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UH ASLI—Internship (Spring 2016)
University of Houston Department of Communication Sciences and Disorders
American Sign Language Interpreting Program
Faculty Supervisor: Sharon Hill, Program Coordinator
McElhinney building, Room 301D
Phone: 713-743-4140 (V) Video Phone: 713-574-7612 Email: [email protected]
ASL I 4489:
SERVICE LEARNING HANDBOOK
Created Jan 2012, Updated: Jan 2016
UH ASLI—Internship (Spring 2016)
Page 2
University of Houston Communication Sciences and Disorders Department
American Sign Language Interpreting Program
100 Clinical Research Services Center
Houston, TX 77204
Faculty Supervisor:
Sharon G. Hill, MBA
McElhinney Building, Room 301D
713-743-4140 Office
UH ASLI Service Learning Handbook Page 23
Site Visit Worksheet
Student Name: ___________________________________________
Date of visit: _______________ Time of visit: __________________
Location: ___________________________________________
Mentors: ___________________________________________
___________________________________________
SITE VISIT NOTES
Provide a descriptive summary of the assignment and setting:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What professional and/or linguistic strengths did the student display at this visit?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What could improve the student’s performance in this environment?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
UH ASLI—Internship (Spring 2016)
Page 22
Site Visit Worksheet
Student Name: ___________________________________________
Date of visit: _______________ Time of visit: __________________
Location: ___________________________________________
Mentors: ___________________________________________
___________________________________________
SITE VISIT NOTES
Provide a descriptive summary of the assignment and setting:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What professional and/or linguistic strengths did the student display at this visit?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What could improve the student’s performance in this environment?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
UH ASLI Service Learning Handbook Page 3
Table Of Contents
ASLI Program Contact Information 2
Table of Contents 3
Overview of Course 4-5
Procedures for placement 6-7
Requirements of ASLI Student 8-9
Responsibilities of Faculty & Agency Staff 10-11
Portfolio Submission & Exit Interview 12-13
FAQs 13-14
Service Learning Forms:
Excel Worksheet—details template 15
Summary Log template 16
Assignment Log template 17
Grading rubrics 18-21
Site visit worksheets 22-23
UH ASLI—Internship (Spring 2016)
Page 4
Overview of Course
ASLI 4489 Students will gain practical experience by completing Ser-
vice Learning field assignments, working collaboratively
with local community service agencies to gain real-world
interpreting experience. Working with professional inter-
preters and a faculty supervisor, students are expected to
have gained the following:
Increased understanding and ability to apply the NAD-RID
Code of Professional Conduct for interpreters in real-life set-
tings and in interactions with their peers;
Enhanced interpreting skill by means of guided observation
and feedback sessions;
Ability to predict and then problem-solve typical interpersonal
and professional issues that arise while on assignments;
Development of a professional ―working portfolio‖ demonstrat-
ing interpreting skill development, an understanding of inter-
preting theory and a commitment to the profession.
In this course, students will be placed in the field to work
in externships in settings such as educational, rehabilita-
tion, community service centers and agencies serving chil-
dren, adolescents and/or adults who are Deaf or hard-of-
hearing. On average, students will spend a minimum of
20 hours per week completing fieldwork. This does not
include completing other course assignments.
UH ASLI Service Learning Handbook Page 21
Grading Rubric—Performances
For details, see BB Learn—WEEK 12 folder.
UH ASLI—Internship (Spring 2016)
Page 20
Rubric—Exit Interview & Portfolio
For details, see BB Learn—WEEK 12 folder.
UH ASLI Service Learning Handbook Page 5
How are students evaluated?
Attendance at Service Learning Events
Attendance and participation at Class meetings
Discussion postings*
Video summaries*
Observation Reports*
Detailed Logs* and Sign-ins
Capstone Project and Performance*
Portfolio Presentation*
Professional & Ethical Behavior—feedback reports
*Indicates items due on BB — due dates are on syllabus.
Course Prerequis ites
This course is the final course of the BA ASL Interpreting
Program, offered spring semesters only. Prior to the start
of the semester, senior students will be contacted and
required to complete preparatory assignments (résumé
preparation, submitting applications of interest, schedul-
ing interviews). Failure to complete these assignments
will delay placement in the field. Student résumés must
be approved by the Faculty Supervisor PRIOR to field
placement.
UH ASLI—Internship (Spring 2016)
Page 6
Requirements for Placement
University of Houston—ASLI Program has established in-
ternship/externship agreements with specific service
agencies and community partners. Students may only
work with approved agencies and partners to earn service
learning hours.
Affiliation Agreements The following organizations have established Externship
Affiliation Agreements (as of January 2016):
Communication Axess Ability Group (CAAG);
Accessible Signs;
Brazoria-Fort Bend RDSPD;
Cypress-Fairbanks ISD; and
Houston Community College System.
The UH ASLI Program also has forged community partner-
ships with the following organizations:
Thomas Glazier Senior Education Center;
Fonteno Senior Education Center;
Big Brothers Big Sisters of Houston;
Good Neighbor—Portfolio Resident Services;
The Children’s Museum;
UH—main campus: CSD, LGBT Resource Center, LCC,
ASL & Interpreting Club, COMD 3301 course;
Houston Deaf Senior Citizens;
Houston Black Deaf Advocates;
Local high school ASL competition (Farrington); and
Board for Evaluation of Interpreters (BEI).
UH ASLI Service Learning Handbook Page 19
Grading Rubric—Feedback worksheet
(SEE BB LEARN FOR WORKSHEET DETAILS)
Feedback will be obtained regarding student performance in a variety of catego-
ries. The following questions will be addressed:
Does the student:
consistently arrive 15 minutes before the start time?
demonstrate a professional demeanor and appearance?
communicate and interact appropriately with mentors?
communicate and interact respectfully with consumers?
demonstrate the ability to use decision-making skills to problem-solve?
display a willingness to learn from others?
demonstrate appropriate ASL-to-English receptive skills for his/her current
skill-set?
demonstrate appropriate English –to-ASL expressive skills for his/her current
skill-set?
understand the steps involved in the interpreting process?
discuss topics relating to interpreting theory and relevant issues in the pro-
fession?
The Feedback worksheet also has additional sections for comments regarding
both the student’s accomplishments and the student’s challenges faced on as-
signments.
Feedback will tabulated into the final grade for the exit interview. It will also be
used to determine if violations of course policies has occurred and to implement
any disciplinary action.
UH ASLI—Internship (Spring 2016)
Page 18
Grading Rubric—Writing Assignments
C
ON
TE
NT
ORGANIZATION
STYLE
PARAPHRASING
C
ON
VE
NT
ION
S
5
Com
ple
tely
accura
te,
substa
ntia
l, s
pecific
conte
nt
show
ing s
trong
develo
pm
ent and
sophis
ticate
d id
eas
Sophis
ticate
d ar-
rangem
ent of con-
tent
with e
vid
ent
and/o
r subtle
tra
nsi-
tio
ns
Use o
f a v
arie
ty o
f w
ord
s a
nd
sente
nce s
tructu
res
to c
reate
tone a
p-
pro
pria
te t
o a
udi-
ence
Appro
pria
te p
ara
-phra
sin
g t
hat
accu-
rate
ly r
epre
sents
the
main
id
eas
Maste
ry o
f gra
mm
ar,
me
chanic
s,
spelli
ng, usage a
nd
sente
nce f
orm
atio
ns
4
Mostly a
ccura
te,
with
som
e m
isapplic
atio
n
or
mis
sin
g in
for-
matio
n
Genera
lly g
ood a
r-ra
ngem
ent and t
ran-
sitio
ns w
ith few
are
-as that
don’t fit w
ell
Genera
lly a
ppro
pri-
ate
word
choic
e a
nd
tone
One o
r m
ore
sen-
tences a
re n
ot in
your
ow
n w
ord
s o
r th
e r
e-
phra
sin
g c
hanged the
meanin
g
Suffic
ient contr
ol of
gra
mm
ar,
me
chanic
s,
spelli
ng, usage a
nd
sente
nce f
orm
atio
n
3
Part
ially
accura
te,
suffic
iently d
evelo
ped
conte
nt or
severa
l are
as o
f skip
ped
info
rmatio
n
Fu
nctio
nal arr
ange-
ment
of conte
nt th
at
susta
ins a
lo
gic
al ord
er
with
limited u
se o
f tr
ansi-
tio
ns
Generic w
ord
choic
e
and s
ente
nce
str
uctu
res—
pro
per
tone a
nd v
oic
e e
vi-
dent
at tim
es
Severa
l sente
nces
are
not
in y
our
ow
n
word
s,
or
changed
the o
rig
inal m
eanin
g
Adequate
contr
ol of
gra
mm
ar
mechanic
s,
spelli
ng, usage a
nd
sente
nce f
orm
atio
n
2
Lim
ited c
onte
nt
with
inadequate
ela
bora
-tio
n o
r expla
natio
n
Confu
sed o
r
inconsis
tent
arr
angem
ent
of con-
tent
Lim
ited w
ord
choic
e
and b
asic
sente
nce
str
uctu
res
At le
ast
half o
f th
e
sente
nces a
re n
ot
your
ow
n,
or
re-
word
ing c
hanged t
he
meanin
g
Lim
ited c
ontr
ol of
gra
mm
ar
mechanic
s,
spelli
ng, usage a
nd
sente
nce f
orm
atio
n
1
Inaccura
te,
superf
icia
l and/o
r m
inim
al con-
tent
Min
imal contr
ol of
conte
nt
arr
angem
ent
Min
imal varie
ty in
w
ord
choic
e a
nd o
f sente
nce s
tructu
res
Over
half o
f th
e p
a-
per
is taken d
irectly
from
the s
ourc
e
Min
imal contr
ol of
gra
mm
ar,
me
chanic
s,
spelli
ng, usage a
nd
sente
nce f
orm
atio
n
UH ASLI Service Learning Handbook Page 7
Requirements for placement:
UH ASLI Students must provide the following documenta-
tion to the Faculty Supervisor at the start of the semester:
Valid Texas Driver’s License;
Completion of National background check;
Current automobile insurance (liability coverage);
Professional student intern liability insurance cover-
age;
Completion of Intern pre-placement survey sheet;
Working smartphone with email, voice and texting ca-
pabilities;
Signed Handbook acknowledgment form;
UH ASLI headshot and fee for Intern badge.
Use of Deputy App (effective Jan 2016)
Students will be required to download the Deputy applica-
tion in order to communicate with the Faculty supervisor
before, during and after field assignments. Students
MUST report all assignment-related problems, issues and/
or potential violations of this handbook policies to the Fac-
ulty supervisor immediately (within 24 hours).
Faculty Supervisor:
Sharon G. Hill, ASLI Program Coordinator
713-743-4140 Office
UH ASLI—Internship (Spring 2016)
Page 8
Requirements of ASLI Students
By enrolling in ASLI 4489, you agree to adhere to the fol-
lowing policies to obtain and maintain field placement:
I will complete an assignment log for EACH assignment
and submit it weekly, by Sunday at 11:59p.
I will attend all class meetings and other events sched-
uled by Faculty Supervisor as mandatory.
I will treat all assignment-related information as confi-
dential.
I will prepare myself so that I can arrive at the assign-
ment location at least 15 minutes before it begins.
I will use the Deputy app to sign in and out of each
field assignment to verify my attendance.
I will adhere to the Program Handbook regarding pro-
fessional dress and grooming.
I will frequently review and then apply the NAD-RID
Code of Professional Conduct when interacting with
my peers, mentors, faculty, and consumers (Deaf and
Hearing).
I will display a cooperative and respectful attitude to-
ward working interpreters, consumers agency staff
and faculty supervisor.
I will add all due dates (as indicated on the syllabus) to
my personal calendar or planner.
I will remain attentive and responsive during assign-
ments while maintaining an unobtrusive demeanor.
I will report any issues, problems or violations of
course policies to the Faculty Supervisor immediately
via Deputy or email.
I will actively seek field placements with a variety of
organizations.
I will regularly participate in class discussions.
UH ASLI Service Learning Handbook Page 17
Assignment Log Template
Assignment Date: _____________________________________________
Hours worked: start time______________ end time____________
Interpreting Mentor:(s)____________________________________________
Type of assignment: _____________________________________________
(educational, community, medical, psychological)
Consumer’s language preference: ASL PSE MCE
What I learned about professional behaviors, working in this setting, cultural or
professional norms, or working with these consumers :
_____________________________________________________
_____________________________________________________
_____________________________________________________
Questions I have:
_____________________________________________________
_____________________________________________________
_____________________________________________________
Signs/English words I added to my Interpreting notebook:
_____________________________________________________
_____________________________________________________
Deputy sign in time: __________
Deputy sign out time: _________
UH ASLI—Internship (Spring 2016)
Page 16
Summary Log Template
Detailed weekly log will be provided electronically for posting on electronic portfo-
lio. Detailed worksheet documenting all hours earned also required.
Event Categories Number of Hours
Community Events (Min. 10 hrs.)
Volunteer work (Min 10 hrs.)
Class meetings (Min. 30 hrs.)
Prep or De-Briefing (Min. 30 hrs.)
Internship hours (Min. 200 hrs)
Capstone Preparation (Min. 20 hrs)
Total Internship Hours 300 hours required
UH ASLI Service Learning Handbook Page 9
Violations of Course Policies:
Violations will result in the following: 1st warning) meeting
with Faculty supervisor, 2nd warning) written reprimand,
3rd warning) Suspension of placement activities for 10
business days and 4th warning) failing grade in the
course. Serious violations will be shared with the ASLI Ad-
missions Committee and may necessitate immediate sus-
pension.
The following behaviors and actions will be considered
violations of course policy (this list is NOT exhaustive) :
Failure to submit assignment logs each week;
Failure to obtain liability insurance or ID badge;
Repeated late arrivals (less than 15 minutes before
start of assignment) or repeated no-shows;
Absence at mandatory Service Learning events;
More than 2 absences at class meetings;
Failure to sign in and out using Deputy application;
Instances of unprofessional dress or grooming;
Inability to maintain unobtrusive demeanor on assign-
ments;
Sharing confidential assignment details with others;
Not disclosing assignment-related issues within 24
hours to Faculty supervisor;
Establishing or fostering a personal or romantic rela-
tionship with consumers (Deaf or Hearing), mentor in-
terpreters, or agency/organization staff; and/or
Little to no participation in class discussions and de-
briefings.
UH ASLI—Internship (Spring 2016)
Page 10
Responsibilities of Agency Staff
The UH ASLI Program will coordinate internship schedules
by means of the approved site’s Internship Coordinator.
All assignments will be determined by the Internship Site
Coordinator based on the student’s skill-set.
Expectations Internship Site Coordinators should create a positive
internship experience by providing the following:
Application for acceptance as approved intern;
Interview process to assess student’s skill-set;
Coordination of assignments so that students are
able to work with mentoring interpreters; and Diversity of work assignments.
Mentoring Interpreters We encourage the mentor to:
Serve as a model for professional & ethical behavior; Provide feedback for skill development;
Establish proper protocol & turn-taking strategies;
Allow adequate time before and after assignments
for assignment preparation and de-briefing ; and
Allow the student to take reasonable risks in the
interpreting experience while never compromising
quality of services.
UH ASLI Service Learning Handbook Page 15
FAQs—continued
Can interns count assignments if they receive pay?
While some interns may be certified professionals, most
are not and are unable to receive pay for working assign-
ments. It would be an unfair advantage to allow students
who have certification to utilize assignments for which
they receive pay. Therefore, internship hours can only be
accrued for non-paying assignments.
Do interns have to use the templates provided ?
The templates have been selected to allow for maximum
skill development and reflection. Students must follow
the process as outlined on the template and fill in all infor-
mation required for full credit.
What if video-recording equipment isn’t available?
Students are allowed to borrow video-recording equip-
ment from the ASLI Program for the semester. Students
must maintain the equipment in working order to com-
plete course assignments. Lost or damaged equipment
must be replaced before the semester ends in order to
receive a final grade for the course.
What is a site visit?
The Faculty Supervisor will schedule a minimum of one
visit to intern sites for individual critique and feedback op-
portunities. Students are required to provide the Faculty
Supervisor with assignment details (date, time, location)
by March 1st.
UH ASLI—Internship (Spring 2016)
Page 14
FAQs
How will students obtain placements as an intern?
UH has executed agreements with approved sites for
placements. The Faculty Supervisor will coordinate place-
ment for students. Students CANNOT intern at sites that
are not approved by UH.
How many hours are interns required to earn?
Hourly requirements are determined per semester and
are outlined in the course syllabus. FAILURE TO MEET
MINIMUM HOURLY REQUIREMENTS WILL RESULT IN A
FAILING GRADE FOR THE COURSE.
What do students do if a problem occurs after place-
ment?
Students should contact the Faculty Supervisor immedi-
ately (within 24 hours) to report any problems or issues.
One-on-one meetings can be scheduled to address confi-
dential matters.
How do students document hours earned?
Templates are provided for student use to document
hours earned. A summary log is required for the portfolio
but all assignment logs must be turned in on presentation
day. A detailed worksheet showing hours earned is re-
quired.
Why must interns complete a electronic portfolio?
Completion of a portfolio allows for students to have a
professional representation for job placement purposes
and to allow for continued skill development. Students
retain ownership of the site after graduation.
UH ASLI Service Learning Handbook Page 11
Responsibilities of Faculty Supervisor
The faculty supervisor is responsible for information, sup-
port, and assistance in monitoring the ASLI student’s pro-
gress throughout the internship. The faculty supervisor is
responsible for holding the student accountable for meet-
ing all course requirements.
Expectations Faculty supervisors agree to provide the following:
Communicate regularly with the student and on-site
personnel;
Schedule weekly course meetings with students to
review skill development;
Monitor the student’s progress through the semester
bi-weekly to ensure completion of required service
learning assignments;
Obtain and review solicited and unsolicited verbal or
written feedback from consumers, peers, mentors,
and agency staff regarding student progress;
Schedule a minimum of one site visit and provide writ-
ten and/or verbal feedback accordingly;
Problem-solve any assignment-related issues should
they arise;
Arrange for placement at approved internship sites;
Follow procedures regarding course policy violations;
and
Determine a final grade based upon grading require-
ments (see syllabus).
UH ASLI—Internship (Spring 2016)
Page 12
Portfolio Presentation
On presentation day, students face a final exit interview in
which they will present the following:
An electronic portfolio for online viewing;
A bound compilation report including each assignment
log, video summary and observation report submitted
during the semester. Detailed spreadsheet showing
ALL hours earned MUST also be included for docu-
mentation of individual hours earned.
Portfolio Sections: Students will create an electronic portfolio available for
online viewing. The portfolio must include:
Working philosophy statement & professional picture
Include a brief biography, a headshot and your profession-
al philosophy about the interpreting profession.
B. Summary log of all hours earned
Use the summary log worksheet to document the total
hours earned per category. (Detailed worksheet to be
placed in binder/bound report.)
C. Topics of Interest Section (3 topics)
Use the discussion topics submitted to create a summa-
tive report about 3 topics which interested you the most.
Include 1 paragraph for each topic, with references.
D. Video Summaries
Create a summative report of your skill development as
documented in the video summaries. Highlight each cate-
gory of skill development.
UH ASLI Service Learning Handbook Page 13
Portfolio Sample Sites
E. Video link— ASL-to-English interpreting skill
Provide an original sample of your ASL-to-English skill
(Min. of 4 minutes - ASL video with NO interpretation
model or English transcript available).
F. Video link - English-to-ASL interpreting skill
Provide an original sample of your English-to-ASL (Min. of
4 minutes — English video with NO interpretation model or
ASL version available).
G. Final Performances & Volunteer projects—summary
Provide a detailed summary of the final performances
along with your volunteer efforts. Pictures are required.
Working samples:
The following websites showcase sample student, educa-
tor and professional portfolios:
http://jenniferborchers.wordpress.com/
http://www.gerardwilliams.net/portfolio.php
http://ambo805.wix.com/interpreter-portfolio
This professional online portfolio should be created during the semes-
ter with careful thought, time and consideration. Last-minute efforts
have typically resulted in low grades due to poor website design, in-
sufficient or incorrect content and/or lack of ease to use/navigate.