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Self-Study 2010

Eastern Kentucky University

Created on: 05/12/2010 12:55:00 PM EDT Last Modified: 06/05/2010 11:03:04 PM EDT

Table of Contents

General Information 1

Summary 2

Summary of Self-Study Process Used 2

Standard 1 7

A.1. 7A.2. 7A.3. 7A.4. 9

Standard 2 10

A.1. 10

B.1. 11

B.2. 11

B.3. 12

B.4. 13

B.5. 13

C.1. 14

D.1. 15

Standard 3 17

A.1. 17

A.2. 18

A.3. 19

A.4. 20

A.5. 20

A.6. 21

A.7. 21

A.8. 23

B.1. 23

B.2. 23

B.3. 24

C.1. 25

D.1. 26

Standard 4 27

A.1. 27

A.2. 29

B.1. 30

B.2. 30

C.1. 31

C.2. 31

C.3. 32

C.4. 33

D.1. 34

D.2. 34

D.3. 35

D.4. 35

E.1. 36

E.2. 37

F.1. 38

F.2. 39

F.3. 39

F.4. 40

G.1. 41

Standard 5 42

A.1. 42

B.1. 43

B.2. 45

C.1. 47

C.2. 48

C.3. 49

C.4. 50

C.5. 50

C.6. 51

D.1. 51

D.2. 53

D.3. 55

E.1.a. 56

E.1.b. 57

F.1.a. 58

F.1.b. 59

F.1.c. 59

F.1.d 60

F.1.e. 61

F.2.a. 61

F.2.b. 62

F.2.c 63

F.3.a. 63

F.3.b. 64

F.3.c. 64

F.3.d. 65

F.3.e. 66

F.3.f. 66

F.3.g. 67

F.4.a.1. 68

F.4.a.2. 69

F.4.b.1. 70

F.4.b.2. 70

F.4.b.3. 71

F.4.c.1. 71

F.4.c.2. 72

F.4.d.1. 73

F.4.d.2. 73

F.4.d.3. 74

F.4.e.1. 75

F.4.e.2. 75

F.4.e.3. 76

F.4.e.4. 77

G.1. 78

G.2. 78

G.3. 78

G.4. 79

G.5. 79

G.6. 80

G.7. 80

G.8. 80

Standard 6 82

A.1 82

B.1 83

B.2. 84

C.1. 84

C.2.a. 85

C.2.b. 86

C.2.c. 87

D.1. 88

D.2.a. 89

D.2.b. 91

D.2.c. 92

D.2.d. 93

Appendix 94

Self-Study 2010 Eastern Kentucky University

General Information (Self-Study 2010)

1

http://www.taskstream.com/


Summary

Summary of Self-Study Process Used

An Overview of the EKU Interpreter Training Program Eastern Kentucky University (EKU) is a regional, coeducational, public institution of higher education offering general and liberal arts programs, pre-professional and professional training in education and various other fields at both the undergraduate and graduate levels. EKU has an enrollment of over 15,000 students.

The EKU Interpreter Training Program (ITP), within the Department of American Sign Language and Interpreter Education (ASLIE) and the College of Education, is located at the Richmond main campus. ASLIE has 11 full-time faculty and 10 full-time staff.

The mission of ASLIE is: “to increase the understanding, respect, and equality of Deaf, Deaf-Blind, and Hard of Hearing people and their diverse communities by:

● providing high quality ASL instruction ● preparing professional interpreters who are competent, ethical, and life-long learners ● promoting excellent resources, service, and scholarship to the state of Kentucky, the region, and throughout the

United States.”

Part of how ASLIE fulfills its Mission is through its ITP, which offers a four-year baccalaureate degree in ASL and English Interpretation. Admission to the EKU is not synonymous with admission to the ITP. During the first two-years students take general education classes and prerequisites, which include ASL classes. Students then apply for the ITP program, which runs on a two-year cycle. Applications are accepted in the spring of even-numbered years. We accept 20 - 22 into the student cohort. Students selected into the program then attend full-time for two years of intensive interpreting coursework. Transfer students meeting the prerequisites, including those who have a two-year degree in interpreting, are welcome to apply to our program.

A Brief History of the Interpreter Education Program at EKU

The ITP program at EKU is mandated by Kentucky Law HB 322/KRS 164.4781, which was enacted in 1987. This progressive bill was proposed to address the scarcity of available interpreter services within the Commonwealth and to attempt to come into greater compliance with Federal equal access laws by accommodating Deaf Kentuckians. The ITP at EKU was subsequently established in 1990 as an AA program within the Special Education Department. The following is a time-line of the ITP program at EKU:

1987 Kentucky Law HB 322 is enacted mandating the establishment of an ITP

1990 EKU establishes the first ITP AA program in the State on its Richmond campus

1998 EKU BS program at the Louisville satellite location is established

1998 ASL Minor is established

2000 EKU at the main campus becomes a BS granting program

2006 ASL 101 and 102 fulfill General Education requirements

2007 ASLIE becomes an independent department

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2009 EKU ITP program at the Louisville satellite location closes

2009 The program begins its self study review

2010 The program self study review is complete (see SSR process key dates below)

Other Programs Within ASLIE

ASLIE also fulfills its Mission through other programs:

Interpreter Outreach Program

The Outreach Program provides in-service technical assistance, training, materials, and mentoring support to interpreters living or working in the state of Kentucky. The Office of Vocational Rehabilitation and the Kentucky Department of Education help fund this program.

Center on Deafness and Hearing Loss (CODHL) The Center's goal is to bring together the resources of EKU and its partners in order to assist individuals, agencies and the Commonwealth in furthering the education, career, and life goals of Deaf and Hard of Hearing children and adults.

Faculty, staff and students within all ASLIE’s programs contributed to the CCIE Self-Study Review (see list of SSR Committee members below).

Overview of the Self-Study Review Process

The following milestones provide an overview of the ASLIE Self-Study Review (SSR) Process:

March 2009 -- An application for CCIE Accreditation was submitted

June 2009 -- Our application was accepted and the SSR Process begins

June – Aug. 2009 -- A committee of four ITP faculty completed the following SSR-related work (see Summer Salary Proposal):

· Analyzed survey and focus group data · Wrote the 2009 Program Assessment Report · Drafted the Program Philosophy, Objectives, Curriculum Design · Completed the Curriculum Map · Revised the Course List and Sequence · Revised/Developed Syllabi and Student Learning Outcomes · Completed the Curriculum Change Forms · Designed and implemented the online CCIE Accreditation Wiki (see https://sites.google.com/site/aslieccie/)

Aug. 2009 -- CCIE Overview Presentation to ASLIE (see PowerPoint slides) and SSR Committees are formed (see Committee member list below)

Aug. – Dec. 2009 -- CCIE SSR Subcommittees meet regularly to conduct self- study review (see attached sample Rubric and Subcommittee Responsibilities)

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Jan. 7, 2010 -- All day CCIE SSR Retreat held at the EKU Student Services Building Board Room (see attached agenda)

Feb. 26, 2010 -- CCIE SSR Subcommittees submit their first draft of SSR Rubric narratives and evidence (these are placed into the Wiki)

Mar. – May 2010 -- Committee review and revision of CCIE SSR Wiki with stakeholder input

May 2010 -- Training of the CCIE TaskStream Portal

June 2010 -- Completion of the CCIE SSR Report

ASLIE Self-Study Review Committee

The SSR Committee is comprised of the following members:

Dr. Laurence Hayes, Chair of ASLIE, SSR Co-Chair

Danny Roush, Faculty, SSR Co-Chair

Dr. Laurence Hayes, Subcommittee Chair of Standard 1 Tricia Davis, COD Director, Subcommittee member Wendy Zimmerman, Staff, Subcommittee member

Ward Henline, Staff, Subcommittee Chair of Standard 2 Billy Gully, Jr., Staff, Subcommittee member Lorna Grubb, Staff, Subcommittee member

Gay Woloschek, Staff, Subcommittee Chair of Standard 3 Vicki Brashear, Faculty, Subcommittee member Heather Lewis, Staff, Subcommittee member

Nina Coyer, Faculty, Subcommittee Chair of Standard 4 David Williams, Faculty, Subcommittee member Janet Noel, Staff, Subcommittee member

Kimberly Hale, Faculty, Subcommittee Chair of Standard 5 Michael Milcznski, Staff, Subcommittee member James Womack, Faculty, Subcommittee member Vicki Brashear, Faculty, Subcommittee member Dr. Karen Petronio, Faculty, Subcommittee member Dr. Laurence Hayes, Faculty, Subcommittee member

Linda Bozeman, Subcommittee Chair of Standard 6 Cindy Downey, Staff, Subcommittee member Audrey Ruiz Lambert, Faculty, Subcommittee member Dr. Karen Petronio, Faculty, Subcommittee member

SSR Stakeholders involved in a review of the SSR Report:

Dr. Kim Naugle, Associate DeanChelsea Eddins, Student RepresentativeTara Stevens, Alumni RepresentativeLindsey Goins, Practicum Mentor /EmployerTina Savelyev, Practicum Mentor/Working Interpreter

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ASLIE CCIE SSR Subcommittee Responsibilities

Individualized rubrics were developed for each Standard based on the CCIE 2009 Standards Rubric (see example rubric attached). Here are the directions that were given to each subcommittee for using the rubrics:

1. List the target completion date for each item using the “Target Date” column in the Standard Rubric below. All the items in the Rubric should be completed by February 26, 2010. Setting interim dates for completing each item will help subcommittees plan enough time and to measure their progress. Submit the schedule of dates to Danny Roush, SSR Co-Chair. If the schedule needs to shift, please discuss this with Danny. 2. Collect evidence that supports how the Program/University is in compliance with each item. You may use the examples listed under the “Documentation and Evidence” column as a guide to help you collect evidence.

3. List the specific evidence, or documents that you have found for each standard item row under the word “Evidence:” in the “Documentation and Evidence” column. You may either type it directly in the table below, or use the CCIE wiki (http://sites.google.com/site/aslieccie/standards-program-review/standard-4-faculty-and-staff). If you prefer to use this Word document, please submit it to Danny according to the schedule, and he will use it to update the CCIE wiki.

4. Supporting evidence can be listed as a web link. If you cite other documents that are not web-based, please attempt to submit an electronic copy of the evidence (.doc or .pdf). If you need support scanning hardcopy documents, please see Wendy Zimmerman. If you would like to extract pages from a .pdf (such as from the Undergraduate Catalogue) please cite the page numbers and ask Danny to extract the pages. Supporting evidence can also be added directly to the CCIE wiki, or you can send it to Danny to be added.

5. Using a narrative form of writing, describe how the Program is in compliance with each item within the Standard. Write the narrative under the word “Narrative:” in the “Review Guidelines” column of the Rubric within this document or in the CCIE wiki.

6. To the extent possible, your narrative should be based on the evidence that you have found. The narrative can also be an opportunity to document compliance through the reporting of factual information (see “Description” bullets in the Documentation and Evidence column). Narrative descriptions should be self-contained and should summarize what evidence is being referenced. In other words, please make connections between your evaluation and the specific evidence that you are referencing. Since we are writing this for CCIE raters who are unfamiliar with our program, do not assume that they can easily make the connections between your narrative and the evidence.

7. Describe where the Program shows exemplary commitment to students, the profession of interpretation, and is making a documented effort to cultivate an environment of professionalism, teaching-and-learning, research, information sharing, and innovation.

8. If the subcommittee has identified an issue and is taking practical steps to address it, briefly describe the issue and the plans.

9. State actions or recommendations to address any areas of concern along with any additional background information to help CCIE’s Board of Commissioners to fully understand the situation in the Program and in making appropriate recommendations to achieve full compliance with the standard.

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10. Identify areas of grave concern that prevent the Program from meeting the standard. If information in support of a Standard is missing, please explain.

11. The CCIE Accreditation Team will rate each Standard the using the following scale:

· Meets the Standard: The program is meeting or exceeding all the elements required by the Standard.

· Partially Meets the Standard: The program is not currently meeting an element of the Standard, but the program has accurately identified the deficiencies and is taking steps to address meeting the Standard in an expeditious timeframe.

· Does Not Meet the Standard: The program currently is not meeting the requirements of the Standard, or insufficient or inadequate information is available to assess whether the program currently is in compliance with the Standard.

12. If you have any questions about these directions, etc. please see Danny and/or Laurence Hayes. Thank you for supporting this process!

File Attachments:1. 2009_CCIE_Summer_Salary_Proposal.docx(See appendix)

2. CCIE_Retreat_Agenda.docx(See appendix)

3. CCIE_Summer_Salary_Tasks_Staffing_Effort.xlsx(See appendix)

4. EKU Dept of ASLIE CCIE Accreditation Wiki.pdf(See appendix)

5. Standard_1_Rubric.docx(See appendix)

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Standard 1 (Institutional Organization and Administration)

A.1.

Eastern Kentucky University is the sponsoring institution for the Department of American Sign Language and Interpreter Education. Eastern Kentucky University is accredited by the Southern Association of Colleges and Schools, Commission on Colleges (SACS). This accreditation was reaffirmed December 2007 for a 10-year period.

File Attachments:1. EKUpdate-EKU Reaffirmation of SACS_webpage.pdf(See appendix)

2. Letter from EKU President about SACS_webpage.pdf(See appendix)

3. Letter_From_SACS_with_no_deficiencies_noted.pdf(See appendix)

4. SACs_website_with_information_on_EKU.pdf(See appendix)

A.2.

The Kentucky General Assembly of 1906 enacted legislation establishing the Eastern Kentucky University Normal School. Governor J. C. Beckman signed the bill into law on March 21, 1906. In 1922, Eastern Kentucky University became a four-year institution known as Eastern Kentucky State Normal School and Teachers College. In 1928, the Southern Association of Colleges and Secondary Schools accredited the College. On February 26, 1966 Governor Edward T. Breathitt signed into law a bill renaming the institution Eastern Kentucky University (EKU) and sanctioning the awarding of graduate degrees. In 2008 EKU offered its first doctoral degree, the Doctor of Education (Ed.D.) in Educational Leadership and Policy Studies. EKU is currently expanding the number and diversity of doctoral degrees it plans to offer.

In 1987 the Kentucky General Assembly enacted legislation (KRS 164.4781) establishing an Interpreter Training Program in Kentucky (the legislation has now been amended to allow ITPs at more than one university). The intent of the legislation is to provide opportunities for individuals to receive degrees in interpreter education while concurrently providing a source of interpreters to meet the needs of the deaf and hard of hearing.

The Department of American Sign Language and Interpreter Education (ASLIE) is in the EKU College of Education. ASLIE is one of five departments within the College of Education.

File Attachments:1. College_of_Education_Flow_Chart_Sept_2009.doc(See appendix)

2. Dates_for_the_passage_House_Bill_322_KRS_164-4781.pdf(See appendix)

3. House_Bill_322__January_1986.pdf(See appendix)

4. Undergraduate Catalogue 2009-2010.pdf(See appendix) Page 6

A.3.

The plan for Affirmative Action and Equal Opportunity is the foundation on which diversity and positive attitudes are built. EKU is an Equal Opportunity/Affirmative Action employer and educational institution and does not discriminate on the basis of age, race, color, religion, sex, sexual orientation, disability, genetic information, national origin or veteran status, in the admission to, or participation in, any educational program or activity which it conducts, or in any employment policy or practice. This statement, which is referenced in all official publications, demonstrates the commitment EKU has to fostering positive attitudes and diversity. The Equal Opportunity Office is an independent office of the University reporting directly to the Office of the President. It is responsible for the administrative management and policy implementation of the University's equal opportunity and affirmative action programs. Its mission is to promote a learning and working environment that provides equal opportunity, that is fair and responsible, and that is free of discrimination and harassment

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for all members of the University community.

In addition to the plan for Affirmative Action and Equal Opportunity, EKU's daily commitment to diversity is illustrated through the following entities and events:

● Diversity Office

● University Diversity Committee

● Multicultural Student Affairs

● Center for Appalachian Studies

● Women and Gender Studies Program

● ADA Committee and Disability Awareness Initiatives

● Annual Chataqua Lecture Series

● College of Education (COE) Multicultural and Diversity Committee and the Annual COE Diversity Conference

● Diversity Faculty Recruitment and Retention Incentive Plan

● African-American Studies

● GLBTQ Faculty and Staff Mentoring Program

Another way that EKU demonstrates its commitment to diversity is through the EKU Campus Climate Survey. The Survey was administered to all faculty, staff, and students in the Fall of 2008. Its purpose was to gauge how EKU is doing as a campus community in achieving and honoring a university climate that respects and celebrates diversity. Highlights from the results are favorable:

Faculty and Staff Results

● Eighty-six percent (86%) of faculty and staff Agree or Strongly Agree that EKU currently has a campus climate supportive of diversity.

● Ninety-two percent (92%) of faculty and staff Agree or Strongly Agree that EKU makes efforts to enhance a climate supportive of diversity.

● Eighty-five percent (85%) of faculty and staff Agree or Strongly Agree that EKU faculty have equal academic expectations and treat fairly students from all identity groups.

● Eighty-five percent (85%) of faculty and staff Agree or Strongly Agree that EKU staff treat fairly students from all identity groups.

Student Results

● Eighty-eight percent (88%) of EKU students Agree or Strongly Agree that EKU currently has a campus climate supportive of diversity.

● Ninety-one percent (91%) of EKU students Agree or Strongly Agree that EKU makes efforts to enhance a climate supportive of diversity.

● Eighty-four percent (84%) of EKU students Agree or Strongly Agree that EKU faculty have equal academic

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expectations and eighty-six percent (86%) Agree or Strongly Agree that faculty treat fairly students from all identity groups.

● Eighty-eight percent (88%) of EKU students Agree or Strongly Agree that EKU staff treat students fairly from all identity groups.

File Attachments:1. ADA Awareness & Accessibility Committee_webpage.pdf(See appendix)

2. Admissions Info for Future Students & Families_webpage.pdf(See appendix)

3. African/African-American Studies_webpage.pdf(See appendix)

4. Campus_Climate_Survey_Faculty_Staff_Results 2008.pdf(See appendix)

5. Campus_Climate_Survey_Student_Results 2008.pdf(See appendix)

6. Center for Appalachian Studies_webpage.pdf(See appendix)

7. Chautauqua Lectures 2009-2010 Schedule_webpage.pdf(See appendix)

8. COE_Annual_Diversity_Conference_example from 2007.pdf(See appendix)

9. EKU_Equal_Opportunity_Affirmative_Action_Plan_2008.pdf(See appendix)

10. GLBTQ Fac and Staff Mentor Program_webpage.pdf(See appendix)

11. HR Communication_Guidelines_For_Hiring_Academic_Staff.pdf(See appendix)

12. HR Communication_Guidelines_For_Hiring_Faculty.pdf(See appendix)

13. Multicultural Student Affairs_webpage.pdf(See appendix)

14. Office of Multicultural and Diversity Issues Committee By-laws_webpage.pdf(See appendix)

15. Office_of_MultiCultural_Student_Affairs_Student Organizations_webpage.pdf(See appendix)

16. University Diversity Committee_webpage.pdf(See appendix)

17. University Diversity Office_webpage.pdf(See appendix)

18. Women & Gender Studies Program_webpage.pdf(See appendix)

A.4.

While Section 1.A.2 above notes the legislative mandate that established this program, the evidence here speaks to the university-level responsibility for the EKU interpreter education program. Evidence for institutional responsibility for admission, curriculum, etc. is the fact that the program is published in the EKU Undergraduate Catalog. Additional evidence of EKU's responsibility can be found in the organizational chart for the College of Education, within which is the Department of ASL and Interpreter Education. The job descriptions of the Dean, the Associate Dean and the ASLIE Chair also lend support to institutional responsibility to the program. In addition to this is the Strategic Plan and Environmental Scan which outline plans for offering and sustaining all EKU programs.

File Attachments:1. College_of_Education_Flow_Chart_Sept_2009.doc(See appendix)

2. EKU_Flowchart_for_Hiring_Faculty_Oct._2008_OES.pdf(See appendix)

3. EKU_Strategic_Plan_2006-2010.pdf(See appendix)

4. Hiring_AdminStaff_Checklist_Oct._2008_OES.pdf(See appendix)

5. Job_Description_ASLIE_Dept_Chair.pdf(See appendix)

6. Job_Description_Associate Dean of Education.doc(See appendix)

7. Job_Description_Dean of College of Education.doc(See appendix)

8. Strategic_Planning_Council_Environmental_Scan_Draft.pdf(See appendix)

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Standard 2 (Resources - Financial and Facilities)

A.1. (Financial Resources)

Beginning in 1989 Eastern Kentucky University provided one full-time faculty position as well as a part-time secretary for the program. As of 2010, EKU funds seven full-time tenure track positions, one full-time Lab Manager position and provides 50% of the funding for a Budget Specialist and 50% of the funding for an Administrative Assistant position. Since 1994, the program has received continual grant funding from the Kentucky Office of Vocational Rehabilitation (KOVR), and since 1995 the program has received continual funding from the Kentucky Department of Education (KDE). These grants allow us to fund 4 full-time faculty positions, two full-time Sign Lab staff, and the remaining 50% of the Budget Specialist and Administrative Assistant positions. We believe that the ratio of more hard money faculty positions (7) to soft money faculty positions (4) is a strength of our program. However, without the continued funding from KDE and KOVR, the quality and quantity of graduates would decline. We would still be able to fulfill the mission of the department, but it would drastically reduce our current scope. Certainly, if cuts to grant funding were made, we would ensure that students who were still enrolled in the program would be able to complete it. Our student cohort model of requiring full-time enrollment on a two-year cycle would enable us, within reason, to manage any necessary scale-down. In addition to this, we have demonstrated fulfilling our obligations to the students enrolled in our phased-out satellite program that was located at the University of Louisville. The program has a strong and mutually beneficial working relationship with KDE and OVR. Although funding levels may fluctuate from year to year, we have no reason to believe that these levels will be drastically reduced. External funds allow the program to provide quality pre-service and in-service training and educational opportunities. We are able to confidently fulfill our obligations to students. An explanation of all the funding and funding sources is outlined below. The department of American Sign Language & Interpreter Education received from the University for the 2009-2010 FY:

● Action Agenda $50,014 ,these funds are used for student outcomes and/or new initiatives. ● ASLIE Departmental Funds $759,249 broken down as follows:

❍

$37,500 Operating Expenses ❍ $547,124.50 Salaries ❍ $174,624.11 Benefits

The department was awarded a new tenure track position, moving a faculty member from a grant position to this University position. Therefore in July, there was a $45,000.00 (salaries) and $16,202 (benefits) increase to the University line. Also, the same lines were reduced $389,685 (salaries) and $29,755 (benefits). The department lost two positions due to the closing of the University of Louisville satellite program.

The department has also received the following external funds the 2009-2010 FY:

● For 2009-2010, the department was also awarded a grant from the Kentucky Department of Education (KDE) in the amount of $370,818.00. This Memorandum of Agreement extends from July 1, 2009 – June 30, 2010.

● Since 1995, we have been awarded a total of $3,276,804.00 by the Kentucky Department of Education. ● We were also awarded a two-year grant (2008-2010) from the Office of Vocational Rehabilitation (OVR). The total

award for both years was $1,875,966.00 (broken down as: 2008-2009 $930,650 & 2009-2010 $945,316). ● Since 1994, we have been awarded $11,482,280.00 by the Office of Vocational Rehabilitation.

In addition to these external funds from KDE and OVR, the department has also received funds currently and in the past from:

● The Postsecondary Education Consortium

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● EKU Student Government Association ● Kentucky Technologies Opportunities Program ● National Science Foundation Research Grant ● Kentucky Administrative Office of the Courts ● Southeastern Regional Interpreter Training Program

A more detailed report of funding amounts and dates from these granting agencies is attached.

File Attachments:1. EKU_Operating_Budget-External_2009-2010.pdf(See appendix)

2. History of ASLIE external funding.pdf(See appendix)

3. Sponsored Programs 2009 Annual Report.pdf(See appendix) See page 16 - 17 for grants awared to Laurence Hayes, $378,230 from the Kentucky Department of Education and $930,650 from the Kentucky Office of Vocational Rehabilitation

4. Tuition 2010-2011_webpage.pdf(See appendix)

5. Undergraduate Catalogue 2009-2010.pdf(See appendix)

B.1. (Facilities)

The American Sign Language Laboratory (Sign Lab) is housed on the second floor of the Wallace Building. It is comprised of one large teaching space measuring 474 sq. ft. that can accommodate 24 students, one Multimedia Lab measuring 290.5 sq. ft. that can accommodate 10 students, a studio space (split screen room) measuring 162.3 sq. ft., and two offices measuring 156.7 and 148.2 sq. ft. (528.9 sq. ft total). The department has two dedicated classrooms, Wallace 226 (607.8 sq. ft.) and Wallace 346 (1023.45 sq. ft.). Classes are also taught throughout the campus based on class size and room availability. One example is the Deaf Studies lecture class that was taught during the fall 2009 semester in another building with a 60-seat auditorium. The second floor of Wallace also houses the Department of Special Education, a department that we work with closely. The Department of Special Education has three classrooms on the second floor of Wallace that we use frequently.

The Sign Lab has an available space of 528.9 sq ft. in the second floor of the Wallace Building. This Lab is a dedicated space and is used only for our laboratory needs. The space accommodates six round tables with four chairs at each table. In addition to the sign language instructional space, the Lab has a computer room with ten iMac computers, ten flat screen televisions, headphones, overhead projector, and a DVD/VCR player. This room is referred to as the Multimedia Lab and is used primarily for program instruction and homework. A third room within the Lab is referred to as the split screen room, and it is set-up as a multi-purpose studio space. Primarily, it is used for two-way video of a signed conversation. Two video cameras are positioned on opposite sides of the room and are connected through a Mac Mini computer. Students are recorded signing a conversation and that video is captured digitally and stored on our departmental server. The split screen room is also used as a traditional studio space for program student portfolio video work. It is outfitted with backdrops and lighting for this purpose. The Multimedia Lab and split screen room are going through expansion renovations the summer of 2010.

Our students also have access to multiple computer labs across campus, all with printing facilities.

File Attachments:1. Photos_Classrooms_Labs_Multi-Media_Split-Screen_Rooms.pdf(See appendix)

2. Wallace_2nd_floor_Blueprints.docx(See appendix)

3. Wallace_3rd_floor_Blueprint.docx(See appendix)

4. Wallace_Sign_Lab_Blueprint.docx(See appendix)

B.2. (Facilities)

Primary storage space for the program includes Wallace Room 10, a 310.6 sq ft room in the basement of the Wallace Building. Technical equipment such as computers, projectors, cables, monitors, FM systems, etc., as well as tools are

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stored here. Wallace 10 is also the location of our program’s server and online data storage. Other storage includes Wallace 253, a 64.6 sq ft room that houses general office supplies. Faculty members have storage in each office for books and materials. The Center on Deafness and Hearing Loss has storage closets in Wallace 217 for office products. The Sign Lab has storage for ASL instructional materials in Wallace 276. Our Outreach Library is stored in Wallace 212 (Dr. Karen Petronio’s office) in media cabinets. High-end video cameras are also stored in Wallace 212 in a cabinet. The Multimedia Lab is also the location of our mobile laptop cart, which houses 10 MacBooks and can be wheeled to our classrooms.

File Attachments:1. Photos_Various_Storage_Spaces.pdf(See appendix)

B.3. (Facilities)

Offices for faculty and staff are housed in the Wallace Building, second floor. 20 full-time and two part-time employees as well as 3 student workers share a total of 13 offices. The following is the current office configurations:

Wallace 218 – two faculty (229 sq ft)

Wallace 217 – CODHL director and graduate assistant (229 sq ft)

Wallace 216 – ASLIE administrative assistant, two student workers and department office (229 sq ft)

Wallace 215 – ASLIE department chair (229 sq ft)

Wallace 214 – one faculty (229 sq ft)

Wallace 213 – two faculty (229 sq ft)

Wallace 212 – one faculty and one student worker (229 sq ft)

Wallace 211 – budget specialist, asst. budget specialist, and budget student worker (229 sq ft)

Wallace 205 – outreach director, outreach assistant, PEPNet trainer (229 sq ft)

Wallace 250 – CODHL transition specialist (64.6 sq ft)

Wallace 251 – one faculty (64.6 sq ft)

Wallace 252 – CODHL technology specialist (64.6 sq ft)

Wallace 273 – staff interpreter (148.2 sq ft)

Wallace 274 – one lab manager and two lab employees (156.7 sq ft)

Wallace 275 – one part-time lab employee (this is a corner of the ASL lab and not the entire space of Wallace 275) (24 sq ft)

Total office space: 2,583.7 sq ft

We understand that we have reached the limits on available office space. We are currently working with the University and the College of Education to ensure that additional space will be made available to us when the new science building is completed in the fall of 2011. Our faculty are also members of a committee whose charge is to plan for a new College of Education building. Funding for the construction of the new building is still being sought. The completion of the new

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College of Education Building will be several years from now. However, it is slated to be the next building on campus per the University Master Plan.

File Attachments:1. Photos_Faculty_Staff_Offices.pdf(See appendix)


B.4. (Facilities)

Advising of students occurs in faculty offices. All offices have full walls with doors (they are not cubicles). In situations where offices are shared by two faculty, office-mates are aware and respectful of a student's need for "private time" with his/her advisor. A student and his/her advisor can move to another private room, or the office-mate will leave for a short time. We recognize that our office space for faculty is limited, and we are making every effort to acquire more space. The University’s long term-planning includes a new College of Education Building that will house the department. We are currently working on the planning committee to ensure appropriate space will be provided to house our faculty.

File Attachments:1. Photos_Faculty_Staff_Offices.pdf(See appendix)


B.5. (Facilities)

The Wallace Building was constructed in 1969, long before the Americans with Disabilities Act and its accessibility standards were passed. All attempts have been made to retrofit the building to be in accordance with the ADA. The following items have been added or changed to the building to meet compliance:

● Accessible ramps ● Accessible restrooms on each floor, larger stalls, rails, lowered urinals, lowered sinks, levered sink faucet handles,

automatic towel dispensers, and automatic flushes ● Lighted fire alarms ● Properly weighted door springs ● Elevators ● Appropriate door widths ● Appropriate accessible parking near the building

Within the offices of the department, we make all needed accommodations for faculty, staff and students. Currently, we have one staff member who required modification of her desk to access her computer and that was achieved with a fully articulating monitor, keyboard and mouse arm. We have also added levered door handles to doors for easier access.

We are aware of an inaccessible issue with the Wallace restrooms, and we have been working with EKU facilities to make changes. The restrooms have dual doors with a small vestibule between them. The doors are difficult to maneuver for people in wheelchairs.

The University has a very active ADA Committee. The purpose of the committee is to improve the facilities on campus and to be a watchdog and advocate for individual needs. Our department has a permanent seat on that committee, and the committee works closely with us to make campus accessible to the Deaf and hard of hearing. One of our faculty members, Nina Coyer, was the chair of the ADA committee for several years.

In addition to physical facilities, the University maintains accessible websites. A full-time staff person within the University’s disabilities office is charged with the task of policing the EKU web for non-compliant pages and materials. The University has accepted web accessibility standards to which all web pages hosted by EKU must conform. Those standards can be read in the evidence.

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The Office of Services for Individuals with Disabilities also maintains a website that has all needed information for campus accessibility; that site is listed in the evidence column.

File Attachments:1. Accessibility Services_webpage.pdf(See appendix)

2. Campus and Building Accessibility.pdf(See appendix)

3. Office of Services for Individuals with Disabilities-webpage.pdf(See appendix)

4. Web Accessibility_webpage.pdf(See appendix)

C.1. (Equipment and Supplies)

In addition to being the place students use for their homework, the Multimedia Room is also used for teaching some of the skills classes. It is equipped with 10 student workstations. Each workstation includes iMac computers, an LCD TV connected to a master DVD/VHS, and headsets with boom microphones. The instructor’s station includes an LCD projector, speakers, the master TV and DVD/VHS. A split-screen room is used to digitally capture video of conversations between two students. Digital capture equipment receives video from two separate cameras, one focused on each of the two students conversing. This room is also equipped with backdrops for video capture by students for portfolio work. In our two classrooms (Wallace 226 and 346), we have instructor stations equipped with LCD projector, speakers, DVD/VHS player, and a videophone.

The program has its own Apple Mac OS X server. It maintains accounts for all program students and department faculty and staff. Students use their server accounts for accessing iMacs and split-screen room computers. These accounts allow the students space for saving coursework and videos. The server allows students to turn in assignments in digital form and to transfer their video assignments to the faculty member’s account on the server. The server allows students to create shared calendars, wikis and blogs. Each student has video chat capabilities through his/her server account. These capabilities will be used for VRS training in the near future. The server allows the program considerable storage for large-scale collaborate projects. Video files and documents are stored in folders that have restricted access based on need.

The university maintains a Blackboard Courseware server. Our faculty utilize Blackboard as a supplement to their face-to-face course work. Assignments, links to resources, and discussions are the targets of Blackboard within our program.

The department maintains a website that holds resources for students as well. We compile links to resources for ITP students and host various videos and information within our site.

The university maintains an Internet 2 connection that has been used for remote connections to state schools for the Deaf across the country. Just recently, we connected to eight Deaf high schools across the country and watched their remote presentations through an online conference called MegaDeaf.

File Attachments:1. ASLIE Outreach Library_webpage.pdf(See appendix)

2. ASLIE Tech Help_webpage.pdf(See appendix)

3. ASLIE_Equipment_Inventory.pdf(See appendix)

4. Class of 2010 Book Suggestions_webpage.pdf(See appendix)

5. Class of 2010 DVD & CDs Suggestions_webpage.pdf(See appendix)

6. Class of 2010 Journal Suggestions_webpage.pdf(See appendix)

7. Class of 2010 Website Suggestions_webpage.pdf(See appendix)

8. EKU Online Learning - Blackboard System_webpage.pdf(See appendix)

9. ITP Outreach Workshops and Other Events_webpage.pdf(See appendix)

10. Photos_Classrooms_Labs_Multi-Media_Split-Screen_Rooms.pdf(See appendix) Some equipment is in the photos of the classrooms, multi-media and split screen rooms

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D.1. (Learning Resources)

EKU’s Main Library

The program is located at EKU’s main campus in Richmond, Kentucky which is where the Main Library is located as well. Because of the proximity of the library to our program, students have ready access to its location. During the regular academic year, the library is open during the following times:

7:30 a.m. to 1:00 a.m. Monday through Thursday7:30 a.m. to 6:30 p.m. Friday11:00 a.m. to 6:00 p.m. Saturday11:00 a.m. to 1:00 a.m. Sunday

The library currently has 58 faculty and staff who provide support and administration of its collections and services. In addition to physical access and face-to-face support, EKU’s library offers access and support through its online resources. The library catalogue, e-books, databases, e-journals, and archives, are all easily searched, downloaded and accessed from the library’s main web page: www.library.eku.edu (see attached resources). The library also offers assistance online. Students and faculty can chat with a librarian through a software chat feature available on the library website. Support is also available through SMS texting as well as email (see the library “Ask Us” page at www.library.eku.edu/new/content/askus.php). The library is also integrated into the University’s online courseware, Blackboard, with links provided to the library home page and other online resources that instructors can integrate into their course (see EKU Blackboard login page at learn.eku.edu/webapps/portal/frameset.jsp). Students are provided with an overview of the library resources during their freshman orientation and are provided a more in-depth introduction as part of their Academic Orientation (EDO 100) class. Students of the program are also given a brief orientation to resources at the library related to the curriculum in preparation for their requirement to write a major research paper for the Professional Ethics and Issues in Interpreting (ITP 215) class (see ITP 215 Research Paper Guidelines). All academic departments on campus appoint a library liaison to work with the librarian who is designated to his/her department. The ASLIE department has worked with Cindy Judd over several years (see Ms. Judd’s vitae). Ms. Judd has supported the program by responding to questions and processing recommendations of curriculum related titles to add to the collection. In 2007, the department library liaison set up a blog as a resource to the program students and faculty (see eku-aslie-library.blogspot.com). The ASLIE liaison blog features 21 re-published “Interpreter Resource Shelf” articles that originally appeared in the RID VIEWS monthly newsletter. It also features curriculum related links to resources, including related e-journals available through the EKU library:

● American Annals of the Deaf eJournal ● Interpreting: Int'l Journal of Research & Practice in Interpreting ● Sign Language Studies eJournal ● Sign Language & Linguistics eJournal ● Journal of Deaf Studies eJournal

The library holds hundreds of titles directly related to the curriculum. It is difficult to know exactly how many relevant materials there are as there are mixed search returns when using certain key words that are ambiguous (e.g. the words interpret, interpretation, and interpreter are used in many divergent contexts). As an example of potential maximum relevance, the following word searches were conducted within titles only (not keywords) of all materials in our collection:

Search for word in “title only” Total number of records Number of records with publication year

2000 or newer

Deaf 194 31Sign Language 85 24Interpret/ation/er ~30 15

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These numbers do not represent all relevant materials. Key word searches return much higher results, but with mixed relevancy that must be reviewed item by item (see attached catalog searches). Campus Computer Labs

EKU has four large computer labs equipped with PC and Macintosh computers. These labs are free and open to any EKU student. One lab on campus is solely an iMac lab (this is significant because the ASLIE Multimedia lab is also an iMac lab). All labs are managed and maintained by the EKU IT department (see lab information on ITDS website at http://www.it.eku.edu/computerlabs/). To guide the maintenance of all labs on campus, there is a campus-wide Mac Interest Group hosted by the EKU IT department that is comprised of representatives from departments on campus that use Macintosh computers in their curriculum. ASLIE has representation in this group with the intent of advocating for upgrades that match our own equipment and software so that students of our program can experience continuity between the iMacs on campus. In addition to computer hardware, the University maintains a Blackboard Courseware server for use with any class. Courses in the program use Blackboard to allow students 24/7 access to course materials and posting assignments and discussions.

ASLIE Holdings

The department has an Outreach Library that is part of its Interpreter Outreach Program. Although this free lending library is primarily for in-service interpreters in Kentucky, our program students and faculty also use it as a resource. The Outreach Library has over 926 books and videos directly related to the program curriculum (this number reflects unique titles only, many titles in the library have multiple copies). In addition to the Outreach Library, the ASL Lab has 225 video and audio resources (see ASL Lab Inventory List) that can be used by faculty, staff, and students.

ASLIE Technology and Digital Materials

The department equips and maintains its own Apple iMac lab within its Multimedia Room. The Multimedia Room is connected to the ASL Lab and can also be accessed by students in the major anytime the Wallace Building is open (students admitted to the program are given the access code for entry into the ASL Lab and the MM room). This room is available for any computer and video work required of our students. The Multimedia Room is equipped with the latest software and hardware. We replace our hardware every three years and our software as needed. The iMacs are currently in their last year of a three-year lease and they are running Mac OS X 10.6.3 at the time of this writing.

The department maintains its own Mac OS X server where all students and faculty have individual accounts and storage space. This server is used extensively for interpreting classes. It houses digital interpreting practice materials and allows students to store their video interpretations. In addition to practice materials owned by the program, the faculty make use of freely available online videos and audio such as can be found on YouTube, TED, StoryCorps, WGBH Forum, Gallaudet online video library, and many ASL Vlogs posted by Deaf people. These are all very accessible to students. In addition to the iMac lab in the Multimedia room, the department has ten MacBook laptops that are stored in a movable laptop cart. These laptops are used within the program courses for interpreting practice and testing outside the Multimedia Room. The department has two teaching rooms that the cart can be wheeled to when needed. The Wallace Building is equipped with Wi-Fi networking so all the MacBooks have wireless Internet connections and access to the departmental server.

File Attachments:1. ASL Sign Lab Inventory List of Video and DVDs.doc(See appendix)

2. ASLIE Library Liaison Blog.pdf(See appendix)

3. ASLIE Outreach Library_webpage.pdf(See appendix)

4. Blackboard Log-in and Support.pdf(See appendix)

5. EKU Library - ASK US PAGE.pdf(See appendix)

6. EKU Library Webpage.pdf(See appendix)

7. IT Computer Labs_Hours_Locations.pdf(See appendix)

8. ITP 215 Research Paper Guidelines.doc(See appendix)

9. Vitea_Librarian Kathy Watson.pdf(See appendix)

10. Vitea_Librarian Lucinda Judd.pdf(See appendix)

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http://www.it.eku.edu/computerlabs/



Standard 3 (Standard 3.)

A.1. (Operational Policies: Fair Practices)

The American Sign Language and Interpreter Education (ASLIE) Department has promoted itself in print, online, as well as face-to-face communication. As technology has progressed, the departmental website has become the primary source that students have used to obtain information about the program (see www.interpreting.eku.edu). Detailed information about applying to our program is included in the “Applying” area of the website. This area accurately provides interested applicants with the requirements for the program, both pre-admission as well as requirements for earning the Bachelor of Science Degree in ASL and English Interpretation. The official program description is found within the EKU Undergraduate Catalog. All online materials as well as printed brochures accurately reflect what is published in the Catalog.

In addition to the website, the Catalog and the program brochure, the department and its programs are also promoted through the following ways:

● The Center on Deafness, housed within the ASLIE department, promotes the program by distributing brochures at various conferences, statewide, regional and national conferences.

● The EKU Interpreter Outreach workshops that are cooperatively funded through the Kentucky Department of Education and Vocational Rehabilitation.

● Faculty and staff community service work throughout the state and on campus such as the Ichthus Music Festival and City Fest event.

● Press releases in newspapers and on the radio when ASLIE became a department in 2007.

● The University monthly magazine, The Eastern, which features program information and is sent to all alumni, faculty, staff, students and various stakeholders; or faculty and our program have been highlighted in The Eastern.

● Electronic newsletters internal to campus, such as EKU Today, and external promotional clips, such as an EKUcast video, that can be accessed on YouTube.

● SPOTLIGHT recruitment events held on campus five times a year.

● At national conferences such as the American Sign Language Teachers Association (ASLTA), the Conference on Interpreter Trainers (CIT), the Registry of Interpreters for the Deaf (RID), and the National Association of the Deaf (NAD) where our program is promoted through distribution of job announcements, presentations, poster sessions, and networking with other professionals in the field.

● A biennial program open house event for the purpose of student recruitment for those interested in applying to the program.

● Face-to-face recruitment of students who are taking ASL 101 and 102 classes for foreign language credit.

● The TRIO program that recruits High School students where faculty and staff have been invited to present.

● In addition, the university-at-large announces and advertises with the Chronicle on Higher Education for all major university publications and announcements.

All of the above-mentioned avenues of program description and promotion accurately reflect our program as stated in the Undergraduate Catalog.

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http://www.interpreting.eku.edu/



File Attachments:1. Info_On_Applying_to_the_ITP_webpage.pdf(See appendix)

2. Open House Powerpoint ITP.ppt(See appendix) Powerpoint used at the Open House informational meetings for perspective students. Basically the same powerpoint that was used in 2007 and 2009.

3. Undergraduate Catalogue 2009-2010.pdf(See appendix) Requirements and a description of ASLIE are on pages 121-122.


As a department within the University, ASLIE has complied with the University Equal Opportunity and Affirmative Action Statement which can be found on all official publications, recruitment efforts, Undergraduate Catalog, department letterhead, and is posted on a plaque in ASLIE's departmental office. The statement reads:

Equal Opportunity/Affirmative Action Statement

Eastern Kentucky University is an Equal Opportunity/Affirmative Action employer and educational institution and does not discriminate on the basis of age, race, color, religion, sex, sexual orientation, disability, genetic information, national origin or veteran status, in the admission to, or participation in, any educational program or activity which it conducts, or in any employment policy or practice. Any complaint arising by reason of alleged discrimination should be directed to the Equal Opportunity Office, Eastern Kentucky University, Jones Building, Room 106, Coates CPO 37A, Richmond, Kentucky 40475-3102, (859) 622-8020 (V/TDD), or the Director of the Office for Civil Rights, U.S. Department of Education, Philadelphia, PA.

All faculty recruitment efforts are coordinated through the University Human Resources Department and are reviewed and monitored by a representative from the Equal Opportunity Office. Recruitment efforts are widely advertised and follow a fair, open, and competitive hiring process. This process is documented in the College of Education Conducting Faculty Searches Handbook, the Guidelines for Recruiting Tenure Track faculty, and the Guidelines for Conducting Interviews.

In terms of student recruitment, we promote our program extensively to prospective students through the avenues listed under Standard 3.A.1. The department accurately describes the admission requirements and criteria for any and all interested students and fairly evaluates students for admission based on these standards. To promote fairness and diversity of perspectives, we strongly believe in conducting admission interviews with as many faculty and staff as possible (sometimes this committee has 14 members!).

In addition to the EEO/AA statement, the program also complies with other University non-discrimination statements quoted here:

Sex Fair Language

Faculty and administrations of the University are expected to make every effort to use sex-fair language in spoken and written communication related to their professional responsibilities. Department chairs are expected to facilitate faculty efforts to adopt sex-fair language by making available resource materials, such as Guidelines for Nonsexist Use of Language in NCTE Publications or Guidelines for Nonsexist Language in APA Journals, which suggest alternatives to sex-biased language patterns.

Diversity Statement

Eastern Kentucky University is an EEO/AA institution that values diversity in its faculty, staff, and student body. In keeping with this commitment, the University welcomes applications from diverse candidates and candidates who support diversity.

Disability Statement

Any member of the faculty, staff or student body who believes she or he requires a reasonable accommodation with

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respect to their employment or participation in any program or activity should contact the Office of Services for individuals with Disabilities, located in 315 of the Student Services Building, (859) 622-2933 (V/TDD). Information concerning the Americans with Disabilities Act (ADA), and the rights provided there under, is available form the ADA Coordinator, located in the Turley House, Turley 1, (859) 622-1500 (V/TDD).

The program faculty and staff make every attempt to use sex fair language in its official publications, as well as face-to-face discourse. The program also attempts to have diverse faculty, staff and students (as addressed in Standard 4). The program also complies with the Disability Statement by assuring that facilities are accessible (see Standard 2), participating in the University ADA committee, and fulfilling the requirement to include a Student Disability Statement in all program course syllabi (see Standard 5).

ASLIE has not had any history of complaints filed related to discrimination.

In an attempt to recruit people with diverse and varied ethnic backgrounds, advertisement efforts are made with the following entities:

www.aslta.org

www.chronicle.com

www.ohsoez.com

www.hiredeaf.com

www.deafed.net/jobs

www.insidehighered.com

www.rid.org

www.careerbuilder.com

www.bluegrassworks.net

Affirmative Action Register

File Attachments:1. College of Education Guidelines for Conducting Faculty Searches.pdf(See appendix)

2. EEO Guidelines for Recruiting Tenure-Track Faculty.pdf(See appendix)

3. Equal Opportunity Office (EEO)_webpage.pdf(See appendix) This contains the 'Sex Fair Language', 'Diversity' and 'Disability' Statements quoted in the narrative.

4. Guidelines for Recruiting Tenure Track Faculty(See appendix)

5. HR Communication_Guidelines_For_Hiring_Academic_Staff.pdf(See appendix)

6. HR Communication_Guidelines_For_Hiring_Faculty.pdf(See appendix)

7. HR Faculty Handbook 2008-2009.pdf(See appendix)

8. HR_Staff_Handbook.pdf(See appendix)

9. Job Advertisement in Lexington Kentucky's Best Jobs.pdf(See appendix)

10. Job Advertisement Posted on ASLTA webpage.pdf(See appendix)

11. Spotlight_Days_Info_for_Future_Students_webpage.pdf(See appendix)


Graduation requirements are explicitly stated in the EKU Undergraduate Catalog (see pages 121-122). Our program

19



graduation requirements are also on our website at http://www.interpreting.eku.edu/Core_Classes.php. DegreeWorks is an online tool that a student and her/his advisor can use to track completion of graduation requirements (Help Sheets and video tutorials are available at http://www.registrar.eku.edu/degreeworks/). All students must have contact with their advisor during the class registration period in order to review their DegreeWorks audit to assure all graduation requirements are being met. Prior to their last semester, students complete a graduation packet and submit it to the Academic Administrative Specialist in their major. Once all materials have been reviewed and approved students are then sent all the necessary graduation information from the Registrar’s office regarding Gradfest. Gradfest is an event where students are provided all the necessary information in order to graduate (i.e., purchase of cap and gown, invitations, etc.). This information is not only made known through each advisor but also on the EKU websites such as: www.cas.eku.edu/student_advising/grad_prep.php

EKU tuition rates and fees are published online at http://www.eku.edu/futurestudents/tuition.php. Students can also access personal, itemized information on tuition and fee balances by logging on to the EKU Direct online system. By clicking on Account Summary by Term a student may also view his/her financial history while at the University and see all personal financial records to date.

File Attachments:1. DegreeWorks_Sample_of_a_Student_Report.pdf(See appendix)

2. DegreeWorks_webpage.pdf(See appendix) A program to allow students to track their coursework and fee balances.

3. GradFest_webpage.pdf(See appendix)

4. Graduation Information_webpage.pdf(See appendix)

5. ITP Requirements, Core Courses(See appendix)

6. Preparing for Graduation_webpage.pdf(See appendix)

7. Tution 2010-2011_webpage.pdf(See appendix)

8. Undergraduate Catalogue 2009-2010.pdf(See appendix) Requirements for ASLIE Major are on pages 121-122, Comprehensive Baccalaureate Degree Requirements are on page 48.


If a student decides to withdraw from a course, he/she should do so prior to the 10th week of a full semester. If the student does not officially withdraw, he/she will be subject to an "F" grade (see The Student Handbook, or www.studentaffairs.eku.edu/studenthandbook/ and http://www.registrar.eku.edu/Withdrawing/ ). The refund policy can be found in the Undergraduate Catalog (see page 21) which delineates specific time periods and percentages of refunds. The withdrawal deadline dates are also required to be included within each course syllabus according to the Syllabus Policy.

File Attachments:1. EKU Withdrawal Information_webpage.pdf(See appendix)

2. EKU_Course Syllabus Policy.pdf(See appendix)

3. Student Handbook 2009_2010.pdf(See appendix) Information on withdrawing under Schedule Changes, page 28.

4. Undergraduate Catalogue 2009-2010.pdf(See appendix) Information on withdrawing from a class is under 'Schedule Changes', page 46.


The EKU policy on student academic suspension and dismissal is published in the Undergraduate Catalog (see page 44). This policy addresses all academic standards including: good academic standing, academic warning, academic probation, academic suspension and academic dismissal. The departmental policy is published in the Undergraduate Catalog on page 121-122 under the Progression and Retention in the Program section. It states that a grade of a C or higher is required for all ITP/ASL classes as well as maintaining a 2.5 GPA in the major.

Suspensions and dismissals for behavioral issues are published in the Student Handbook beginning on page 64.

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http://www.interpreting.eku.edu/applicants.php

http://www.cas.eku.edu/student_advising/grad_prep.php

http://www.studentaffairs.eku.edu/studenthandbook/

http://www.registrar.eku.edu/Withdrawing/



Aside from these policies, the program also expects students to comply with a set of expectations included in the "ITP Student Understandings" document. Candidates for admission are asked to provide their signature on each expectation acknowledging their consent to follow. The ITP Student Understandings document is posted on online course Blackboard sites. The department has developed an ASLIE Student Handbook with further information for students – this includes our expectations about our program learning community. Each ASLIE syllabus also includes the department attendance and homework policies.

File Attachments:1. ASLIE_Student_Handbook.doc(See appendix)

2. EKU Student Handbook 2009_2010.pdf(See appendix) Suspension and dismissal information starts on page 64.

3. ITP Student Understandings.pdf(See appendix)

4. Undergraduate Catalogue 2009-2010.pdf(See appendix) EKU suspension and dismissal information starts on page 44. Information for the ITP is on pages 121-122.


Grievance procedures for faculty are printed in the Faculty Handbook and can be accessed at www.academicaffairs.eku.edu/facultyhandbook/2008-2009/ under the “Faculty Personnel Policy and Benefits” section, page IV-7. This includes an introduction, eligibility, definitions of important terms, complaint resolution, initiation of the procedure, grievances at various levels and on to the final disposition. This process is to be followed for any grievance including but not limited to Merit Reviews, Re-appointment, Promotion and Tenure, and other such matters.

Grievance procedures for staff are printed in the Staff Handbook on page 28 and can be accessed at www.hr.eku.edu/doc/HR_Staff_Handbook.pdf. Step-by-step guidelines are outlined in detail for the employee to follow.

Student complaint information is located in the Student Handbook, which can be accessed on the Student Affairs webpage (see page 29 - 31). From this page, students are provided complaint instructions which depends on where the complaint originates (i.e. academic affairs, university programs, financial affairs, enrollment management, graduate studies/university library and student affairs).

File Attachments:1. HR Faculty Handbook 2008-2009.pdf(See appendix) see Grievance Policy and Procedures, page IV-7

2. HR_Staff_Handbook.pdf(See appendix) see Grievance Policy and Procedures, page 26

3. Student Handbook 2009_2010.pdf(See appendix) see Students Complaints - General Process starting on pages 21.


Health

Information regarding the University’s provision of health and wellness services can be found in the Student Life website (www.eku.edu/students/) in the Health and Wellness area. EKU student health and wellness services include:

● Campus Recreation & Intramurals ● Counseling Center ● Health Education ● Meditation Chapel ● Sexual Assault ● Student Health Insurance ● Student Health Center

The Patient Guide website provides further information about the Student Health Services program (http://www.healthservices.eku.edu/patient_guide/ ).

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http://www.campusrec.eku.edu/

http://www.counseling.eku.edu/

http://www.healthservices.eku.edu/

http://www.studentaffairs.eku.edu/chapel/

http://www.president.eku.edu/EqualOp/sh/

http://www.healthservices.eku.edu/#medicalinsurance

http://www.healthservices.eku.edu/



Safety

EKU has a Division of Public Safety that has its own police force. The University Police provide 24-hour patrol of the EKU campus buildings, parking lots, residence hall exteriors, and campus grounds. Patrol is by motor vehicle, bicycle, and on foot. Eastern Kentucky University has 26 sworn police officers who have full law enforcement authority on all University property, and concurrent jurisdiction on all roads and streets adjacent to the campus. They also have the authority to investigate crimes committed on University property anywhere in the state. The mission of the Eastern Kentucky University Police Department is to enhance the quality of life by providing a safe and secure environment through professional service to the community.

The EKU Police Department is responsible to notify all personnel of updated incidents on campus for the protection and safety of students, faculty and staff. These notifications are done in the form of EKU mass email alerts and also published in the weekly publication, The Eastern Progress, under the section labeled "Police Beat". In addition, they provide an annual police report that includes helpful information about their program and services as well as other facts required by the Jeanne Cleary Disclosure of Campus Security Policy and Campus Crime Statistics Act of 1998.

Emergency Call Boxes are also placed strategically throughout campus for employee and student use. Those locations can be found at www.police.eku.edu/callbox/. An Emergency Text Messaging service is also made available to all personnel, including the ASLIE department, for any type of campus wide emergency. Information about this service can be found at www.eku.edu/emergencytextmessaging/ .

Faculty and staff are expected to help deal with students in distress by following the "911" Guide. The guide helps faculty and staff deal with students who are in distress as well as students with disruptive behavior.

Confidentiality

Faculty and staff of EKU are expected to comply with the Family Education Rights and Privacy Act of 1974 (FERPA). This federal law is designed to protect the privacy of educational records. The full EKU policy related to FERPA can be found in the University Catalog (see page 2 - 4). The EKU Office of the Registrar provides training to the University community on FERPA issues (see FERPA training Powerpoint). It also requires staff who work in the Office of the Registrar to sign a Code of Responsibility For Security and Confidentiality of Data.

The department adheres to policies and law related to health, safety, and confidentiality. The department has never had any formal grievances filed regarding health, safety or confidentiality of consumers.

File Attachments:1. Annual Crime Report_webpage.pdf(See appendix)

2. Campus Recreation and Intermurals_webpage.pdf(See appendix)

3. Chapel of Meditation_webpage.pdf(See appendix)

4. Counseling Center_webpage.pdf(See appendix)

5. Daily Crime Log_webpage.pdf(See appendix)

6. EKU Campus Recreation_webpage.pdf(See appendix)

7. EKU Emergency Text Messaging System Instructions_webpage.pdf(See appendix)

8. EKU Police_webpage.pdf(See appendix)

9. EKU Student Life_webpage.pdf(See appendix)

10. EKU_Code_of_Responsibility_For_Security_and_Confidentiality_of_Data.pdf(See appendix)

11. Faculty 911 guide.pdf(See appendix)

12. FERPA policy, pages 2-4 in Undergraduate Catalogue 2009-2010.pdf(See appendix)

13. Health Services_webpage.pdf(See appendix)

14. Patient Guide_webpage.pdf(See appendix)

15. Police_Beat_Section_in_the_Eastern_Progress_newspaper.pdf(See appendix)

16. Sexual Harassment Policy_webpage.pdf(See appendix)

17. Student Health Insurance.pdf(See appendix)

18. Student Health Service Informaiton_webpage.pdf(See appendix)

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http://www.eku.edu/emergencytextmessaging/




This standard does not apply to our program because EKU does not admit students on the basis of ability to benefit.

B.1. (Admissions Policies and Procedures)

EKU's admission policies are published and made available to students through the University website at www.eku.edu/futurestudents/ as well as the Undergraduate Catalog (see page 10). The published information states, “one must provide an admission application and evidence of appropriate scholastic achievement through prior educational experience." It further notes that, "certain degree programs have separate, special admission requirements. Admission to the university does not mean automatic admission to all degree programs.” Within the published information, criteria is delineated for Freshman Full Admission, Provisional Admission, Probationary Admission, Special Admissions, Requirements for International Students, Requirements for Admission as a Transfer Student, Requirements for Readmission, and Other Types of Admission.

Within the EKU Catalog, the Interpreting for Deaf Individuals program is displayed on page 121 and 122 along with the Admission Criteria, Application Information, Progression and Retention in the Program, Program Goal, the Major Requirements for the program and the Minor as well. ASLIE also makes its program information available on its website www.interpreting.eku.edu/applicants.php under Interested Applicants. The criteria for admission to the baccalaureate degree are displayed under headings of Pre-Admission Requirements and Admission Requirements.

Those criteria are

● GPA of 2.5 or higher ● ASL 201, 202, and ITP 215, 220 with a grade of “C” or higher and a GPA of 2.5 or higher for these four classes. ● Completed the Degrees of Reading Power Language Test, and ● Completed an admission interview by the ITP interview Committee including transcripts, a letter of intent and at least

two letters of recommendation.

A suggested sequence of courses are also made available by hyperlink in addition to the ASL Minor and course descriptions. All pertinent information regarding the admission policies such as the Degree Requirements for the Core Major Requirements are also published at www.interpreting.eku.edu/Core_Classes.php

File Attachments:1. EKU Admissions for Future Students.pdf(See appendix)

2. Info_On_Applying_to_the_ITP_webpage.pdf(See appendix)

3. ITP Core Courses Degree Requirements_webpage.pdf(See appendix)

4. Undergraduate Catalogue 2009-2010.pdf(See appendix) Admissions to EKU see page 10, for the ITP see pages 121-122.


The policies referenced within this standard are included in the EKU Undergraduate Catalog:

Admission

As discussed under 3.B.1, admission criteria for the program is published in the Undergraduate Catalog on page 121. This includes the criteria to be met prior to the interview process. The interview criteria are also in the catalog which include: signing skills, GPA, score from the Degree of Reading Power Language Test, and disposition score. This information is also available on the ASLIE department webpage under the tab “applying”.

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http://www.eku.edu/futurestudents/

http://www.interpreting.eku.edu/applicants.php

http://www.interpreting.eku.edu/Core_Classes.php



Advanced Placement

Advanced placement guidelines are defined in the Undergraduate Catalog (see page 38 - 39) where students have the opportunity to test out of various lower level classes as listed. Information on the exams that are available for challenge, costs, and procedures for registering is available for students at www.testing.eku.edu.

The program also offers departmental examinations simulating the College-Level Examination Program (CLEP) for ASL 101, ASL 102, ASL 201 and ASL 202 (see attached samples of placement tests). The student, of their own volition, may request to take the departmental examination or it may be brought to their attention by a faculty member recommending that they would be a viable candidate to sit for the exam. The student then secures an appointment with the designated faculty member in charge of testing, and the faculty member will then conduct an informal assessment of the student's signing skill by way of conversation in order to deter those students who may not be ready to test. Should the faculty member feel the student is a viable candidate for the test, the examination is then given to them and the University guidelines for Advanced Placement tests are then adhered to for paperwork and processing.

Transfer of Credit

Transfer of credits/courses is explained in the Undergraduate Catalog (see page 47). The transfer of ASL courses is on a case-by-case basis and is dependent on the text and curriculum utilized by the transferring institution. ASLIE utilizes the Signing Naturally Vista curriculum and generally accepts transfer of credits from other institutions that utilize this curriculum. Once transfer credits have been accepted from a particular institution, the Transfer Office keeps record of this, and any requests after this are automatically accepted.

Credit for Experiential Learning

Credit for experiential learning for the ASLIE department is addressed with the CLEP examinations (http://www.testing.eku.edu/CBE/CLEP/).

File Attachments:1. Academic Testing_webpage.pdf(See appendix)

2. ASLIE Policy_ Procedure for Taking ASL Challenge Test.doc(See appendix)

3. CLEP - College-Level Examination Program webpage.pdf(See appendix)

4. Request_to_Attempt_EKU_Departmental_Credit-by-Examination.pdf(See appendix)

5. Undergraduate Catalogue 2009-2010.pdf(See appendix) Admissions requirements for ITP, pages 121-121. Advanced placement guidelines, pages 38-39. Transfer of credit, page 47.


All general education requirements are defined in the Undergraduate Catalog on pages 50 – 53. Within the Catalog, the Interpreting for Deaf Individuals program is displayed on page 121 and 122 along with the Admission Criteria, Application Information, Progression and Retention in the Program, Program Goal, the Major Requirements for the program.

A suggested sequence of courses for the major is available at http://www.interpreting.eku.edu/pdf/program%3Edisplay.pdf . Requirements for the ASL Minor, as well as all course descriptions of classes offered by the department, are also available in on the ASLIE website. The Core Major Requirements are published at www.interpreting.eku.edu/Core_Classes.php and in the Undergraduate Catalog.

All students attending the University design their own curricular plans with the DegreeWorks online system. Academic Advisors should have a formal meeting with each student every semester. At the conclusion of their formal meeting, each student is given a Registration Access Code (RAC) that is required for registration of classes. This "gate keeping" process helps to ensure that students are staying on track with each segment of their educational program. Students can contact their advisors throughout the academic year to track their academic progress, prepare for future course registration, and plan for graduation.

24

http://www.interpreting.eku.edu/pdf/program>display.pdf

http://www.interpreting.eku.edu/pdf/program>display.pdf

http://www.interpreting.eku.edu/Core_Classes.php



Another criteria that ensures successful completion is the requirement to submit a graduation application to the College of Education. Applications are available at www.coe.eku.edu/instructions_candidates_web.php and appointments are made for exit interviews.

File Attachments:1. College of Education Graduation Application Process_webpage.pdf(See appendix)

2. DegreeWorks_webpage.pdf(See appendix) A program to allow students to track their coursework and shows what remaining classes they need to take.

3. ITP Core Courses Degree Requirements_webpage.pdf(See appendix)

4. Program_Display and Suggested Sequence__Prior_to_Fall_2010.pdf(See appendix)

5. Program_Display and Suggested Sequence_Starting_Fall_2010.pdf(See appendix)

6. Undergraduate Catalogue 2009-2010.pdf(See appendix) General Education requirements are on pages 50-53, ITP requirements pages 121-122.

C.1. (Student Records)

The EKU Registrar’s office houses and serves as the custodian for all academic records for students including admission, enrollment, and achievement. All academic records are entered and maintained through secure online databases. Enrollment in courses is electronically recorded when a student registers for classes through the EKU Direct system (see instructions for registration). Grades are electronically recorded by faculty through the same system (see email from Tina Davis, Registrar and instructions for midterm and final grades).

The enrollment and achievement information from the EKU Direct system is populated into the DegreeWorks system (formerly the Colonel’s Advising and Registration Equals Success (CARES) system). DegreeWorks is an online system that displays all the requirements of the major and minor a student has chosen (see DegreeWorks information). DegreeWorks provides an ongoing audit of what courses the student has completed towards his/her chosen degree and displays what courses remain to be taken. The EKU Direct and DegreeWorks systems also serve as the databases from which the student transcript is generated (see examples of student records/CARES report).

The students’ transcripts are maintained according to the EKU Records Retention Schedule (see attached), which is based on the Kentucky State Archives and Records Act (KRS 171.410-740) in conjunction with the Scheduling Public Records for Retention and Disposal Procedure (725 KAR 1:030), which is administered by the Kentucky State Archives and Records Commission. The EKU Records Retention Schedule also complies with the American Association of Collegiate Registrars and Admissions Officers (AACRAO) Retention of Records: Guide for Retention and Disposal of Student Records (2010 update).

Information about the enrollment process, making changes to student records, DegreeWorks system, and requesting transcripts can be accessed through the EKU Office of the Registrar website (www.registrar.eku.edu).

As discussed under Subcomponent 3.A.7, EKU faculty and staff are expected to comply with the Family Education Rights and Privacy Act of 1974 (FERPA) in regards to confidentiality of student records.

File Attachments:1. DegreeWorks_Sample_of_a_Student_Report.pdf(See appendix)

2. DegreeWorks_webpage.pdf(See appendix) A program to allow students to track their coursework, credits and grades.

3. EKU Online Instructions for EKU Direct.pdf(See appendix)

4. EKU_Code_of_Responsibility_For_Security_and_Confidentiality_of_Data.pdf(See appendix)

5. Email from Tina Davis-Registrar about submitting spring 2010 grades.pdf(See appendix)

6. FERPA for Faculty and Staff.pdf(See appendix) This is given out during new faculty orientation

7. Instructions for entering Final Grades.doc(See appendix)

8. Instructions for entering MidTerm Grades.doc(See appendix)

9. Office of the Registrar_webpage.pdf(See appendix)

10. Records Retention Scheduling Guidelines.pdf(See appendix)

11. Records_Retention_Schedule.xls(See appendix)

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12. Undergraduate Catalogue 2009-2010.pdf(See appendix) FERPA Policy, pages 2 - 4.

D.1. (Health)

As students of EKU, ASLIE students have access to services that are provided to other EKU students. Student Health Services at EKU are housed in the Rowlett Building, with full-time physicians, staff nurses, senior nurse practitioners, certified medical assistants and office associates. Information regarding Health Services can be found on the University’s website (http://www.healthservices.eku.edu/), the Student Handbook, and in the EKU Undergraduate Catalog on pages 26 and 27.

Students are informed of EKU's Health Services beginning with recruitment, such as EKU's SPOTLIGHT event. SPOTLIGHT is a program for prospective students and their families to attend the University’s academic and student services showcase where they can browse informational booths and gather information, including Student Health Services.

File Attachments:1. Health Services_webpage.pdf(See appendix)

2. Student Affairs and You_webpage.pdf(See appendix)

3. Student Handbook 2009_2010.pdf(See appendix) Information on health services, page 110.

4. Undergraduate Catalogue 2009-2010.pdf(See appendix) Health Services pages 26-27.

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Standard 4 (Standard 4.Faculty and Staff)

A.1. (Program Director and Faculty)

In addition to the Department Chair, there are five tenure-track faculty (three of whom are tenured) and four ASL Specialist faculty members. (The ASL Specialist position is a non-tenure faculty position, funded by external grants and eligible for re-appointment on an indefinite basis.) The following chart includes the three categories of faculty members with a list of faculty members who hold that position, their position titles, and the year they joined the faculty. Six of the faculty members have been employed in our department for five or more years. The remaining faculty members have been employed between one and five years.

Faculty Biographies Dr. Laurence Hayes received his Doctorate in Communication in 1990 from the University of Arizona. He has been the ASLIE Department Chair since 2008. Prior to becoming chair, he served as the Program Director of the Interpreter Training Program, which was housed in the Department of Special Education. He served in that capacity from 1989 to 2008. Before coming to EKU, Dr. Hayes was employed as the Chair of the Interpreter Training Program at Pima Community College from 1980 to 1989 and as a part-time instructor for the Department of Foreign Languages at Pima Community College from 1978 to 1979. He also served as the Program Coordinator & Counselor for the Office of Special Services at the University of Arizona in 1977 to 1979. He taught ASL 101 and various interpreting courses. He holds CSC and ASLTA (Provisional) certifications, and a Kentucky interpreting license. He has been interpreting professionally since the 1970s. Dr. Karen Petronio received her Doctorate in Linguistics in 1993 from the University of Washington, a Masters in ASL Linguistics from Gallaudet University and a Masters in Recreation Administration from Morgan State University. She was promoted to Associate Professor in 2000. She has significant experience and expertise working with Deaf-Blind people. She has taught ASL 101 as well as most of the interpreting courses offered within the program. She teaches the two linguistics courses. She holds IC/TC, CI, CT, and ASLTA (Provisional) certifications, and has a Kentucky interpreting license. She has been interpreting professionally since the early 1980s.

TenuredDr. Laurence Hayes, Chair, Professor, 1989

Dr. Karen Petronio, Associate Professor, 1995

Ms. Nina Coyer, Assistant Professor, 1997

Ms. Vicki Brashear, Assistant Professor, 2000

Tenure-Track Ms. Kimberly Hale, Assistant Professor, Jan. 2007

Mr. Daniel Roush, Assistant Professor, 2006

Vacant, Assistant Professor, start date Fall 2010 (search process nearly complete)

ASL SpecialistMr. David Williams, ASL Specialist III, 2005

Ms. Audrey Ruiz Lambert, ASL Specialist III, 2009

Ms. Linda Kolb Bozeman, ASL Specialist III, 2001

Vacant, ASL Specialist III, start date Fall 2010 (contract signed)

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Ms. Nina S. Coyer, Assistant Professor joined the department in 1997. Prior to joining the faculty full-time, she was a teacher for the Deaf and Hard of Hearing at the Kentucky School for the Deaf. She was employed in that capacity for twelve years. For nine years before becoming full-time, Ms. Coyer taught at EKU as a part-time instructor. Ms. Coyer received her Masters in Education for the Deaf and Hard of Hearing in 1985. In her time here, she has taught ASL 1 - 6, Deaf Culture, and some interpreting courses. Ms. Coyer holds a CDI and ASLTA (Professional) certification, and a Kentucky interpreting license. She has been interpreting on an occasional basis for approximately 15 years. Ms. Vicki Brashear, Assistant Professor joined the Department in 2000. She has a Masters in Counseling. She has taught ASL 101 and 102 courses and most of the interpreting courses offered in the program. She holds CSC and ASLTA (Provisional) certifications, and a Kentucky interpreting license. She has been interpreting professionally since the early 1980s. Mr. Daniel Roush, Assistant Professor, joined the department in 2006 after working in the business sector as a researcher, and for the government. He earned a Masters degree in Linguistics from Gallaudet University. He has taught ASL 1 – 3, as well as many of the interpreting courses offered in the program. He holds CI,CT, and ASLTA (Provisional) certifications and Kentucky Interpreting license. He has been interpreting professionally since 1992. Ms. Kimberly Hale, Assistant Professor, is currently working on her Doctorate in Educational Leadership and Policy Studies at EKU. She earned a Masters in Linguistics from the University of South Carolina. She received her Bachelors in American Sign Language Interpreting from Maryville College in Tennessee. Prior to joining the department, Ms. Hale, taught part-time for two community colleges and worked as an interpreting business owner. She joined the department in the spring of 2007. Ms. Hale has taught ASL 101 and 102, as well as many of the interpreting courses in the program. She holds NAD IV, CI, CT, and ASLTA (Provisional) certifications and a Kentucky interpreting license. Ms. Hale has been interpreting professionally since 1998. Ms. Linda Bozeman, ASL Specialist III, received a Bachelors in Social Work at Eastern Kentucky University. She has taught ASL 101 and some of the interpreting courses. She is primarily responsible for the Interpreter Outreach Program within the department. She coordinates and provides a plethora of workshops and training events for interpreters (educational and others) throughout the state of Kentucky. Prior to joining the faculty in 2001, Ms. Bozeman served as an interpreter and interpreter coordinator with state agencies as well as post-secondary educational institutions. She holds CSC, CI, CT, and NIC Advanced certifications and a Kentucky interpreting license. She has been interpreting professionally since 1983. Ms. Audrey Ruiz Lambert, ASL Specialist III, earned a Bachelors in Spanish. Since joining the faculty in Fall 2009, she has taught two interpreting courses. She works very closely with Ms. Bozeman coordinating and conducting training for interpreters across the Commonwealth of Kentucky. Specifically, she has been instrumental in bringing more training opportunties to an underserved area of our state (Eastern Kentucky). She holds CI and CT certifications and a Kentucky interpreting license. She has been interpreting professionally since 1991. Mr. David Williams, ASL Specialist III, received his Bachelors in Computer Information Systems from Gallaudet University. He taught American Sign Language for a year in Henderson Community College before joining the department in 2005. He has ASLTA (Qualified) certification. Mr. Williams teaches the first four levels of ASL and fingerspelling classes.

Each faculty member's combined training, certifications, professional experience, ASL and English fluency, and teaching dispositions support his or her qualifications to carry out responsibilities to provide teaching, service, and scholarship within the program.

File Attachments:1. Faculty_Staff_Photos.pdf(See appendix) Missing - Faculty: Audrey Ruiz Lambert CI, CT, Sign Lab Assistant Manager:

Billy Gully Jr

2. Certifications_Audrey_Ruiz_Lambert.pdf(See appendix)

3. Certifications_Danny_Roush.pdf(See appendix)

4. Certifications_David_Williams.pdf(See appendix)

5. Certifications_James_Womack.pdf(See appendix)

6. Certifications_Karen_Petronio.pdf(See appendix)

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7. Certifications_Kimberly_Hale.pdf(See appendix)

8. Certifications_Laurence_Hayes.pdf(See appendix)

9. Certifications_Linda_Kolb_Bozeman.pdf(See appendix)

10. Certifications_Nina_Coyer.pdf(See appendix)

11. Certifications_Vicki_Brashear.pdf(See appendix)

12. HR Faculty Handbook 2008-2009.pdf(See appendix) See Section III

13. Vitea_Audrey_Ruiz_Lambert.doc(See appendix)

14. Vitea_Danny_Roush_10_28_09.doc(See appendix)

15. Vitea_David_Williams.doc(See appendix)

16. Vitea_James_Womack.pdf(See appendix)

17. Vitea_Karen_Petronio.doc(See appendix)

18. Vitea_Laurence_Hayes.doc(See appendix)

19. Vitea_Linda_Bozeman.pdf(See appendix)

20. Vitea_Nina_Coyer.pdf(See appendix)

21. Vitea_Vicki_Brashear.doc(See appendix)

A.2. (Program Director and Faculty)

The program follows the guidelines and procedures established by the University for recruiting qualified faculty members. In an attempt to recruit people with diverse and varied ethnic backgrounds, advertisement efforts are made with the following entities: www.aslta.org www.chronicle.com www.ohsoez.com www.hiredeaf.com www.deafed.net/jobs www.insidehighered.com www.rid.org www.careerbuilder.com www.bluegrassworks.net Affirmative Action Register In addition to advertising our positions with these entities, the faculty members also use word-of-mouth to inform potential faculty members about our program. As one example, when Ms. Nina Coyer and Mr. David Williams recently attended the 2010 Deaf Studies Conference, they took the position announcements about faculty vacancies with them to share with potential colleagues. Other faculty members share the announcements with colleagues who have networks with diverse populations. For example, Ms. Kimberly Hale emailed the position announcement information to Ms. Glendia Boon (a previous colleague and one of our practicum site mentors) and asked her to share it with her NAOBI and other colleagues. Wendy Zimmerman, department Administrative Assistant, also sends our job announcements to several electronic list servs. Currently we have two full-time Deaf faculty members, Ms. Nina S. Coyer and Mr. David Williams. Recently, we had an additional Deaf faculty member who resigned mid-year this academic year due to health reasons (December 2009). That vacant position has been filled with a Deaf person. We have an additional tenure-track, Assistant Professor position open right now. We are completing the search process. We have two highly qualified Deaf candidates and one highly qualified hearing candidate. While we will select the best candidate for the position and fit for the program, we hope to be able to hire additional Deaf faculty members – especially into this tenure-track position. By the beginning of the fall semester, we hope to have a ratio of four Deaf to seven hearing faculty. It is also important to note that four of the seven hearing faculty members have Deaf parents.

Related to Deaf practicum supervisors, Jason Hurdich of ASL Services, Inc. in Florida has worked as a Deaf site mentor with three of our recent students (two students in 2008 and one in 2010). Although we have worked with Deaf practicum site mentors and we see the value, this is not reflected in anything that we have in print. To improve in this area, the

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http://www.aslta.org/

http://www.chronicle.com/

http://www.ohsoez.com/

http://www.hiredeaf.com/

http://www.deafed.net/jobs

http://www.insidehighered.com/

http://www.rid.org/

http://www.careerbuilder.com/

http://www.bluegrassworks.net/



Practicum Handbook should be revised with a statement that we encourage students to seek qualified Deaf site mentors.

File Attachments:1. Job Advertisement Posted on ASLTA webpage.pdf(See appendix)

2. Job_Advertisement_Chronicle_of_Higher_Education.pdf(See appendix)

B.1. (Program Director)

Dr. Hayes fulfills the requirements of the job in that he is responsible for and demonstrates strong planning and team building skills, prepares and administers the departmental budget, and commits time and energy to seek external funds. As department Chair, he is first in line to deal with all matters relating to budget and personnel. Dr. Hayes is responsible for the annual evaluation of both exempt and non-exempt employees. The evaluation process for faculty revolves around the annual reappointment process and/or the merit review. The evaluation process for staff revolves around the standard evaluation format required by Human Resources.

Dr. Hayes reports directly to the Dean and Associate Dean of the College of Education (COE), and acts as liaison to COE and the University for the department. Dr. Hayes represents the department, as a standing member, on several college and university committees, including the Chairs and Directors Committee. Dr. Hayes is also responsible for the generation of numerous reports regarding the evaluation and assessment of the needs of the department, and forwarding these reports on to individuals within the University and to various agencies which provide assistance through grant funding.

Dr. Hayes follows University procedure for the selecting of faculty and staff. This procedure is coordinated through the University Human Resources Department and is reviewed and monitored by a representative from the Equal Opportunity Office. When faculty positions are advertised, a search committee is formed, made up of faculty and staff from within and outside of the department, and recommendations for hiring are made to Dr. Hayes. Dr. Hayes then forwards the recommendations to the Associate Dean. When staff positions are advertised, faculty and staff from within the department are invited to provide input into the selection process. After considering this input, Dr. Hayes makes a recommendation for hiring to the Associate Dean.

File Attachments:1. Evaluation of ASLIE Chair by the COE Dean.pdf(See appendix)

2. Job_Description_ASLIE_Dept_Chair.pdf(See appendix)

3. Sponsored Programs 2009 Annual Report.pdf(See appendix) See page 16 - 17 for grants awarded to Laurence Hayes, $378,230 from the Kentucky Department of Education and $930,650 from the Kentucky Office of Vocational Rehabilitation

4. Vitae_Laurence_Hayes.doc(See appendix)

B.2. (Program Director)

Dr. Hayes has been interpreting since the 1970s; he continues to provide interpreting services in the community as his time permits. He holds a Comprehensive Skills Certificate (CSC) from RID and a current Kentucky Interpreting license (#42). Dr. Hayes also holds ASLTA-Provisional certification. Dr. Hayes’ received his doctorate in Communication in 1990. Prior to coordinating the Interpreting program at EKU, Dr. Hayes served as Chair of the Interpreter Training Program at Pima Community College. He also served as an instructor in the Department of Foreign Languages at Pima Community College. Dr. Laurence Hayes served as the Program Director from 1989 until 2008 when he became the Chair of our newly formed department. Dr. Hayes was able to build relationships and an understanding of the administrative processes while in the Program Director position. That experience allowed him to easily move into the Chair position when the search committee selected him after a national search.

File Attachments:1. Certifications_Laurence_Hayes.pdf(See appendix)

2. Vitae_Laurence_Hayes.doc(See appendix)

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C.1. (Faculty Qualifications)

Our department has 9 full-time faculty members and 1 part-time faculty member. Out of 10 faculty members, there are 8 certified interpreters includes one CDI and 8 certified ASLTA teachers.

Faculty Certified Interpreters Certified ASLTADr. Laurence Hayes CSC ProvisionalDr. Karen Petronio IC/TC, CI and CT ProvisionalNina Coyer CDI ProfessionalVicki Brashear CSC ProvisionalLinda Bozeman CSC, CI and CT, NIC Advanced NoneDavid Williams None QualifiedDaniel Roush CI and CT ProvisionalKimberly Hale CI and CT, NAD Advanced ProvisionalJames Womack (PT) None ProvisionalAudrey Lambert-Ruiz CI and CT None

File Attachments:1. Certifications_Audrey_Ruiz_Lambert.pdf(See appendix)

2. Certifications_Danny_Roush.pdf(See appendix)

3. Certifications_David_Williams.pdf(See appendix)

4. Certifications_James_Womack.pdf(See appendix)

5. Certifications_Karen_Petronio.pdf(See appendix)

6. Certifications_Kimberly_Hale.pdf(See appendix)

7. Certifications_Laurence_Hayes.pdf(See appendix)

8. Certifications_Linda_Kolb_Bozeman.pdf(See appendix)

9. Certifications_Nina_Coyer.pdf(See appendix)

10. Certifications_Vicki_Brashear.pdf(See appendix)


Faculty members in the department are qualified to teach their courses given each faculty member's combination of training, certification, professional experience, ASL and English fluency, and disposition to teach.

For the ASL courses, all of the faculty have had training for teaching the Signing Naturally curriculum. All of the faculty members have been using ASL for more than 10 years and are fluent in the language (as evidenced by national certification – all of the faculty hold either ASLTA or interpreting certifications. Most of the faculty hold interpreting and ASLTA certification). The ASL Lab staff are an integral part of our language instruction. All three of the full-time Lab staff are native signers who graduated from residential settings, and all have achieved Superior Plus rating (the highest fluency rating) on the Sign Language Proficiency Interview.

The faculty members with interpreting experience (both Deaf and hearing) historically have taught the interpreting theory and skills courses. For the skills classes, we typically have two concurrent sections of each course with approximately ten students in each section. This allows two different faculty members to work together to teach the course. This has been especially helpful when new faculty members join the department because they have the opportunity to be mentored through collaborative preparation and post-instruction reflection by one of the other faculty members who have taught the course previously. We accept a cohort of students on a two-year cycle, so our interpreting courses are offered every two years.

In addition to the experiential and professional qualifications for teaching ASL and interpreting, Three faculty members have degrees in Linguistics (two Masters, one Doctorate). One has a degree in interpreting (Bachelors), one in

31



communication (Doctorate). One faculty member (Kimberly Hale) has attended training and taken graduate courses related to teaching translating/interpreting. Several of the faculty members have also taken advantage of professional development opportunties such as: teaching critical and creative thinking, teaching interpreting (CIT), teaching ASL (ASLTA) as well as other Deaf Studies related conferences.

Ethics and Specialized Settings (ITP 330 and ITP 430) are co-taught by a hearing-deaf team. Each of them work as interpreters; this allows our students additional insight into the work of interpreters by continually having input from a hearing interpreter (with Deaf parents) and a Deaf consumer who is also an interpreter.

Our Linguistics courses (ITP 390 and ITP 490) are taught by Dr. Karen Petronio, who has a Doctorate in Linguistics and has published several linguistics-related research articles.

While our faculty occasionally may have difficult semesters, course/faculty evaluations of courses in our department largely show that our students are satisfied with the instruction they receive (IDEA evaluations).

Our program has continual feedback-for-improvement system in place. If interpreting faculty notice a gap in student knowledge or skill in upper division courses that information is passed back down to faculty members who teach the lower division courses (including ASL courses) so that the courses and teaching can be improved.

For documentation and evidence, in addition to the following attachments, please see faculty vitea and certifications attached with Standard 4.A.1.

File Attachments:1. Classes Taught by Different Faculty_spreadsheet.xls(See appendix)


The program objectives are enumerated under the three main goals: 1. To provide high quality American Sign Language instruction.

1.1 The program will recruit and retain qualified and diverse ASL instructional personnel.1.2 The program will continually enhance ASL curricula, materials, methods, assessments, and lab experiences.1.3 The program will maintain adequate equipment and facilities to support ASL instruction.1.4 The program will offer ASL courses in support of general education requirements, the ASL minor, the interpretation major, and other related majors.1.5 The program will prepare students to have basic proficiency in ASL as a prerequisite to formal acceptance into the interpretation major. 2. To prepare professional interpreters who are competent, ethical, and life-long learners.

2.1 The program will recruit and retain qualified and diverse interpreter educators.2.2 The program will continually enhance interpretation curricula, materials, methods, assessments, and practicum experiences.2.3 The program will maintain adequate equipment, technology, and facilities to support interpreter education.2.4 Students of the program will develop critical and creative thinking skills.2.5 Students of the program will develop competency in ASL and English.2.6 Students of the program will possess a generalist level of knowledge in professional issues, theories, and multicultural dynamics related to the interpreter profession.2.7 Students of the program will demonstrate basic competency in interpreting between ASL and English.2.8 Students of the program will be able to critically assess their own work and use creative problem-solving to continually develop themselves as professionals.2.9 Students of the program will demonstrate ethical and culturally competent decision-making in various interpreter settings.

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3. To promote excellent resources, service, and scholarship to the state of Kentucky, the region, and throughout the United States.

3.1 The program will offer outreach resources to interpreters in the state of Kentucky3.2 The faculty and staff of the program will serve the university and professional communities.3.3 The faculty of the program will produce scholarly work at the state, regional, and national level. In support of goal one: eight out of ten of our faculty hold ASLTA certification. Four of our current faculty members are native ASL signers. We have two full-time and one part-time Deaf faculty members. In support of goal two: eight out of ten of our faculty hold national interpreting certification. All of the hearing faculty members are interpreters with over a decade of professional interpreting experience. Most of the interpreting faculty members have been interpreting since the 1980s and early 1990s. We currently have one faculty member who is a Certified Deaf Interpreter (CDI). Our faculty have worked in a wide range of settings including education (pre-school through postdoctoral), state and federal government agencies, the non-profit sector, VRI, VRS, legal, medical, and Deaf-Blind. In support of goal three, all of the faculty have given presentations at the national or state level within the last two years. Several of the faculty have published research within the last several years. All faculty are involved in service at various levels.

For documentation and evidence, please see Faculty Vitea and Certifications under Standard 4.A.1.

File Attachments:1. ASLIE_Mission_Objectives_Philosophy_Vaules_and_Curriculum_Design.doc(See appendix) Found in ASLIE Student

Handbook and on the web page


The Program’s Core Values includes the values of Diversity and Dignity, quoted here:

Program faculty, staff, and students expect one another to adopt high moral principles and professional standards both inside and outside of the university setting. We hold ourselves to the responsibility of dignity as exemplified by a proper sense of pride and self-respect in fulfilling the program mission. We honor and pursue a university community climate that respects and celebrates the diversity of peoples and seeks to embrace all individuals and prohibits judgments based on race, ethnicity, religion, socioeconomic status, gender, sexual orientation, and physical disabilities.

Our department supports, encourages, and attempts to recruit diverse faculty and staff. Currently (or within the last year) we have had the following diversity among our faculty and staff: gender, ethnic/racial diversity (African American, Hispanic, and Caucasian), age, religious, sexual orientation, and disabilities (Deaf faculty and staff, as well as staff with other physical disabilities). While our faculty members have diverse religious backgrounds and sexual orientations, this may not be something that is known by students. We encourage (and in some courses require) students to attend campus events that focus on diverse themes (such as ethnic, religious, globalization, etc.). During the most recent student cohort, we required students to attend several events offered on campus to expose them to diverse people and concepts. With the redesigned new curriculum, we now require students to take a three hour course listed under the General Education Block VIII: Gender, Race, and Sexuality in the United States. While our students are now required to take one course within this category, we will still require that they attend various campus and community events with a diversity focus or those that are from different perspectives from their own. All of these things are in addition to the students’ required involvement with the Deaf community. Our students are also involved as volunteers during the annual Deaf-Blind retreat held in Jabez, Kentucky.

File Attachments:1. ASLIE_Student_Handbook.doc(See appendix) See page 9, number 4


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3. KADB SSP letter 2010.doc(See appendix)

4. KY_Association_of_the_Deaf-Blind_Retreat_2010.doc(See appendix)

5. Multicultural Student Affairs_webpage.pdf(See appendix)

6. Office_of_MultiCultural_Student_Affairs_Student Organizations_webpage.pdf(See appendix)


D.1. (Faculty Responsibilities)

The mission of the University is: Eastern Kentucky University is a student-centered comprehensive public university dedicated to high-quality instruction, scholarship, and service. Although there is not one specific document that discusses the specific roles and responsibilities of faculty as such, the reappointment, tenure and promotion process at EKU provides a clear indication that the primary responsibility of faculty members is teaching followed by service and scholarship responsibilities. Non-tenured (tenure-track and non-tenure-track) faculty are also annually evaluated via the reappointment process. The reappointment process requires faculty to evaluate, narrate and provide documentation about their teaching, service, and scholarship. Additionally all faculty are evaluated via the annual merit award review process; this process also includes an appraisal of faculty's teaching, service, and scholarship. The reappointment evaluation of teaching covers areas such as teaching load, advising, supervision of students, promotion of professional growth. The area of service includes service to the community, profession, and institution (department, college, and university). Scholarship includes traditional journal and book publications as well as presentations, creative achievements, technical innovations, and grants. The areas of evaluation are representative of the responsibilities and roles of the faculty members on campus. These areas are consistent with the institutional mission.

File Attachments:1. COE Procedures and Policies for promotion_and_tenure.pdf(See appendix)

2. Faculty Member Annual Self Evaluation of Professional Performance_Reappointment.pdf(See appendix)

3. Form_for_faculty_merit_pay.doc(See appendix)

4. HR Faculty Handbook 2008-2009.pdf(See appendix) see part III

5. Job_Position_ASL_Specialist_III.pdf(See appendix)

6. Job_Position_ASLIE_Tenure_Track_Position.pdf(See appendix)

7. Promotion-Tenure_Application.doc(See appendix)

8. Promotion-Tenure_College_Committee_Evaluation.doc(See appendix)

9. Promotion-Tenure_Examples_Of_Criteria.doc(See appendix)

10. SLPI_Results_for_Lab_Staff.pdf(See appendix) 3 full-time lab people received a Superior Plus


When students initially enroll in the University they attend a University-hosted orientation session. Initially, advising for first semester courses is done by either the College of Education advisor, Samantha Pierce, or by an available departmental faculty/chair during the freshmen or transfer orientation event. Once students are on campus and have declared their major to be ASL and English Interpretation, they are randomly assigned an advisor from the departmental list of advisors by the University Advising Office (see email from Advising office). The University course registration system requires that each student meet with an advisor before registering for courses the following term(s). In order to register for courses all students (beyond freshman/transfer orientation) must receive a Registration Access Code (RAC) number. This number must be input into the registration system before students can begin course registration. This ensures that students meet with advisors at least twice annually (in the fall to register for spring courses, and in the spring to register for summer and fall).

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The University’s Advising Office randomly assigns advisees to each faculty advisor. Most faculty members in our department currently have 15 advisees. One faculty member recently became an advisee; so, she only has two advisees. As mentioned previously, students meet with advisors at least twice per year. During those meetings faculty members assist students in determining appropriate coursework to remain on track for application to the program (if they have not yet been accepted into the program) and on track for graduation requirements. A stated, but not written, policy within our department is that advisors discuss back-up plans with students who have not yet applied to the program. Because admittance to the program is a competitive process, we encourage students to have an alternative plan to follow if they are not accepted. We feel that this makes the transition for students easier than if they had never considered a back-up plan. All students at the University have access to an on-line degree planning program. Previously our University used a system called CARES. During the Spring 2010 semester a new advising program called DegreeWorks was implemented to assist faculty and students plan and complete degree programs. All faculty advisors attended training for this program in February or March 2010.

File Attachments:1. Advisor Handbook.pdf(See appendix)

2. ASLIE List of Advisees.pdf(See appendix)

3. DegreeWorks_Sample_of_a_Student_Report.pdf(See appendix)

4. DegreeWorks_webpage.pdf(See appendix) A program to allow students to track their coursework and fee balances.

5. Email about advising for New Student Orientation.doc(See appendix)

6. New Student Orientation 2010_webpage.pdf(See appendix)


Faculty members discuss practicum placement with students during classroom, casual, and formal advising conversations. These conversations become more frequent as their final year begins. During the first semester of the senior year, students take Practicum I (ITP 470). Students work with the teacher of this course, who also serves as the practicum faculty supervisor, to find an internship placement that will assist the student in meeting their goals and satisfies the Practicum Handbook requirements. Once students are enrolled in Practicum II (ITP 495), they are advised by the site mentors and the faculty member assigned to the practicum course as outlined in the Practicum Handbook. Students are required to meet with their site mentors on a regular basis and are required to check-in with the faculty member at least once per week. The weekly check-ins during the last couple of internship cycles, have occurred via the Blackboard course management system.

File Attachments:1. ITP495_Practicum_Handbook_2010.doc(See appendix)

2. List_of_Practicum_Sites_For_2010.doc(See appendix)


Eastern Kentucky University is focused on student success and has several services in place that faculty can use to assist students. For example, there is an Early Alert system in place. Faculty members with students who have absences or who do not complete assignments during the first two weeks of the term submit those students’ names through our online EKU Direct system. The academic advising office receives reports at the end of the first and third week of the term and follows up with those students. All faculty members on campus have also received a red Faculty “911” Guide. This folder provides guidance to faculty members about how to deal with disruptive students. The guide reflects the understanding that disruptive behavior can stem from many areas including illnesses, disabilities, and emotional distress. The guide provides faculty with appropriate steps to take and resources for student referrals. For example, in cases of serious threats, aggression, or dangerous situations, the campus emergency phone number is 911 using an on campus phone, or 622-2821. Other University

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resources in the Guide include: Student Health Services, Counseling Center, and Disability Student Services. Faculty have also received a magnet with printed steps to take and resources for victims of sexual assault. In addition to the Rape Crisis Center hotline, EKU Counseling Center, and Police phone numbers, the guide lists specific steps (Do's and Don’t's) that faculty should take if a student who has been assaulted contacts them for assistance. There is also an informal system in place to identify “at-risk” students within the program. Our student cohort system allows faculty to frequently discuss student progress with each other. Faculty staffings are held as needed to address any academic or health issues a student may be experiencing. This allows faculty to more easily identify a student who may be struggling. Concerned faculty can and do meet with the student and the department chair to discuss a resolution. As the program continues to grow, it may require us to develop a more formalized system for identifying “at-risk” students. When the students, as a group, seem to be struggling or have very stressful times, the faculty members meet with the whole cohort to talk about their stresses. We attempt to listen to their concerns and make adjustments in the workload, assignments, or other areas that can help students be successful.

File Attachments:1. Counseling Center_webpage.pdf(See appendix)

2. Faculty 911 guide.pdf(See appendix)

3. Health Services_webpage.pdf(See appendix)

4. Office of Services for Individuals with Disabilities-webpage.pdf(See appendix)

5. Student Affairs and You_webpage.pdf(See appendix)

6. Victim-Centered_Options_Guide_Magnet_Announcement.pdf(See appendix)

E.1. (Professional Development)

The University, the College of Education, and the department place high value in providing faculty with funding for professional development that will enable them to keep current in the field and fulfill their assigned responsibilities. At the University level, full-time, tenure-track faculty have been eligible for $500 in professional development funds from Academic Affairs every year. The Faculty Senate recently passed a motion that allows any full-time teaching and/or research faculty and lecturers to also receive these funds (see Faculty Handbook Part VII section II Membership, B. and Part III, Faculty Appointments section). In addition to allowing more faculty to receive funding, this motion also states that faculty members may carry over any unused funds for up to three years.

During the 2009 – 2010 academic year, tenured and tenure-track faculty were eligible to receive $1000 in professional development funds from the College of Education (COE). Non-tenure track faculty, were eligible to receive $500 in funds. Additional professional development funds were provided to members who participated in COE Professional Learning Communities (PLC) at $250 per semester of participation. In addition to this, $1000 in professional development funds were made available to ASLIE faculty and staff from grants that the department receives from Office of Vocational Rehabilitation and the Kentucky Department of Education. Overall, tenured and tenure-track faculty were eligible for $2,500 total funds during the 2009-2010 year (or $3000 if they participated in a PLC). Non-tenture-track faculty were eligible for $1,500 total funds (or $2000 if they participated in a PLC). This funding has allowed ASLIE faculty to attend numerous national conferences. For example at the recent 2009 ASLTA Conference in Arizona, all the faculty and full-time Lab staff attended except for two faculty who were attending a conference in England on Issues in Deaf-Blind Research. Four faculty attended the 2009 RID National Conference in Philadelphia, Pennsylvania. In addition to the above professional development funds, ASLIE has also supported faculty attending other workshops and conferences that are essential to fulfilling assigned duties. For example, a new faculty member who does not have prior training with the Signing Naturally Curriculum is sent for training at the next available workshop after he/she begins. We have also hosted Signing Naturally workshops at EKU—a refresher course was offered in August of 2008, and a full workshop on the revised Level I curriculum was hosted in September of 2009.

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Faculty were also supported beyond their allocated professional development funds to attend a two-day critical thinking workshop in California in March, 2010 as well as four-day critical thinking workshop hosted by the University of Louisville in May, 2010. Beyond professional development funds, and special support for training, the University provides a scholarship for all full-time faculty, staff, and their immediate family to have a tuition waiver for a full-time class load or 12 credit hours per semester. This scholarship can be used for credit and/or continuing education classes at any public institution in Kentucky. Several faculty members have taken advantage of this. One faculty is using this scholarship for her doctoral studies at EKU. Other faculty use this scholarship for enrichment such as computer classes.

In addition to providing funding and scholarship opportunities, EKU also provides faculty development activities through the Teaching & Learning Center (TLC). The TLC serves the University through a variety of development activities, including one-on-one consultations, small-group workshops, learning communities, guest lectures, university-wide forums, and Center-sponsored conference trips. Established in 2001, the TLC is in a central location on campus and is open Monday-Friday from 8:00 a.m. - 4:00 p.m. The program faculty have attended numerous activities hosted by the TLC (see TLC website resources and workshop schedule).

File Attachments:1. COE_Professional_Development_Funds_and_Expectations.pdf(See appendix)

2. EKU_Employee_Benefit_Guide_2010.pdf(See appendix) See Faculty Staff Scholarships on page 23

3. Faculty_Senate_ Minutes_01_11_10.pdf(See appendix) First Motion under Unfinished Business: Motion on Faculty Development Funds

4. HR Faculty Handbook 2008-2009.pdf(See appendix) Part VII section II Membership B and Part III Faculty Appointment Section

5. PD Funds for Professional Learning Communities - email.doc(See appendix)

6. Teaching_Learning_Center-Workshops_Roundtables_Events_Programs.pdf(See appendix)

E.2. (Professional Development)

All faculty of the program are assigned teaching, service, and scholarly activity responsibilities. The evaluation of all faculty performance in these areas is conducted on a yearly basis through two primary means:

● Annual re-appointment process (for non-tenure and tenure track faculty) ● Annual merit award review process (for all faculty).

Annual Re-appointment (for non-tenure and tenure track faculty)

The annual re-appointment process is required by University policy. It involves faculty submitting a portfolio, which contains a completed Annual Self Evaluation of Professional Performance form (see attached form and sample faculty self evaluation) along with supporting documentation. The Self Evaluation form is a report of activities related to teaching, service and scholarship that the faculty member has completed in the previous year. This re-appointment portfolio is evaluated by the department re-appointment committee, which is comprised of tenured faculty.

Based on the evaluation of the portfolio, the committee makes an overall recommendation for the re-appointment of the faculty for the following year (see attached committee evaluation form). The committee also makes additional recommendations for the faculty to address identified areas of needed improvement in the areas of teaching, service, and scholarship. The faculty member is expected to use these recommendations as a guide for further professional development.

Annual Merit Award Review (for all faculty)

The annual merit review process is required by the College of Education. The purpose of the merit award is to, “retain, encourage, and reward faculty who contribute to the purpose, mission, and goals of the Department, the College, and the University.” It involves faculty submitting a completed Merit Review form to the department chair for evaluation and consideration of a merit pay increase (see attached form). The form requires that faculty check standards that are expected of all faculty and to rate him/herself on a set of meritorious qualities/criteria.

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Related to a plan of professional development, one of the suggested evidences for earning meritorious qualities under the teaching area states: Prepares and implements an instruction improvement plan. a. Faculty member may submit a plan with clear goals, activities, time line, and assessment components. b. Faculty member may present a reflective summary of implementation and results. The merit review process encourages faculty to prepare and implement a professional development plan related to teaching, but it is not required (see example instructional development plan from program faculty). The program recognizes that it partially fulfills this Subcomponent of Standard 4. Our plan of improvement in this area is to form a departmental ad hoc Professional Development Plan Committee in the fall of 2010. The charge of the committee is to develop a departmental policy for continued professional growth to ensure that program faculty can fulfill their assigned responsibilities. The committee may consider the following recommendations to bring us in full compliance: 1. Develop a standard ASLIE Faculty Professional Development Plan form that may be modeled after Section G: Goal Setting in the Employee Performance Evaluation form for University staff (see attached form). 2. For non-tenure track and tenure track faculty: Require that the faculty member completes the Development Plan form within one week of receiving the Reappointment Committee’s recommendations. As a minimum, the Development Plan should incorporate the recommendations of the Reappointment Committee. 3. For tenured faculty: Require that the faculty member completes the Development Plan form as part of the annual merit award review. 4. The work of this committee should be completed for full departmental review and approval in the spring of 2011 and implementation beginning in the fall of 2012.

File Attachments:1. COE Procedures and Policies for promotion_and_tenure.pdf(See appendix)

2. COE_Faculty_Merit_Form_.doc(See appendix)

3. Department_Committee_Chair_Evaluation of Faculty Professional Performance.doc(See appendix)

4. EKU Employee Performance_Evaluation_Form.doc(See appendix)

5. Example_DRoush_Faculty_Reappointment_Self-Evaluation_2008-09.pdf(See appendix)

6. Example_PD_RID_Transcript_Hale_2003-2008.pdf(See appendix)

7. Example_PD_RID_Transcript_Roush_2010.pdf(See appendix)

8. Faculty Member Annual Self Evaluation of Professional Performance.pdf(See appendix)

9. Promotion-Tenure_Application.doc(See appendix)

10. University Policy and Procedure on Promotion and Tenure.pdf(See appendix)

F.1. (Faculty/Student Ratio)

In 1987, the Kentucky General Assembly enacted legislation (KRS 164.4781) establishing an Interpreter Training Program in Kentucky. The law states that the program will be exempt from any course enrollment limits for 10 years or until there is a sufficient quantity of interpreters in Kentucky to meet the need.

With the backing of that legislation the program has been able to keep our faculty/student ratio in accord with ASLTA and CIT standards. Our ASL courses have a cap of 20 students. Occasionally instructors permit overrides in the course. During the semester that we interview students for entry into the program, courses usually have a ratio of 1:25-30 for content-based courses and 1:20 or better for the skills-based courses. On average, we have accepted 20 students into each student cohort, thus our content-based courses generally have a ratio of 1:20. Our interpreting skills courses typically have 10 students enrolled, thus allowing for more individualized instruction.

Before accepting each new cohort of students, our faculty and staff discuss the possibility of increasing the capacity of the

38



program. While we would like to grow our program, our primary aim is to maintain the quality of the program. We are reluctant to increase the capacity of the program if there is a risk in reduced quality. We therefore carefully consider needs for adequate space, faculty, and other resources. This consideration is the work of the department Capacity Planning Committee (see sample minutes).

Based on our graduate satisfaction from a program assessment survey, alumni employment, our retention and graduation rate of 95% and our alumni certification rate of 67%, we feel we meet or exceed our stated objectives with our current teacher/student ratios.

File Attachments:1. Courses _students still registering for _2010_Fall.doc(See appendix)

2. Courses and Size _2008_Fall.doc(See appendix)

3. Courses and Size _2008_Spring.doc(See appendix)

4. Courses and Size _2009_Fall.doc(See appendix)



7. Draft of Program Assessment Report.doc(See appendix) This is further discussed under Standard 6

8. House_Bill_322 (KRS 164.4781)__January_1986.pdf(See appendix)

9. ITP 4-Year Graduates-Certification and Employment.pdf(See appendix)

10. Minutes - Capacity Planning Committee_Sept 3 2009.doc(See appendix) An example

11. Tables showing graduation and certification rates.doc(See appendix)


The faculty/student ratio for ASL courses is 1:20, which is compatible with the ASLTA Position Paper on Class Size which states:

Maximum enrollment for beginning level instruction should not exceed 20 students, and smaller class sizes are recommended for intermediate and advanced classes based on the considerations outlined below. Guidelines developed by the Association of Departments of Foreign Languages (ADFL) in effect since 1978 indicate that the optimum class size for introductory foreign language classes is 12, and the maximum should not exceed 20.

The faculty/student ratio for skills-based interpreting classes is typically 1:10 - 12. This is generally compatible with the CIT Position Paper on Class Size which recommends 6 - 10 students in interpreting classes. The faculty-student ratio for content-based courses is typically 1:20 - 24.

For documentation and evidence, see the schedules showing class and size by semester that are attached to Standard 4.F.1.

File Attachments:1. ASLTA_Instructional Class Sizes_webpage.pdf(See appendix)

2. CIT_Instructional_Class_Size_webpage.pdf(See appendix)


Prior to the start of the spring 2010 semester we had open house meetings with students to determine an approximate number of interested applicants. As the number of prospective applicants hovered near 60, the interpreting faculty and department chair discussed increasing the number of sections offered for our prerequisite courses--Introduction to Professional Ethics and Issues (ITP 215), Processing Skills for Interpreters (ITP 220), and Fingerspelling and Numbers (ITP 210/ASL 210). We did not think that we could adequately instruct such large numbers in these essential courses, nor could we sufficiently become acquainted with the students to enable us to rate their dispositions.

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During the application/interview semester (spring of even numbered years) we typically offer one section of ITP 215 and ITP 210 and two sections of ITP 220. For spring 2010, we determined to offer additional sections of the courses. We offered two concurrent sections of ITP 215, and two sections of ITP 210. Initially we planned and were prepared to offer three sections of ITP 220. However, the number of students registering for the courses was not sufficient to warrant an additional section of the course (see initial schedule).

During the 2008-2009 fall and spring semesters we offered three sections (rather than the typical two) of the three skills-based classes: ASL-to-English I (ITP 320) and English-to-ASL I (ITP 325). We added these sections so that we could adjust the faculty/student ratio in these courses (1:8 and 1:7). This adjustment was implemented because we had accepted a slightly larger group of 23 and the faculty felt that this particular student cohort needed additional teacher support due to relatively weaker skills.

In addition to adjusting the course section offerings to insure that we can effectively instruct students and build relationships, we also consider the faculty/student ratio when determining the number of students to accept into the student cohort. During the most recent interview and selection process, the practicum faculty supervisor expressed concerns with the ability to provide adequate supervision with more than 22 students. That was a major consideration for determining the number of students accepted for the next cohort. Also, there was a discussion about the increased number of students affecting the bonding and intimacy that has occurred with our previous groups which averaged 20 students. The faculty and staff members determined to accept 22 students for the fall 2010 cohort based on these and other factors.

File Attachments:1. Courses and Size _2008_Fall.doc(See appendix) Notice three sections of ITP 325, two sections having 8 students and one

section having 7.

2. Courses and Size _2009_Spring.doc(See appendix) Notice three sections of ITP 320, two sections having 8 students, one section having 7 students.


Because we operate on a two-year cohort cycle, we have approximately 20 students who complete their internship during the spring of even-numbered years. Dr. Hayes and Ms. Brashear have served as practicum supervisors. Within the College of Education, the formula for determining the course load for practicum/clinical faculty supervisors is: five students is equivalent to a three hour course--thus one faculty is assigned to 20 - 22 students which is equivalent to a full teaching load (12 hours). This ratio allows the faculty member to visit each intern on-site at least once during the internship semester. Students who complete their internships within Kentucky may receive more (but perhaps briefer) site visits from the faculty supervisor. If the faculty supervisor is only able to visit a student once, the faculty may stay more than one day to provide more in-depth supervision.

Our largest cohort to date completed internship during the spring of 2010. Because of the tight scheduling required to visit over 20 students in a 15-week semester, Dr. Hayes assisted Ms. Brashear by visiting one out of state practicum site. While our students gain internships in many different sites across the United States, we frequently have several students who complete their internships in close proximity to one another. For example, the last cohort had 3 students working within the same area in Alabama, three were in Washington, DC, three were at the Kentucky School for the Deaf, and three worked out of local Vocational Rehabilitation offices. This makes the site visit process more manageable for one faculty supervisor.

All students are required to remain in weekly contact with the faculty supervisor via the Blackboard course management system. In the most recent student cohort, many of them contacted the faculty supervisor on a more frequent basis by cell phone text messages.

During the most recent interview and selection process, the practicum faculty supervisor expressed concerns with the ability to provide practicum supervision with more than 22 students. That was a major consideration for determining the number of students accepted for the next cohort.

File Attachments:

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1. Courses and Size _2010_Spring.doc(See appendix) Ms. Brashear is scheduled for 'one' ITP 495 class


G.1. (Clerical and Support Staff)

The following clerical and support staff are provided to help meet program requirements and objectives:

Administrative/clerical/accounting staff:

1 full-time Administrative Assistant l

1 full-time Budget Specialist

1 part-time Accounting Clerk

3 part-time student workers

ASL Lab staff:

1 full-time Lab Manager

2 full-time Assistant Lab Managers

1 part-time Lab staff member

Interpreter services:

1 full-time Staff Interpreter

Technology support:

1 full-time Technology Specialist (assigned to the Center on Deafness with limited time assigned to the interpreter education program)

1 faculty with course release time (equivalent to two, three hour courses) to provide technology management, material development and database development and maintenance

1 part-time student worker

File Attachments:1. Faculty_Staff_Photos.pdf(See appendix) Missing - Faculty: Audrey Ruiz Lambert CI, CT, Sign Lab Assistant Manager: Billy

Gully Jr

2. Job_Position Accounting_Clerk_Financial_Affairs.doc(See appendix)

3. Job_Position Administrative Assistant l.doc(See appendix)

4. Job_Position ASL Lab Assistant.doc(See appendix)

5. Job_Position Budget Specialist.doc(See appendix)

6. Job_Position Interpreter.doc(See appendix)

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Standard 5 (Standard 5. Curriculum)

A.1. (Mission)

The mission statement of Eastern Kentucky University (EKU) is, “a student-centered comprehensive public university dedicated to high-quality instruction, scholarship, and service” (Undergraduate Catalog, page 6).

The mission statement for the College of Education (COE) is ,“the Professional Education Programs at EKU are dedicated to preparing the highest quality educators and related professionals for Kentucky and beyond. Our graduates integrate content, effective pedagogical skills, and dispositions that foster life-long growth and learning. Being true to our heritage as a school of opportunity, EKU provides a climate that supports, challenges, and enriches students aspiring to careers in a diverse society” (www.coe.eku.edu).

The mission statement for the the department of American Sign Language and Interpreter Education was adopted in March, 2009 after a vetting period of nearly a year. It is published on our website as well as posted in and around ASLIE's classrooms and offices. The mission statement is:

To increase the understanding, respect, and equality of Deaf, Deaf-Blind, and Hard of Hearing people and their diverse communities by:

● providing high quality ASL instruction ● preparing professional interpreters who are competent, ethical, and life-long learners ● promoting excellent resources, service, and scholarship to the state of Kentucky, the region, and throughout

the United States.

The mission of ASLIE is consistent with both the University mission as well as the College of Education mission as illustrated in the following table:

EKU Mission COE Mission ASLIE Mission Comments

. . . high quality instruction . . .

Our graduates integrate content, effective pedagogical skills, and dispositions that foster life-long growth and learning. . . . EKU provides a climate that supports, challenges, and enriches students . . .

. . . providing high quality ASL instruction.

ASLIE’s mission to provide high quality ASL instruction are clearly aligned with EKU’s mission. COE’s mission defines what high-quality instruction entails.

. . . dedicated to preparing the highest quality . . . related professionals . . .that foster life-long growth and learning

. . . preparing professional interpreters who are competent, ethical, and life-long learners

ASLIE’s mission to preparing professional interpreters are clearly an outcome of EKU’s “high quality instruction” and is aligned with COE’s mission to prepare the “highest quality professionals.” ASLIE’s mission to promote excellent

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Descriptions of how the ASLIE Mission is being assessed and followed are included under Standard 6 of this report.

. . . high quality . . . scholarship

. . . EKU provides a climate that supports, challenges, and enriches students aspiring to careers in a diverse society.

. . . promoting excellent . . . scholarship . . .

scholarship is clearly aligned with the EKU’s mission. It is implied in COE’s statement that a climate that supports, challenges and enriches students would be a climate of scholarship.

. . . high quality . . . service . . .

. . . dedicated to preparing . . . professionals for Kentucky and beyond.

. . . preparing professional interpreters who are competent, ethical, and life-long learners . . . promoting excellent resources, service . . . to the state of Kentucky, the region, and throughout the United States.

ASLIE’s mission to promote resources and service are in line with EKU’s mission of high quality service. ASLIE’s prepartion of professionals to serve Kentucky and beyond are in line with the COE’s service through preparing professionals.

. . . EKU provides a climate that supports, challenges, and enriches students aspiring to careers in a diverse society.

To increase the understanding, respect, and equality of Deaf, Deaf-Blind, and Hard of Hearing people and their diverse communities

ASLIE’s mission of social equality and justice is in line with EKU’s mission of service as well as COE’s mission to prepare students for careers in a diverse society.

File Attachments:1. ASLIE Department Minutes_3_17_09.doc(See appendix) It was at this meeting that the ASLIE Mission Statement was

approved.

2. ASLIE Mission Statement_webpage.pdf(See appendix)

3. ASLIE_draft_mission_statement#3_Sept_2008.doc(See appendix)

4. ASLIE_draft_mission_statement_email_Sept_2008.pdf(See appendix)

5. College of Education Mission Statement-from www_coe_eku_edu link.pdf(See appendix)

6. Undergraduate Catalogue 2009-2010.pdf(See appendix) EKU Mission Statement is on page 6.

B.1. (Philosophy)

The ASLIE Program Statement of Philosophy was drafted in May of 2009 and was fully adopted by the department in April of 2010. The Statement of Philosophy related to 5.B.1 is quoted here:

A Sociolinguistic View of Interpreter Education

The overarching philosophy of the program is that we bear legal and social responsibility for educating professional sign language interpreters to meet the communication access needs of the Commonwealth of Kentucky. The communication needs of Deaf, Deaf-Blind, Hard of Hearing, and hearing individuals are diverse; therefore we aim to prepare culturally-sensitive interpreters to work in a variety of settings. We also aim to prepare interpreters to work between ASL and English, knowing that there are many variables that influence language use including, gender, ethnicity, social status, education, age, and bilingualism.

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Continually dialoguing with the diverse communities we serve ensures that their evolving needs are being met by changes in how we educate our students.

This statement clearly reflects a sociolinguistic view of Deaf and hearing communities. This statement also shows that we are interested in a continual dialogue with the diverse communities whom we serve. Our efforts to establish and maintain open and continuing dialogue are demonstrated in the following ways:

● We have a relatively large number of faculty and staff involved in our program; each person brings perspectives that are both unique, and to some degree, representative of her/his sociolinguistic background. In all significant decision-making matters, our program values consensus among its members. Therefore, we take the time to listen to each other in deliberations.

● In general categories (with some overlap between categories), we have: ❍ 7 Deaf faculty and staff (some with oral, Deaf school, and/or Deaf family backgrounds) ❍ 2 Hard of hearing faculty ❍ 4 Children of Deaf Adults (CODAs) ❍ 7 Hearing faculty and staff ❍ 5 male faculty and staff ❍ 14 female faculty and staff ❍ Several faculty and staff who are Gay/Lesbian and more who are supportive of those who are Gay/Lesbian ❍ Several faculty and staff of color ❍ Several faculty and staff with disabilities (not including hearing loss)

● In order to engage the communities we serve, several of our faculty and staff are members of boards of key agencies and organizations. These faculty and staff relay feedback to our program as part of our improvement process. These agencies and organizations include:

❍ The Kentucky Commission on the Deaf and Hard of Hearing ❍ The Kentucky Association of the Deaf ❍ The Kentucky Association of the Deaf-Blind ❍ The Kentucky Board of Interpreters for the Deaf and Hard of Hearing ❍ The Kentucky Registry of Interpreters for the Deaf ❍ The Kentucky Interpreter Work Group ❍ The Kentucky Department of Education ❍ The Kentucky Office of Vocational Rehabilitation

● We have an Interpreter Outreach program that routinely collects training needs assessments. ● We have a Center on Deafness that collects data specific to postsecondary service needs of the state. ● Several of the faculty members frequently attend Deaf social events in surrounding communities. We are viewed as

representatives of ASLIE at these events and receive feedback as such. ● Additionally, the ASL lab and the American Sign Language Association (ASLA), a student organization, host various

activities throughout the year where Deaf people from the surrounding community are invited (Annual Valentine's Day and Halloween Parties, and miscellaneous other events).

● All faculty are expected to obtain and maintain their ASLTA certification. This denotes a strong regard for the language of the Deaf Community.

In general, members of the Deaf Community place a high value on communication and dialogue directly in their first language, ASL (as contrasted with providing feedback and opinions in written English). Because of this, another way that we demonstrate that we value dialog with Deaf people can be found in part of our Statement of Philosophy related to ASL-centered language use, quoted here:

ASL-centered Language Use

Because ASL is a minority language and the indigenous language of the American Deaf community, it is our philosophy and practice to make the program linguistically accessible and culturally friendly to Deaf students, faculty, staff, and visitors. This means that we make it a general practice to use ASL when in and around the department. This includes a strong preference to use ASL prior to and after class, in the classrooms, labs, hallways, department offices, and during meetings, etc. In keeping with this philosophy, we prefer to provide interpretation from ASL to English during meetings for guests and staff who may not be fluent in ASL. This allows Deaf individuals the rare opportunity to have direct language access. This philosophy is one of the primary means of showing respect to Deaf people, and it also avoids the potentially

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negative message that is given when someone who can sign chooses not to.

We balance our ASL-centered philosophy with our value of student success (see below) and mutual trust among program faculty and staff. Therefore, we do not have a formal policy in place but give staff and faculty discretion in language use when it comes to teaching certain types of content, developing interpreting skills, and discussing crucial decision-making matters with students such as during advising.

Putting this philosophy in practice is the highest form of demonstrating our interest in dialoging with the Deaf community and is the chief and most inclusive means of obtaining opinions and information from Deaf people to improve our program.

File Attachments:1. ASLIE_Department_Meeting_Minutes_4_15_10.doc(See appendix) It was at this meeting that our Objectives,

Philosophy and Core Values were approved

2. ASLIE_Mission_Objectives_Philosophy_Vaules_and_Curriculum_Design.doc(See appendix) These can be found in the Student Handbook (p. 2-6) and on our webpage

3. ASLIE_Student_Handbook.doc(See appendix)

4. Center on Deafness_webpage.pdf(See appendix)


B.2. (Philosophy)

The section in our Statement of Philosophy related to supporting the acquisition of knowledge and competencies associated with interpretation (particularly as it relates to ASL acquisition) is quoted here:

Immersion Opportunities for Students

Unlike “study abroad” immersive experiences that are afforded students of other foreign languages, there is very little opportunity to find immersive experiences for students of ASL. Our ASL-centered philosophy is not only a way to model respect of Deaf people for our students, it also serves to provide them with an immersive learning environment. Immersion encourages our students to become truly bilingual. It helps them gain higher facility in using ASL to express themselves. We aim for them to become equally ASL-centric along with being English-centric, which is a mark of a highly competent, fully bilingual interpreter. In other words, that English would be less and less their “default” language, and ASL would be more and more a natural way for them communicate and not seen as only necessary to use when Deaf people are around.

Interpreting students still need to improve their spoken English skills and vocabulary in various registers. We recognize that being ASL-centered within the program means that spoken English is practiced less. We believe this approach is fair given the rare opportunities for practicing ASL in an immersive environment. Practice in spoken English is possible through various other coursework, support resources on campus, and through other opportunities in the community.

Not only do we address learning within the Statement of Philosophy, we also address learning in our Mission Statement and Program Objectives. The ASLIE Mission Statement says that we are committed to, "providing high quality ASL instruction," as well as to, "preparing professional interpreters who are competent, ethical, and life-long learners." Our program objectives, which are structured around the Mission Statement, include 6 broad learning outcomes that support the acquisition of knowledge and competencies associated with interpretation:

1. Students of the program will develop critical and creative thinking skills. 2. Students of the program will develop superior communication skills. 3. Students of the program will possess a generalist level of knowledge in professional issues, theories, and

multicultural dynamics related to the interpreter profession. 4. Students of the program will demonstrate basic competency in interpreting between ASL and English. 5. Students of the program will be able to critically assess their own work and use creative problem-solving to

continually develop themselves as professionals.

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6. Students of the program will demonstrate ethical and culturally competent decision-making in various interpreter settings.

As an extension to the Statement of Philosphy, the ASLIE department drafted a set of Core Values in May of 2009 that is largely based on EKU's Core Values (see Undergraduate Catalog pages 6 -7). The Core Values were formally adopted by the department in April 2010. The sections of the Core Values that reflect an approach that identifies and supports the learning needs of a diverse population are quoted here:

Diversity and Dignity

Program faculty, staff, and students expect one another to adopt high moral principles and professional standards both inside and outside of the university setting. We hold ourselves to the responsibility of dignity as exemplified by a proper sense of pride and self-respect in fulfilling the program mission. We honor and pursue a university community climate that respects and celebrates the diversity of peoples and seeks to embrace all individuals and prohibits judgments based on race, ethnicity, religion, socioeconomic status, gender, sexual orientation, and physical disabilities.

Opportunity and Access

The program values the sovereignty and uniqueness of the individual and believes that the education it offers is of great value. We seek to make our program and resources available to diverse populations including traditional students, non-traditional students, student parents, students with disabilities, students from racial and religious minorities, and international students.

Student Success

The program acknowledges that its students, faculty, staff and alumni are the source of its strength: They determine the spirit, eminence, and efficacy of the program. The future of the program directly hinges on the success of its students, so our most central core value is “student success”—in the classroom, as working professional interpreters, and their presence in the Deaf and hearing communities where students represent the collective efforts of the program.

In the spirit of our Statement of Philosophy and our Core Values, we have developed a successful model of rigorous and intensive study that supports the acquisition of knowledge and competencies associated with interpretation, yet has some flexibility in addressing the needs of non-traditional students. In our cohort groups, we have a majority of students who must work their way through school. We also have students who are considerably older than traditional students and some student parents. While we do require that students enroll and complete the program coursework in two years, we have historically scheduled classes only on Tuesdays and Thursdays, to accommodate those students who have other responsibilities.

As EKU is a student-centered regional university (see EKU Mission Statement) and the program has a Core Value of "student success" each instructor has a responsibility to use differentiated instruction that attempts to meet the diverse learning needs of all students in their classroom including traditional undergraduates, women students, student parents, older students, disabled students, students from racial and religious minorities, and international students. This is practically accomplished by frequent formative assessment of learning and subsequent adjustment of instructional approaches based on student responses. Instructors are encouraged to gather more formal feedback from students at or prior to the midterm period. Instructors are also encouraged to seek peer observation of their instruction and make use of the Teaching and Learning Center on campus. Another approach to identifying learning needs is the formal evaluation of student opinion that must be conducted each semester (see full discussion of our evaluation efforts under Standard 6).

In regard to students with disabilities, The EKU Syllabus Policy requires that all syllabi include the following statement:

Adaptive Instructions

If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the

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course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the office on the third floor of the Student Services Building , by email at [email protected] or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in alternative forms.

Our combined Statement of Philosophy, Program Objectives, Core Values, and EKU Syllabus Policy meet this standard in an exemplary way.

File Attachments:1. ASLIE_Mission_Objectives_Philosophy_Vaules_and_Curriculum_Design.doc(See appendix)


3. Teaching_Learning_Center-Workshops_Roundtables_Events_Programs.pdf(See appendix)

C.1. (Curriculum Design)

Our mission is to increase the understanding, respect, and equality of Deaf, Deaf-Blind, and Hard of Hearing people and their diverse communities.

This mission is carried out by three inter-related goals:

1. To provide high quality American Sign Language instruction 2. To prepare professional interpreters who are competent, ethical, and life-long learners 3. To promote excellent resources, service, and scholarship to the state of Kentucky, the region, and throughout the

United States.

The overall Program Objectives are structured on these three inter-related goals. The program Curriculum Design is based on the six student-oriented objectives contained within the Program Objectives:

1. Students of the program will develop critical and creative thinking skills. 2. Students of the program will develop competency in ASL and English. 3. Students of the program will possess a generalist level of knowledge in professional issues, theories, and

multicultural dynamics related to the interpreter profession. 4. Students of the program will demonstrate ethical and culturally competent decision-making in various interpreter

settings. 5. Students of the program will demonstrate at least entry-level competency in interpreting between ASL and English. 6. Students of the program will be able to critically assess their own work and use creative problem-solving to

continually develop themselves after they leave the program.

Starting in Fall 2009, each ITP course syllabus has been updated to contain a checklist indicating which CCIE, ASLIE and EKU objectives the course supports. The six learning outcomes are the conceptual framework upon which all of the coursework and practicums are structured. Because these outcomes are based on the Program Objectives, which is based on the Mission, the Curriculum Design does strongly support the Mission of the program.

The documentation section contains new templates for the ITP courses that were taught before Fall 2009. The next time these classes will be taught, the syllabi will use the new template with the CCIE, ASLIE and EKU objective checklist already specified for the course.

File Attachments:1. ASLIE_Mission_Objectives_Philosophy_Vaules_and_Curriculum_Design.doc(See appendix) Found in ASLIE

Student Handbook and on the web page

2. ASL_101_Spring_2010.doc(See appendix)


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6. ASL_210_Fingerspelling and Numbers_Spring_2010.doc(See appendix)

7. ASL_225_Introduction to Deaf Studies_ Fall 2009.doc(See appendix)

8. ASL_301_Fall 09.doc(See appendix)


10. ASL_400_New_Course.doc(See appendix)

11. ITP_215_Professional Ethics and Issues in Interpreting_Spring_2010.doc(See appendix)

12. ITP_220_Processing Skills for Interpreters_Spring_2010.doc(See appendix)

13. ITP_310_Professional Relationship Ethics 1_Fall 2008.doc(See appendix)

14. ITP_320_English-to-ASL Interpreting 1_Spring_2009.doc(See appendix)

15. ITP_325_ASL-to-English Interpreting 1_Fall_2008.doc(See appendix)

16. ITP_330_Ethics and Special Settings 1_Spring_2009.doc(See appendix)

17. ITP_350_Historical Perspectives on the Deaf Community_Fall 2008.doc(See appendix)

18. ITP_390_Linguistics and ASL 1_Spring_2009.doc(See appendix)

19. ITP_410_New_Course.doc(See appendix)

20. ITP_420_English-to ASL II_Fall_2009.doc(See appendix)

21. ITP_425_ASL-to_English II _Fall_2009.doc(See appendix)

22. ITP_430_Ethics and Special Topics II_Fall_2009.doc(See appendix)

23. ITP_470_Practicum in Interpreting I_fall_2009.doc(See appendix)

24. ITP_480_Interactive Interpreting_Fall 2011.doc(See appendix)

25. ITP_490_Linguistics and ASL II_Fall 2009.doc(See appendix)

26. ITP_495_Practicum in Interpreting II_Spring_ 2010.doc(See appendix)

27. New_Template_ITP_310.doc(See appendix)







As stated under 5.C.1, the overall structure of the Program Objectives are based on the three inter-related goals contained within the Mission Statement. The program Curriculum Design is based on the six student-oriented educational goals contained within the Program Objectives, listed here:





Each program course syllabus contains a checklist indicating which objective it supports. These six educational goals are the conceptual framework upon which all of the coursework and practicums are structured. Because these outcomes are based on the Program Objectives, which is based on the Mission, the educational goals are strongly consistent Mission of the program.

These educational goals are also consistent with the program Statement of Philosophy, Core Values, as well as the University general education curriculum Quality Enhancement Program (QEP). The first educational goal is consistent with

48



EKU's QEP theme, "to develop informed critical and creative thinkers who communicate effectively." The second educational goal has to do with the development of competency in ASL and English. This is consistent with our philosophy of ASL-centered Language Use and Immersion Opportunities for Students as well as the QEP theme of developing effective communication. The third and fourth goals state that students will develop knowledge of multicultural dynamics as well as making culturally competent decisions. These goals are consistent with the Sociolinguistic View of Interpreter Education which is contained in our Statement of Philosophy and several of our Core Values. Goal six, which focuses on critical assessment and creative problem-solving, is consistent with the EKU general education QEP theme. Overall, these goals are strongly consistent with the program Statement of Philosophy, Core Values, and the EKU QEP.



2. QEP Graphic.gif(See appendix)

3. QEP Webpage.pdf(See appendix)

4. QEP_Paul-Elder_model.jpg(See appendix)


The Curriculum Design is based on the six student-oriented educational goals contained within the Program Objectives. For each goal, the Curriculum Design provides a narrative explanation that describes how the program coursework supports that goal. The narrative describes the organizing principles that explains the selection of the content, scope and sequencing of coursework. These organizing principles are distilled here in bulleted form:

● The program curriculum is built on a broad foundation of liberal arts and science courses that are organized under the following general education themes:

Block I CommunicationBlock II MathematicsBlock III Arts and HumanitiesBlock IV Natural SciencesBlock V Social and Behavioral SciencesBlock VI WellnessBlock VII Breadth of KnowledgeBlock VIII Depth of Knowledge

● Critical and creative thinking are the primary tools for learning, both pre- and post-service. These are fostered in the general education courses and continually developed throughout the program.

● Professional interpreters must have a foundation of superior skills in the two languages that they will work between. ● The foundation of professional education is built on top of the foundation for general education courses and

includes a generalist level of knowledge in professional issues, theories, and multicultural dynamics related to the interpreter profession.

● Interpreting is a practice profession; therefore the program emphasizes hands-on interpreting work in the courses leading up to the practicum.

● As skills must be developed progressively over time, the curriculum should be sequenced to scaffold and spiral back to key skills (see rankings in the ASLIE Curriculum Map)

● Varied source materials are used in class and for assignments to prepare students to interpret with a sociolinguistic perspective on factors that influence language use.

● Students should learn self-assessment and self-development skills concurrently with interpreting skills so that they can continually develop their skills for the rest of their career.

● Because interpreters must exhibit high moral principles and proper handling of the power they possess, we should help students gain greater self-awareness, become more principle-centered, increase personal integrity, and develop the ability to take multiple perspectives as the foundation to ethical and culturally competent decision-making.

● As the skill levels of students vary from cohort to cohort, the curriculum must be fluid enough to adjust to students' zone of proximal learning.

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● The curriculum must be flexible enough to adapt to recent changes in the field of interpreting.



2. Undergraduate Catalogue 2009-2010.pdf(See appendix) General Education Requirements and the "Blocks" are on pages 51 - 53.


Our program Curriculum Design establishes a view of interpreting as it relates to the world because it is directly tied to our mission, "to increase the understanding, respect, and equality of Deaf, Deaf-Blind, and Hard of Hearing people and their diverse communities." We believe that interpreters play a critical role in bringing about social justice, equality, and access for the people we will serve. We prepare interpreters who will help us accomplish this mission in the world/society.




Interpreters not only interpret languages; they also interpret social and cultural meanings as well. It is imperative that students have a foundational knowledge of multicultural dynamics and also are able to integrate multiculturalism into both their interpreting skills as well as ethical decision-making skills. Multicultural competence and is directly addressed by two of the educational objectives within the program Curriculum Design:

Objective 3. Students of the program will possess a generalist level of knowledge in professional issues, theories, and multicultural dynamics related to the interpreter profession.

Courses that support the objective to develop students' foundational knowledge of multicultural dynamics include:

● Required Supporting Course: General Education Block VIII Theme: Gender, Race and Sexuality in the United States.

● Required Supporting Course: ANT120 Introduction to Anthropology ● ASL 225 Introduction to Deaf Studies ● ITP 215 Professional Ethics and Issues in Interpreting ● ITP 330 Ethics and Special Settings I ● ITP 430 Ethics and Special Settings II ● ITP 420 English-to-ASL Interpreting II (participation in cultural events is required)

Objective 6. Students will demonstrate ethical and culturally competent decision-making in various interpreter settings.

Courses that support the objective to develop culturally competent decision-making include:

● ITP 215 Professional Ethics and Issues in Interpreting ● ITP 310 Professional Relationship Ethics I ● ITP 410 Professional Relationship Ethics II ● ITP 470 Practicum I ● ITP 495 Practicum II ● ITP 330 Ethics and Special Settings I ● ITP 430 Ethics and Special Settings II

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Because EKU is situated in a rural community and Kentucky is considered a rural state, we have been challenged to form our own local Deaf community on campus. Despite our rural setting, we are fortunate to be able to centralize the faculty, staff, and resources to form a critical mass of the Deaf community within the program. One of the key ways of involving Deaf people in the Curriculum Design process is to have Nina Coyer, a CDI certified Deaf faculty be a member of our standing ITP Curriculum Committee. She also co-teaches two ITP courses: ITP 330 Ethics and Special Settings, and ITP 430 Ethics and Special Settings II.

Deaf community involvement is also facilitated through social functions held within the department. All of the following functions are open to any and all who wish to attend and are advertised within the Deaf community. Several times a year, the lab staff organizes social functions, oftentimes potluck style where all faculty and staff bring a dish and the department provides the main entree. The student organization American Sign Language Association (ASLA) holds game nights, held on campus, periodically through the semester. Every Thursday evening during the semester, Deaf Bowling Night is held at a local bowling alley. Students, faculty, and staff also attend and volunteer at numerous events held off campus. Some of these events include Kentucky School for the Deaf (KSD) Homecoming and pancake breakfast; Kentucky Association of Deaf-Blind (KADB) bimonthly meetings and annual retreat; Hands Alive, a parent organization, activities held statewide; and Fayette Mall Deaf Social Nights held every first and third Friday of the month in Lexington, KY.

The department and lab serve as a home-base for Deaf students on campus. The department has an open-door policy and Deaf community members of all ages are invited to visit the department and classes at any time. This freedom of access and level of comfort to members of the Deaf community is due to the sociolinguistic view of interpreter education and ASL-centered language use philosophies held by the department. Putting these philosophies in practice is the highest form of demonstrating our interest in dialoging with the Deaf community and is the chief and most inclusive means of obtaining opinions and information from Deaf people to improve our program.




D.1. (Instruction)

Two curriculum committees within the department handle the curricular planning process. The ASL Curriculum Committee, comprised of all faculty who teach ASL courses as well as the Sign Lab staff, is responsible for the curricular-level planning of ASL courses. This committee meets on a monthly or bimonthly basis (see meeting minutes). The sequence of the six ASL courses (I - VI) use the Signing Naturally Curriculum Level I - III. Each of the ASL classes has a lab attendance requirement. Further, all ASL instructors receive formal training through the curriculum authors themselves. All instructors use a "language immersion" methodology of instruction. Additionally, the committee meets to determine common assignments (Video Reviews, Readings, etc.) for each course. Individual instructors determine when to introduce Deaf community interaction events within the courses. As discussed in the sections under 5.B and 5.C, our philosophy of ASL-centered Language Use has the dual purpose of making our program both "Deaf friendly" and an immersive language learning environment for our students. We also attempt a "signing across the curriculum" approach by asking students to give presentations and role-playing performances in ASL in classes such as Ethics and Special Settings and Linguistics and ASL. Small group discussions using ASL are also employed in these classes. The ITP Curriculum Committee members, comprised of all faculty who teach ITP courses, work together to ensure a

51



coherent and cohesive learning program is planned for students. This begins with course sequencing and program planning and continues through discussions during each semester (3 or 4 times see meeting minutes) to ensure that faculty are aware of what occurs in the other courses during the same semester. The discussion often entails sharing overall student test performance and student opinion of their instructional experiences so that there can be a program-level and cross-curricular approach to addressing students' development. Our program generally follows an instructional scaffolding model. During some of our planning meetings, we review where specific competencies are addressed within our curriculum. We also have designed for the students to develop foundational skills and knowledge and then continue to build upon those throughout the remainder of the program which culminates with a supervised internship (see Curriculum Design). As discussed under the 5.C Curriculum Design Standard, since the interpreting profession is a practice-based profession, we also heavily emphasize application and practice of skills within our program courses. During the semester that students apply and interview for admission into the program, they (generally) take three courses – Fingerspelling & Numbers (ASL 210), Professional Ethics and Issues in Interpreting (ITP 215), and Processing Skills (ITP 220). The ITP 215 and ITP 220 courses lay a strong foundation for the students to build upon during the interpreting coursework that follows. In ITP 215, students learn about the history of the profession, ethical decision-making models, and interpreting processes. In this course, they gain an introductory understanding about how interpreters make ethical decisions considering the history and the individual circumstances for given ethical dilemmas. These ethical decision making skills and legal considerations are practiced through small group discussions and role playing at several other points of the program--specifically during the Ethics and Special Settings I and II (ITP 330 and 430) classes, Professional Relationship Ethics I and II (ITP 310 & 410). Those concepts will be applied in the Interactive Interpreting (ITP 480) course. The Processing Skills (ITP 220) class offers students introduction and practice of memory, visualization, repetition, and other component skills necessary for interpreting. In this course, students work exclusively from and into English (the first language of most of our students). During their first semester after admission to the program, students take ASL-to-English Interpreting I (ITP 325). The course begins with students applying some skills learned in ITP 220 to the process of translating from ASL into written English. The source material is segmented into contextual chunks to allow students to work with manageable amounts of text ("text" here refers to a segment of the language under consideration, i.e. a segment of ASL). They initially watch and review the source text material as many times as needed to ensure comprehension of the text before producing the written English translation (the target language). As the semester progresses, students transition from viewing the source text multiple times to producing the written translation with limited review of the source text. Depending on the skill level of the group, by the end of the semester students begin doing some consecutive interpreting into spoken English of the segmented texts. In this course, the instructors select source material to expose students to varieties of ASL (the source texts include individuals from varied backgrounds and social factors including age, race, gender, and educational setting). Each course in the program builds upon the skills taught in similar ways. In this course, students continue to develop their self-monitoring and self-assessment skills as well as practicing critical analysis of other interpretations to determine strengths and areas for improvement. The faculty of the program use a range of instructional strategies, methods, and educational technology to assist students in the development of their competencies. For the interpreting skills courses, the instructors ensure that students spend most of the class time doing hands-on practice of the skills. In several of the skills courses, the instructors have students complete their interpretations and then view model interpretations produced by more experienced interpreters. This allows students to see a variety of ways to interpret the same source text while maintaining message equivalency. All of the interpreting skills courses make use of the interpreting Multimedia Lab. Students are able to view or listen to source text material via the networked iMac computers or a DVD console that broadcasts video to flat-screen monitors at each station in Lab. Students are able to record and replay their interpretations through software on the iMac computers. When classes are held in a regular classroom (not in the Multimedia Lab), we are able to use the 10 MacBook laptops in a similar way. The classrooms, and the Multimedia Lab, are equipped with LCD projectors that can display source text material as well. Sometimes, instructors give students the source text material through a live performance. (See discussion of equipment and facilities under Standard 2) Another strategy and educational technology extensively employed by our faculty is the use of the FM system in the English-to-ASL courses (ITP 320 and 420). Using the FM system allows students to interpret the message they hear via the head-set to a classmate/partner. Because the classmate cannot hear the source text, they must rely on the student's interpretation to respond appropriately. The classmate may also give a "back-translation" and then they both discuss whether the back-translation is equivalent to the source text. The use of the FM system in this way makes the student more accountable for accurate interpretations and therefore more closely simulates real interpreting than if the classmate

52



were privy to the source text while watching the ASL target message. A similar technique is used in the ASL-to-English courses where students are asked to not watch the ASL source text while their partner is interpreting into English. This allows the student who is listening to just the English interpretation (rather than monitoring both the ASL source and the English target message) to focus on how well-formed the English target text sounds. Sometimes a student will have two partners--one who monitors both source and target for message equivalency at a lower-level (allowing for identification of omissions, etc. of finer details), and the other who monitors just the target for how well-formed it is, or for back-translation purposes (allowing for discussions of message equivalency at a higher, discourse level). When used together, or alternately, both of these strategies help students develop interpreting competency. The Interactive Interpreting (ITP 480) class is offered during the semester before the student internship. In that course, similar methodology as described previously will be employed to allow students to integrate knowledge and skills from all of their previous and on-going coursework to produce “mock” interpretations. Currently, the individual interpreting courses within the sequence (with the exception of internship) do not require a specific number of community involvement hours; however, the students know they are expected to be actively involved with the Deaf community. Faculty and lab staff keep students informed about local and regional events. The new ASL for Interpreters classes (ASL 400) is also expected to meet some of this need by requiring community involvement hours. Students are involved in the Deaf-blind retreat annually. They are also encouraged to attend events and volunteer at the Kentucky School for the Deaf as well as local workshops - especially those hosted by the Outreach program within our department. We are continuing to dicuss ideas to address this area. The ITP Curriculum Committee is considering having all academic advisors ask students about their involvement with the Deaf community during advising meetings. Another idea that has been discussed is having students submit their portfolio at checkpoints within the program with evidence of participation at Deaf community events. Yet another option is to incorporate the requirement into one specific course each semester. The faculty are still discussing the best way to implement a system of ensuring students are actively involved in the Deaf community. For documentation and evidence see course syllabi with Standard 5.C.1 and the following attachments.

File Attachments:1. ASL Lab_webpage.pdf(See appendix)

2. ASL_Curriculum_Committee_Minutes_Feb_9_09.doc(See appendix)

3. ASL_Curriculum_Committee_Minutes_Nov_18_2009.doc(See appendix)

4. ITP Curriculum_Committee_Minutes_Sept 8 2009.doc(See appendix)

5. ITP_Curriculum_Committee_Minutes_Feb_11_10.doc(See appendix)

6. ITP_Curriculum_Committee_Minutes_Oct_2_08.doc(See appendix)

7. ITP_Curriculum_Committee_Minutes_Sept_4_08.doc(See appendix)

8. Picture of FM Carrying Case.pdf(See appendix)

9. Picture of FM Receiver.pdf(See appendix)

10. Program_Sequence_Display_Prior_to_Fall_2010.pdf(See appendix)

11. Program_Sequence_Display_Starting_Fall_2010.pdf(See appendix)

D.2. (Instruction)

Several faculty members met during the summer of 2009 to review our alumni program evaluation survey results as well as review our program in relation to the CCIE Standards. During those and subsequent meetings, the ITP Curriculum Committee revised course descriptions and student learning outcomes to better reflect what our program is currently doing and to address areas that were not sufficiently being addressed. Since we teach the program on a two-year cycle, we are in a unique position to re-evaluate courses, syllabi, and other materials and make significant changes that can be implemented without concern of students still under older versions of the curriculum. This process coincided with a revised Syllabus Policy of the University, which required the inclusion of student learning outcomes and a few other minor adjustments to all syllabi. The department and program faculty are in the process of ensuring that all syllabi adhere to the University Syllabus Policy, as well as to the program Curriculum Design and Curriculum to Standards Map. All of the ITP course syllabi have been revised with a basic template that includes all required information. As an example of how the learning outcomes are written and clearly sequenced, the English-to-ASL II (ITP 420) has

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student learning outcomes that build and expand upon English-to-ASL I (ITP 320). The outcomes for both courses are quoted here: Student Learning Outcomes for English-to-ASL I:

1. Students will develop the ability to apply the basic components of the interpreting process using consecutive and simultaneous modes. These include (Kelly 2004):

a. Taking in information from the source language (English).

b. Conducting an analysis of the message conveyed.

c. Constructing the meaning from the information received.

d. Analyzing how to portray the information in the target language.

e. Producing the message in the target language (ASL).

2. After working with short English segments which provide practice interpreting targeted ASL features, students will demonstrate appropriate use of features such as: fingerspelling, numbers, vocabulary, classifiers, space, and ASL grammar.

3. Students will learn techniques to analyze their work by comparing their work against interpreting models and the work of peers. They will demonstrate the beginning ability to give constructive feedback by selecting concrete examples and providing positive comments, suggestions for improvement, and discuss alternative ways the segment could have been interpreted.

Student Learning Outcomes for English-to-ASL II:

1. Students will apply the basic components of the interpreting process using consecutive and simultaneous modes. These include (Kelly 2004):

a. Taking in information from the source language (English).

b. Conducting an analysis of the message conveyed.

c. Constructing the meaning from the information received.

d. Analyzing how to portray the information in the target language.

e. Producing the message in the target language (ASL).

2. After working with progressively longer English segments from a variety of speakers (different ages, genders, and cultural backgrounds) who are using different genres (narratives, informational, lectures), students will be able to:

a. Demonstrate how different genres and register are expressed in ASL

b. Demonstrate conceptual accuracy

c. Demonstrate appropriate use of prosodic features and transitions

d. Increase their endurance for interpreting longer segments.

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3. Students will analyze their work and the work of peers. They will demonstrate the ability to give constructive feedback by selecting concrete examples and providing comments, suggestions for improvement, and discuss alternative ways the segment could have been interpreted.

4. Students will apply specific techniques for conveying features of English into an appropriate ASL interpretation.

In ITP 320 students are expected to work with short segments and produce targeted ASL features. They also learn techniques for analyzing their interpretations. In the second course (ITP 420), the students produce interpretations of longer texts, with a variety of speakers and genres. They continue analyzing their own work and begin giving constructive feedback to peers. They begin to apply specific techniques for conveying features of English into appropriate ASL interpretations. In addition to the Student Learning Outcomes, each ITP course syllabus has been revised to include a chart displaying the Course Alignment with CCIE standards, ASLIE objectives and EKU's goals.

The supervised education components of our program are mainly contained within the Practicum I and II courses. Both of these courses have the same student learning outcomes section and alignment charts that other ITP course syllabi have. In addition to this, the Practicum Handbook provides detailed information regarding the expectations and requirements of the students. Specific objectives for each student are developed as a collaborative effort between the student, the faculty supervisor, and the site mentor.

For documentation and evidence see course syllabi with Standard 5.C.1 and the following attachments.

File Attachments:1. EKU_Course Syllabus Policy.pdf(See appendix)

D.3. (Instruction)

All ITP course syllabi contain a required section on evaluation methods and relative weight of each course requirement. In the majority of classes, students are given a minimum of three (3) exams throughout the semester to assess their progress. Students receive written and verbal feedback from faculty on these exams. In addition to this, students are given opportunities to do self and peer evaluations of coursework. Student grades are weighted in all of the interpreting skill classes. This allows students to get adequate credit for their written work, while ensuring that the majority of students’ grades come from their actual interpreting skills. Evaluation in "non-skills" classes (i.e. linguistics, etc.) attempt to accurately reflect the students’ acquisition of knowledge.

Each syllabi also contains a required section on student progress where it describes, "a mechanism by which the instructor will provide students with written information on their progress in the course at least once prior to the mid-point of the course" (see Policy on Syllabi). Typically the mechanism that faculty use is the online Blackboard platform. Blackboard has a “Grade Book” feature that allows faculty to enter grades and track completion of requirements. Students can access Grade Book any time to view their progress in class. Following University protocol, faculty are required to submit a mid-term grade which is posted to the EKU Direct online system. This may serve as a warning if a student in struggling academically.

Within the program, there are checks in place from course to course that ensure that students are acquiring knowledge and developing skills and competencies at the program level; students must have a minimum of a “C” before being allowed to register for the next class in the sequence. There is also an informal system in place to identify “at-risk” students within the ITP. Our cohort system allows faculty to frequently discuss student progress with each other. This allows faculty to more easily identify a student who may be struggling. Concerned faculty can and do meet with the student and the department chair to discuss a resolution. As the program continues to grow, it may require us to develop a more formalized system for identifying “at-risk” students.

The department financially supports and encourages students to take the Sign Language Proficiency Interview (SLPI) during their senior year. This allows the program to evaluate students before graduation. Students are also encouraged

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to take the RID-NAD NIC Knowledge Exam before graduation. The ASLIE department is currently discussing the potential of using the SLPI in some capacity as a entrance/exit requirement.

We have recently done considerable work to establish and/or revise program-level and course-level student learning outcomes. More work remains for us to develop standard assessment tools and benchmarks to ensure that students are attaining the outcomes that we have established. This is part of the agenda of work for the ITP Curriculum Committee for the coming 2010 - 2011 year.

File Attachments:1. At_Risk_Student_email.doc(See appendix)

2. ITP 320 Test 1 grading.doc(See appendix)

3. ITP 420 Peer Feedback Form.doc(See appendix)

4. ITP_425_final_gradesheet.doc(See appendix)

5. ITP_425_grading_sheet_Test_2.doc(See appendix)

E.1.a. (Prerequisites)

The program requires that students complete ASL 201 and 202 with a grade of C or better as part of the requirements for application and acceptance into the program (see letter to interested applicants). Additionally, applicants for admission complete an admission interview. The interview is conducted completely in ASL and applicants are rated on their signing skills (see interview materials). The signing skills score assumes that students will continue to develop their signing skills after admission into the program, so the scoring rubric speaks to both the current skill and/or the potential to develop the skill. The potential to develop ASL skills is included in the score because of the variation of ASL courses that are completed by each student. Some students interviewing for admission into the program have completed ASL 302, others may only be currently taking ASL 202, other students may have learned ASL directly from the community and may not have taken any formal classes up to that point. Because of this, it is important to look at the skills the student currently has in relation to where they are in their learning process. Although there is subjectivity in the judgment of potential, this is counterbalanced by the large number faculty and staff who are involved in the interview and assessing skills. During the deliberations of the interview committee, faculty and staff can speak to any difference she/he sees between the student's language performance in class or in the lab as opposed to their performance during the interview. The student's performance during interview is evaluated using a scoring rubric. Signing skills is one of the components included on the rubric (see interview scoring rubric). Students continue to take ASL courses while they are enrolled in the program to complete ASL 301 and 302. For students taking courses beginning in Fall 2010, they will be required to take a new 1 credit hour course, ASL 400 ASL for Interpreters, each semester before internship (3 semesters). We have also added Sign Lab requirements to ASL 301 and 302. These changes were made after analyzing program assessment data and determining that our students’ ASL skills are still not where we think they should be upon graduation. Students who are accepted into the program have successfully completed the requisite ASL courses as well as obtained high ASL scores during the the admission interview. Narration and connected discourse skills are taught and assessed in the ASL courses. Because we have native ASL users working as faculty and staff, the students are also exposed to culturally appropriate interactions while on campus (see Statement of Philosophy). Our program also emphasizes involvement with the surrounding Deaf community, where students continue to develop their skills with culturally appropriate conversations. Our system of assessing ASL skills is not perfect, but is largely valid and predictive. This claim of validity and predictive power is supported by the high percentage of students that are retained in the program and go on to successfully graduate, find employment, and attain national certification (see Standard 6). We continue to tweak our ASL skills assessment approaches. There continues to be a need on a national level to develop appropriate and practical standardized and normed ASL skills assessment tools. To this end, our faculty are currently collaborating with faculty at the Rochester Institute of Technology in researching the application of the ASL-Sentence Repetition Test as an assessment tool for Interpreter Education Programs (see research abstract).

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2. ASL-SRT ITP Abstract.pdf(See appendix)

3. ASL_400_New_Course.doc(See appendix)

4. Interview questions and Rating Form 2010.doc(See appendix)

5. Interview Rating Scales-Rubric for Scoring Applicants.doc(See appendix)

6. Letter to Interested Applicants_webpage.pdf(See appendix)

E.1.b. (Prerequisites)

The general education program at EKU requires students to develop effective written and oral communication skills. To assist students in attaining these skills, two courses, English Composition I and II (ENG 101 and 102) and CMS 100 Public Speaking or CMS 210 Human Communication are required as part of student's general education credits (Undergraduate Catalog). In addition to these courses all students are required to complete a writing intensive course. Writing intensive courses are courses offered from among various academic departments that meet criteria of being a course that emphasizes the development of writing (see the Thinking and Communicating across the curriculum webpage at www.tcac.eku.edu). There are several ways that students’ English competency is measured prior to entry into the interpreting program including a reading test and course assessments. The only formal assessment of English skills that the program uses as part of the application process is the Degrees of Reading Power test. The application of this test has varied over the history of its use. Currently, there is not a cut-off score, although there was in the past. Students are given a weighted score (based on the number of items answered correctly) that is used in computing the final total applicant score for admission (see interview materials). Written English competence is assessed in some of the program courses. In ITP 215 Professional Ethics and Issues in Interpreting, students complete several written assignments, and in the most recent semester a requirement was added to complete a research paper for the course. ASL 101 through ASL 202 require some written English work to be submitted; however, the quality of the written English may not be a grading criteria for all faculty members. The ASLIE program does not currently measure listening or speaking competence in English as a separate component in the admission process. The program relies heavily on the performance of students in the ITP 220 Processing Skills for Interpreters class. This course focuses on the practice and assessment of processing information from and into English. As a measure of listening and speaking English skills and cognitive processing ability, the faculty who teach ITP 220 test students' performance on the skill of immediate repetition and delayed repetition. In our experience, performance of these skills is very predictive of the ability to develop interpreting skills. If the results of the testing of these skills shows a significant weakness, this is discussed during applicant interview process. Although a student's English reading skill test results may be valid to determine their ability to comprehend required reading assignments and there may be partial validity of the connection between reading skills and the other three language skills of writing, listening and speaking, we admit that more valid assessments of these other English language skill areas need to be established as part of the admission process. We are currently planning an ad hoc committee to revise the admission process for the program. We will review our admission English testing procedures and evaluate whether there are more valid ways to assess applicant's English competence.



2. Degrees of Reading Power Program Educational Assessment Product_webpage.pdf(See appendix) Description of the reading test used as part of the application process

3. ITP 215 Research Paper Guidelines.doc(See appendix)

4. ITP_215_Professional Ethics and Issues in Interpreting_Spring_2010.doc(See appendix)

5. ITP_220_Processing Skills for Interpreters_Spring_2010.doc(See appendix)

6. Letter to Interested Applicants_webpage.pdf(See appendix)

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7. Undergraduate Catalogue 2009-2010.pdf(See appendix) See Writing Intensive General Education Courses, page 51 (left column) and English requirements, pg. 51 (top of right column)

F.1.a. (Knowledge and Competencies)

EKU students earning a baccalaureate degree must meet the University's general education requirements with a minimum of 48 hours taken from eight broad themes or "Blocks." The general education requirements specify that students must take nine hours under Block 1 – Communications. The Communication Block includes two classes in English composition and, for ITP majors, one class in public speaking. Since ITP students typically take the majority of their general education classes prior to applying to the ITP program, these English classes serve as a foundation for further English development in classes such as Processing Skills for Interpreters (ITP 220) and the interpreting skills classes (ITP 320, 420, 325, 425, and 480). Participants who completed the 2008 – 2009 alumni survey (see Standard 6) were asked to rate the adequacy of the program in addressing this skill/knowledge area on a three point scale:

1. the program did not address nor prepare me with this skill/knowledge

2. the program partially covered and somewhat prepared me with this skill/knowledge

3. the program covered and prepared me with this skill/knowledge.

The average rating for this skill/knowledge area was: 2.33. The faculty interpreted any rating below 2.4 as an area of needed improvement.

The University has made revisions to the general education requirements to infuse written communication across the curriculum. Beginning in 2006, students are now required to complete a course that is designated as writing intensive. The Professional Ethics and Issues in Interpreting (ITP 215) class taught in spring 2010, was revised to increase writing requirements. Faculty are considering submitting this course to become a designated writing intensive course to satisfy the new general education requirement.

The faculty have also attended a meeting with the Dr. Russell Carpenter, Director of the EKU Noel Studio for Academic Creativity that will open in the fall of 2010. The Noel Studio's purpose is to improve communication skills by:

1. Understanding the foundational elements of all communication

2. Seeing the connections between effective communication and appropriate information

3. Utilizing the fundamentals of critical and creative thinking to create and revise their communication products

4. Working with consultants to develop research strategies, organize and refine ideas, deliver articulate presentations, and create high quality products

5. Honing teamwork skills in order to effectively communicate in group situations

We are interested in working collaboratively with the Noel Studio to increase our students' English oral communication skills. We anticipate that all of these improvements will help increase students' opinion of the program's ability to help students develop superior oral and/or written communication skills.

File Attachments:1. ASLIE_Course_Descriptions.pdf(See appendix)

2. Curriculum Map Standards 5F1-5F2.xls(See appendix)

3. Noel Studio for Academic Creativity.pdf(See appendix)

4. Program Assessment Report Draft.doc(See appendix)

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5. Undergraduate Catalogue 2009-2010.pdf(See appendix) Gen Ed English and Communication Requirements, page 51

F.1.b. (Knowledge and Competencies)

In 2007, EKU established a university-wide Quality Enhancement Plan (QEP) to improve students' learning outcomes. The goal is for graduates to have higher-order thinking skills, become "informed, creative and critical thinkers who communicate effectively" and develop competence in the four “E's" listed here:

● Explore and use relevant information in order to gain knowledge and solve problems.

● Evaluation information and ideas using appropriate methods.

● Expand and generate their own ideas and express them effectively, and

● Express a point of view and develop it with awareness and alternatives.

In order to achieve these goals the University QEP Office is charged with the infusion of critical thinking through all University curricula. Using concepts based on Paul-Elder framework of critical thinking, EKU has offered many workshop and training opportunities for faculty. Using this framework, aspects of critical thinking, critical analysis, problem solving, and creativity are incorporated in the general eduction classes that students take.

Within ASLIE, many faculty members have embraced the critical thinking concepts within the Paul-Elder framework. For example, in addition to ASLIE faculty taking advantage of in-service workshops offered at EKU, one faculty member is also involved on a College-level committee which focuses on effective strategies and techniques within individual classes, four faculty attended a two-day training held in California, and two faculty members attended a four-day training in Louisville. The goals of attending these training opportunities is to continue enhancing assignments and activities within the ASL and ITP curriculum to better help students develop competency in critical thinking.

Participants who completed the 2008 – 2009 alumni survey (see Standard 6) were asked to rate the adequacy of the program in addressing this skill/knowledge area on a three point scale:

1= the program did not address nor prepare me with this skill/knowledge

2= the program partially covered and somewhat prepared me with this skill/knowledge

3= the program covered and prepared me with this skill/knowledge.

The average rating for this skill/knowledge area was: 2.60. The faculty interpreted any rating below 2.4 as an area of needed improvement. This rating provides support that the program is preparing students with this skill/knowledge.

For documentation and evidence, see the draft of the Program Assessment Report (with Standard 5.F.a) along with the following attachments.



3. QEP Webpage.pdf(See appendix)

4. QEP_Paul-Elder_model.jpg(See appendix)

F.1.c. (Knowledge and Competencies)

Students have the opportunity to increase their knowledge and appreciation of multicultural features of society through the

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general education requirements of six hours from Block III – Arts and Humanities, six hours from Block VII – Breadth of Knowledge and six hours from Block VIII – Depth of Knowledge. ITP students are required to take Introduction to Deaf Studies (ASL 225), Introduction to Cultural Anthropology, and an additional three hour class under the "Race, Gender and Sexuality in the U.S." theme under Block VIII.










4. Dance Theatre.pdf(See appendix) Often includes dances from other countries and student present background on the dance and country.

5. Office_of_MultiCultural_Affairs_Calander_fall2009.pdf(See appendix)

6. Undergraduate Catalogue 2009-2010.pdf(See appendix) See Gen Ed requirements and the classes offered under Block III, VII and VIII, pages 51 - 53. Also see the course description for Anthropology 120 on page 159.


F.1.d (Knowledge and Competencies)

The Undergraduate Catalog states, “The mission of general education is to promote learning that is central to the intellectual pursuits associated with our educational programs and to enable students to make informed choices about matters of public and personal significance in a diverse, democratic society and global community.” (p. 51). The general education blocks providing historical, social, economic, scientific and political information includes Block IV – Natural Sciences (6 hours), Block V – Social and Behavioral Sciences (9 hours), plus the additional classes taken under Block VII and VIII (Breadth and Depth of Knowledge (12 hrs)). Students' ability to make informed choices and judgments is addressed within the University QEP which focus on critical thinking and students abilities with the four E's (explore, evaluate, expand and express).






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We need to improve students' ability to make informed choices and judgments. This is addressed within the University Quality Enhancement Plan which focuses on critical thinking and students abilities with the four E's (explore, evaluate, expand and express). We anticipate that as the faculty infuse more critical thinking skills development throughout the program, we will improve in this area (see Standard 5.F.1.b for a discussion on our efforts).


File Attachments:1. Â QEP Webpage.pdf(See appendix)


3. QEP_Paul-Ellers_model.jpg(See appendix)

4. Undergraduate Catalogue 2009-2010.pdf(See appendix) See classes offered under Block IV, V, VII and VIII, pages 51-53.

F.1.e. (Knowledge and Competencies)

As part of their supporting classes, ITP students are required to take Introduction to Cultural Anthropology (ANT 120), Introduction to Deaf Studies (ASL 225), and a class offered under the "Race, Gender and Sexuality in the U.S." theme under Block VIII. These courses help students gain an appreciation of these topics. In addition to this, three ITP courses (ITP 325, 320, and 420) require that students attend a certain number of lectures, activities or performances which will help them increase their extra linguistic knowledge (ELK). The intention of the "ELK building" requirement is to provide students with more background to understand and appreciate a broad range of diverse issues that have influence and impact on the interpreting profession.










4. Dance Theatre.pdf(See appendix) Often includes dances from other countries and student present background on the dance and country.




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This content is included under the general education Block III – Humanities option and the nine hours required from Block V – Social and Behavioral Sciences. Related classes that provide background in this area include the supporting class Introduction to Anthropology (ANT 120) and Introduction to Deaf Studies (ASL 225).






We are evaluating whether the content in ANT 120 and ASL 225 provide students with sufficient background in this area.


File Attachments:1. ASL_225_Introduction to Deaf Studies_ Fall 2009.doc(See appendix)

2. ASLIE_Course_Descriptions.pdf(See appendix)



Our curriculum requires that students select and complete a supporting course from within the "Race, Gender and Sexuality in the U.S." theme under Block VIII of the general education requirements, these required themes nicely overlap with these topics. Within the program courses, these topics are covered in several classes, particularly regarding the oppression that Deaf people have faced as a minority group including the oppression of "double minorities" within the Deaf community. These classes include Introduction to Deaf Studies (ASL 225), Professional Ethics and Issues in Interpreting (ITP 215) as well as in the ASL classes. The themes of prejudice, power, and oppression are also focused on within Ethics and Special Settings I and II (ITP 330 & 430). Within these courses, these themes are emphasized in relation to their affect on the ability to make ethical decisions as a professional. Also, in an effort to integrate these topics in the interpreting skills courses (ITP 320, 325, 420, 425, and 480), we select source materials from a variety of diverse Deaf and hearing presenters talking on a variety of topics that include the themes listed here.

To bolster our students' knowledge and appreciation of these topics, we recognize that our program must take advantage of the extracurricular resources that are available within the University and the surrounding community. In particular, EKU has an office of Multicultural Student Affairs that provide many great opportunities for our students through the programs, lectures and activities they provide. Another EKU program, the Chautauqua Lectures Series, is another way students receive exposure to the themes of prejudice, class, power, oppression, and social change. Three ITP courses (ITP 325, 320, and 420) require that students attend a certain number of lectures, activities, or performances which will help them increase their extra linguistic knowledge (ELK). The intention of the "ELK building" requirement is to provide students with more background to understand and appreciate these "minority group" topics.




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F.2.c (Knowledge and Competencies)

In our earlier curriculum, students received this content in a sociolinguistics class taught by a well-known linguist in the Sociology Department. However, that teacher retired and has not been replaced with someone having the same knowledge in these areas. Current students receive different aspects of this information through several ASL and ITP classes including Professional Ethics and Issues in Interpreting (ITP 220), Introduction to Deaf Studies (ASL 225), Linguistics and ASL level I and II (ITP 390 & 490), Ethics and Special Settings level I and II (ITP 330 & 430) and Professional Relationship Ethics level I and II (ITP 310 & 410) and Practicum in Interpreting I (ITP 490).










ITP get their first exposure to theories of interpreting and translation in the first two prerequisite classes they take: Professional Ethics and Issues in Interpreting (ITP 215) and Processing Skills for Interpreters (ITP 220). Aspects of different interpretation theories are later included in the ASL-to-English skills classes, (ITP 325 & 425), the English-to-ASL skills classes (ITP 320 & 420), the Interactive Interpreting skills class (ITP 480). Students are introduced to the historical foundations of the interpreting profession in the prerequisite class: Professional Ethics and Issues in Interpreting (ITP 215). The historical foundations of the profession are also included in Professional Relationship Ethics classes (ITP 310 & 410) as students learn how our profession has its roots in key laws, organizations, and historic events.

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Participants who completed the 2008 – 2009 alumni survey (see Standard 6) were asked to rate the adequacy of the program in addressing these skill/knowledge area on a three point scale:




The rating of these areas were separated into two separate items. The average rating for the "theories of interpretation and translation" area was: 2.60. The average rating for "historical foundations of the profession" area was: 2.54. The faculty interpreted any rating below 2.4 as an area of needed improvement. This rating provides support that the program is preparing students with this skill/knowledge.



2. Curriculum Map Standards 5F3-5F4b.xls(See appendix)


The interpreter role, responsibilities, and ethics are initially covered in the prerequisite class: Professional Ethics and Issues in Interpreting (ITP 215). This content is touched on in all of the other interpreting classes, particularly in the Ethics in Special Settings classes (ITP 330 & 430), Professional Relationship Ethics classes (ITP 310 & 410), and in their Practicum classes (ITP 470 & 490).





The rating of these areas were separated into two separate items. The average rating for the "interpreter role and responsibilities" area was: 2.80. The average rating for "professional ethics" area was: 2.80. The faculty interpreted any rating below 2.4 as an area of needed improvement. This rating provides support that the program is preparing students with this skill/knowledge.




F.3.c. (Knowledge and Competencies)

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Issues related to human relations are one of the main focuses of the Professional Relationship Ethics classes (ITP 310 & 410) as well as the two Practicum classes (ITP 470 & 495). Students learn about cross-culture interaction and intercultural communication knowledge and competency through content taught in Introduction to Deaf Studies (ASL 225), content included in the book Reading Between the Signs which is used in Professional Ethics and Issues in Interpreting (ITP 215) and Ethics in Special Settings II 430, and through articles read during the sociolinguistic sections of the Linguistics and ASL II (ITP 490). Students aalso gain further knowledge and competency in cross-cultural interactions and intercultural communication through fulfilling the "ELK building" requirements of three ITP courses (ITP 325, 320, and 420) mentioned in Standard 5.1.E and 5.2.B.





The rating of these areas were separated into three separate items. The average rating for the "human relations" area was: 2.13. The average rating for "cross-cultural interaction" area was: 2.60. The average rating for the "intercultural communication" area was: 2.53. The faculty interpreted any rating below 2.4 as an area of needed improvement. This rating provides support that the program is preparing students with some of these skills/knowledge.

In an effort to address improvements in the "human relations" knowledge and skill area, we completely revised the Interpreting in Private Practice (ITP 310) class by dividing the content into two courses: Professional Relationship Ethics I and II (ITP 310 & ITP 410). Both of these courses will emphasize the human relation aspects of the interpreting profession.




F.3.d. (Knowledge and Competencies)

Admittedly, this knowledge area is not strongly emphasized in the program. Participants who completed the 2008 – 2009 alumni survey (see Standard 6) were asked to rate the adequacy of the program in addressing this skill/knowledge area on a three point scale:




The average rating for this skill/knowledge area was: 2.13. The faculty interpreted any rating below 2.4 as an area of needed improvement. Based on this rating, we have now added this content into both of the Professional Relationship classes (ITP 310 & 410).


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F.3.e. (Knowledge and Competencies)

These topics are first introduced in Professional Ethics and Issues class (ITP 215). Licensure, business practices and federal legislation will now be a focus in the new Professional Relationship Ethics classes (ITP 310 & 410) as well as the Practicum I class (ITP 470). Issues related to certification are touched on in all of the ITP classes, for example, practice materials used in interpreting skills classes often come from discussion or texts related to certification.





The rating of these areas were separated into three separate items. The average rating for the "certification" area was: 2.40. The average rating for "business practices" area was: 2.27. The average rating for the "legislation" area was: 2.00. The faculty interpreted any rating below 2.4 as an area of needed improvement.

In an effort to address improvements in the "business practices" and "legislation" knowledge and skill area, we completely revised the Interpreting in Private Practice (ITP 310) class by dividing the content into two courses: Professional Relationship Ethics I and II (ITP 310 & ITP 410). These knowledge areas are emphasized in ITP 410 class.




F.3.f. (Knowledge and Competencies)

Continuing professional development is specifically mentioned in our Mission Statement where we aim to prepare "professional interpreters who are competent, ethical, and life-long learners." We accomplish this throughout the program by making students aware that their learning will continue after they graduate. We emphasize to our students that our goal is for them to graduate with a good foundation that they can continue to build on.

Our department has an Interpreter Outreach Program which provides workshops for interpreters throughout the state. In addition to this, we work with the Kentucky Department of Education in providing opportunities for K- 12 interpreters to continue to increase their skills. Students assist us in running these workshop as well as register to participate in many of these workshops. Thus, even before they leave the program they see that interpreters in the field are continually participating in professional development. Faculty also model this expectation by regularly attending local, regional, and national conferences. Faculty share information from these conferences to help students become aware of the wide range of opportunities that are available and to build within them the expectation that professional development is an important part of our field. We encourage students to get involved and over the years have had students selected as student representatives at national RID conferences. We recently learned that another student has been selected as a student representative for the upcoming NAOBI Conference (see email attachment).

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2. Confirmation of a student selected as a NAOBI Student Rep.doc(See appendix)



F.3.g. (Knowledge and Competencies)

Admittedly, this area has not been strongly emphasized in the program. Participants who completed the 2008 – 2009 alumni survey (see Standard 6) were asked to rate the adequacy of the program in addressing this skill/knowledge area on a three point scale:





To improve in this area, we are including aspects of this in the Professional Ethics and Issues in Interpreting (ITP 215), the Professional Relationship Ethics classes (ITP 310 & ITP 410), Ethics and Special Settings classes (ITP 330 & 430), and the Practicum I class (ITP 470). Information related to stress management and personal health include issues of self-awareness and how we relate with others (e.g. Myers-Briggs assessments, the use of the "Blink" text, and the "7 Habits" text, etc.). We also respond to feedback related to stress and personal health that we receive from previous students completing their practicum by including these issues in the next cohort's classes.

Our program uses a cohort approach (a group of approximately 20-22 students are selected and go through the program together on a full time basis). Because of this approach, we are often compelled to resolve inter-personal conflicts and stressors that arise within the cohort. We believe that the cohort approach offers the advantage of guiding students on how they can better handle future stress caused by inter-personal conflict.




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F.4.a.1. (Knowledge and Competencies)

Students gain competency in understanding ASL as a source language by taking six ASL classes, a fingerspelling class (ASL 210), and three semesters of ASL for Interpreters (ASL 400)--a one credit class designed to expose students to different signers and/or different aspects of ASL. Once in the program, to further their understanding, several classes are taught in ASL (e.g. the Ethics and Special Settings classes (ITP 330 & 430) and the Linguistics & ASL classes (ITP 390 & 490).

In addition to the ASL coursework, our Statement of Philosophy includes an approach to helping students attain the ability to understand ASL in all its nuances. The sections of the Statement of Philosophy that deals with this are quoted here:

ASL-centered Language Use

Because ASL is a minority language and the indigenous language of the American Deaf community, it is our philosophy and practice to make the program linguistically accessible and culturally friendly to Deaf students, faculty, staff, and visitors. This means that we make it a general practice to use ASL when in and around the department. This includes a strong preference to use ASL prior to and after class, in the classrooms, labs, hallways, department offices, and during meetings, etc. In keeping with this philosophy, we prefer to provide interpretation from ASL to English during meetings for guests and staff who may not be fluent in ASL. This allows Deaf individuals the rare opportunity to have direct language access. This philosophy is one of the primary means of showing respect to Deaf people, and it also avoids the potentially negative message that is given when someone who can sign chooses not to.

We balance our ASL-centered philosophy with our value of student success (see below) and mutual trust among program faculty and staff. Therefore we do not have a formal policy in place but give staff and faculty discretion in language use when it comes to teaching certain types of content, developing interpreting skills, and discussing crucial decision-making matters with students such as during advising.

Immersion Opportunities for Students

Unlike “study abroad” immersive experiences that are afforded students of other foreign languages, there is very little opportunity to find immersive experiences for students of ASL. Our ASL-centered philosophy is not only a way to model respect of Deaf people for our students, it also serves to provide them with an immersive learning environment. Immersion encourages our students to become truly bilingual. It helps them gain higher facility in using ASL to express themselves. We aim for them to become equally ASL-centric along with being English-centric, which is a mark of a highly competent, fully bilingual interpreter. In other words, that English would be less and less their “default” language, and ASL would be more and more a natural way for them communicate and not seen as only necessary to use when Deaf people are around.

Beyond developing students' ASL skills as a language, we also focus on understanding ASL as a source language in three interpreting skills classes: ASL-to-English level I and II (ITP 325 & 425) and Interactive Interpreting (ITP 480).

English skills are developed throughout the students' liberal arts education at EKU. As part of fulfilling general education requirements for the program, students must complete Introduction to Human Communication (CMS 100) or Public Speaking (CMS 210). Additionally, several courses within the program contain components, requirements, and objectives related to English skills including Professional Ethics and Issues in Interpreting (ITP 215) and Processing Skills for Interpreters (ITP 220).

We recognize that our philosophy of being ASL-centered is in conflict with developing English skills. We recognize that Interpreting students need to improve their English skills and vocabulary in various registers. Being ASL-centered within the program means that spoken English is practiced less. We believe this approach is fair given the rare opportunities for using ASL in an immersive environment. Practice in English is possible through other coursework, support resources on campus, such as the Noel Studio, and through other opportunities in the community.

Beyond developing students' English skills as a language, we also focus on understanding English as a source language

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in three interpreting skills classes: English-to-ASL level I and II (ITP 320 & 420) and Interactive Interpreting (ITP 480).





The average rating for this skill/knowledge area was: 2.60 for ASL as the source and 2.73 for English as the source. The faculty interpreted any rating below 2.4 as an area of needed improvement. This rating provides support that the program is preparing students with this skill/knowledge.






F.4.a.2. (Knowledge and Competencies)

A goal of the ten required ASL classes is for students to be able to express themselves correctly, fluently, clearly and with poise in ASL. In several of their ITP classes, students give presentations in ASL, submit ASL video logs (vlogs) as assignments, and have some of their self-analysis submitted in ASL. Our ASL-centered Language Use philosophy discussed under 5.F.4.a.1 also contributes to the development of students' expressive skills in ASL.

Beyond developing students' ASL skills as a language, we also focus on understanding ASL as a target language in three interpreting skills classes: English-to-ASL level I and II (ITP 320 & 420) and Interactive Interpreting (ITP 480).

English skills are developed throughout the students' liberal arts education at EKU. As part of fulfilling general education requirements for the program, students must complete Introduction to Human Communication (CMS 100) or Public Speaking (CMS 210). Additionally, several courses within the program contain components, requirements, and objectives related to English skills including Professional Ethics and Issues in Interpreting (ITP 215) and Processing Skills for Interpreters (ITP 220). EKU is in the process of building the Noel Learning Center where students will be able to receive feedback on giving presentations, etc. When this facility is complete, we are planning to incorporate aspects of what they can offer into our curriculum.

Beyond developing students' English skills as a language, we also focus on understanding English as a target language in three interpreting skills classes: ASL-to-English level I and II (ITP 325 & 425) and Interactive Interpreting (ITP 480).





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The average rating for this skill/knowledge area was: 2.67 for ASL as the target and 2.60 for English as the target. The faculty interpreted any rating below 2.4 as an area of needed improvement. This rating provides support that the program is preparing students with this skill/knowledge.

For documentation and evidence see the draft of the Program Assessment Report (attached with Standard 5.F.a), the course descriptions, curriculum map for Standards F.3 and F.4, and the document with the ASL Mission, Objectives, Philosophy, Values and Curriculum Design which are attached under Standard F.4.a.1.

F.4.b.1. (Knowledge and Competencies)

The understanding of the meaning in the source language is crucial to being able to transfer this meaning. This concept is first introduced in Professional Ethics and Issues in Interpreting (ITP 215) and incorporated into all the five remaining interpreting skills classes: ASL-to-English level I and II (ITP 325 & 425), English-to-ASL level I and II (ITP 320 & 420) and Interactive Interpreting (ITP 480).








The ability to accurately transfer the meaning of the source language into the target language is the crux of an interpreter's work. This concept is first introduced in Professional Ethics and Issues in Interpreting (ITP 215) and incorporated into all the five remaining interpreting skills classes: ASL-to-English level I and II (ITP 325 & 425), English-to-ASL level I and II (ITP 320 & 420) and Interactive Interpreting (ITP 480).

To assist students with the ability to evaluate whether there are any distortions, additions, or omissions in their message transfer, we use Dr. Marty Taylor's texts in our interpreting skills classes as part of the framework for teacher assessment as well as and student self-assessment. The two texts we use are:

Taylor, Marty M., (2002). Interpretation Skills: American Sign Language to English. Interpreting Consolidated: Alberta, Canada.

Taylor, Marty M., (1993). Interpretation Skills: English to American Sign Language. Interpreting Consolidated: Alberta, Canada.

Each of these books lists features of ASL or features of English and common errors that interpreters make–errors which often result in distortions, additions or omissions. Another text we use which helps students in this area is: Kelly, Jean. (2004). ASL-To-English interpreting: say it like they mean it. Alexandria, VA: RID Press.

Participants who completed the 2008 – 2009 alumni survey (see Standard 6) were asked to rate the adequacy of the

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program in addressing this skill/knowledge area on a three point scale:




The average rating for this skill/knowledge area was: 2.47 for ASL to English without errors, and 2.53 for English to ASL without errors. The faculty interpreted any rating below 2.4 as an area of needed improvement. This rating provides support that the program is preparing students with this skill/knowledge.



In the Processing Skills for Interpreters (ITP 220) students first gain experience in using different registers and begin understanding the significance that different lexical, sentential, and discourse choices can have on conveying style and different points of view. In Professional Ethics and Issues in Interpreting (ITP 215) cultural aspects of language are addressed in readings from “So You Want to be an Interpreter” and “Reading between the Signs.” These topics are related to sociolinguistics and discourse analysis, which are covered in the linguistics classes, particularly in Linguistics and ASL II (ITP 490).

These concepts and skills continue to be developed in a scaffolded way in the remaining interpreting skills classes: ASL-to-English level I and II (ITP 325 & 425), English-to-ASL level I and II (ITP 320 & 420) and Interactive Interpreting (ITP 480).





The average rating for this skill/knowledge area was: 2.53 for ASL to English with appropriate style, etc., and 2.53 for English to ASL with appropriate style, etc. The faculty interpreted any rating below 2.4 as an area of needed improvement. This rating provides support that the program is preparing students with this skill/knowledge.


F.4.c.1. (Knowledge and Competencies)

The program begins students on the path to interpreting competence in both modes by first introducing the theory of the interpreting process in the Professional Ethics and Issues in Interpreting (ITP 215) class. Next, students begin to develop skills in the component parts of the cognitive interpreting process by practicing intra-lingual skills (i.e. going from English to English) in the Processing Skills for Interpreters (ITP 220) class. Next, students develop their inter-lingual skills by translating into written English (typically the student's first language) from ASL in the ASL-to-English Interpreting I (ITP 325) class (going into your first language as the target is the typical approach to building up interpreting skills in both

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directions). Within the same class, students transition from translation skills into written English to interpretation skills into spoken English in the consecutive mode. Students then transition from the consecutive mode to the simultaneous mode in ASL-to-English Interpreting II and English-to-ASL Interpreting levels I and II (ITP 425, 320, and 420). Within these classes we touch upon how to choose the appropriate mode in a given setting. Consecutive interpreting has potential to be the most accurate mode (this is often used in formal legal proceedings) and some situations require this mode. Because of the potential increase in accuracy of consecutive interpreting, the ideal is to attempt to make simultaneous interpreting as consecutive as possible by increasing students' lag time to process between the source language and the target language. Finally, we have recently added a new course, Interactive Interpreting (ITP 480) to the curriculum in which students will practice making decisions about the appropriate mode in a given setting. In addition to this, in the Ethics and Special Settings classes (ITP 330 & 430), we discuss with students that it may be appropriate for the interpreter to go from written English to ASL, or to go from ASL to written English in certain situations.







F.4.c.2. (Knowledge and Competencies)

Even from the beginning of the ITP course sequence, we discuss the concepts of language registers, context, and rendering an interpretation with a sense of audience. These skills are initially developed intra-lingually (from English to English) in the Processing Skills for Interpreters class (ITP 220). These skills continue to be developed in the ASL-to-English Interpreting I class when students translate from ASL into written English. Written English translations are sometimes written in alternative registers or styles and are analyzed from the perspective of appropriateness according to differing audience preference. Although the new RID-NAD NIC performance test for national certification no longer has a separate interpretation and transliteration component, we still introduce transliteration in the English-to-ASL Interpreting II class (ITP 420). However, transliteration is not emphasized in our program due to the need for students to focus on competence in interpretation. It is the philosophy of the faculty that interpretation is more difficult to develop independently without the support of the faculty and staff. It is our philosophy that it is easier to develop transliteration skills as students transition to the field.






For documentation and evidence see the draft of the Program Assessment Report (attached with Standard 5.F.a), the

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course descriptions, curriculum map for Standards F.3 and F.4, and the document with the ASL Mission, Objectives, Philosophy, Values and Curriculum Design which are attached under Standard F.4.a.1.

F.4.d.1. (Knowledge and Competencies)

Students gain a breadth of knowledge of discourse types found in different fields in the two Ethics and Special Settings level I and II classes (ITP 330 & 430). These two classes generally cover the technical discourse in educational, vocational rehabilitation, theatrical, medical, mental health, deaf-blind and legal settings. In the interpreting skills classes, various discourse genres are used as source material, including narrations, descriptions, explanations, persuasions, etc. With our new Interactive Interpreting class (ITP 480) we will be focusing on different types of interactive discourse.








Students in our program do not specifically gain specialized knowledge in only one or two disciplines but through completing the Ethics and Special Settings classes (ITP 330 & 430), we attempt to provide students with sufficient background that they will have entry level knowledge for interpreting in these fields.

As part of the requirements of the program, students attend a Deaf-Blind retreat where they function as Support Service Providers (SSPs). They are introduced to the Deaf-Blind community in their first retreat experience and then later read articles related to Deaf-Blind communication and interpreting in Linguistics and ASL II. All students have attended the yearly Deaf-Blind Retreat at least once, with some attending up to three times. Responses from graduates show that these experiences have made them comfortable when they later encounter Deaf-Blind people.

Students are very involved in the process of selecting an internship site for their final semester Practicum II class. This is where they typically acquire specialized knowledge of their chosen field. Areas where students have interned include Vocational Rehabilitation, K-12 schools (particularly high school settings), community agencies, and agencies that specialize in certain areas such as work done in governmental agencies, or work in theatrical interpreting (e.g. Disney World). Some students do their internship at a residential school for the Deaf which includes a wide range of interpreting for students, faculty, and staff.




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2. KADB SSP letter 2010.doc(See appendix)

3. KY_Association_of_the_Deaf-Blind_Retreat_2010.doc(See appendix)


As part of the development of professional decision making skills, we teach our students to use the Demand Control Schema (DC-S) developed by Robyn Dean and Bob Pollard, a widely accepted approach in the field. The DC-S is introduced in Professional Ethics and Issues in Interpreting (ITP 215) class and is more fully developed in the Ethics and Special Settings classes (ITP 330 & 430). It is also discussed in the Practicum classes as well as the Professional Relationship Ethics classes as well.

The DC-S is a holistic approach to analyzing the entire work setting including "environmental demands" such as logistics and physical surroundings. Beyond the skill of analyzing what demands or issues are present in a given situation, we help students develop creative problem solving by identifying several possible "controls", or solutions to deal with the environmental demands. We also expect students to develop the ability to evaluate the potential positive and negative outcomes of each solution and to accept responsibility by attempting to ameliorate negative outcomes as a responsible professional. Because interpreters often face unpredictable situations, we see DC-S as a basic tool for students to use in any situation they may encounter. We do provide some potential controls (such as various equipment and physical arrangements) that students may apply to various environmental demands (as well as other controls for other types of demands), but these only form a basic "kit" for students to independently add more controls to their own "toolbox" and to develop the skill of selecting an appropriate control(s) given all the demands in a situation.







File Attachments:1. ITP 370 final exam including Demand_Control.doc(See appendix)

2. ITP 370 Vlog Assignment and DC-S assignment.doc(See appendix)

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F.4.e.1. (Knowledge and Competencies)

Several faculty members incorporate research findings into their teaching and in the design of classes throughout the curriculum. Thus, throughout the curriculum students are made aware of different research findings, the value of this research, and the influence this has had on the field. Different faculty members are also involved in research and often share with students the different stages of their research.

In Linguistics and ASL I and II (ITP 390 & 490), students typically do a research project which they present to the class. For the first linguistics class, this project involves applying Scott Liddell’s analysis of space to selected poems by Clayton Valli. Students work in groups of three or four do their research and analysis, develop a Powerpoint presentations which incorporates QuickTime examples and then give a presentation in class. In the second linguistics class, students pick a topic of their choosing related with interpreting or ASL and again, working in groups, find their data, and do research and then typically present their findings. Numerous class sessions were canceled in the fall 2009 Linguistics and ASL II class because of inclement weather. This was the first time that students taking this course did not complete and present a research project. However, two students did follow through on their research idea and submitted a proposal to the Theoretical Issues in Sign Language Research conference. Their proposal was accepted as a poster which they will present in September 2010.






For documentation and evidence see the draft of the Program Assessment Report (attached with Standard 5.F.a), the course descriptions and the curriculum map for Standards F.3 and F.4 which are attached under Standard 5.F.4.a.1.

File Attachments:1. ITP 390 Example of Students Poetry Presentation.ppt(See appendix) 3 students gave this presentation

2. ITP 390 Poetry Assignment Directions.doc(See appendix)

3. ITP 390 PP from another Poetry Analysis.ppt(See appendix)

4. ITP 390_Final Exam 2009.doc(See appendix)

5. Two Students Abstract that was accepted for TISLR 2010.doc(See appendix)


Students receive their first exposure to research in Professional Ethics and Issues in Interpreting (ITP 215) class. In this class they write a major research paper which involves them choosing a topic of interest and relating it to interpreting, finding at least ten sources, writing reviews of these sources using APA style, coming up with a thesis statement and then writing a six to ten page paper incorporating their sources and their own ideas on the subject. This experience will help students when they later take the linguistics classes and read numerous research articles.

Recent improvements in both linguistics classes have included consciously teaching students about the structure of research and how to read and understand research articles. For example, without understanding how a research paper is written, many students do not make it past the literature review sections of a paper – they usually feel overwhelmed and unprepared by the amount of sources included in that section. To help alleviate this, students are taught to understand the function of that section. Students are also guided in identifying the research questions that are asked, looking critically at the data and methodology used by the authors, and then looking critically at the results, findings, and

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conclusions drawn by the authors. The goal of this is to help students feel comfortable and confident that they can read research articles so that they might continue to do this independently.





The average rating for this skill/knowledge area was: 2.33. The faculty interpreted any rating below 2.4 as an area of needed improvement

To make improvements in this area, the requirement to write a major research paper with 10 sources was added to the ITP 215 class. Improvements have also been made in the linguistics classes to emphasize and teach the the components of a research protocol (these improvements are discussed above).



Students learn about the structure of research articles and approaches to reading and understanding the authors' questions and findings in the linguistics classes, particularly the Linguistics and ASL II (ITP 490) class. As an example, below are the articles and presentations that students were required to read/watch and write a reflection paper during the fall 2009 Linguistics and ASL II class:

Bishop, M. and S. Hicks (2005). Orange eyes: Bimodal Bilingualism in Hearing Adults from Deaf Families. Sign Language Studies 5: p. 188-230.

Hoopes, R., M. Rose, R. Bayley, C. Lucas, A. Wulf, K. Petronio, S. Collins. (2005). Analyzing Variation in Sign Languages: Theoretical and Methodological Issues. p. 451 – 472. (in class text)

Hoza, J. (2007). How Interpreters Convey Social Meanings: Implications of Interpreted Interactions. Journal of Interpretation, RID. p. 39 – 68.

Lucas, C. and C. Valli. (1989). Language Contact in the American Deaf Community. In C. Lucas (ed). The Sociolinguistics of the Deaf Community. San Diego: Academic Press. (in class text)

McCatskill, C., C. Lucas, J. Hill, R. Dummett, P. Baldwin. (2008). Black ASL: The Socio-Historical Foundations. Presentation during the VL2 Presentation Series, Gallaudet University. http://videocatalog.gallaudet.edu/player.cfm?video=44981.

Metzger, M. and Bahan, B. (2001). Discourse Analysis. In C. Lucas (ed.) The Sociolinguistics of Sign Languages, Cambridge: Cambridge University Press. (in class text)

Nicodemus, B. (2008). Prosody and Sentence Boundaries In American Sign Language Interpretation. RID Views. p. 18 – 21.

Quinto-Pozos, D. (2007). Why Does Constructed Action Seem Obligatory? An Analysis of “Classifiers” and the Lack of Articulator-Referent Correspondence. Sign Language Studies Vol. 7 No. 4.

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Roy, C. (1989). Features of Discourse in an American Sign Language Lecture. In C. Lucas (ed). The Sociolinguistics of the Deaf Community. San Diego: Academic Press.







File Attachments:1. ITP 490 Scoring Rubric for Article Reviews.doc(See appendix)


Students are taught from the beginning of the program to apply research to interpreting practice. In the Professional Ethics and Issues in Interpreting (ITP 215) class, students write a major research paper which involves them choosing a topic of interest that may not be related to interpreting with the requirement that they must apply the subject to interpreting practice within their paper.






We have made recent improvements in attempt to make a closer tie between the linguistics and interpreting research articles that students are exposed to in the linguistics classes and the skills they are practicing in their interpreting skills classes. We have the fortune of having several faculty with training in linguistics that can help guide the students in the application of theory and research findings to practice. The faculty member who teaches the linguistics classes also teaches at least one concurrent interpreting skills classes. An example of the application and connections made between these classes happened in the spring 2009 semester. Students in the Linguistics and ASL I class were learning to analyze the different uses of space in ASL from a linguistic perspective. While students were learning about this in the linguistics class, the faculty of the interpreting skills classes selected practice material that encouraged their appropriate use of space in their ASL interpretations. A similar approach was taken when students studied prosodic markers in the linguistics classes. Faculty led students to focus on using appropriate prosodic markers in their interpretations in their concurrent interpreting skills class.


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G.1. (Practicum and/or Internship Experience)

Supervised practicum is an integral part of our program. Practicum II (ITP 495) is a 12 credit hour, capstone course that is offered in the cohort's final semester within the program (every two years). The purpose of the practicum is "to provide an opportunity for students to blend theory and practice in the professional world of interpreting." (Practicum Handbook page 14). As a lead-up to Practicum II, the Practicum I course (ITP 470) taken in the previous semester, guides students in identifying and applying to a practicum site that will ensure that they will have an opportunity for carrying out professional responsibilities under the supervision of the faculty supervisor and a site mentor who is a certified interpreter. The Practicum Handbook outlines all the student, faculty supervisor, and site mentor requirements and commitments for completing the Practicum II course. This includes the requirement for the student to complete 450 hours of activities including observation of interpreting, team interpreting with the site mentor, and "solo" interpreting.


2. Curriculum Map Standard 5G.xls(See appendix)



5. ITP495_Practicum_Handbook_2010.doc(See appendix)




Since the inception of EKU's program only two faculty have served as Practicum faculty supervisors. The first is Dr. Laurence Hayes, who served as the faculty supervisor until 2006 (see Vita). The second is Vicki Brashear who has a master’s degree in counseling, an undergraduate degree in education, holds RID certification, ASLTA certification, and is a native signer with extensive interpreting experience (see Vita). Her counseling background has provided her with a talent to work with students and site mentors in a creative, supportive, and nurturing manner. Ms. Brashear has the language, interpreting credentials and interpreting background to provide her with the tools to be impartial and objective. The continuity and consistency in having these two faculty supervisors be the only two supervisors in the history of the program is a point of strength.

The EKU Practicum Handbook clearly states the qualifications required of the practicum site mentor and any team interpreter that students will work with:

Team Interpreting and Mentor Qualifications:

You will team with your mentor trading on and off with primary interpreting responsibility and observation during selected assignments. Your mentor must meet the equivalent of Kentucky’s interpreter licensure or hold a valid interpreter license in Kentucky. In order to hold a full license in Kentucky an interpreter must be certified by RID or NAD at Level 4 or 5. Acceptance of other certifications, state screening, or licensure will be given consideration by the mentor and practicum supervisor on a case by case basis.


2. Vitea_Laurence_Hayes.doc(See appendix)

3. Vitea_Vicki_Brashear.doc(See appendix)


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Because our program follows a full-time, cohort model that runs on a two year cycle, students must complete their Practicum I course in their last semester in the program. The program does not offer an option for the student to complete this course at a later time. Therefore the program does ensure that there is continuity of application as the practicum must be completed in the last semester of full-time study (within 4 semesters of admission to the program).

File Attachments:1. Program_Sequence_Display_Prior_to_Fall_2010.pdf(See appendix)



As part the 450 hours of required learning activities in the practicum, students must complete 75 hours of observation of the work of a certified interpreter. The observation requirements from the Practicum Handbook are quoted here:

Observation:

You shall observe a variety of settings during practicum. Observation can be with a certified interpreter who possesses a RID/NIC certification or NAD Level 4 or 5 certification. Other certifications or licensure will be given consideration by the mentor and practicum supervisor on a case by case basis.

To document students' completion of this requirement, students must write journal entries that are based on the Guided Observation section within the Practicum Handbook. Journal entries are to be submitted to the faculty supervisor throughout the practicum according to the schedule included in the Handbook.

The observation of interpreters is also included as part of course requirements earlier in the sequence of courses. This includes some observation of educational interpreters during the Ethics and Special Settings I (ITP 330) class as well as the Practicum I (ITP 470) class. We are considering utilizing a student educational portfolio system that will allow students to document their observation experiences and any reflections that will be maintained throughout their program.

File Attachments:1. ITP_330_Ethics and Special Settings 1_Spring_2009.doc(See appendix)




During Practicum I (ITP 470), a prerequisite class to the full Practicum II (ITP 495) class, students research potential sites, conduct phone inquires to these sites, and meet extensively with Ms. Vicki Brashear, the teacher, to evaluate potential sites. Potential practicum sites are evaluated in terms of qualifications of the site mentor, potential learning environments, the rapport/involvement the site has with the interpreting and Deaf communities and the student’s short and long term goals. To help sites evaluate whether they can meet students' learning needs, students are required to develop a portfolio and accompanying DVD featuring their interpreting work, both English to ASL and ASL to English, which is submitted to the potential practicum site mentor.

Once a practicum site expresses an interest in accepting a student and they are willing to commit to the responsibilities of the mentor as outlined in the Practicum Handbook the guidelines of the Handbook are reviewed and modifications are made to customize the practicum to meet the learning needs of the student. The Handbook states, "the mentor, student and supervisor can make adjustments to the following guidelines in writing at the beginning of the practicum experience in order to provide the best learning environment for the student."

As a student begins her/his practicum, she/he must complete certain requirements at regular intervals so that the faculty supervisor can monitor whether the student and site mentor are following the customized guidelines and if the student's

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learning needs are being met.

File Attachments:1. ITP_470_Practicum in Interpreting I_fall_2009.doc(See appendix)




As a result of the preparation work done in Practicum I (ITP 470) class, when a student enters Practicum II (ITP 495), the student, the site mentor and faculty supervisor agree upon the types of supervision that will be provided. They also agree upon the types of interpreting experiences that will be provided. These expectations and responsibilities are then outlined and written within the spaces provided in the Practicum Handbook. This then becomes a customized and living document for future evaluations during the Practicum. Objectives and timelines for student and supervisor meetings are set throughout the semester to review experiences and progress made toward the objectives.

During the practicum, students must earn certain hours within the activities of: interpreter observation, team interpreting, solo interpreting, Deaf community involvement, and attending workshops. The recommended number of hours of team interpreting during the practicum is 215. The recommended number of hours of solo interpreting is 75. The Handbook states, "during the last 3 weeks of practicum (or with prior approval of the practicum supervisor AND the mentor) you may be allowed to do assignments solo without a team interpreter. This will assist you with transition from the IEP student role to a professional interpreter role." These hours are documented both in terms of numbers of hours, but also in terms of reflective journals which are submitted to the site mentor and faculty supervisor.



As a result of the preparation work done in Practicum I (ITP 470) class, when a student enters Practicum II (ITP 495), the student, the site mentor and faculty supervisor agree upon the types of supervision that will be provided. They also agree upon the types of interpreting experiences that will be provided. These expectations and responsibilities are then outlined and written within the spaces provided in the Practicum Handbook. This then becomes a customized and living document for future evaluations during the Practicum. Objectives and timelines for student, mentor, and faculty supervisor meetings are set throughout the semester to review experiences and progress made toward the objectives.



EKU is the only sponsoring institution that provides instruction and supervised practice for its interpreter education program. It is the philosophy of the program that practicum sites be selected as a collaborative process between the student, supervising faculty, and qualified practicum site mentors. Practicum sites are selected to match student interest and skill.

The practicum classes, like all other classes in the program, are offered every two years in accord with the program cycle. In the fall semester of their senior year, students enroll in Practicum I (ITP 470), a three credit hour class designed to help students with their personal and professional aspirations as well as help them plan for their full practicum experience. During this course, under the direction of the ITP 470 faculty supervisor, students contact and make formal application to

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potential practicum sites. As part of this process, the student, faculty supervisor, and practicum site exchange emails and telephone and/or video phone calls to identify who will be the practicum site mentor. The number of observation hours, team, and solo interpreting hours required of the student are discussed with the potential site practicum supervisor (these requirements are detailed in the Practicum Handbook). Students develop and submit a formal portfolio to the site and proceed to provide the site with any necessary paperwork or complete any formal application process. Once the site accepts a student for their spring semester practicum, a letter of agreement is generated between the EKU ASLIE practicum supervisor and the practicum site mentor. The practicum site mentor as well as the faculty supervisor sign the letter, and it is placed in the student file maintained by the program administrative assistant and is located in the ASLIE front office--Wallace 216.

Once the student successfully passes ITP 470, he/she enrolls in ITP 495 during their last semester of study in the program. This course is a 12 credit hour practicum and requires a minimum of 450 hours of practicum activities. The Handbook outlines the process and timelines that will be used by the student, practicum site mentor, and faculty supervisor to monitor and evaluate student progress and outcomes.

File Attachments:1. Curriculum Map Standard 5G.xls(See appendix)



4. Letter of Agreement Between ASLIE and the Practicum Site.doc(See appendix)


6. Sample_Student_Portfolio-used_with_permission.pdf(See appendix)

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Standard 6 (Outcomes, Assessments, and Evaluations)

A.1 (Program Evaluation)

ASLIE has several systems for continuous review of various aspects of the program. This includes the use of TracDat software, an ASLIE alumni database, biennial surveys sent to graduates, department committees, and retreats and focus groups. Each of these is described below:

● TracDat, an assessment management software, has been used by EKU to track assessment data since 2003. TracDat is a repository of data for program evaluation that is used at the departmental, college, and university levels. Information, which is entered at least once a year, allows the University, colleges and departments to measure how they are accomplishing their objectives. This data is analyzed and used to generate various reports such as those needed by different accreditation bodies (e.g. SACS and NCATE). At the departmental level, each department lists objectives, means of assessing, results of assessment, and how those results are used for continuous improvement. ASLIE’s section of TracDat shows that some of our objectives, such as becoming an independent department and updating our curriculum have been accomplished, while other objectives are ongoing. The evidence section contains a printout of ASLIE’s objectives currently listed in TracDat for the time period of 2006 – June 2010.

● In 2006, a departmental Alumni Database was set-up to keep better demographics than the traditional paper files that were used at that time. The Alumni Database is regularly updated through alumni self-reporting and information collected from surveys. Data is also obtained from the Kentucky Board of Interpreters online license directory and the RID online directory of certified interpreters. Periodically data is compiled and entered into the TracDat system. The Alumni Database has been used as a data-driven way to revise our curriculum and was also recently used as a source of data in an article written by our faculty that was published in the 2009 International Journal of Interpretation (Petronio and Hale, 2009). Lists of alumni’s certification and current employment can easily be tracked pulled from this database.

● Since 1992, the program has conducted routine demographic surveys in even-numbered years of both AA and BS graduates. Alumni provide updated demographic information and other information such as their certifications, the length of time it took them to become employed after graduation, their salary, and their current employment. This data is entered into the alumni database, which is then compiled and submitted to TracDat. In 2008-2009, for the first time we used an online survey to collect the data listed above. In addition to gathering general demographic information, the most recent survey (2008 - 2009) was more comprehensive and asked a total of 30 questions. In addition to this, we also sent out a separate online program assessment survey, which is further described under Standard 6.D below. The evidence section contains examples of our former paper-based survey.

● ASLIE has several committees, both standing and ad hoc, that provide a continuous review of different parts of our program. For example, the ASL Curriculum Committee provides the overview, assessment, and guidance for the ASL classes, as well as looking at the requirements of the ASL minor. The ITP Curriculum Committee focuses on coordination between classes, content within classes, materials used, and takes the lead in curriculum revisions made to the Interpretation major. The Ad-Hoc Capacity Planning Committee has looked at our potential for growth and has been instrumental in guiding the department regarding options during the closing of our Louisville satellite program. When needed, committees have produced various reports such as the attached 2008 “A Louisville-to-Richmond Interpreter Education Program Transition Proposal” submitted to the Office of Academic Affairs from the Capacity Planning Committee. In addition to serving on department committees, ASLIE faculty and staff also serve on college and university level committees which allow us to keep abreast of developments that could affect our department. The evidence section contains committee lists for 2008 – 2009 and 2009 – 2010.

● Having retreats and special working groups provides another means that allows ASLIE faculty and staff to focus on specific program areas. Although not as systematic as the means mentioned above, usually at least every two years the whole faculty and staff get together. For example, we had a retreat in 2004 to focus on the content that was taught in the different classes. In 2006, the retreat was lead by professional facilitators from EKU and focused on program issues such as the vision and future of the program. The report form the facilitators is included in the

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document section. In summer of 2009, a working group of four faculty met to discuss the results of the program assessment survey that was sent to the students (outcomes from this group are further discussed below in 6.C.2.a). In spring of 2010, the whole department came together to focus on committee work on the CCIE Standards.

File Attachments:1. Article_ Journal of Interpretation_Petronio_Hale_2009.pdf(See appendix)

2. ASLIE Objectives listed in TracDat.pdf(See appendix)

3. Committee_Assignments_2008_2009.doc(See appendix) University, College and Department Level Committees that ASLIE Faculty and Staff were members of

4. Committee_Assignments_2009_2010.doc(See appendix) University, College and Department Level Committees that ASLIE Faculty and Staff were members of

5. Database Alumni Layout.pdf(See appendix)

6. Database_Certification_Layout.pdf(See appendix)

7. Draft of Program Assessment Report.doc(See appendix) This is further discussed under Standard 6

8. List of Committee_Assignments_2008_2009.doc(See appendix)

9. List of Committee_Assignments_2009_2010.doc(See appendix)

10. List of ITP Alumni with Certification and Employment.pdf(See appendix)

11. Louisville-to-Richmond Transition Proposal_2008.pdf(See appendix)

12. Minutes_ASL_Curriculum_Committee_Feb_9_09.doc(See appendix)

13. Minutes_ASLIE Department Meeting _ August_2008.doc(See appendix)

14. Minutes_ASLIE Department Meeting_April_15_2010.doc(See appendix)

15. Minutes_ITP Curriculum_Committee_Sept 8 2009.doc(See appendix)

16. Older Survey Form.pdf(See appendix)

17. Report from the Fall 2006 Fall ITP Retreat.doc(See appendix)

B.1 (Evaluation of Students)

All ITP course syllabi contain a required section on evaluation methods and relative weight of each course requirement. In the majority of classes, students are given a minimum of three (3) exams throughout the semester to assess their progress. Students receive written and verbal feedback from faculty on these exams. In addition to this, students are given opportunities to do self and peer evaluations of coursework. Student grades are weighted in all of the interpreting skill classes. This allows students to get adequate credit for their written work, while ensuring that the majority of students’ grades come from their actual interpreting skills. Evaluation in "non-skills" classes (i.e. linguistics, etc.) attempt to accurately reflect the students’ acquisition of knowledge.

Each syllabi also contains a required section on student progress where it describes, "a mechanism by which the instructor will provide students with written information on their progress in the course at least once prior to the mid-point of the course" (see Policy on Syllabi). Typically the mechanism that faculty use is the online Blackboard platform. Blackboard has a “Grade Book” feature that allows faculty to enter grades and track completion of requirements. Students can access Grade Book any time to view their progress in class. Following University protocol, faculty are required to submit a mid-term grade which is posted to the EKU Direct online system. This may serve as a warning if a student is struggling academically.

Within the program, there are checks in place from course to course that ensure that students are acquiring knowledge and developing skills and competencies at the program level; students must have a minimum of a “C” before being allowed to register for the next class in the sequence. There is also an informal system in place to identify “at-risk” students within the program. Our student cohort system allows faculty to frequently discuss student progress with each other. Faculty staffings are held as needed to address any academic or health issues a student may be experiencing. This allows faculty to more easily identify a student who may be struggling. Concerned faculty can and do meet with the student and the department chair to discuss a resolution. As the program continues to grow, it may require us to develop a more formalized system for identifying “at-risk” students.

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The department financially supports and encourages students to take the Sign Language Proficiency Interview (SLPI) during their senior year. This allows the program to evaluate students before graduation. Students are also encouraged to take the RID-NAD NIC Knowledge Exam before graduation. The ASLIE department is currently discussing the potential of using the SLPI in some capacity as a entrance/exit requirement.

Recently, we have done considerable work to establish and/or revise program-level and course-level student learning outcomes. More work remains for us to develop standard assessment tools and benchmarks to ensure that students are attaining the outcomes that we have established. This is part of the agenda of work for the ITP Curriculum Committee for the coming 2010 - 2011 year.

For additional documentation please see the objectives and grading criteria included in course syllabi which are attached under Standard 5.C.1.

File Attachments:1. At_Risk_Student_email.doc(See appendix)


3. ITP 320 Test 1 grading.doc(See appendix)

4. ITP 370 final exam including Demand_Control.doc(See appendix)

5. ITP 420 Peer Feedback Form.doc(See appendix)

6. ITP 490 Scoring Rubric for Article Reviews.doc(See appendix)

7. Undergraduate Catalogue 2009-2010.pdf(See appendix) Page 121 states that a grade of C or higher is required in all ASL and ITP classes.

B.2. (Evaluation of Students)

The program guidelines regarding students' practicum experience are contained in the Practicum Handbook. Students are provided with a copy of the Handbook, which includes: goals and competencies; responsibilities for the student, site mentor, and faculty supervisor; and necessary forms required during the internship. There are a minimum number of hours that must be met in various practicum activities which are listed in Section II of the Handbook.

The evaluation of the student is based on the development of individualized objectives. Students are responsible for sitting down with their mentors at the beginning of the internship to develop these objectives. During the practicum, these objectives are reviewed by the student and the site mentor. At the end of the practicum, the student is evaluated based on the established objectives. This process is initiated by the student as part of completing the requirements of the practicum. There are also several other written requirements, including keeping a journal, that can also be found in Section II of the Handbook.

Students are required to remain in contact with the faculty supervisor at least weekly. Part of the weekly communication occurs by responding to questions posted to the online course Blackboard site. The faculty supervisor makes site visits during the semester to observe and evaluate all the students, visiting each student at least once during the practicum. Students that are in state typically receive two to three visits. Due to distance and the cost of travel, students whose internships are out of state typically only have one scheduled observation. This visit may last several days to give the student and practicum supervisor ample time to make observations and review progress related to established objectives.

File Attachments:1. ITP_470_Practicum in Interpreting I_fall_2009.doc(See appendix)



C.1. (Graduate Outcomes)

As mentioned earlier, the program routinely gathers data is through the alumni survey which is sent out every two years.

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Once collected, this data is entered into the Alumni Database. An analysis of this data, from over a ten year time period, was presented in an article published in the Journal of Interpretation (Petronio and Hale, 2009). Data maintained in the Alumni Database include ASLIE objectives which measure student graduate outcomes such as:

● Length of time required to get a job after graduation ● Certification achievements ● Sign language assessment scores of seniors ● and just recently, Scores from the NIC written test.

This data is complied and periodically entered into TracDat. Once in TracDat, the University has access to this information and can easily pull it to produce reports.

Further examples of how information/data is collected and analyzed are described in the remaining narratives, particularly 6.C.2.c and 6.D.1 - 6.D.6.


C.2.a. (Graduate Outcomes)

Note: in the 2010 Standards, 6.C.2.a is " Survey of graduates and employers (e.g., employment settings, type and scope of practice, salary, job satisfaction, and adequacy of the educational program in addressing education and skills).

In 2008 - 2009, the alumni demographic survey was updated to gather more information. The survey consists of 30 questions that gathered information under the following categories:

● Current contact information

● Year of program entry

● Year of program graduation

● Current education level

● Practicum settings

● Employment settings

● Salary

● Job Satisfaction

In 2008 - 2009, an additional program assessment survey was created to gather additional information from graduates of our 4 year baccalaureate program and to measure program effectiveness. The survey consists of 51 questions that are categorized under the following seven sections:

● Background information

● General information

● Classes offered

● Skills and knowledge (this used CCIE components under Standards 5.F and 5.G)

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● Certification preparation

● ASL Lab and Technology

● Interpreter Outreach Program

The "Classes offered" part of the survey asked students to rate each course in the program according to the following scale:

1 = class not beneficial. Skills and information learned have not helped my interpreting.2 = class was partially beneficial. Information/skills learned have been somewhat helpful.3 = class was beneficial. Information/skills learned have helped my interpreting.

This section of the survey also elicited qualitative narrative comments which were thematically analyzed for program strengths and weaknesses. The "Skills and knowledge" section of the survey asked graduates to rate how well the program prepared them with the interpreting skills and knowledge areas found within Standard 5.F and 5.G. Each skill/knowledge area was rated according to the following three point scale:

1 = program did not address not prepare me with this skill/knowledge2 = program partially covered and somewhat prepared me with this skill/knowledge3 = program covered and prepared me with this skill/knowledge.

Respondents to the program assessment survey included those who graduated from the four-year program. Because of significant curriculum changes, when looking at the data we grouped respondents differently. When looking at information on classes, skills, knowledge and certification we only looked at responses from alumni who graduated more recently in 2006 and 2008. Parts of our findings from the program assessment survey are described under Standard 6.D.

Although we have sought and received informal input from practicum site mentors and employers of our graduates, our program has not surveyed employers systematically. It is important to gather formal feedback on the adequacy of our program from the employer's perspective. We plan to develop an employer survey in the coming academic year.

File Attachments:1. Draft of Program Assessment Report.doc(See appendix) This is further discussed under Standard 6

C.2.b. (Graduate Outcomes)

In an effort to document qualitative data, a call was made during the 2008 Kentucky Summer Institute for Educational Interpreters for interested EKU ITP graduates in attendance to participate in a voluntary focus group that was held on July 17th. The purpose of the focus group was to gather feedback on graduates' perceptions of the program including areas of strength and needed improvement. This discussion was documented in the form of notes that were analyzed for common themes. A total of 10 alumni participated. The focus group concentrated on two main activities: Answering open-ended questionnaire and then an open group discussion which centered around four main questions:

1. What are the positives of the ITP program?

2. What things could be done to help future students?

3. What could EKU do to better help students with achieving national certification after graduation?

4. What technology during your program helped and what technology will help future students?

The written responses to the open-ended questionnaire were analyzed for common themes, the open group discussion was captured in summary notes that were reviewed by the faculty who where present during the focus group. An analysis

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of the focus group data is documented in the 2009 Program Assessment Report. Ten recommendations were formulated based on this analysis. All the recommendations from this Report were considered and resulted in the major revisions to the program curriculum that were submitted to the University and approved in the January 2010 and will be implemented in the Fall of 2010.

File Attachments:1. Faculty_Senate_Minutes_Jan_11_2010.pdf(See appendix) ITP Curriculum Changes Approved by Fac Senate, under the

section: Program Revisions Reducing Hours Required to Graduate

2. Program Assessment Report - Draft.doc(See appendix) (pages 18 - 21, and Appendix F and G)



C.2.c. (Graduate Outcomes)

Interpreters who practice in the Commonwealth of Kentucky are required by law to obtain a license. Essentially in order to be fully licensed, an interpreter must have national certification. Graduates of a four-year ITP are eligible to receive a temporary license. Individuals seeking a temporary license who have not graduated from a four-year ITP must attain a Sign Language Performance Interview (SLPI), previously known as the Sign Communication Performance Interview (SCPI), rating of Intermediate Plus to interpret in K - 12 educational settings or an SLPI Advance rating to interpret in the community. Although our graduates currently do not have to take the SLPI to obtain a temporary license, we encourage and financially support students of the program to take the SLPI during the fall semester of their senior year. We have collected the data of our students' SLPI scores and have stored them in our ASLIE database. The following table summarizes our students' SLPI scores:

SLPI Scores between 2004-2008 for seniors, usually in their fall semester.

The ASLIE database also includes student performance on state and national certification. This information is obtained from all surveys conducted, alumni self-reporting, data captured from the Kentucky Board of Interpreters online license directory as well as data captured from the RID online directory of certified interpreters. The following table summarizes the data of our students' overall certification rates:

Certification: Each person is counted only once in their highest category (as of May 2010)

SLPI Scores Senior Year Int Int + Adv Adv+ Supr(We have results from 40 students) 3 14 15 8

Year Accepted into

Program

Number of Students Accepted

State Certified Certified with NAD-3

Nationally Certified with NAD-4,NAD-5,

RID or NIC

Total

Certified2000 18 1 (Illinois) 2 11 14 - 77% 2002 20 1 (Missouri) 11 12 – 60% 2004 21 1 (Ilinois) 12 13 – 62% 2006 21 13 13 – 62%

TOTALS n = 80 52 - 65%

File Attachments:1. Database Alumni Layout.pdf(See appendix)

2. Database_Certification_Layout.pdf(See appendix)

3. List of ITP Alumni with Certification and Employment.pdf(See appendix) For graduates with a BS Degree

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D.1. (Results of Ongoing Program Evaluation)

Some of the ways the program has used informal and formal evaluative data to improve the program and foster student achievement are listed below:

● In 2006, the faculty recognized that students were lacking adequate exposure to diversity outside the area of Deaf culture. As a result, culturally diverse source materials were infused into ITP classes. We also developed course requirements for students to attend various diversity-related events offered by the University. With the new 2010 curriculum changes, students will take a class outside of our department to help them gain more knowledge in this area, we will also keep the requirement that they attend outside activites/events that will help them build their ELK (extra-linguistic knowledge) concerning multi-cultural issues

● Students are asked to provide suggestions to the program as part of their final paper in Practicum II class. These suggestions are then summarized and provided to the faculty for program improvement considerations. We have incorporated almost all of the feedback that we received in the Spring of 2008. For example, we received feedback from students in their practicum and from their site mentors that they were lacking stamina in their interpreting work and had difficulty interpreting longer segments. Based on this feedback, we now use increasingly longer segments of interpretation source material for both in-class practice as well as for homework assignments (see 2008 Suggestions from ITP 495).

● Our program uses a cohort approach – we interview and select a group of students who then go through the program full-time and finish in two years. While that group is doing their final semester practicum (ITP 495) in the spring, we start the process again with interviewing and selecting a new group of students that will start the following fall. We believe the cohort approach has played a major role in the program consistently having a high retention and graduation rate as can be seen in the following table (also see the attached JOI article).

Graduation Rates for the 4-year program

As a department, we struggle with the desire to accept more students, yet we want to maintain the current level of quality educational outcomes we believe we are achieving because of our cohort approach. Although we recently interviewed 37 applicants for acceptance into the program, we decided to accept only 22 students into the next cohort. Through the Capacity Planning Committee we will continue to reevaluate and reassess our position - particularly if we are able to add new faculty and more space. (The evidence section contains a proposal produced by the Capacity Planning Committee in 2008 which anticipated future capacity issues with the closing of our satellite program in Louisville in 2009.)

● In 2008 - 2009, program assessment survey data, demographic survey data, and focus group discussion information were used to determine graduate satisfaction and program outcomes. As a result of our analysis and interpretation of the data, we identified areas of program strength and weakness and made 35 recommendations to improve the program or improve our ability to gather data as a part of our ongoing program assessment (see 2008 Program Assessment Report). As a result of these recommendations, our program curriculum underwent major revisions that were submitted to the University and approved in the fall of 2009 to be implemented in the fall of 2010. A summary of the major and minor changes to the curriculum are listed here:

Main Campus Year

Accepted into Program

Number of Students Accepted

Of those accepted, number

who graduated2000 18 18 – 100% 2002 20 19 – 95% 2004 21 20 – 95% 2006 21 21 - 100% 2008 23 20 – 87%

TOTALS n = 103 n = 98, 95%

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Major changes in the new 2010 curriculum:

Name of Program

ASL and English Interpretation (previously Interpreter Training Program)

Removed -12 credits (3 credits from within ASLIE)

Removed Introduction to Special Education (SED 104) and Historical Perspectives on the Deaf Community (ITP 350) as requirements for the ITP major (minus 6 hours)

Removed two free electives (minus 6 credits)

Added – 11 credits (8 credits within ASLIE)

Add one General Education Block VIII class from Theme: Gender, Race, Sexuality (3 credits)

Add three one-credit ASL Skills for Interpreters (ASL 400 - 1 credit, taken three semesters = 3 credits)

Add a senior level Professional Relationship Ethics (ITP 410 - 2 credits)

Add Interactive Interpreting (ITP 480 - 3 credits)

The four-year program went from 128 to 127 credits.

Minor changes:

Revamped ITP 115 Deaf culture class to be ASL 225 Introduction to Deaf Studies

Changed course designator for the fingerspelling and numbers class from ITP 210 to ASL 210


2. Curriculum Change Form Approved by Faculty Senate on Jan 11 2010 .pdf(See appendix)

3. Louisville-to-Richmond Transition Proposal_2008.pdf(See appendix)

4. Program Assessment Report - Draft.doc(See appendix)



7. Suggestions from ITP 495_2008.doc(See appendix)

D.2.a. (Results of Ongoing Program Evaluation)

Our program has a continuous systematic approach to its program assessment as demonstrated in the following process that culminated with the 2010 modified curriculum:

● In Spring 2008, the ITP faculty filled out curriculum maps for the classes they taught and ranked components.

● In Summer 2008, we conducted a focus group of 10 alumni who were attending the statewide Kentucky Summer Institute for Educational Interpreters.

● In Fall 2008, we designed a demographic survey and a program assessment survey and sent it out.

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● In Spring 2009, we did a follow up on the surveys developed in Fall 2008. This included a follow up mailing of the survey.

● In Summer 2009, four faculty members analyzed the results from the teachers' curriculum maps, the demographic and program assessment surveys, the focus group. The analysis based on the survey and focus group data is captured in the 2009 Program Assessment Report. This report made 35 recommendations to improve the program or improve our ability to gather data. Based on these recommendations, the group redesigned and modified the curriculum.

● In early Fall 2009, the modified curriculum was presented to and accepted by the entire ASLIE faculty and staff. It was then presented to the current students, who indicated their support of the changes.

● In mid-Fall 2009, the proposed changes were submitted for approval at the University level. This approval process included going from the ASLIE ITP Curriculum Committee, to the College Curriculum Committee, to the University Curriculum Committee, and finally to the Board of Regents for approval. This final approval came in January 2010 and the new curriculum will be implemented in Fall 2010.

Internal curriculum validation comes from students successfully passing course tests, other course requirements, and receiving a final grade of “C” or better in each course as a pre-requisite to advancing to the next course in the program sequence (see the Progression and Retention section of the Undergraduate Catalog pages 121 - 122).

External curriculum validation comes from several sources:

● Students are selected for their practicum at external sites which are independent from our program. Practicum sites have their own criteria for selection and this process is often competitive. As part of this process, students create portfolios which include samples of their interpreting work on a DVD. These are reviewed by potential sites and used in determining which students will be selected. We have had students accepted at a wide variety of practicum sites across the United States (see 2009 - 2010 List of Practicum Sites). These have included prestigious agencies from Washington D.C. (Birnbaum Interpreting Services and the former Sign Language Associates) to agencies and schools in Washington State.

● Graduates/students are being hired by the agencies where they completed their practicum. This includes out of state placements as well as many local and regional placements. Overall, our graduate employment placement rate is 94%.

● Students/graduates are passing national professional interpreter exams. Students are encouraged to take the RID NIC Knowledge written test in their last year. With our most recent group of 20 graduates, of the 17 who have taken NIC Knowledge test, 16 have passed and one failed. When graduates were asked on a survey how well the program prepared them for taking the written test, 86.4% said that it adequately prepared them, 9.1% said that it partially prepared them, and 4.5% said that it did not prepare them. Graduates passing the RID performance exams for certification provide another means of external validation. Overall, our graduate certification rate is 67%.

● Students are encouraged to take the Sign Language Proficiency Interview (SLPI) during their senior year. Although it is an external measure of ASL skills, not interpreting skills, the results validate the ASL curriculum. Ninety-three percent (93%) of our former graduates (who took the test) received a SLPI rating of Intermediate Plus or above, with 58% receiving a rating of Advanced or above.

File Attachments:1. List of ITP Alumni with Certification and Employment.pdf(See appendix) For graduates with a BS Degree


3. Program Assessment Report - Draft.doc(See appendix)

4. Students Comments to Proposed 2010 Curriculum Changes.pdf(See appendix)

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D.2.b. (Results of Ongoing Program Evaluation)

Since 1992, follow-up studies of students’ employment and certification performance are routinely collected. The demographic survey and program assessment survey conducted in 2008 – 2009 was the most comprehensive study of its kind. Data from both surveys related to employment and certification are summarized here.

The 2008 - 2009 demographic survey collected data on students' employment (both AA and BS students). Here is a summary of the employment related data (see 2009 Program Assessment Report for a full discussion):

● When graduates were asked if they are currently working in a deafness-related field, 46 out of 49 (94%) graduates responded “Yes.”

● When graduates were asked whether their first steady interpreting job was full-time, part-time, or freelance/contract, 31 out of 48 (65%) respondents chose “full-time”, 9 (18%) chose “part-time” and 8 (16%) chose “freelance/contract.”

● In order to determine how quickly students are gaining employment in the field, the demographic survey asked, “How many months after graduation did it take to find an interpreting job?” Of the 48 respondents, 47 (98%) chose that they found employment “0 – 6 months”, while one respondent chose “other.”

● In order to gain an understanding of the general settings where graduates obtained their first interpreting job, a question on the demographic survey asked, “What was the setting of your first interpreting job?” The following table summarizes the data:

● Another question on the survey related to employment asks, “Are you currently still doing interpreting work (if yes, check all that apply)?” The following table summarizes the responses:

The 2008 - 2009 program assessment survey also collected data related to 4 year program students' employment. Here is a summary of the employment related data (see 2009 Program Assessment Report for a full discussion):

● To understand where graduates of the program are currently working, we asked them to rank “Setting in which you do the largest, second largest, and third largest amount of work?” Of those who responded, many (41%) do the largest amount of work in K-12 settings. A considerable number of those who responded do the largest amount of work in post-secondary settings (23%) and video relay settings (15%). As for the settings that respondents do the second largest amount of work, video relay (30%) and medical (21%) rank at the top (see 2009 Program Assessment Report for ranking of all employment settings).

● 84% of graduates are currently working as interpreters. 16% of graduates did work as interpreters after graduation, but currently are not in the field. Of the 16% (4) of graduates currently are not interpreting, 50% (2) are in a deafness related field.

● 76% of our students felt that the program prepared them with entry-level skills to enter the field of interpreting. 20% of our students felt that the program somewhat prepared them with entry-level skills to enter the field of interpreting,

N = 48Elementary Education 10Middle Grade Education 4High School Education 4College/University/Tech 10VR 4Interpreter Referral Agency 9Video-Relay 0Freelance 5Other, Please Describe 2

N = 44Full-time Employee 31Part-time Employee 13Full-time Freelance 2Part-time Freelance 18

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and 4% of the students felt that the program did not provide them with entry-level skills. ● 80% of the students felt that the program helped them remain in the field. 16% felt that the program somewhat

prepared them to remain in the field. 4% of the students felt that the program did not help them remain in the field.

The 2008 - 2009 program assessment survey also collected data related to students' performance on national certification examinations. Here is a summary of the certification related data (see 2009 Program Assessment Report for a full discussion):

● When graduates were asked when they had taken the RID/NIC written test, 44% said they had taken it the semester prior to practicum, 12% said they had taken it during the practicum semester, 20% said they had taken it shortly after graduation, 4% said they had not taken it but planned to do so, 4% said they do not plan to take it, and 16% selected “other.”

● When graduates were asked if they had passed the written test, how many times they had taken it, 87.5% said they had taken it once, 8.3% said they had taken it twice, 4.2% said they had taken it three times.

● When graduates were asked if they had not passed the written test, how many times they had taken it, 75% (3) said they had taken it once, 25%(1) said they had taken it 5 or more times.

● When graduates were asked how well the ITP program prepared them for taking the written test, 86.4% said that it adequately prepared them, 9.1% said that it partially prepared them, and 4.5% said that it did not prepare them.

● Of the 24 graduates who replied and had graduated since 2002, 15 (or 63 %) have obtained at least one level of national certification:

❍ 2 have a CI ❍ 1 has a CT ❍ 2 have both CI and CT ❍ 8 have NIC ❍ 1 has NIC-Advanced

● Of the 15 graduates who attained certification, 12 (80)%) attained certification at the first attempt, 3 (20%) attained certification at the second attempt.

● Of the 15 graduates who attained certification, only 12 reported the date of certification. An average time to attain certification can be derived when the dates of certification were compared against the graduation dates. The 12 graduates attained their certification an average of 2 years and 8 months after graduation.

● Although the sample of graduates is relatively small (12), there is a potential difference in the average time to certification according to when a student graduated:

❍ 2002 & 2004 graduates’ (six graduates) average time to certification: 4 years and 6 months ❍ 2006 & 2008 graduates’ (six graduates) average time to certification: 1 year and 0 months.

● When graduates were asked how EKU could better prepare future students to pass the NIC test, a common theme was to increase the amount of preparation for the ethical interview portion of the test.

File Attachments:1. Program Assessment Report - Draft.doc(See appendix)

D.2.c. (Results of Ongoing Program Evaluation)

In order to be admitted to the University, students must apply for University admissions and meet the University admissions criteria. Since becoming a four-year program, we have always accepted applications for admission in the spring of even-numbered years. The requirements to be eligible for an admission interview into the program are listed in the Undergraduate Catalog (page 121) and on ASLIE’s website.

In 2004, the program admission policies and procedures were reviewed and revised. A disposition evaluation was added to the criteria and rubrics were developed to guide the rating of the knowledge score, signing score, and disposition score. The disposition evaluation was added in response to feedback from the Deaf and interpreting communities on the importance of appropriate attitudes and professional behavior in the field. These scores are weighed together along with students' GPA and a reading test score. Students are selected based on this rating system.

While the printed criteria has remained the same since 2004, changes have taken place within the internal interview

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procedure and the relative weight of each score which is used in ranking candidates. These changes are based on the results of program assessment data. Prior to each admission cycle, faculty, and staff meet to discuss the questions that will be asked during the interview.

File Attachments:1. Interview questions and Rating Form 2010.doc(See appendix)

2. Interview Rating Scales-Rubric for Scoring Applicants.doc(See appendix)

3. Undergraduate Catalogue 2009-2010.pdf(See appendix) see page 121

D.2.d. (Results of Ongoing Program Evaluation)

Our curriculum revisions, that began in 2008, are all designed to bring our curriculum in line with our program’s mission. The program Curriculum Design is based on objectives that are directly tied to the program's mission, goals and philosophy. The mission statement includes, “Preparing professional interpreters who are competent, ethical, and life-long learners.” The following student learning goals of the curriculum directly support this:





As part of using our program assessment efforts to examine the integration of curriculum design and our mission, we plan to continue to focus our assessment efforts on measuring program effectiveness toward each of these 6 goals. This will include the faculty developing or selecting appropriate assessment tools and determining the benchmarks of program effectiveness. This is an evolving process and may result in periodic changes to the assessments and benchmarks we use to know if we have attained them.






5. Curriculum Map Standards 5F4c-5F4g.xls(See appendix)

6. Curriculum Map Standards 5G.xls(See appendix)

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Appendix

A. 2009_CCIE_Summer_Salary_Proposal.docx (Word Document (Open XML))

B. CCIE_Retreat_Agenda.docx (Word Document (Open XML)) C. CCIE_Summer_Salary_Tasks_Staffing_Effort.xlsx (Excel

Workbook (Open XML)) D. EKU Dept of ASLIE CCIE Accreditation Wiki.pdf (Adobe Acrobat

Document) E. Standard_1_Rubric.docx (Word Document (Open XML)) F. EKUpdate-EKU Reaffirmation of SACS_webpage.pdf (Adobe

Acrobat Document) G. Letter from EKU President about SACS_webpage.pdf (Adobe

Acrobat Document) H. Letter_From_SACS_with_no_deficiencies_noted.pdf (Adobe

Acrobat Document) I. SACs_website_with_information_on_EKU.pdf (Adobe Acrobat

Document) J. College_of_Education_Flow_Chart_Sept_2009.doc (Microsoft

Word) K. Dates_for_the_passage_House_Bill_322_KRS_164-

4781.pdf (Adobe Acrobat Document) L. House_Bill_322__January_1986.pdf (Adobe Acrobat

Document) M. Undergraduate Catalogue 2009-2010.pdf (Adobe Acrobat

Document) N. ADA Awareness & Accessibility Committee_webpage.pdf

(Adobe Acrobat Document) O. Admissions Info for Future Students & Families_webpage.pdf

(Adobe Acrobat Document) P. African/African-American Studies_webpage.pdf (Adobe

Acrobat Document) Q. Campus_Climate_Survey_Faculty_Staff_Results 2008.pdf

(Adobe Acrobat Document) R. Campus_Climate_Survey_Student_Results 2008.pdf (Adobe

Acrobat Document) S. Center for Appalachian Studies_webpage.pdf (Adobe Acrobat

Document) T. Chautauqua Lectures 2009-2010 Schedule_webpage.pdf

(Adobe Acrobat Document) U. COE_Annual_Diversity_Conference_example from 2007.pdf

(Adobe Acrobat Document) V. EKU_Equal_Opportunity_Affirmative_Action_Plan_2008.pdf

(Adobe Acrobat Document) W. GLBTQ Fac and Staff Mentor Program_webpage.pdf (Adobe

Acrobat Document)

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X. HR Communication_Guidelines_For_Hiring_Academic_Staff.pdf (Adobe Acrobat Document)

Y. HR Communication_Guidelines_For_Hiring_Faculty.pdf (Adobe Acrobat Document)

Z. Multicultural Student Affairs_webpage.pdf (Adobe Acrobat Document)

AA. Office of Multicultural and Diversity Issues Committee By-laws_webpage.pdf (Adobe Acrobat Document)

AB. Office_of_MultiCultural_Student_Affairs_Student Organizations_webpage.pdf (Adobe Acrobat Document)

AC. University Diversity Committee_webpage.pdf (Adobe Acrobat Document)

AD. University Diversity Office_webpage.pdf (Adobe Acrobat Document)

AE. Women & Gender Studies Program_webpage.pdf (Adobe Acrobat Document)

AF. College_of_Education_Flow_Chart_Sept_2009.doc (Microsoft Word)

AG. EKU_Flowchart_for_Hiring_Faculty_Oct._2008_OES.pdf (Adobe Acrobat Document)

AH. EKU_Strategic_Plan_2006-2010.pdf (Adobe Acrobat Document)

AI. Hiring_AdminStaff_Checklist_Oct._2008_OES.pdf (Adobe Acrobat Document)

AJ. Job_Description_ASLIE_Dept_Chair.pdf (Adobe Acrobat Document)

AK. Job_Description_Associate Dean of Education.doc (Microsoft Word)

AL. Job_Description_Dean of College of Education.doc (Microsoft Word)

AM. Strategic_Planning_Council_Environmental_Scan_Draft.pdf (Adobe Acrobat Document)

AN. Undergraduate Catalogue 2009-2010.pdf (Adobe Acrobat Document)

AO. EKU_Operating_Budget-External_2009-2010.pdf (Adobe Acrobat Document)

AP. History of ASLIE external funding.pdf (Adobe Acrobat Document)

AQ. Tuition 2010-2011_webpage.pdf (Adobe Acrobat Document) AR. Sponsored Programs 2009 Annual Report.pdf (Adobe Acrobat

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Screen_Rooms.pdf (Adobe Acrobat Document) AT. Wallace_2nd_floor_Blueprints.docx (Word Document (Open

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Document) BG. ASLIE Tech Help_webpage.pdf (Adobe Acrobat Document)

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BH. ASLIE_Equipment_Inventory.pdf (Adobe Acrobat Document) BI. Class of 2010 Book Suggestions_webpage.pdf (Adobe Acrobat

Document) BJ. Class of 2010 DVD & CDs Suggestions_webpage.pdf (Adobe

Acrobat Document) BK. Class of 2010 Journal Suggestions_webpage.pdf (Adobe

Acrobat Document) BL. Class of 2010 Website Suggestions_webpage.pdf (Adobe

Acrobat Document) BM. EKU Online Learning - Blackboard System_webpage.pdf

(Adobe Acrobat Document) BN. ITP Outreach Workshops and Other Events_webpage.pdf

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Document) BV. Vitea_Librarian Kathy Watson.pdf (Adobe Acrobat Document)

BW. Vitea_Librarian Lucinda Judd.pdf (Adobe Acrobat Document) BX. ASL Sign Lab Inventory List of Video and DVDs.doc (Microsoft

Word) BY. ASLIE Library Liaison Blog.pdf (Adobe Acrobat Document) BZ. Info_On_Applying_to_the_ITP_webpage.pdf (Adobe Acrobat

Document) CA. Open House Powerpoint ITP.ppt (Microsoft PowerPoint) CB. Undergraduate Catalogue 2009-2010.pdf (Adobe Acrobat

Document) CC. HR

Communication_Guidelines_For_Hiring_Academic_Staff.pdf (Adobe Acrobat Document)

CD. HR Communication_Guidelines_For_Hiring_Faculty.pdf (Adobe Acrobat Document)

CE. HR Faculty Handbook 2008-2009.pdf (Adobe Acrobat Document)

CF. HR_Staff_Handbook.pdf (Adobe Acrobat Document) CG. Job Advertisement in Lexington Kentucky's Best Jobs.pdf

(Adobe Acrobat Document) CH. Job Advertisement Posted on ASLTA webpage.pdf (Adobe

Acrobat Document) CI. Spotlight_Days_Info_for_Future_Students_webpage.pdf

(Adobe Acrobat Document) CJ. College of Education Guidelines for Conducting Faculty

Searches.pdf (Adobe Acrobat Document) CK. EEO Guidelines for Recruiting Tenure-Track Faculty.pdf

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Document)

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CV. EKU Withdrawal Information_webpage.pdf (Adobe Acrobat Document)

CW. EKU_Course Syllabus Policy.pdf (Adobe Acrobat Document) CX. Undergraduate Catalogue 2009-2010.pdf (Adobe Acrobat

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(Adobe Acrobat Document) DQ. Faculty 911 guide.pdf (Adobe Acrobat Document) DR. FERPA policy, pages 2-4 in Undergraduate Catalogue 2009-

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(Adobe Acrobat Document) DV. Sexual Harassment Policy_webpage.pdf (Adobe Acrobat

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(Microsoft Word) EE. CLEP - College-Level Examination Program webpage.pdf

(Adobe Acrobat Document) EF. Request_to_Attempt_EKU_Departmental_Credit-by-

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Document) EH. ITP Core Courses Degree Requirements_webpage.pdf (Adobe

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EJ. Program_Display and Suggested Sequence_Starting_Fall_2010.pdf (Adobe Acrobat Document)

EK. College of Education Graduation Application

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Process_webpage.pdf (Adobe Acrobat Document) EL. DegreeWorks_webpage.pdf (Adobe Acrobat Document) EM. Undergraduate Catalogue 2009-2010.pdf (Adobe Acrobat

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(Adobe Acrobat Document) EO. Email from Tina Davis-Registrar about submitting spring 2010

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FW. Faculty_Staff_Photos.pdf (Adobe Acrobat Document) FX. HR Faculty Handbook 2008-2009.pdf (Adobe Acrobat

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Acrobat Document) FZ. Job_Advertisement_Chronicle_of_Higher_Education.pdf

(Adobe Acrobat Document) GA. Job_Description_ASLIE_Dept_Chair.pdf (Adobe Acrobat

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Document) GC. Vitae_Laurence_Hayes.doc (Microsoft Word) GD. Sponsored Programs 2009 Annual Report.pdf (Adobe Acrobat

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Document) GH. Certifications_Danny_Roush.pdf (Adobe Acrobat Document) GI. Certifications_David_Williams.pdf (Adobe Acrobat Document) GJ. Certifications_James_Womack.pdf (Adobe Acrobat Document) GK. Certifications_Karen_Petronio.pdf (Adobe Acrobat Document) GL. Certifications_Kimberly_Hale.pdf (Adobe Acrobat Document) GM. Certifications_Laurence_Hayes.pdf (Adobe Acrobat Document) GN. Certifications_Linda_Kolb_Bozeman.pdf (Adobe Acrobat

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(Microsoft Excel) GR. ASLIE_Mission_Objectives_Philosophy_Vaules_and_Curriculum_Design.doc

(Microsoft Word) GS. Multicultural Student Affairs_webpage.pdf (Adobe Acrobat

Document) GT. Office_of_MultiCultural_Student_Affairs_Student

Organizations_webpage.pdf (Adobe Acrobat Document) GU. University Diversity Office_webpage.pdf (Adobe Acrobat

Document) GV. Chautauqua Lectures 2009-2010 Schedule_webpage.pdf

(Adobe Acrobat Document) GW. KADB SSP letter 2010.doc (Microsoft Word) GX. KY_Association_of_the_Deaf-Blind_Retreat_2010.doc

(Microsoft Word) GY. ASLIE_Student_Handbook.doc (Microsoft Word) GZ. COE Procedures and Policies for promotion_and_tenure.pdf

(Adobe Acrobat Document) HA. Faculty Member Annual Self Evaluation of Professional

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Acrobat Document) HE. Promotion-Tenure_Application.doc (Microsoft Word) HF. Promotion-Tenure_College_Committee_Evaluation.doc

(Microsoft Word) HG. Promotion-Tenure_Examples_Of_Criteria.doc (Microsoft

Word) HH. SLPI_Results_for_Lab_Staff.pdf (Adobe Acrobat Document) HI. HR Faculty Handbook 2008-2009.pdf (Adobe Acrobat

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(Microsoft Word) HN. New Student Orientation 2010_webpage.pdf (Adobe Acrobat

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webpage.pdf (Adobe Acrobat Document) HV. Student Affairs and You_webpage.pdf (Adobe Acrobat

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(Adobe Acrobat Document) HX. COE_Professional_Development_Funds_and_Expectations.pdf

(Adobe Acrobat Document) HY. PD Funds for Professional Learning Communities - email.doc

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(Microsoft Word) HZ. Teaching_Learning_Center-

Workshops_Roundtables_Events_Programs.pdf (Adobe Acrobat Document)

IA. Faculty_Senate_ Minutes_01_11_10.pdf (Adobe Acrobat Document)

IB. HR Faculty Handbook 2008-2009.pdf (Adobe Acrobat Document)

IC. EKU_Employee_Benefit_Guide_2010.pdf (Adobe Acrobat Document)

ID. COE Procedures and Policies for promotion_and_tenure.pdf (Adobe Acrobat Document)

IE. Promotion-Tenure_Application.doc (Microsoft Word) IF. University Policy and Procedure on Promotion and Tenure.pdf

(Adobe Acrobat Document) IG. COE_Faculty_Merit_Form_.doc (Microsoft Word) IH. Department_Committee_Chair_Evaluation of Faculty

Professional Performance.doc (Microsoft Word) II. EKU Employee Performance_Evaluation_Form.doc (Microsoft

Word) IJ. Example_DRoush_Faculty_Reappointment_Self-

Evaluation_2008-09.pdf (Adobe Acrobat Document) IK. Example_PD_RID_Transcript_Hale_2003-2008.pdf (Adobe

Acrobat Document) IL. Example_PD_RID_Transcript_Roush_2010.pdf (Adobe

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Performance.pdf (Adobe Acrobat Document) IN. House_Bill_322 (KRS 164.4781)__January_1986.pdf

(Adobe Acrobat Document) IO. ITP 4-Year Graduates-Certification and Employment.pdf

(Adobe Acrobat Document) IP. Tables showing graduation and certification rates.doc

(Microsoft Word) IQ. Courses _students still registering for _2010_Fall.doc

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(Microsoft Word) JF. Job_Position Administrative Assistant l.doc (Microsoft Word) JG. Job_Position ASL Lab Assistant.doc (Microsoft Word) JH. Job_Position Budget Specialist.doc (Microsoft Word) JI. Job_Position Interpreter.doc (Microsoft Word) JJ. Faculty_Staff_Photos.pdf (Adobe Acrobat Document) JK. ASLIE Mission Statement_webpage.pdf (Adobe Acrobat

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(Adobe Acrobat Document) JN. College of Education Mission Statement-from

www_coe_eku_edu link.pdf (Adobe Acrobat Document)

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JO. Undergraduate Catalogue 2009-2010.pdf (Adobe Acrobat Document)

JP. ASLIE Department Minutes_3_17_09.doc (Microsoft Word) JQ. ITP Outreach Workshops and Other Events_webpage.pdf

(Adobe Acrobat Document) JR. ASLIE_Student_Handbook.doc (Microsoft Word) JS. Center on Deafness_webpage.pdf (Adobe Acrobat Document) JT. ASLIE_Department_Meeting_Minutes_4_15_10.doc

(Microsoft Word) JU. ASLIE_Mission_Objectives_Philosophy_Vaules_and_Curriculum_Design.doc

(Microsoft Word) JV. EKU_Course Syllabus Policy.pdf (Adobe Acrobat Document)

JW. Teaching_Learning_Center-Workshops_Roundtables_Events_Programs.pdf (Adobe Acrobat Document)

JX. ASLIE_Mission_Objectives_Philosophy_Vaules_and_Curriculum_Design.doc (Microsoft Word)

JY. ITP_215_Professional Ethics and Issues in Interpreting_Spring_2010.doc (Microsoft Word)

JZ. ITP_220_Processing Skills for Interpreters_Spring_2010.doc (Microsoft Word)

KA. ITP_310_Professional Relationship Ethics 1_Fall 2008.doc (Microsoft Word)

KB. ITP_320_English-to-ASL Interpreting 1_Spring_2009.doc (Microsoft Word)

KC. ITP_325_ASL-to-English Interpreting 1_Fall_2008.doc (Microsoft Word)

KD. ITP_330_Ethics and Special Settings 1_Spring_2009.doc (Microsoft Word)

KE. ITP_350_Historical Perspectives on the Deaf Community_Fall 2008.doc (Microsoft Word)

KF. ITP_390_Linguistics and ASL 1_Spring_2009.doc (Microsoft Word)

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(Microsoft Word) KK. ITP_470_Practicum in Interpreting I_fall_2009.doc

(Microsoft Word) KL. ITP_480_Interactive Interpreting_Fall 2011.doc (Microsoft

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(Microsoft Word) KZ. ASL_225_Introduction to Deaf Studies_ Fall 2009.doc

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LG. QEP_Paul-Elder_model.jpg (JPEG (Image)) LH. ASLIE_Mission_Objectives_Philosophy_Vaules_and_Curriculum_Design.doc

(Microsoft Word) LI. ASLIE_Mission_Objectives_Philosophy_Vaules_and_Curriculum_Design.doc

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(Microsoft Word) LQ. ASL_Curriculum_Committee_Minutes_Nov_18_2009.doc

(Microsoft Word) LR. ITP Curriculum_Committee_Minutes_Sept 8 2009.doc

(Microsoft Word) LS. ITP_Curriculum_Committee_Minutes_Feb_11_10.doc

(Microsoft Word) LT. ITP_Curriculum_Committee_Minutes_Oct_2_08.doc

(Microsoft Word) LU. ITP_Curriculum_Committee_Minutes_Sept_4_08.doc

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(Microsoft Word) MI. Letter to Interested Applicants_webpage.pdf (Adobe Acrobat

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(Microsoft Word) ML. ITP_220_Processing Skills for

Interpreters_Spring_2010.doc (Microsoft Word) MM. Letter to Interested Applicants_webpage.pdf (Adobe Acrobat

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MV. Program Assessment Report Draft.doc (Microsoft Word) MW. Undergraduate Catalogue 2009-2010.pdf (Adobe Acrobat

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(Adobe Acrobat Document) ND. Curriculum Map Standards 5F1-5F2.xls (Microsoft Excel) NE. University Diversity Office_webpage.pdf (Adobe Acrobat

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(Adobe Acrobat Document) NG. Dance Theatre.pdf (Adobe Acrobat Document) NH. Undergraduate Catalogue 2009-2010.pdf (Adobe Acrobat

Document) NI. Â QEP Webpage.pdf (Adobe Acrobat Document) NJ. Curriculum Map Standards 5F1-5F2.xls (Microsoft Excel) NK. QEP_Paul-Ellers_model.jpg (JPEG (Image)) NL. Undergraduate Catalogue 2009-2010.pdf (Adobe Acrobat

Document) NM. ASLIE_Course_Descriptions.pdf (Adobe Acrobat Document) NN. Chautauqua Lectures 2009-2010 Schedule_webpage.pdf

(Adobe Acrobat Document) NO. Curriculum Map Standards 5F1-5F2.xls (Microsoft Excel) NP. Office_of_MultiCultural_Affairs_Calander_fall2009.pdf

(Adobe Acrobat Document) NQ. University Diversity Office_webpage.pdf (Adobe Acrobat

Document) NR. Dance Theatre.pdf (Adobe Acrobat Document) NS. ASL_225_Introduction to Deaf Studies_ Fall 2009.doc

(Microsoft Word) NT. ASLIE_Course_Descriptions.pdf (Adobe Acrobat Document) NU. Curriculum Map Standards 5F1-5F2.xls (Microsoft Excel) NV. ASLIE_Course_Descriptions.pdf (Adobe Acrobat Document)

NW. Curriculum Map Standards 5F1-5F2.xls (Microsoft Excel) NX. Office_of_MultiCultural_Affairs_Calander_fall2009.pdf

(Adobe Acrobat Document) NY. University Diversity Office_webpage.pdf (Adobe Acrobat

Document) NZ. ASLIE_Course_Descriptions.pdf (Adobe Acrobat Document) OA. Curriculum Map Standards 5F1-5F2.xls (Microsoft Excel) OB. ASLIE_Course_Descriptions.pdf (Adobe Acrobat Document) OC. Curriculum Map Standards 5F3-5F4b.xls (Microsoft Excel) OD. ASLIE_Course_Descriptions.pdf (Adobe Acrobat Document) OE. Curriculum Map Standards 5F3-5F4b.xls (Microsoft Excel) OF. ASLIE_Course_Descriptions.pdf (Adobe Acrobat Document) OG. Curriculum Map Standards 5F3-5F4b.xls (Microsoft Excel) OH. ASLIE_Course_Descriptions.pdf (Adobe Acrobat Document) OI. Curriculum Map Standards 5F3-5F4b.xls (Microsoft Excel) OJ. ASLIE_Course_Descriptions.pdf (Adobe Acrobat Document) OK. Curriculum Map Standards 5F3-5F4b.xls (Microsoft Excel) OL. ASLIE_Course_Descriptions.pdf (Adobe Acrobat Document) OM. Curriculum Map Standards 5F3-5F4b.xls (Microsoft Excel) ON. ITP Outreach Workshops and Other Events_webpage.pdf

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Acrobat Document) PM. ITP495_Practicum_Handbook_2010.doc (Microsoft Word) PN. Vitea_Laurence_Hayes.doc (Microsoft Word) PO. Vitea_Vicki_Brashear.doc (Microsoft Word) PP. Program_Sequence_Display_Prior_to_Fall_2010.pdf (Adobe

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Acrobat Document) PR. ITP_330_Ethics and Special Settings 1_Spring_2009.doc

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(Microsoft Word) PT. ITP495_Practicum_Handbook_2010.doc (Microsoft Word) PU. ITP_470_Practicum in Interpreting I_fall_2009.doc

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PW. List_of_Practicum_Sites_For_2010.doc (Microsoft Word) PX. ITP495_Practicum_Handbook_2010.doc (Microsoft Word) PY. ITP495_Practicum_Handbook_2010.doc (Microsoft Word) PZ. List_of_Practicum_Sites_For_2010.doc (Microsoft Word) QA. ITP_470_Practicum in Interpreting I_fall_2009.doc

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Document) QH. Database Alumni Layout.pdf (Adobe Acrobat Document) QI. Database_Certification_Layout.pdf (Adobe Acrobat Document) QJ. List of Committee_Assignments_2008_2009.doc (Microsoft

Word) QK. List of Committee_Assignments_2009_2010.doc (Microsoft

Word) QL. List of ITP Alumni with Certification and Employment.pdf

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(Adobe Acrobat Document) QM. Louisville-to-Richmond Transition Proposal_2008.pdf (Adobe

Acrobat Document) QN. Minutes_ASL_Curriculum_Committee_Feb_9_09.doc

(Microsoft Word) QO. Minutes_ASLIE Department Meeting _ August_2008.doc

(Microsoft Word) QP. Minutes_ASLIE Department Meeting_April_15_2010.doc

(Microsoft Word) QQ. Minutes_ITP Curriculum_Committee_Sept 8 2009.doc

(Microsoft Word) QR. Older Survey Form.pdf (Adobe Acrobat Document) QS. Report from the Fall 2006 Fall ITP Retreat.doc (Microsoft

Word) QT. Draft of Program Assessment Report.doc (Microsoft Word) QU. Committee_Assignments_2008_2009.doc (Microsoft Word) QV. Committee_Assignments_2009_2010.doc (Microsoft Word)

QW. EKU_Course Syllabus Policy.pdf (Adobe Acrobat Document) QX. ITP 320 Test 1 grading.doc (Microsoft Word) QY. ITP 420 Peer Feedback Form.doc (Microsoft Word) QZ. ITP 490 Scoring Rubric for Article Reviews.doc (Microsoft

Word) RA. At_Risk_Student_email.doc (Microsoft Word) RB. ITP 370 final exam including Demand_Control.doc (Microsoft

Word) RC. Undergraduate Catalogue 2009-2010.pdf (Adobe Acrobat

Document) RD. ITP_470_Practicum in Interpreting I_fall_2009.doc

(Microsoft Word) RE. ITP_495_Practicum in Interpreting II_Spring_ 2010.doc

(Microsoft Word) RF. ITP495_Practicum_Handbook_2010.doc (Microsoft Word) RG. Article_ Journal of Interpretation_Petronio_Hale_2009.pdf

(Adobe Acrobat Document) RH. Draft of Program Assessment Report.doc (Microsoft Word) RI. Program_Sequence_Display_Prior_to_Fall_2010.pdf (Adobe

Acrobat Document) RJ. Program_Sequence_Display_Starting_Fall_2010.pdf (Adobe

Acrobat Document) RK. Program Assessment Report - Draft.doc (Microsoft Word) RL. Faculty_Senate_Minutes_Jan_11_2010.pdf (Adobe Acrobat

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Acrobat Document) RR. Program Assessment Report - Draft.doc (Microsoft Word) RS. Program_Sequence_Display_Prior_to_Fall_2010.pdf (Adobe

Acrobat Document) RT. Program_Sequence_Display_Starting_Fall_2010.pdf (Adobe

Acrobat Document) RU. Suggestions from ITP 495_2008.doc (Microsoft Word) RV. Curriculum Change Form Approved by Faculty Senate on Jan

11 2010 .pdf (Adobe Acrobat Document) RW. List_of_Practicum_Sites_For_2010.doc (Microsoft Word) RX. Program Assessment Report - Draft.doc (Microsoft Word) RY. Students Comments to Proposed 2010 Curriculum

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Word)

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