DepartmentofInterpretationandTranslation

CourseSyllabus
Coursenumber:
Coursetitle:
Credithours:
Semester:
Class:
Classroom:
Classduration:

INT84201
DoctoralTeachingInternshipII
Three(3)
Fall2016
Wednesdays,5:007:50pmchangedtoTuesday4:006:50pm(fuze)
Dr.KeithCaglesofficeand/orthroughfuzemeeting/googlehangout
August31,2016toDecember7,2016

Instructor:
Office:
Email:
Videophone:
Officehours:
Preferredcontactmethod:

KeithM.Cagle,Ph.D.
HMB#1413
keith.cagle@gallaudet.edu
2022502911
Thursday34:30pmorcontactmetomakeanappointment
Email
Course Syllabus
Tentative and subject to change

I. COURSEDESCRIPTION:

This course builds on INT 841, providing students the opportunity to teach independently
with supervision of department instructors. The student assumes the role of instructor in
one or more course(s) in the Department of Interpretation. The purpose of this practicum
is to further develop and hone the doctoral students ability to plan, implement, and
evaluate an academic course in interpretation.
II. OUTCOMES

StudentLearningOutcomes(SLOs)
CoursestudentLearningOutcomes

1.Planandimplementationof
departmentcourse(s)

StudentLearning
Opportunities
(Writemajorlearning
opportunities)

AssessmentMethod
(Indicateatleast2multiple
&variedassessment
methods)

1 2 3 4 5
X

Planning,implementation
andteaching;evaluation;

Teachingwillbeevaluated
witharubricforteaching,

x x x

INT842syllabus&courseoutline

supervision;observation

andthecourseeportfolio
withthelessonplansand
materialswillbeevaluated
withtheportfoliorubric.

2.Identify,discuss,andresolve
issues,modificationneeded,and
strategiesforclassroomteaching.

Sameasabove

Sameasabove

x x x x

3.Evaluatethecourse(s)
throughoutthesemester.

Documentingand
discussionthrough
supervisionandseminar
discussion;observation.

Teachingwillbeevaluated
witharubricforteaching.
Andthestudents
discussionand
participationwillbe
evaluatedwiththe
participationrubric.

x x x x

Sameasabove

Thestudentsdiscussion
andparticipationwillbe
evaluatedwiththe
participationrubric.

4.Identifyandresolve
student/teacherandteachingissues
astheyarise.

PhDProgramSLOs
1. Graduates of the Interpretation Program demonstrate critical thinking skills
in the reading, discussion, analysis, and writing about the core constructs
and claims within the interdisciplinary field of interpreting studies.
2. Graduates of the Interpretation Program demonstrate their ability to apply
theoretical, academic, professional, and world knowledge of interpretation
studies to their teaching and research questions
3. Graduates of the Interpretation Program demonstrate an understanding of
multi-cultural approaches to the work of interpretation by demonstrating
effective bi-lingual and bi-cultural practice within their scholarly and/or
pedagogical work.
4. Graduates of the Interpretation Program effectively teach interpretation
5. Graduates of the Interpretation Program effectively design and carry out
all phases of independent research projects, including original dissertation
research on interpretation.

III.
READINGSFROMINT821FORREFERENCES
Bain,Ken.2004.WhattheBestCollegeTeachersDo.Boston,MA:HarvardUniversityPress.
Palmer,Parker.2007.TheCouragetoTeach:exploringtheinnerlandscapeofateacherslife.
JosseyBass.
Friere,Paulo.1986/2000(30thAnniversaryedition).ThePedagogyoftheOppressed.
BloomsburyAcademic

INT842syllabus&courseoutline

IV.
COMMUNICATIONMEANS
Gallaudetemailwillbeusedtoannounceanychangesornewsaboutclass,sopleasemakesure
youhaveactivatedyourGallaudetaccount.Ifyouareadedicateduserofsomeotheremail
systemsuchasyahooorgmail,pleasesetupyourGallaudetemailtoforwardanyemailfromthe
instructortoyourpreferredemailaccount.TheHelpDeskcanhelpyoudothisifyoudonot
knowhow.
Forsyllabus,anychangesthatsubstantiallyaltertheassessmentandgradingofstudentswillnot
bemade,unlessoptionsareprovidedwhichincluderetainingtheoriginalassessmentmethods.
However,thissyllabusisacourseguideandmaybechangedtoaccommodateanumberofvaried
situationssuchasweather,timeallocationchangesforsubjectareas,etc.Whenanyiteminthis
syllabusischanged,allstudentswillbeinformedinwritingthroughBlackboardandintheclass.

V.

COURSEACTIVITIESANDASSESSMENT
Instructional parameters
*
*
*
*
*
*
*

Check Blackboard and/or email regularly. View announcements, articles, additional readings, assignments,
and grades.
Complete required reading before class.
Attend all seminars on time. Participation includes being prompt, paying attention, responding to questions,
asking questions, and joining classroom discussions and activities.
All submitted work must follow APA 6.
English work is to be submitted as a Word document.
Your file name for all attachments should follow this format: lastname_assignmentname_course# (e.g.,
Cagle_Internship1_INT842).
Late assignments will lose five grade points for each late day, for example from 95 to 90.
Do not use pagers, music, instant messaging, during class instruction and activities

The course will consist of three major activities that will used to assess student understanding and
development. The activities and assessment are as follows:
a. Attendance and Participation (100 points)
We will meet every other week, beginning August 31, 2016. You are expected to attend and
to come to class fully prepared to discuss teaching and related issues.
Assessment: Participation is graded on the level of discussion and degree of involvement. A
holistic assessment of student participation will be provided at the conclusion of the semester;
however, upon request, we can discuss your progress throughout the semester.
Attendance at the monthly BAI faculty meeting is mandatory. The BAI meetings will be held
on Oct 7th, Friday 12:15-1:05 pm, Nov 4th, Friday 12:15-1:05 pm, and Dec 2nd, Friday
12:15-1:05 pm
b. Teaching the interpreting course (250 points)

INT842syllabus&courseoutline

Students will be a teacher for an interpreting course for 45 hours (3 credit hours). They will
prepare the lesson plans for their classes. The course instructor will observe their teaching
two times through the semester. The students will submit their lesson plans prior to the
instructor's observation. The students' grade for teaching and lesson plan will be assessed
with the rubric.
Maximum Points Possible: 250 points

c. Course Portfolio
The students will develop a course e-portfolio of powerpoints, lesson plans, assessments and
activities for each class of course they taught through the semester.
Maximum Points Possible: 100 points

VI. ASSESSMENTSUMMARY
a. GradingCriterionsforCourse(tentative)
Althoughsomeadjustmentsinpercentagesmaybenecessary,thefollowingshouldgiveyou
afairpictureofhowyourworkisweightedtodetermineyourfinalgrade:
Activity
Attendance, participation, and reading responses
Preparation and teaching
Course portfolio
Total

Points
100
250
100
450

Percentage
22.2%
55.5%
22.2
100

Foranexample,ifyoumake390pointsoutof450,divide390by450togetapercentageof87.
b. GradingScale
A+= 97100
A= 9496
A= 9093

B+=
B=
B=

8789
8486
8083

C+= 7779
C= 7476
F=73andbelow

c. GraduateGradingSystem
Thefollowingexcerptcanbefoundon:
http://www.gallaudet.edu/Catalog/Registration_and_Policies/Graduate_Policies/Grading_System.html

Grade
A+
A

GPA
Value
4.0
4.0

Definition
Outstanding
Outstanding

INT842syllabus&courseoutline
A
B+
B
B
C+
C
F
XF

5
3.7
3.3
3.0
2.7
2.3
2.0
0.0
0.0

Outstanding
Good
Good
Unsatisfactory
Unsatisfactory
Unsatisfactory
Failing,NoCredit
AcademicIntegrity
PolicyViolation,No
Credit

VII.
Ph.D.TeachingResponsibilities:
1.
2.
3.
4.
5.
6.
7.

Be more and better prepared than students.

Read all readings and more as advised by the instructor.
Know lecture and assignment expectations of the instructor.
Arrive early to class and meet all deadlines.
Assume role of instructor in class.
Plan to spend 5-6 hours a week preparing for class.
Accept classroom responsibilities, including activity management, grading, feedback,
materials preparation, and technical assistance.
8. Conduct direction communication with students.
9. Make decisions about rubrics and grading expectations.

VIII.

TIMEALLOCATIONFORCOURSE
a.
b.
c.
d.

Teaching in an interpreting course 37.5 hours

Preparation for teaching and grading approximately 75 hours
Preparation and meetings with faculty 1.5 hours x 15 = 30 hours
Attendance of BAI Faculty Meetings 3 hours

Total would be approximately 145.5 hours which you would expect to spend for INT 842 course.

IX. CourseSchedule:(Subjecttochange)
This course will provide self-paced guidance of student learning outcomes, course goals,
classroom interactions, classroom activities, student and course assessments and evaluation, and
other issues as they arise. The purpose of the seminar is for doctoral students to identify, discuss
and have a plan of action for resolving issues, making modifications in their teaching, and
incorporating strategies for their teaching. Doctoral students should document their work in the
classroom. They will use this as preliminary work in presenting their teaching as a case study at
the end of the semester. Randomly, some faculty members may observe you during your teaching.
You will be advised in about 2 weeks advanced. They have evaluation form to assist with your
teaching and place for improvement. You will have an opportunity to sit down with them and
discuss the evaluation.

INT842syllabus&courseoutline

ReadingsforsometopicsinsomeSeminarswillbeprovidedinadvancethroughBlackboard.
Date
1st
Aug31st

Topics
Courseintroduction&overview
Assistantteachingandsupervision
(Studentswillbeassignedtothecoursespriorto
thestartofclassesandtheywillattendthecourses
fromthefirstclassmeeting)

AssignmentsDueToday
Reviewsyllabusandrubrics,
readings,accesstoBB,useof
technology,courseandcourse
teacherassignments,lesson
planandclassschedule

Biweeklyseminartodiscussteachingstyles,
interactionswithstudents,classroomissuesand
normsandlogistics,courseSLOsandgoalsand
activities,useoftechnology,etc.

2nd
Sept14th

3rd
seminar
Sept28th
Oct3rd
4th
Oct12th

Lessonplanexpectationforeachclasstoward
yourcourseeportfolio
Seminar
Review:Coursedesign(curriculum,
syllabusandlessonplan)
Review:StudentLearningOutcomes
Seminar
Review:Assessmentandselfassessment
Review:Grading
1stObservation
Lessonplandue
Individualmeetingabout1stobservation

INT842syllabus&courseoutline
5th
seminar
Nov2nd
Nov14

Seminar
Review:Useanddevelopmentofmaterials
Review:UseofTechnology

6th
seminar
Nov16th

Seminar
Review:Teachingmethodologyfor
interpretationclasses
Review:Skilldevelopment(interpreting,
voicing,signingpractices)andclassroom
activities
Thanksgivingbreak

Nov24th
7th
seminar
Nov30th
8th
Dec7th
Dec8thth
9th

2ndObservation
Lessonplandue

Individualmeetingabout2ndobservation

Seminar
Review:Academicintegrity,ethics,
attitudeandclassmanagement

CourseeportfolioDUE

Individualmeetingtodiscussaboutclassworks.

X.
POLICIES
University Policies
a.

It is the students responsibility to familiarize themselves and comply with the Gallaudet
University Undergraduate/Graduate Academic Integrity Policy, which can be found in the
Gallaudet University Undergraduate/Graduate Catalog or on the Gallaudet University website at:
http://catalog.gallaudet.edu/Catalog/Registration_and_Policies/Graduate_Policies/Acade
mic_Integrity.html

b.

Office for Students with Disabilities (OSWD) Accommodation policy

Students have the responsibility of formally requesting accommodation through the Office for
Students With Disabilities (OSWD) at the beginning of the semester:
http://www.gallaudet.edu/Office_for_Students_with_Disabilities/General_Information.html

c.

For information on your rights under the ADA and Section 504 of the Rehabilitation Act please
see:
http://www.gallaudet.edu/EOP/Reasonable_Accommodations.html

INT842syllabus&courseoutline

d.

Academic Calendar
Hereisthelink:http://www.gallaudet.edu/registrarsoffice/academiccalendars.htmltocheckfor
datesonlastdaytoadd/dropcoursesandlastdaytowithdrawcourses,midtermweek,course
registration,semesterbreak,lastclassdayandotherscheduleinformation.

Department Policies:
Please see: http://www.gallaudet.edu/Interpretation/Beyond_the_Classroom.html

INT842syllabus&courseoutline

RUBRICS

a. EvaluationofthePhDInstructorbytheFacultySupervisor
b. ClassParticipationRubric
c. CourseeportfolioChecklistRubric

INT842syllabus&courseoutline

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A. EvaluationofthePhDInstructorbytheFacultySupervisor
(Midsemesterandendofsemester)
Number/Titleofthecourse:
___________________________________________________
Semester:
_______________________________________________________________________
Belowareareastoconsiderasyouobserveastudentsteachingandotheractivities.
Pleasemakenotesaboutwhatyouobserve,notingsomethingwellhandledormaybea
difficultspotintheteaching,andthinkaboutthingsthatyoumaywanttoaskabout.
a. Planning and preparation:
b. Teaching strategies (did the student teacher work with students
in a variety of ways? Name and/or describe a few)
c. Rapport with students
d. Mastery of or willingness to learn course content or skills
e. Ability to communicate content - concepts, ideas, themes,
research
f. Ability to teach skills exercises, activities, role plays, etc.
g. Timeliness and appropriateness of feedback to student
h. Ability to use evaluation tools such as rubrics, grades, etc.

INT842syllabus&courseoutline

11

i. Rapport with faculty supervisor, ability to accept feedback

j. Other comments or feedback
Evaluatethestudentatleasttwotimesduringthesemester.Pleasediscussyour
evaluationswiththestudentandhaveadiscussionaboutwhatthestudentteachermaydo
inthefuture.Attheendofthecourse,you,thecourseinstructorandthestudentcan
discussthestudentsfinalgrade.
________________________
Signatureoffacultysupervisor

_________________
Date

B. Class Participation Rubric

Participation is the key to a lively class. Class participation provides the opportunity to practice speaking
and persuasive skills, as well as the ability to listen. Participation can include speaking to the whole class
and/or to small groups within the class. The Department of Interpretation and Translation understands that
some students are uncomfortable speaking to the whole class. However, it is a skill that we encourage you
to develop for your future active leadership and professional growth. Comments that are vague, repetitive,
unrelated to the current topic, disrespectful of others, or without sufficient foundation will be evaluated
lower. What matters is the quality of ones contributions to the class discussion, not the number of times
one speaks. The class participation rubric will apply to the whole semester. The instructor will inform you
of your average participation score either through Blackboard grading center or in person periodically.
Score1
41-50

Outstanding contributor

31-40

Good contributor

21-30

Satisfactory contributor

11-20

Unsatisfactory contributor

Description
Contributions reflect exceptional preparation and offers relevant
information to class discussion. Is on-task, a conversational leader,
encourages content discussion among peers, and demonstrates active
listening and turn taking. Leads the conversation but does not
dominate it.
Contributions reflect good preparation and offers relevant
information to class discussion. Mostly on-task, initiates dialogue,
takes part in content discussion among peers, and usually
demonstrates active listening and turn taking. Takes part in the
conversation but does not dominate it.
Contributions reflect satisfactory preparation and occasionally offer
relevant information to class discussion. Sometimes on-task,
participates in class discussion when others initiate it, follows
content discussion of peers, and occasionally demonstrates active
listening and turn taking. Usually takes some part in the
conversation but usually does not lead it OR may dominate it.
Contributions reflect less than satisfactory preparation. Occasionally
offers relevant information to class discussion. Sometimes on-task
but rarely initiates comments or discussion. Occasionally
demonstrates off-task behavior (i.e. talking with friends, paying
attention to a cellphone, working on computer not relevant to the
task at hand, and/or sleeping) and needs to be redirected by the
teacher. Rarely takes part in the content conversation and may

INT842syllabus&courseoutline

0-10

C.

Poor contributor

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withdraw from the discussion, may dominate it, or may distract
other students from their work.
Contributions reflect poor preparation. Rarely offers relevant
information to class discussion. Does not often participate in class
discussion, even if its initiated by others and often demonstrates
off-task behavior (i.e. talking with friends, paying attention to a
cellphone, working on the computer not relevant to the task at hand,
and/or sleeping). Rarely takes part in the content conversation and
often withdraws from the discussion, dominates it, or distracts other
students from their work.

Course E-Portfolio Checklist Rubric

1.
2.
3.
4.

5.
6.
7.
8.
9.
10.

Syllabus
Course outline
Lesson plan for each class
Lesson plan includes
- lesson outcomes
- review of last class
- plan/agenda
- procedure
- activities
- assessment
- summary / review of class
PPTs for each class (background must be dark with lighter prints, lines are not
crowded)
Assessment (e.g. homework, quizzes, projects) with answer sheets
Readings, including articles and vlog links tied to different activities / lesson plans
Activities (e.g. SDA, worksheets for students)
Grading sheet (how do you give a final grade for each student)
Recommendations for future improvements

They are posted in one electronic file through google drive sent to Dr. Keith M. Cagle.
Grade A / Outstanding include all items and works are in high quality and well-organized
Grade B / Satisfactory include 85% of items and works are in satisfactory work and good
organization
Grade C or below / Unsatisfactory include less than 85% of items and works need to be
improved.

INT842syllabus&courseoutline

Please read, sign, and date this page, tear it from your syllabus and give to your instructor.

Semester/Year:

Fall / 2016

Course Number Section:

INT 842-01

Course Name:

Doctoral Teaching Internship II

Instructor Name:

Dr. Keith M. Cagle

I have read the syllabus for the above class. I understand that I am accountable for all the information
contained in this syllabus. I have been given the opportunity to clarify any questions that I have.
Students Name (Please Print) _____________________________________
Students Signature _____________________________________________
Date ________________________________________

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