2015-2016 asli student handbook
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UNIVERSITY of HOUSTON
DEPARTMENT of COMMUNICATION
SCIENCES and DISORDERS
American Sign Language Interpreting
UNDERGRADUATE PROGRAM STUDENT HANDBOOK
2015-2016
University of Houston
American Sign Language Interpreting Program
Charles F. McElhinney Building
713-743-4140
1
Dear Undergraduate Student:
Welcome to the American Sign Language Interpreting Program at the University of Houston. The
faculty and staff are proud of our department and we are delighted that you have chosen to study
with us. The American Sign Language Interpreting (ASLI) program is designed to prepare
undergraduates to be fluent in American Sign Language and to develop the skill and knowledge
base needed to gain entry-level certification as a professional interpreter.
Interpreters facilitate communication between Deaf and Hearing individuals in a vast array of
settings such as: K-12 classrooms, post-secondary institutions, governmental agencies, public sector
venues, courtrooms, medical venues, public service meetings, media outlets and video relay
services (VRS telephone calls). The goal of the program is for graduates to be qualified to pass the
entry-level Board of Evaluation of Interpreters (state) certification exam and/or earn a 3.0 or higher
on the Educational Interpreter Performance Assessment (EIPA) so as to gain employment in a
growing field of high demand.
The purpose of this handbook is to provide information about the department and the requirements
for your program. It includes essential information that you will need during your course of study,
and it is important that you review these materials carefully, including the appendices. This
handbook will be augmented by other information from the program advisor and the catalogue of
the University of Houston, which can be found at http://www.uh.edu/academics/catalog/. It is your
responsibility to know the procedures for this program and university policies, and the faculty will
make every effort to work with you to ensure your success. We are looking forward to guiding you
in your academic and professional development.
Sincerely,
Lynn M. Maher, PhD
Professor and Chair
Department of Communication Sciences and Disorders
2
Dear Students,
As the ASLI Program Coordinator, let me extend to you a heartfelt welcome to the University of
Houston. This program is historic as it is the first (and, as of publication today, the only) four-year
Bachelor’s degree in Texas with a major in ASL Interpreting. Each course being offered is
designed to provide you with a well-rounded and academic view of the profession of sign language
interpreting.
Significant attention to detail has been paid to the curriculum of each course and, by so doing, it
must be stated that the course work-load is intensely demanding. This program is not simply an
extension of the two-year programs that exist in the field; it demonstrates a paradigm shift about the
way interpreting professionals approach their work and consumers. Be prepared to be challenged
and pushed academically and professionally to reach your utmost potential. It is recommended that
you set aside a substantial amount of time each week for coursework and community service for
you to obtain the most benefit from the program and faculty.
I endorse the ―open-door‖ policy so should you feel the need to discuss program issues or if you
have any concerns, feel free to communicate with me when needed. When you have specific
questions about adding/dropping courses, course sequence, etc. please consult this handbook and
contact your Undergraduate Advisor, Ms. Marla Moreno-Jordan.
It is my hope that, after you graduate and enter the workforce, you will look back on your academic
career in the ASLI program and feel a sense of accomplishment and value for the years you invested
here. I look forward to getting to know each of you individually and as a cohort as you progress
thru the program.
Sincerely,
Sharon Grigsby Hill, MBA
DARS BEI Master Level
ASL Interpreting Program Coordinator
3
TABLE OF CONTENTS
ASLI Mission Statement and Program Goals -------------------------------------------------------
5
Attributes of Successful Students----------------------------------------------------------------------- 6
Faculty and Staff----------------------------------------------------------------------------------------
7
Academic Advising--------------------------------------------------------------------------------------
8
Complaint Policy----------------------------------------------------------------------------------------
8
Special Needs-------------------------------------------------------------------------------------------
8
Undergraduate Program Overview------------------------------------------------------------------
9-12
Minor Requirements-----------------------------------------------------------------------------------
13
Change of Major or Minor----------------------------------------------------------------------------
13
Grades----------------------------------------------------------------------------------------------------
14
Academic Notice, Probation and Suspension-------------------------------------------------------
15
Readmission from Suspension------------------------------------------------------------------------
16
Family Education Rights and Privacy Act (FERPA) ---------------------------------------------
16
Tips for a Successful College Experience----------------------------------------------------------
17-18
UH Undergraduate Academic Advisors List------------------------------------------------------
19
General Sequence of ASLI Courses - 4 year plan------------------------------------------------
20
Course Descriptions----------------------------------------------------------------------------------
21-22
Notice to Returning Students------------------------------------------------------------------------
23
Transfer Students--------------------------------------------------------------------------------------
24
Dropping Courses-------------------------------------------------------------------------------------
25
Graduation---------------------------------------------------------------------------------------------
26
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Appendices:
Appendix A: Academic Dishonesty-----------------------------------------------------------------
27
Appendix B: Grievance Policy----------------------------------------------------------------------
28-29
Appendix C: Financial Aid---------------------------------------------------------------------------
30-31
Appendix D: Emergency Procedures----------------------------------------------------------------
32
Appendix E: UH Resources---------------------------------------------------------------------------
33-34
Appendix F: NAD-RID Code of Professional Conduct ------------------------------------------
35-38
Appendix G: ASLI Majors – Community Involvement-------------------------------------------
Appendix H: Use of Social Media Policy----------------------------------------------------------
Appendix I: Professional Dress Code-------------------------------------------------------------
Appendix J: Service Learning – Internship-------------------------------------------------------
Undergraduate Checklists---------------------------------------------------------------------------
39
40-41
42
43
44-45
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ASLI MISSION STATEMENT
The mission of the American Sign Language Interpreting program at the University of Houston is to
ensure that students develop the requisite linguistic, interpersonal, and professional skills needed so
as to transition into the role of a professionally certified sign language interpreter. The role of an
interpreter is complex, requiring that new entrants have a well-rounded academic base in order to
succeed in the profession.
PROGRAM GOALS
Goal 1: Teaching
The educational thrust of our mission is to provide 1) high-quality instruction by proficient ASL
users in all levels of ASL courses, 2) models of professionalism to assist students in developing the
non-tangible soft skills needed to work in this social service profession, and 3) to thoroughly
develop and expand upon the interpreting process(es) used by professionals as they approach their
work.
Our goal is to recruit and retain well-rounded, liberally educated individuals from a variety of
backgrounds. They will be educated to be: 1) knowledgeable about culturally diverse topics and
issues, 2) critical thinkers, and 3) linguistically competent in ASL, written English and spoken
English.
Goal 2: Service
The goal of the service component is to develop a strong professional and community relationship
with members of the Deaf community throughout the Houston and Texas area. This is done by
requiring students to attend and volunteer throughout the surrounding community with agencies that
service the Deaf and hard-of-hearing population.
The service component of the program serves two purposes – 1) it provides students with a real-life
exposure into the community that the classroom cannot provide, and 2) it allows students an
opportunity to establish a professional reputation and rapport with the Deaf and hard-of-hearing
community prior to certification.
Goal 3: Performance
Performance is an essential component of the program. Students will be expected to complete a
performance piece as part of their exit interview in the final course taken in the program. Failure to
pass this component of the program results in failure for the course and mandates that the course be
re-taken. Interpreting is a performance-based skill and, as such, it is crucial that students
demonstrate their proficiency in interpreting between ASL and English prior to graduation. This
also prepares students for the performance portion of certification exams.
(Draft status - Pending department approval)
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ATTRIBUTES OF SUCCESSFUL STUDENTS
Students that have been successful in this profession possess the following requisite abilities:
The ability to display typical hearing, vision and speech capabilities, manual dexterity, limb,
face and head movements, dual limb coordination, and physical stamina);
The ability to maintain and display the following cognitive skills: critical thinking,
selective attention, auditory and visual attention, mental stamina, short-term memory
retrieval, information ordering, deduction of pattern inference, and fluent delivery of
message details;
Cultural and linguistic knowledge (knowledge and mastery of both spoken and written
English, knowledge and fluency in American Sign Language, knowledge and fluency in
Pidgin Sign English (PSE), understanding of norms and values of both the English-speaking
community and the Deaf community); and
Professional attributes (such as social perceptiveness, independence, interpersonal skills,
adaptability in the workplace, emotional control and stability, problem-solving, conflict
resolution, time management, ethical behavior).
For more information, see the Texas Department of Rehabilitative Services – Deaf and Hard of
Hearing Services (DARS-DHHS) Chapter 1.3 – Essential Functions of a BEI Certified Interpreter
found at http://www.dars.state.tx.us/dhhs/bei/ch1.htm#1.3.1.
Further information may also be obtained from the Registry of Interpreters for the Deaf – Standard
Practice Paper ―Professional Sign Language Interpreting‖ found at
http://www.rid.org/UserFiles/File/pdfs/Standard_Practice_Papers/Drafts_June_2006/Professional_S
ign_Language_Interpreter_SPP(1).pdf.
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FACULTY AND STAFF
Lynn M. Maher, Ph.D. CCC-SLP. Professor and Department Chair. Dr. Lynn M. Maher is Professor and
Chair of the Department of Communication Sciences and Disorders at the University of Houston in Houston,
TX. Dr. Maher has faculty appointments at Baylor College of Medicine, Rice University and the University
of Oslow, Norway. She is a Research Health Science Specialist at the Michael E. DeBakey VA Medical
Center, Houston and an Investigator in the VA Brain Rehabilitation Research Center of Excellence in
Gainesville, FL. Her research interests, funded by the NIH and the VA Rehab R & D, are in the
understanding and rehabilitation of aphasia and related disorders.
Sharon G. Hill, MBA, DARS-BEI Master Level. Instructional Assistant Professor and Program
Coordinator. Sharon Grigsby Hill is currently the Program Coordinator at the University of Houston in ASL
Interpreting Program. She has been a freelance sign language interpreter for 19 years and her specialty is
interpreting in high-stakes settings such as platform/lecture events, post-secondary education, mental health
facilities, and drug & alcohol rehabilitation. She graduated from Houston Community College's ITP, after
which she obtained a Bachelor's degree from UH-Victoria and an MBA from Texas Women's University.
Currently, she is pursuing a doctoral degree at Gallaudet University. She holds a Texas BEI IV and Master's
level certification and is serving as the Chair of Texas DARS BEI Advisory Board. Her areas of interest
include interpreting African-American Vernacular English into ASL and optimizing consumer feedback.
Terrell Brittain, MA. Instructional Assistant Professor. Terrell Brittain received his Master’s degree
program in Deaf Studies & Deaf Education at Lamar University. He is an accomplished teacher at both the
secondary and higher education levels. His expertise is in American Sign Language and Deaf Culture. Terrell
began teaching at UH as an adjunct before transitioning into his role as Assistant Professor. His focus is
enhancing the ASL curriculum so that students can learn the complicated task of communicating in a visual
modality. His area of interest is exploring the nuances of Deaf culture and continuing education training in
ASL.
Scot Pott, MA. Clinical Instructor. Scot Pott received a Master’s degree in Public Health at the University
of Texas – Health Science Center in Houston, Texas. He obtained his Bachelor’s degree from Gallaudet
University. He is an experienced professor, having taught at community colleges, public schools and
universities since 1993. His proficiency with American Sign Language has earned him an SLPI rating of
Superior Plus and his skills have been used by the State of Michigan to the determine sign language
proficiency of others who register to take the SLPI. His focus will be to promote diversity thru community
partnerships and outreach community events. His area of interest is ASL Linguistics
Merrilee R. Gietz, Ed. D. Instructional Assistant Professor. Dr. Merrilee ―Mizzy‖ Gietz was raised and
educated in Alberta, Canada. She has been teaching students in ASL interpreting programs in post-
secondary education for more than 16 years. She presents at the national and state level on ASL and
interpreting topics such as ASL haikus and ASL depictions. Dr. Gietz earned her Ed.D degree in Deaf
Studies and Deaf Education, 2013 at Lamar University in Beaumont, TX. She also has an M.S. degree in
Deaf Education, with specialization in ASL (2003) from McDaniel College in Westminster, MD and a B.A.
in History (1996) from Gallaudet University in Washington, D.C. Through ongoing teaching and research,
she strives to stay current with the latest developments in interpreting, literature, and linguistics in ASL.
Marla Moreno-Jordan, BS. Undergraduate Academic Advisor for Communication Sciences and Disorders
and American Sign Language Interpreting. Marla received her BS in Psychology from University of
Houston Clear Lake with a particular interest in adult learning styles.
2015-2016 Adjunct Faculty:
Robyn Brittain, MA, Adjunct Faculty.
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ACADEMIC ADVISING
Ms. Marla Moreno-Jordan is the undergraduate advisor. Students must attend an advising meeting
at the beginning of his or her ASLI program. Throughout the undergraduate program, additional
advising meetings are needed to declare a major, file a degree plan and prepare for graduation. It is
the students’ obligation to make appointments for individual advising sessions with Ms. Moreno-
Jordan as necessary.
She is located in the CRS building, room 123 and can be contacted by e-mail at
[email protected] or by phone at (713) 743-2764. We recommend that you schedule at
least one individual advising session per semester.
COMPLAINT POLICY
Complainants are expected to file complaints at the appropriate level so that all due process
procedures may be followed.
Students should take issues regarding grades and class policies to the course
instructor/clinical supervisor first. It is always important to begin with the ―offending
person‖ so that she or he can have the opportunity to rectify the situation or to provide an
explanation or rationale. If the student is not satisfied after meeting with the instructor, the
student may appeal to the Department Chair. If the issue continues to be unresolved, the
student may file a formal grievance with the department. The details of the formal grievance
process for the Department of Communication Sciences and Disorders can be found in
appendix B of this handbook. If the student is not satisfied with the outcome of the
grievance process, the student may file a formal grievance with the Dean of the College of
Liberal Arts and Social Sciences (CLASS). Information on the CLASS formal grievance
policy can be found on the CLASS website: http://www.uh.edu/class/students/graduate/academics-planning/policies-procedures/index.php
The Dean and the Provost are final levels of appeal at the University.
Other non-grade related complaints or suggestions should be directed to the Chair of ComD.
There is also a suggestion box in the ComD computer lab for anonymous complaints or
suggestions.
SPECIAL NEEDS
If you are a person with a disability and you need accommodations to perform successfully in the
program, you are required to contact the Center for Students with DisABILITIES, (713) 743-5400.
The Center will evaluate each student and identify his or her needs. Appropriate paperwork related
to accommodations must be given to each instructor at the beginning of each semester for which
you are requesting accommodations. Accommodations are negotiated between the person making
the request, the instructor and the Center for Students with DisABILITIES.
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UNDERGRADUATE PROGRAM
DEPARTMENT of COMMUNICATION SCIENCES and DISORDERS
UNIVERSITY of HOUSTON
Please note: To obtain a bachelor’s degree in American Sign Language Interpreting, the
following requirements must be met in addition to university core requirements and the
requirements of the College of Liberal Arts and Social Sciences.
You must file a degree plan once the following requirements have been completed:
Accepted into the ASLI major
Must obtain Junior Status
a. all ASLI Core courses must have a grade of C or better
b. only two ASLI courses may be repeated throughout your undergraduate career
c. any grade below a C must be resolved before continuing with your program
60 credit hours must be completed with a cumulative GPA of not less than 2.00 and a major
GPA of no less than 3.00
University Core requirements must be complete as follows
a. 6 credits core Communications
b. 3 credits core Math (Math 1310)
c. 3 credits core Math/Reasoning
d. 3 credits core Writing in the Disciplines
e. 6 credits core Life and Physical Sciences
f. 3 credits core Language, Philosophy and Culture
g. 6 credits core U.S. History
h. 3 credits core Creative Arts
i. 6 credits core Government/Political Science
j. 3 credits core Social Science
Once majors have completed the above requirements, a degree plan must be filed with Ms.
Marla Moreno-Jordan. She can be reached by phone at (713) 743-2764 or by email at
Because each student is considered unique, each person’s program may be slightly different. The
courses that each person takes are considered on a case-by case basis. Nonetheless, all students are
obligated to complete all courses on his or her degree plan.
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CURRICULUM
The following 43 credits constitute the required courses for the major in ASLI: ASLI 2301, 2302,
2333, 2335, 3330, 3333, 3334, 3360, 4335, 4346, 4368, 4397, 4489 and COMD 3301.
The sequence of courses is very important. Your graduation may be delayed if you do not
register as planned. Contact the undergraduate advisor, Marla Moreno-Jordan immediately
if you cannot register for a required course and/or before you drop a required course. Mrs.
Moreno-Jordan can be reached at [email protected] or (713)743-2764.
1. All ASLI courses must be completed with a grade of C or better. This includes the
Writing in the Disciplines course.
(a) A student may earn no more than two grades below a C in all ASLI courses. If a
grade below a C is received then the course must be repeated and completed with
a grade of C or better. This may delay graduation up to one full year.
(b) Enrollment in major courses will not be permitted after a third grade below a C
is earned.
(c) Only two courses can be repeated ONCE to resolve a grade below a C. If a third
grade below a C is obtained, you will be asked to find a more suitable major.
(d) Grades below C in a prerequisite course must be resolved before enrollment in
subsequent courses.
2. Acceptance into the ASLI major will only occur upon successful completion of:
(a) ASLI 2301 with a grade of C or better;
(b) Declaration of ASLI major through a general petition;
(c) Submission of completed application with Statement of interest and transcripts as
required; (20 points)
(d) A 3 minute video sample of his/her ability to produce American Sign Language
e-mailed to the ASLI Admissions Committee at [email protected] (20 points);
(e) Two signed letters of recommendation - one from an instructor/professor and one
from a personal reference (10 points);
(f) Screening Interview (40 points).
3. All majors must demonstrate Language Proficiency prior to ASLI 4489.
4. Admission tests may only be repeated once the following semester.
11
5. Service Learning & Fieldwork, ASLI 4489, is a required class and is one of the final
courses taken as part of the ASLI sequence. This course affords students a practical
experience in ASL interpreting with the supervision of a certified interpreter. There is
no substitute for this course. The following eligibility requirements are strictly
enforced.
(1) Only those with senior status should consider enrollment in ASLI 4489.
(2) You must have a degree plan filed and approved.
(3) You must have a GPA of 2.00 in the major. This includes grades for all major
courses taken. If a course has been repeated, both grades enter into the calculation.
(4) You may not have an unresolved grade below C in a prerequisite ASLI or major
course. The prerequisite courses are ASLI major, completion of all ASLI courses
with GPA of 2.0, and permission of the instructor.
6. Students are required to satisfy one of the following courses to meet ASLI’s Writing in
the Disciplines requirement with a grade of B- or better:
PSYC 2344: Cultural Psychology
SOC 2310: Social Problems
SOC 2325: American Minority Peoples
SOC 3330: Introduction to Social Psychology
7. A satisfactory rate of progress toward the degree is required throughout a student's
enrollment. A minimum grade point average (GPA) of 2.00 (C) for all ASLI courses
attempted is required for continuation in the program. Failure to maintain a 2.00 GPA
may result in a warning. If student is unable to improve GPA in a specified time period,
removal from the program is possible.
8. Prior to enrollment in a class any prerequisites must be completed successfully (grade of
C or better). If a student enrolls in a class for which they are not eligible they will be
dropped. Neither the department nor the university will be responsible for any tuition
refunds.
9. Students whose latest ASL class was over 12 months prior must be evaluated for
placement in the appropriate ASL level.
10. Courses in the major that are seven or more years old may not count toward a degree,
whether taken at the University of Houston or transferred to the University of Houston,
unless successfully petitioned.
12
11. A minimum of twelve hours of advanced ASLI courses must be taken in residence at the
University of Houston.
12. First day of class: Contact your professor if you are unable to attend the first day of
class. If you are not present the first day of class, you may be dropped from the course.
13
MINOR VS. DOUBLE MAJOR REQUIREMENTS
Students wishing to graduate from the University Of Houston must fulfill either a minor or double
major requirements.
Minor A minor is a secondary field of study that can be used to broaden students’ knowledge base
supporting their major and/or to expand job prospects and/or to study an area unrelated to their
major, but holds their interest. At the University of Houston, a minor can be declared in any of our
12 colleges and does not have to be housed in the same college as the students major. Please see
http://www.uh.edu/academics/majors-minors/minors/ for the complete list of minors offered at the
University Of Houston. Students must make an appointment to speak with the academic advisor in
the minor department to officially declare their minor.
Double Major Students may earn a baccalaureate degree with two majors (double major). Students pursuing a
double major must identify one of the two majors as the primary major. Doing so establishes an
academic home of record. Students pursuing a double major should apply for one degree plan for
both majors to the dean of the college or departmental academic advisor of their primary major no
later than the beginning of their junior year. The college of the student's primary major will issue
the university diploma. When selecting a second major be sure to choose one from the same college
as your primary major. Please refer to the University Catalog for full details.
http://www.uh.edu/academics/catalog/
CHANGE OF MAJOR OR MINOR
Students who wish to change their major or minor must have at least a minimum 2.00 cumulative
grade point average. This exempts students’ enrollment in their first semester because a grade point
average has not yet been established. Students with less than a 2.00 GPA are encouraged to obtain
academic advising from the department they wish to change to. However, they are not eligible to
change officially until they meet the required GPA.
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GRADES
Grade Changes Questions regarding grades in CLASS courses must be resolved within the semester following the
posting of the grade. Grade changes are approved only for correction of errors in computing the
grade, and a grade change form must be submitted no later than the close of the semester/summer
session following the posting of the grade.
Grades of I (Incomplete) must be resolved within one calendar year of the posting of the grade.
Students are required to meet with the course instructor to outline the actions necessary to complete
the course within the calendar year before the I grade can be assigned. Incomplete grades cannot be
resolved by re-registering for the course.
Grading System The grade point average is a numerical representation of a student’s overall academic achievement.
It is obtained by assigning point value to specific grades and multiplying those values by the
number of semester hours received in that course. The total number of grade points earned for one
semester or for all semester at the University Of Houston is divided by the total number of semester
hours. Grades of S, U, I and W are not assigned in the grade point average.
The grade point values are as follows:
A 4.00 C 2.00
B+ 3.33 D+ 1.33
B 3.00 D 1.00
B- 2.67 D- 0.67
C+ 2.33 F 0.00
Dean's List The Dean's List is compiled each semester by the colleges. To qualify for this recognition,
undergraduate students must earn a 3.50 minimum grade point average (the grade of S is not
counted) on nine or more semester hours completed during the semester (The Colleges of
Architecture, Engineering, Liberal Arts and Social Sciences, and Natural Sciences and Mathematics
require a 3.50 or better on a minimum of 12 semester hours). Students who earn a grade of I (except
in a senior honors thesis course), D, F, or U during the semester are excluded from consideration for
the Dean's List. Some colleges have additional requirements for the Dean's List. For information,
consult the catalog for the college of major or contact the office of the dean. The honors calculation
will include the last 66 hours taken at the University Of Houston. All students who wish to qualify
for honors must obtain 66 hours in residence.
3.25-3.49 Cum Laude
3.5-3.74 Magna Cum Laude
3.75-4.0 Summa Cum Laude
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ACADEMIC NOTICE, PROBATION, AND SUSPENSION
The standards below apply to all undergraduate and postbaccalaureate students enrolled.
Students who entered under a previous catalog will be held to these standards.
1. Freshman students who earn less than a 2.00 grade point average in the first semester of
enrollment at the University of Houston shall be placed on academic notice. All new
students are encouraged to take 15 hours or less in their first semester at this university.
Students on academic notice are not on academic probation and cannot be suspended.
Students on academic notice must be advised by the University Studies Division and
their major departments.
2. Students are placed on academic probation if their cumulative grade point average falls
below 2.00. Freshman and sophomore students on academic probation are urged to seek
advising in their major departments. They may also consult the advisors in the University
Studies Division.
3. Students on academic probation whose semester or summer session grade point average
is below 2.00 are placed on academic suspension at the close of that semester or summer
session.
a. The first academic suspension is for a period of at least one semester (fall or
spring or summer).
1. Students placed on academic suspension at the end of a fall semester are
not eligible to re-enroll until the following summer.
2. Students placed on academic suspension at the end of a spring semester
are not eligible to re-enroll until the following fall.
3. Students placed on academic suspension at the end of a summer session
are not eligible to re-enroll until the following spring.
b. The second academic suspension is for a period of at least 12 months.
c. After their third academic suspension, students are ineligible to enroll at the
University of Houston.
4. Students on academic probation whose cumulative grade point average is below 2.00 but
whose semester or summer session grade point average is 2.00 or higher will remain on
academic probation.
5. Students on academic probation will be removed from that status when their semester or
summer session grade point average is 2.00 or higher and their cumulative grade point
average is at or above 2.00.
Summer visiting students are not subject to academic probation or suspension while in that
status. If, however, they are later admitted as regular students, the grades that they earned in their
16
summer visiting status will be included in all subsequent calculations of their cumulative grade
point average at the university.
Without regard to these regulations, the dean of a college may place on academic
probation, retain on probation, or suspend any majors in that college whose academic
records are deficient. The dean also may remove from academic probation or academic
suspension any majors in the college whose academic progress warrants such action.
READMISSION FROM SUSPENSION
Any student suspended from the college for academic or disciplinary reasons is ineligible to
return during the designated period of suspension. After that specified period, students may
apply to the office of the dean for readmission after scheduling an appointment with their
academic advisor, who will make a recommendation regarding readmission to the dean. Students
should be advised that readmission is neither automatic nor guaranteed.
A student readmitted from academic suspension enters the semester on probation and must fulfill
the following requirements to avoid further academic action.
1. Enroll in no more than 12 semester hours of approved courses (six semester hours in a summer
session) during the semester of re-entry and each semester thereafter while on continued
academic probation.
2. Earn a minimum 2.00 grade point average during the semester of re-entry and each semester
thereafter while on continued academic probation.
3. Monitor progress of course work closely and properly drop any course if necessary.
Failure to attend the university during the semester of readmission cancels the readmission
approval. Students may reapply in any subsequent semester.
FERPA
The Family Education Rights and Privacy Act of 1974, commonly known as FERPA, is a federal
law that protects the privacy of student education records. Students have specific, protected rights
regarding the release of such records and FERPA requires that institutions adhere strictly to these
guidelines. FERPA restricts faculty and staff from the releasing student information to parents. This
information often surprises parents since they are paying college tuition. If you would like to allow
your parents access to your records refer to the following link: http://www.uh.edu/parents/resources/ferpa-explanation/index.php
17
TIPS FOR A SUCCESSFUL COLLEGE EXPERIENCE TIPS
Class participation can be a vital tool to becoming a successful college student. Being actively
engaged in a classroom can not only further the understanding of class material but also enforce
critical thinking. Below you will find helpful information that can enhance your college career.
Consult with your Academic Advisor at least once a semester.
Get to know your instructor and keep in mind that in order to see an instructor it is
best to make an appointment.
Be familiar with each class syllabus – it includes class policies, instructor contact
information, assignment due dates and outlines the course objectives.
Arrive to class on time and be sure to turn off all electronic devices as they may be a
distraction to students around you.
Get started on your coursework the first day of class.
Attend all class meetings.
Keep up with reading assignments. Often, reading assignments cover material not
reviewed during class time therefore it is your responsibility to read and know the
information.
If you miss a class, be sure to get notes from another student.
Do not be afraid to ask questions in class ‐ others often have the same question you
do.
Ask or seek help when needed.
Never assume you will automatically be dropped from a class because you stopped
attending – be sure to drop any courses before the drop day.
Be sure to dedicate enough time to study for each class. The majority of your work
will be done outside of class time. Students should plan to dedicate 2 – 3 hours of
studying outside of class for every hour in class.
Utilize campus resources.
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Arrive to class on time.
Review your notes before attending each class session.
Before registering for any UH courses, be sure to check class prerequisites.
Read the catalog, class schedule, and know your deadlines.
Be sure to keep PeopleSoft updated with the correct contact information.
Make sure you check your UH e‐mail account frequently. Important University
information is send to this account.
Keep copies of all documented paperwork you turn in to the University of Houston
(e.g. General Petitions and Signed Degree Plans).
Do not depend on satisfying degree requirements during summer semesters. Course
offerings are limited in the summer semesters.
19
UH CONTACT http://www.uh.edu/provost/stu/advisorlist.html
Gerald D. Hines College of Architecture
http://www.arch.uh.edu/
122 Gerald D. Hines College of Architecture bldg. 543
713·743·2400
C.T. Bauer College of Business
Undergraduate
262 Melcher Hall bldg. 528
713·743·4900
College of Education
www.coe.uh.edu
Undergraduate
Interdisciplinary Studies (ELEM)
112 Farish Hall bldg. 587
713·743·5046
Cullen College of Engineering
http://www.egr.uh.edu/
Engineering 421 D3 bldg. 581
713·743·4200
Undergraduate
Engineering (general) 713-743-4200
Biomedical Engineering 713·743·4400
Chemical and Biomolecular Engineering 713·743·4300
Civil and Environmental Engineering 713·743·4250
Electrical and Computer Engineering 713·743·4400
Industrial Engineering 713·743·4180
Mechanical Engineering 713·743·4500
Honors College
www.uh.edu/honors/
212 M.D. Anderson Library bldg. 509
713·743·9010
Conrad N. Hilton College of Hotel & Restaurant
Management
http://www.hrm.uh.edu/
Undergraduate
239 Conrad Hilton College bldg. 590
713·743·2492
UH Law Center
http://www.law.uh.edu/
30 Teaching Unit II
713·743·2182
College of Liberal Arts & Social Sciences
http://www.class.uh.edu/
315 Agnes Arnold bldg. 578
Academic Affairs Center (general) 713·743·4001
African American Studies 713·743·2811
Air Force Science 713·743·4932
Anthropology 713·743·3780
School of Art 713·743·3001
Jack J. Valenti School of Communication
713·743·2873
Communication Sciences and Disorders 713·743·2764
Economics 713·743·3800
English 713·743·3004
Hispanic Studies 713·743·3007
History 713·743·3083
Interdisciplinary Arts 713·743·3001
Mexican American Studies 713·743·3136
Military Science 713·743·3875
Modern and Classical Languages 713·743·8350
Music 713·743·3009
Naval Science 713·743·4825
Philosophy 713·743·3010
Political Science 713·743·3890
Psychology 713·743·8500
Religious Studies 713·743·3212
Sociology 713·743·3940
Theatre 713·743·3003
Visual Studies 713·743·3940
Women's Studies 713·743·3214
College of Natural Sciences & Mathematics
http://nsm.uh.edu/
120 Science Building bldg. 502
713·743·2626
College of Optometry
http://www.opt.uh.edu/
2171 J. Davis Armistead B bldg. 505
713·743·2040
College of Pharmacy
http://pharmacy.uh.edu/index.php
122 Science and Research Building 2 bldg. 551
713·743·1260
Graduate College of Social Work
http://www.sw.uh.edu/main/home.php
202 Social Work bldg. 549
713·743·3249
College of Technology
http://www.tech.uh.edu/
108 Technology Annex bldg. 503
713·743·4100
Undergraduate Scholars at UH
http://uscholars.uh.edu/
M.D. Anderson Memorial Library bldg. 509
832·842·2100
20
GENERAL SEQUENCE OF COMD COURSES – FOUR YEAR PLAN
F
resh
man
FALL 1 COURSE HOURS
ASLI 1301 Elementary American Sign Language I - Prerequisite 3
SPRING 1 COURSE HOURS
ASLI 1302 Elementary American Sign Language II – Prerequisite 3
COMD 3301 Deaf Culture 3
Sop
hom
ore
FALL 2 COURSE HOURS
ASLI 2301 Intermediate American Sign Language I 3
ASLI 2333 Introduction to American Sign Language Interpreting 3
SPRING 2 COURSE HOURS
ASLI 2302 Intermediate American Sign Language II 3
ASLI 2335 Multiculturalism and Diversity in ASL Interpreting 3
Ju
nio
r
FALL 3 COURSE HOURS
ASLI 3330 Consecutive Interpreting and Translation 3
ASLI 3360 Advanced American Sign Language 3
SPRING 3 COURSE HOURS
ASLI 3333 Interactive Interpreting 1 3
ASLI 4368 Linguistics of American Sign Language 3
Sen
ior
FALL 4 COURSE HOURS
ASLI 3334 Interactive Interpreting 2 3
ASLI 4346 Transliteration and Educational Settings 3
SPRING 4 COURSE HOURS
ASLI 4489 Service Learning in American Sign Language Interpreting 4
ASLI 4335 Advanced Interpreting Techniques and Skills 3
ASLI 4397 Special Topics (Senior Project) 3
Hours: To earn a degree, students must complete 120 hours (36 of those hours must be advance 3000+) and a
minimum 2.0 GPA.
o Repeat courses cannot count towards the total hours.
Residency Requirements: Last 30 hours of coursework towards a degree must be completed at UH.
21
Course Descriptions
Prerequisite Courses:
ASLI 1301: Elementary American Sign Language I (formerly COMD 1301)
Cr. 3. (3-0). Introduction to American Sign Language (ASL); understanding and expression of
frequently used signs, basic rules of grammar and non-manual aspects of ASL.
ASLI 1302: Elementary American Sign Language II (formerly COMD 1302)
Cr. 3. (3-0). Prerequisite: ASL I or equivalent. Continuation of Elementary ASL I (ASLI 1301);
understanding and expression of a broader lexicon of signs, advanced grammar and non-manual
aspects of ASL.
Required Courses:
ASLI 2301: Intermediate American Sign Language I Cr. 3. (3-0). Prerequisite: ASLI 1302 or equivalent. Expansion on Elementary ASL I and
Elementary ASL II (ASLI 1301 and ASLI 1302); understanding and expression of an expanded
lexicon including the use of classifiers and rules for categorization.
ASLI 2302: Intermediate American Sign Language II
Cr. 3. (3-0). Prerequisite: ASLI 2301 or equivalent. Continuation of Intermediate ASL I (ASLI
2301); understanding expression of a wide lexicon for story telling in ASL including the use of
classifiers and non-manual expression.
ASLI 2333: Introduction to the American Sign Language Interpreting Profession Cr. 3. (3-0). Prerequisites: ASLI 1302, placement testing into 2301 or permission of the instructor.
Overview of the field of American Sign Language Interpreting.
ASLI 2335: Multiculturalism and Diversity in ASL Interpreting
Cr. 3. (3-0). Prerequisite: ASLI 2301 or instructor approval. Analysis of cultural diversity and how
it impacts the work of interpreters, both linguistically and paralinguistically. Emphasis on
subcultures within the Deaf and hard-of-hearing communities.
ASLI 3330: Consecutive Interpreting and Translation
Cr. (3-0). Prerequisites: ASLI majors. Models of interpreting theory and the process of consecutive
interpreting will be explored. Intralingual ability will be emphasized. Cognitive processing skills
will be analyzed and practiced for translation skill development. (Concurrent enrollment in ASLI
3360 required unless instructor approval obtained.)
ASLI 3333: Interactive Interpreting I
Cr. (3-0). Prerequisites: ASLI majors and ASLI 3330. Theoretical strategies for interpreting
simultaneously between spoken English and American Sign Language will be introduced. Intensive
practice involving interlingual skills will be incorporated into course content.
22
ASLI 3334: Interactive Interpreting I
Cr. 3. (3-0). Prerequisites: ASLI majors and ASLI 3333. Enhanced techniques for interlingual skill
development for interpreting simultaneously between spoken English and American Sign Language.
ASLI 3360: Advanced American Sign Language
Cr. (3-0). Prerequisites: ASLI majors. Linguistic competence is emphasized by modeling,
analyzing and dissecting complex language techniques of American Sign Language including
classifiers, depiction, mouth morphemes, narration, idiomatic language and description ability.
(Concurrent enrollment in ASLI 3330 required unless instructor approval obtained.)
ASLI 4335: Advanced Interpreting Skills
Cr. 3. (3-0). Prerequisites: ASLI major and ASLI 3334 or permission of instructor. Increasing
complexity of tasks and the interpreting skills acquired in ASLI 3334.
ASLI 4346: Transliteration and Educational Interpreting
Cr. 3. (3-0). Prerequisites: ASLI major and ASLI 3334 or permission of the instructor. Interpreting
in classroom settings. The interpreter's role with educators, interpreting issues related to school-age
students, and federal regulations related to interpreting.
ASLI 4368: Linguistics of American Sign Language
Cr. 3. (3-0). Prerequisites: ASLI 3330 or permission of the instructor. Linguistic theories as they
apply to American Sign Language. Syntax, grammar, and other linguistic elements unique to
spatially/visually based languages.
ASLI 4397: Selected Topics in American Sign Language Interpreting
Cr. 3. (3-0). Prerequisites: ASLI 3333 and 3334. Theoretical and practical issues as well as intense
practice for skill development in emerging ASL topic areas. This course may be repeated for credit.
ASLI 4489: Service Learning – Fieldwork
Cr. 4. (3-1). Prerequisites: ASLI major, ASLI 3334 and 4346 . Practical experience in a variety of
settings that provide interpreting and/or language processing skill development. Professionalism,
ethical behavior and client protocol will be considered. May be repeated multiple times.
COMD 3301: Deaf Culture
Cr. 3. (3-0). Deaf culture: behaviors, beliefs, psychology, education, language, myths, history and
attitude toward others, from the perspective of deaf people and those who work with them.
One of the following courses is required to meet ASLI WID requirements:
PSYC 2344: Cultural Psychology (formerly PSYC 4344)
Cr. 3. (3-0). Prerequisite: PSYC 1300. Relationship between ethnicity, socialization, personality,
behavior issues related to current race relations. SOC 2310: Social Problems Cr. 3. (3-0). Analysis of major social problems including crime, drug abuse, inequality, racism, and
unemployment, among others. Examination of proposed solutions and potential consequences for
policy.
23
SOC 2325: American Minority Peoples
Cr. 3. (3-0). Examines the experiences of minority groups in the United States, including American
Indians, African Americans, Latinos, Asian Americans, as well as other minority groups.
SOC 3330: Introduction to Social Psychology
Cr. 3. (3-0). Prerequisite: SOC 1300. Perspectives concerning the nature of social man; the
explication of a model relating social institutions to character and personality.
NOTE TO RETURNING STUDENTS
Any student who returns after a seven-year lapse in their education, whether taken at UH or
transferred, will need to petition each course otherwise the course may not count towards the degree
plan.
Students who registered in an ASL course 12 months prior to enrollment at UH must be evaluated
for placement in the appropriate ASL course.
24
TRANSFER STUDENTS
Eight things every transfer student should know:
1. Transfer students must meet all requirements for admission and continuation
in ASLI. See page 11 of this handbook.
2. Transfer students are evaluated on a case by case basis.
3. 66 Hour Rule: Only a maximum of 66 community college credits may be
transferred to the University of Houston. Students are urged to meet with a
transfer advisor (http://eto.uh.edu/TAP ) to discuss the transferability of the
exact courses.
4. Residency Requirement: The last 30 hours toward any UH degree must be
completed at UH.
5. Core: Students who do not complete their core requirements before
transferring must complete the UH core. For a complete listing of UH core
classes go to http:// www.uh.edu/academics/corecurriculum
6. Degree Plan: It is important for students to meet with a transfer advisor and
file a degree plan before completing 60 hours toward their degree as a signed
degree plan provides a clear road map toward their goal of graduation.
7. 6 ―W‖ Rule: Students are limited to a total of six dropped courses with ―W‖
during their entire undergraduate career. All courses dropped at other Texas
public institutions will count toward the 6 drop limit.
8. Enrollment cap for Texas Residents: Texas resident undergraduate students
who enrolled for the first time in a Texas public institution of higher education
in Fall 1999 or later may be charged a premium tuition rate- an additional
$100 per semester credit hour over the Texas resident rate- after they reach an
established enrollment cap. The cap for students who registered for the first
time in Fall 1999-Summer 2006 is 45 hours; for students registering for the
first time in Fall 2006 and later the cap is 30 hours.
25
Dropping Courses
Beginning in the Fall 2007 Semester, all students (current, transfer and FTIC students) will be
allowed a total of six Ws (withdrawals). W’s may be used at any time during their college career to
drop a course up through the last day to drop a course or withdraw from all courses. When these six
Ws have been used, the student must complete all subsequent courses. When a class which includes
a lab (or recitation) is taken concurrently, the dropping of such a class and lab (or recitation) will
count as one withdrawal if dropped simultaneously.
The last day to drop or withdraw from a course without receiving a grade is before the Official
Reporting Day (ORD). Please see the academic calendar for the exact date for each semester..
The last day to drop or withdraw from a course with a grade of W or U (in the case of S/U grade)
will be the last day to drop a course for each semester (i.e. four weeks prior to the last class day of a
fall or spring semester, six class days prior to the last class day of summer I, II, or IV, and three
weeks prior to the last class day of summer III). Consult the academic calendar for specific dates,
Enrollment in a course may be terminated in any one of the following ways:
1. Undergraduate students who wish to drop a course must obtain the signature of the
instructor.
2. An instructor may drop students for any one of the following reasons:
a. Lack of prerequisites or co-requisites for the course listed in the latest catalog,
but only through the last day for dropping courses. Students who have not met
the prerequisites will be dropped without a tuition refund if the drop date is after
the refund date. (Students who enroll in a course for which they are not eligible
and then remain in the course knowingly misrepresent their academic records or
achievements as they pertain to course prerequisites or co-requisites and are in
violation of the university's academic honesty policy.)
b. Excessive absences, but after the last day for dropping courses only with the
approval of the dean of the college in which the course is being offered..
c. Causes that tend to disrupt the academic process (except those actions involving
academic honesty, which come under the jurisdiction of the academic honesty
policy), but after the last day for dropping courses only with the approval of the
dean of the college in which the course is being offered. Disruptive behavior
includes the use of or the failure to deactivate cell phones, pagers, and other
electronic devices likely to disrupt the classroom. Students may make timely
appeal of charges through the office of the dean of the college in which the
course is taught.
3. Do NOT drop a course without first meeting with your academic advisor concerning
how the drop may affect your degree plan.
26
4. After the last day for dropping courses, undergraduate students may drop or be dropped
by their instructor from a course with a W or U , as determined by the instructor, only
with the approval of the dean of the college in which the course is offered and only for
rare, urgent, substantiated, nonacademic reasons.
Students are expected to commit themselves to courses as early as possible in order to succeed in
their courses.
The effective date recorded for termination of enrollment for all matters relating to University of
Houston records will be the date the student drops the course through the web site at
http://www.uh.edu/enroll/rar or the date the properly approved current enrollment change request
form, written request, or drop report is received by the Registrar's Office, at the Welcome Center.
Students are responsible for verifying that they have been dropped from a course with the
Registrar's Office at the Welcome Center. (Students may also use the web site to check their
enrollment status.) All F-1 and J-1 international students must see the International Student and
Scholar Services Office before dropping courses. Business majors must also secure permission from
the Office of Undergraduate Business Programs in the Bauer College of Business. Athletes must
see the Assistant Director of Athletics before dropping courses.
Students may not receive a W for courses in which they have been found guilty of a violation of the
Academic Honesty Policy. If a W is received prior to a guilty finding, the student will become
liable for the Academic Honesty penalty, including F grades.
Students who find it necessary to request either a medical withdrawal or administrative withdrawal
from the university before the end of the semester will not have to use their Ws for
withdrawal. Likewise, financial withdrawals will not be included in the number of Ws used.
For more information on the University policy on dropping courses, visit: www.uh.edu/provost/
GRADUATION
Graduation applications should be filed either the semester prior to or in which the student plans to
graduate. Applications are available on line or in the Office of Registration and Academic Records,
108 Ezekiel W Cullen Building. Deadlines for filing the application for graduation are listed on line
in the academic calendar. Candidates for graduation who have been previously disapproved must
reapply for graduation. It is the student’s responsibility to apply for graduation on time. If the
application deadline has passed the student must wait to apply for the following semester.
Certification for graduation is performed by the dean’s office in the college of the student’s major.
Diplomas usually are mailed about one month after graduation. However, students may indicate on
the graduation application form that they will pick up their diplomas in the Office of Registration
and Academic Records.
27
APPENDIX A
UNIVERSITY OF HOUSTON POLICY ON ACADEMIC DISHONESTY
The information below came from the UH Academic Affairs which can be found at: http://www.uh.edu/provost/academic-affairs/policy-guidelines/honesty-policy/AcademicHonestyPolicy2013.pdf
APPLICATION of the ACADEMIC HONESTY POLICY: This policy applies only to those
acts of dishonesty performed while the student is enrolled in the university.
ACADEMIC DISHONESTY PROHIBITED: ―Academic dishonesty‖ means employing a
method or technique or engaging in conduct in an academic endeavor that the student knows or
should know is not permitted by the university or a course instructor to fulfill academic
requirements. Academic dishonesty includes, but is not limited to, the following:
a. Stealing, as theft of tests or grade books, from faculty offices or elsewhere;
b. Using ―crib notes,‖ as unauthorized use of notes or the like to aid in answering questions
during an examination;
c. Securing another to take a test in the student’s place; both the student taking the test for
another and the student registered in the course are at fault;
d. Representing as one’s own work the work of another without acknowledging the source
(plagiarism);
e. Changing answers or grades on a test that has been returned to a student in an attempt to
claim instructor error;
f. Giving or receiving unauthorized aid during an examination, such as trading examinations,
whispering answers and passing notes;
g. Openly cheating in an examination, as copying from another’s paper;
h. Using another’s laboratory results as one’s own, whether with or without the permission of
the owner;
i. Falsifying results in laboratory experiments;
j. Mutilating or stealing library materials; mis-shelving materials with the intent to reduce
accessibility to other students;
k. A student’s failing to report the instructor or department chair an incident which the student
believes to be a violation of the academic honesty policy; and
l. Misrepresenting academic records or achievements as they pertain to course prerequisites or
co-requisites for the purpose of enrolling or remaining in a course for which one is not
eligible.
m. Any other conducts which a reasonable person in the same or similar circumstances would
recognize as dishonest or improper in an academic setting.
28
APPENDIX B
DEPARTMENT OF COMMUNCATION SCIENCES AND DISORDERS
GRIEVENCE POLICY
The following procedures will be used concerning a grievance:
The Department Chair will be responsible for conducting all stages of the process, except
as noted below. If the Department Chair is named in the grievance, the Graduate Program Director will take over these responsibilities.
The student must file official notice of an intention to grieve within 30 days of the point
in time when the grievant has knowledge or should have had knowledge of the problem
being grieved. Within 60 days of filing the intent to grieve notice, the grievant must
submit a formal grievance.
In filing the formal grievance, the grievant must state 1) when he/she discovered the issue
being grieved, 2) what issue is being grieved and provide evidence to support the
grievance, 3) what the desired resolution is.
Upon receipt of the formal grievance, the Department Chair will inform the person(s) to
whom the grievance is directed and provide them with a confidential copy of the formal
grievance.
The person(s) to whom the grievance is directed will have 21 days to produce a written
response to the grievance.
The grievant will receive a copy of the response prior to the grievance panel hearing.
A grievance panel will be assembled by the Department Chair, who will also assign a
panel chairperson. The panel chairperson is responsible for the execution of the hearing
including; managing all correspondence with the other members of the panel, the grievant,
and the person(s) to whom the grievant is directed; leading the grievance hearing;
completing the hearing summary and distributing it to the appropriate parties.
The Grievance panel will include:
o 3 COMD faculty members
o 1 faculty member from outside COMD
o 1 student from outside the department
o One of the faculty members will serve as the Chair of the grievance panel.
A hearing will be scheduled within four weeks of receipt of the formal grievance. The
Departmental secretary will arrange a date, time and place for the hearing.
All members of the grievance panel will have access to the formal grievance, the written
response, and any evidence provided, one week prior to the hearing.
The following guidelines for the hearing will be in effect:
29
The grievant may invite an advocate to accompany him/her.
The grievant, an advocate, the person(s) to whom the grievance is directed, and the full panel
will be present at the hearing.
The grievant, the advocate, the person(s) to whom the grievance is directed may speak at the
hearing.
Only the panel members will be allowed to ask questions.
Recording of the hearing is allowed.
The amount of time each party is allowed for presentation will be determined by the chair of the
panel, and all involved will be informed of the procedures prior to the date of the hearing. Each
party is to direct their comments to the panel only. Discussion between grievant, advocate and
the person(s) to whom the grievance is directed is prohibited.
After both sides have presented their cases and all questions from the panel have been answered
to the satisfaction of the panel members, the grievant, advocate, and opposing party (parties)
will be excused and the panel will discuss the findings. The panel’s discussion will not be
recorded unless agreed upon by all panel members.
The outcome of the grievance process will be a written report from the panel which articulates,
at a minimum, a brief summary of the allegations made and the respondent’s rebuttal, the
findings of the panel (i.e., the panel’s judgment of the facts), and the recommendations of the
panel. The report will be completed within one week after the hearing has been conducted. The
decision will be sent to the grievant, the person(s) to whom the grievance is directed, and the
Department Chair.
The grievant has the right to appeal the decision of the departmental grievance panel. The
appeal must be done in accordance to college procedures
(http://www.class.uh.edu/advising_grad_gpolicy.html)
30
APPENDIX C
STUDENT FINANCIAL AID
Introduction
Despite budget cuts and increased competition for scarce financial resources, funds are available to
students determined to explore every avenue in pursuit of an education. The application process can
be frustrating and the information on funding sources is scattered. For these reasons, HFAC has
prepared this handbook on financial aid.
Helpful Hints
The process of applying for financial aid can be confusing and time consuming, especially for the
first-time applicant. You can increase your chances of receiving aid by doing the following:
Apply to as many sources as you can find.
Ask for information and help.
Apply as early as possible.
Sources of Information
Many valuable sources of information on grant and fellowship support for education are
easily available on-line. Some of the most useful are:
1. Fastweb (free scholarship searches): www.demo.studentservices.com/fastweb/
A searchable database of more than 180,000 private sector scholarships and grants.
2. The Financial Aid Information Page: www.finaid.org/
Comprehensive information about sources of student financial aid.
3. The Foundation Center: www.fdncenter.org/
4. Foundation and Funders: www.finaid.org/finaid/awards/foundations.html
5. Mach25: www.collegenet.com/mach25/
CollegeNet’s database of scholarships.
6. Scholarship and Fellowship Databases: www.finaid.org/finaid/awards.html
Links to many scholarship databases.
7. Student Guide: https://studentaid.ed.gov/
The Department of Education’s guide to all major federal aid programs.
Texas and Federal Grants
For information on Texas and federal assistance, consult the following guides and databases:
1. Federal and State of Texas assistance: http://www.everychanceeverytexan.org/funding/aid/aidtx.php
2. Texas Guaranteed Student Loan Corporation: http://www.tgslc.org/students/index.cfm
3. College for All Texans WebSite: http://www.collegeforalltexans.com - Information regarding
state loan, work and grant programs for Texas residents.
More than a dozen federal agencies fund fellowship and traineeship programs. The amounts and
types of assistance vary considerably.
One of many federal initiatives is the Jacob Javits Fellowship Program, which provides grants to
students in the arts, humanities and social sciences. Application requests should be addressed to the
31
Director, Jacob Javits Fellowship Program, U.S. Department of Education, Mail Stop 3327, 400
Maryland Ave., SW, ROB-3, Washington, DC 20202, (202) 732-4415.
The G.I. Bill of the past has been replaced by a series of programs. Veterans may use their
educational benefits for training at the graduate level and should contact their regional Veterans
Administration Office.
UH’s Office of Grants and Contracts provides information about federal direct subsidized and
unsubsidized loans and federal work-study programs.
Funding for Minority Students
An online listing of Minority Scholarships and Fellowships can be found at:
http://www.finaid.org/otheraid/minority.phtml. The foundations listed below are only a few
examples of the types of funding sources available to minority students.
NAACP - http://www.naacp.org/pages/naacp-scholarships
Bureau of Indian Affairs - http://www.bie.edu/ParentsStudents/Grants/index.htm
National Hispanic Scholarship Fund - http://hsf.net/en/scholarships/
American Association of University Women - http://www.aauw.org/what-we-do/educational-
funding-and-awards/
UH Scholarships - http://www.uh.edu/financial/undergraduate/types-aid/scholarships/
32
APPENDIX D
EMERGENCY PROCEDURES FOR COMD DEPARTMENT AND ASLI PROGRAM
All Department members and students are responsible for reviewing the evacuation map (See inside
front cover of Handbook) and being familiar with the exits for every area of the Department. The
Department is equipped with smoke detection systems and fire alarms throughout the building. The
alarms emit sound and a flashing red light. All exits are clearly marked with red EXIT signs.
If you are notified of an emergency situation either through the alarm system visually or verbally,
move to the nearest exit to the outside of the building until you are notified by a UH official that it
is safe to return.
Areas of the building should be checked for occupants as follows:
Front Office Staff escort all work study students and waiting room clients out of the building as they
evacuate. Check file room, student and faculty lounges, copy/mail room, and waiting room restroom
as you go. Instruct anyone you see to leave the building immediately. Await further instructions
from a UH official outside the building.
Audiology Staff and clinicians escort any audiology clients out of the test booths and audiology
clinic rooms to the nearest exit*. Await further instructions from a UH official outside the building.
ASLI Faculty/Staff with offices in the Charles F. McElhinney building will sweep these areas as
they leave the building, seeing that anyone they find comes with them. Await further instructions
from a UH official outside the building.
PERSONS IN WHEELCHAIRS MUST EXIT THE MAIN ENTRANCE DO NOT RE-ENTER
THE BUILDING UNTIL THE ALL CLEAR SIGNAL HAS BEEN GIVEN BY THE
UNIVERSITY OF HOUSTON POLICE.
FIRE DRILL EXIT PROCEDURES:
1. Evacuate in a calm, orderly manner.
2. Begin evacuating immediately upon being notified of the alarm.
3. Move away from the building once outside.
4. Do not interfere with Fire Dept. personnel or equipment.
5. DO NOT return to the building until notified by University Police that it is safe to do so.
The Department houses an Automated External Defibrillator (AED) located in the back clinic
hallway near COMD room 136 in case of emergency.
All students are encouraged to update their emergency contact information in the PeopleSoft system
so they may be notified during severe weather conditions or other emergency
situations. Information concerning school closing will be posted on the UH website, and will be
broadcast on major TV networks and radio stations.
33
APPENDIX E
University of Houston Resources
Academic Program Management (APM), 713-743-9112
109 Ezekiel Cullen www.uh.edu/provost/ APM administers all UH Administrative/Medical Withdrawal requests. The deadline for submission of a
completed request form with all supporting documentation to APM is the official close of the semester following
the term for which the administrative/medical withdrawal is requested.
Center for Students with DisABILITIES – 713 743-5400
100 Student Service Center www.uh.edu/csd (TTY 713-749-1527) The Justin Dart, Jr. Center for Students with DisABILITIES (CSD) office provides accommodations and support
services to University of Houston students who have any type of temporary or permanent health impairment,
physical limitation, psychiatric disorder, or learning disability. Students are assisted in developing independence
and self-reliance so they can function competitively with others in both the college setting and the campus
community. CSD staff serve as liaisons between students and faculty, administrators, and outside agencies.
Advocacy services are also provided.
Counseling & Psychological Services (CAPS) - 226 SSC 713 743-5454 www.caps.uh.edu CAPS provides quality mental health services to the UH campus community and helps clients develop the skills
necessary for personal, academic, and social success. CAPS services include:Crisis Intervention, Individual,
Couples, and Group Counseling, Career Exploration and Testing, Learning Disabilities, ADHD, and Personality
Assessment, Outreach and Consultation, Workshops.
International Students and Scholars Services Offices - 713 743-5065
302 SSC 1 www.issso.uh.edu Provides for the special needs of international students related to their status as non-immigrants of the United
States. Non-immigrants are authorized to stay in the U.S. temporarily in contrast with immigrants who are
authorized for permanent residency in the U.S. Meets the University of Houston's responsibility for compliance
with the laws and regulations of the U.S. government. Promotes internationalization at the University of Houston
through our services and programs.
Language Acquisition Center (LAC) , 713-743-3132
311 Agnes Arnold Hall http://www.class.uh.edu/lac/ The center is a student & faculty support unit of the Department of Modern & Classical Languages and provides
resources for the study of world languages, literatures, and cultures through technology and academic support.
Learning Support Services - 713 743-5411
321 Social Work Building www.las.uh.edu/lss The mission of Learning Support Services (LSS) is to increase graduation rates by improving student retention at
the University of Houston. We offer learning support programs and self-development activities designed to
increase student academic performance and improve student retention. Individualized diagnostic, prescriptive, and
instructive educational plans as well as group intervention programs are available. All services are free to
currently enrolled students.
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Math Department Tutoring Center, 713-743-6296
222 Garrison Gym http://www.casa.uh.edu/casa Provides help for lower level math courses.
Scholarship and Financial Aid –713 743-1010
31 E. Cullen www.uh.edu/about/offices/enrollment-services/financial-aid.php The Office of Scholarships and Financial Aid provides financial assistance to students through grants, loans,
scholarships, and employment.
Student Legal Services –Dean of Students Office - 713-743-5450
272 University Center http://sdc-ws.uh.edu/sls/ The purpose of Student Legal Services is to provide legal advice, counseling and education to University of
Houston students.
University Career Center –713 743-5100
106 SSC www.career.uh.edu Services include but not limited to Career Counseling and Advising: Assists students who are undecided about an
academic major or a career choice. Provided individually and in group settings. Available to alumni who are
considering a career or job change. JOBank: Offers internet access to part-time and full-time job listings,
including on-campus, internship, and career-level positions. New listings are received daily. Interested job
candidates may apply on-line. Workshop Series: Resume writing, interviewing skills, video-tape interview
critique, high-tech job search, career planning, and other career development topics.
University Testing Services – 713 743-5444
204 SSC www.las.uh.edu/uts University Testing Services(UTS) provides comprehensive testing and assessment services. These services
include administration of admission, placement, credit by exam, psychological batteries, correspondence
examinations from other universities, and professional certification and licensing examinations.
University Writing Center –713 743-3013
211 Agnes Arnold Hall www.uh.edu/writecen The Writing Center offers one-on-one consultations where peer tutors assist students with their writing
assignments. Any student may bring their paper to the Writing Center, and receive a consultation on a first-come,
first-served basis. Our trained writing consultants help students develop and structure ideas and organize their
thoughts (but they will not simply proofread the paper for grammatical errors). The Writing Center strives to
provide assistance to our diverse student population, whatever their degree program, by incorporating support for
multilingual writers into all of its writing programs and projects. Writing Center staff, experienced in teaching
university-level writing, offer expertise in applied linguistics, pedagogy, and assessment to both students and
faculty. Moreover, all Writing Center consultants are experienced in working with writers from a variety of
backgrounds and disciplines.
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APPENDIX F
NAD-RID Code of Professional Conduct
(Pending revisions - analysis completed by the NAD-RID CPC Review Committee June 2015)
Tenets
1. Interpreters adhere to standards of confidential communication. 2. Interpreters possess the professional skills and knowledge required for the specific interpreting
situation. 3. Interpreters conduct themselves in a manner appropriate to the specific interpreting situation. 4. Interpreters demonstrate respect for consumers. 5. Interpreters demonstrate respect for colleagues, interns, and students of the profession. 6. Interpreters maintain ethical business practices. 7. Interpreters engage in professional development. Applicability
A. This Code of Professional Conduct applies to certified and associate members of the Registry of Interpreters for
the Deaf, Inc., certified members of the National Association of the Deaf, interns, and students of the profession. B. Federal, state or other statutes or regulations may supersede this Code of Professional Conduct. When
there is a conflict between this code and local, state, or federal laws and regulations, the interpreter
obeys the rule of law. C. This Code of Professional Conduct applies to interpreted situations that are performed either face- to-face
or remotely. Definitions
For the purpose of this document, the following terms are used:
Colleagues: Other interpreters.
Conflict of Interest: A conflict between the private interests (personal, financial, or professional)
and the official or professional responsibilities of an interpreter in a position of trust, whether actual
or perceived, deriving from a specific interpreting situation.
Consumers: Individuals and entities who are part of the interpreted situation. This includes
individuals who are deaf, deaf-blind, hard of hearing, and hearing. 1.0 CONFIDENTIALITY Tenet: Interpreters adhere to standards of confidential communication.
Guiding Principle: Interpreters hold a position of trust in their role as linguistic and cultural facilitators of
communication. Confidentiality is highly valued by consumers and is essential to protecting all involved.
Each interpreting situation (e.g., elementary, secondary, and post-secondary education, legal, medical, mental
health) has a standard of confidentiality. Under the reasonable interpreter standard, professional interpreters
are expected to know the general requirements and applicability of various levels of confidentiality.
Exceptions to confidentiality include, for example, federal and state laws requiring mandatory reporting of
abuse or threats of suicide, or responding to subpoenas.
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Illustrative Behavior - Interpreters:
1.1 Share assignment-related information only on a confidential and ―as-needed‖ basis (e.g.,
supervisors, interpreter team members, members of the educational team, hiring entities).
1.2 Manage data, invoices, records, or other situational or consumer-specific information in a manner
consistent with maintaining consumer confidentiality (e.g., shredding, locked files).
1.3 Inform consumers when federal or state mandates require disclosure of confidential
information.
2.0 PROFESSIONALISM Tenet: Interpreters possess the professional skills and knowledge required for the specific interpreting
situation. Guiding Principle: Interpreters are expected to stay abreast of evolving language use and trends in the
profession of interpreting as well as in the American Deaf community. Interpreters accept assignments using discretion with regard to skill, communication mode, setting, and
consumer needs. Interpreters possess knowledge of American Deaf culture and deafness-related resources.
Illustrative Behavior - Interpreters:
2.1 Provide service delivery regardless of race, color, national origin, gender, religion, age, disability,
sexual orientation, or any other factor.
2.2 Assess consumer needs and the interpreting situation before and during the assignment and make
adjustments as needed.
2.3 Render the message faithfully by conveying the content and spirit of what is being communicated,
using language most readily understood by consumers, and correcting errors discreetly and
expeditiously.
2.4 Request support (e.g., certified deaf interpreters, team members, language facilitators) when needed
to fully convey the message or to address exceptional communication challenges (e.g. cognitive
disabilities, foreign sign language, emerging language ability, or lack of formal instruction or
language).
2.5 Refrain from providing counsel, advice, or personal opinions.
2.6 Judiciously provide information or referral regarding available interpreting or community
resources without infringing upon consumers’ rights.
3.0 CONDUCT Tenet: Interpreters conduct themselves in a manner appropriate to the specific interpreting situation.
Guiding Principle: Interpreters are expected to present themselves appropriately in demeanor and
appearance. They avoid situations that result in conflicting roles or perceived or actual conflicts of interest.
Illustrative Behavior - Interpreters:
3.1 Consult with appropriate persons regarding the interpreting situation to determine issues such as
placement and adaptations necessary to interpret effectively.
3.2 Decline assignments or withdraw from the interpreting profession when not competent due to
physical, mental, or emotional factors.
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3.3 Avoid performing dual or conflicting roles in interdisciplinary (e.g. educational or mental health
teams) or other settings.
3.4 Comply with established workplace codes of conduct, notify appropriate personnel if there is a
conflict with this Code of Professional Conduct, and actively seek resolution where warranted.
3.5 Conduct and present themselves in an unobtrusive manner and exercise care in choice of attire.
3.6 Refrain from the use of mind-altering substances before or during the performance of duties.
3.7 Disclose to parties involved any actual or perceived conflicts of interest.
3.8 Avoid actual or perceived conflicts of interest that might cause harm or interfere with the
effectiveness of interpreting services.
3.9 Refrain from using confidential interpreted information for personal, monetary, or professional gain.
3.10 Refrain from using confidential interpreted information for the benefit of personal or professional
affiliations or entities.
4.0 RESPECT FOR CONSUMERS Tenet: Interpreters demonstrate respect for consumers.
Guiding Principle: Interpreters are expected to honor consumer preferences in selection of interpreters and
interpreting dynamics, while recognizing the realities of qualifications, availability, and situation.
Illustrative Behavior - Interpreters:
4.1 Consider consumer requests or needs regarding language preferences, and render the message
accordingly (interpreted or transliterated).
4.2 Approach consumers with a professional demeanor at all times.
4.3 Obtain the consent of consumers before bringing an intern to an assignment.
4.4 Facilitate communication access and equality, and support the full interaction and independence of
consumers.
5.0 RESPECT FOR COLLEAGUES Tenet: Interpreters demonstrate respect for colleagues, interns and students of the profession.
Guiding Principle: Interpreters are expected to collaborate with colleagues to foster the delivery of effective
interpreting services. They also understand that the manner in which they relate to col- leagues reflects upon the
profession in general.
Illustrative Behavior - Interpreters:
5.1 Maintain civility toward colleagues, interns, and students.
5.2 Work cooperatively with team members through consultation before assignments regarding logistics,
providing professional and courteous assistance when asked and monitoring the accuracy of the message
while functioning in the role of the support interpreter.
5.3 Approach colleagues privately to discuss and resolve breaches of ethical or professional conduct
through standard conflict resolution methods; file a formal grievance only after such attempts have
been unsuccessful or the breaches are harmful or habitual.
5.4 Assist and encourage colleagues by sharing information and serving as mentors when appropriate.
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5.5 Obtain the consent of colleagues before bringing an intern to an assignment.
6.0 BUSINESS PRACTICES Tenet: Interpreters maintain ethical business practices.
Guiding Principle: Interpreters are expected to conduct their business in a professional manner whether in
private practice or in the employ of an agency or other entity. Professional interpreters are entitled to a living
wage based on their qualifications and expertise. Interpreters are also entitled to working conditions conducive
to effective service delivery.
Illustrative Behavior - Interpreters:
6.1 Accurately represent qualifications, such as certification, educational background, and experience, and
provide documentation when requested.
6.2 Honor professional commitments and terminate assignments only when fair and justifiable grounds
exist.
6.3 Promote conditions that are conducive to effective communication, inform the parties involved if
such conditions do not exist, and seek appropriate remedies.
6.4 Inform appropriate parties in a timely manner when delayed or unable to fulfill assignments.
6.5 Reserve the option to decline or discontinue assignments if working conditions are not safe, healthy, or
conducive to interpreting.
6.6 Refrain from harassment or coercion before, during, or after the provision of interpreting services.
6.7 Render pro bono services in a fair and reasonable manner.
6.8 Charge fair and reasonable fees for the performance of interpreting services and arrange for payment in
a professional and judicious manner.
7.0 PROFESSIONAL DEVELOPMENT Tenet: Interpreters engage in professional development.
Guiding Principle: Interpreters are expected to foster and maintain interpreting competence and the stature of
the profession through ongoing development of knowledge and skills.
Illustrative Behavior - Interpreters:
7.1 Increase knowledge and strengthen skills through activities such as:
• pursuing higher education;
• attending workshops and conferences;
• seeking mentoring and supervision opportunities;
• participating in community events; and
• engaging in independent studies.
7.2 Keep abreast of laws, policies, rules, and regulations that affect the profession.
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APPENDIX G
ASLI Majors – Volunteer work & Community Involvement
Students accepted into the American Sign Language Interpreting Program at the University of
Houston are encouraged and expected to gain knowledge, language skills and professional working
skills by donating their time to volunteer and serve the Deaf and hard-of-hearing community. Each
ASLI course requires for students to earn a certain number of hours serving this community and
then document those hours by completing a Community Involvement Journal.
Students are expected to attend a variety of events such as workshops hosted by organizations in the
Deaf or Interpreting communities, social interactions, immersion events, conferences and sporting
events. The purpose of attending such events is to ensure that colloquial language and cultural
norms which cannot be taught inside the classroom are acquired by the students prior to graduation.
UH ASLI hosts a calendar which lists many local and state events that students may attend and/or
volunteer their services. However, ASLI majors are not permitted to provide volunteer interpreting
services (such as interpreting at a religious event or for a social gathering) and/or provide any type
of educational course to the community (such as teaching a sign language or Deaf culture course)
without first obtaining written and/or verbal approval from the ASLI Program Coordinator. All
requests should be submitted via email to [email protected] and will be reviewed by the ASLI Faculty to
determine if the student possesses the necessary skills and/or knowledge to successfully complete
the task. After receipt, requests will be acknowledged and a reply will be submitted within 5
business days.
Students who engage in interpreting or educational assignments without prior approval may
be considered for suspension or removal from the ASLI Program.
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APPENDIX H
Social Media Policy
The University of Houston and the ASL Interpreting Program supports the use of social media to reach
audiences important to the University such as students, prospective students, faculty and staff. The
University’s presence or participation on social media sites is guided by university policy. This policy
applies to ASLI students who engage in internet conversations for school-related purposes or school-related
activities such as interactions in or about community involvement and didactic course activities.
Background Information:
Social media is a general term used to reference sites and activity on sites like Facebook, Twitter, YouTube,
Google+ or any other virtual hub where users interact. Other sites include Snapchat, Vine, Instagram,
Tumblr, LinkedIn, Wikipedia, Flickr, WordPress, FourSquare and the list grows daily. Here at the
University of Houston, we aim to "offer opportunities for learning, discovery and engagement". With this in
mind, we encourage our students and employees to embrace social media sites as easy-access venues for
streamlining processes and enriching communications and engagement. (See
http://www.uh.edu/policies/social-media/)
While this policy may need to be modified as new technologies and social networking tools emerge, the spirit of
the policy will remain the protection of sensitive and confidential information. Social media often spans
traditional boundaries between professional and personal relationships and thus takes additional vigilance to make
sure that one is protecting personal, professional, and university reputations. As students you will want to
represent the University and the Program and protect the brand and reputation of the institution.
When publishing information on social media sites remain cognizant that information may be public for anyone to
see and can be traced back to you as an individual. Since social media typically enables two-way communications
with your audience, you have less control about how materials you post will be used by others. As one person
remarked, “If you wouldn’t put it on a flier, carve it into cement in the quad or want it published on the
front of the Wall Street Journal, don’t broadcast it via social media channels.”
Guidance Policy:
Protect confidential, sensitive, and proprietary information: Do not post confidential or
proprietary information about the faculty, staff, students, courses, community members, or others
with whom one has contact in the role of a UH ASLI student.
Respect copyright and fair use: When posting, be mindful of the copyright and intellectual property
rights of others and of the university.
Use of ASLI Program or ASLI Club logo/graphics: Do not use the ASLI Program or Club marks, such
as logos and graphics, on personal social media sites.
Use of cell phones/texting: No personal phone conversations or texting are allowed during class
time. If the student needs to respond to an emergency text or phone call during class, the student
should leave the classroom and respond as deemed necessary.
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Use of computers (PDAs, Notebooks, etc.): During class use of such devices shall be restricted as
they are distracting for not only the student involved in the activity but those in the immediate
area/vicinity.
Videotaping: No student shall videotape professors or fellow students for personal or social media
use without the express written permission of the faculty or fellow student.
Online presence: When you identify yourself as a student, ensure your profile and related content
is consistent with how you wish to present yourself to colleagues, clients, and potential employers.
Professional Conduct: NAD-RID guidelines must be followed at all times. Identifiable information
concerning clients/interning assignments must not be posted in any online forum or webpage.
Considerations:
There is no such thing as a “private” social media site. Search engines can turn up posts years after the
publication date. Comments can be forwarded or copied. Archival systems save information, including
deleted postings. If you feel angry or passionate about a subject, it’s wise to delay posting until you are
calm and clear-headed. Think twice before posting.
Future employers hold you to a high standard of behavior. Interpreting students are preparing for a
profession which provides services to a public that also expects high standards of behavior. Ensure that
content associated with you is consistent with your professional goals.
Respect your audience.
You are legally liable for what you post on your own site and on the sites of others. Individual bloggers
have been held liable for commentary deemed to be proprietary, copyrighted, defamatory, libelous or
obscene (as defined by the courts).
Employers are increasingly conducting Web searches on job candidates before extending offers. Be sure
that what you post today will not come back to haunt you.
Don’t use ethnic slurs, personal insults, obscenity, pornographic images, or engage in any conduct that
would not be acceptable in the professional workplace.
Consequences:
Students who share confidential or unprofessional information do so at the risk of disciplinary action
including failure in a course and/or dismissal from the program.
Each student is legally responsible for individual postings and may be subject to liability if individual
postings are found defamatory, harassing, or in violation of any other applicable law. Students may also be
liable if individual postings include confidential or copyrighted information (music, videos, text, etc.).
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APPENDIX I
Professional Dress Code
All students accepted as ASLI majors will be expected to wear professional attire during normal class hours,
scheduled Faculty study sessions or at scheduled Program events (unless otherwise stated). The following
attire is to be worn:
Approved men’s attire: solid-colored polo style shirts or collared shirts, slacks/khakis and denim
pants. Cropped beards and trimmed mustaches are acceptable for facial hair.
Approved women’s attire: solid-colored blouses or polo style shirts, slacks/khakis, skirts/dresses,
denim pants, capris and leggings (under other attire). Keep jewelry to a minimum.
Organization shirts may be worn which reflect the organizational meeting of that day. Attire that
positively promotes the UH ASLI Program may also be worn.
The following dress code regulations should be followed at all times:
Good personal hygiene is to be maintained at all times. This includes regular bathing, use
of deodorants/antiperspirants, and regular dental hygiene.
All clothing must be clean and ironed.
All students should have a neat and maintained hairstyle.
Denim must be free of holes and not frayed or faded.
All pants are to be worn at the waist and not sagging below the hips.
Skirts/dress lengths should be no shorter than 3 inches above the knee.
Appropriate footwear includes: tennis shoes, dress shoes, loafers, heels (3 inches maximum) and
sandals with backs.
Nails should be trimmed to a short or medium length. Polish should be non-distracting (muted
tones or clear polish) so that it does not interfere with signing or interpreting activities.
Tattoos should be covered at all times.
Dress that is not acceptable at any time includes hats, bandanas, baggy or sagging bottoms, shorts, mini-
skirts, mid-drifts or low cut tops, backless clothing, tank tops and spaghetti strap tops, cut-off shirts, clothing
where undergarments are showing, pajamas, house slippers, and flip-flop sandals.
Enforcement Standards:
1) Standards of Attire are intended to be self-regulated.
2) Students inappropriately dressed or groomed will be requested to comply with the policies listed here.
3) Students not complying with the dress code will be sent home. If attending a class, students will be
dismissed from class and marked absent.
Other policies may be implemented as warranted to ensure adherence to these standards.
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APPENDIX J
Service Learning – Internship (ASLI 4489)
The UH ASL Interpreting Program requires all students majoring in ASLI to enroll in and successfully
complete an internship experience during the Spring semester of their senior year – ASLI 4489. This course
allows students to gain real-world practical experience by working as an unpaid intern with approved
organizations and entities contracted by the University of Houston. Course requirements are as follows:
Registration with Cougar Pathways;
Access to email & SMS – communication tools;
Laptop or computer;
Smartphone device;
Transportation and automobile liability insurance;
Professional liability insurance for interpreting interns;
UH ASLI Intern name badge;
Internship hours – hourly requirement stated below;
Completion of a course-designated capstone project;
Creation of an electronic portfolio;
Binder for compilation of ASLI 4489 documents; and
Presentation of portfolio and exit interview.
Upon enrollment in ASLI 4489, each student will need to review the Service Learning Handbook
provided at the start of the semester. Students should read it thoroughly to understand
course expectations, student responsibilities, faculty responsibilities and course deadlines.
Students will be required to sign an acknowledgment form confirming their understanding of
the policies listed in the Service Learning Handbook.
Failure to comply with stated polices in the Handbook will result in disciplinary action such as
denial of placement at Service Learning activities, a meeting with ASLI Faculty regarding
behavior/issue and/or, if appropriate, a failing grade in the course.
Each student must earn and meet the ASLI 4489 hourly requirement stated below:
TOTAL HOURS 300 HOURS*
*Details regarding hourly requirement outlined in course syllabus. Failure to earn the
required hours will result in an F in the course unless student progress and circumstances
warrant a grade of an “I” (Incomplete).
Due to the intense nature of the course, it is recommended that students review enrollment options and plan to limit outside obligations and employment during their Spring semester, senior year. This course requires, on average, 20-25 hours per week for 16 weeks when
including homework assignments, article readings, completing internship paperwork weekly
and attending internship events.
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UNDERGRADUATE ADVISING CHECKLIST
ASLI MAJOR: 43 hours—must have grade of C or better in each ―ASLI‖ course
Prerequisites:
_______ASLI 1301 – Elementary American Sign Language I
_______ASLI 1302 – Elementary American Sign Language II
Required:
_______ ASLI 2301 – Intermediate American Sign Language I
_______ ASLI 2333 - Introduction to the American Sign Language Interpreting Profession
_______ COMD 3301– Deaf Culture
□ Declare ASLI as your major
□ Declare Minor/Double Major
_______ASLI 2335 – Multiculturalism and Diversity in ASL Interpreting
_______ASLI 2302 - Intermediate American Sign Language II
_______WID – PSYC 2344, SOC 2310, SOC 2325, or SOC 3330
□ Apply to ASLI program after successful completion of ASLI 2302
□ Sign Minor/Double Major Degree Plan
□ Sign Major Degree Plan
_______ASLI 3330 – Consecutive Interpreting & Translation
_______ASLI 3360 – Advanced American Sign Language
_______ASLI 3333 – Interactive Interpreting I
_______ASLI 4368 – Linguistics of American Sign Language
_______ASLI 3334 – Interactive Interpreting II
_______ASLI 4346 –Transliteration and Educational Interpreting
_______ASLI 4335 –Advanced Interpreting Skills
_______ASLI 4489 – Service Learning in American Sign Language Interpreting
_______ASLI 4397 – Special Topics (Senior Project)
University Core:
□ Complete UH Core Requirements
○ ENGLISH: 6 hours core courses _________ ________
○ MATH: 3 hours core ________
○ MATH/REASONING: 3 hours core_________
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○ NATURAL SCIENCE: 6 hours core _________ ________
○ SOCIAL & BEHAVIORAL SCIENCE: 3 hours core_________
○ HUMANITIES: 3 hours core_________
○ U.S. HISTORY: 6 hrs core courses _________ ________
○ POLITICAL SCIENCE: 6 hrs core courses _________ ________
○ VISUAL& PERFORMING ARTS: 3 hours core_________
----------------------------------------------------------------------------------------------------------------------------
CLASS Requirements:
□ 9 credits from 3 different C.L.A.S.S. Departments, not required for CORE or Major (LIST Dept)
________ ________ ________
----------------------------------------------------------------------------------------------------------------------------
Minor/Double Major Requirements:
□ Declare Minor/Double Major
_______ ________ ________ _________ __________ _________ _________ ________
□ Sign Minor Degree Plan
-----------------------------------------------------------------------------------------------------------------------------
□ Apply for graduation (Beginning of last semester)