introduction to advanced deaf studies

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Introduction to Advanced Deaf Studies SL 346 Fall 2021 Syllabus

PROFESSOR: Laurel Silverstein Office Location: Online Office Hours: By appointment Phone: N/A Email Address: [email protected] MISSION STATEMENT Carolina University is a Christ-centered University committed to educating aspiring leaders worldwide through exceptional teaching, scholarly research, creative innovation, and professional collaboration. COURSE DESCRIPTION This course introduces students to the various aspects of the Global Deaf experience with an emphasis on Deaf people living in the United States. Designed for individuals who may or may not have had prior experience with Deaf people. Content will cover the culture, history, and contemporary experiences of the Deaf community in regards to language, education, historical treatment, sociological and cultural issues important to the Deaf community. Additionally, this course will raise questions that allow students to examine issues of power, privilege, and oppression within the Deaf community and how service providers (interpreters, educators, etc.) in the Deaf community may contribute un/consciously to systems of inequality or injustice. COURSE DELIVERY AND METHODS This course will utilize textbook readings, classroom discussion, video lectures, video samples, and student interaction. Students will be expected to communicate in ASL during class and any online sessions. This will facilitate the students’ fluency in the language.

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COURSE SPECIFIC POLICIES o Respecting the Deaf community and the Profession

o Students taking Deaf Studies courses or majoring in Deaf Studies are expected to adhere to Carolina University Student Handbook ethics and the RID Code of Professional Conduct. Students without the proper credentials and qualifications should also refrain from interpreting/transliterating and refrain from teaching sign language (in person, or on a social media app).

o Learner’s Space o Every student is responsible for ensuring they have the adequate tools and resources they need to learn. Research suggests the design of the space/office is important and can help or hinder a students’ success.

§ Designate a spot that is free from distractions and has the resources/tools like adequate lighting, a contrasting/plain background for video assignments, a clutter free workstation, a comfortable chair, a clock/timer.

o Learner’s Schedule o Every student is responsible to ensure they manage their schedule properly. Learning in the 21st century can be difficult with all the responsibilities, commitments and proprieties one has to juggle. Try to find a balance while managing a reasonable schedule. Depending on your learning style, you might need to budget more time to do an assignment or prepare for a class than your peers.

§ Manage your schedule and stay organized by using a planner, app or other tools to keep on track with due dates. Work on specific subjects/courses at specific times during the day to reinforce learning retention and productivity.

o Interaction/Participation o Since this is an online course some people may be participating asynchronously. Allow for at least 24 hours for a peer or instructor to reply. o Netiquette and appropriate disposition

§ Communication: When communicating face-to-face with someone, we are used to having facial expressions, gestures, affect/tone to communicate with and to help us convey or interpret meaning. When communicating online, all we a have are linier modalities available to us, which can be very easily misinterpreted and are often frozen. Students should remember, regardless of the assignment or platform/place, you are talking to another human being. Common courtesy, politeness, and appropriate behavior can be easily overlooked, so before you say/sign/write “it”, make sure you “think” about “it” and consider if “it” is:

• True – How can you make sure your feelings/opinions do not influence your communication?

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• Helpful- How can you package the message in a way to help you, others, or the situation improve? • Improve- How does communicating about “this” improve the situation and inspire change? • Necessary- How necessary is it to communicate about this issue? • Kind- what is your motivation for the communication?

§ Refer to the CU Electronic Communication and Email Policy in this document:

• Be brief and use headers/bullet points to organize your thoughts. Note, many professionals do not have time to read 3 paragraph long emails.

o Assignment Submission o All citations should follow the American Psychological Association (6th edition) formatting guidelines. o Uploaded work should be labeled appropriately

§ COURSE_ASSIGNMENT_LASTNAME o Video Assignments

§ All assignments should be filmed in a professional (free from visual or auditory distractions) manner with the appropriate and contrasting attire and background.

o English Assignments § All assignments should use formal academic writing rather than slang or contractions, unless it is a direct quote from an interpretation or transliteration. § Use clear headers, sentences, organized paragraphs, accurate spelling, appropriate punctuation, proper grammar, and references.

o Late Work o Emergencies do occur, so students are allowed one late assignment without penalty. Beyond the one exemption, any work submitted late will receive a penalty of 10% for each 24-hour period the student fails to submit the assignment.

o Technical Support o Students are responsible for applying what they learned from optional workshops offered by the CU’s technology help desk. When technical issues arise, contact [email protected] as a first resort.

o Minimum Skills required to engage in this course o Communicate in ASL and/or English o Send, receive, and manage your personal Carolina University email account o Navigate the Learning Management System to participate in the course o Create, edit, upload, and download video files, word documents, and PowerPoint documents

Use classroom applications (i.e., FlipGrid, GoReact, etc.).

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COURSE MATERIALS Required Texts: Moore, M.S. & Levitan, L (2016). For Hearing People Only 4th Edition, Volumes 1 and 2. Silver Springs, MD. Deaf Life Press. ISBN: 0-9705876-2-7 Andrews, J. Leigh, I. W., & Weiner. M. T. (2004) Deaf People: Evolving Perspectives from Psychology, Education, and Sociology 1st Edition. ISBN-10: 0205338135 Required Resources:

- GoReact Account - Microsoft Word or comparable program - Quality webcam and highspeed internet

Recommended Resources: Lane, H., Hoffmeister, R. and Bahan, B. (1996). A Journey into the Deaf-World. Van Cleve, John, V. and Crouch, Barry A. (1989). A Place of Their own: Creating the Deaf Community in America. Washington, DC. Gallaudet University Press. Language Resources: · ASL HandSpeak

o https://www.handspeak.com/ · ASL Dictionary from the National Technical Institute for the Deaf

o https://www.rit.edu/mobile/app-detail.php?id=32 · ASL Connect from Gallaudet University

o https://www.gallaudet.edu/asl-connect/asl-for-free · Helen Keller Technology Signs

o https://www.helenkeller.org/hknc/technology-signs Professional Network Resources · World Federation of the Deaf

o https://wfdeaf.org/ · National Association of the Deaf

o https://www.nad.org/ · National Deaf Black Advocates

o https://www.nbda.org/ · World Association of Sign Language Interpreters

o https://wasli.org/ · Registry of Interpreters for the Deaf

o https://rid.org/ · National Alliance of Black Interpreters, INC

o https://rid.org/naobi-at-a-glance/ · National Deaf Center on Postsecondary Outcomes

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o https://www.nationaldeafcenter.org/ · Deaf Schools Around the World

o https://en.wikipedia.org/wiki/List_of_schools_for_the_deaf COURSE OBJECTIVES Upon completion of this course, students will:

1. To provide students with in-depth understanding of the History in Deaf Community and American Deaf Culture

2. Identify and explain historically significant people within the American Deaf community

3. To increase students’ appreciation of the richness of diversity within the Deaf community

4. Understand the connection between Deaf historical events and Deaf culture 5. To increase students’ understanding of how Deaf Culture and American Sign

Language play critical roles in their lives COURSE REQUIREMENTS AND ASSIGNMENTS

o Most assignments are due the day before the next class meeting before midnight. For example, if your class meets on Mondays, you have until Sunday at 11:59 to submit all assignments for on time credit. Some discussion board posts will be due within 24 hours to receive class attendance if you missed the live lesson (those will be announced).

o We understand that emergencies do occur, so students are allowed one late assignment without penalty. Beyond the one exemption, any work submitted late will receive a penalty of 10% for each 24-hour period that it is late.

o Although not all exercises within the text are being graded, it is the expectation of the course that you complete all exercises (to ensure you are keeping up with the content required to be successful in this and future ASL courses.

COURSE SCHEDULE Week 1: August 16th – August 22nd

Topics • Introduc

tion to Deaf Culture

• Historical Perspectives of Deaf People

Video Assignment • Introduction

video submit via GoReact due by August 22nd at 11:59pm

• Asynchronous students: email

Assigned Reading:

• Andrews: Chapters 2 & 3

• Moore: Ch. 99 and Ch. 110

Discussion Board • TBA

Optional Assignments/Readings Cleve – Chapters 1, 2, 3, 4, and 5 Lane – Chapter 2 and 3

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and Psychology

answers to in class review

Week 2: August 23rd – August 29th

Topics • The

Deaf Community and membership in the community

Video Assignments • GoReact: in

ASL (unedited and unpaused): Explain how a printout of a movies captions, because others find it distracting, is an example of audism.

Assigned Reading:

• Andrews: Chapters 4, 5 and appendix of audiology

• Moore: Ch.111

Discussion Board

• FHPO Questions- Due on Aug 24, at 10am EST

Optional Assignments/Readings Cleve – Chapters 6, 7, 8, and 9 Lane – Chapters 4, 5 and 6

Week 3: August 30th – September 5th

Topics • Langua

ge, Cognition, and the Mind

• Language Literacy

Video Assignments • TBA

Assigned Reading:

• Andrews: Chapters 6 and 7

• Moore: Ch. 90

Discussion Board

• TBA

Optional Assignments/Readings Cleve – Chapters 10 and 11 Lane – Chapters 8, 9 and 10

Week 4: September 6th – September 12th

Topics • Educati

onal aspects

• Language learning and


Assigned Reading:


• Moore: Ch. 56 & Ch. 57

Discussion Board

• TBA

Optional Assignments/Readings Cleve – Chapters 12,13 and 14 Lane – Chapters 11 and 12

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teaching


Topics • Psychol

ogical Issues in childhood

• Deaf-Hearing relationships


Assigned Reading:


• Moore: Ch. 68 & Ch. 69

Discussion Board

• TBA

Optional Assignments/Readings Lane – Chapters 7, 13, and 14


Topics • Deaf

adults- view from psychology and sociology


Assigned Reading:

• Andrews: Chapter 12

• Moore: Ch. 117

Discussion Board

• TBA

Optional Assignments/Readings Lane – Chapters 15 and 16

Week 7: September 27th – October 3rd

Final Exam/Assessment

*Assignment descriptions and rubrics will be provided within the E-Learning platform. *All assignments are subject to change per the professor’s discretion. ASSIGNMENT WEIGHTS

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Assignment Type Weight of Assignment (points or

percentage) Signed reflections (20 points each) 60 Written reflections (15 points each) 45 Lecture discussions (5 points each) 30 Final Exam 65 TOTAL 200

COURSE ASSESSMENT

Assessment Course Objective(s) Met

To provide students with in-depth understanding of the History in Deaf Community and American Deaf Culture

1,2,3,4,5

Identify and explain historically significant people within the American Deaf community

1,2,3,4,5

To increase students’ appreciation of the richness of diversity within the Deaf community

1,2,3,4,5

Understand the connection between Deaf historical events and Deaf culture

1,2,3,4,5

To increase students’ understanding of how Deaf Culture and American Sign Language play critical roles in their lives

1,2,3,4,5

GRADING SCALE

Grade Point Value Range

Undergraduate Graduate A 4 94-100 96-100 A- 3.7 90-93 93-95 B+ 3.3 87-89 90-92 B 3 83-86 87-89 B- 2.7 80-82 85-86 C+ 2.3 77-79 82-84 C 2 73-76 79-81 C- 1.7 70-72 77-78 D+ 1.3 67-69 74-76

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D 1 60-66 70-73 F 0 <60 <70

PROFESSOR/STUDENT INTERACTION Carolina University institutional policy:

o By phone or by email within 24 hours. o Grading of assignments is to be done within 3 days for regular assignments and

7 days for larger assignments. o Some assignments may require additional time to grade due to the length of the

project and the directive to provide substantive feedback that will assist you throughout the learning process. In cases where the assignment is not returned with feedback within the stated period of time, refer to communication from your professor to facilitate expectations on subsequent assignments. Students are not expected to apply adjustments on subsequent assignments in advance of returned grading and feedback.

In addition, students should expect the following grade/feedback-based interaction in this course:

o As this is an online interactive course, you will receive weekly feedback in both video and English form

o Please schedule an office hour appointment for more in-depth explanation, if needed

o Asa new student with Deaf and Hard of Hearing instructors, be assured, your professors are well versed in communication with individuals learning ASL

Email and Electronic Communication All CU faculty and students are provided means of electronic communication (e.g. email, video conferencing, chat features, discussion boards, etc.) All employees and students are required to use official university electronic accounts for official university correspondence. This policy is meant to include both synchronous and asynchronous communication. Faculty and staff are not obligated to read, receive, or respond to communications where these guidelines are not followed. Email must be checked regularly, especially when enrolled in an active course. Adhere to the following guidelines when communicating online with professors, university employees, and other students.

o Accounts: Only university email and related systems should be used for institutional communications. Do not use personal email or video conferencing accounts.

o Names: Refer to professors and CU employees by their last names with appropriate honorifics (e.g., “Dr.” or “Prof.”). For professors, if you cannot easily verify their degree or

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status, “Prof.” is most appropriate—not “Ms.” or “Mr.” Under no circumstance should you use first names unless given explicit permission.

o Introductions: Use subject lines appropriately and begin any course-specific email with your first and last name, the course number, and your exact section number or meeting time (e.g., “101-05,” “9 am MW,” but not “this morning”).

o Grammar and Style: All written communications must conform to standard English. Emails and discussion board posts should not resemble text message, chat, or social media posts. Use complete sentences with correct capitalization, spelling, punctuation, and grammar.

o Coordination: All members of a synchronous, online interaction should participate by the same mode of interaction when possible. For example, join video conferences with video. This is especially true for one-on-one meetings with your professor and small group video discussions in or outside of class.

o “Class” Conduct: When participating in synchronous classes or meetings (especially when using video), conduct yourself as if in the classroom. Be on-time and mentally present. Be seated at a desk or table. Dress according to classroom standards. Do not introduce distractions into the interactions and be prepared to stay for the duration of the session per normal classroom behavior.

o Complexity: In general, asynchronous communication is appropriate for simple questions and activities. Complex questions that require more than one simple response should be addressed synchronously—during class is often best. If you are unable to ask your question during class, or it is too personal to do so, use an asynchronous method to arrange a synchronous meeting.

o Boundaries: Synchronous communication is less formal than asynchronous. However, the appropriate use of names, language, acronyms, and emojis must still conform to classroom standards. Since we do not all share the same online culture, be prepared to explain yourself if your acronym or emoji is not understood. Be polite and respectful when asking for clarification, and gracious when misunderstandings occur.

ATTENDANCE POLICY On Campus All courses held on a physical campus follow the specific attendance policy found in the Student Handbook for that course level and format. These specific and extensive policies can be found at https://my.carolinau.edu/ICS/Students/Handbooks__Forms.jnz.

Online

o Students indicate their intention to participate in a course by completing a participation verification form. Failure to check in will result in administrative withdrawal from the course.

o Ongoing participation will be based on the student fulfilling course assignments. o Students who withdraw after the check-in period may receive a grade of “WP” or “WF.” o Students who check in to a course and fail to maintain ongoing participation but do not

officially withdraw will receive a grade of “F.” It is the student’s responsibility to be familiar with these policies and to keep track of his or her own attendance (available for campus students at MyCarolinaU).

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ACADEMIC INTEGRITY AND MISCONDUCT Academic Integrity Academic integrity includes honest and responsible scholarship, research, information collection, and presentation. The University expects students to submit assignments that are original to them and that properly cite and reference peoples’ ideas using the prescribed style guide. Students at CU are expected to follow the letter and the spirit of academic integrity in all assignments. The very foundation of university success is academic integrity. Learning how to express original ideas, cite sources, work independently, and report results accurately and honestly are skills that carry students beyond their academic career. If a student is uncertain about an issue of academic honesty, he/she should consult the faculty member to resolve questions in any situation prior to the submission of the academic exercise.

Maintaining your academic integrity involves:

o Creating and expressing your own ideas in course work. o Acknowledging all sources of information including verbal, written, digital, and graphic. o Completing assignments independently or acknowledging collaboration. o Accurately reporting results when conducting your own research or with respect to labs. o Honesty during examinations.

Academic Misconduct The Student Handbook has a detailed list of different ways students show a lack of academic integrity, including academic technology misuse, cheating, complicity, fabrication or invention, falsification, forgery, multiple submissions, plagiarism, and sabotage. The Academic Integrity Policy and the consequences for infractions can be found in the Student Handbook at https://my.carolinau.edu/ICS/Students/Handbooks__Forms.jnz. It is the student’s responsibility to be familiar with these policies and to avoid academic misconduct in all assignments. To help students better understand the many facets of plagiarism in particular, that portion of the policy is included here. Plagiarism is the use of another person’s distinctive ideas or words without acknowledgment. All researchers are expected to acknowledge the use of another author’s words by the use of quotation marks around those words in the text of a paper and by appropriate citations. The failure occurs in an oral, written, or media project submitted for academic credit or some other benefit.

Examples of plagiarism include (but are not limited to), the following:

o Word-for-word copying of another person's ideas or words. o The mosaic (interspersing of one’s own words here and there while, in essence, copying

another's work). o The paraphrase (the rewriting of another’s work, yet still using their fundamental idea or

theory). o Submission of another’s work as one's own. o Having another person write or correct a paper. o Buying or procuring a ready-made paper from a research paper “service” on the Internet

or from another such service. o Neglecting quotation marks on material that is otherwise acknowledged. o Fabrication of references (inventing or counterfeiting sources).

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ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES The policy and intent of Carolina University is to fully and completely comply with the Americans with Disabilities Act of 1990 (ADA), the Rehabilitation Act of 1973, and the Americans with Disabilities Amendments Act of 2008, to the extent that they apply to the university. Carolina University will not discriminate against an otherwise qualified student with a disability in the admissions process, or any academic activity or program, including student-oriented services. Carolina University will provide reasonable accommodations to the known physical and/or mental limitations of a qualified individual with a disability, unless it would impose an undue hardship on the operation of the university, or unless it would fundamentally alter a degree or course requirement. Qualified students must request reasonable accommodations for disabilities through the Disability Services Coordinator in Student Success Services.

introduction to advanced deaf studies

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