English 
Overview
Career Opportunities
Admissions/Requirements
Curriculum
Obtaining your degree through the William Woods University online degree completion program opens the door to advancement within a challenging, rewarding and growing field.
The National Interpreter Education Center has documented a nationwide shortage of qualified interpreters, and the demand is growing every year. Earning a bachelor’s degree as a working ASL-English Interpreter offers advancement opportunities in the areas of national and statewide certification.
Few institutions compete with William Woods in ASL related programs. Frequently ranked among the top ASL locations in the nation, we offer a unique combination of academic excellence, affordability, and community.
This program is most beneficial for:
Students complete program courses primarily in a cohort model, developing a learning community of support. The connection between faculty in the online and on-campus programs provides a consistency of content and academic rigor. Campus faculty are involved in developing the curriculum for and teaching the courses offered in the online program. We combine rigorous coursework with a student-centered, service-oriented educational environment, and our convenient 8-week courses offer start-and-stop flexibility and affordable tuition.
Upon completing this online degree, you will be eligible to sit for National Interpreter Certification (NIC) administered by the Center for the Assessment of Sign Language Interpretation (CASLI). You will gain a greater understanding of Deaf culture, learn interpreting essentials for medical, mental health, legal and other specialties, and obtain the skills necessary to work as an interpreter in a wide variety of environments and professional settings.
Applications who hold the following approved certifications may be considered for admission providing the applicant meets the minimum GPA requirement and has relevant work experience. Applicants must submit documentation of such certifications for formal review.
William Woods online undergraduate programs are available to students across the country. In Missouri, our students come from Fulton, Columbia, Jefferson City, St. Louis, Kansas City, Moberly, Springfield, Ozark, Cape Girardeau, Rolla and many more locations. Beyond Missouri, our online graduates hail from California, Illinois, Kansas, Washington, Arkansas and other states.
Compensation research firm PayScale recently ranked ASL Interpreting as the 5th most meaningful career. It’s truly an opportunity to flourish and do well by doing good.
ITP Studies in ASL-English – 39 Credits
The demand for qualified ASL-English interpreters is traditionally high and is increasing yearly. The National Interpreter Education Center has documented a nationwide shortage of qualified interpreters. Since 2008, anyone wishing to sit for the National Interpreter Certification (NIC) must have completed a two-year degree. Now, under new National Registry of Interpreters for the Deaf (RID) rules (July 2012), a four-year degree is required for anyone wishing to become nationally certified. A number of states are now discussing similar plans for state certification.
The Bachelor of Science degree in interpretation studies in ASL/English will prepare students to effectively communicate and interpret between American Sign Language and English. The curriculum strongly emphasizes the sociological, historical, cross-cultural and educational approach to teaching and learning about the Deaf community and American Sign Language through the classroom, experiential learning events, and interactions. The program will prepare students to sit for national certification and to fill the increasing demand for skilled, qualified interpreters.
The Bachelor of Science degree in interpretation studies in ASL/English is a 13-course, 39-credit- hour degree-completion program designed for students who have completed a two-year degree in ASL interpreting or course equivalencies as determined by program faculty. Applicants who hold current National Interpreter Certification may have the entrance language proficiency exam waived and apply for Credential Learning credit. All students must complete a total of 122 hours for graduation, including transfer credit, general education, ASL/Interpreting and electives.
| This course is designed to develop proficiency in the understanding and use of non-manual markers in ASL. Many grammatical structures of ASL are produced as facial expressions, body shifts, and morphemes produced with specific mouth and eye movements. For non-Deaf people, this is perhaps some of the more difficult aspects of ASL to learn and the most important for comprehension and production. Students will learn how to accurately inflect specific meaning in ASL using non-manual markers. The course will also touch on fingerspelling accuracy. Prerequisite: ASL 205 credits: | Linguistics Non-Manual Mrkrs in ASL | 3 |
| Students take an analytical approach to language and the field of linguistics as it applies to American Sign Language. ASL phonology, morphology, syntax, semantics, bilingualism, and language use and usage will be examined and discussed. Language samples will be viewed and analyzed for evidence of different language structures and forms. Students will also read and critique research articles pertaining to ASL and other signed languages. Prerequisite: ASL245 credits: | Linguistics of American Sign Lang | 3 |
| This course analyzes and compares the various genres of American Sign Language literature. ASL poetry, narrative, humor, as well as written work by deaf individuals and other language devices will be examined and discussed. Students will create and evaluate original work illustrating the similarities and uniqueness of ASL. Students will become familiar with well-known contributors: Clayton Valli, Patrick Graybill, Ella Mae Lentz, etc. Research articles pertaining to ASL or Deaf Literature will be critiqued and discussed as well. Prerequisite – ASL245 credits: | ASL Literature | 3 |
| A study of modern English grammar, usage, and sentence structure. Students will identify grammar and syntax structures and apply those principles to their own and others’ writing. Prerequisite – ENG102 credits: | Grammar and Syntax | 3 |
| This course covers the fundamentals of ASL English interpretation and introduces the sociolinguistic factors that influence communication, strategies for analyzing discourse, and the theory and process of mediating between two languages and cultures. The textbook and lectures will cover theories of communication and models of the interpretation processes, the role, boundaries, and responsibilities of the interpreter and other pertinent issues critical to the field. The primary focus of this course is to develop specific skills necessary for the art of interpreting along with ways to analyze the interpreted work. Prerequisite: ASL145 credits: | Theory of Interpretation | 3 |
| This course surveys the field of ethics and how we use ethics and values to make decisions in the face of conflicting values. Ethical standards and dilemmas in various professions, including ASL English interpreting, will be explored through discussion, case studies, and role playing. This course includes topics related to working cross- culturally, power relations within and among groups, and ethical standards and statements from a variety of professions and communities. credits: | Ethics in Interpreting | 3 |
| Focuses on creating culturally and linguistically dynamic interpretations between ASL and English. Most interpretations will be of unrehearsed source material. There is an emphasis on increasing individual skill throughout the duration of the course. Students will conduct self and peer diagnostics and provide feedback on interpretations to each other. Prerequisite: ITP 211 credits: | Interpreting Application and Analysis | 3 |
| An upper level course covering various advanced settings of interpreting. This course covers interpreting in medical, mental health, and educational settings. ASL and English vocabulary in specialized areas not covered in previous courses is developed. Students will be interpreting linguistically dense texts and learning how to manage the various settings and personnel involved in these types of interpreting. Teaming with a Certified Deaf Interpreter (CDI) will also be covered. Prerequisites: ITP 351 or ITP 302 with a grade of ”C” or higher credits: | Interpreting in Advanced Settings I | 3 |
| An upper level course covering various advanced settings of interpreting. This course covers interpreting legal information, VRS/VRI work, religious settings, and interpreting for deafblind individuals. ASL and English vocabulary in specialized areas, including explicit language, not covered in previous courses is developed. Students will be interpreting linguistically dense texts and learning how to manage the various settings and personnel involved in these types of situations. Prerequisites: ITP 351 or ITP 302 with a grade of ”C” or higher credits: | Interpreting in Advanced Setting II | 3 |
| This course is the capstone to the major and prepares students to enter the ASL English interpreting profession as a general practitioner. Students will investigate current issues facing the field, prepare for written certification exam(s), career development, and ethical decision making. This course is conducted in seminar format where students will apply demand-control schema, time-management, business practices, code of professional conduct and ethical decision-making, certification and quality assurance, accountability, and life-long learning and professional development. Emphasis given to creating a portfolio and resume for internship and future employment. Prerequisites: ITP 302 or 351 with a grade of ”C” or better credits: | Senior Capstone | 3 |
| This course requires a minimum of 150 clock hours in an approved work situation. Students will submit a log of work activities with dates and times illustrating internship activities and outcomes with brief explanatory texts. Students will complete an essay evaluating the role of the on-site supervisor, the quality of the work environment, and the importance of internship experiences. Requires permission of division chair. Prerequisite: ITP450 with grade of ‘C’ or higher credits: | Field Practicum I | 3 |
| This course requires a minimum of 150 clock hours in an approved work situation. Students will submit a log of work activities with dates and times illustrating internship activities and outcomes with brief explanatory texts. Students will complete an essay evaluating the role of the on-site supervisor, the quality of the work environment, and the importance of internship experiences. Requires permission of division chair. Prerequisite: ITP450 with grade of ‘C’ or higher credits: | Field Practicum II | 3 |
| The study of the psychological principles that support the foundation of educational theory and practice. The student will be able to understand and apply the psychological principles that form the basis of educational theory and practice. credits: | Educational Psychology -Q | 3 |
| The purpose of this course is to provide an overview of the typical development of a child from birth through emerging adulthood. Biological, cognitive and social development and the influencing factors will be covered. Students will be expected to apply the theories discussed in the course to improve child welfare. credits: | Child and Adolescent Development | 3 |
| This course focuses on the ways in which diversity, intersectionality, racism, and oppression shape human experiences and identity development; affect equity and inclusion; and influence social work practice across systems. Students will explore related topics, including White supremacy, White privilege, power, poverty, marginalization, and alienation. Students will be introduced to cultural humility and anti-racism, as they learn to use critical reflection, self-awareness, and self-regulation to identify and manage their personal values, beliefs, and biases. credits: | Introduction to Diversity and Intersectionality -i | 3 |
| This course focuses on issues unique to individuals and groups that have been victimized by violent crime. Course content includes examination of the victim’s historical role within the criminal justice system, the victim’s movement, and current issues most relevant to victims and service delivery. Theoretical consideration and practice interventions are examined in relation to specific crimes and vulnerable populations. In conjunction with area agencies, students develop a community project to be implemented during National Crime Victims Rights Week. credits: | Crime Victimization in America | 3 |
| Human Behavior in the Social Environment (HBSE) I introduces students to the person-in-environment perspective by examining biological, sociological, and psychological, cultural, and spiritual development of individuals across the lifespan within the context of the smaller systems (e.g., families, fictive kin systems, friendship networks). The interrelationships between individuals and their environments are also explored. Topics include development; behavior; problems in living commonly experienced by individuals and families; personal and professional social work values in regard to individuals and families; diversity and difference in the context of individual and family development and behavior; and related theoretical frameworks. Students should have a foundational understanding of psychology and biology before beginning this course. credits: | Human Behavior in the Social Environment I | 3 |
| Human Behavior in the Social Environment (HBSE) II builds on the knowledge and theories related to individual development within the context of smaller systems that were introduced in HBSE I (SWK 316). This course focuses on the interactions between micro systems (individuals/families) and their larger environment, with an emphasis on understanding interactions with groups, organizations, and communities, as well as the behavior and functioning of the larger systems. Students will also explore social work values and ethics, rurality, racial and ethnic diversity, history and development of ethnic communities, current ethnic relationships, social class, gender, sexual orientation, oppression, and social justice issues as they relate to human behavior in the context of larger social systems. credits: | Human Behavior in the Social Environment II | 3 |
| This course focuses on the basic concepts inherent in the development, analysis, and implementation of social welfare policy. Course content includes examination of these concepts from micro, mezzo, and macro perspectives that emphasize the relationship between policy and direct practice. Historical influences, consequences, and current initiatives are reviewed, and various models and considerations for analysis are examined. Students may have the opportunity to observe legislative sessions at the State Capitol. credits: | Social Welfare Policy | 3 |
| This course is designed to teach students about the dynamics of mental health history, services, policies and special considerations for populations at risk. An interdisciplinary approach to understanding, assessment, treatment, case management and legal process will be covered. The history of mental health services as it applies to contemporary issues and policies will be explored. The varying causes, signs and symptoms, risk factors, cost and treatment of mental illness will be examined extensively. This course is designed for students preparing for professions working with individuals, families, organizations and policies. The class is particularly targeted at students majoring in social work, deaf human services, juvenile justice, psychology or legal studies. credits: | Mental Health Services and Policies | 3 |