Liberal Studies

Contact

Jess Cuculick
Department Chair
Phone: 585-286-4569 (VP)
jalnap@rit.edu

Jillian Sinclair
Senior Staff Assistant
jlsnts@rit.edu

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The NTID Department of Liberal Studies (DLS) provides opportunities for all students who are deaf or hard-of-hearing to reach their academic potential and become responsible, global citizens and life-long learners. Faculty meet the needs of students through a variety of communication strategies as well as offering a unique approach to educating deaf and hard-of-hearing students in RIT’s College of Liberal Arts (CLA).

Partnership with RIT's College of Liberal Arts

NTID Department of Liberal Studies faculty members partner with RIT's College of Liberal Arts faculty members to provide specialized instruction and tutoring.

  • Teaching College of Liberal Arts core courses, and certain other courses, using direct instruction. All students in the classes taught using direct instruction are deaf or hard-of-hearing, and faculty use sign language, spoken language, fingerspelling, printed/visual aids and Web-based instructional materials. Courses include:
    • Critical Reading & Writing (UWRT-100)
    • Writing Seminar (UWRT-150)
    • Science, Technology & Values (STSO-140)
    • Introduction to Visual Arts (FNRT-100)
    • U.S. History since 1945 (HIST-275)
    • Introduction to Psychology (PSYC-101)
    • Foundations of Sociology (SOCI-102)
    • Introduction to Criminal Justice (CRIM-110)
  • Teaching sections of some College of Liberal Arts courses with hearing, deaf and hard-of-hearing students in the same class. Access services are available, including sign language interpreting, real-time captioning services and notetaking.
  • Tutoring deaf and hard-of-hearing students in College of Liberal Arts courses.
  • Providing academic advising to deaf and hard-of-hearing students who are pursuing majors, minors or concentrations in the College of Liberal Arts.
  • Partnering with each department in the College of Liberal Arts to maximize student retention and performance.

Degrees and Programs

The associate in science (AS) degree in applied liberal arts is designed to prepare deaf and hard-of-hearing students to enter and successfully complete a bachelor’s degree in RIT’s College of Liberal Arts. This program is available for qualified deaf and hard of hearing students. 

Learn More about Applied Liberal Arts AS 

The NTID bachelor of science degree in community development and inclusive leadership is an innovative, interdisciplinary program in which students gain skills in leadership, interpersonal communication, research, and data management–all of which are needed by dynamic leaders at the helm of 21st century organizations. This is a multidisciplinary degree offered in partnership with Saunders College of Business, the College of Liberal Arts, the College of Health Sciences and Technology, and the School of Individualized Study.

Learn More about Community Development and Inclusive Leadership BS 

The pre-baccalaureate studies program is available to students who are accepted by NTID and are close to, but not fully ready for, direct entry into a baccalaureate-level program through one of the other colleges of RIT. It is a bridge program for qualified students, based on academic transcripts, scores on admissions tests, and other evidence that supports a reasonable expectation of success in baccalaureate course work. Qualified students who are undecided as to a program of study may choose the career exploration studies program.

Learn More about Pre-Baccalaureate Liberal Studies 

Developmental English Program

The Developmental English Program is designed for students to begin developing the skills necessary for understanding and using written English in AOS degree programs at NTID. Additional information can be found in the English Handbook.

NENG-102
Introductory Reading and Writing I
Lecture 6, Credits 6
This is a developmental English language course at the first level offered at NTID in which students begin developing the skills necessary for understanding and using written English in AOS degree programs at NTID. World knowledge topics are presented in various media and provide the context in which students learn to: comprehend and use the basic constituents of English sentence; develop a content word vocabulary of about 4000 words; and practice strategies for improving reading comprehension and written expression. In order to continue their reading and writing skill development in Intermediate Reading & Writing I (NENG-112) students must complete this course with a C or better. (NTID Reading Test score below 50 and NTID Writing Test score below 80).
NENG-103
Introductory Reading and Writing II
Lecture 4, Credits 3
This is a developmental English language course at the first level offered at NTID for students who begin with reading skills higher than those in NENG-102 or have received an E grade in NENG-102. Students continue developing the skills necessary for understanding and using written English in AOS degree programs at NTID. World knowledge topics are presented in various media and provide the context in which students learn to: comprehend and use more of the basic constituents of English sentences; develop a content word vocabulary of about 4000 words; and practice strategies for improving reading comprehension and written expression. In order to continue their reading and writing skill development in Intermediate Reading & Writing I (NENG-112) students must pass this course. (NTID Writing Test score below 40 and NTID Reading Test score 80 to 97 or grade of “D” in NENG-102).
NENG-112
Intermediate Reading and Writing I
Lecture 3, Credits 3
This is the first course in a two-course developmental English language sequence at the second level offered at NTID in which students work on reading and writing skills necessary for AOS programs at NTID. General topics in science and humanities provide the context in which students review the basic constituents of English sentences, begin to develop skills for comprehending and using complex sentence elements, increase their English content word vocabulary to about 5000 words, learn to use independent reading strategies, and develop skills for writing paragraphs and longer compositions. Upon successful completion of this course, students will continue their reading and writing skill development in Intermediate Reading & Writing II (NENG-113).
NENG-113
Intermediate Reading and Writing II
Lecture 3, Credits 3
This is the second course in a two-course developmental English language sequence at the second level offered at NTID for students who have completed Intermediate Reading & Writing I. Students continue to work on reading and writing skills necessary for AOS programs at NTID. General topics in science and humanities provide the context in which students use the skills included in Intermediate Reading & Writing I, develop skills for comprehending and using additional complex English sentence elements, increase their content word vocabulary to about 6000 words, begin to evaluate reading tasks to select appropriate reading strategies, and expand their skills for writing paragraphs and longer compositions. Upon successful completion of this course, AOS students will continue their reading and writing skill development in Career English courses.
NENG-199
Independent Study: English
Ind Study, Credits 1 - 6
The description for each Independent Study request will be specified in each course proposal.
NENG-212
Career English I
Lecture 3, Credits 3
This is the first course in a two-course sequence. It is designed to develop reading, writing, grammar, and vocabulary skills that students need for AOS course work and for the work environment. The reading and writing components are thoroughly integrated with approximately equal time being devoted to each. Grammar and vocabulary are thoroughly integrated into the reading and writing components. Course content includes general and technical articles, memorandums, letters, electronic communication, directions, work-related forms, and short report.
NENG-213
Career English II
Lecture 3, Credits 3
This is the second course in a two-course sequence. It is designed to advance and refine reading, writing, grammar, and vocabulary skills that students need for AOS course work and for the work environment. The reading and writing components are thoroughly integrated with approximately equal time being devoted to each. Grammar and vocabulary are thoroughly integrated into the reading and writing components. Course content includes general and technical articles, memorandums, letters, electronic communication, directions, work-related forms, and short reports.
NENG-221
Analytical Reading and Writing I
Lecture 3, Credits 3
This is the first course in a four-course intensive English sequence. In this course, selected shorter readings give students the opportunity to strengthen their reading comprehension skills and world knowledge. Readings will include nonfiction, fiction, and theme-based articles from library databases. The readings also serve as prompts for writing at both the paragraph and essay levels. While developing their expository writing skills, students learn to recognize and apply the traditional rhetorical modes used in writing. Students also will develop skills in summary writing. Other components of the course include grammar and vocabulary instruction, along with editing and proofreading strategies. Vocabulary is taught both incidentally as it appears in readings and formally using a vocabulary text. The readings follow a specific theme and also will serve as models for examining style, organization and grammar. In order to continue their reading and writing skill development in Bridge to College English I (NENG-231) and Bridge to College English II (NENG-232), students must complete this course and co-requisite Analytical Reading and Writing II (NENG-222) with grades of “C-” or better. (NTID Reading Test score 98-124 and NTID Writing Test score 50-59, or by department permission.
NENG-222
Analytical Reading and Writing II
Lecture 3, Credits 3
This second course in the four-course intensive English sequence continues to strengthen students’ reading comprehension skills and world knowledge, with an added emphasis on critical reading, thinking, and writing. Readings will include nonfiction, fiction, and theme-based articles from library databases. Students identify and examine an author’s purpose and tone, bias, assumptions, opinions, facts, examples, evidence, patterns of organization, and audience. Students also develop inference and deduction skills while learning to recognize and avoid overgeneralization and oversimplification in their writing. This course, which follows a specific theme, includes a short novel or novelette— fiction or non-fiction—as part of the required reading. In order to continue their reading and writing skill development in Bridge to College English(NENG-231) and Bridge to College English(NENG-232) students must complete this course and co-requisite Analytical Reading and Writing I (NENG-221) with grades of “C-” or better. (NTID Reading Test score 98-124 and NTID Writing Test score 50-59; or by department permission.
NENG-231
Bridge to College English I
Lecture 3, Credits 3
This is the first of two Bridge to College courses that also serve as the final two courses in the four-course intensive English sequence. This course exposes students to a variety of reading material, including nonfiction, fiction, and theme-based articles from library databases. It includes a reading of a full-length novel, either fiction or non-fiction, and it offers strategies for reading comprehension and interpretation beyond prior courses where applicable. Students will engage in a variety of writing activities related to the readings. Vocabulary is taught both incidentally as it appears in readings and formally using a vocabulary text. In order to qualify for testing and placement in Written Communication (NENG-241), Critical Reading and Writing (UWRT-100) or First Year Writing: Writing Seminar (UWRT-150) students must complete this course and co-requisite Bridge to College English II (NENG-232) with grades of “C-” or better. (NENG-221 and NENG-222 with grades of C- or better, or NTID Reading Test score 125-144 and NTID Writing Test score 60 or greater.
NENG-232
Bridge to College English II
Lecture 3, Credits 3
This is the second of two designated Bridge to College English courses that also serve as the final two courses in the four-course intensive English sequence: This course provides advanced instruction on expository writing with a focus on refining writing skills introduced in earlier courses where applicable. This course also provides instruction on responding to multiple-part writing prompts. Students taking this as a stand-alone course will use readings from textbooks and online and database sources as the basis for their writing. The course provides further instruction in integrating sources into writing. Some writing assignments may be managed through journal entries. In order to qualify for testing and placement in Written Communication (NENG-241), Critical Reading and Writing (UWRT-100) or First Year Writing: Writing Seminar (UWRT-150) students must complete this course and co-requisite Bridge to College English I (NENG-231) with grades of “C-” or better. (NENG-221 and NENG-222 with grades of C- or better or NTID Reading Test score 136-144 and NTID Writing Test score 60 or greater) .
NENG-289
Special Topics: English
Lecture, Credits 1 - 6
The description for each Special Topics request will be specified in each course proposal.

DLS Tutoring Program

The Department of Liberal Studies Tutoring Program (DTP) provides an extensive network of tutoring support for deaf and hard-of-hearing students. DTP offers a wide variety of peer and professional faculty tutors. Tutors work with students on their reading and writing assignments at NTID as well as provide reading and writing support for all courses throughout RIT. Both peer and professional faculty tutors are skilled in American Sign Language and English.

Students should meet first with their professors and discuss the most appropriate support available. In some courses, professors provide tutoring for their own courses. In other cases, professors can advise students where to go for additional tutoring.

Professional tutoring is provided by DLS faculty in the NTID Learning Center which is housed in the Lyndon Baines Johnson building. Tutoring support is available for all levels of literacy work, including reading comprehension, vocabulary, writing, and support for writing and reading assignments for all levels of English courses and RIT major courses. Please contact Professional English Tutoring Coordinator, Jeanne Yamonaco, at jnynge@rit.edu if you have questions or wish to schedule tutoring. For online tutoring, an appointment can be made at ntid.mywconline.com.

Student peer tutors provide tutoring for NTID students enrolled in any degree program at NTID and RIT. Student tutors provide support for grammar, vocabulary, reading, writing, and presentations. Tutoring can be online or in-person at the NTID Learning Center. If you have any questions or wish to schedule a tutor, please contact the English Peer Tutoring Coordinator, Patricia Kenney at pxknce@rit.edu. For online tutoring, an appointment can be made at ntid.mywconline.com.

Content tutoring for specific liberal courses offered by RIT’s College of Liberal Arts is provided by DLS faculty in ASL and English. Courses include but are not limited to courses in: 

  • History
  • Sociology
  • Public Policy
  • Political Science
  • Economics
  • Psychology
  • Communication
  • Criminal Justice
  • Literature
  • Research Methods 
  • Science Technology & Society
  • Anthropology 

In-person and online modes of tutoring are available. Please contact Pamela Conley at prcnge@rit.edu to arrange for tutoring support. 

RIT University Writing Program’s Writing Commons

The Writing Commons (WC) is staffed by a team of undergraduate, graduate, and faculty writing consultants with expertise in STEM and Humanities disciplines. If you take courses in RIT colleges other than NTID, you can also access writing tutoring at the WC.


RIT Academic Success Center

In addition to the DLS Tutoring Program, RIT’s Academic Success Center offers academic coaching, math and physics support, instructor-led academic coaching, and ASC courses and tutoring. Tutoring from ASC is available to deaf and hard-of-hearing students enrolled in associate, bachelor’s, and graduate degree programs. In addition to reading and writing support, content support is provided by various departments as listed in the ASC tutoring website, under Tutoring Services at RIT. If you have any questions or wish to learn more about ASC, please email ASC at asc@rit.edu.

Research

https://www.rit.edu/facilities/deaf-health-laboratory
Dr. Tiffany Panko, Director
Location: Rosica Hall, NTID

The Deaf Studies Laboratory (DSL) investigates how stigma about deaf people has an impact on those individuals’ education, health, and careers.

http://www.deafxlab.com
Dr. Matthew Dye, Director
Location: Rosica Hall, NTID

The deaf x laboratory conducts research on behavioral change in the face of altered sensory input, exploring how deaf children and adults engage in adaptive behaviors that allow them to successfully navigate and thrive in multisensory environments. The lab uses EEG, eye tracking and behavioral studies to do this, and is funded by grants from the NIH and NSF.

The NTID Perception, Language & Attention in Youth (PLAY) Lab
Lab Director: Rain Bosworth, Ph.D. (Rain.Bosworth@rit.edu)
Location: Rochester School for the Deaf (RSD) and Rosica Hall, NTID

Dr. Bosworth directs the newly established PLAY Lab, physically located at the Rochester School for the Deaf (RSD), situated within the heart of downtown Rochester. We also have on-campus laboratory space in Roscia Hall at the SPaCE Center at NTID. The Lab’s aim is to study early development of visual perception and attention in deaf and hearing infants and children, using cognitive, behavioral, and eye-tracking studies. We examine how early sensory experiences shape visual, cognitive, and language abilities later in life. For example, our research involves studying healthy premature infants, to determine whether their “additional” postnatal experience, as a result of being born early, accelerates their visual development. We also study how deafness and sign language experience impacts visual abilities. Currently studies are being done to uncover how infants recognize the difference between sign language and other non-language body actions like gestures, and how young deaf children navigate digital picture books with dynamic ASL videos. Students would be involved in designing infant studies, testing infants, analyzing data, and presenting at conferences. The laboratory is accepting inquiries for summer research internships.

https://www.rit.edu/ntid/cerp/
Dr. Jessica Trussell and Thomastine Sarchet, Directors
Location: 50A-1030, NTID

The Center for Education Research Partnerships is charged with establishing and joining research partnerships concerning development and learning among deaf and hard-of-hearing students across the lifespan and in various educational settings. Primary activities include promotion of related collaboration among individuals, educational institutions, and organizations, both nationally and internationally. These and other activities, such as the hosting of workshops and discussion groups, collaborations in seeking extramural funding, and dissemination, focus on bridging research and practice to optimize educational opportunities and success for students who are deaf and hard of hearing. This notion of serving as a "collaboratory" and an "incubator" for new ideas lies at the heart of the Center.

The unique features of the Center include:

  • Emphasis on research partnerships
  • Consideration of learning in a variety of settings
  • Incubator for research ideas and grant proposals
  • Providing seed funding for collaborative activities
  • Supported by external funding

The ultimate goal of the Center is simply to change the world through better understanding and improving the education of deaf students.

Frequently Asked Questions

References to the Department of Liberal Studies Handbook or English Handbook can be found in this document.

As a student in an NTID program of study, you must take at least two English tests when you enter, the NTID Writing Test and the NTID Reading Test. Your English scores are based on performance on these two tests. These scores are used to place you in the NTID English curriculum. For more information about English scores, please refer to the Department of Liberal Studies Handbook, under "Initial Course Placement."

Your placement in English courses at RIT/NTID depends on what scores you get on the English tests you take when you first arrive here. The English curriculum at RIT/NTID is divided into two parts. If you have very strong English skills, you begin your coursework in the writing sequence in the College of Liberal Arts. If your English skills are not yet college ready, you are placed in developmental courses designed for four different levels of ability (Introductory, Intermediate, Analytical, and Bridge).

For more information, please look in the Department of Liberal Studies Handbook under "Curriculum Framework," "Initial Course Placement," and "English in the College of Liberal Arts."

Grades in English courses are assigned just like in other courses at RIT/NTID. The most common grades include A-D, W (withdraw), and I (incomplete).

It is very important to understand that the English curriculum at RIT/NTID is mastery-based. That means that in order to pass any English course with a satisfactory grade, you must demonstrate competence in all or most learning objectives for that course. In other words, English course grades are assigned to give an accurate reflection of your achievement.

According to the Department of Liberal Studies Handbook:

"A" means that there is a strong reason to believe that the student will perform satisfactorily in the next course in the strand. "B" means that there is fairly good reason to believe that the student will perform satisfactorily in the next course in the strand. "C" means that there is some question that the student will perform satisfactorily in the next course in the strand. "D" means that it is doubtful that the student will perform satisfactorily in the next course in the strand. Students who earn a "D" grade are advised to repeat the course. "F" means that the student has failed the course and must repeat it to progress in the curriculum at the Introductory and Intermediate levels.

f you have already passed English Composition, or its equivalent, at another college you should check with the Department of Liberal Arts for policies concerning transfer credit. This flowchart shows you the process by which RIT decides whether to accept your credits from another college.

Depending on your performance on the NTID Writing Test and the NTID Reading Test, you may also be required to take the Michigan Test of English Language Proficiency (the "Michigan"). Performance on all three tests determines access to a fourth test, the Writing Placement Exam (WPE), which is used to place you in the College of Liberal Arts (CLA) writing sequence.

If you are matriculated into an AOS degree program, you are required to successfully complete the two-course Career English sequence. If you are matriculated into an AAS, AS, or BS degree program, you are required to successfully complete courses in the CLA writing sequence as well as other general education courses that fulfill elective, perspective and immersion requirements for students seeking associate or bachelors degrees.

For advice on which English course to take next, please ask your current English instructor or your academic advisor.

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