Quincy University
School of Education
Interpreter Training Program (ITP) - Major
American Sign Language (ASL) - Minor
Assessment Report
June 2014
Report Summary
This report contains information on the current assessments used by the ITP and the effectiveness of
those assessments. The report includes changes implemented from the previous academic year and what
changes will be made for the next year. The report includes a tally of the enrollment of the program from fall
2009 and the projected enrollment for fall 2014. The report also documents student success on state/national
interpreting tests and job placement based on available information.
Quincy University Mission Statement
Quincy University stands as a Catholic, independent, liberal arts institute of higher learning in the
Franciscan tradition. Inspired by the spirit of Francis and Clare of Assisi, we respect each person as a sister or
brother with dignity, value, and worth. We work for justice, peace and integrity of creation. We prepare men
and women for leadership and for the transformation of the world by educating them to seek knowledge that
leads to wisdom. We welcome and invite all to share our spirit and our life.
School of Education Mission Statement
Embracing the Franciscan values of respect for the individual and service toward others, the Quincy
University School of Education will personalize the development of servant-leaders. These inspiring and
collaborative professional will be reflective decision makers who are committed to the academic and personal
success of all students, particularly the marginalized, in responsive teaching and learning communities.
Interpreting Training Program Mission Statement
The ITP program will prepare students to become professional interpreters by using a variety of
assessments that are designed to prepare them for state and national certification tests. These future interpreters
will increase their ASL linguistic skills and become acculturated into the Deaf community by participating in on
and off campus events. They will learn how to empower the Deaf community while serving them as ethical
professionals who understand the role of interpreters within the culture. By providing accessibility to the
hearing culture these professionals will enable Deaf and Hard of Hearing individuals to impact the world to
their full potential.
Interpreter Training Program Goals/Objectives
The ITP program goal is to ensure that students are ready to pass certification tests to be hired as
professional interpreters. These tests assess students interpreting skills and ethical decision making. All
students prepare for the National Interpreters Certification (NIC), the Board of Evaluators for Interpreters (BEI),
and the Educational Interpreters Performance Assessment (EIPA) tests. The ITP program is designed to create
student success by increasing their skill level by practice and exposure to the Deaf community.
Program Learning Outcomes
#1 American Sign Language (ASL) Skills Development: Students will be able to demonstrate native-like
fluency of the vocabulary and grammar of ASL.
#2- Deaf Culture Awareness: Students will be acculturated into the Deaf community and will be able to
illustrate their role as an interpreter within the culture.
#3- Interpreting Skills Development: Students will be able to demonstrate the ability to interpret from spoken
English to ASL and to be able to read ASL and interpret into spoken English.
#4- English/ Board of Evaluation of Interpreters (BEI) Test Readiness: Students will be able to
demonstrate the written English skills necessary to be able to pass the written portion of the BEI test in order to
start the process of obtaining a license to work as an interpreter in the state of Illinois.
#5- National Interpreter Certification (NIC) Test Readiness: Students will be able to past the written
portion of the NIC test in order to become a nationally certified interpreter and then have five years to pass the
performance portion of the test.
#6- Educational Interpreter Performance Assessment (EIPA) Readiness: Students will be able to
demonstrate the interpreting skills necessary to pass the EIPA test at a 3.0 level in order to become a nationally
certified educational interpreter.
#7- Professional Readiness: Students will be able to apply the National Association of the Deaf/Registered
Interpreters for the Deaf (NAD/RID) Code of Ethics to ethical scenarios in English and in ASL in order to
prepare to pass the performance portion of the NIC test.
#8- Professional Ability: Students will be able to demonstrate the skills required to become a freelance
interpreter for the Deaf through creating a professional portfolio.
#9- Linguistic Development: Students will be able to identify and apply the ASL grammatical rules into their
interpreting.
# 10- Ethical Decision Making: Students will be able to recite the seven tenets of the NAD/RID professional
code of conduct and apply the appropriate tenet to an interpreting scenario.
I. Program learning outcomes assessed for the current school year:
Learning outcome #1 - ASL Skills Development
Assessments: A variety of assessment formats are conducted including performance projects and
performance tests. Homework is also assigned to support the objectives. Five labs are assigned
throughout the semester to increase skills in ASL vocabulary and idioms. Lab assignments
followed an ASL skills building book DVD. Fall and spring 2014: six labs were assigned.
Learning outcome #2- Deaf Culture Awareness
Assessments: A variety of assessment formats are conducted including written tests and quizzes
performance projects and performance tests, oral presentations, reflection papers, and research papers.
In all ITP courses students are required to attend Deaf Community events to help become acculturated
and increase their ASL linguistic skills. Students are required to attend four events a semester.
Learning outcome #3- Interpreting Skills Development
Assessments: Homework, labs and Performance tests are given related to the various types of
interpreting situations and state/national tests. Students are required to fulfill 150 practicum hours and so
are encouraged to interpret functions and classes at QU and various settings. Students interpret during
Deaf culture class with interpreting instructor as part of their practicum hours.
ITP Evaluation: During midterm and final week of Interpreting II (ITP220) students have a face to
face evaluation with the ITP instructor. Feedback is given for improvements to interpreting projects.
Comments from the ASL Instructor are also given in order to adjust ASL skills.
Learning Outcome #4- English/ BEI Readiness
Assessments: English skills are assessed throughout all ITP classes using a variety of assessment
tools in order to prepare them for the written portion of the BEI.
A sample BEI written test is given at Midterm in Interpreting IV (ITP310) but the course was not
offered this academic year.
Learning Outcome #5- NIC Test Readiness
Assessments: A sample written NIC test is given to the students at Midterm of Interpreting V (ITP410).
Two performance tests are given to the students during the final week of Interpreting V class. This is
done through the NIC official practice DVD and sample written test. Evaluation is given of their
interpreting skills from ASL to English and English to ASL. The student is given comments on their
areas of strength as well as areas identified for development.
Learning Outcome #6- EIPA Readiness
Assessments: The Educational Interpreter Performance Assessment (EIPA) practice DVDs are used
in Topics of Interpreting (ITP399) so that students can prepare for the national EIPA test. Assignments
and performance tests are given using the DVDs to interpret from English to ASL and from ASL to
English.
Learning Outcomes #7- Professional Readiness
Assessments: Professional readiness is assessed throughout all ITP classes using a variety of assessment
tools.
Practical and Ethical Applications of Interpreting (ITP210):
1. A business portfolio is collected at midterm during Practical and Ethical Applications of Interpreting
(ITP210) class. The portfolio is started at the beginning of the term and is evaluated in increments.
Sections of the project include resume, interpreting job intake form, invoicing and record keeping
system, business cards etc. Feedback is given how to improve each section. The final version of the
entire portfolio as well as an oral presentation of the portfolio is due at midterm.
2. A Power Point presentation is to be presented during final week of Practical and Ethical Applications
of Interpreting (ITP210). Material covered should be concerning Deaf issues and culture or in the field
of Interpreting. Evaluation is based on professionalism as well as conveying confidence in front of a
group. A rubric is given to evaluate the presentation.
Professional Experience (ITP485):
1. 5 Assignments are given throughout the semester testing ethics, written and spoken English skills,
interpreting skills as well as NIC readiness by using quizzes, reflective papers, and performance
assignments.
2. A rubric is used to evaluate professionalism during practicum interpreting situations.
Learning Outcome #8 Professional Ability
Assessments: Professional ability is assessed throughout all ITP classes using a variety of assessment
tools.
A professional DVD portfolio of outstanding sample interpreting is complied throughout Interpreting IV
(ITP310), Interpreting V (ITP410), Intensive Interpreting (ITP420), and Professional Experience
(ITP485). Making the DVD is considered part of Professional Experience (ITP485). The time required
to record samples of the student’s work considered practicum hours. The DVD is labeled with “QU” in
ASL fingerspelled letters and has the student’s name and “Bachelors of Arts Interpreter Studies”.
Students can make copies of the labels and DVD and send to perspective employers.
Learning Outcome #9- Linguistic Development
Assessments: Linguistic development is assessed throughout all ITP classes using a variety of
assessment tools: Labs, homework and video projects.
ASL Linguistics (ITP407) was not offered 2013/2014 academic year.
Learning Outcome # 10- Ethical Decision Making
Assessments: Ethical decision making is incorporated into all courses using interpreting scenarios and
hands on experience.
1. A reflection paper is required during Midterm of Introduction to Interpreting class (ITP201). An
ethical dilemma is given to the student. The student is to write a well written 3 page paper in which they
are to explain what they would do in the interpreting situation. The standards of the NAD/RID Code of
Ethics must be reflected in the paper. A clear understanding of the Interpreters role must be conveyed in
the writing. The proper attitude and cultural awareness must be evident in the student’s response.
Written English skills are also assessed.
2. During Practical and Ethical Applications of Interpreting (ITP210) the students write ten 2 page
papers to demonstrate critical reasoning and problem solving in an ethical dilemma in a variety of
interpreting situations. Distinguishing and applying the NAD/RID Code of Ethics correctly is evaluated.
This is a writing intensive course so written English skills are also assessed which supports learning
outcome #4 also.
3. During Professional Experience (ITP 485) two assignments are given assessing ethical decision
making. One is a written assignment responding to an ethical dilemma and the other is a performance in
which students respond is ASL if they agree or disagree with a professional interpreter’s ethical choices
during an ethical dilemma. This is part of the NIC assessment.
II. Methods of program assessed for the current school year:
Name of the Assessment
Form of Assessment
When the Assessment is
Administered
American Sign Language I ASL200
1. Basic language skill development
1. Homework- Book and DVD work
Throughout semester
1. Performance Tests
Midterm & Final
2. Attend 4 events- comments in
class
Throughout semester
1. Homework-Book and DVD work
Throughout semester
1. Performance Test
Midterm & Final
1. ASL Proficiency ReviewGive recommendation to continue or to
repeat course
1. Use Gallaudet ASLPI assessment
to evaluate student’s skills
Final week of class
2. Deaf Culture Awareness
2. Attend events- comments in class
and create 1 minute ASL video
Throughout semester and
video during Final
1. Homework-Book and DVD work
Throughout semester
1. Performance Tests
Midterm & Final
2. Attend Deaf event- comments in
class and create 2-3 minute ASL
video
Throughout semester
1. Homework-Book and DVD work
Throughout semester
1. Performance Test
Midterm & Final
2. Attend Deaf event- comments in
class and interview member of Deaf
community -2-3 minute ASL video
Throughout semester and
Final
1. Homework- Book and DVD work
Throughout semester
2. Introduction of Deaf culture
American Sign Language II
ASL250
1. Increased Skill Development of basic
language
American Sign Language III
ASL300
1. Increased skill development
2. Deaf Culture Awareness
American Sign Language IV ASL350
1. High skill development- conversational
2. Deaf Culture Participation
American Sign Language V
ASL400
1. Highest skill development- native like
1. Performance Test
Midterm & Final
2. Full participation in events: attend,
comments in class and 3 minute ASL
video; plan and lead events, 3 minute
ASL presentation to lower level ASL
class or Deaf Culture class
Throughout semester and
Final
1. Introduce basic ASL
1. Quiz of alphabet and numbers and
Basic signs
Throughout semester
2. Deaf Culture Awareness- introduction
Deaf people guest speakers
2. Deaf culture history knowledge
2. Awareness and prevention of Audism
(the discrimination of people the Deaf)
2. Research papers- Four 2 page well
written papers
2. Deaf events- attend 2 events &
comment in class
2. Four quizzes- 20 short answer
questions each
(See attached test: G:Deaf History…)
Throughout semester
1. Homework- Book and DVD work
Throughout semester
1. Receptive and performance tests
Throughout semester and
Midterm and Final
1. Practice time with internet source
Throughout semester
3. Interpreting Skill Development-
3. All the above labeled 1 and 2
Throughout all ITP courses
Interpreting from Spoken English to ASL
and from ASL to English
3. Homework- book and DVD work
Throughout semester
3. Performance tests(see attached
sheets: Interpreting Assignment)
Midterm and Final
4. Written English skills- reflection
papers of Deaf Events
Throughout all ITP courses
Throughout semester
2. Deaf Culture Participation/ Deaf
Culture acculturation
Perspectives in Deafness
ITP202
Throughout semester
2 quizzes- Throughout
semester
1- Midterm 1- Final
Fingerspelling and Numbers ASL260
1. Increase ASL skill development
Into to Interpreting, Interpreting I, II,
III, V, Topics of Interpreting, Practical
& Ethical Applications of Interpreting,
Professional Experience
Into to Interpreting, Interpreting I, II,
III, V, Topics of Interpreting, Practical
& Ethical Applications of Interpreting,
Professional Experience
4. Readiness for the Board for
Evaluation of Interpreters (BEI) Test
5. Readiness for the National Interpreter
Certification (NIC) Test
5. NIC study guide and practice test
1 Written Test (see attached)
2 Performance Tests-NIC DVD
Interpreting V (ITP410)
Midterm
Final
7. Business Portfolio Project &
Presentation (see attached: Practical
and Ethical Midterm Portfolio)
Midterm of Practical and
Ethical (ITP210
7. Power Point Presentation
(see Attached: Final Power Point
Presentation)
Final week of Practical and
Ethical (ITP210)
7. Professional requirements (see
attached: Professional Requirements)
Throughout Professional
Experience (ITP485)
8. DVD Portfolio of Sample
Interpreting (see attached DVD)students send to perspective
employers
Final week of Professional
Experience (ITP485)
9. Linguistic terms introduced and
concepts built upon
(see Attached: Into to InterpretingMidterm and Final
Midterm and Final
9. 6 labs assigned
Throughout semester
10. Ethical Reflection Papers based
on interpreting scenarios
Throughout semester
10. Video response in ASL to ethical
dilemma on NIC practice DVD
Final Interpreting V
Topics of Interpreting, Interpreting V,
Practical and Ethical Applications of
Interpreting
7. Professional Readiness
Topics of Interpreting, Interpreting V,
Practical and Ethical Applications of
Interpreting
8. Professional Ability
Into & Interpreting I-V
9. ASL Linguistic knowledge
Interpreting V, Practical & Ethical
Applications of Interpreting,
Professional Experience
10. Ethical Decision Making
III. Assessment results for fall 2013 and spring 2014:
Learning
outcomes
Average scores
Intro to
Interp
Interp
I
Interp
II
Interp
III
Interp
V
Topics
Practical
Ethical
Professional
Experience
FL 2013
n =14
SP 2014
n=8
FL 2013
n=5
SP 2014
n=5
FL 2013
n=1
SP 2014
n=1
SP 2014
n=3
FL 2013
n=1
1.
ASL skills
Development
HW:
99%
6 LABS:
92%
2.
Deaf Culture
awareness
Papers:
95%
Papers:
79%
3.
Interpret Skills
Development
HW:
100%
FN: 94%
HW: 87%
MT: 88%
FN: 85%
4.
English/BEI
Readiness
Papers:
95%
Papers:
79%
HW:86%
QZ :88%
2 LABS: 86%
Eval: 3 Passed
2 passed
w/caution
Papers:
84%
1 LAB:96%
QZ: 86%
Papers:
93%
Papers:
96%
Observation
Papers:
97%
9 Papers:
93%
Papers:
83%
1 LAB: 82%
HW: 80%
MT: 79%
FN: 74%
Papers: 84%
4LABS:100%
HW: 76%
MT: 78%
FN:81%
Papers: 93%
2Labs:90%
HW:64%
MT:67%
FN: 76%
Papers: 96%
HW: 85%
MT: 83
FN: 74%
HW: 92%
FN: 84%
Papers:
97%
10 Papers:
91%
Papers:
83%
5.
NIC Readiness
HW:71%
MT: 56%
FN: 41%
6.
EIPA
Readiness
HW: 83%
HW: 77%
FN: 83%
7.
Professional
Readiness
FN:
76%
9 Scenario
papers:
93%
8.
Professional
Ability
MT &FN:
66%
Portfolio:
89%
Presentation: 81%
9.
Linguistic
Development
MT:85%
FN:78%
10.
Ethics- Decision
Making
HW:81%
QZ: 95%
Average Grade
92% A-
HW:74%
3 LABS:100%
1 LAB: 100%
Rubric: 85%
Hours:100%
Log/journal:
89%
FN: 84%
DVD
portfolio
2 LABS:
90%
QZ: 92%
FN: 76%
89% B+
85% B
88% B+
80% B-
9 Scenario
Papers:
93%
90% A-
90% A-
ASL classes: I-V, Fingerspelling and Numbers, Perspectives in Deafness to be completed by ASL Instructor
HW: 82%
88% B+
IV. Analysis of assessment results:
Analysis of the assessments show the need for more continuity of instructor’s grading of the videos
students create when interpreting from spoken English text into ASL and vice versa. These videos are done as
assignments, labs and midterm and final tests. The analysis has also shown the points given for the content of
the Deaf Awareness papers and the points given for written English skills should be recorded separately to be
able to document both learning outcomes separately. A new grading sheet was created for all interpreting
classes making the expectations of the requirements more clear.
V. Program changes made to program since 2009- present based on assessment results:
1. During fall semester of 2010 the class formally known as Interpreting V (ITP410) was changed from a
lecture based class about the business and ethics of interpreting to a hands-on skills enhancing class. This class
seemed to be very similar to Practical and Ethical Applications of Interpreting (ITP210). The writing intensive
component of ITP410 was transferred to ITP210. The Academic Program committee approved this change.
The ITP director asked to add two new courses to the program: Intensive Interpreting Practice and ASL V. With
the change to Interpreting V becoming an experience class instead of a lecture class and the addition of
Intensive Interpreting Practice (ITP420) the interpreting skills building courses went from four courses to six.
The addition of ASL V has aligned QU’s program with Gallaudet University’s program. This has increased the
opportunity for students to be able to pass a state certification test such as the Board Evaluation of Interpreters
(BEI), the National Interpreters Certificate (NIC) or the Educational Interpreters Performance Assessment
(EIPA) in order to become a certified professional interpreter.
2. During spring 2011 Interpreting I was moved from a fall semester course to a spring semester course. The
course now follows Introduction to Interpreting taken in the fall of freshman year. This has helped the students
understand the syntax and grammar differences between English and ASL and give them a better foundation of
the ASL language. This change has given them a continual flow of interpreting classes.
3. During fall of 2011 Deaf Culture and History (ITP202) was taught by a hearing teacher because a Deaf
teacher was unavailable. However, Deaf guest speakers were invited into class as well as other professionals
who work with the Deaf community. The course is not designed to test the students’ ability to comprehend ASL
rather the testing is over Deaf history and the culture. The course is labeled a Global course so many students
who take the course are not ASL minors or ITP majors. We have generated more interest in this course due to
the ITP students being seen interpreting on campus and the events we have had on campus through the ITP
club: Quincy University Student Interpreters Association (QUSIA).
4. Fall 2012 a Deaf instructor was hired and taught all ASL classes and Deaf Culture both semesters. This
enhanced the students’ exposure to the Deaf culture and community. Enrollment has increased and students’
response was good. In Deaf Culture some non-majoring students are somewhat frustrated with having a Deaf
teacher. Two Practicum students and the ITP instructor interpreted from ASL to spoken English during the
class. This gave ITP students as well as non-majoring students a valuable experience into the Deaf culture.
There were a few mistakes made in interpreting but they were corrected by the ITP instructor and gave
everyone a learning opportunity.
5. ASL V (ASL400) has been added as a required course for all ITP majors. This is an advanced class that will
help the students become a more native like speaker. This increases the ASL classes in the program from six
sign language classes to seven. Fall 2011 was the first time ASL V was offered.
6. Fall 2012: ASL V was offered. Instructor used two new books but feels may need to find more sources. ITP
instructor has recommended more assignments and assessments be developed to aid in NIC readiness.
7. The ASL/ITP lab was updated with two new computers with DVD burners. However, the old cameras
remained on the computers. This enabled students to create videos and email them to instructor. Also a DVD
portfolio of their best interpreting work can be made. The 8mm video cameras are no longer used.
8. Spring 2012: New cameras were installed on the new computers in order to enhance the students’ portfolio
DVDs. Because of the increase in enrollment installation of an additional camera occurred fall of 2013.
Students now use google drive to email videos of their interpreting work to instructor.
9. Field experience for Professional Experience students has been created by the ITP instructor such as mock
counseling sessions with QU Master’s students were conducted giving counseling students experience using
interpreters as well as interpreting students gaining experience in the counseling setting. Mock interviews were
interpreted with Kristen Leisen with the ITP instructor acting as the Deaf interviewee and the practicum student
interpreting. Students attended interpreting jobs with the instructor to gain field experience such as physical
therapy appointments, dietitians, tax preparation, in-home health care, funerals, and college courses.
10. During fall 2012 the mock counseling sessions were conducted with a Deaf community member instead of
ITP instructor acting as Deaf counselee.
11. Each semester the ITP instructor has taken students to interpreting workshops and conferences in St. Louis,
MO and in Jacksonville, Bloomington and Springfield, IL. This helped expose the students to other
interpreters, students and Deaf community members. Some of these have been one day or some others have
been one night overnight.
12. Spring 2013: Students and instructor attended a workshop in St Louis and then went to the Fox Theater to
see the interpreters at the performance of “War Horse”. During fall 2013 ITP instructor took students to an
overnight ASL performance and interpreting workshop in St. Louis. Spring of 2014 students observed Deaf
students at the Il School for the Deaf in Jacksonville, IL and students interpreted the “National Anthem” at the
opening weekend at the St Louis Cardinals Baseball game.
13. Since fall 2009, Deaf community members have been invited on campus in the classroom and for parties or
social events. Events such as four Student Mixers, 2 Christmas parties, three St Pat’s parties, four Deaf
Awareness Days, Sign-it Saturday, and six ASL movie nights have been held on campus. Students and
instructors have attended Deaf Club and Silent Suppers with the Deaf community off campus as well twice
every month. This has enabled students to learn from native speakers and to practice their skills with them.
This has created a bond between the Deaf community and QU.
14. Fall 2012 and Spring 2013: Parties etc. continued but with a dramatic increase in attendance. Fall 2012:
Deaf Awareness Week was created with several events held. The mayor of Quincy, John Spring, and President
Gervasi awarded a proclamation to QU for Deaf Awareness Day on September 26, 2012. WGEM and the
Quincy Herald Whig interviewed QU students and faculty and did stories on the event. Students and Deaf
community members went to Hannibal to tour the Mark Twain Home and Cave. Practicum students interpreted
this. A lecture was presented by Dr. Cindy Lovell and was interpreted by the ITP instructor. The ASL
instructor, Paul Kiel, was interviewed on the morning show on KHQA and was interpreted by Jane Meirose.
15. Fall 2013: More Deaf events were added. The 4th annual Deaf Awareness Week was held in September.
A silent day was again observed and was covered by the media. Paul Kiel was again interviewed live on the
morning show but this year a practicum student interpreted for him on the air live. Media covered the silent
lunch held on campus with Mayor Kyle Moore attending and Dr. Gervasi. A banner was unveiled to be hung in
the cafeteria alongside the other on campus organizations. Money was raised by the students of the program’s
club: QUSIA- Quincy University Student Interpreters Association. Practicum students interpreted tours of two
historic homes here in Quincy while other ITP students and Deaf culture students observed with the Deaf
community in attendance. A picnic followed the tours. Students also attended Deaf Awareness day at the
Cardinals baseball game in St. Louis that week.
16. Spring 2014: We held “ASL @ the Hangout” events twice a month. We invited 1-3 Deaf community
members to eat and socialize with students at the Hawks Hangout. Students paid for the Deaf guest.
17. Spring 2014: We held an event called “A Silent Night” through applying for the Late Night Programming
grant. This event started at 8pm and ended at 2am. It was well attended by students and the Deaf community
with over 40 people. Students want to hold this event annually in the future.
18. Students and the ITP instructor have interpreted QU productions of “Canticle”, ”To Kill a Mockingbird”,
“Peter Pan”, The Madrigal Dinner, “Camelot” “POE Nevermore”, “The Secret Garden”, “A President under my
Pillow”, and “A Christmas Carol”(interpreted with characters on stage). This includes many hours of practice
with students and theater rehearsals. These opportunities have been invaluable for students.
19. Summer 2012: “Oklahoma!” was interpreted by one practicum student and Jane Meirose at the Quincy
Community Theater. Fall 2013: “Wizard of Oz” was interpreted by Jane Meirose while practicum students
observed and summer of 2014 students and Jane Meirose will interpret “Les Miserables”.
20. Beginning spring 2010, students have been interpreting the National Anthem at QU sporting events. This
has been a good learning experience for the students as well as provides a service to the Deaf fans in the
audience at QU basketball games. Other events are interpreted by students such as the rededication of
Centennial Hall and Town and Gown lectures. All of the Discovery Days for perspective students are
interpreted by practicum students giving them great experience while displaying the program.
21. Fall 2012 and fall 2013: Students performed the National Anthem at the Homecoming football game. The
interpreted rendition we have created requires three students to sign which is hard to schedule. Instructor will
teach individual rendition so that one student can perform at more games.
22. Spring 2010: The ITP instructor and students along with three QU communication students created a
promotional DVD about the ASL/ITP program. The DVD is filmed in ASL and has no voicing but is subtitled
in order to promote Deaf awareness. The DVD shows sign language interpreters in a variety of job settings and
explains the laws that are in place in order to become an interpreter. The ITP instructor has mailed the DVD to
prospective students and has given a DVD to each Admissions counselor to show to prospective students. It is
also shown on a laptop computer on the ASL/ITP table during Discovery Days. This infomercial is now
outdated and in need of revision.
23. A website has been created for the ASL/ITP department: quasl.wordpress.com. The website has an events
calendar and pictures of past events. Announcements are posted on the site. The promotional DVD has been
added to the site through youtube. The ITP instructor has referred perspective students to the site. However, the
site is cumbersome to maintain so a facebook page has been created for the department and the QUSIA club.
VI. Program Aspirations for 2014/2015
1. Plans are being made with law professors to interpret for Mock Trial events.
2.
3.
4.
5.
ITP instructor will work with the masters of communications department to create a new promotional DVD.
A banner with the mission of the ITP will be made and hung in the ASL lab.
Deaf Awareness week is being planned for a trip to Springfield, IL to students to interpret at Lincoln sites.
Adjunct ASL instructor will teach an adult education class at John Wood Community College hoping to
create interest in QU’s program.
6. Cardinals representative invited us back to interpret “National Anthem” opening game spring 2015
VII. Possible changes in assessment methods for the future:
A new rubric was created for video assignments and tests. An answer key for each video will be made
for each video in order to achieve more continuity for grading.
VIII. Other pertinent information:
1. ITP Enrollment:
This is not a complete list of classes. This list shows entry level classes and final practicum class.
Fall 09
Fall 10
Fall 11
Fall 12
Fall 13
Fall 14
Intro to Interpreting
3
9
6
7
16
12
ASL 1
7
14
17
13
17
13
Deaf Culture
3
3
14
Professional Experience
Spring 10
4
Spring 12
4
11
20
Spring 13 Spring 14
16
20
Spring 13
2
19
Fall 13
1
2. Student Job Placement
2010: Three students graduated. All three had jobs before graduation. Two students were hired as educational
interpreters in school districts in Missouri and in Quincy. The other student was hired at an interpreting agency
in Virginia. One student has earned her Missouri Certification and has passed the written portion of the National
Interpreter Certification (NIC). 2013: This student is now going to Purdue for a Master’s Degree in Audiology.
2011: No students graduated from the program. A student could have graduated but decided to add a fifth year.
2012: Four students graduated. Two students had jobs by the end of June as educational interpreters in school
districts in Peoria, IL and Ottumwa, IA. These two students have obtained their Provisional Licenses for the
state they will be working in and therefore have four years to pass the Educational Interpreters Performance
Assessment (EIPA). 2013: One of these students has passed the EIPA with a score of 3.3. One student has
taken and passed the written portion of the BEI.
2013: Two students graduated. They both have obtained a temporary interpreter’s license in Iowa. Both
students shared an interpreting position at a school in Iowa during November and December 2012. One of these
students was offered the position full time for spring semester. This student is now employed at the school for
the 2013/2014 school year. She is teaching ASL to children at the Kroc Center for the summer. The other
student is interpreting 2 summer college classes at a community college in Iowa and is a camp counselor for
two weeks at a camp for Deaf kids. She has been offered a full time interpreting position at an interpreting
agency in Iowa to interpret at the community college. Fall 2013: This student was hired full time at a school in
Missouri. Both students passed their EIPA above a 3.0.
2014: One student graduated and was offered a position with Quincy Public Schools. Another former QU
student who was mentored by the ITP instructor was offered a position in Macomb Schools.