Asli internship handbook (updated jan 25, 2016)

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

mailto:[email protected]


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

[email protected]

[email protected]

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?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________




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?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


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


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.


Grading Rubric—Performances

For details, see BB Learn—WEEK 12 folder.


Page 20

Rubric—Exit Interview & Portfolio

For details, see BB Learn—WEEK 12 folder.


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.


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).


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.


Page 18

Grading Rubric—Writing Assignments

C

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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

[email protected]



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.


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: _________


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


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.


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.


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.


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.


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).


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.


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.

http://jenniferborchers.wordpress.com/

http://www.gerardwilliams.net/portfolio.php

Documents

Asli internship handbook (updated jan 25, 2016)