Deaf Community Service Learning I

Curriculum Guideline

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Course
INTR 2130
Discontinued
No
Course Code
INTR 2130
Descriptive
Deaf Community Service Learning I
Department
Sign Language Interpretation
Faculty
Applied Community Studies
Credits
2.50
Start Date
End Term
Not Specified
PLAR
Yes
Semester Length
15 Weeks
Max Class Size
18
Contact Hours

Lecture: 1 hour per week

Seminar: 1 hour per week

Field experience: 1 hour per week

Method(s) Of Instruction
Lecture
Seminar
Field Experience
Learning Activities
  • lecture/seminar
  • field work
  • small group work
  • guest speakers
  • course readings/video
Course Description
This course is the first of two courses designed to strengthen the interpreting student's ability to adapt to linguistic and cultural diversity within the Deaf community and to appropriately engage in the cultural norms of the Deaf community. Service learning provides authentic immersive experiences in a way not possible in the classroom. Through collaboration and volunteer service, students will participate in activities designed and led by Deaf community members. Guided by a Deaf instructor, students will participate in classroom seminars to reflect on their learning. The language of instruction will be ASL.
Course Content

Service Learning:

  • Experiential Learning Theory
  • Popular Education

Networking in the Deaf Community:

  • Culturally appropriate communication
  • Power, privilege and oppression working within marginalized populations
  • Reciprocity – what it looks like and how to participate
  • Collaborating with peers

Reflective Learning:

  • Journaling
  • Goal setting for ongoing growth and development
  • Personal values and impact on professional interpersonal relationships
  • Personal biases – identifying them and what to do about them
  • Sharing in reflective discussions with peers, in ASL
Learning Outcomes

Upon successful completion of this course, the student will be able to:

  • Define Experiential Learning Theory
  • Identify the mutual benefits of service learning to students and community members
  • Recognize the value of Popular Education learning principles  
  • Recognize the importance of reciprocity working within a marginalized community
  • Establish and maintain appropriate professional boundaries
  • Exhibit strong communication skills in both ASL and English
  • Maintain cohesive working relationships while using ASL and English with a variety of language users     
  • Identify and reflect on own biases
  • Use ASL to engage in seminar discussions about community learning experiences
Means of Assessment

Assessment will be in accordance with the Douglas College Evaluation Policy. Evaluation will be based on a combination of individual and group work, and at the instructor’s discretion may include community projects, presentations, written assignments, papers, quizzes and/or exams. 

A typical distribution of graded assignments follows:

  • Field Research Group Project, Summary: 15%
  • Field Research Group Project, Presentation: 15%
  • Service Learning Log: 10%
  • Written Reflections: 20%
  • Reflections in ASL: 20%
  • Professional Accountability: 20%

This is a letter graded course.

Textbook Materials

A list of required and optional textbooks and materials is provided for students at the beginning of each semester.