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PSLOs & SLOs

Program-level Student Learning Outcomes (PSLOs)

The Program-level Student Learning Outcomes (PSLOs) below are outcomes that students will achieve after completing specific degree/certificate requirements in this program. Students will:

  • Converse fluently in ASL with peers both Deaf and hearing by applying the language in conversations, ASL storytelling, or narratives.

  • Understand the grammar structures of ASL and apply them in dialogues.

  • Demonstrate knowledge of the Deaf culture heritage and Deaf values through presentations, papers, and written exams. 

  • Demonstrate knowledge of local and national resources for Deaf, hard of hearing, and late Deafened adults through presentations, papers, exams, or group demonstrations.

  • Demonstrate an awareness how to work with Deaf people in a variety of settings through community service learning.

Student Learning Outcomes (SLOs)

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ASL 120
  • Students will be able to recognize and produce vocabulary from the Signing Naturally textbook Units 1 – 5 by instructor observation of classroom activities, written assignments, presentations, peer feedback, tests.
  • Students will be able to have a basic introductory conversation in ASL by demonstrating their receptive/expressive skills by having one-on-one dialogues.
  • Students will be able to demonstrate their knowledge of Deaf history, Deaf culture and Community by writing papers, through participation in class discussions, and completion of written exams.
ASL 121
  • Students will be able to remember, recognize, and produce vocabulary as presented from the textbook Signing Naturally Units 7-12 by demonstrating their knowledge through written receptive/expressive skills test, instructor observation, and one-on-one dialogues with the instructor.
  • Students will be able to have an “everyday” conversation at a beginning to intermediate level and discuss the following: family & relationships, occupations, personality characteristics, campus locations, and make requests by successful demonstration of interviews, peer feedback, and dialogue evaluation by the instructor.
  • Students will be able to demonstrate their knowledge of appropriate Deaf culture facial grammar, expression, and body movement by applying these skills for the instructor through observation and peer dialogues.
  • Students will be able to compare and contrast the history and current issues of Deaf Education and Employment by demonstrating Deaf perspectives through written exams, essays, and papers.
ASL 122
  • Students will be able to sign a conversation in the context of everyday situations at a basic introductory level of signing fluency by producing dialogues graded by the instructor. 
  • Students will able to demonstrate their receptive signing ability by identifying fingerspelled words, number systems, and grammar features found in ASL conversations with 75% accuracy while watching others sign.
  • Students will be able to create ASL stories via instructor assessment of basic descriptions and use of non-manual signals found in ASL 120 and 121.
  • Students will be able to synthesis vocabulary and grammar features found in ASL 120 and 121 through receptive and expressive skills via instructor observation.
ASL 130
  • In the context of a conversation, students will be able to comprehend 70% of the fingerspelled words and numbers used.
  • Students will be able to choose and apply the appropriate number system required for the context with which it is used.
  • Students will be able to recognize and formulate common loan signs.
ASL 140
  • Students will be able to demonstrate how the contributions of Deaf artists (film makers, storytellers, authors) have impacted the Deaf Culture.
  • Students will recognize the influence that social and political groups have on the Deaf culture and how this influence has shaped the history of Deaf people.
  • Students will be able to distinguish the important values of Deaf people between those of hearing people and demonstrate an understanding of the specific aspects that relate to Deaf children, Deaf education, technology, Deaf history and the shaping of languages.
ASL 220
  • Students will be able to sign a story using role shifting, semantic classifiers, and eye gaze by demonstrating their expressive skills.
  • Students will be able to use temporal aspect inflections using repetition and continuous verbs by demonstrating their expressive skills ability and changing English sentences into grammatically correct ASL sentences graded by the instructor.
  • Students will be able to use classifiers, SASS, NMS, and locatives when signing by applying these skills when presented with a situation and successfully describing objects presented in ASL. 
  • Students will be able to apply the grammar structures of relative clauses and complex sentences to their expressive signing ability by matching English sentences and identifying the appropriate ASL sentences signed by the instructor.
ASL 221
  • Students will be able to sign narratives/poetry using role shifting, semantic classifiers, and eye gaze by demonstrating their expressive skills ability.
  • Students will be able to identify and formulate classifiers when describing objects, plurals, elements, body limbs by applying these skills through presentations and written exams.
  • Students will be able to use grammar features in conversations when relating stories from their lives.
  • Students will be able to explain how notorious Deaf people shaped Deaf heritage by signing stories.
ASL 222
  • Students will be able to use role shifting, semantic classifiers, location classifiers, eye gaze, facial expression, and descriptions when signing an ASL conversation at an intermediate to advanced level via assessment by instructor observation.
  • Students will able to translate English sentences into grammatically correct signed sentences via instructor observation.
  • Students will be able to able to demonstrate their receptive and expressive skills by producing dialogues with other students using the vocabulary and grammar features from ASL 220 and 221 via instructor and peer assessments.
  • Students will be able to produce their own personal DVD full of signed narratives, ASL poetry, and/or handshape stories via instructor assessment of expressive signing skills.
Last Updated: 12/16/2014
  • GCCCD
  • Grossmont
  • Cuyamaca
A Member of the Grossmont-Cuyamaca Community College District