Meeting & Agendas

Kent motioned to approve the minutes as amended; seconded by Lauren Kinast.

ASLI needs to pursue 4-Year Articulation Agreements with other universities and there are not any in Austin. We want to encourage students to attend Gallaudet and we are continuing to change/develop ASLI curriculum to correspond with other college and university curriculums so that we can get an Articulation Agreement in place (Emily will contact the new Director at the University of Houston, Sharon Hill). We currently have an Articulation Agreement in place with Lamar University and we are currently working with Troy University towards the same end. Lamar University, however, only offers a BA in ASL and not in Interpreting. David Quinto, a former ACC Adjunct, is currently serving as Assistant Professor at the University of Texas of Austin (UT). Emily advised UT does not recognize ACC Interpreting classes to be academic coursework; instead, they consider ACC coursework to be “workforce” education and only academic courses will transfer. David is discussing the matter with UT and added it would be beneficial to have a BA at UT (Lisa added UT does not have an Interpreting program).

Discussions were held last year regarding the ASL Deaf Studies Degree and many curriculum changes have been made since then. New courses cannot be set up quickly but the second degree should be in place in two or three years. Ritchie added there are many areas the ASL degree could lean towards (mentors and language coaching, and ASL literature). This degree would be beneficial for students who do not want to pursue becoming an Interpreter (Lisa added there are professionals who do want to sign but still work in their current field). Elizabeth advised SAC is working on levels ASL I-IV. Stacy requested ACC send her students who don’t want to become Interpreters. They would be willing to provide internships and they have a licensed clinical worker who can provide internship supervision. ACC currently has an AAS and the ASL Deaf Studies Degree could be in addition to the AAS.

The Advisory Board voted last year to add a Fingerspelling & Numbers class but it will not be available until Fall of 2012. Fingerspelling & Numbers will be a “1” hour credit course. However, there are things lacking in the curriculum for students. Interpreting in Specialized settings (SLNG 2311) was added by Lynne to offer students experience in medical, legal fields, etc. Emily discussed replacing the Voice and Diction class and giving students an option (an alternate elective). The second class to be added is Visual/Gestural Communication (SLNG 1315). Some students struggle with the visual aspect of ASL and can’t remove themselves from English. On this note, ASL II will provide students more exposure to learn ASL syntax and not rely on English grammar/signing in English order (this new class would need to be completed before moving onto ASL IV). This additional class will assist in students understanding the grammatical structure of ASL and also gestural grammar. Tamara compared the learning process to that of one being in another country. Ritchie stated the Visual/Gestural Communication class incorporates a lot of descriptions and provides the means to practice it (encouraging the ability to use facial expressions). Emily advised this new class would replace Introduction to the Deaf Community. Kent suggested bringing in speakers from within the Deaf community to expose students to different signers; Lisa stated a lot of videos were shown in the Introduction to the Deaf Community class and that speakers were scheduled but the speakers didn’t show up. Emily added compensating the speakers is the issue and that obtaining a grant should be considered. Emily discussed adding a new elective. We want to offer more classes for certified working Interpreters. ACC has designed three courses (see sheet). Students don’t mind taking more electives since we don’t offer a lot of classes in the summer-this would allow them more options. Lauren stated CSun has an Interpreter training institute where Interpreters attend for the same purpose. Emily added another goal for the additional classes is to add a second degree in our department for ASL Studies. ASLI will be offering more Hybrid courses to allow for a more flexible schedule for Interpreters. Kent asked about the possibility of Interpreters shadowing a Deaf person. Ritchie suggested possibly creating a script, going from ‘printed’ text to a ‘signed’ format. Kent advised that with more people showing an interest in acting, some of those persons could assist in this course; historically however, literature studies like Shakespeare have been difficult to interpret. Ritchie cautioned to keep in mind “how” people choose the right signs, conceptual accuracy, etc. and added that previous conversations included adding ASL literature, ASL poetry, ASL drama, etc. The new STAAR test includes poetry but students don’t have the experience in this type of interpreting. This information is already on school tests and students are required to pass that portion of the test-Interpreters need to have this skill when working with students in school. John asked if the proposed classes were already approved. Emily confirmed they were good courses for community Interpreters. Emily stated Special Topics in Sign Language Interpreter: Discourse Analysis (SLNG 1391) was not listed. The focus needs to be more on discourse analysis and Lynne has already taught that topic. It’s been a positive experience between discourse and how it impacts the interpreting process; it would be beneficial to add this topic to the curriculum. Emily stated students need to focus on English proficiency. Lynne specified the focus is about how English is interpreted because culture can sometimes impact the interpretation. Emily asked about adding the ASL literature class. Elizabeth inquired about classes being offered for educational Interpreters; Emily advised Interpreting in Educational Settings (SLNG 2315) covered that. Stacy motioned to add the new classes; seconded by Lauren. Stacy advised Interpreting students don’t know how to work with CDIs and need to be instructed in this area. She uses CDIs and shared that some hearing Interpreters have indicated they don’t need CDIs, but they do. Lynne said she feels strongly about serving students and wants to set up service learning requirements in ASL II (i.e., beginning discussions about student goals, etc.) which would allow ASL III students to be ready for internships. She believes students who have completed ASL II can set up their own programs (worked out within the community) and has clearly defined it is the students’ responsibility to create their own partnerships. Students would receive department support and the program would continue at that same internship site after the student graduates. The goal is to have students look back at what they have learned and their service to the community. Ritchie suggested students’ partnering with the Deaf Club, allowing the partnership to continue after the Intern is gone. Cathy advised ACC would need to teach the student how to set up the program. Stacy inquired about the anticipated number of programs to be set up in each graduating class and added there are many challenges for students to be successful in the program. Lynne set up a service learning program at Troy University and never had anyone fail. She stressed the importance of getting students matched with their own desires and to get them to think creatively.

Last year’s decision to move to the PIN is no longer an option. ACC hired a team to inspect all campuses to see which campus would be better suited for our program; ASLI’s Lab needs have existed since 2009. Current plans are to renovate the annex and put in three floors if ACC has bond money. Blueprints show the ASLI Lab will be placed in building 2000 and another parking garage will be added. We’ll know more as ACC moves closer to the bond election. The general plan is to renovate the RGC annex first and then move everyone to HBC (however, the ASLI department will remain at RGC).

ASL I & II curriculum changes began Fall 2011 and changes and modifications are still being made—all should be finalized in a few years. Many factors contributed to the change. Signing Naturally’s curriculum is old and not up-to-date with current trends. The goal is to align ASL more with foreign language department standards. Collaboration will begin on redesigning ASL III & IV curriculum and should be ready for use by Fall 2012. Ritchie advised we are now using our own curriculum following the philosophy of ESOL (using 2nd language philosophy). John inquired about the results being achieved from using the new ASL I & II curriculum. Lisa stated the results have been positive and the new curriculum change allows for more conversational activities and more student participation. Ritchie added there are a variety of different units in the new curriculum and it is a rich, dynamic approach to learn ASL topic-by-topic. Tamara briefly talked about their students’ volunteering in a ‘bartering’ program wherein services are traded on an hour-to-hour or as needed basis (i.e, if a Deaf person needed babysitting or someone cooked really well, services could be exchanged). Ritchie wants to incorporate similar logistics and build a strong foundation for our students. Lee is a TSD mentor but advised she is hesitant to accept Interpreter internships from ACC because there isn’t a system in place. She would be willing to offer guidelines or advice to help prepare ACC Interpreters and to avoid ACC sending students who are not prepared. This entails incorporating a better evaluation system. We do consider student professionalism, punctuality and attitude; and we do have students who do a good job signing. The question arose about whether or not we will be requiring resumes; Ritchie affirmed students already have portfolios. Lynne shared that Troy University had strict requirements for portfolios and has proposed portfolios be required. Her recommendation is that students will have portfolios ready to send onto internship sites at the end of ASL III. Lee asked whether or not there was an Intern handbook available. Cathy discussed having ACC students coming to their location. Elizabeth shared she receives requests from those wanting Interns and that Gallaudet University sets this up for their students. She agrees there should be some kind of system in place offering availability, hours, etc. (since there are times Interns split their internship hours). She would like to see Interpreters within their school system. Lynne agreed an Intern handbook would be helpful and she is trying to network to offer suggestions. Students need to identify where they would like to intern and whether or not the location is a good match. This decision should be made by the time they are ready for Interpreting III or they will not be able to continue the program. Lee may have materials she could share with ACC to assist. Emily stated it would be helpful if agencies could provide target dates in order to be able to send Interns on time; Elizabeth advised her agency has forms that may help. Emily stated representatives from available internship sites are already coming in to advise students of what they have to offer; Lynne suggested comprising a video for their viewing instead. Kent advised Interns don’t have consistent hours when they come to CSD and that they should be willing to meet CSD needs. Lynne suggested agencies provide the number of vacancies to determine if ACC students would be a good match. Kent would like an opportunity to meet with ACC Instructors to see what the exact needs are. Lynne is not teaching Interns yet; she teaches students prior to Internship. John spoke with Lynne about creating a rubric to evaluate pre-readiness student skills. Lynne advised a rubric was developed with specific criteria (whether students were friendly, etc.) and that she provided faculty with the information for their own completion about each student. All department faculty then critique it and the results are presented to the student for their portfolio (agencies can request to see the results). Kent discussed the problem of some students not wanting to become Interpreters. Lynne explained that some students (once in) realize they don’t want to become Interpreters. Elizabeth added students need to be serious about their individual goals and need to know what their role is. Lynne informs students what the protocol is and she will hold students back if they are not ready (i.e., the student may be ready academically, but not have the proper skills). Lee reiterated a handbook could easily disclose the relationship of working with mentors. Lynne advised talk about receiving and giving feedback began last Fall and is ongoing. John added students may assume they are ready but mentors play an important role in determining student readiness. Tamara emphasized the importance of clarity from both student and mentor perspectives and that there should be a good exchange of information between both. Stacy discussed having more ACC Interns interpreting at Alcoholics Anonymous (AA). Emily advised the department doesn’t allow Interns to go but if there is a problem with an ACC student we need that information. Stacy also added she was not aware ACC students were doing AA internships and that the state does support Interns and will compensate those who do interpret for AA meetings. Stacy wants to make sure students are safe and have someone to mentor them. Tamara inquired about volunteers at AA meetings and Emily stated she is willing to send Interns to some locations (i.e., Boy Scouts of America) but not for AA. Stacy proposed Emily set up support groups, etc. On a side note, Cathy advised they have volunteers for homecoming.

Emily and Lynne need students to pass the TEP. Lynne needs Interns to have both ASL and English skills. Often students don’t have good English skills; the TEP proves their skill level and whether or not they are ready. Angela stated BEI does have an Associate’s degree requirement for students to take the BEI. The Board reduced the requirements to take the TEP. Candidates will have to earn 30 credit hours to be able to take the TEP (this a proposed rule to DARS). Emily stated ACC needs to be ready to set this up within the Interpreting program when BEI accepts the 30 hours. Intra-lingual Skills Development for Interpreters (SLNG 1307) helps students to pass the TEP and most students do pass the class. Lynne inquired about “who” is passing and the percentage rate. Angela requested a list to verify students and ACC will require a letter be submitted. Stacy motioned for a test of English proficiency; seconded by Lauren. Before entering Internship, students must first either pass the Intra-lingual Skills Development for Interpreters class, or pass the English proficiency test. All were in favor. RID is going to establish a testing center in Austin (previously, the testing center was in San Marcos). Emily supports this measure and Maggie Sherrerd, former ASLI Adjunct, initiated this action and recruited more testing providers. Prior to this, the RID 75-mile radius rule would not allow an existing site to be here in Austin. Lauren advised it will be a busy location. Angela announced there is a new Director; David Myers retired after 15 years. Lorraine Breslow is his replacement and will start February 1, 2012. They have received a federal grant to develop the Deaf Interpreter test (a 4-YR project). Mark Seger is moving to Sprint. Now CSD employs all Deaf staff in their operations; Kent can be contacted with any questions.