SES Professions in Deafness
Professions in Deafness Major:
Interpreter Concentration
Undergraduate Courses Listing:
GE Core denotes General Education Core credit;
GE Marker denotes General Education Marker credit;
CAR denotes College Additional Requirement credit.
Students pursuing a career in Interpreting are required to take the following courses:
American Sign Language Classes and Communication Classes:
SES 100 Visual Gestural Communication (2:2)
Pr. SES 101 recommended, but not required
This course develops skills in nonverbal communication. Topics of spatial awareness, visual processing skills, and the use of facial expression, gestures, pantomime, and body language as it pertains to communication. (Fall)
SES 101 American Sign Language I (3:3)
The study of American Sign Language with emphasis on the development of basic receptive and expressive skills. ASL grammar will be covered to develop rudimentary conversational skills in ASL. Introduction to deaf culture and community. (Fall & Spring & Summer) (Formerly SES 135)
SES 102 American Sign Language II (3:3)
Pr. SES 101 or permission of instructor
Continuation of American Sign Language 1 with an emphasis on the development of receptive and expressive skills. Students will develop conversational skills in American Sign Language. (Fall & Spring) (Formerly SES 335)
SES 203 American Sign Language III (3:3)
CAR: GFL
Pr. SES 102 or permission of instructor
Continuation of American Sign Language II with an increased emphasis on expressive skills, receptive skills, linguistic knowledge, and integration of cultural behaviors in conversational settings. (Fall) (Formerly SES 355)
SES 204 American Sign Language IV (3:3:1)
CAR: GFL
Pr. SES 203, or permission of instructor, or placement test
Continuation of American Sign Language III with an increased emphasis on expressive skills, linguistic knowledge, and integration of cultural behaviors in conversational settings. Community lab hours required. (Spring) (Formerly SES 420)
SES 305 American Sign Language V (3:3)
Pr. SES 204 or permission of instructor
A continuation of the grammatical aspects of ASL with emphasis on conceptualization. Beginning translation activities including famous quotes, speeches, pledges, and songs. (Fall)
SES 306 American Sign Language VI (3:3)
Pr. SES 305 or permission of instructor
Narrative skills will be enhanced by using fairy tales and folktales to free students up to imagine, develop characters, identify basic storytelling techniques and formal presentations in ASL. (Spring)
SES 366 Discourse Analysis: English/American Sign Language (3:3)
Pr. SES 204 or permission of instructor
Analyzing discourse in English and American Sign Language (ASL) toward an awareness of language features. Theoretical notions underlying language are presented, discussed, and applied through feature transcription and analysis. (Fall)
SES 369 Linguistics of American Sign Language (3:3)
Pr. SES 204 or permission of instructor
Provides an introduction to sociolinguistics and the linguistic structures of American Sign Language including phonology, morphology, syntax, and pragmatics through lecture and analysis of native ASL users. (Fall)
SES 380 English/ASL Lexical Development (3:2:2)
Expands an interpreter’s lexical base in both ASL and English so that appropriate choices are made regarding context, register, culture, and economy of the interpreting process. (Fall)
LIN 262 Sociolinguistics (3:3)
GE Core: GSB
Introduction to language in its socio-cultural context. Topics covered: geographical and social dialects, language and identity, domains of language use, language attitudes, and the nature of multilingual societies. (Alt) (Same as ENG 262)
CST 105 Introduction to Communication Studies (3:3)
GE Core: GRD
Introduction to the principles and skills for effective communication in the contexts of public speaking, interpersonal communication, and small group/team communication. Videotaping used to enhance personal growth.
CST 207 Relational Communication (3:3)
Contemporary theory and practice of relational communication, with emphasis on increasing awareness of strategic and ethical uses of communication to build relationships.
SES 240 Communication Development in Children (3:3)
GE Core: GSB
Students cannot receive credit for both this course and CSD 308.
Psychosociolinguistic and developmental processes in the acquisition of communication in typically developing children. Emphasis on interpersonal communication patterns in diverse cultures that contribute to and influence social interaction. (Fall & Spring & Summer)
SES 578 Language Teaching Methods with Deaf Students (3:3:3)
Pr. 2.75 overall GPA; SES 240 and admission to Teacher Education, or 240 and permission of instructor
Principles and strategies for developing English language proficiency in deaf and hard of hearing students. Emphasis on integration of English instruction with academic content. (Fall & Spring)
Culture:
SES 245 Introduction to the Deaf Community (3:3)
Introduction to the diverse members of the Deaf Community with emphasis on Deaf people as a linguistic and cultural minority. Focus is on historical, educational, political, social, and vocational issues. (Fall & Spring)
SES 370 American Sign Language/Deaf Literature (3:3:1)
Pr. permission of instructor
Study of literature by deaf authors and poets. Videotapes and reading selections pertaining to everyday lives of deaf people including ABC and number stories, residential stories, and ASL poetry. (Alt Fall)
CST 337 Intercultural Communication (3:3)
Drawing from multiple theoretical perspectives, this course explores theories, research, and issues important to the understanding of communication between people from different racial, ethnic, national, and other cultural backgrounds. (Fall)
Interpreting/TransliteratinggSES 357 The Profession of Interpreting (3:3)
An overview of the profession of interpreting including its history, organizations, guidelines for professional conduct, basic business practices, roles and responsibilities, legislative issues, health concerns, and certification requirements. (Alt Fall) (Formerly SES 572)
SES 480 Interpreting in Specialized Settings (3:3:2)
Pr. 572
Focuses on controls and demands interpreters experience while working, techniques, ethics, interpreting credentials and specific terminology associated with interpreting for diverse populations within the Deaf Community. Included are mental health, medical, performing arts, religious, social services, video interpreting, legal, recreational, deaf/blind, finance, real estate, insurance and vocational settings. (Fall)
SES 462 Interpreting in Educational Settings (3:3)
Pr. SES 102 or permission of instructor
Overview of the roles and responsibilities of the interpreter as a member of the educational team. Includes professional protocol, and the academic, social, and emotional implications of mainstreaming. (Fall)
SES 477 Interpreting: English to ASL I (3:3)
Develops skills in producing a linguistic and culturally equivalent ASL message from an English source message. Emphasis on discourse analysis, translation, and consecutive interpreting exercises. (Spring) (Formerly SES 557)
SES 478 Interpreting: English to ASL II (3:3)
Develops skills in producing a linguistic and culturally equivalent ASL message from an English source message. Emphasis is placed on simultaneous interpreting of narrative discourse and interactive interpreting. (Fall) (Formerly SES 558)
SES 488 Interpreting: ASL-to-English I (3:3)
Develops skills in producing a linguistic and culturally equivalent English message from an ASL source message. Emphasis is placed on rehearsed and spontaneous consecutive interpreting. (Spring)
SES 496 Interpreting ASL-to-English II (3:2:2)
Pr. 488
Development of skills in producing a linguistic and culturally equivalent English message from an ASL source message. Emphasis is placed on simultaneous interpreting. (Fall)
SES 463 Transliterating (3:3)
Pr. 462 or permission of instructor
Builds a foundation for transliterating using various manually coded English systems. Includes a basic introduction to sign-supplemented speech, oral transliterating, and Cued Speech. (Spring)
SES 411 Diagnostics and Assessment of Interpreters (2:2)
Pr. permission of instructor
Practice in analyzing interpreting/translation work, identifying patterns of errors and developing a plan for improvement. Prepares students to sit for state and national examinations for interpreters. (Fall)
SES 486 Seminar and Practicum (3:3:2)
Pr. permission of instructor
Designed to prepare students for entrance into their professional careers. Includes portfolios, resumes, invoices, interview skills, and assessment instruments. Professional Development Plans, which incorporate practicum experiences, are constructed. (Fall & Spring)
SES 487 Interpreting/Transliterating Internship (12)
Pr. 486; completion of Interpreting Assessment I
Full-time supervised field experiences in a variety of settings related to the student’s professional goals. Regularly scheduled conferences, seminars, and other projects are required. (Fall & Spring)
Related Area Requirements:
SES 250 Introduction to Professions in Specialized Education (3:2:3)
Overview of fundamental information about special education and occupations related to individuals with disabilities. Includes required field components in several settings, including public and private schools, residential schools, hospitals, and social service agencies. (Spring)
CST 105 Introduction to Communication Studies (3:3)
GE Core: GRD
Introduction to the principles and skills for effective communication in the contexts of public speaking, interpersonal communication, and small group/team communication. Videotaping used to enhance personal growth.
One of the following:
HDF 211 Life Span Development in the Human Environment (3:3)
GE Core: GSB
Development of human beings prenatally through death. Emphasis on environmental interactions across the life span. This is a foundation course for Human Development majors.
HDF 212 Families and Close Relationships (3:3)
GE Core: GSB
Intrapersonal and interpersonal processes in the development and maintenance of families and close relationships over time.
HDF 302 Infant and Child Development in the Family (3:3)
GE Core: GSB
Examination of contemporary theories, methods and research findings in the study of development from conception through middle childhood. The role of the family, peers, and school will be emphasized.
Cognate Electives (choose a minimum of 9 semester hours from the following list.)
ATY 385 Language and Culture (3:3).
A survey of verbal and nonverbal behavior cross-culturally. Emphasis on the use of language in the speech community, gestures, body languages, expressive behavior, verbal art and language learning.
ATY 387 Modern Linguistics (3:3).
Systematic investigation of the general properties of language, the universal properties found in all languages, and the specific properties of the grammars of individual languages. Includes linguistic differences found in selected dialects of American English.
LIN 111 Introduction to Linguistics (3:3)
Introductory study of the science of language: principles of sound, meaning, structure, use, and the interactions of language and society. (Same as CCI 111 and ENG 111)
LIN 262 Sociolinguistics (3:3)
GE Core: GSB
Introduction to language in its sociocultural context. Topics covered: geographical and social dialects, language and identity, domains of language use, language attitudes, and the nature of multilingual societies. (Alt) (Same as ENG 262)
ENG 321 Linguistics for Teachers (3:3)
Introduction to formal study of the English language, including intensive review of structural and transformational grammars. Other topics of interest to teachers of English, including geographical and social dialects and teaching composition. Course satisfies a State requirement for prospective English teachers. (Fall & Spring)
CSD 334 Introduction to Audiology (3:3)
Pr./Coreq. CSD 308, and either SES 240 or CSD 307;
or permission of instructor
Speech Pathology/Audiology and Professions in Deafness majors only
Basic anatomy and physiology of the auditory system, fundamental hearing science, and methods and techniques of hearing measurement and interpretation for the assessment, diagnosis, evaluation, and rehabilitation of hearing disorders.
ELC 381 The Institution of Education (3:3)
School as a social institution concerned with transmission of ideological, moral, and cultural values; social reproduction and change; and competing philosophical visions of education with particular focus on democratic citizenship.CUI 555 Multicultural Education (3:3)
Philosophical and sociocultural perspectives on pluralism and diversity. Emphases include interdependent individual, cultural, and institutional behaviors related to race, religion, class, cultural/ethnic heritage, and gender. (Spring)
HEA 201 Personal Health (3:3)
GE Core: GSB
Study of determinants of healthful and safe living for various age groups; emphasis on analyses and interpretations of research methods and findings within a social ecological conceptual framework. (Fall & Spring)
PSY 341 Abnormal Psychology (3:3)
GE Core: GSB
Pr. grade of at least a C- in PSY 121
A description of the various psychological disorders is presented along with the research methods used to study them. Each disorder is approached from a number of perspectives: biological, psychosocial (psychodynamic, interpersonal, behavioral, cognitive, and humanistic) and sociocultural.
SOC 101 Introduction to Sociology (3:3)
GE Core: GSB
Scientific study of social behavior including factors involved in functioning and development of human society such as culture, identity, social organization, institutions, stratification, social process, and social change. (Fall & Spring)
CST 207 Relational Communication (3:3)
Contemporary theory and practice of relational communication, with emphasis on increasing awareness of strategic and ethical uses of communication to build relationships.
CST 337 Intercultural Communication (3:3)
Drawing from multiple theoretical perspectives, this course explores theories, research, and issues important to the understanding of communication between people from different racial, ethnic, national, and other cultural backgrounds. (Fall)
STA 108 Elementary Introduction to Probability and Statistics (3:3)
GE Core: GMT
May not be taken for credit by students who have received credit for ECO 250 or 350 or who are concurrently enrolled in ECO 250.
Survey of statistics intended for undergraduates in any discipline. Graphical displays, numerical measures, relationships between variables, elements of good data collection. Basic probability, introduction to inferential techniques including confidence intervals and significance testing. Emphasis on statistical literacy. (Fall & Spring)
PSY 121 General Psychology (3:3)
GE Core: GSB
Survey of psychology. Includes psychology as science, nervous system, growth and development, sensory and perceptual processes, motivation, emotion, learning, social behavior, personality (normal and pathological), statistics, testing, intelligence, aptitudes, and achievement.
SES 200 People with Disabilities in American Society (3:3)
GE Core: GSB
Exploration of the treatment of people with disabilities in American society from a personal, historical, political, and social perspective, including related legislation, portrayal in popular media, and contemporary issues. (Fall)
SES 252 Survey of Learning and Behavior Differences (3:3)
Pr. 250 or permission of instructor
Overview of learning and behavior differences as related to special education. Addresses etiology prevalence, characteristics, diagnosis, and treatment. Historical and legal aspects of educational programs also are addressed. (Fall)
SES 270 Finger spelling and Numbers in ASL (2:2:1)
Pr. SES 102 or permission of instructor
Provides concentrated instruction and practice in finger spelling and numbers as used in ASL. Assists students in acquiring fluent finger spelling ability through the use of receptive and expressive skills. (Summer)
SES 333 Special Projects (1–3)
Pr. permission of faculty supervisor
May be repeated for credit.
Guided individual study in an area of special interest to the student.
SES 400 Global Perspectives on Deafness (3:3)
Pr. SES 204, 245, 370, and permission of instructor
Global perspectives of deaf people in other countries including perspectives on identity, language, human rights issues, education, advocacy, and social and economic self-sufficiency.
SES 445 Advocacy & Services for the Deaf (3:3)
Pr. permission of instructor
Overview of services, laws, demographics, and ethical issues necessary to work with deaf people in nontraditional settings. (Fall)
SES 460 Home-School Partnerships for Students with Exceptional Needs (3:3)
Pr. 250, or permission of instructor
Focuses on the needs of parents and families as they interact with personnel in schools, including procedural safeguards for parents/families, formal and informal meetings, culturally competent interactions, and home-school communication systems. (Fall)
SES 495 Interpreting in Medical Settings (2:2)
Recommended for students with advanced skills in American Sign Language
Apply principles of ASL in primary and emergency care medical settings and gain knowledge of specialized vocabulary, appropriate roles, standards of practice and ethical codes involved in medical interpreting. (Summer)
SES 497 Interpreting in Mental Health Settings (2:2)
Recommended for students with advanced skills in American Sign Language
Techniques specific to interpreting in mental health and substance abuse settings. Application of the demand-control schema framework and a teleological approach to ethical decision-making. (Summer)
SES 498 Interpreting in Social Service Settings (2:2)
Recommended for students with advanced skills in American Sign Language
Apply principles of American Sign Language in various social service settings and gain an understanding of the specialized vocabulary, appropriate roles, standards of practice, sensitive issues, and ethical codes involved. (Summer)
SES 499 Theatrical/Artistic Uses of American Sign Language (2:2)
Recommended for students with advanced skills in American Sign Language
Designed to enhance an interpreter's ability to use artistic forms of ASL in theatrical/musical settings. Emphasis on technical considerations, script analysis, the theatrical rehearsal process, and artistic signing. (Alt Summer)