Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1994
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED373823 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1867181886758977536 |
|---|---|
| author | Gillespie, Cheryl Hochman, Darlene |
| author_facet | Gillespie, Cheryl Hochman, Darlene Gillespie, Cheryl Hochman, Darlene |
| collection | Education Resources Information Center |
| contents | American Sign Language Program Review. Gillespie, Cheryl Hochman, Darlene American Sign Language Community Colleges Curriculum Development Deaf Interpreting Employer Attitudes Enrollment Enrollment Trends Program Effectiveness Program Improvement Student Attitudes Student Characteristics Two Year Colleges A review is provided of the American Sign Language (ASL) program at Suffolk Community College (SCC), in New York. Following definitions of program terms and historical information, the educational and career goals of the program are discussed and the curricula are described for the two sequences of the program, Interpreter for the Deaf and ASL Studies. Information on students is then provided, including enrollment trends; student characteristics; performance and persistence rates; and data from 1994 surveys of students, graduates, employers and fieldsite supervisors regarding strengths and weaknesses of curricula. This section indicates that 26 students are currently enrolled; 93.3% of the students are female; the program has shown a 57% persistence rate since fall 1983, conferring 119 degrees; student comments indicated that course materials were not always consistent and that ASL structure was not always adhered to; and while all employers indicated they would continue to hire program graduates, fieldsite supervisors gave mixed responses regarding program quality. The next sections cover program resources and staffing, indicating that there is one full-time faculty member and no full-time faculty qualified to teach English to ASL interpretation. Finally, recommendations are presented based on the program review, including: (1) add a full-time faculty member for the interpreter sequence; (2) establish and adhere to program admission standards; (3) define qualifications/expectations of clinical fieldsite supervisors; (4) reduce class sizes; and (5) purchase additional videos and other support materials. Appendixes include lists of interpreter employers, ASL curricula, questionnaires, and library resources. (KP) |
| format | Recurso educativo Open Access |
| id | eric_ED373823 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1994 |
| record_format | eric |
| spellingShingle | American Sign Language Program Review. Gillespie, Cheryl Hochman, Darlene American Sign Language Community Colleges Curriculum Development Deaf Interpreting Employer Attitudes Enrollment Enrollment Trends Program Effectiveness Program Improvement Student Attitudes Student Characteristics Two Year Colleges American Sign Language Program Review. Gillespie, Cheryl Hochman, Darlene American Sign Language Community Colleges Curriculum Development Deaf Interpreting Employer Attitudes Enrollment Enrollment Trends Program Effectiveness Program Improvement Student Attitudes Student Characteristics Two Year Colleges A review is provided of the American Sign Language (ASL) program at Suffolk Community College (SCC), in New York. Following definitions of program terms and historical information, the educational and career goals of the program are discussed and the curricula are described for the two sequences of the program, Interpreter for the Deaf and ASL Studies. Information on students is then provided, including enrollment trends; student characteristics; performance and persistence rates; and data from 1994 surveys of students, graduates, employers and fieldsite supervisors regarding strengths and weaknesses of curricula. This section indicates that 26 students are currently enrolled; 93.3% of the students are female; the program has shown a 57% persistence rate since fall 1983, conferring 119 degrees; student comments indicated that course materials were not always consistent and that ASL structure was not always adhered to; and while all employers indicated they would continue to hire program graduates, fieldsite supervisors gave mixed responses regarding program quality. The next sections cover program resources and staffing, indicating that there is one full-time faculty member and no full-time faculty qualified to teach English to ASL interpretation. Finally, recommendations are presented based on the program review, including: (1) add a full-time faculty member for the interpreter sequence; (2) establish and adhere to program admission standards; (3) define qualifications/expectations of clinical fieldsite supervisors; (4) reduce class sizes; and (5) purchase additional videos and other support materials. Appendixes include lists of interpreter employers, ASL curricula, questionnaires, and library resources. (KP) |
| title | American Sign Language Program Review. |
| topic | American Sign Language Community Colleges Curriculum Development Deaf Interpreting Employer Attitudes Enrollment Enrollment Trends Program Effectiveness Program Improvement Student Attitudes Student Characteristics Two Year Colleges |
| url | https://eric.ed.gov/?id=ED373823 |