Meeting & Agendas

Introductions were made by all attending.

Suggested having two student alumni attend meetings. Melinda is currently one of those representatives. Maggie is a 2001 ACC graduate, as well as a graduate from 2009.

ASLI is still working with Gallaudet to secure an agreement and would like to attempt the same venture with UT (will meet with David Quinto). There may be a degree in Linguistics and there is also a possibility UT will have an ASL degree and training for ASL teachers. Currently, high school teachers don’t have adequate education and we hope to meet that need. Lamar University has all articulation paperwork but are awaiting final signatures on their end. ACC has completed their portion (the same situation exists with Troy University).

Reported the department has been working on the development of this degree. Some educational institutions already have this degree in place. ASL Studies are usually for those who don’t pursue becoming an Interpreter. Language mentoring allows Interpreters to improve their skills, assisting in how they use the language and how skills are applied to school systems. ACC’s goal is to be in agreement and provide a separate advisory group to support this. Faculty have expressed an interest in language support so they are able to teach their students. Lisa added teacher’s assistants agree they need the support and may need training (many don’t have any training; we need to be sure we have good language modes). Jamie inquired about whether this was in conjunction with other 4-year programs and whether it would support the educational field. Ritchie advised he envisioned a ‘community’ overlap, like an ASL literature course. Ritchie spoke to current needs not being met and Interpreter graduates not having the right skills. There are skill deficiencies with Interpreters and that workshops are good but do not offer the opportunity for skills-building; mentoring is a better way to build skills. The suggestion was to have Interpreters take additional courses to supplement their education and have them pass a proficiency test once they have taken specific courses (however, a decision hasn’t been made on what constitutes a “passing” score). Melinda added that after graduation she felt she still wasn’t ready so she undertook a three-week communications skills program and also volunteered in order to gain more exposure as an Interpreter. Lisa advised consideration should also be given to students who do not want to become Interpreters and would prefer becoming teachers instead. Jamie added some students only desire this degree to complement their current positions. Ritchie suggested language/content support being offered via specific courses of expertise. ACC would like to partner with TSD and TSD is very willing to work towards that end. Emily emphasized the need for the degree to be transferable. Cathy suggested having more than one mentor; and.Arlene agreed this would be beneficial for the Gallaudet center at RVS campus. Arlene advised the new Gallaudet Regional Center outreach covers TX, AZ, CO, NM, LA, UT and OK. A specialist will be assisting her in getting three databases set up for the Center and there will be lots of resources to provide support for teachers (i.e., vocational rehab. and different professional development); however, it’s not designed exclusively for those only in the teaching field. The Regional Center serves all ages, Deaf and Hard-of-Hearing. She also advised she’d be traveling throughout the region to find out more about exact needs in order to better use the $200,000 available funds (before the money is forfeited). Kent motioned in support of the ASL Deaf Studies degree; seconded by Maggie.

Consideration for this addition has been ongoing for several years; however there haven’t been available “open” credit hours to allow for its addition. General Human Services and Spanish courses have been incorporated; but ASL courses have not been recognized. Last year we asked the Board to recognize ASL levels I-IV as elective courses. They are under Humanities so we now have space for those courses. Students are complaining and want more finger, numbers classes. ASLI needs the support of the Advisory Board to add these courses. These courses would be one hour courses and would meet once a week. Nathie and Misty (along with the Advisory Board) would help develop the curriculum. Emily advised this would be a perfect opportunity for ASL grads to return and take these courses. Motion by Melinda in favor of adding Fingerspelling & Numbers, seconded by Jamie. Emily stated these would begin Fall of 2011. Cathy asked about whether or not there were other courses that needed to be added and Jamie referenced a discussion two or three years ago about adding a medical course. Emily stated there are medical “hearing” courses students can enroll in where they learn the terminology. Lisa said the classes wouldn’t be too in-depth and that some of the terminology is already covered in ASL VI. Lisa added Legal interpreting requires certification in the field. Kent stated Legal interpreting requires 120 hours before the exam can be taken and there are no Deaf people involved in that; there isn’t training for Deaf persons. Kent also mentioned these are specific content areas that were set up years ago. Lisa asked whether there were any Deaf people in medical interpreting; Angela responded that some were appointed. Jamie mentioned that in the real world of interpreting it’s safer to send new Interpreters to appointments (they send a low level Interpreter because it doesn’t require surgery, that’s the belief). Lisa disagrees in having graduates going straight into medical settings, stating that there are other jobs available. Cathy stated opportunities would arise for Interpreters if the courses are offered. Ritchie stated once this new degree has begun other schools will consider hiring these students. Melinda inquired about offering Deaf/Blind courses. Ritchie is a CDI and that’s another part of the ASL Deaf Studies degree. Ritchie attended a workshop in San Antonio and added the Instructor questioned why ACC isn’t meeting these needs; Ritchie also inquired about employment resources available to support the Deaf/Blind. Melinda stated her job involves working with the Deaf and Blind and that TX has begun a study to support SSP’s but they need language skills. Kent said there are 752 Deaf/Blind children in TX and that Teachers are frustrated because they don’t have the resources to teach Deaf children. Ritchie asked Kent for the data to support the statistic. Melinda said she could provide the information for SSP and Deaf/Blind support.

More space is needed for and the expansion of ASLIT to the PIN campus. Emily added we are going to try half/half with the ASLIT Lab. The ASLIT program has just under 600 students right now. A permanent Lab will be located at the PIN campus (Jamie inquired about using the HBC location). ACC has purchased Dillard’s and Macy’s in Highland Mall. Presently, there are several campuses that need renovation. The plan is that within the next two to three years ACC will have $200-$300 million dollars and will then remodel RGC (RGC would move to HBC temporarily until renovations are completed). ACC has fiscally prepared for these changes and while UT in Austin has had layoffs, ACC has not. Kent added the economy has caused many to go back to school. Travel money has been stopped and there won’t be any NEW positions filled. Angela advised they are using the new trilingual tests in January. They have had some from Illinois, Mexico, California and Florida to take the TSP (Spanish proficiency). Some have taken the Advanced and one has taken the Master level test. DHHS has completed the 2nd version for basic, but the 3rd and 4th versions still have to be developed (before the new version was used, they had to train). DHHS has Michigan and Illinois certified personnel. Illinois just signed a licensing agreement in April (2010) with DHHS; they have to establish BEIs to maintain BEI protocol. Jamie inquired if Michigan and Illinois were doing certifications and if that meant that TX certifications will work; Angela responded with a ‘yes’. Ritchie asked if BEI had any way of evaluating their language before taking the test (BEI has an English proficiency test). BEI didn’t include the Interpreting but will do that someday. Emily added that another possibility is to discuss degrees from other countries with the Advisory Board. BEI added information to test developmental proficiency and the information is on their website (pass/fail rates). Last year, 764 Interpreters were tested: TEP (out of 451, 272 passed last year) Performance Test (out of 194, 71 passed, 37%) Advanced (out of 92, 29 passed, 32%) Master (out of 16, 8 passed) BEI is seeing small increases in the pass rate (the old system was 45-50% pass rate). BEI’s goal’s for 2011 are to continue to develop policies and procedures. Beginning 2012 an Associate’s degree will be requested (i.e., if an Interpreter is certified as of January 2012 they won’t have to hold a degree but if an Interpreter is new to the system they will have to have a degree). Emily added she is concerned about the request to hold a degree. Current students can take the written test (Emily added some should be able to take the test before they take their performance). Lisa advised students are encouraged to take RID first, and then the BEI. Kent said they have ZVRS and are looking for more qualified Interpreters (especially full-time Interpreters) and they would also like to have ACC interns. Emily advises students to contact Jo Bienvenu; but Kent is requesting community Interpreters be sent to him (they have six offices) and send VRS students to Jo. CSD growth has been steady. VRI is great for rural areas. Kent advised they used to do scheduling here, but now requests go to them and the Interpreters are dispatched from Sioux Falls.

Advised Byron’s departure has opened the opportunity for hiring a qualified full-time Instructor (to begin August, 2011). She is still working with HR to arrange for a rehire.