Interpreting Students’ Perceptions of a Blended Degree Program

The use of blended learning as a delivery model is prevalent in higher education today and takes advantage of both traditional face-to-face and online instruction to deliver academic courses. This study was designed to examine student perceptions of a blended graduate degree program in ASL-English interpreter education pedagogy. The study examined information regarding the overall blended degree program, student perceptions about the online aspects of the program, effectiveness of the delivery methodology and a general concept of ways to strengthen the program. Through a survey and interviews, students provided insight into their experiences with instructors, courses, delivery formats, decision factors in joining a blended program, and the program as a whole. Participants also provided recommendations for courses and program design

Integration of Computers and Related Technologies into Deaf Education Teacher Preparation Programs

The study examined how computer technology is used, modeled, and taught in programs that prepare future teachers of students who are deaf or hard of hearing. Data were collected through two self-reported survey instruments sent to participants from two different groups: (a) deaf education faculty (n = 233) and (b) administrators of programs serving students who are deaf or hard of hearing (n = 100). Among the faculty who responded to the survey, 99% said they used computers and printers for instruction during class, 84% said they used VCRs for instruction during class, and 56% said they used video cameras for instruction during class. The information that was reported on how technology was being used for instruction and how its use was being taught to students in deaf education teacher preparation programs indicates that the need persists for integration of technology into these programs. A need likewise continues for improved instructional strategies relative to computers and technology

Signed Language Interpreter Education Programs in North America: A Descriptive Study

The objective of this study is to provide interpreter education faculty, university administrators, accrediting bodies, stakeholders, interpreters, and students (current or prospective) a descriptive snapshot-in-time of interpreter education curriculum and programs in North America. This study expands upon work done in the late 1987-1990 and 2007-2009 to capture a descriptive snapshot-in-time of the preparation of signed language interpreters. Researchers anticipated learning how programs align their curricula with CCIE accreditation standards (whether they are accredited or not), how two- and four-year programs (including Canada) allocate faculty time and resources, and how student characteristics and support systems differ among programs. This study examined interpreting education programs (IEP) in the U.S. and Canada across five distinct areas: (a) university and unit, (b) faculty, (c) students, (d) curriculum and internship, and (e) accreditation. Data were collected via a Qualtrics online survey with 67 questions sent to 125 IEP program directors with 58 total usable responses (46% return rate)

Social Connectedness of Deaf Retirees

The intergenerational connectedness that has traditionally bound members of the Deaf community to each other is changing amidst the current technological and cultural landscape. This study explores perceptions of Deaf retirees concerning their usefulness to younger generations and their need to stay connected to each other despite increasing isolation due to implications of aging. Factors such as communication networks, transportation availability, proximity to families and friends, technology, and vital connections to the local residential school for children who are deaf are discussed as emergent themes from two focus groups conducted with 14 Deaf retirees. This exploratory study sought to discover how the dynamics between the generations have evolved and the positive and negative impact of such changes. The voices of the retirees in this study shed light on the complicating issues surrounding communication as a lifeline between generations of Deaf people who are native users of American Sign Language. Additionally, the traditions of social connectedness upheld by the Deaf community are similar to those of other collectivist cultures that also may experience shifting social networks within their own communities. © 2013 Copyright Taylor and Francis Group, LLC