Date of Award
2001
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Ronald A. Newell
Committee Member
Don Busche
Committee Member
Thomas J. Thompson
Keywords
2010, 21st Century, alternative delivery format, alternative evaluation format, assessment, competencies, content curriculum structure, continuing professional development, Curriculum Committee, curriculum plan, curriculum reform, Dallas Public Schools, development problem-solving methodology, dissemination, educational reform, educational restructuring, evaluation methods, formative committees, high school, implementation, induction program, instructional delivery, preservice teacher education, recommendations, research questions, secondary education, secondary public schools, staff development, student outcomes, students, summative committees, teacher education, technology integration, technology-related developments, Texas Christian University, University of North Texas, vocational training, workforce development
Abstract
The associate of applied science degree in deaf studies has been in place since 1 994 and 4 is transferrable as a prerequisite toward a four-year deaf studies degree. The Community College of Southern Nevada (CCSN) has the only deaf studies program in the state. If a student wants to pursue a degree in interpreting for the deaf, the student must go out of state. In July, 1 997, the governor of Nevada signed a law stating that American Sign Language is a fully developed, autonomous, natural language with distinct grammar, syntax, and art forms. However, the current administrations at the University of Nevada, Las Vegas, and Reno do not recognize American Sign Language as foreign language curriculum. The current program at CCSN does not focus on preparing students for working as interpreters. This now entails an additional two years of study out of state. The purpose of this study was to develop a transferrable associate of applied science degree in interpreting for the deaf at the Community College of Southern Nevada as well as plans for its implementation and evaluation. The degree program would prepare students for working as interpreters without having to leave the state to complete training. Also it would better prepare students to transfer to a four year institution to pursue a baccalaureate in interpreting for the deaf.
There are five research questions in this study: First, "What are appropriate qualifications for instructors in an interpreting for the deaf program at CCSN?" Second, "What is the appropriate curriculum for a transferrable associate of applied science degree in interpreting for the deaf at CCSN?" Third, "Which pedagogical principles of adult education should be reflected in a transferrable associate of applied science degree in interpreting for the deaf?" Fourth, "How should a transferrable associate of applied science degree in interpreting for the deaf be implemented at CCSN?" Fifth, "How should a transferrable associate of applied science degree in interpreting for the deaf be evaluated at CCSN?"
The development problem-solving methodology procedures that were used in this study include: (a) review of the literature; (b) review and analysis of degree programs in interpreting for the deaf curriculum outlines that were secured from all the two-year colleges that offer such a program in California, Arizona, Oregon, Washington, and Utah; ( c) establishment of a formative committee to assist in the development of the curriculum, the implementation and evaluation plan and the various components for the development of a transferrable associate of applied science degree in interpreting for the deaf; ( d) establishment of a summative committee to review, discuss, and validate the criteria; (e) development of the course curricula and all the components; (f) review and validation of the final product by the summative committee; (g) and submission of the associate of applied science degree in interpreting for the deaf to the College Curriculum Committee with recommendations for implementation and final approval.
The results of the study indicated that the associate of applied science degree in interpreting for the deaf needs to have a higher concentration in interpreting and provide a higher level of American Sign Language structure. The implementation and evaluation plan should adhere to the college procedures. Twenty-one out of twenty-one responded (100%) to a request to selected colleges for information about whether or not they offer an interpreting program for the deaf. Only 18 of these colleges indicated offerings in interpreting. It was concluded that a program curriculum in interpreting for the deaf should include all the topics presented in a degree program in interpreting for the deaf.
It was also concluded that the program be offered by Fall 2002.