Note: Potential courses are grouped by academic department and then alphabetically listed by title of the course. (Last updated: 12/1/04)

DEPARTMENT OF AMERICAN SIGN LANGUAGE AND DEAF STUDIES

PST 315- ASL Learning Activities (1 credit)
Designed for current ASL instructors who need to develop language-learning activities for their ASL learners in the classroom. The instructor will provide several activities for the participants to work with during the first three-hour segment of this course. In the next four three-hour segments of this course, there will be working groups where the participants scan through the literature on language-learning activities and identify the ones that are appropriate for ASL learning. The working groups will give demonstrations on the selected appropriate activities to the class.

PST 316 - ASL Assessment I (1 credit)
This is a one-credit course for individuals who are interested in learning how to create tests for their class room settings. The course will focus on factors involved in developing and administering a test on ASL learners' linguistic proficiency and cultural competence. Discussion will be on which test is the most appropriate for a specific audience in a specific setting, test reliability and validity and grade system. Students will have the opportunity to develop and administer tests.

PST 320: ASL Assessment II (1 credit)  
This is a continuation of ASL Assessment course.  In-depth analysis of principles for evaluating ASL intermediate and advanced learners' linguistic proficiency and cultural competence will be featured throughout the course.  Discussion will be on creating a rubic for specific assessment tasks.  Students will have the opportunity to develop, administer, and grade tests.
Prerequisite: ASL Assessment I  or permission of instructor. 

PST 321: Methods of Second Language Teaching (3 credit)  
This is three credit course focuses on principled approaches to developing and implementing classroom methods and strategies for language teaching.  It also investigates linguistic, psychological, and attitudinal factors that influence student-teacher interaction in the classroom.  The course examines in detail the most important teaching methodologies that have evolved over the past thirty years.  Following a thorough analysis of each methodology, in terms of its theoretical justification and supporting empirical research, students will endeavor to teach and learn some aspects of a second language through the implementation of each of the methodologies.

PST 298 - Communication in Gestures I (1 credit)
This course is taught in five 3-hour sessions which provide an introduction to communicating with gestures. The student will describe objects, ask for and give directions, and discuss limited hypothetical issues through the use of gestures. The instructor will use gestures throughout the course.

PST 299 - Communication in Gestures II (1 credit)
This course is taught in five 3-hour sessions which build on the skills learned in ASL 601, Communication in Gestures. Students learn to paraphrase, describe floor plans, and develop a skit through the use of gestures. The instructor will use gestures throughout the course. Prerequisite: PST 298

PST 309 - Communication in Gestures III (1 credit)
This course is a continuation of Communication in Gestures 3-course series.  The students will develop advanced capabilities in the use of gestures to communicate their views and opinions as well as to convert written stores into gestures.  In addition, the student will actively participate in group decision- making activities that involve variables that need to be taken into consideration before a decision can be made.
Prerequistite, ASL 602/PST 299, Communication in Gestures, II
 

EDU 721/PST 721 - Applied Behavior Analysis for Teachers (2-3 credits)
Classroom application of reinforcement, contingency management, and related techniques of observing, describing, and modifying social, linguistic, academic, and personal behaviors. Application especially to students with multiple disabilities.

EDU 795/PST 696 - Basic Strategies in Teaching Deaf Students with Multiple Disabilities (1 credit)
Deaf students with additional disabilities or special needs have unique learning and behavioral characteristics which present many challenges to their teachers. This course will address modifying curriculum, activities, teaching methods, educational materials, and learning environments to meet these special learning and behavioral needs. Emphasis will be on establishing programs which are both meaningful to the students and provide an arena in which they can be successful in spite of their unique needs.

EDU 795/PST 697 - Bilingual Education and Deaf Children, (1 credit)
This course introduces the current research in bilingual and ESL education, culture, the bilingual child, first and second language acquisition and learning, and language use. Participants will reflect on the the concepts of bilingualism presented as well as their own bilingual experiences, They apply their reflections and learnings through group activities and assignments. 

EDU 724/PST 724 - Classroom Applications of Sign Communication (2 credits)
This course focuses on the educational application of the principles of sign communication within the framework of a total communication philosophy. Procedures and strategies for effective communication in the educational setting will be discussed. Feedback on communicative effectiveness will be provided.

EDU 795/PST 695 - Cooperative Learning Strategies for Teachers of Deaf Students with Diverse Ability (1 credit)
With increasingly diverse classes, teachers need a variety of strategies to facilitate successful learning in students with wide-ranging abilities, backgrounds, and learning styles. This course will focus on cooperative learning, one of the most successful such strategies. Cooperative learning refers to a method of classroom instruction where students work interdependently in small groups on educational tasks while held individually accountable for their performance. Cooperative learning is effective with preschool through high school students ranging from gifted to mentally retarded, and is applicable to most content areas. Through hands-on cooperative learning experiences, students in the course will learn how to design and implement cooperative learning activities for their own classrooms. They also will develop knowledge of print and web-based resources for further ideas on cooperative learning strategies and activities.

EDU 795/PST 685 - Current Trends and Issues in the Education of Deaf/Hard of Hearing Students with Multiple Disabilities: What You Always Wanted to Know But Were Afraid to Ask (1 credit)
Recent information concerning the education of deaf/hard of hearing students with multiple disabilities will be presented and discussed. Topics will be tailored to individual offerings, but will include areas such as the following: demographics of deaf/hard of hearing students with additional disabilities, recent changes in the causes of multiple disabilities with an emphasis on "prematurity," an overview of recent curriculum trends exemplified by ecological assessment, "functional analysis" as a recent approach to problem behaviors, inclusion of deaf students with special needs, and an overview of instructional procedures for deaf/hard of hearing students with mild learning and behavior problems. This course will utilize discussion, cooperative group, and lecture formats.

EDU 795/PST 682 - Deafness and the Learning of Mathematics: Issues, Ideas, and Activities for the Classroom Teacher (2 credits)
This course is designed to provide in-service training for teachers and specialists who have Deaf/hard of hearing students in their mathematics classrooms or programs. Lectures, discussions, and activities will focus on the planning and implementation of mathematics instruction in classrooms with Deaf/hard of hearing students. Specific topics will include cognition and deafness, developing and utilizing a cognitive model for teaching mathematics to Deaf/hard of hearing students, problem solving, communicating mathematical ideas, mathematical reasoning, questioning techniques, and performance assessment. Students will explore topics through classroom activities, literature reviews, assignments, and simulated teaching situations.

EDU 737PST 737 - Development of Self-Help and Motor Skills in Students with Severe Disabilities (2 credits)
Students with multiple disabilities span the full range of characteristics, educational needs, and severity. This course will emphasize two sub-groups of children with multiple disabilities - the very young and those of any age with the most severe disabilities. The course will focus two areas of education emphasis needed by those in both groups: the development of motor skills leading up to independent mobility; and the acquisition of self-help skills needed for independent functioning at home and other residential environments. The course includes a module on orientation and mobility for children who are deafblind. The methods addressed in the course will incorporate an interdisciplinary approach. Both developmental and ecological assessment and intervention perspectives will be included. Students in the course should have access to young children with multiple disabilities or students with severe disabilities to complete the required assessment and intervention projections between class sessions. There will also be a take-home examination. Prerequisite: Bachelors degree and at least one other course (either graduate or undergraduate) in educating exceptional children.

EDU 795/PST 686 - Emotional Intelligence: How Schools and Teachers Can Promote Self-Discipline (1 credit)
Emotional intelligence has been shown to be a better predictor of success in work and life than cognitive intelligence (IQ) or grades. Emotional intelligence includes self-awareness, problem solving, and social skills. What can schools do to promote emotional intelligence? Teachers and other must model the behaviors and skills of emotional intelligence. Teachers must also develop strategies for making the concepts of emotional intelligence a part of their everyday curriculum. Students need to have opportunities for "practice" and feedback. Teachers who actively promote emotional intelligence will help students develop self-discipline. Self-discipline is the key to effective school and classroom discipline!

EDU 795/PST 39 - Families with Deaf Children (1 credit)
This course is a one credit graduate or Professional Studies (PST) course designed to provide foundational knowledge and skills for students preparing to work with families who have deaf or hard of hearing children as well as for professionals already in the field. Consistent with the philosophy and concepts of family-centered early education, lectures, discussions and group activities will focus on the professional’s role in working with families to develop individualized support systems and family-professional relationships. Specific topics to be presented and discussed include: the ecological perspective and family systems; family adaptation; family support and involvements; communicating with families; family and cultural diversity, and family assessment.

PREREQUISITES: Successful completion of an undergraduate degree. A copy of your transcript must accompany your application to enroll in this class. If you are taking this course for PST credits, there is no prerequisite.

EDU 795/PST 688 - Functional Analysis of Problem Behaviors (1 credit)
This course will address problem behaviors from a communication perspective. Those taking the course will learn to analyze such behaviors from their communicative or functional intent. They also will learn to design programs to provide their students with socially-acceptable ways to meet these communicative functions or needs, and to reduce the magnitude of the problem behaviors.

EDU 795/PST 689 - Identification and Remediation of Language Problems in Learning Disabled Deaf/Hard of Hearing Students (1 credit)
This course will include a discussion of the challenges and issues pertaining to identifying the communicative behaviors that appear to differentiate Deaf/hard of hearing students who have additional language disabilities. Participants will compare the communicative behaviors of Deaf/hard of hearing students with and without additional communicative problems. Remedial plans will be developed and discussed.

EDU 795/PST 690 - Issues and Trends in Literacy with Deaf Learners (1 credit)
This course links current general education reading research and some of the most recent professional standards in reading instruction to pedagogical practices for use with deaf learners k-12. Five fundamental processes of reading (pre-reading, reading, responding, exploring, and extending) are discussed as the methodological basis of literacy instruction as well as strategies for their application in classrooms serving deaf learners.

EDU 795/PST 691 - Language Arts Development for Deaf/Hard of Hearing Students with Minimal Language Skills (2 credits)
Strategies and materials for facilitating language, communication, reading, and writing skills in students at the beginning levels of formal language use. Focus will be on older elementary through secondary age Deaf/hard of hearing students with minimal language skills.

EDU 795/PST 692 - Literature-based Reading Instruction for Deaf Students (3 credits)
Topics addressed in this course include: instructional approaches to reading instruction for deaf students, research and theory supporting literature-based reading, instructional strategies and resources for elementary and high school-aged deaf students, and record-keeping. Students will develop a literature-based instructional unit as part of the course requirements.

EDU 795 - Mathematical Reasoning and Problem Solving: Techniques for Enhancing the Performance of Deaf/Hard of Hearing Students (1 credit)
This course is designed to provide in-service training for teachers who have Deaf/hard of hearing students in their mathematics classrooms. Areas of focus will include teaching problem solving strategies to Deaf/hard of hearing students, communicating mathematical ideas, and developing mathematical reasoning.

EDU 795/PST 699 - Mentoring the New Teacher (1 credit)
Prepares experienced educators to serve as qualified mentors for new professionals teaching at all levels in programs serving deaf/hard of hearing learners. Topics will include: how the mentor/protege relationship evolves, recent research on mentoring adults, the difference between mentoring and supervision, and the stages of development experienced by new teachers. Recommended for experienced teachers and supervisors who will work with new teachers in school settings.

EDU 795 - Prevention and Management of Problem Behaviors for Teachers of Deaf/Hard of Hearing Students (1 credit)
This course will provide teachers of Deaf/H.H. students with an overview of skills for preventing/managing problem behaviors in the classroom. Emphasis will be on identifying the reason for the problem behavior and ways to provide children with strategies for expressing their needs without resorting to socially unacceptable behaviors. Students in the course will learn how to define problem behaviors in ways which lead to positive interventions, to identify the "functions" of problem behaviors, and to develop plans for teaching children to prevent their own problem behaviors. Students in the course will develop an intervention plan for one of their own students.

EDU 795 - Social Development: How to Promote It in Our Schools and Homes (1 credit)
Focuses on what teachers can do to facilitate the social developments of Deaf/hard of hearing children and adolescents. It will provide participants with the knowledge base of affective education and opportunities to develop teaching skills in affective areas in order to more effectively foster their students' social development. Topics and training areas will include: social skills, problem solving, human relations, behavior literacy, and classroom management.

EDU 795PST 693 - Story-sharing Techniques for Vision-based Classrooms Pre-K - 5 (1 credit)
This course will focus on strategies in the delivery of read-alouds with young deaf and hard of hearing learners, selection of appropriate books and materials, opportunities for development of specific story-sharing skills "through the air," and analyzing the bridge between through-the-air stories and English print.

EDU 795/PST 698 - Teaching Deaf Studies to School Age Students (1 credit)
This course focuses on applications and integration of Deaf Studies curriculum in various educational settings.  Students will explore ways in which current and new information, knowledge, and understanding about Deaf Studies can be incorporated into the curriculum at all levels for Deaf students of diverse background, with special attention to new procedures, materials, and resources. 

EDU 737/PST 737 - Development of Self-Help and Motor Skills in Students with Disabilities (2 credits)
Students with multiple disabilities span the full range of characteristics, educational needs, and severity. This course will emphasize two sub-groups of children with multiple disabilities-the very young and those of any age with the most severe disabilities. The course will focus on two areas of educational emphasis needed by those in both groups: the development of motor skills leading up to independent mobility; and the acquisition of self-help kills needed for independent functioning at home and other residential environments. The course includes a module on orientation and mobility for children who are deafblind. The methods addressed in the course will incorporate an interdisciplinary approach. Both developmental and ecological assessment and intervention perspectives will be included. Students in the course should have access to young children with multiple disabilities or students with severe disabilities to complete the required assessment and intervention projects between class sessions. There will also be a take-home examination.

LIN 495/795/PST 366, Introduction to the Structure of Language:  English/American Sign Language (1 credit)
An introduction to the linguistic structures of English and American Sign Language. This course provides an introductory overview and comparison of the major linguistic structures of American Sign  Language and English. Topics include: phonetics, phonology,  morphology, syntax, discourse structure, and sociolinguistics.

Prerequisite:  LIN 661 or PST 361

LIN 670/PST 367, Introduction to First Language Acquisition by Children (1 credit)
This course introduces students to the processes by which children acquire their first language, focusing on the major milestones of phonological and syntactic development. Children everywhere accomplish the task of learning their native language by the age of 5. They succeed despite the cognitive limitations of their age and follow the same general patterns of development regardless of what language they are learning. The efficiency with which children acquire language suggests some degree of innate linguistic knowledge, or a “language instinct.” This course will overview some of the major research discoveries of how children combine this language instinct with information provided by the environment to acquire their native language. Course topics will include babbling and early phonetic development by infants, acquisition of word order, questions, and word meanings. A final segment of the course will explore the acquisition of sign languages and the ways in which deaf children’s signing development parallels that of spoken language in hearing children.

Prerequisites: None, although general course in linguistics suggested

LIN 671/PST 368, Introduction to Acquisition of Sign Language (1 credit)
Modern linguistic theory, traditionally based on research conducted on spoken languages, has benefited greatly from recent linguistic investigation of sign languages. Findings of similarities between spoken and sign languages reaffirm their equivalent status as fully natural languages, while differences point to areas where existing theory must be expanded. This course introduces students the acquisition of ASL as a first language by deaf children and the unique contributions this research makes to general theories of language development. As background preparation, we will begin with a broad overview of important milestones in the acquisition of spoken language by hearing children. This will be followed by a short discussion on the effects of modality (oral/aural vs. gestural/visual) on the acquisition process. The remaining two-thirds of the class will be devoted to language development in the gestural/visual modality. Readings and lectures will center on the acquisition of phonology and selected syntactic phenomena, including nonmanuals and questions. The course will end with a discussion of delayed exposure to sign language and its effects on acquisition, a topic of great importance to the field of Deaf education.

Prerequisites: None, although general course in linguistics or language development suggested

LIN 661/PST 361 - Brief Introduction to the Structure of American Sign Language (1 credit - dual listed)
A survey of the major features of the linguistic structure and social uses of American Sign Language. The course will cover four major topics: 1) Phonology - The study of the raw materials of signs. An examination of the structure of the physical signals of ASL, the customary patterns for combining them, and the influence of signs on one another in connected discourse; 2) Morphology - building and storing words. The study of the basic meaningful units of ASL, including discussions of word creation, compounding, borrowing, affixing, and numeral incorporation. A discussion of the use of space in ASL, including an examination of verbs with subject and object agreement and of spatial-locative verbs; 3) Syntax - building sentences and longer structures. An examination of the word order of ASL sentences, non-manual syntactic signals, and discourse structures; 4) Sociolinguistic Applications - a discussion of language variation and language contact in the Deaf community.

LIN 662/PST 362 - Survey of American Sign Language Phonology (1 credit - dual listed)
This course has four parts. Part one covers basic phonetic notation and includes practice in the phonetic description of lexical signs of ASL. This will include an examination of hand configurations, placements, orientations, non-manual signals, and two-hand relationships. Part two deals with phonological processes, including movement epenthesis, hold deletion, metathesis, assimilation, location neutralization, and weak hand deletion. Part three examines phonotactic patterns within the lexicon of ASL, focusing on permissible combinations of phonetic elements. Part four considers the nature of phonological change and historical shifts in the structure of the lexicon. Prerequisite: Brief Introduction to the Structure of American Sign Language

LIN 663/PST 363 - Morphology of American Sign Language Verbs (1 credit - dual listed)
This course focuses on the use of space and the behavior of verbs which use space in meaningful ways in American Sign Language. Major topics will include an examination of signing space and the four functions of a locus, syntactic versus topographical space, mental representations of space, identity shift, a detailed examination of indicating verbs, locative verbs, classifier predicates (including discussions of imagery, verb roots, categories of classifier handshapes, and types of representations), and aspectual inflections which operate by changing the movement of verbs in space. Prerequisite: Brief Introduction to the Structure of American Sign Language

LIN 664/PST 364 - Survey of American Sign Language Syntax (1 credit - dual listed)
This course begins by examining the various roles of nonmanual signals within ASL grammar and ASL discourse. This leads to the role of nonmanual signals in helping to determine the structure of ASL sentences. Next the course examines the order of constituents within ASL sentences, including topics and topicalization, subject pronoun copy, deletion of subjects and objects, and the placement of tense markers. The next section of the course focuses on the use of space in ASL discourse, verb classes based on how space is used, verb agreement, and conceptual mapping. The course concludes by examining subordination and specific types of ASL syntactic structures including relative clauses, conditional clauses, and related constructions. Prerequisite: Brief Introduction to the Structure of American Sign Language

LIN 665/PST 365 - Sociolinguistics of the Deaf Community (1 credit - dual listed)
This course provides an overview of the major areas of sociolinguistics and of current sociolinguistic thinking, with a focus on the Deaf community. It begins with an introduction to the field, followed by a look at bilingualism and language contact phenomena, including lexical borrowing, code-switching, code-mixing, diglossia, pidgins, and creoles. Following this look at interlanguage phenomena, the focus turns then to intralanguage variation, with an examination of sociolinguistic variables and the internal and external constraints upon them. Discourse analysis is then examined, with a focus on language and social interaction, and the structure of conversations. Language attitudes are then discussed, followed by a look at language policy and planning. Prerequisite: Brief Introduction to the Structure of American Sign Language

INT 605/PST 328 - The U.S. Deaf-Blind Community (1)
This is an introductory course designed for deaf-blind people, parents, educators, interpreters, and other interested people who would like to learn about deaf-blind individuals and the U.S. Deaf-Blind community. This course can be taken for PST credit, undergraduate or graduate credit

INT 660/PST 331 - Practical Skills for Interpreter Educators (1 credit - dual listed)
This course is designed for interpreter educators who would like to develop or enhance their skills in teaching interpreting. Basic approaches to learning theory will be introduced. The emphasis of this course is on development of specific skills used in teaching the cognitive tasks associated with interpreting and the evaluation of those skills. This course is not included in the major.

INT 661/PST 332 - ASL Intralingual Skills for Interpreters (1 credit - dual listed)
This course is designed for interpreters or future interpreters who would like to develop their American Sign Language (ASL) skills. Understanding the source message when it is in ASL is a crucial skill, often overlooked in interpreter education. The exercises deal with ASL only. Topics include finding the main point, abstracting, prediction skills, finding key signs, rephrasing and text analysis. Also included will be exercises on simple and complex ASL utterances. This course is not included in the major. Prerequisite: Good command of ASL

INT 662/PST 333 - Introduction to Translation (1 credit - dual listed)
The practical and theoretical applications of translation to the development of sign language interpreters is explored. Methods for creating translations to ASL and to English are demonstrated. Approaches to evaluating a translation are included. Practical experience in translations is an integral part of the course. Students will work in small groups and individually to prepare translations.

INT 663/PST 334 - Introduction to Processing Skills for Interpreters (1 credit - dual listed)
This course provides information on the importance of rapid and efficient cognitive processing in English and ASL. Exercises in ASL and English are provided. They include: shadowing, decalage, dual tasking, memory, development and digit processing. Prerequisites: Fluency in ASL and English at levels which permit full comprehension of source text in either language.

INT 664/PST 335 - Introduction to Consecutive Interpreting (1 credit - dual listed)
This course is designed for interpreters who would like to develop consecutive interpretation skills. Consecutive interpretation can be used as a professional tool or as a training exercise. Consecutive interpretation of the message begins after the source message has paused or stopped. Development of consecutive interpretation skills enhances memory development, both visual and auditory. The development of this skill often enhances self-confidence in interpreters as it allows for the development of cognitive control of processes central to interpretation. Component skills are also addressed such as abstraction, notetaking, expansion, cloze and prediction. This course is not included in the major. Prerequisites: Fluency in ASL and English and translation skills.

INT 665/PST 336 - Introduction to Simultaneous Interpretation of ASL Monologues (1 credit - dual listed)
This an introductory course dealing with interpretation of ASL to English monologues. Emphasis is placed on comprehension of ASL prior to interpretation into English. Course topics include effort in interpretation, coping skills, simultaneity and repair strategies. Prerequisites: Fluency in ASL and English at levels which permit full comprehension of source text in either language. Also, students must have expressive language abilities which are commensurate with their current level of receptive skill.

INT 667/PST 337 - Introduction to Simultaneous Interpretation of English Monologues (1 credit - dual listed)
This is an introductory course dealing with interpretation of English to ASL monologues. Emphasis is placed on comprehension of English prior to interpretation into ASL. Course topics include effort in interpretation, restructuring, coping skills, simultaneity and repair strategies. Prerequisites: Fluency in ASL and English at levels which permit full comprehension of source text in either language. Also, students must have expressive language abilities which are commensurate with their current level of receptive skill.

INT 668/ PST 329 - Introduction to Deaf-Blind Interpretation (1)
This is an introductory course designed for interpreters or future interpreters who have a good command of English and American Sign Language and would like to develop deaf-blind interpreting skills. This course can be taken for PST credit, undergraduate or graduate credit.

Prerequisite: INT 506, fluency in ASL and English and permission of instructor.

INT 680/PST 359, Introduction to Interpreting in Legal Settings, Part I (1)
This is an introductory course designed for interpreters who are interested in or are already working in the legal system. This course covers pre-requisite skills and knowledge for legal interpreters, roles and protocol for legal interpreters, positioning of legal interpreters, roles of legal personnel, and ethics and the court code of conduct, All of the info is applicable for both deaf and hearing interpreters and for working in deaf/hearing interpreter teams. This course can be taken for PST credit, undergraduate or graduate credit.

Prerequisites: Hearing interpreters must hold national certification (RID CSC, CI or CI/CT or NAD level V). Deaf interpreters do not have to hold certification. The completion of pre-reading packet is required.

INT 681/PST 360, Introduction to Interpreting in Legal Settings, Part II (1)
This is a continuation of the course, Introduction to Interpreting in Legal Setting, Part I. This course covers preparation for legal assignments, text analysis of a commonly encountered legal text, qualifying and testifying as an expert, and continued professional development resources. All of the information is applicable for both deaf and hearing interpreters and for working in deaf/hearing interpreter teams. This course can be taken for PST credit, undergraduate or graduate credit.

Prerequisites: INT 680. Hearing interpreters must hold national certification (RID CSC, CI or CI/CT or NAD level V). Deaf interpreters do not have to hold certification. The completion of pre-reading packet is required.

INT 691/PST 338 - Fingerspelled Word Recognition for Interpreters (1 credit - dual listed)
This graduate level course is designed for interpreters who already have experience in interpreting from ASL to English and from English based signing into English and who can usually understand most of the message, but frequently miss the fingerspelled word on the first try. Experiences will be provided which are designed to improve fingerspelled word recognition on the first try. Fingerspelled words will be studied in context and in isolation. A televised lecture, "The Structure of Fingerspelling," will be incorporated during the course. This course also has a theoretical component wherein the underlying cognitive processes associated with fingerspelled word recognition will be explained and discussed. The theoretical aspects form the base for the practical applications. This course is not included in the major.

INT 702/PST 340 - How to Teach: Translation (1 credit)
The practical and theoretical applications of translation to the development of sign language interpreters is explored. Methods for creating a translation are demonstrated. Approaches to evaluating a translation are included. Practical experience in translations is an integral part of the course. Prerequisites: Experience in teaching some aspects of interpretation. Fluency in ASL and English at levels which permit full comprehension of source texts in either language. Also, students must have expressive language abilities which are commensurate with their current level of respective skill.

INT 703/PST 341 - Theory and Practice for Interpreter Educators (1 credit)
This course is designed for professionals in the field of interpreter education who wish to upgrade their skills and knowledge in relation to teaching interpreting. The course includes a theoretical base for teaching, appropriate sequencing of skills in interpreter education programs, an examination of student outcomes and how to evaluate them. Each participant will receive a set of instructional materials including videotapes and an audiotape, all with scripts and suggestions for using them in teaching and testing. This course is not included in the major.

INT 704/PST 342 - How to Teach: Consecutive Interpreting (1 credit)
This course introduces the theoretical and practical basis for consecutive interpreting in practice and training. Teaching methods are demonstrated for teaching consecutive interpretation of monologues and dialogues. Issues related to grading and evaluation are discussed. Development of materials and demonstration of a practice lesson are included. Prerequisites: Interpretation skills required, teaching skills preferred.

INT 706/PST 343 - How to Teach: Simultaneous Interpreting of Monologues (1 credit)
This course introduces the history and advent of simultaneous interpretation as a profession. Theoretical models of effort distribution according to Gile (1995) are explored. Teaching methods are designed to enhance the theoretical models. Issues related to grading and evaluation are discussed. Materials development approaches and a practice lesson are integral to the course. Prerequisites: Interpretation skills required, teaching skills preferred.

INT 795/PST 350 - How to Teach: Transliteration (1 credit)
This course addresses practical and theoretical issued related to the teaching of transliteration skills. The course focuses on the description of features of English-like signing, the features of transliteration, and approaches to designing lessons and assessments that focus on transliteration skills.

INT 795/PST 351 - How to Teach: Interactive Interpretation (1 credit)
This course addresses the practical and theoretical applications related to the teaching of interactive discourse analysis as it applies to the development of interactive interpretation skills. The course focuses on the description of features of interactive discourse in ASL and English, the features of interpreted interaction, and approaches to designing lessons and assessments that focus on interactive interpretation.