I, II. A functional notional approach to learning beginning American Sign Language (ASL). Development of basic knowledge of and understanding of conversational ASL and cultural features of the language and community. 3 Lec/ 1 Lab. Gen Ed. VIII.

I, II. Prerequisite: ASL 101 with a minimum grade of "C" or departmental permission. Continued development of basic knowledge of and understanding of conversational ASL and cultural features of the language and community. 3 Lec/ 1 Lab. Gen Ed. VIII.

I, II. Co- or prerequisite: ASL 101 and declaration of the Pre-Interpretation majors. Development of ASL conversational behavior, comprehension, depiction, discourse, and fingerspelling. Cultural engagement with members of the ASL linguistic minority. 1 Lec/1 Lab.

I, II. Prerequisite: ASL 105 with a grade of “Satisfactory”. Pre- or co-requisite of ASL 102 and declaration of the Pre-Interpretation majors. Continued development of ASL conversational behavior, comprehension, depiction, discourse, and fingerspelling. Cultural engagement with members of the ASL linguistic minority. 3 Lec/1 Lab.

I, II. Prerequisite: ASL 102 with a minimum grade of "C" or departmental permission. Development of intermediate expressive and receptive ASL skills and cultural features of the language and community. 3 Lec/1 Lab.

I, II. Prerequisites: ASL 201 with a minimum grade of "C" or departmental permission. Continued development of intermediate expressive and receptive ASL skills and cultural features of the language and community. 3 Lec/1 Lab.

I, II. Prerequisite: ASL 106 with a grade of “Satisfactory”. Pre- or co-requisite of ASL 201 and declaration of the Pre-Interpretation majors. Continued development of ASL conversational behavior, comprehension, depiction, discourse, sign production, and fingerspelling. Cultural engagement with members of the ASL linguistic minority. 2 Lec/1 Lab.

I, II. Prerequisite: ASL 201 with a minimum grade of "C" or departmental permission. The cours will focus on aspects of receptive and expressive fingerspelling usage, including lexicalized fingerspelling and various numbering systems within ASL

Introduces students to the historical, sociological, cultural and political experiences of Deaf people. Provides overview of Deaf people's experiences, images, and issues from a wide variety of disciplinary perspectives. ITP Majors and ASL Minors may not audit this course. GEN ED. E-6 [GE]

I, II. Prerequisite: ASL 202 with a minimum grade of "C" or departmental permission. Development of advanced expressive and receptive ASL skills and cultural features of the language and community. 3 Lec/1 Lab

II. Prerequisite: ASL 301 with a minimum grade of "C" or departmental permission. Continued development of advanced expressive and receptive ASL skills and cultural features of the language and community. 3 Lec/1 Lab.

I. Prerequisite: ASL 202 with a grade of “C” or higher. Students will increase their ASL comprehension and fluency through skill-building activities. Emphasis on identifying how native ASL signers construct meaning through depictive and discursive devices.

II. Prerequisites: ASL 305 with a grade of “C” or higher and admission to the interpreting program, Deaf Studies Major, or departmental approval. Students will continue to increase their ASL comprehension, flexibility, and fluency through skill-building activities. Emphasis on spontaneous expression of the depictive and discursive devices that native ASL signers use to construct meaning.

II. Prerequisites: ASL 301 with a grade of “C” or better or departmental approval. The course will focus on aspects of receptive and expressive fingerspelling usage, including lexicalized fingerspelling and various numbering systems within ASL.

I. Prerequisites: ASL 202 and 225 with a grade of “C” or higher. Historical overview of Deaf people and their contributions to society. Comparative analysis of Deaf individuals and their diverse communities from internal and external perspectives. Emphasis of practical solutions to promote social justice.

A. Prerequisite: ASL 225 (C). For special workshops or topics related to the field of Deaf Studies beyond the scope of regularly offered courses. May be taken to a maximum of 9 hours provided subtitle/topics vary.

A. Prerequisite: ASL 225 (C) and departmental permission. For independent work related to the field of Deaf Studies beyond the scope of regularly offered courses. May be taken to a maximum of 6 hours provided subtitle/topics vary. Student must have the independent study proposal form approved by faculty supervisor and department chair prior to enrollment.

II. Prerequisites: ASL 301 and 305 with a grade of “C” or higher and admission to the interpreting program, Deaf Studies program, or departmental approval. The linguistic properties of ASL and English are compared and contrasted. Areas explored include phonology, prosody, morphology, syntax, discourse, and semantics. Sociolinguistic and modality differences are also examined.

I. Prerequisites: Admission to the interpreting program, ASL 202, with a minimum grade of "C" and admission to the ASL and English Interpretation program, or Deaf Studies program, or departmental approval. In this course students will continue to develop skills in American Sign Language, specifically focusing on vocabulary development and language usage beneficial for interpreters. Clinical hours required.

I,II. Prerequisite: ASL 302 with a minimum grade of “C” or departmental permission. Continued development of advanced-high language performance level in interpretive, presentational, and interpersonal communication areas. Continued cultural engagement with members of the ASL linguistic minority.

A. Prerequisite: ASL 225 (C), 202(C). Cultural and literary analysis of ASL and Deaf-related literature (major works in text, cinema, and Video) in contemporary society. Literary sytle, register, grammatical features, and linguistic expression will be explored in a cultural context.

II. Prerequisites: ASL 225, 301, 325, and ITP 215W with a grade of “C” or higher and admission to the Deaf Studies program or departmental approval. Capstone course with critical analysis of a service learning field experience. Continued development of cultural and linguistic competency as a reflective practitioner. Clinical hours required.

Overview of phonology, morphology, syntax, semantics and the use of depiction in ASL. This class uses a cross-linguistic approach, which looks at similarities and differences of spoken language, other signed languages, and ASL.

This course provides students with an overview of research approaches in their chosen field and the opportunity to conceptualize and plan a guided research project of their own related to their field and interests.

Topics vary with offering. May be taken to a maximum of 9 hours provided subtitle/topics vary.

An overview and evaluation of sociolinguistics in Deaf communities including: bilinguilaism, language contact, variation, discouse analysis, lanuage planning and policy, and language attitudes--synthesizing the significance and implication of sociolinguistics for language professionals.

This course follows a "backward design" curricular approach. It will guide ASL teachers through the practice of identifying essential questions, exploring standards and expected outcomes, and developing assessments for those outcomes.

Introduction to the theories and principles of language learning, with a special emphasis in learners of second languages and a particular focus on bimodal language development.

Students must have the independent study proposal form approved by faculty supervisor and department chair prior to enrollment.

Students explore assessment approaches that align with outcomes, and effective strategies for helping students achieve outcomes. Students will create a course, workshop, or other product that incorporates design principles with effective ASL teaching strategies and technologies.

Prerequisite: admission into the program. Students will learn current tools and techniques of discourse analysis to explore ASL discourse topics and to analyze authentic ASL texts. This course emphasizes the analysis of broader context that contributes to the construction meaning in situated discourse events.

Students apply discourse analysis tools and techniques to effectively analyze parallel texts for comparable linguistic aspects and meaning. Findings will be applied to the interpreting field.

Students will prepare and assess translations of various source texts, demonstrating the ability to analyze the source meaning and context, structures and functions; prepare a quality translation; and justify the choices made for effective translation.

This course builds on previous discourse courses and is designed to provide practical experience in the discipline and to prepare and apply effective, learning-centered feedback.

This course explores the culture of academic environments and current trends in teaching and teaching ASL, including challenges faced by ASL educators in a variety of settings. The course emphasizes development of viable approaches and solutions.

This course expands the exploration and application of interpretation and mentoring practices in the field of interpretation by reviewing research about mentoring and supervision.

In this course students will implement their research proposal developed in Research in ASL Studies I, including data collection and analysis.

This course is designed to provide students with the opportunity to synthesize their experiences, complete their research projects, prepare and present their exit portfolios, and develop professional growth and development plans in their fields.