Meeting & Agendas

Minutes were reviewed and corrections noted. Emily A. explained the roles and responsibilities of the Advisory Committee and advised the Committee that ACC students also serve on the Board. She stated the Committee’s assistance was also needed to help facilitate the meetings and support ACC; and advised that Cathy Williams, former Advisory Committee Chair, previously facilitated all meetings. She is now retired and stepping down as Chair of this Committee. Emily asked if anyone had an interest in being the new Chair. Introductions were then made. Emily requested everyone to check the current Advisory Committee Board member list for current and accurate information, and to submit any corrections. She inquired as to who might be interested in serving as Chair; and Lisa G. suggested that members make nominations. Arlene G. then inquired about how many times the Committee meets every year. Emily stated that the committee typically meets once or twice a year; and that the Chair is only responsible for conducting the meetings. Arlene then volunteered to serve.

Lynne W. and Emily have been working together on changing curriculum for the Interpreting Program. They are revising the current curriculum and have decided to withhold from making Articulation Agreements until all changes are finalized. Some ACC students will be transferring to Texas State University, Gallaudet University and the University of Colorado. Lynne has contacted the University of Houston and they are still in the process of establishing their BA degree in Interpreting). Emily spoke with Sharon and once it’s established we will work on setting up an Articulation Agreement with them. Emily added that Lamar doesn’t offer Interpreting but only in ASL. The next closest universities that offer four-year degrees in Interpreting are the University of Arkansas and the University of New Mexico; however, many of our students our non-traditional and are unable to relocate to continue their education. Lee G. mentioned that the undergraduate and graduate program at the University of Northern Florida is a viable option for students interested in an online program. Lauren K. added Utah has a program as well. Lisa A. inquired about a two-year curriculum versus a four-year curriculum and stated students have the choice to either complete a General Studies degree or an Interpreting degree. Arlene added the option of negotiating with Gallaudet to find out which courses would be needed to make this a four-year program. She also stated that it might be possible to have professors from Gallaudet’s Interpreting program come teach classes here at ACC to help students transfer from our two-year program into Gallaudet’s four-year program.

Emily, Ritchie and Lynn discussed the development of new ASLI degrees and certificates. Lynn suggested not going with an Associate degree because it requires an incredible amount of documentation and she suggested a Certification program instead. In total, we plan on having two certificates and one degree: an ASL Studies Certificate, an ASL Para-Professional Certificate and the current AAS degree in Interpreting. The goal is to have these certificates ready by fall of 2014. Our department will revise and add additional courses to the current ASL Studies Certificate, create a new ASL Para-Professional Certificate and create a CDI track for the AAS Interpreting degree. We will also work with the Human Services department in revising their Deaf Services degree to ensure that it is meeting industry standards. The ASL Para-Professional or ASL Studies Certificate would be designed for students who are fluent in ASL but don’t have the linguistic knowledge. A person majoring in the ASL Para-Professional Certificate would be able to develop materials for students to improve their fluency in ASL. There are some clinics and hospitals that have those professionals within who need additional training to work with Deaf individuals. This Certificate would help fill that need. Arlene suggested not forgetting those who have hearing parents. Ritchie added we originally wanted to offer a ‘Certificate for Deaf Interpreters’ but the Texas Higher Education Coordinating Board only allows one degree and two certificates within each program. The ASL and Interpreting Certificates are essential. Ritchie continued in that if a Deaf student wanted to be a Certified Deaf Interpreter (CDI), they would select the elective courses designed for the CDI track. He explained that the Deaf Services Certificate would remain under the Human Services department with our input on appropriate course work. Ritchie stated that while the curriculum for the Interpreting degree was being revised and developed we had removed Introduction to the Deaf Community. With the revision and addition of the Certificates, we would like to bring the course back and change its name to Introduction to Deaf Studies. The course will be a part of the new Certificate. The Introduction to the Deaf Studies course will remain under the Interpreting Program. Emily stated some students don’t want to become Interpreters but still want to work with the Deaf, so these new certificates will be great options for them. Structure of ASL Ritchie stated there should be a Structure of ASL course added to our department course offerings. Within the ASL Para-Professional Certificate students would have to be able to identify ASL terminology and know how to use it. Arlene stated Interpreting training doesn’t require it and said that what is currently offered isn’t enough. Emily suggested it is possible the department could require it but it would most likely be an elective (students only have two years to train to become Interpreters and we have a 72-hour cap on the amount of hours required for an Associate degree). Lauren added it would be helpful to know what is required for the degree and what isn’t. Arlene stated students really need four years instead of two; and that Interpreters don’t have enough time to learn all the skills they need to become Interpreters. She added there are all types of consumers that have to be represented in an Interpreter’s education (those who become Deaf later, those with cochlear implants, etc.) because Interpreters are going to meet all types of Deaf people. John stated ACC’s program is really a three-year program. Emily suggested tabling this issue (of adding new course offerings to our program) because there are many who are new to the Advisory Committee. We will meet again in the fall to discuss this again. In the interim, more research could be done. Lee stated she wanted to see what is required for the degree as well. Lauren remembered ACC had previously added courses a few years ago and said she would like to see those. Emily displayed the degree plans and the top requested information, prior to the program. She stated that students need 72 credit hours (total). Lauren added that the University of Texas at Austin (UT) offers a “one-hour a week” course for Freshman interested in going to college full-time. Along with adding Introduction to the Deaf Community back into the department’s course offerings, the department would like to get the Advisory Committee’s support in changing the course name from Introduction to the Deaf Community, to Introduction to Deaf Studies. Emily stated that the Workforce Education Course Manual (WECM) is where all ASLI courses are derived and they are approved by the Texas Higher Education Coordinating Board (THECB). WECM meets every two years and they decide on revisions. Previously, ASLI used course names: Beginning ASL & Intermediate ASL, and the course names were changed to ASL I – IV to better define the courses (the old titles weren’t appropriate anymore). With the Advisory Committee’s support we changed these course titles. Both Lamar and Gallaudet University courses are labeled as Deaf Studies courses and ACC needs to do the same in order to be consistent. Ritchie stated we would not offer the course until the fall of 2014 and once Certificate revisions are completed, we will propose them to the Board fall of 2013. Emily reiterated that WECM is a strong force and that we need the Advisory Committee’s support in changing the course title. This discussion is not about credit hours; it is about changing the course name to Introduction to Deaf Studies. The Advisory Committee approved and supported the name change. Changes to Prerequisites (Prerequisite Change for Intra-lingual Skills Development for Interpreters) Emily asked that the Advisory Committee approve the removal of the prerequisite of Interpreting I for the course Intra-lingual Skills Development for Interpreters. Originally, this class was designed for students to take after they completed Interpreting I; however, the curriculum for this class has slightly changed and now includes discourse mapping. Emily stated that this course is for students to improve their English and cognitive skills and we want all students on the same level before they take Interpreting I. This course also reviews discourse mapping and once students are introduced and understand this process they do much better in their interpreting courses. This course can be taken with either ASL III or ASL IV. Lynne stated this course has to be taken at the beginning before they take their first interpreting courses. MOTION by Lauren to change the prerequisite for this course; seconded by Lisa A. (Prerequisite Change for ASL V and VI) Emily asked the Advisory Committee if they would approve requiring students to earn a ‘B’ in ASL IV before they move on to ASL V; and earn a ‘B’ in ASL V, before they move onto ASL VI. She added some students take ASL classes for their own pleasure, so we don’t require a ‘B’ average. But if they want to go into the Interpreting Program they will need to earn a ‘B’ (some students earn ‘C’s and that’s a problem). John inquired about screening and Emily stated that could be done, but there are not enough students feeding into the interpreting courses. This would mean that we would have to offer more sections of ASL. If we have more students there isn’t enough space in the Lab. Lauren stated she has concerns about the students who don’t want to become Interpreters and their effect on those who do. Ritchie stated we are changing curriculum because it does have an impact; but whether or not it will impact ASL V or VI, we don’t know. Lauren added that those who are slower-learning students shouldn’t ‘upset the balance’ because they are not keeping pace. Lisa G. stated the issue is grade-based and not the Instructor’s call; and she reminded everyone ACC has an open-door policy. Lynne stated that if a ‘B’ average is required, then when students come to her they will be ready and not have to take the course again. Ritchie mentioned that we had proposed the idea of offering one course (not an elective or requirement) for those who are lagging behind; however, we cannot add classes to our program that are not a part of the degree plan. Elizabeth stated that part of coursework is to make sure students’ pass, assisting to help them become better. She added that some Interpreters she’s encountered have a degree but their skills are not good and they can’t work in the field, so the other Certificates mentioned previously may be an option. Lisa G. stated that is a problem, if a person doesn’t have the fluency skills needed and they are told they can still work with the Deaf, that’s not acceptable. Lee inquired again about the ‘B’ grade requirement. Emily added there are different expectations regarding the academic side and the Workforce side. Elizabeth stated students shouldn’t advance without good grades. Melinda also added that the University of Northern Colorado also requires students to maintain a ‘B’ average, along with a 3.0 GPA. MOTION by Delia to require a ‘B’ grade average or higher in ASL V (to advance on to ASL VI); seconded by Lauren. (Prerequisite Change for Visual/Gestural Communication) Ritchie advised the Committee that the Visual/Gestural Communication class was first offered Fall 2012 and that things have gone well; however, it’s still a work in progress. He added there has not been a pre-requisite for this course, but now he would like there to be a pre-requisite of ASL I. Lisa A. stated that as an Interpreter, her first intention would be to want to ‘sign’ so she thinks it would be better to not have ASL skills before taking the class. Ritchie stated the course is challenging and needs a few more semesters to fine tune the course. Lynne said results were better. Ritchie noted that people who didn’t have any ASL background were more likely to withdraw. He added all students benefit from the course, but those who ‘sign’ will experience it differently. The course teaches students how to use space and provides them with a snapshot/or idea of what interpreting would be like. It also forces students to deal with ASL. Ritchie stated that students who haven’t had ASL tended to struggle, but those who had completed ASL I did exceptionally well. Arlene added that students who have had the opportunity to take ASL classes are most likely better with both their body and hands. Ritchie has concerns about students who register for the class without taking ASL I; students may possibly decide they want their money back because they are overwhelmed. Lisa A. stated there is a good argument for supporting it—students in ASL I are still malleable. The Advisory Committee approved the addition of ASL I as a prerequisite for the Visual/Gestural Communication course. Reduction of Lab Hours for ASL I and II Currently, both ASL I & II courses are at 5.25 LEH and the duration of the class is two hours and forty minutes. Our department requires students to fulfill 15-20 hours lab time (which equates to 5.25 LEH for class time, plus Lab hours). Students at Cypress Campus are frustrated because the RGC Lab is so far away for them, so we are asking the Advisory Committee to reduce the lab contact hours for these courses from three to two hours. This will allow students an hour a week away from class to go to the Lab. MOTION by Delia that the Lab contact hours from ASL I and II be reduced from three to two; seconded by Lisa A.

Lynne stated she has nine interns this semester. One is in Boston working in theatrical interpreting and then will intern in mental health interpreting at the Florida State Hospital. There is not an Intern at Sorenson but one is with Communication Axess Ability Group (CAAG). Lauren at UT stated she has one Intern. Lynne stated she is excited to see the number of intern placements grow. Arlene stated she is looking for tri-lingual Interpreters and would like to have Gina Gonzalez (one of the Interpreters present during this meeting) with her everywhere. There is also one Intern placed at TSD. Volunteer Hours Lynne increased the amount of volunteer and lab hours for Interpreting students to 45 hours (for Interpreter I, II & III students). She stated that students’ are required to get out in the community to volunteer and help (not necessarily Interpreting). She also discussed Interns meeting with a buddy once a week. The 45 hours required of Interpreting II and III students is divided into three sections; one-on-one tutoring, general lab hours, and volunteering. General lab hours could consist of interpreting videos, or attending workshops. Lynne stated our department encourages 15 hours of volunteering and students can then choose what they will do the remaining 30 hours. Lynne stated her expectations are that students should be able to interpret, or they will not be able to enter any Internships. Intern Readiness Assessments Lynne has created an assessment form to gauge whether or not students are ready for internship. She is using John’s Interpreter Services format but has included her own changes. There are a few requirements before students can be an Interpreter for John. If a student takes the Intern Readiness Assessment and passes, but is absent for up to two years, they will have to retest. The Internship readiness rubric will be used in Interpreting I –III and with Internship. This form helps us determine where students need more support in overall skills. It’s not just about ‘signing’ skills it’s about processing information too. Students seem to like it; and only if a student achieves a 100% can they move on. Tracking Graduates Emily stated each students’ progress is being monitored. Lynne started a tracking system to keep track of students when they leave. Lynne also updated everyone on the new Service Learning projects that Interns have completed (she is getting ready for the third group). The entire focus of the projects is for students to join an organization and reach out into the Deaf community, determine what is needed, and develop the project. New Courses for Certified and Uncertified Interpreters Ann will be teaching Working with Deaf-Blind Persons. Vocabulary Development for Interpreters will be taught by Lynne and Fallon (Fallon is also a CDI). Emily confirmed Ritchie will be teaching Visual/Gestural Communication and that it might be a great course for those who struggle with working in ASL spatially. Program Facilities Emily stated there is currently no plan for the department to move. She stated the new Elgin campus is too far from our ASL Lab to offer ASL courses there. In Fall 2013 there will be another bond election and if passed, will allow for the renovation of the Rio Grande Campus. The plan is for us to move to the Highland Mall location during the renovation and it’s possible we may have a larger Lab when we move back to Rio Grande. Update on Professor Marbury Lastly, Nathie, Full-Time Faculty, has cancer and is at home and not working. ACC will have a Library dedication for her on March 2nd, 2013 at the Riverside Campus. The Library has an area dedicated to her and she will also be presenting on that day. Everyone is invited. Meeting adjourned at 3pm.