School of Deaf & Deaf Blind Studies

ASL - English Interpreter Program C110

HANDBOOK 2012 - 2013

Table of Contents Page

Mission Statement Our Vision Program Overview Program Contact Information Important Dates Placement Dates Course Sequence Map Student Checklist Graduating Summative Portfolio Academic Support Information on Tutoring Grading Policy Attendance Policy Re Admission Policy Audit Policy Course Exemptions Computers and Email The American Sign Language Lab Using Voice in the Classroom and within the college College Code of Conduct Professional Conduct Best Practices for C110/C114 students Assignment Guidelines and Plagiarism Learning Contract Overview of Student Placements Community Involvement Community Agencies and Organizations Police Checks ASL Club Student Employment Opportunities Scholarships and Financial Assistance OASLI Graduating Student Award Copy of the Student Advisory Behaviour Management Minor Infraction Form 3 3 3 5 6 6 7 8 10 11 11 12 12 12 13 13 14 15 16 18 27 28 29 37 39 40 42 45 45 45 45 46 47 49

Please refer to The Faculty of Community Services Quick Guide Booklet for in- depth information on college-wide policies and procedures, and The Source: Student Handbook from the Student Association and Student Affairs for other pertinent college related information.

Mission Statement
To prepare graduates to work as competent, bilingual-bicultural, professional and ethical ASL English Interpreters in a variety of settings with diverse individuals while respecting the socio-linguistic preferences of these individuals; To prepare graduates to participate within the field of ASL-English interpretation, through work as practitioners, involvement with professional organizations, continuous learning and involvement within the communities they serve.

Our Vision
George Brown College, ASL-English Interpreter Program facultys vision is to be the program of choice, providing excellence in teaching and learning so that graduates are able to facilitate access and empowerment throughout society.

Program Description/Overview
The American Sign Language English Interpreter Program at George Brown College was established in the Fall of 1997 and has an annual Fall intake of 28 students. This program will prepare students to work as effective ASL English interpreters facilitating communication between Deaf and non-deaf persons. The curriculum combines theoretical and practical learning experiences that will further develop students 1) linguistic knowledge and understanding of both English and ASL, 2) their awareness of Deaf and non-deaf culture and 3) their ability to interpret between the two languages. Students will have the benefit of a variety of learning environments including the classroom, lab practice and field placements. Students must have good receptive and expressive ASL skills when entering the program as many class discussions and lectures are in both ASL and English. The faculty is comprised of both Deaf persons and professional interpreters. Graduates may work as entry level interpreters in various staff or freelance positions in the community.

History of Interpreter Training

Sign Language Interpreter training in Ontario began in 1986. Up until 1995, students were not required to demonstrate any pre-requisites such as ASL fluency. When students graduated, they often did not have the skills or the background experience necessary to meet the needs of the community. In 1994, the Ministry of Education initiated a review of interpreter programs in Ontario under the direction of the College Standards and Accreditation Council (CSAC). This project focused on program structure, admission requirements and the development of standards. Various stakeholders including personnel from

Ontario colleges offering interpreter programs, the Deaf and interpreter communities as well as others were involved in this project. This resulted in the development of admission requirements, program standards and recommendations for a new program structure, all of which have been implemented by George Brown College. The Ontario Association of the Deaf (OAD) and the Ontario Association of Sign Language Interpreters (OASLI) were instrumental in establishing the program at George Brown and continue to have representatives on the program advisory council.

Placements
There are a total of four Placements in the program, one in each semester beginning in the second semester. The first placement is one day per week with a Deaf person in various agencies, schools and programs in the Greater Toronto Area. The second, third, and fourth placements are with working interpreters in the community. Students will begin by observing the role of an interpreter, and gradually be given the opportunity to participate in the interpreting process, including supporting the team interpreter, interpreting for periods of time with increasing complexity and responsibility.

Program Advisory Council

The Program Advisory Council consists of representatives from both the interpreter and Deaf communities, employers as well as student representatives from the program. The council meets at least two or three times a year to discuss program policies as well as community issues as they relate to the program.

Program Contact Information

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The department office is located in room 490F. Program Faculty are available during office hours which are posted on the bulletin board outside of room 448E, and or by appointment. Please make an appointment if you wish to discuss something with an individual faculty member.

Program Co coordinator
Phyllis Beaton Vazquez (416) 415 2577 TTY Email: pbeaton@georgebrown.ca

Full Time Faculty

Nancy Blanchard Email: nblancha@georgebrown.ca Corene Kennedy Email: ckennedy@georgebrown.ca Wayne Nicholson Email: wnichols@georgebrown.ca Rhondda Reynolds Email: Rreynolds@georgebrown.ca

Part Time Faculty

Kerry Grandfield Email: kgrandfi@georgebrown.ca Sara Gold Email: sgold@georgebrown.ca Megan Youngs myoungs@georgebrown.ca

If you do not have access to a TTY, please use Bell Relay Service, 1- 800 855 0511. The School of Deaf and Deaf Blind Studies office is located in Room 490F.

Important Dates Fall Semester 2012:

Classes: Intersession Week September 4 December 14, 2012 October 22 October 26, 2012 NO Classes

Winter Semester 2013:

Classes Intersession Week January 7 to April 19, 2013 February 25 to March 1, 2013 NO classes

Placement Dates 1st Year

Winter One day per week (TBA), starting February 2013 and continuing throughout the semester

2nd year
Fall No placement

Winter One day per week, starting in January 2013 (exact date TBA) and continuing throughout the semester

3rd year
Fall October 29 November 23, 2012 Winter February 2013 (TBA)

ASL English Interpreter Program Course Sequence Map

Semester 1
*SIGN 1050 Theories of Interpretation

Semester 2

Semester 3

Semester 4

Semester 5

Semester 6
SIGN 3010 Interpreting in Specialized Settings Prerequisite: SIGN 3022 *SIGN 3025 Simultaneous Interpreting III Prerequisite: SIGN 3022

*SIGN 1051 English Processing and Translation

*SIGN 1054 Consecutive Interpreting I Prerequisites: SIGN 1050, 1051, 1052 and 1004

* SIGN 2024 Consecutive Interpreting II Prerequisite: SIGN 1054

*SIGN 2026 Simultaneous Interpreting I Prerequisite: SIGN 2024

*SIGN 3022 Simultaneous Interpreting II Prerequisite: SIGN 2026

*SIGN 1052 ASL Processing and Translation *SIGN 1004 Syntax of ASL I *SIGN 1015 Syntax of ASL II Prerequisite: SIGN 1004 SIGN 1002 Introduction to the Profession *SIGN 2001 Semantics of ASL I Prerequisite: SIGN 1015 SIGN 2023 Values, Ethics and Professional Issues Prerequisite: SIGN 1002, 1007 GSCI 1041 Wellness and Work *SIGN 2008 Semantics of ASL II Prerequisite: SIGN 2001 *SIGN 3021 ASL Discourse Prerequisite: SIGN 2008 SIGN 3015 Entrepreneurial Skills for Interpreters Prerequisite: SIGN 2023

GSSC 1103 Deaf Studies

SIGN 1013 Issues & Trends in the Deaf Community Pre - requisites: GSSC 1103 SIGN 1004 COMM 1007 College English

COMM 1022 English Foundations for ASL Students

COMM 1122 Elements of English Linguistics

COMM 1153 Sociolinguistics for ASL Students SIGN 2018 Interpreting Practicum and Seminar I Prerequisite: SIGN 1007 GNED General Education Elective SIGN 3023 Interpreting Practicum and Seminar II Prerequisite: SIGN 2018 SIGN 3024 Interpreting Practicum and Seminar III Prerequisite: SIGN 3023

SIGN 1007 ASL Practicum and Seminar Prerequisites: GSSC 1103 SIGN 1004 COMM 1082 Computer Skills and Applications

GNED General Education Elective

*core course

Student Checklist

ASL - English Interpreter Program

Program Code: C 110 NAME: FIRST YEAR Fall Semester 1 Course Code SIGN 1002 GSSC 1003 SIGN 1004 SIGN 1050 SIGN 1051 SIGN 1052 COMM 1022 Course Name Introduction to the Profession Deaf Studies Syntax of ASL I Theories of Interpretation English Processing and Translation ASL Processing and Translation English Foundations for ASL Students 3 3 6 3 2 2 3 Hrs. Grade Student I.D. #:

Total Winter Semester 2 Course Code SIGN 1007 SIGN 1013 SIGN 1054 SIGN 1015 COMM 1007 COMP 1082 Course Name ASL Practicum and Seminar Issues and Trends in the Deaf Community Consecutive Interpreting I Syntax of ASL II College English Computer Skills and Applications

23 hours

Hrs. 2 3 8 6 3 3

Grade

Total

25 hours

SECOND YEAR Fall Semester 3 Course Code SIGN 2023 SIGN 2024 SIGN 2001 GSCI 1041 COMM 1122 GEN ED Course Name Values, Ethics and Professional Issues Consecutive Interpreting II Semantics of ASL I Wellness and Work Elements of English Linguistics Gen Ed Elective Total Winter Semester 4 Course Code SIGN 2026 SIGN 2008 SIGN 2018 COMM 1153 GEN ED Course Name Simultaneous Interpreting I Semantics of ASL II Interpreting Practicum and Seminar I Sociolinguistics for ASL Students Gen Ed Elective Total Hrs. 8 6 3 3 3 23 hours Grade Hrs. Grade

2 8 6 3 3 3 25 hours

THIRD YEAR Fall Semester 5 Course Code SIGN 2023 SIGN 3022 SIGN 3015 SIGN 3023 Course Name ASL Discourse Simultaneous Interpreting II Entrepreneurial Skills Interpreting Practicum and Seminar II Total Winter Semester 6 Course Code SIGN 3025 SIGN 3024 SIGN 3010 Course Name Simultaneous Interpreting III Interpreting Practicum and Seminar III Interpreting in Specialized Settings Total Hrs. 8 2 11 21 hours Grade Hrs. 8 8 3 2 21 hours Grade

Please note that all the ASL and Interpreting courses are CORE* courses; students must obtain a final grade of C- or above for each ASL and/or Interpreting course in order to continue with the next subsequent core course.

AEIP Summative Portfolio graduation requirement The summative graduating portfolio will be required in the final semester of your studies; though students will need to start collecting samples from their first semester of study. This assessment will be incorporated into the Apprenticeship course, which will be offered during your final semester. This portfolio assessment has two parts that each student is expected to meet; the actual portfolio of work (content) and the interview with a panel comprised of program faculty, whereby students would be required to present their selections to the committee and justify their choices accordingly. Portfolio The portfolio is divided into 5 components; Language, Interpreting, Ethical decision making and Bicultural Sensitivity, and Next Steps. Within each component, students are to include a reflection Journal section in both ASL and in English as a student of ASL-English interpretation, citing incidences of personal growth. Your journal needs to demonstrate areas of self-reflection as you developed your linguistic and interpreting competencies, struggles and triumphs and areas that still need to be considered.

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Academic Support
The college offers various opportunities for academic support. Throughout the year, Student Affairs offers a series of workshops on various topics, counselling services and financial assistance. The English writing lab provides tutors for assistance with report writing. The computer lab is staffed by people to assist you with your computer difficulties. Some senior interpreter students and Deaf students in the college may be able to provide you with resources to further your learning.

Tutoring Supports
GBC Student Affairs Peer Tutoring George Browns Peer Tutoring Program offers free and accessible tutoring for all students to assist with skills in English Writing, Math, Accounting and ESL Conversation.

Grading Policy
Starting in the second semester and continuing until the end of the program, all ASL and Interpreting courses require that students pass certain pre -requisite courses prior to enrolment. All ASL and interpreting courses are CORE* courses and occur in sequence. For core courses, students must obtain a final grade of C - (60%) or above for each core course in order to continue in the next core course. All field placements are in sequence. Students must complete each semesters placement before starting the next semesters placement. All placements are graded on a pass/fail basis. College policy also states that students must pass all courses (including the General Education, English and Computer courses) to receive a diploma. Any course that is failed must be retaken and passed. Students who fail two or more courses in a semester may be unable to proceed in the program until they have made up the failed course/s. Please take time to read the individual course outlines posted online for further details and class specific grading policies.

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Attendance Policy
As ASL is a visual language and has no written form, we strongly encourage you to attend ALL classes to maximize your exposure and practice with the language. You will be given opportunity in class to develop both your expressive and receptive skills in ASL; therefore its important to attend all classes. The same could be said for interpreting courses. There are limited other venues where students can practice interpreting under guided supervision. If you miss several classes it will be difficult to catch up. This is very different from other programs in which if you miss a class, you can get lecture notes or readings from your classmates. Please see individual course outlines for policies related to attendance.

Re Admission Policy
Students who withdraw from the ASL English interpreter program and wish to return after a year of absence are required to submit a written request for readmission to the co - ordinator of the ASL English Interpreter program. When the students request is received, program staff will contact the student to arrange an appointment for screening of their ASL and interpreting skills. To be re- admitted to the program, students must successfully demonstrate that their current ASL and interpreting skills meet or exceed the required level of competency for the point in the program in which they withdrew. For example, a student who left in good standing at the end of the 2nd year (4th semester) of the program would need to demonstrate a passing level of skill for students at the end of the 4th semester. Students will be required to undergo an ASL screening interview and an interpreting skills test. As ASL and interpreting are core courses within the program, students will be required to obtain 60% or better on the skills test. If the student does not successfully demonstrate this skill level, the student will be required to take remedial ASL and/or interpreting courses. Upon successful completion of the remedial courses, the student can be re-admitted to the program.

Audit Policy
Program courses are geared for students that are taking the course for credit. However, returning students may be granted permission to audit a course(s) they have previously taken providing that there is sufficient space. Permission is granted on a case-by-case basis. Students may wish to audit a course to remediate their skills after being away from the program for one semester or longer, review information or to further develop areas of weakness.

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Students who wish to audit courses, should meet with the program co coordinator. Students will also be required to obtain permission from the professor of the course they wish to audit. Auditing a course is a privilege that provides students an opportunity to enhance their learning. Therefore, audit students are required to follow all college and course policies and attend classes regularly and not miss more than three classes in the semester. Students should discuss the specifics with the course professor, in relation to the completion of assignments and tests. All Audit students will be required to read and sign the Audit Agreement form.

Course Exemptions
If you request and receive an exemption from a course, please consider taking an optional course such as additional English, ASL, Public Speaking and business related courses etc. Your tuition fees will not be reduced so it is to your advantage to take other courses that will enhance your knowledge and skill development which will benefit you as an interpreter.

Computers and Email

Computers and email are an important communication tool in todays society. You may use the Internet to do research projects and participate in on line discussion groups related to ASL and Interpreting. It is strongly encouraged that you join ASL and interpreting discussion groups, Linguistics discussions groups, just to name a few. Your faculty can provide you with further information. If you do not already have access to a computer, the College has computer labs in various locations throughout the campus. Your student card allows you to access these labs and your student activity fees provide you with a free email account for your use during the academic year. All students are required to use the GBC email address provided at registration. All faculty in the program have email and use this frequently to communicate with students. If you do not already have a GBC email account, go to the computer lab during the first week of classes and they will assist you in opening an account. In addition, some courses may require that you have an email account to complete homework assignments.

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Your faculty will collect the email addresses of all students at the beginning of the year and type up a master list and distribute among faculty and your classmates so that we all may communicate with each other during the year.

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The American Sign Language Lab

The program Sign Language lab is located in room 491F at St. James campus. This lab is available for you and houses various video resources related to ASL and interpreting for you to practice with and to complete the required homework assignments. The lab is equipped with 21 carrels, each with an individual monitors with recording devices. Please take care in using and maintaining the equipment, as it is very delicate and costly. At no time, will students be allowed to operate the central console. If you notice problems of any kind, please notify your lab instructor/professor ASAP. During the day, there are classes scheduled on a rotating basis and the lab is shared among students of the Interpreting program, ASL and Deaf Studies, ASL and Literacy Instructor students and students from the Deaf Blind Intervenor and Behavioural Science Technology Programs as well as some Continuing Education classes on Saturdays. The schedule is posted on the door of room 491F as well as on the program bulletin board located outside of the program office, 448E. There are also Open Lab times in which no classes are scheduled but rather this time is open for students to use the equipment and resources to practice their expressive and receptive ASL skills and Interpreting, as well as to complete the required homework assignments. The schedule of Open lab times is also posted on the door of 491F and on the bulletin board outside 448E.

Video resources are ONLY TO BE USED IN THE LAB and cannot be taken out or borrowed. At no time, are students allowed in the storage room. As students will be working on assignments and watching ASL videos, please show respect and courtesy to your follow students by refraining from using your voice in the lab during these times. Due to college policy and copyright laws, copying of videos/DVDs/Vlogs is NOT ALLOWED at any time.

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Using Voice in the Classroom, the Lab and within the College
The ASL English Interpreter Program is an intensive three year program focusing on further developing students expressive and receptive skills in American Sign Language (ASL) and interpreting skills in both ASL to English and English to ASL. ASL is a spatial/visual/gestural language with its own distinct rules, grammar and structure. In order to successfully learn ASL, students are required to communicate using ASL at all times in the classroom. This is what we call an immersion type approach. This involves using ASL during discussions with the professors and during all in class discussions with classmates, as well as during pair or group work activities. You should also use ASL in all areas of the college, including the halls, lounge area and cafeteria. Your teachers will emphasize the importance of using ASL at all times in the classroom, regardless of whether you are communicating with the professor or with your fellow classmates. There are several reasons for the no voice rule. Please review Strategies for learning ASL on page vii of your text, Signing Naturally Level 1, student workbook. Using your voice in the presence of a Deaf person is considered culturally oppressive. Deaf persons cannot understand what you are saying. This is parallel to using French, Spanish or Chinese etc. in the presence of a room full of English speaking people. This can be considered offensive as if you do not want others to know what you are saying. In the past students have expressed concerns to the faculty, saying that it is difficult for them to focus on learning ASL, while constantly hearing people talking in the room. If you dont understand something, please ask the professor or students to repeat what they have signed. Please do not interpret for each other. This will hinder your learning. As well, while doing group work or working in pairs, please use ASL to communicate at ALL times, instead of using your voice. While it is tempting to use your voice and you might feel more comfortable and think it is easier, it is detrimental to your acquisition of ASL. As the goal of this program is to develop your ASL skills to the best of your ability, one way you can do this, is to use ASL as much as possible. Your teachers will remind you of this policy. If you are seen to be using your voice in the classroom, you will be asked to please use ASL. If this persists, you will be asked to leave the class for that period. If you are asked to leave the classroom, this will be considered an absence. We hope that you will respect this policy. We know from years of experience of teaching ASL, that the best way to learn is to fully immerse yourself in the language. Your classes at George Brown are one of the few opportunities you

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will have to do this. If you have any further concerns, please dont hesitate to contact the Program Co-ordinator.

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Code of Student Conduct: Academic

George Brown College is mandated by law and by the community it serves to provide an educational environment that demonstrates professionalism and academic currency, that values diversity, and that respects the processes and traditions of learning. The terms of this mandate are prescribed by: the founding documents of the College by the laws to which the College is subject by the collective agreements that govern academic employees and support staff the operational policies and procedures that the College has adopted (see Appendix C - Schedule of Related College Policies and Other Pertinent Documents). Central to these documents and the processes that created them is an implicit assumption about the maturity and appropriate personal conduct of all students studying at the College. This code of conduct is designed to provide an explicit definition of the minimal standards of personal conduct that the College expects of all its students including those who are distance students. It represents, for the College, a benchmark of expectations regarding students, and defines the boundaries within which a rewarding and mutually supportive learning environment can be created. It is based on the assumption that most students in the College already uphold these statements of conduct and can, without reservation, endorse them. A Benchmark Statement on Student Academic Conduct George Brown College assumes that all students attending the College in all programs full-time and part-time are adult learners who have accepted the principle that they share, with the College, responsibility for creating and maintaining a respectful and productive learning environment. 1 SCOPE OF CONDUCT Appropriate student conduct can be defined by describing behaviours that demonstrate its presence and then, conversely, by defining activities that clearly demonstrate its absence. Student conduct will be demonstrated in four distinct areas of activity: 1) classroom conduct

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2) conduct relating to academic performance 3) relationships with students outside of the classroom 4) relationships with faculty and staff outside of the classroom. The expectations of the College with relation to each of these areas will be described in detail in this document: 1. 1 Adherence to Policies Students are expected to: familiarize themselves with the College policies relevant to them adhere to those policies to the best of their ability and assist and encourage fellow students to adhere to the policies draw perceived problems with the policies to the attention of their Student Association, which will take concerns to the Office of the Vice President, Academic Excellence and Innovations familiarize themselves with and adhere to the relevant provisions of the Ontario Human Rights Code (see Appendix D) and the College Prevention of Discrimination and Harassment Policy. 1.2 Inappropriate Behaviour Students will ensure that their behavior is at all times respectful of others and supportive of class objectives. Students are not to use the classroom or online environment to: utter scurrilous, profane, or obscene language make remarks or engage in conduct that is racist, sexist, or in other ways discriminatory as defined by the Ontario Human Rights Code (see Appendix D) engage in behaviours or make remarks that could reasonably be interpreted as threatening attempt to divert the class in support of any personal, political, religious, or social agenda attempt to use one class as a forum to complain about another class or professor encourage, by inaction or innuendo, the development of a learning environment that is fractious, disrespectful of others, or inconsistent with the student code of conduct.

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2 STANDARDS OF CLASSROOM CONDUCT Students will ensure that their conduct in the classroom contributes to a productive learning environment. Students are expected to refrain from promoting their personal, religious, political, social, or business agendas either during class time or in the online environment. 2.1 Participation and Conduct Students are expected to: arrive at each class on time. If for any reason they are late in arriving, they should enter with minimal disruption. If it is necessary to leave the class early, they should leave unobtrusively participate co-operatively in classroom activities bring any concerns about any class situation or about the course to the attention of the professor in a timely manner, and in an atmosphere that is non-confrontational and respectful of issues of confidentiality Specifically, students should avoid repeated in-class interruptions that disrupt the progress of learning comply with College regulations regarding prohibition of food and drink in the classroom 2.2 Audiotaping Students may audiotape their class under the following conditions: they must first ask the faculty for permission to audiotape, and permission will not be unreasonably withheld. It is recognized that some classes such as group processing classes may not be appropriate for audiotaping all members of the class must know the class is being taped the individual student will only use the tape of class for academic purposes the right to privacy of the faculty and the members of the class will be respected 3 CONDUCT RELATING TO ACADEMIC PERFORMANCE Students will take responsibility for their own academic achievement. Students will demonstrate their commitment to their own goal of educational advancement by attending class, completing assigned work, and complying with copyright legislation, as outlined below. 3.1 Attendance Students should attend class. The College recognizes that, as adult learners, students will make individual decisions regarding attending classes. The College

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expects that students understand and accept that there may be consequences resulting from their decision not to attend.

3.2 Classroom Activities Students should complete assignments, projects, and any other classroom activities set by the professor for evaluation, on time. If a student is unable to complete the work in the designated time, he/she should discuss this matter with the professor in advance of the due date. 3.3 Copyrights Students must comply with legislation regarding copyright, trademark, and licensing agreements. The law applies on the intranet/internet as it does on paper. Students will not, for example, violate copyright conditions specified on College-owned software, texts, and/or any other materials subject to the terms of this legislation. Students who are not familiar with this legislation should clarify their responsibility with any College librarian. Students should be aware that the College will not provide protection or assistance relating to charges arising from violation of the copyright law. 4 RELATIONSHIPS OUTSIDE THE CLASSROOM Relationships outside the classroom refers to student interactions in such areas as Learning Resource Centres, gymnasiums, lounges, cafeterias, and other College spaces designed for students to use, either for study, for access to services, or for socializing and to interactions that occur off campus in activities sponsored by the College. Behaviours that are inappropriate inside the classroom are equally inappropriate outside the classroom and students are expected to demonstrate courtesy and respect (see item 1.3) in all their interactions with other students, including the communications on the intra/internet. Students should feel free to ask fellow students for help with or clarification of course content. However, they should be aware that there are limits to the kind of help that fellow students and support services, such as peer tutoring and peer learning, can reasonably be expected to provide. 4.1 College Property/Resources Students will comply with College rules and regulations governing areas designed for common student use (includes property within and outside of school premises) and will co-operate with College staff in applying those rules and regulations.

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Students will return all materials borrowed from Learning Resource Centres or from other departmental resource centres when due. Students will treat books, computers, and all other materials and equipment provided by the College for student use with care, and will refrain from any activity that in any way damages, defaces, or negatively affects the usefulness of the material or equipment. Specifically, students will understand that the College regards vandalism of learning resources as a major infraction of the College Policy on Student Discipline (Section 3.0). 4.2 Conflicts and Interventions Students should strive actively to resolve conflict between themselves and fellow students and should make an effort to prevent conflict between other students. Interventions to be used are verbal attempts at conciliation; if these are not successful, the student should immediately notify a College staff member. Specifically, students should refrain from physical intervention. Students are urged to follow the specific procedural guidelines provided in the College Policy on Emergencies and the College Policy on Student Discipline when dealing with such situations. On College premises, students should refrain from behaviour that may result in the imposition of College sanctions or civil or criminal proceedings. 5 RELATIONSHIPS WITH FACULTY AND STAFF OUTSIDE THE CLASSROOM Interactions with faculty and staff outside the classroom can occur in two contexts: 1) contacts directly relating to their learning situation, for example, with faculty or staff assisting students work in areas such as libraries, labs, and offices 2) contacts with any faculty member, support staff member, or manager in any non-academic matter. Students should: feel free to discuss in a courteous and respectful manner any issue concerning their academic standing or learning experience with the faculty member who is teaching them schedule any discussion to take place during the office hours that may be posted by that faculty member or at a mutually determined time.

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maintain a non-confrontational attitude in interactions with faculty and should approach even difficult matters with a view to resolving the problem at hand.

5.1 Concerns with Faculty Students should refrain from discussing any concerns about another faculty member or another class with any other faculty member. Instead, they should approach their faculty member directly. However, those who are reluctant to approach their faculty member for any reason (e.g., genuinely intimidated by a faculty member or concerned that any discussion could threaten his or her academic standing or sense of security or integrity), may discuss their concern directly with the Chair of the faculty member involved, or Student Affairs, if they are unwilling to approach the Chair. Any discussions with Student Affairs are confidential. 5.2 Professional Boundaries Students should observe and respect the boundaries of the professional relationship between faculty and student. Specifically, students should avoid forming inappropriate relationships with or attachments to faculty who are currently teaching or evaluating them, for example, by getting drunk with them or by attempting to engage in romantic or sexual activities with them. Students will treat support staff with courtesy and respect. Specifically, students will, for example, -maintain a calm and non-confrontational attitude in their dealings with support staff and -honour the professionalism of support staff by accepting the support staff members assessment of the nature and limits of the duties they are able and willing to perform. 6 POLICY GOVERNING NON-CONFORMING STUDENT BEHAVIOURS The College is serious in its intent to maintain a climate in which learning can flourish and in which all members of the academic community are treated with equality and respect. The College will take disciplinary action in response to student behaviour that is inconsistent with the maintenance of an appropriate learning environment. Non-conforming behaviour that constitutes a minor or major infraction as defined in the College Policy on Student Discipline may be dealt with according to the procedures outlined in that policy.

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7 ACADEMIC DISHONESTY George Brown College believes that the development of self-discipline and acceptable standards of academic honesty are fundamental aspects of the learning process. Individuals and groups must uphold the principles of academic integrity. The establishment and maintenance of effective discipline is seen as the responsibility of College administration, faculty members, and students. Disciplinary action will be taken in response to acts of academic dishonesty. 7.1 Offences Warranting Disciplinary Action The following offences are considered to be acts of academic dishonesty warranting disciplinary action: forging, altering, or in any other way falsifying any document or evidence required for admission to the College, or circulating or making use of any such forged, altered, or falsified document, whether the record be in print or electronic form the use or possession of an unauthorized aid or aids or use of unauthorized assistance in any academic examination or term test or in connection with any other form of academic work (e.g. cheating during a test or an examination or theft of an examination) the impersonation of, or the act of having another person impersonate, another student at any academic examination or term test or in connection with any other form of academic work plagiarism, which is defined as: direct quotation from a text or paper without identification as to source submission of a work as ones own when it has been prepared by someone else contraction for assignments or submission of reports that are not the work of the author. the submission, without the knowledge and approval of the instructor to whom it is submitted, of any academic work for which credit has previously been obtained or is being sought in another course or program of study in the College or elsewhere; the submission for credit of any academic work containing a purported statement of fact or reference to a source that has been concocted;
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engaging in any form of cheating, academic dishonesty or misconduct, fraud or misrepresentation not herein otherwise described, in order to obtain academic credit or other academic advantage of any kind. 7.2 Consequences The College is committed to academic integrity and will, without hesitation and without exception, penalize acts that demonstrate disregard for the standards governing honesty in academic performance. The minimal consequence for submitting a plagiarized, purchased, contracted, or in any manner inappropriately negotiated or falsified assignment, test, essay, project, or any evaluated material will be a grade of zero on that material. If the College discovers that a student has knowingly provided illegal assistance to a fellow student in an examination or assignment, then that student will also receive a mandatory grade of zero on the examination or assignment in question. Incidents of academic dishonesty will be considered a major infraction under the terms prescribed in the College Policy on Student Discipline. The College may apply the full range of options, including suspension or expulsion, according to the procedures outlined in that document. 8 ASSESSMENT OF ACADEMIC DISHONESTY 8.1 Process for Course Instructor If a professor has cause to believe that a student has plagiarized, submitted false materials, cheated on an exam, or in any other way behaved in an academically dishonest manner, he/she will: 1. Immediately inform the student of the act of dishonesty and give the reasons. 2. Give the student an opportunity to present his or her side of the story and, if appropriate, write an on-the-spot prcis of the material in question. 3. Assign a mandatory grade of zero to the material in question if the student is unable to: provide a credible explanation to account for the behaviour that has caused the concern to be raised; refute the evidence provided, or provide an accurate prcis. 4. Provide the appropriate Chair of the students program with an Academic Discipline Report that outlines the nature of the offense, summarizes the interactions, and documents that a grade of zero has been assigned (copy attached as Appendix E).

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8.2 Process for Inviligator (Exam Supervisors) If an invigilator who is not the students professor and who may not be a faculty member has reason to believe that a student is cheating during an examination, he/she will: 1. Inform the student immediately that he/she believes that an act of dishonesty has taken place and give reasons. 2. Require the student to leave the examination. 3. Provide a full report in the form of a memo to the students faculty member, who will follow up according to the provisions outlined in item 8.1. 8.3 Discipline Reports and Records The Academic Discipline Report will remain with the Chair for the duration of the students participation in that program of study to ensure documentation of repeated incidents of academic dishonesty. Disciplinary records may be held for three years following the students graduation from the College and will then be destroyed in compliance with the provisions of the Freedom of Information and Protection of Privacy Act (see Code of Conduct: Academic Employees).

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Professional Conduct
The final area for students of interpretation is professional conduct. Deaf Canadians, employers, and professional associations of sign language interpreters expect you to adhere to the Association of Visual Language Interpreters of Canada, AVLIC Code of Ethics which states: The purpose of the Code of Ethics is to provide guidance for interpreters, and in so doing, to ensure quality of service for all persons involved. Adherence to the following tenets is essential for maintaining national standards; professional discretion must be exercised at all times.

Guiding Tenets 1. Professional accountability: Accepting responsibility for professional decisions and actions. 2. Professional competence: Committing to provide quality professional service throughout one's practice. 3. Non-discrimination: Approaching professional service with respect and cultural sensitivity. 4. Integrity in professional relationships: Dealing honestly and fairly with consumers and colleagues. 5. Integrity in business practices: Dealing honestly and ethically in all business practices.

Association of Visual Language Interpreters of Canada http://www.avlic.ca/ethics.htm

Second and Third year students are required to obtain student membership status with OASLI/AVLIC for practicum purposes.

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Best Practices C110 & C114

In an effort to support the ongoing skill development of your overall learning, ASL acquisition and or/interpreting skills, the faculty have created a set of best practices/expectations for the duration of your ADSP and ASL - English Interpreting programs. Please note the following:
Students will show up in COMPLETE professional attire for tests, assignments and presentations and wear appropriate attire for in class learning activities. The proper use of both American Sign Language and English and cultural expectations are the standard to which tests/assignments will be marked. Regular self-review of your work is REQUIRED (as per the AVLIC COEGPC and ALLY modeled behavior). Students are required to participate in the Deaf community to enhance their communicative competence in ASL. In turn, please recognize that your College professors have the background and expertise to advise/correct language acquisition and development. Full participation in classes (labs and language development classes) is REQUIRED and has a direct impact on your success in the program. Please RESPECT and ADHERE to the request of NO VOICE in your ASL classes. Respect the needs of ALL individuals in your classes. Participation includes attending to information when presented (in ASL or English) and sharing of work (interpretations) created for learning of all. Students are expected to seek out opportunities for language development/learning outside of formal instructional time in order to best support their language acquisition. All students are to register for and use their GBC provided email accounts. Smartphones/mobile email devices/cell phones are to be used before class, after class or during break. Please ensure you are prepared for the learning environment at all times (i.e. bring your headsets and a USB to save your work when in the lab).

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ASL ENGLISH INTERPRETER PROGRAM

ASSIGNMENT GUIDELINES
Prepared by: Julie Reid Professor, Deaf Blind Intervenor program, GBC

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ASSIGNMENT GUIDELINES FOR THE ASL ENGLISH INTERPRETER PROGRAM PLAGIARISM QUIZ Adapted from The Plagiarism Self Assessment, Karen E. Hamilton, Professor Business and Creative Arts, George Brown College. Toronto, Ontario.
Answer True or False for the following statements: _____ Going online and copying selected portions of others works as long as you change a few words is not considered plagiarism. If you copy a unique phrase from someone else without documenting it, its plagiarism. Writing about commonly held beliefs or specific facts that are common knowledge without documentation is not plagiarism. If you are in doubt, you should always document your source.

_____

_____

_____

_____

If you are using charts, graphs, or photographs from your textbook, you do not need to document it in your assignment. Plagiarism is simply a matter of the number of words that you borrow. Borrowing the work of another student is not as serious as borrowing from a published author. Buying an essay online or from another source is not really plagiarism. If you paraphrase the ideas of another person and do not cite your source, it is plagiarism. If you go to a writing lab and get the person to fix your work by correcting mistakes and adding more impressive words or ideas, its not a form of plagiarism. You submit an essay or assignment that you used for another course. It is plagiarism to use examples in your assignments that were provided to you by your professors during class lectures.

_____ _____

_____ _____

_____

_____ _____

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ASSIGNMENT GUIDELINES FOR THE ASL ENGLISH INTERPRETER PROGRAM PLAGIARISM

According to the George Brown College Academic Policies and Code of Conduct, plagiarism is defined as direct quotation from a text or paper without identification as to source, submission of a work as ones own when it has been prepared by someone else, and contraction for assignments or submission of reports that are not the work of the author. the submission, without the knowledge and approval of the instructor to whom it is submitted, of any academic work for which credit has previously been obtained or is being sought in another course or program of study in the College or elsewhere; the submission for credit of any academic work containing a purported statement of fact or reference to a source that has been concocted; (Code Of Student Conduct, Chapter 9, pages 86-87) You have to document everything not only quotations and paraphrases but also information and ideas! You have plagiarized if: You summarized notes while doing research and presented the notes as if they were your own While browsing the web, you copied text and pasted it into your paper without quotation marks or without citing the source You presented facts without saying where you found them You repeated or paraphrased someones wording without acknowledgment (including class lectures!) You took someones unique or particularly apt phrase without acknowledgment You paraphrased someones argument or presented someones line of thought without acknowledgment

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You bought or otherwise acquired a research paper and handed in part or all of it as your own You can avoid plagiarism by: Making a list of the writers and viewpoints you discovered in your research and using this list to double-check the presentation of material in your paper Keeping the following three categories distinct in your notes: your ideas, your summaries of others material, and exact wording you copy Identifying the source of all material you borrow exact wording, paraphrases, ideas, arguments, and facts Checking with your instructor when you are uncertain about your use of sources

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ASSIGNMENT GUIDELINES FOR THE ASL ENGLISH INTERPRETER PROGRAM

IN-TEXT CITATIONS AND WORKS CITED PAGE BASIC APA FORMAT FOR PAPERS
Follow APA (American Psychological Association) format for documenting sources and providing references within the paper. APA guidelines can be found at the following website. http://owl.english.purdue.edu/owl/resource/560/01/

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ASSIGNMENT GUIDELINES FOR THE ASL ENGLISH INTERPRETER PROGRAM Sample title page

TITLE OF PAPER / ASSIGNMENT

Students Name Course Name Course Code Instructors Name Date Due Date Submitted # of pages
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ASSIGNMENT GUIDELINES FOR THE ASL ENGLISH INTERPRETER PROGRAM ASSIGNMENT CHECKLIST title page is included assignment is double spaced no blank lines are left between paragraphs pages are numbered paragraphs are indented 1 margins are left on all sides of the page Arial size 12 font is used Works Cited or Bibliography included * short quotations have in-text citations (Mactavish, 29)* longer quotes are indented 1 on the left side only assignment has been proofread for Canadian spelling and grammar titles are correctly formatted: capitalize first, last and every important word. Dont capitalize: - short connecting words to in front of a verb or a, an the unless they are the first word.

see handouts: Intext Citations and Works Cited Page Documentation Samples

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PLAGIARISM
I, ___________________(print name), understand that plagiarism is the act of presenting anothers work or ideas as my own. a direct quotation from a text or paper without identifying its source submission of a work as my own when it has been prepared by someone else contracting for assignments or submission of reports that are not my work.

Plagiarism also includes: selecting portions of online material, changing a few words and presenting it as my own copying a unique phrase without documenting it using graphs, charts and information from my textbook without documenting it paraphrasing the ideas of another person and not documenting my source allowing another person to add more impressive words or ideas to my work Academic dishonesty also includes: submitting work that was previously submitted and graded in another course or program of study I understand that George Brown College will penalize acts of academic dishonesty such as plagiarism. Consequences may include A grade of zero on the material (minimal consequence) Suspension Expulsion

___________________________ Signature (Student copy) ____________________________ Date

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Learning Contract
Student Name: Area or skill (describe):

Learning Activity(ies) (what actions or steps will be taken i.e. student will take a class or workshop, watch videotapes, practice exercises, hire a tutor, volunteer, etc):

Duration and Frequency (how long will the activity last - one month/one term/entire year and how often daily/weekly/monthly?)

Post Evaluation (how do we know this was successful)? Action Taken Successful? Repeat or Continue Activity? If a new activity is needed, please complete a new Learning Contract.

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Student Signature

Date

Faculty Signature

Date

Copy to Student Copy to File

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Overview of Student Placements First Placement - 1st year (Semester 2 - Spring)

60 hours ASL Practicum One day per week throughout the semester with Deaf Professionals in various community agencies, social services agencies and programs in the GTA - Some one to one/consecutive interpreting IF skill ready and all consumers agree * Program faculty must be contacted for approval prior to any provision of interpreting services. See placement manual for more details. PLUS 12 hours Community Involvement

Second Placement - 2nd year (Semester 4 - Spring)

65 hours Interpreting Practicum Participant One day per week throughout the semester with working Interpreters (Freelance/staff) some consecutive interpreting IF skill ready and all consumers agree; 5/10 minutes work beside interpreter, cues/takes corrections, supports, interpret during breaks and team interpreting PLUS 30 hours Community Involvement*

Third Placement - 3rd year (Semester 5 - Fall)

4 week block (125* hours) Interpreting Practicum Participant with working Interpreters (Freelance/staff) work beside interpreter, cues/takes corrections, supports, interpret during breaks and team interpreting PLUS 24 hours Community Involvement
*approximately 30 - 31 hours per week with interpreter supervisors

Fourth Placement - 3rd year (Semester 6 - Spring)

6 week block (210* hours) Interpreting practicum Participant with working Interpreters (Freelance/staff interpreters) work beside interpreter, cues/takes corrections, supports, interpret during breaks and team interpreting PLUS 30 hours Community Involvement
*31 hours / week with supervisors for 6 weeks = 186 hours 4 hours/ week for ROM for 6 weeks = 24 hours

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Community Involvement
In addition to field placements, students are required to volunteer in both the Deaf and interpreter communities, starting in the second semester of the first year. Students will be required to complete volunteer log sheets detailing their activities and which must be signed by the Deaf or interpreter contact person responsible for the event. Volunteer Log sheets are available from program faculty. During the first and second year, volunteer activities include participating in events hosted by Deaf and interpreter organizations such as but not limited to ticket selling for events, note taking during meetings, assisting with registration and/or admission during socials and workshops. Second year students may be able to do some one to one consecutive interpreting. The department faculty can advise you of examples of situations in which you may do consecutive interpreting. Third year students may be able to do some simultaneous interpreting. The department faculty can advise you of examples of situations in which you may do simultaneous interpreting. *Students are required to complete 30 hours of community involvement during their second year of the program, 15 hours in the summer/fall and 15 hours in the winter semester. Students should start accumulating hours beginning in July after completion of the first year of the program. Hours earned from July to December will count towards the fall semester requirement and hours earned from January to June will count towards the winter semester requirement. From July to December, 15 hours must be completed as a requirement to begin placement in January. There is no carry over of hours between summer/fall and winter semesters. For hours earned from July to December, students are responsible to collect and keep all signed log sheets and hand to the field seminar professor in January. For hours earned from January to June students should hand in signed and completed log sheets to the field seminar professor shortly after the event.

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OASLI Board Position

Students are also asked to participate on the board of Deaf and Interpreter community organizations. One such position is the OASLI AEIP student Board Position. One third year student representative and one alternate will be selected, based on student member status and recommendations from the GBC AEIP faculty. With no power to vote, the representative is expected to attend board meetings and functions, assist in the completion of member directives and act as a liaison between the board and the AEIP student body and faculty For all students, participation in volunteer activities will count towards the participation grade for the Field Seminar courses.

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Community Agencies and Organizations

Below is a list of various community agencies, Deaf and interpreter organizations that you may wish to contact for further information on the interpreting profession or may wish to consider volunteering with. This is not a complete list as there are many other agencies and organizations that are not listed here. Please check with program faculty for more information. Please contact the agencies/organizations beforehand as some may not have volunteer opportunities available at a particular time nor wish or need volunteers. .
Association of Visual Language Interpreters of Canada (AVLIC) 11337-61st Avenue NW Edmonton, Alberta, Canada T6H 1M3 www.avlic.ca Bob Rumball Centre for the Deaf BRCD 2395 Bayview Avenue Toronto, ON M2L 1A2 (416) 449-2728 (TTY) (416) 449-9651 (voice) (416) 449-8881 (fax) www.bobrumball.org Ontario Association of Sign Language Interpreters (OASLI) P.O. Box 281 Milton, Ontario L9T 4N9 www.oasli.on.ca Canadian Hearing Society Toronto 271 Spadina Road Toronto, ON M5R 2V3 (416) 964-0023 (TTY) (416) 928-2500 (voice) (416) 928-2523 (fax) www.chs.ca

Silent Voice 50 St. Clair Ave East, Suite 300 Toronto, ON M4T 1M9 (416) 463-3928 (TTY) (416) 463-1104 (voice) (416) 778-1876 (fax) www.silentvoice.ca E.C. Drury School for the Deaf 255 Ontario Street S. Milton, ON L9T 2M5 (905) 878-7195 (TTY) (905) 878-2851 (voice) (905) 878-1354 (fax)

Canadian Hearing Society Hamilton 21 Hunter St. E, 2nd floor Hamilton, ON L8N 1M2 (877) 817-8208 (TTY Toll free) (905) 522-0755 (voice) (905) 522-1336 (fax) www.chs.ca Canadian Hearing Society Peel 2227 South Millway, Suite 300 Mississauga, ON L5L 3R6 (905) 608-1691 (TTY) (905) 608-0271 (voice) (905) 608-8241 (fax) www.chs.ca

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Sir James Whitney School for the Deaf 350 Dundas St. W. Belleville, ON K8P 1B2 613-965-6173 TTY 613-967-2823 (VOICE) 613-967-4644 (FAX)

John Robarts School for the Deaf PO Box 7300 1090 Highbury Ave. London, ON N5Y 4V9 TTY ~ 519-453-4400 VOICE ~ 519-453-4400 FAX ~ 519-453-7943 Canadian Hearing Society Oshawa/Durham 44 Richmond Street W., Suite 200A Oshawa, ON L1G 1C7 (905) 404-0468 (TTY) (905) 404-8490 (voice) (905) 404-2012 (fax) www.chs.ca Ontario Deaf Sports Association 303-3 Concorde Gate North York, ON M3C 3N7 (416) 413-0299 (phone/VP) www.ontariodeafsports.on.ca

Northern Secondary School 851 Mount Pleasant Road Toronto, ON M4P 2L5 (416) 393-0270 (voice) (416) 393-0877 (fax) www.northernsecondary.toronto.on.ca

Danforth Collegiate and Technical Institute 800 Greenwood Avenue Toronto, ON M4J 4B7 (416) 393-0620 (voice) (416) 393-0577 (fax) http://schools.tdsb.on.ca/danforthcti/news.html Deaf Empowerment Program Mohawk College PO Box 2034 135 Fennell Ave W, Rm A129 Hamilton, ON L8N 3T2 (905) 575-7645 (TTY) (905) 575-2029 (voice) (905) 575-2194 (fax) www.mohawkc.on.ca Deaf Ed Program York University Faculty of Education N833B Ross Building, York University 4700 Keele Street Toronto, ON M3J 1P3 (416) 736-5972 (TTY) (416) 736-5971 (voice) (416) 736-5146 (fax) www.edu.yorku.ca

Ontario Cultural Society of the Deaf Mississauga, ON L4Y 3Y3 (905) 897-6881 (TTY) (905) 897-6676 (fax) www.ocsd.ca

Durham Deaf Services 750 King Street East Oshawa, ON L1H 1G9 (905) 579-6495 (TTY) (905) 579-3328 (voice) (905) 728-1183 (fax) www.durhamdeaf.org

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Adult Upgrading Program GBC 200 King Street East, #581C Toronto, ON M5T 2T9 (416) 415-2651 (TTY) (416) 415-2065 (voice) www.gbrownc.on.ca

BRAD Group Homes P.O. Box 338 7801 No. 5 Sideroad Milton, ON L9T 4Y9 (905) 875-4368 (TTY) (905) 878-4932 (voice) (905) 878-4934 (fax) www.bobrumball.org Deaf Literacy Initiative 420 Britannia Road East, Unit #109 Mississauga, ON L4Z 3L5 (905) 897-6772 (TTY) (905) 897-5656 (voice) (905) 897-6676 (fax) www.deafliteracy.ca Metro Toronto School for the Deaf (MTSD) 43 Millwood Rd. Toronto, ON M4S 1J6 416-393-0630 TTY 416-393-0630 VOICE 416-393-1888 FAX Canadian Association of the Deaf (CAD) 251 Bank St., Suite 203 Ottawa, ON K2P 1X3 613-565-8882 (TTY) 613-565-2882 (VOICE) FAX 613-565-1207 www.cad.ca Impact ASL, CHS Toronto Canadian Hearing Society, Toronto 271Spadina Road Toronto, ON M5R 2V3 (416) 964-0023 (TTY) (416) 928-2500 (voice) (416) 928-2523 (fax) www.chs.ca

Ontario Association of the Deaf (OAD) 2395 Bayview Avenue Toronto, ON M2L 1A2 (416) 513-1893 (TTY) 1-888-820-0029 (TTY-Toll Free) (416) 413-4822 (fax) www.deafontario.ca Deaf Access Simcoe Muskoka (DASM) 74 Cedar Pointe Dr. Unit 1009 Barrie ON, L4N 5R7 (705)728-3577 (Voice) (705)728-3599 (tty) (705) 728-7613 (Fax) www.deafaccess.ca OCD Ontario Camp of the Deaf P.O. Box 77, Rosseau Road Parry Sound, ON P0C 1H0 705-378-0512 (TTY) 705-378-2898 (VOICE) www.bobrumball.org DOP Deaf Outreach Project 2395 Bayview Avenue c/o Ontario Association of the Deaf. Toronto, ON M4Y 2C9 (416) 513- 1893 TTY (416) 413 4822 FAX

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Police Checks
All students doing field placements are required to complete a Police Record check. School Boards and other agencies require students placed in Ontario schools and social service agencies to complete a satisfactory Police Record Check screening prior to having direct contact with students and other vulnerable populations. Without a satisfactory Police Record Check students will not be allowed to participate in practicum assignments.

The ASL Club

The college has an ASL club, which was founded in 1997 by the first group of students in the interpreter program. This club is student run and the board is comprised of a president, vice president, secretary and treasurer. Both the interpreter and Deaf students within the college hold board positions and one member of the faculty acts as an advisor. Meetings and social events are hosted monthly within the college and in the community. Involvement in the ASL club offers opportunities for networking among fellow students, both deaf and hearing, to practice ASL and interpreting as well as the opportunity to meet members of the Deaf and interpreter communities through social events.

Student Employment Opportunities

There are various opportunities on campus and in the community for part time employment during the school year and in the summers. During the school year, Student Affairs hires tutors to work with Deaf students on campus as well as tutors for junior students in the interpreter and intervenor programs. During the summers, students may also find employment with some of the various agencies and organizations in the Deaf and interpreter communities. Flyers and job postings from various community organizations and agencies are often posted on the bulletin board located outside of 448E.

Scholarships, Awards and Financial Assistance

There are various scholarships and financial aid programs available to students within the college. Please inquire at the financial aid office for more details. Several community based organizations such as the Quota District 18 Trust Fund) offer one time scholarship awards and bursaries to returning students.

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Every year, one student from the graduating class is chosen to receive the Deans medal.

OASLIs GBC AEIP Graduating Award

This award is presented annually by the Ontario Association of Sign Language Interpreters, OASLI to a graduating student. Criteria for nomination includes GPA (3.0+), merit, maintenance of student member status and components of volunteer involvement with our provincial chapter and the Deaf community. $500.00

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GEORGE BROWN COLLEGE FACULTY OF COMMUNITY SERVICES AND DEVELOPMENT ASL ENGLISH INTERPRETER PROGRAM STUDENT ADVISORY
To: Name: ________________________ Date: _________________________ From: (Faculty): ________________________ In order to assist you in successfully completing the requirements of the program please note below: ( ) Your attendance in the program has been below expectations and may jeopardize your academic progress. Please arrange to meet with the Instructor within the next week for a review of your progress to date.

Your progress in the following course(s) ___________________________________________________________ is currently below satisfactory standing. Prompt remedial action is necessary. Please arrange to see your Instructor within the next week to discuss this.

No significant improvement has been noted since the previous Student Advisory was issued on ____________________. There is a strong possibility of a failing grade unless immediate improvement is evident. Please see your Instructor immediately.

You are now in a failing position in the following courses: ___________________________________________________________

Your Instructors and Coordinator are fully prepared to provide additional assistance if you demonstrate a strong desire to improve your standing.

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Students who have discussed problems with their Instructors and Co ordinator and still feel that further clarifications are necessary, are encouraged to see the Chair.
c.c. Program Coordinator

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Behaviour Management Minor Infraction Form

(Including Academic Dishonesty)
School or Program Name ___________________________________ Name of faculty___________________ _____ Name of student _______________________ Program_______________________ Chair__________________________

The student has been involved in a minor disciplinary infraction(s) by: (check all that apply) __ Exhibiting behaviour that is disruptive to the class and learning environment i.e. Using obscene language, making remarks or engaging in conduct that is racist, sexist, homophobic, or in other ways discriminatory, engaging in behaviour that can be interpreted as threatening or disrespectful to others. __ Being disrespectful of others on college property by shouting or roughhousing __ Smoking in restricted areas __ Loitering on college property in inappropriate areas __ Committing a minor act of academic dishonesty __ Other Please describe ______________________________________________________________________________ __________________________________________________________ _________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________ Please note: a minor infraction does not include a criminal act Step 1 VERBAL WARNING Faculty I have had a private conversation with the student about his/her behaviour and why it is problematic. Describe this meeting _______________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

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__________________________________________________________________________ __________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Based on my conversation with the student, I have recommended the following options to the student: (check all that apply) __ Make an appointment with the Coordinator of the program __ Make an appointment with Counselling services x 2107 __ Make an appointment with Disability Services x 2622 __ Make an appointment with Academic Advising x 2185 __ Make an appointment with the Human Rights Office x 4646 __ Access the Learning Centre for support x 4582 __ Meet with the offended parties to resolve the problem (Explain details below) __ Make a public apology to a faculty member and/or fellow students (Explain details below) __ Write a reflective personal response or engage in a problem-solving activity to explore alternative responses (Explain details below) __ I have placed a copy in the students program file Details related to above_____________________________________________________ _______________________________________________________________________ Other: __________________________________________________________________ Faculty Signature: _______________________ Date: ________________________

Student a) I understand from this meeting that this is a verbal warning and that this conversation has been documented. b) I have received a copy of the Student Code of Conduct and Discipline as well as this document and understand that this is a first step in a potentially progressive discipline process which includes suspension and expulsion. Student Signature: _______________________ STEP 2- WRITTEN WARNING Faculty If behaviour persists after the first meeting: I have met with the student and given him/her the written warning (this document). I have reminded the student that this is the second step in a potentially progressive discipline process which includes suspension and expulsion. Describe the behaviours (state them) give dates and describe persistence. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Date: ________________________

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__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Faculty Signature: _______________________ Date: _____________________

Student I have received a copy of this document and understand that if I continue with this behaviour, the next step is a meeting with the Chair which could include possible academic repercussions, such as suspension or expulsion. I understand that if I am asked to meet with the Chair this information will be recorded on my file in the Registrars Office (see Student Code of Conduct and Discipline Policy). Student Signature: _____________________ STEP 3 REQUEST FOR CHAIR INTERVENTION I have forwarded a copy of this document to the Chair. Faculty Signature: _______________________ Date: _____________________ Date: _______________________

STEP 4 - CHAIR MEETS WITH STUDENT I have met with the student and reviewed the documentation, with the following result(s): __ The issue has been resolved to the satisfaction of the student and the Chair __ The student attendance at class or external placement has been restricted as described below. __ The student is restricted from the following areas of the college _______________________ __ A recommendation has been made to the Registrar that the student be fined for damage of property or for compensation of any required additional instruction. __ The student has been suspended with the conditions as described below. __________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __ It has been recommended to the Dean that the student be expelled with the following conditions. _________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

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__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Chair Signature: _____________________ Date: _______________________

Student Signature_________________ ___ Date: _______________________

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