English 
Build your future with a fascinating and vibrant community.
Your William Woods University bachelor’s degree in Interpretation Studies in American Sign Language (ASL) opens the door to a challenging, rewarding and growing field with strong placement prospects. The National Interpreter Education Center has documented a nationwide shortage of qualified interpreters, and the demand is growing every year. Working as an ASL-English Interpreter offers opportunities for professional achievement, personal growth and cultural enrichment.
Few institutions compete with William Woods University in American Sign Language education. Frequently ranked among the best ASL programs in the nation, we offer a unique combination of academic excellence, affordability, and community. Our walkable proximity to Missouri School for the Deaf provides a rich environment for hands-on experience, collaboration and understanding of Deaf culture and trends.
Special opportunities:
- Communicate and interpret between American Sign Language (ASL) and English
- Join other ASL students in experiences all over the world. In the past, we’ve taken students to Deaf history locations in London, Paris and Rome
- Gain practicum experiences in educational, medical, vocational and other settings
- Work directly with students at the Missouri School for the Deaf, the local Deaf community, and Deaf instructors and tutors
- Utilize our state-of-the-art interpreting lab equipped with Apple workstations and large-screen monitors for language development, as well as for editing videos of student language and interpretation work
- Every year, students are selected to participate in one of the country’s largest interpreting conferences, held at Lake of The Ozarks, Mo.
- Internship opportunities all over the country, to allow you to network with professionals in the area you wish to work upon graduation
- Join extracurricular learning experiences including the ASL Honor Society and the Hands Up club on campus
- Learn about the William Woods University online bachelors in interpretation studies in ASL-English degree
Upon completing this degree, you will be proficient in American Sign Language and eligible to sit for National Interpreter Certification (NIC) administered by the Registry of Interpreters for the Deaf (RID). You will be able to work in various environments and professional settings as an interpreter. You will also gain a greater understanding of Deaf culture and learn interpreting essentials for medical, educational and other specialties.
Our Interpretation Studies in ASL degree at Work
William Woods University alumni are working as interpreters at these and other organizations:
- The Whole Family Project of Kansas City
- Access Interpreting
- Deaf Services Unlimited
- Special School District of St. Louis County
- Sorenson Video Relay
- Fulton State Hospital
- St. Joseph School District
- Snap Video Relay Service
- Deaf Expressions
- North Dakota School for the Deaf
- Deaf, Inc.
- ZVRS
- Purple Communications
- Missouri School for the Deaf
- Missouri Commission for the Deaf and Hard of Hearing
“The professors, hands down, are phenomenal. I was thinking about an internship as an interpreter. My ASL professor said, ‘You can do this. You’re ready.’ And you know what? She was right.”
— Darian Lightfoot, B.S. in Interpretation Studies, ’14 Interpreter, Activist
Requirements/Curriculum
Bachelor of Science Curriculum
The Bachelor of Science in ASL – English Interpreting degree at William Woods University consists of 122 distinct credit hours for graduation—including 51 core major credits, 3 required English elective credits, and 3 required elective credits.
Major Requirements
Core Credits: 54.00
| Compares, contrasts and analyzes deaf culture and American culture from a variety of perspectives. Examines cultural interactions between deaf and hearing people and provides opportunity for exploring potential cultural conflicts between deaf and hearing people. credits: | Deaf Culture -U | 3 |
| This course is focused on current topics impacting the Deaf community as part of a linguistic and cultural minority. Topics that could be covered include, but not limited to: perspectives on Deafhood and Deaf/deaf communities, attitudes toward Deaf people and signed languages, technology and communication, history of the Deaf community, multiple factors of a d/Deaf identity, contributions of Deaf people to society, communication issues and the politics of language use, choices, and power. Seminar style course taught in ASL, Interpreter not provided. May be repeated for credit Prerequisite: ASL245 credits: | Topics in Deafness | 3 |
| Upper level ASL course with a focus on diglossia, variation in sign language use, and viewing the Deaf community as part of a linguistic and cultural minority. Topics that will be covered include perspectives on Deafhood and Deaf/deaf communities, attitudes toward Deaf people and signed languages, technology and communication, history of the Deaf community, contributions of Deaf people to society, communication issues and the politics of language use, choices, and power. Students will expand on vocabulary through working on areas of advanced subject matters, application of non-manual markers, use of classifiers, and proper pronominalization. Prerequisites: ASL 305 credits: | American Sign Language VI | 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 |
| Students will compare and contrast the structure and semantics of ASL and English. Focus will be on preparing accurate translations from ASL to English and from English to ASL while considering semantic use of words/signs, culturally laden terminology, in-group meaning, and differences between high and low context cultures. Students are introduced to the linguistic and processing principles of translation and interpretation. Prerequisite: ASL 205 American Sign Language III credits: | Comparative Translation | 3 |
| This course focuses on the foundation skills required for effective interpretation. The focus of this course is to develop the cognitive skills for successful interpreting. Students will be introduced to and practice intra-lingual translation and interpretation text analysis techniques through summarization, paraphrasing and restructuring a message while retaining its meaning. Discussions will address theoretical aspects of translating and interpreting techniques as well as specific issues related to interpreting skills. Prerequisite: ITP 211 credits: | Fundamentals of Interpreting | 3 |
| This course introduces students to the process and practice of interpreting between ASL and English. Class discussion and activities focus on creating a culturally and linguistically dynamic interpretation while broadening students’ understanding of interpreting demands. Source material will often be interactive, applying consecutive interpreting skills. Prerequisite: ITP211 and ITP217 credits: | Interpreting I | 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 |
| This course provides students additional exposure to interpreting between ASL and English texts. Class discussion and activities will focus on creating a culturally and linguistically dynamic interpretation while broadening students’ understanding of interpreting demands. Source material will be interactive, narrative and expository for analysis and practice. Additional emphasis on unrehearsed interpretations and student’s cognitive processing skills in the interpreting process is discussed. Credit hours: 3 Prerequisites: ITP 301 with a grade of ”C” or higher credits: | Interpreting II | 3 |
| This course enhances students’ skills in creating culturally and linguistically dynamic interpretations. Students participate in diagnostic analysis and feedback of both self and peer produced interpretations. Class discussions include identifying demands and controls for various interpreting settings. Prerequisites: ITP 351 with a grade of ”C” or higher credits: | Interpreting III | 3 |
| This course synthesizes knowledge and skill learned previously in interpreting courses. Students continue to develop skills for linguistic mediation. Simulated interpreting events are provided for practice throughout the semester. There is an emphasis in the practice of preparing for interpreting assignments. Students participate in diagnostic analysis and feedback of both self and peer produced interpretations. Class discussions include current issues in the field of interpreting. Prerequisites: ITP 375 with a grade of ”C” or higher credits: | Interpreting IV | 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 |
Social Service Elective - 3 Credits (choose from the following options)
| 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 |