/rarely correct, effective
and precise.
0-5

Presentation
Style
10

Language choices imaginative,

memorable, and compelling, and
enhance the presentation
Language choices are appropriate
for audience/readers.
Demeanor is professional and
poised, student is effectively
engaged with audience
8-10

Language choices usually

imaginative, memorable, and
compelling, and enhance the
presentation
Language choices are usually
appropriate for audience/
readers.
Demeanor is usually professional
and poised, student is usually
engaged with audience
6-7

Language choices rarely

imaginative, memorable, or
compelling, and rarely enhance the
presentation
Language choices in product are
inappropriate for
audience/readers.
Demeanor is unprofessional,
student is not engaged with
audience
0-5

Supporting materials are clearly

organized and displayed
Supporting materials enhance
presentation
8-10
formatting correct
Choice of references clearly support
ideas
5

Supporting materials are clearly

organized and displayed
Supporting materials enhance
presentation

Supporting
Materials
10
References/
Formatting
(APA) 5

6-7
formatting correct
Choice o f references clearly
support ideas
3-4

TOTAL 65

Cagle, Santini, Roy and Harrelson, January 2014 (edits, Rogers, Jan 2015)

Supporting materials are clearly

organized and displayed
Supporting materials enhance
presentation

0-5
formatting correct
Choice of references clearly
support ideas
0-2

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.
Illustrative behaviors for students:

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.
Illustrative behaviors for students:
3.1 Ask questions and actively listen to others.
Has met or
exceeded
expectations

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
3.5
3.6
3.7
3.8
3.9

Demonstrate sensitivity to the feelings and opinions of others.

Convey openness to those who have backgrounds that are different than your own.
Ask questions and actively listen to others.
Refrain from non-constructive criticism of others.
Demonstrate professional decision-making skills in public.
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.
Illustrative behaviors for students:
Has met or
exceeded
expectations

Has not met

expectations

Not
observed

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.
Illustrative behaviors for students:
Has met or
exceeded
expectations

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, self-criticism, 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.
Illustrative behaviors for students:
Has met or
exceeded
expectations

Has not met

expectations

Not
observed

Tenet
6.1 Know the tenets of the NAD-RID Code of Professional Conduct.
6.2 Follow 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 Demonstrate willingness to change or compromise in the face of new
information.
6.4 Demonstrate flexibility when considering the opinions of others.
6.5 Recognize 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.
Illustrative behaviors for students:

Has met or
exceeded
expectations

Has not met

expectations

Not
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 Demonstrate 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:

Spring 2016

Course Number Section:

INT 492-01

Course Name:

Senior Seminar Project and Portfolio

Instructors Names:

Dr. Keith M. Cagle, Mark Halley and Ricardo Ortiz

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 ________________________________________