This course is designed to provide an introduction to the profession of interpreting. This course details the ethical and professional responsibilities of the interpreter, the mental process of interpreting,the history of the field, laws related to interpreting,credentials, education, and terminology common to the profession. Critical Thinking Through Writing Course (CTW).

Admittance into SLIP upper division program through language assessment and interview. This course is an advanced study of American Sign Language conversation and narrative. It is designed to provide a strong foundation for future interpreting courses. The primary focus is on complex grammatical features, vocabulary expansion and language fluency. This course is taught predominately in ASL.

This is a skills laboratory to accompany SLIP 3100. Assignments are designed to reinforce classroom concepts.

This course offers an overview of issues related to persons who are Deaf and hard of hearing. Topics include types of hearing loss, history and education,
legislation, employment, related services and organizations, the relationship of language and community, audiological vs. cultural deafness, the dynamics of deafness in the family. This course also studies the variety of cultures, experiences and perspectives among people who are deaf and hard of hearing. An instructor who is Deaf often teaches this course. Knowledge of sign language may be necessary.

This course is designed for students’ active participation in community-based organizations both Deaf and Interpreter centered as well as other organizations that Deaf and Hard of Hearing citizens might access. Students will have the opportunity to expand their knowledge of community resources and needs, while developing critical thinking and problem solving skills. This course may include a Signature Experience component.

This course is the second in a sequence of three designed for students’ active participation in community-based organizations both Deaf and Interpreter centered, as well as other organizations that Deaf and Hard of Hearing citizens might access. Students will have the opportunity to apply language skill, expand their knowledge of community resources and needs, and develop critical thinking and problem solving skills. This course may include a Signature Experience component.

This course is the third in a sequence of three designed for students’ active participation in community-based organizations both Deaf and Interpreter centered as well as other organizations that Deaf and Hard of Hearing citizens might access. Students will have the opportunity to apply language skill, expand their knowledge of community resources and needs, and develop critical thinking and problem solving skills. This course may include a Signature Experience component.

This course is designed to provide students with a comprehensive look at interpreting in educational settings. Topics will include the role of the
educational interpreter, educational interpreter credentials, language and service delivery modes, student development, classroom discourse and the application of the Code of Professional Conduct.

In this course students translate and consecutively interpret discourse from English to American Sign Language. Instruction includes analysis of the text, understanding dynamic message equivalence, restructuring, and judging appropriateness when translating or interpreting consecutively.

In this course students translate and consecutively interpret discourse from American Sign Language to English. Instruction includes analysis of the text,
understanding dynamic message equivalence, restructuring, and judging appropriateness when translating or interpreting consecutively.

This is a skills laboratory to accompany SLIP 4010 and SLIP 4020. Assignments are designed to reinforce classroom concepts.

This course is designed to provide instruction in specialized topics related to interpreting in a variety of settings. Reinforcement of sign language skill,
principles of interpreting and consecutive interpreting skill will be emphasized. These may include interpreting in the following settings: employment, religious, medical, telephone/video relay, legal, and/or mental health.

This is a skills laboratory to accompany SLIP 4025. Assignments are designed to reinforce classroom concepts. Field observation of working interpreters is also included.

In this course students interpret discourse consecutively and simultaneously from American Sign Language to English. Instruction includes analysis of the source text, understanding dynamic message equivalence, restructuring, and self-analysis while translating or interpreting.

In this course students interpret discourse consecutively and simultaneously from English to American Sign Language. Instruction includes analysis of the source text, understanding dynamic message equivalence, restructuring, and self-analysis while translating or interpreting.

This course is a research and skills laboratory designed to support both expressive and receptive skill in conjunction with SLIP 4050 and SLIP 4060. Assignments are designed to reinforce ASL principles and interpreting strategies.

This course is a combination of actual interpreting experience under the supervision of an interpreter in the field, voluntary interpreting, interpreter observation, and a classroom seminar. The seminar includes discussion, role play and situational assessments based on student experiences in the field. Emphasis is placed on the Registry of Interpreters for the Deaf Code of Professional Conduct and its application in real-life scenarios. Students must complete all assigned interpreting hours and pass a comprehensive test of ASL/English interpreting skill. This course may include a Signature Experience component.