Deaf Community Service Learning II

Curriculum Guideline

Effective Date:
Course Code
INTR 2230
Deaf Community Service Learning II
Sign Language Interpretation
Applied Community Studies
Start Date
End Term
Not Specified
Semester Length
15 Weeks
Max Class Size
Contact Hours

Lecture: 1 hour/week

Seminar: 1 hour/week

Field experience: 1 hour/week

Method Of Instruction
Field Experience
Methods Of Instruction
  • lecture/seminar
  • field work
  • small group work
  • guest speakers
  • course readings/video
Course Description
This course is the second of two courses designed to strengthen the interpreting student's ability to appropriately engage in the Deaf community. Students will participate in community volunteer service and they will also plan and host social events to complement monthly Practical Learning Days (PL Days). PL Days will comprise intense practice interpreting in simulated scenarios role-played by Deaf community members and non-signing hearing volunteers. Guided by a Deaf instructor, students will reflect on their experiential learning in classroom seminars. The language of instruction will be ASL.
Course Content

Service Learning:

  • Supporting Deaf people and organizations in the community
  • Collaborating with peers
  • Culturally appropriate communication
  • Positionality and its impact on student-community interaction
  • Participating in the reciprocity pool

Practical Learning Days:

  • Managing the demands of all-day intensive interpreting practice 
  • Hosting Deaf community members at social gatherings on campus
  • Making appropriate choices for interacting as a bilingual bicultural hearing person

Reflective Learning:

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

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

  • Support the value of reciprocity when working with the Deaf community
  • Establish and maintain appropriate professional boundaries
  • Exhibit strong communication skills in both ASL and English;
  • Maintain cohesive working relationships while using ASL and English with a variety of language users
  • Demonstrate ability to appropriately introduce oneself, initiate and/or join conversations, make others feel comfortable   
  • Identify and reflect on own biases
  • Use ASL to engage in seminar discussions about community learning experiences
  • Use ASL to engage in reflections on learning related to interpreting role-played scenarios
Means of Assessment

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

A typical distribution of graded assignments follows:

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

This is a letter graded course.

Textbook Materials

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