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Course Criteria
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3.00 Credits
3 hours lecture per week Prerequisite(s): A grade of "B" or higher in ICS 211 or consent of Instructor.Comment: Students are expected to provide their own USB compatible high density electronic storage media of minimum size of 128 MB or as specified by instructor. ICS 212 focuses on program organization paradigms, programming environments, implementation of a module from specifications, and the C and C++ programming languages. Upon successful completion of ICS 212, the student should be able to: Complete programming exercises involving complex algorithms. Use Emacs, a debugger, the Unix utility "make", and the compiler in the Unix environment. Write programs using the features of C that are similar to Java, and in particular using character variables that require programs of 50 to 200 lines. Use pointers in C, C structures, linked data structures, and recursion. Use the C++ features that are similar to Java, including classes and inheritance. Write a program in C++ that involves linked data structures and recursion. Use overloading of operators by writing a non-trivial program that involves overloading of operators. Use memory management by writing a non-trivial program that requires memory management (constructors, destructor, and overloading assignment). Use standard C++ strings by writing a non-trivial program using standard C++ strings. Use the STL Library by writing a program that uses some other facilities provided by the C++ STL library, such as STL lists.
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3.00 Credits
3 hours lecture per week Prerequisite(s): ICS 111; ICS 141, or consent of instructor. ICS 241 includes program correctness, recurrence relations and their solutions, divide and conquer relations, graph theory, trees and their applications, Boolean algebra, introduction to formal languages and automata theory. Upon successful completion of ICS 241, the student should be able to: Use boolean algebra to realize logic circuits. Use graphs, paths, cycles and trees Solve simple recurrence relations Explain the concept of formal languages and finite-state machines Use concepts and techniques in program correctness to perform simple program validation.
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3.00 Credits
3 hours lecture per week Recommended Preparation: Instructor recommendation, or qualification for, or concurrent enrollment in ENG 22 or ESOL 94. IS 103 serves as an introduction to the college experience for first year and returning college students. Students identify their short and long-range 0 personal, college and career goals, while writing and revising an educational plan. Students document their daily activities as they develop self-management, critical thinking and learning skills. Upon successful completion of IS 103, the student should be able to: Identify short and long-range personal and college goals, and prepare an educational plan to meet those goals. Re-evaluate and revise short and long-range personal and college goals and their educational plan to meet those goals. List college facilities, policies, programs and services that can assist in achieving educational goals. Use college level note-taking, critical reading, test taking, memory and concentration techniques. Use time management, personal organization, stress management and study skills. Identify and use academic support areas of the college. Become actively involved in campus and/or community activities. Use appropriate technology for conducting research and conveying ideas. Communicate effectively in writing and speaking. Find information from library, Internet, and other sources. Research occupations and use decision-making processes in selecting a career. Use strategies to complete out-of-class work efficiently and effectively.
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2.00 Credits
3 hours lecture per week for 10 weeks Recommended Preparation: ENG 22 or higher level English. IS 105B is designed to assist students in making a tentative career choice and related educational decision. The course will focus on exploring interests, skills, values, and understanding the world of work. It also emphasizes learning the career/life development process, which, once learned will prepare students to cope with additional career/life decisions in later life. Upon successful completion of IS 105B, the student should be able to: Describe the process of career development. Discuss the role their self-concept plays in career decision making. Identify and prioritize their own interests, skills, personality traits, and values. Demonstrate the ability to use values clarification, decision making, and time management techniques in developing an individual career/life plan. Reduce their career interests to a few options for continued exploration. Describe the changing roles of men and women in the work force. Explain federal laws regarding age, sex and other discriminations. Discuss the numerous resources available to them for engaging in career exploration. Define in class discussion and written examinations the terms and concepts relevant to career/life exploration and planning. Explain why career decision making is a lifelong process.
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1.00 Credits
3 hours lecture per week for 5 weeks Recommended Preparation: ENG 22 or higher level English. IS 105C is designed to assist students in developing job readiness skills. It includes skills identification, resume preparation, and interview techniques. Upon successful completion of IS 105C, the student should be able to: Describe the process of career development. Discuss the role their self-concept plays in career decision making. Identify transferable skills and skills needed for a specificc career. Assess work environment that relates to the student's own interests, values, and attitude. Utilize the decision making process in selecting a job for which the student will be interviewed. Describe the changing roles of men and women in the work force. Explain federal laws regarding age, sex and other discriminations. Demonstrate awareness if the non-traditional career opportunities available in Hawai'i and the nation. Identify and use standard and electronic sources of career information. Understand the importance and purpose of writing a resume. Demonstrate knowledge of appropriate job interview techniques. 1
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1.00 Credits
1.5 hours lecture per week for 10 weeks Prerequisite(s): Qualification for ENG 100 and MATH 24. IS 107 is a comprehensive student success course designed to promote effective academic strategies and the importance of personal responsibility in college and life success. Upon successful completion of IS 107, the student should be able to: Develop and apply academic study skills in areas such as the following: Manage personal time, practice effective listening comprehension skills, take organized and meaningful notes from lectures and texts, practice effective textbook reading skills, identify different types of learning styles and be knowledgeable about own learning styles/preferences, prepare to successfully complete exams, identify and effectively manage stress/stressors and incorporate personal balance to enhance college success. Identify personal values in relation to life planning and goal setting. Explain the value and importance of personal responsibility in academic and life success. Identify resources, relationships, and survival skills that facilitate academic and life success. Realistically assess challenges of, and progress toward meeting, academic and life goals. Monitor and take ownership of individual academic progress. Communicate effectively on academic and individual matters with instructors, counselors, and peers. Organize information, plan, solve problems, and think critically in academic and life situations/contexts.
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3.00 Credits
3 hours lecture per week Prerequisite(s): Qualification for ENG 100; TB clearance. Comment: Students enrolled in the course must have a current (within the past 12 months) TB clearance and be willing to submit to background checks for security reasons. IS 114 provides students with information about English and math literacy tutoring from pre-kindergarten through college levels. Students will be required to tutor at a school in the grade level of their choice. Upon successful completion of IS 114, the student should be able to: Identify causes and effects of illiteracy. Cite current local and national statistics on illiteracy. List strategies to enhance brain development in children from 0-3 years of age. Identify developmental milestones for students from 0-18 years of age. Create an informal inventory for measuring students' literacy. Demonstrate techniques for successful English and Math tutoring. Identify learning styles and their implications for creation of lesson to be used in tutoring. Apply the problem-solving process in tutoring situations. Establish effective tutoring relationships. List his/her own strengths and weaknesses in communication and relating to students and set goals for improving areas of weakness. Identify skills needed by pre-kindergarten and primary, middle and secondary, and college-level tutors. Demonstrate understanding of changes required in tutoring needed to support the needs of students whose first language is not English. Demonstrate understanding of changes required in tutoring to support students with special educational needs. Demonstrate knowledge of a tutor's role, responsibility, and liability. Communicate effectively with teachers or professors and school administrators. Define reading and the reading process. Identify, demonstrate understanding of, and become proficient in the use of various tutoring strategies. List key differences in primary, secondary, and college- level tutoring. Demonstrate group leadership ability in primary, secondary or college educational settings. Identify and use various sources to obtain age appropriate reading material. Identify and use various web sites, which provide current literacy information. 2
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2.00 Credits
4 hours lecture per week for 8 weeks Prerequisite(s): ENG 100; ASL 202 or equivalent, or instructor consent. Comment: IT 101 is an 8-week course. IT 101 is an introductory course focusing on the process of becoming an interpreter in educational and other settings. To explore interpreting as a viable career option, the basic principles and practices involved in interpreting are covered extensively. Historical and current issues, terminology, ethical considerations, the interpreter's roles and responsibilities, and the skills necessary to work in this field are also emphasized. Upon successful completion of IT 101, the student should be able to: Explain the interpreter's roles and responsibilities in and out of the classroom. Describe relevant interpreting codes of ethics and discuss their underlying principles and how they affect an interpreter's decision-making. Analyze the evolution of the models of interpretation and the history of the ASL/English interpreting field. Describe current issues facing interpreters in educational settings and other venues. Discuss the possible challenges interpreters encounter in educational settings. Compare and contrast ASL/English interpreters and spoken language interpreters. Identify the settings where and the participants with whom interpreters work. Identify and analyze the skills and knowledge successful interpreters possess. Describe the process of becoming an interpreter, including national certification and state credentialing. Compare and contrast interpreting in educational, medical, community, and law-related settings. Compare and contrast how Deaf consumers and interpreters view interpreters, their roles and responsibilities. Analyze how different interpreters approach their work. Identify important organizations for interpreters and demonstrate knowledge of relevant terminology. 4 Discuss the power and intercultural dynamics that are present in interpreting situations. Provide feedback and evaluations to classmates during small group activities.
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2.00 Credits
4 hours lecture per week for 8 weeks Prerequisite(s): ENG 100; ASL 202 or equivalent, IT 101 or instructor consent. Comment: IT 102 is an 8-week course. IT 102 focuses on the foundational skills interpreters require that will enable them to identify the speaker's main point, details and reason for speaking, and hold that information in their memory along with the message so they can effectively convey it in English or ASL. This course provides the theoretical knowledge and the practical strategies interpreting students need to perform this series of tasks. Upon successful completion of IT 102, the student should be able to: Describe and practice the Process Interpreting & Sociolinguistic Models. Identify and explain the possible types of text goals/intentions a speaker may use. Analyze a source language message for the speaker's goal and intention. Decode, represent, and organize source language information according to text type. Paraphrase accurately messages rendered in ASL and English. Shadow messages rendered in ASL and English on the lexical, phrasal, sentential and textual levels. Identify the main goal of various texts in English and ASL. Identify the supporting points of various texts in English and ASL. Predict the conclusion of a partially presented message. Perform cloze skills in English and ASL on the lexical, phrasal, sentential and textual levels. Analyze a variety of messages for gender, age and regional differences. Analyze ("Four-Fold") a message for the speaker's perspective, main points, details, and omitted information/perspectives Demonstrate auditory and visual discrimination skills at 80-100% accuracy. Participate in various verbatim and semantic memory enhancement exercises. Demonstrate an improved score on speed reading comprehension checks. Compare and contrast ASL and English linguistic features on an introductory level. Provide structured feedback and evaluations to classmates during small group activities.
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2.00 Credits
4 hours lecture per week for eight weeks Prerequisite(s): ENG 100; ASL 202 or equivalent; IT 102; or instructor's consent. Recommended Preparation: LING 102. Comment: IT 111 is an 8-week, modular course. IT 111 compares the major linguistic features of American Sign Language and English. Basic similarities and differences in the morphology, phonology, syntax, and semantics of these two languages are examined. The course introduces students to how each language represents various communicative functions and to the process of analyzing those functions. Upon successful completion of IT 111, the student should be able to: Describe the importance of comparative linguistics to interpreters. Compare and contrast basic phonology and morphology for ASL and English. Compare and contrast how ASL and English use nouns and verbs to organize events. Compare, contrast and demonstrate how ASL and English describe people, places, and things. Demonstrate pronominilization and role-shifting in ASL and English. Compare and contrast how ASL and English describe actions. Demonstrate various verb forms in ASL and English. Compare and contrast how each language asserts, negates, and questions. Demonstrate basic sentence types (assertions, negations, queries, conditionals, rhetoricals, etc.) with equivalent meanings in ASL and English. Demonstrate appropriate non-manual grammatical markers in ASL. Compare and contrast how ASL and English indicate spatial arrangements and proximities. Demonstrate various ASL classifiers (Body, Body-part, Instrument, Semantic, Locative, etc.). Compare, contrast and demonstrate how each language pluralizes. Demonstrate how topicalization is handled in ASL and English. 5 Demonstrate the process of expansion and compression on an introductory level. Compare, contrast and demonstrate how metaphors, idioms and colloquialisms are handled in both languages. Compare and contrast how conversations and extended narratives are opened and closed in ASL and English (greetings, introductions, leave-taking, etc.). Participate in small group activities that utilize selected linguistic features in both languages. Provide structured feedback and evaluations to classmates during small group activities. Demonstrate expanded ASL and English vocabularies.
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