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Program Change:
P00242
Program Title: Interpreting
Graduate
Describe the proposed degree program change(s) in terms of how the changes differ from the program as currently approved and published in the latest WOU catalog (specify the latest catalog date).
Faculty in Western Oregon University¿s ASL/English Interpreting program propose the development of a 50-credit Master¿s degree program in Interpreting. The program will be delivered in a hybrid format (online with face-to-face components). The primary goals of the MA program in Interpreting are to develop leaders in the field of interpreting, to provide professional interpreters with the opportunity for growth and development beyond the undergraduate level, and to provide opportunities for professional interpreters to participate in observation, practice, and supervision (constructive discussion of interpreter work with the goal of improving the work in the future). There is currently no such program offered at the graduate level at WOU or any other institution in the Oregon University System. This would be a brand new program.
Describe the reasons for making this change:
Currently, there is only one graduate program in interpreting in the entire nation. The only graduate program in Interpreting is at Gallaudet University in Washington, D.C., on the east coast, and no such program exists in the west. The current graduate program at Gallaudet prepares interpreters for entry-level work thus differing in intent than the proposed MA degree at WOU which is designed to advance interpreting practitioners. The development of a graduate program in Interpreting demonstrates the program's commitment to promoting high standards and responding to employment market trends. By offering a master¿s degree, WOU seeks to address the nationwide need to increase both the quality and quantity of interpreters available.
For Dean Review only:
How and when will the effectiveness of these changes be determined?
This program will be evaluated regularly in several ways, including course and instructor evaluation through the SIR process, the ASL/English Interpreting Advisory Committee will be asked to review the data report and advise program changes. As students progress through the program, they will undergo instructor assessment, peer assessment, and self-assessment to measure their progress toward achieving the program outcomes. Specifically, the program goals will be evaluated through review of student portfolios that will include, but not be limited to, demonstration of service to the profession, demonstration of interpreting practitioner competencies, and comparison of baseline and exit work samples.
Student learning assessment will mirror the procedures currently in place in the Bachelor¿s degree program in ASL/English Interpreting and other graduate programs in the Division of Special Education, where a combination of graded exams, term papers, presentations, research projects, and supervised practica are used. Learning assessment will be embedded in the curriculum, with each course requiring demonstration of mastery of subject matter. The ¿capstone¿ courses will have a learning evaluation component assessing professional growth, including dispositions, through the program.
Approval Queue
| Step |
Approver |
Decision |
Timestamp |
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1 - Department |
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Approved | December 01 2009 |
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2 - Division |
Elisa Maroney |
Approved | December 01 2009 |
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3 - Division Curriculum |
Mickey Pardew |
Approved | December 03 2009 |
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4 - Library Dean |
Mickey Pardew |
Approved | December 03 2009 |
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5 - Graduate Committee |
Mary Bucy |
Rejected | January 10 2010 |
Comments: Attachment still notes Draft. Corrected proposal was submitted and approved.
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6 - Faculty Senate |
Katherine Schmidt |
Rejected | January 14 2010 |
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7 - Dean |
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8 - Provost |
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9 - President |
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Attached Files:
| INT_MA_Electronic_submission.doc |
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