Service Learning in Interpreter Education: Strategies for Extending Student Involvement in the Deaf Community

INDEX

231 I N D E X Figures and tables are indicated by f and t following the page numbers. academic neutrality, 132 academic reflection, 98–121 becoming reflective practitioners, 116, 119–20 contemplating realities, 109–14 critical reflection, 106–8 definition of, 99–102 ethical principles and, 120–21 evaluation, 117–18 guided reflection, 114–17, 141 individual and joint reflection, 102–4 mindful learning, 94, 99, 104–6 contextual considerations of, 108–9 academic rigor, 14–15 accidental evolution of interpreter education away from Deaf community, 27–28. See also disconnectedness accommodating style of learning, 96 action plans, 84 active listening, 52, 53, 82, 102 ADBC. See Arkansas Deaf-Blind Community Adler-Kassner, L., 66 Advances in Service-Learning Research (Billig), 3 alliance learning, 4, 28–29 American Occupational Therapy Association, 37 American Sign Language (ASL) isolated deaf children’s need to be with other children using, 83 mainstreaming and, 113 multiple intelligences and, 93 NAD and, 24 NEFAD and, 148–49 students’ knowledge of adequacy of, 72, 72t demonstration as part of intercultural competence, 52 St. Catherine University case study, 194 St. Louis Community College (SLCC) case study, 186–87 Western Oregon University (WOU), 188 American Sign Language Teachers Association, 32 annotated bibliography of resources, 205–16. See also resources application of foundational knowledge, 51 Arkansas Deaf-Blind Community (ADBC), 10, 150–54, 176–80 Arter, J., 61 Ash, S. L., 107 ASL. See American Sign Language assessment. See evaluation of service learning courses; needs assessment; self-assessment by students asset mapping. See community asset map assignments for evaluating outcomes, 53–56 class participation, 53 community asset map, 54 final summary, 55–56 need validation, 54 personal skills assessment, 54–55 reflective journaling, 55 assimilating style of learning, 95 Association of Visual Language Interpreters of Canada, 32 attitude of students, 89–91, 91–92f, 100–1, 160–61 Babin, Arthur, 150–52 Bauman, H-D. L., 70 belief systems, 100–2 Bentley-Sassaman, J., 96 best practices in occupational therapy training, 38 Slie_Index.indd 231 Slie_Index.indd 231 2/11/2013 10:28:53 AM 2/11/2013 10:28:53 AM 232 Index Birge, James, 3 Blackboard Learn, 117 blind. See Deaf-Blind communities blogging, 55, 117, 118, 165–66. See also reflective journaling Bloom, B. S., 50–51 bodily-kinesthetic intelligence, 93 bottom-up curriculum reform, 33 boundaries classification systems and, 20–21 between interpreters and deaf individuals, 26, 39 boundary spanning, 11 Bowling Alone (Putnam), 14, 16–17 Boyer, E., 10, 11 brainstorming, 74–75, 95 Braxton, J., 12 bridge of consciousness, 20 Bringle, R. G., 5, 73, 122, 125 Brown, M., 18 Building Bridges: The Allyn and Bacon Student Guide to Service-Learning (Hamner), 182 Butin, D. W., 88, 134 Campus Compact, 11, 39 case studies, 172–95 data-collection method, 174 St. Catherine University, 191–95 St. Louis Community College (SLCC), 184–87 survey of interpreter education programs, 172–74 University of Arizona (UA), 181–84 University of Arkansas at Little Rock (UALR), 175–80 Western Oregon University (WOU), 187–91 CCIE. See Commission on Collegiate Interpreter Education Chappuis, J., 61 Charbonnier, Manuel, 143, 146 Chestnut Lane (Deaf and Deaf-Blind assisted living and retirement community), 189 children with Deaf parents, 8–9 civic engagement, 4 civic responsibility, 15, 52, 116 Clark, C., 18, 23 class discussions to identify potential partnerships, 74–75 class participation, 53 Clayton, P. H., 73, 107, 115, 117 cocurricular service learning, 6 Cokely, D., 19, 20 collaboration, 84, 140, 177–78 collaboration learning, 4 Commission on Collegiate Interpreter Education (CCIE), 32, 66 Accreditation Standards, 32 commitment to community partnership, 14 communication assessment of, 54 importance of, 82 use of preferred communication modes, 139, 150 community asset map, 38, 76–80, 115 community-based learning, 4 community-based participatory research, 134 community-engaged scholarship, 132–35 community involvement in occupational therapy program, 39 St. Louis Community College (SLCC) case study, 185 St. Catherine University case study, 192–94 University of Arizona (UA) case study, 181 University of Arkansas at Little Rock (UALR) case study, 176–77 voice of Deaf community, listening to, 81–82, 101 Western Oregon University (WOU), 188–89 community service distinguishing service learning, 4, 6, 8, 21, 169, 173 in service continuum, 176t Conference of Interpreter Trainers, Inc. (CIT), 32, 34, 67 confidentiality, 9, 121 Confucius, 98 Conners, K., 41–42 control, ceding of, 164–65. See also empowerment Slie_Index.indd 232 Slie_Index.indd 232 2/11/2013 10:28:53 AM 2/11/2013 10...