ASL2 Program/Department of ASL

Course Syllabus

Spring 2024 ASL 102-02

Gallaudet University

Instructor Details
INSTRUCTOR’S Austen Ercolino
INFORMATION: [email protected]
Office Hour: M/W: 1:00-2:00 pm
T/TH: 10:00-11:00 am
Other appointments via email
Intern: Tiffany Cochran
[email protected]

ASL Pronouns: 👉🏼/✋🏼/✋🏼

English Pronouns: He/Him/His

COURSE Begin: January 16, 2024

SCHEDULE: End: May 3, 2024

Class Meet Tuesday/Thursday

Time: 2:30-3:50 pm
Classroom Location: SLCC 2303
Descriptions
ASL 102-01
This course is designed to deeper into different types of specialized discourses
reflecting different disciplines in American Sign Language. The emphasis is on
polishing students’ ability to comprehend and participate in classroom
discussions in preparation for undergraduate study. Students will be introduced
to more complex grammatical features through practicing, drafting, and editing
different types of presentational skills, including informative, educational,
persuasive, inspirational, and demonstrative presentations.

Credit Hours: 3
Student workload expectations: 14 Outside-of-class hours (weekly)

Prerequisites: A grade of B in ASL 101, or qualifying performance on the ASL

Placement Test or on the ASL Screening Interview.

Department Student Learning Outcomes

ASL Department’s ASL2 Programs learning outcomes and their relation to the
University’s student learning outcomes are:

COURSE STUDENT LEARNING OUTCOMES (SLOS)

Student Learning Assessment Gallaudet
Learning Activities Tools University
Outcomes SLOs
At the end of
this course, the
students will be
able to:
 Comprehend Paired and -Presentation 1, 2 and 4
and produce small group Checklist
basic ASL activities and
sentences, presentations -Paired
including Dialogue Rubric
vocabulary and
grammar -Comprehensio
n Worksheets,
Quizzes, and
Tests

Creating, Class -GoReact 1, 3, 4 and 5

drafting, and discussion on
editing basic drafting and -Presentation
live and feedback Checklist
recorded process
presentations

Compare and Class -Comprehensio 1, 2, 3, and 5

contrast cultural discussion, n Worksheets
and historical viewings, and
values readings -Presentation
associated with Checklist
the hearing and
Deaf
communities

CORE STUDENT LEARNING OUTCOMES (SLOs)

A Gallaudet education provides students with opportunities to develop as

wellness-grounded, proudly bilingual, career-ready critical thinkers, who are
digitally aware, ethical, and scientifically literate global citizens. Gallaudet’s
curriculum provides learning experiences to promote the development of
Gallaudet Scholars:

Wellness: Recognize how my choices can transform my health, well-being, and

ability to thrive; seek support and utilize resources for personal growth; and
work collaboratively to promote wellness on campus and within myself.

Bilingualism: Use American Sign Language (ASL) and written English to

communicate effectively with diverse audiences for a variety of purposes.

Career Readiness: Develop career decision-making skills and competencies by

engaging in theoretical and experiential learning.

Critical Thinking: Think critically and innovatively, and express myself

creatively, making connections within and across disciplines.

Digital Awareness: Employ data and technology in effective, competent, fair,

accountable, transparent, and responsible (ethical) ways.

Ethics: Formulate reasoned decisions about ethical issues that lead to wise
action. Science Literacy: Evaluate evidence derived from a systematic analysis
of quantitative and qualitative data to address issues that pertain to the
experiences of individuals in societies.
 Global Citizenship: Articulate knowledge of intersectional identities within a
global society and demonstrate intercultural knowledge, cultural competence,
and skills in constructive civic discourse on the local, national, and global levels.

Learning Outcomes are the general education goals the university has
established for all undergraduate students and represent the knowledge, skills,
and attitudes that students should gain to complete the requirements of a
course, program major, and degree. Many individual academic departments
have also developed their learning outcomes, check with the departments for
details.

ASL Version:

https://www.dropbox.com/s/raao1xpfz5txc0y/1%20%20Core%20curriculum%20overview.m4v?dl=0.

REQUIRED COURSE MATERIALS

1. TRUE+WAY ASL Student eWorksbook: Unit 13-18 (2021) TRUE+WAY ASL is
a modern digital textbook to develop study skills to learn ASL to
communicate in daily life. TRUE+WAY ASL can be purchased from the
bookstore or purchased directly in the course Blackboard itself.

2. GoReact is a combination of cloud-based video recording, feedback, and

analytics tools designed to humanize and simplify skills-based learning for
students and educators everywhere.

3. BLACKBOARD

We will be using the Blackboard course management system. Blackboard will

be used to post announcements, course handouts, lecture notes, assignments,
and any changes in syllabus expectations. It will be updated regularly.
Blackboard will use the student’s email to send out notifications. Important: If
you do not regularly check your Gallaudet email but prefer to use an alternative
private email. This ensures that you will not miss any messages that Blackboard
might send out from your instructor. You are ultimately responsible for all
information that is sent through Blackboard.

TECHNOLOGY, BLACKBOARD ULTRA, PASSWORD, EMAIL, LAPTOPS

1) Submit an I-Need-Tech Ticket: Help Desk
2) Zoom Tech Support: M-F, Hours (TBA) https://gallaudet.zoom.us/j/863149951;
3) In-Person Tech Support: SAC ComputerLab (hours TBA) or HMB W121
(hours TBA)

ADDITIONAL EQUIPMENT IS RECOMMENDED.

1.) A computer with office software (i.e., Microsoft Word, PowerPoint, Apple
Pages, Keynote slides).
2.) High-Speed Internet Connection
3.) Access to a video recorder (i.e., Webcam on a computer, a smartphone,
or iPad)
4.) Video Editing (i.e., iMovie, Final Cut Pro X)

ACADEMIC FORMAT
This course requires the American Psychology Association (APA) format as you
produce signed and written products.

WRITING STYLE
While we will be using very limited English texts in this course, the use of ASL is
required for all assignments. In our video assignments, all students are expected
to use the American Psychological Association (APA) format while citing
sources and documenting
https://owl.english.purdue.edu/owl/resource/560/01/

PEER CRITIQUE
You will be assigned to give constructive feedback to your peers several times
through the course based on lectures and presentations given for that week. You
will be expected to give feedback to your peers and your feedback will be
graded based on the quality and quantity. Explicit instructions will be shown
prior to giving the feedback in Blackboard.

CREDIT HOUR COMPLIANCE STATEMENT

 This course is 3 credits; therefore, we will meet for at least 3 hours of
instructional time per week, and students are expected to spend at least 6
hours on outside-of-class preparation (e.g. readings, viewings, and
assignments)

UNIVERSITY GRADING SYSTEM (Undergraduate)

Grading Distribution and Letter Grade Equivalent

Grade Quality Used in Suggested Definition
Points per GPA Equivalence
hour of
credits

A 4 Yes 93 and above Excellent

A- 3.7 Yes 90-92

B+ 3.3 Yes 87-89

B 3 Yes 83-86 Good

B- 2.7 Yes 80-82

C+ 2.3 Yes 77-79

C 2 Yes 73-76 Satisfactory

C- 1.7 Yes 70-72

D+ 1.3 Yes 67-69

D 1 Yes 60-66 Poor

F 0 Yes Below 60

XF 0 Yes Academic Integrity Policy

Violation

INC 0 No Incomplete
Course Assignment

Assessment Weighted Percentage

Attendance and Participation 20%

Assignments/ quiz 25%

Midterm 20%

Final 20%

GoReact Assignments 15%

TOTAL 100%

Attendance and Participation 20%

You are expected to attend and participate in every class. You are expected to
arrive on time and stay the entire class period. You will be allowed three
absences. After your three absences have been used, you will lose 2 points from
your overall course grade for each class that you miss, regardless of the reason.
For example, if you had 5 absences and you got 93% for your final grade, you
will end up with 89% after losing 4 points to two over-the-limit- absences. Two
tardies constitute an absence. Students will be marked tardy up to 10 minutes
late to class. If you must be absent due to illness or an emergency, you must
submit proof. For example, a doctor’s note must indicate the day and time you
were seen. If the doctor’s note did not indicate any dates or times, your absence
will not be considered excused. Schedule a doctor’s appointment during your
class hours is not encouraged. You are also expected to participate and serve in
class groups and pairs and respect diverse backgrounds and perspectives.
Assignments/Quiz 25%
There will be assignments and quizzes throughout the semester. All the
assignments and quizzes will be worth 25% of your final grade. The
assignments will be based on the material covered in the True Way ASL
e-Workbook. You will be required to complete the assignments on your own and
submit them by the due date.
 Midterm 20%

There will be an Interactive Dialogue exam. Projects will include videotaped

conversations with a partner in class. The projects will cover material presented
up to this point in the course. They will include information from the lectures,
vocabulary, and class discussion.

Final 20%
You will develop one live presentation and students will choose one topic:
deaf people who are well-known in the deaf community and their
contributions to the deaf community.

Goreact Assignments 15%

Students submit reflective videos through GoReact based on what they have
learned in classes such as lessons, ASL aspects, and Deaf culture.

INCOMPLETE GRADE
A grade of Incomplete (INC) is given when a portion of a student’s required
coursework has not been completed and evaluated at the end of the semester
due to illness, or other unforeseen, but fully justified reasons, and earning credit
is still possible. In this case, the INC form (available electronically at Faculty
Center in Bison), including required supporting documentation and signatures,
must be submitted to the registrar’s office before the last day of class. A student
will not receive an Incomplete grade for poor, incomplete, or failing work, or
willful non-attendance of class. Students with an INC grade must complete the
coursework and receive a grade by the end of the seventh week of the following
traditional semester. Otherwise, the “INC” grade automatically becomes an “F”.
The time for removing an incomplete grade may be extended one time. The
student must petition for an extension prior to the deadline following the
reported incomplete. The student must have the approval of the course
instructor, academic advisor, and dean of the school in which the student is
enrolled.

Student and Instructor’s Expectations

Student’s Expectations Instructor’s Expectations
 Be in every class 5 minutes before or
Be punctual for all classes
after
Mute cell phones and personal
Mute cell phone*
electronic devices
Be prepared for classes to learn Be prepared for classes to teach
Be active and participate fully in all Be active and enthusiastic to facilitate
classes students’ learning
Listen and respect others Listen and respect students’ views
Grade objectively, consistently, and in a
Complete all assignments
timely manner
Responds swiftly and effectively to
Discuss class concerns after class
student’s concerns

PARTICIPATION
The people in this class come from many different backgrounds. We all have
important contributions to make to the class. Everyone in the class (including
the instructor) is expected to:

1. Turn your voice off – always use ASL and visually accessible
communication.
2. Respect each person and do your best to understand what they are saying.
3. Communicate clearly and slowly if necessary, so that all will understand you.
4. Ask for an explanation right away if you do not understand what someone
said.
5. Treat each other with respect and civility. Act with integrity and
accountability.

By taking into consideration the above, you are not only respecting me, but also
your classmates and most of all, yourself. Please be mindful of the Gallaudet
University Student Code of Conduct, which can be found at this link, most
particularly #4, “University Policies and Procedures”.

STANDARDS OF CLASSROOM BEHAVIOR

The primary responsibility for managing the classroom environment rests on the
faculty. Students who engage in any prohibited conduct that results in disruption
of a class or academic activity may be directed by the faculty member to leave
the class for the remainder of the class period. Additionally, a student who
persists in disrupting a particular class after a warning by the faculty member
may be suspended from the class for an interim period pending the resolution of
the matter through the Office of Student Conduct.
ACADEMIC SUPPORT/RESOURCES
ACADEMIC CALENDAR
Click here to find important dates for this semester, like the first day of class, the
last day to Withdraw, Midterm time, last class date, final exam week, and study
day.https://www.gallaudet.edu/registrar/academic-calendars/undergraduate-academic-
calendar
ALLSTAR PROGRAM
The ALLSTAR program will provide online mentoring and services resources to
BIPOC students and students identified with needs Zoom link:
https://gallaudet.zoom.us/j/ 93311441021 – success For more information
contact Dr. Martreece Watson at [email protected]

COUNSELING AND PSYCHOLOGICAL SERVICES (CAPS)

Gallaudet University has a place for students to go to get support for stress,
anxiety, depression, and other mental health issues. For an intake appointment,
send an email to [email protected] or VP 202-250-2300. The CAPS mission
of service, training, and advocacy focuses on the mental health needs of
Gallaudet students and the deaf community. We support the academic and
social-emotional development of students by providing high-quality assessment,
counseling, crisis intervention, and prevention programs:
https:// www.gallaudet.edu/counseling-and-psychological-services Another
valuable resource is the Crisis Text Line (Text 741-741 and enter DHOH). For
more information about CAPS, visit their website:
https://www.gallaudet.edu/counseling-and-psychological-services

GALLAUDET LIBRARY
The library will continue to provide services during remote learning.
See https:// www.gallaudet.edu/library/contact-information

OFFICE FOR STUDENT SUCCESS: (UNDERGRADUATE)

The office will continue to offer remote services, including student success
coaching and peer mentorship: https://www.gallaudet.edu/student-success For
more information, please contact the director, Jerri Lyn Dorminy at
[email protected]

OFFICE FOR STUDENTS WITH DISABILITIES (OSWD)

OSWD works with students with additional disabilities in order to provide and/or
arrange reasonable accommodations. Students who have, or think they may
have, a disability (e.g., psychiatric, attention, learning, vision, physical, or
systemic), are encouraged to contact OSWD to apply for academic
accommodations and special services at [email protected]. OSWD is in the
Student Academic Center, room 1220. Instructors are not permitted to provide
accommodations without OSWD documentation. Please talk with us early on if
you are registered with OSWD. Additional information is available at the OSWD
website: www.gallaudet.edu/office-for-students-with-disabilities

OFFICE OF THE OMBUDS

Do you feel trapped, lost, or confused? The Office of the Ombuds is a safe place
where you can get support. Discuss your concerns confidentially! All
conversations are off the record.
Contact Information: (202) 559-5079 (videophone) E-mail:
[email protected] Twitter: @ombudsgallaudet

NAVIGATE
This course is part of a student success system called Navigate. Navigate is a
student success mobile App that helps you navigate roadblocks to graduation
and make better choices along the way through interactive checklists,
reminders, and alerts. To download the Navigate Student app, please go to the
Apple Store found or Google Play found and search for "Navigate Student".
Once you download the App, then log in using your university ID and password.
Faculty and professional staff such as tutors and your advisors will be able to
interact with you including scheduling appointments through your Navigate App
to ensure your success. If you have any questions or issues, contact
[email protected]. If you do not have a phone or tablet, you can
connect to the app on your computer or laptop at
https://gallaudet.guide.eab.com.

TUTORIAL CENTER
Tutorial Center provides tutoring, coaching, and instructional support services
for all undergraduate and graduate students at no charge. Students, if you need
tutoring services, please use Navigate to book appointments with your tutors.
Use this link: https://sites.google.com/gallaudet.edu/tutorial-center/ug-tutoring

If you have questions about Tutorial Center or are unable to schedule tutoring,
please email [email protected] or [email protected].

TECHNOLOGY, BLACKBOARD ULTRA, PASSWORD, EMAIL, LAPTOPS

1) Submit an I-Need-Tech Ticket: Help Desk
2) Zoom Tech Support: M-F, Hours (TBA) https://gallaudet.zoom.us/j/863149951;
3) In-Person Tech Support: SAC ComputerLab (hours TBA) or HMB W121
(hours TBA)
GU Sexual Assault Statement
Title IX Sexual Assault Policy: As an instructor, I want to create a learning
environment where you are free of harassment based on gender. If a student
tells me about a sexual assault or harassment, I am required to report it by law
to ensure campus/climate safety. But I also want to see that you get the support
you need to thrive.
If you want to officially report a concern or complaint relating to sexual
misconduct, contact either the Deputy Title IX Coordinator, Amy Rosseau, at
[email protected], (202) 250-2513, or in person at Ely Center, Room
103 OR the University Title IX Coordinator, Jennie Sivak,
[email protected], 202-759-1734, or in-person in College Hall Room
110. The Title IX Coordinator may delegate investigations to the Deputy Title IX
Coordinator(s) as appropriate. The Title IX Coordinator and the Deputy Title IX
Coordinators are responsible for receiving and conducting an administrative
investigation of all reports of sexual misconduct filed on campus by students
and employees and are available to discuss options, provide support, explain
University policies, and procedures, and provide education on related issues.
http://www.gallaudet.edu/title-ix-at-gallaudet-university
http://www.gallaudet.edu/student-affairs/student-handbook/interim-gender-based-and-
sexual-
misconduct-policy-and-procedures/reporting-gender-based-and-sexual-misconduct
https://www.gallaudet.edu/academic-catalog/registration-and-policies/behavior-codes/i
nterim- gender-based-and-sexual-misconduct-policy-and-procedures
http://www.gallaudet.edu/title-ix-at-gallaudet-university
http://www.gallaudet.edu/student-affairs/student-handbook/interim-gender-based-and-
sexual-misconduct-policy-and-procedures/reporting-gender-based-and-sexual-mi
sconduct
https://www.gallaudet.edu/academic-catalog/registration-and-policies/behavior-
codes/interim-gender-based-a nd-sexual-misconduct-policy-and-procedures

These four offices are not required to report any sexual misconduct and all
information is kept confidential. You may speak to someone confidentially by
contacting:

1. Counseling and Psychological Services (CAPS)*

https://www.gallaudet.edu/counseling-and-psychological-services

2. Student Health Services (SHS)*

https://www.gallaudet.edu/student-health-service/
 3. Office of Campus Ministries (OCM)Campus Ministries*
https://www.gallaudet.edu/office-of-campus-ministries.html

4. Office of the Ombuds* https://www.gallaudet.edu/office-of-the-ombuds

CONFIDENTIALITY AND MANDATORY REPORTING

As an instructor, one of my responsibilities related is to help create a safe
learning environment on and off-campus. I also have a mandatory reporting
responsibility related to my role as a university staff and instructor. It is my goal
to make you feel safe and comfortable sharing information related to your life
experiences in classroom discussions, in your written work, and in our
one-on-one meetings. I will keep the information you share with me privately to
the greatest extent possible. However, I am required to share information
regarding sexual misconduct or information about a crime that may have
occurred on the Gallaudet campus or online.

RESPECTFUL DIALOGUE AND ANTI-OPPRESSION

Engaging the classroom as a conversation means participants will encompass a
wide diversity of perspectives and experiences. This requires that we hold
ourselves, and one another accountable for respectful dialogue. This respect for
diversity includes race, class, language abilities, sexual orientation, gender
identity and expression, ethnicity, disability, and religious and secular beliefs.

As an educator committed to education as a means of liberation from all forms

of oppression, you can expect that when comments are made that fail to respect
the dignity and humanity of other people, we will take the time to discuss their
meaning, cultural context, and the implications of making such comments.

We need to look at the impact of harmful comments. So we may not assume

that such comments are intentional, however, we will deal with the impact of
comments. We often make comments unaware of our own privileges and
biases. I am not immune to making such comments as well, and I expect to
have my comments discussed. Regardless of our identities or statuses, it is
incumbent upon each of us to discuss comments and behavior whether they are
made from ignorance or intention because of their impact.
Until we all are confronted with our biases, examine them, and understand their
impact, the civility of a pluralistic society that allows all people to flourish will
elude us. Therefore, the expectations for respectful dialogue in an
anti-oppression framework are not meant to silence us out of fear of offending
others, but to allow us to discuss differences and learn to better respect one
another. Incorporating understanding and respect that comes from such
perspective and work is critical. With respectful discussion, there is learning and
growth! (Risa Shaw, 2016)
 Respectful dialogue includes:
▪ Honoring each person and doing our best to understand why they are saying
what they say and why they have the opinions they have.
▪ Asking questions when you are not sure what someone is saying or what they
mean.
▪ Being fully present when others are commenting.
▪ Acknowledging and inquiring about the perspectives of others.
▪ Recognizing that we are a bilingual university and people have different
strengths in their ASL and written English usage.
▪ Communicating clearly and slowly if necessary, so that all will understand
you.
▪ Treating each other with respect and civility. Acting with integrity and
accountability.
▪ Making repairs when harm has been caused.

The people in this course come from many different backgrounds. We all have an
important contribution to make to this course.
[Gratitude and Credit to those who shared their work: Niesha Washington-
Shepard, Raychelle Harris, Risa Shaw, Roberta Lynn Easley]

This is subject to change.

Changes, if any, will be announced in Blackboard/Email