This course deals with the professional learning needs and priorities of the workplace with an emphasis on business and industry settings. It examines the variety of ways in which employees and their managers gain new knowledge and skills as part of their on-going involvement in both their jobs and in formal, informal, and non-formal learning situations. Careful attention is given to understanding and applying effective transfer of learning strategies. The roles of in-house training, corporate university, individualized learning, distance learning, online learning, and external providers are also examined.

This course encompasses a broad spectrum of program development ranging from an individual course to a complete program of major learning activities conducted over a period of time for the education and training of adults. This project- based course serves as the Integrative Capstone and is designed to provide an opportunity to apply and practice theories, skills, and principles to a variety of situations adult educators may encounter in practice. Prior to capstone enrollment, students are expected to complete the majority of their required major courses. Students should consult with their advisor regarding specific major courses that may be completed with their capstone. NOTE: Students who were admitted to the college before Fall 2019 and have remained active in their original catalog year are not required to take IDIS 601.

Introduction to the deaf community and deaf culture. Discussion of similarities to, and differences from, mainstream hearing culture. Supplemental videotapes focus on aspects of culture including deaf education, autobiographical sketches, deaf norms and values, and deaf literature and folklore. Theoretical issues of culture and linguistics applied to deaf culture, American Sign Language, and the variety of cultural perspectives of the deaf community. Students engage in a research project related to course content.

Introduction to the theory and practice of consecutive interpretation. Analyzes and integrates specific subtasks of the interpreting process culminating in the performance of prepared and spontaneous consecutive interpretations. Students work with a variety of texts, language models, and settings with the goal of engaging in the consecutive interpreting process by chunking information and constructing meaning in the alternate language. Lab.