The CCC would like your feedback on the request to place ASL 2510 into the Institutional hours of General Education within the Social Science division. Below is the Opt-In Template with the assessment information and rationale.
General Education Opt-In Template
Division: _____ Communications _____Humanities _____Math _____ Science __X___ Social Science / Discipline Sign Language Interpretation
Course Title: Deaf Culture
Course Prefix: ASL Course Number: 2510 Current Completed Course Outline: ___x__Yes (attach) _____ No
Gen Ed Principles: Does this course, when added to the Gen Ed Program:
|Contribute Significantly to the Gen Ed Outcomes||Satisfy the mission of the College||Rely on a specific faculty member for instruction||Focus on a specific occupation||Transfer to an upper division program||Have a prerequisite that is not a Gen Ed course|
Assessment of Gen Ed Outcomes: Please select both a primary and secondary contribution and provide a bulleted list of how you will assess for the outcomes.
|Gen Ed Outcomes||Cultural and Historical Understanding||QuantitativeReasoning||ScientificReasoning||Interpersonal Communication||Oral Communication||Written Communication||Ethical Responsibility||Information Literacy||Critical Thinking|
|Primary contribution||Students will be able to critically define and discuss the American Deaf community and the oppression they face as being defined by the majority as a disabled group instead of a linguistic minority group.· As a cumulative assessment to evaluate learning throughout the course, students will respond to the following prompt:
“In 1991 the American with Disabilities Act was implemented across the United States. Deaf individuals do not consider themselves disabled, however they benefit from legislations created to end discrimination against disabled people. Discuss in detail how these conflicting beliefs can lead to feelings of empowerment and equality among the American Deaf community, while at the same time further imbed within mainstream society attitudes of paternalism and audism towards the American Deaf community?
Students will write a 4 page (1,000 word) paper in response to this prompt.
|Secondary contribution||Students will be able to define culture and discuss and define the sociological implications of American Deaf Culture and the American Deaf perspective of hearing Americans.· Students will read “A Journey Into the Deaf World.” – Students will respond to questions for each chapter (16)
· Students will wear ear plugs and engage in activities only in a manner in which Deaf could/would engage in these experiences. –
Students will write a 4 page (1,000 word) reaction paper to their experience
|Students will be able to discuss educational decisions, family nucleus make-up, and SES in regard to Deaf, and how these norms affect discourse found in American Deaf community. Student will be able to discuss differences, similarities, and perspectives of American Deaf and American hearing culture.· Students will watch:
1) ”Through Deaf Eyes”
2) “See What I’m Saying”
3) “Audism Unveiled”
Students will respond to several prompts, relating information learned from the films to an application of an understanding of things disclosed in the films.
Students will write a 2 page (500 word) paper using prompts to guide their writing for each of the three films.
Narrative of Contribution to Gen Ed:
ASL 2510, Deaf Culture, satisfies all of Valencia’s Strategic Goals. This course allows pathways to be built, assures that learning is taking place, creates opportunities to invest in each other, and helps to further create partners with the community. The manner in which many of Valencia’s Strategic Goals are met in Deaf Culture is evident by the assessments prompted by the learning outcomes created for Deaf Culture. This course offers a wide range of general sociological-based learning outcomes. Although the focus of the course is the culture of Deaf community, the course offers broader sociological implications of understanding differing centers of being. The scope of ASL 2510 puts into perspective an understanding and learned ability to discuss sociological implications of disabilities in general, and making connections between perceived norms and mores, and the norms and mores as are perceived from a group with a differing center of being. Specifically, ASL 2510 provides the student with a broader enlightened understanding of diversity as it pertains to, not only ethnically differing groups, but also groups which differs from mainstream society because of the label of being disabled.
ASL 2510, Deaf Culture, is a requisite course for Valencia’s pre-major AA Sign Language Interpretation. This course is a pre-requisite for Deaf Education majors at UNF, and Sign Language Interpreting majors at UNF and USF. Additionally, ASL 2510 , Deaf Culture, is one the requisite courses to obtain the FDOE’s ASL Endorsement for K-12 teachers desiring to be K-12 American Sign Language teachers.