ASL-English Interpretation Bachelor of Science Degree
Overview for ASL-English Interpretation BS
The ASL-English interpretation major prepares sign language interpreters for work in settings where deaf, hard-of-hearing, and hearing people interact and communicate. This degree allows students to develop foundation skills for general interpreting, with opportunities to explore specialized fields such as those in educational and medical settings, and/or community interpreting.
The program is accredited through the Commission on Collegiate Interpreter Education and is one of only 16 accredited bachelor’s degree interpreting programs in the United States.
RIT/NTID Degree in ASL Interpreting
The bachelor’s degree in American Sign Language (ASL)–English interpretation provides specialized preparation for you to develop interpreting skills as well as practical experience and course work. The major is designed to provide graduates with a solid foundation on which to develop the skills needed to pass the National Interpreter Certification exam offered through the Registry of Interpreters for the Deaf or the Educational Interpreting Performance Assessment.
Interpreting students enjoy small class sizes and one-on-one discussions and advisement with knowledgeable faculty. By keeping classes small, our instructors are able to focus on you, building your strengths and developing your skills. Faculty and staff members work with you on all aspects of interpreting. As an interpreting student, you will have practicum experiences which provide the opportunity to work with a professional interpreter acting as a mentor in a college, school, or in the community. These practicums give you real-world experiences as an interpreter. There is no better place to prepare for a career in sign language interpreting than at the National Technical Institute for the Deaf (NTID).
To succeed in RIT’s ASL degree, students must be able to understand a speaker who is behind them, understand a speaker who is far away, focus on what a speaker is saying in a noisy room, and understand recorded voices through headphones. To see a list of the major skills and abilities needed to study sign language interpreting, see “Is Interpreting the Career for Me.”
Why Should You Pursue Your Interpreting Degree at RIT/NTID?
- More than 1,100 Deaf and hard-of-hearing students live, study, and socialize on the RIT campus with more than 8,000 hearing students, providing interpreting students like you with excellent opportunities to interact with students and enhance your language and interpreting skills as well as your experience with Deaf culture.
- The faculty of NTID’s Department of American Sign Language and Interpreting Education are nationally respected interpreter educators. All of our American Sign Language classes are taught by Deaf faculty members who are certified by the American Sign Language Teachers Association, and all of our interpreting instructors are certified as sign language interpreters by the Registry of Interpreters for the Deaf and are active in the Conference of Interpreter Trainers.
- Our labs are state-of-the-art facilities with a wealth of interpreting and sign language materials.
- RIT/NTID receives special federal support for students in the interpreting program, you pay less than one-half of RIT’s regular tuition rate.
- You have access to more than 100 interpreters on campus and more than 300 off campus in the Rochester community.
- Rochester has one of the largest concentrations of Deaf and hard-of-hearing residents in the United States. As an interpreting student at RIT/NTID, there are many opportunities for you to interact with Deaf and hard-of-hearing people, including numerous Deaf student clubs and sports, the Rochester Recreation Club for the Deaf, Deaf theater and much more. Deaf culture programs also are held throughout the year on campus and at various venues in the community.
Rochester is home to a local chapter of the Registry of Interpreters for the Deaf, which offers many skill development workshops.
Furthering Your Education in ASL interpretation
Today’s careers require advanced degrees grounded in real-world experience. RIT’s Combined Accelerated Bachelor’s/Master’s Degrees enable you to earn both a bachelor’s and a master’s degree in as little as five years of study, all while gaining the valuable hands-on experience that comes from co-ops, internships, research, study abroad, and more.
- +1 MBA: Students who enroll in a qualifying undergraduate degree have the opportunity to add an MBA to their bachelor’s degree after their first year of study, depending on their program. Learn how the +1 MBA can accelerate your learning and position you for success.
An Advanced Degree in Interpretation
Students in the bachelor’s degree in American Sign Language degree are exposed to multiple career fields where there is strong demand for ASL interpretation. Many undergraduate students choose to continue their interpreting education with RIT’s MS in health care interpretation, which is specifically designed for nationally certified ASL-English interpreters interested in advancing their education through specialized training in health care interpreting.
About NTID
NTID, the National Technical Institute for the Deaf, is one of RIT’s nine colleges. It is home to the world’s first and largest technological college for deaf and hard-of-hearing students. RIT/NTID serves more than 1,100 deaf and hard-of-hearing students from around the world, many of whom live, study, and work alongside hearing students on the RIT campus. It is the most accessible college in the world for deaf and hard-of-hearing students and its faculty and staff specialize in educating deaf and hard-of-hearing students. RIT/NTID offers degrees for deaf, hearing, and hard-of-hearing students. Learn more about NTID, its academic offerings, and its comprehensive support services.
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Careers and Salary Info
Typical Job Titles
| Sign Language Interpreter |
Industries
Curriculum for 2024-2025 for ASL-English Interpretation BS
Current Students: See Curriculum Requirements
ASL-English Interpretation, BS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| INTP-125 | American Sign Language II (General Education) |
4 |
In this course, students will develop ASL receptive and expressive skills needed to converse about familiar topics using series of discrete sentences. At the end of the semester, students will achieve effective communication by using vocabulary, grammar, and cultural protocols at a Novice-High level as defined by the American Council on the Teaching of Foreign Languages. Activities include delivering monologues and lab exercises that provide extensive hands-on practice using a variety of media. Students are expected to engage with members of the Deaf community in order to learn about Deaf co-culture in the United States. (Prerequisites: MLAS-201 or equivalent course with a minimum grade of C and undergraduate standing in ASLINT-BS.) Lec/Lab 5 (Fall). | ||
| INTP-126 | American Sign Language III (General Education) |
4 |
In this course, students will develop ASL receptive and expressive skills needed to communicate discrete paragraphs composed of connected sentences. At the end of semester, students will achieve effective communication by using vocabulary, grammar, and cultural protocols for conveying details about familiar topics at an Intermediate-Low level as defined by the American Council on the Teaching of Foreign Languages. Activities include delivering presentations and lab exercises that provide extensive hands-on practice using a variety of media. Students are expected to engage with members of the Deaf community in order to learn about Deaf co-culture in the United States. (Prerequisites: INTP-125 with a C or better or equivalent course and undergraduate standing in ASLINT-BS.) Lec/Lab 5 (Spring). | ||
| INTP-210 | Introduction to the Field of Interpreting |
3 |
This survey course provides an introduction to the profession of sign language interpreting. Course content includes an overview of the history of the profession and professional organizations, interpreter role metaphors, the philosophy of practice within the field, and various work settings and protocols. Additionally, demand control schema is introduced as a critical analysis framework to uphold the values which serve the Deaf community and the linguistic and cultural values established in the field. (This course is restricted to ASLINT-BS Major students.) Lecture 3 (Fall). | ||
| YOPS-10 | RIT 365: RIT Connections |
0 |
RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). | ||
General Education – Elective |
3 | |
General Education – Ethical Perspective |
3 | |
General Education – Global Perspective |
3 | |
General Education – Social Perspective |
3 | |
General Education – Mathematical Perspective A |
3 | |
General Education – Mathematical Perspective B |
3 | |
General Education – First-Year Writing (WI) |
3 | |
| Second Year | ||
| INTP-215 | Processing Skills Development |
3 |
The act of interpretation is a complex cognitive challenge. Isolating and mastering specific subtasks of the interpreting process is critical for the synthesis of these subskills in the process of translation and interpretation. This course is an introduction to the cognitive processing skills necessary for translation, consecutive interpretation, and simultaneous interpretation. The course includes an overview of theoretical models of translation and interpretation, the development of basic processing subskills that provide a foundation for translation and interpretation, and practice activities for the integration of these tasks in an 8-step discourse analysis process for translation and consecutive interpreting. Course content includes interpreting and translation theory, message analysis, visualization, shadowing, paraphrasing, dual task training, and text analysis. (Prerequisites: INTP-225 and INTP-210 or equivalent courses with a minimum grade of C and undergraduate standing in ASLINT-BS.) Lecture 3 (Spring). | ||
| INTP-225 | American Sign Language IV |
3 |
In this course, students will develop ASL receptive and expressive skills needed to communicate discrete paragraphs using complex connected sentences. At the end of the semester, students will achieve effective communication by using vocabulary, grammar, and cultural protocols for conveying details about less familiar topics at an Intermediate-Mid level as defined by the American Council on the Teaching of Foreign Languages. Activities include delivering presentations and lab exercises that provide extensive hands-on practice using a variety of media. Students are expected to engage with members of the Deaf community in order to learn about Deaf co-culture in the United States. (Prerequisites: INTP-126 or equivalent course with a minimum grade of C and undergraduate standing in ASLINT-BS.) Lec/Lab 4 (Fall). | ||
| INTP-226 | American Sign Language V |
3 |
In this course, students will develop ASL receptive and expressive skills needed to communicate series of connected paragraphs using complex connected sentences. At the end of the semester, students will achieve effective communication by using vocabulary, grammar, and cultural protocols for conveying details about less familiar topics at an Intermediate-High level as defined by the American Council on the Teaching of Foreign Languages. Activities include delivering presentations and lab exercises that provide extensive hands-on practice using a variety of media. Students are expected to engage with members of the Deaf community in order to learn about Deaf co-culture in the United States. (Prerequisites: INTP-225 or equivalent course with a minimum grade of C and undergraduate standing in ASLINT-BS.) Lec/Lab 4 (Spring). | ||
| MLAS-351 | Linguistics of American Sign Language (General Education) |
3 |
This course will introduce students to the study of American Sign Language (ASL) in terms of its linguistic structure and use. Students will learn to analyze the basic features of ASL phonology, morphology, syntax, semantics, pragmatics, and discourse. In addition, students will review research related to variations of ASL (e.g., Black ASL), historical linguistics, and ASL acquisition. Please note that fluency in ASL is required for this course, as instruction is in ASL (an interpreter will not be provided). (Prerequisites: MLAS-302 or MLAS-401 or MLAS-402 or INTP-225 or INTP-226 or INTP-325 or INTP-326 or equivalent course or a minimum score of 4 on the Language Placement Exam.) Seminar 3 (Fall, Spring). | ||
Deaf Cultural Studies Elective † (General Education) |
3 | |
General Education – Elective |
3 | |
General Education – Artistic Perspective |
3 | |
General Education – Natural Science Inquiry Perspective ‡ |
4 | |
General Education – Scientific Principles Perspective |
3 | |
Open Elective |
3 | |
| Third Year | ||
| INTP-310 | Interpreting I |
3 |
This course introduces the English-to-ASL and ASL-to-English interpreting process with a focus on text analysis and consecutive production of an equivalent target language message. Compression and expansion strategies are introduced. Students develop interpreting management strategies and diagnostic assessment skills. Students interpret monologic and dialogic inquiry and narrative text formats while learning the interpretation process. Students also learn and integrate the features of biomechanics for interpreters to practice safe work habits. (Prerequisites: INTP-215 and INTP-226 or equivalent courses with a minimum grade of C.) Lecture 3 (Fall). | ||
| INTP-315 | Practical and Ethical Applications |
3 |
This course presents the underlying principles of the Registry of Interpreters for the Deaf Code of Professional Conduct and other ethical content material, including the four core principles of service professions and how these principles apply to practice settings. This course exposes students to actual interpreting jobs and practitioners, providing students an opportunity to explore how professional interpreters weigh and balance these principles in their daily work and how Deaf and hearing consumers perceive interpreters’ decision-making skills. The course also addresses the distinction between normative and descriptive ethics and their impact on interpreters’ decision-making. Students will have the opportunity to explore reflective practice techniques as a means to develop ethical judgment skills, to gain critical insight into the task of self-regulation, and as a technique to engage in self-care. The ethical constructs of demand control schema will be used as the framework for decision making. Etiquette and protocols specific to each setting will be discussed. Settings include: K-12, post-secondary, religious, healthcare, mental health, DeafBlind, performing arts, legal, VRS, VRI, and business and industry. (Prerequisites: INTP-210 or equivalent course and undergraduate standing in ASLINT-BS.) Lab 2, Lecture 2 (Fall). | ||
| INTP-325 | American Sign Language VI |
3 |
In this course, students will develop ASL skills needed to create narratives composed of an introduction, main points, supporting points, transitions, and a closing. At the end of the semester, students will achieve effective communication by using vocabulary, grammar, translation skills, and cultural protocols for conveying details about unfamiliar topics at an Advanced-Low level as defined by the American Council on the Teaching of Foreign Languages. Activities include delivering presentations, storytelling, and lab exercises that provide extensive hands-on practice using a variety of media. Students are expected to engage with members of the Deaf community in order to learn about Deaf co-culture in the United States. (Prerequisites: INTP-226 or equivalent course with a minimum grade of C or better and undergraduate standing in ASLINT-BS.) Lec/Lab 4 (Fall). | ||
| INTP-326 | American Sign Language VII |
3 |
In this course, students will develop ASL skills needed to create complex narratives composed of an introduction, main points, supporting points, transitions, and a closing. At the end of the semester, students will achieve effective communication by using grammar, translation skills, and cultural protocols for conveying details about abstract concepts at an Advanced-Mid level as defined by the American Council on the Teaching of Foreign Languages. Activities include delivering presentations, storytelling, and lab exercises that provide extensive hands-on practice using a variety of media. Students are expected to engage with members of the Deaf community in order to learn about Deaf co-culture in the United States. (Prerequisites: INTP-325 or equivalent course with a minimum grade of C and undergraduate standing in ASLINT-BS.) Lec/Lab 4 (Spring). | ||
| INTP-335 | Interpreting II: English to ASL |
3 |
Students will develop the ability to produce an equivalent simultaneous ASL message from an English source message. This course integrates inquiry and expository texts in both dialogic and monologic formats. Specific discipline areas include interpreting in healthcare, employment, and finance settings. Within those discipline areas, students will have the opportunity to interpret in authentic environments with both Deaf and hearing consumers. Students will continue to develop text analysis skills, applying them to translating and simultaneous interpreting. Students are exposed to self-employment business practices within the interpreting field. Biomechanics and self-care issues will continue to be discussed. (Prerequisites: INTP-310 and INTP-325 or equivalent course with a minimum grade of C and undergraduate standing in ASLINT-BS.) Lecture 3 (Spring). | ||
| INTP-336 | Interpreting II: ASL to English |
3 |
Students will develop the ability to produce an equivalent simultaneous English message from an ASL source message. This course integrates inquiry and expository texts in both dialogic and monologic formats. Specific discipline areas include interpreting in healthcare, employment, and finance settings. Within those discipline areas, students will have the opportunity to experience interpreting in authentic environments with both Deaf and hearing consumers. Students will continue to develop text analysis skills, applying them to translating and simultaneous interpreting. Additionally, students will develop the ability to apply the principles of diagnostic feedback. (Prerequisites: INTP-310 and INTP-325 or equivalent course with a minimum grade of C and undergraduate standing in ASLINT-BS.) Lecture 3 (Spring). | ||
General Education – Immersion 1 |
3 | |
General Education – Elective |
3 | |
Open Elective |
6 | |
| Fourth Year | ||
| INTP-350 | Practicum and Seminar I |
3 |
This course combines an introductory practicum experience in the field of ASL-English interpretation with a seminar component to allow senior-level students to engage in reflective practice as they transition into the interpreting profession. Students will undertake field experiences that provide them with firsthand knowledge and familiarity with current topics that impact professional sign language interpreters and the Deaf community. Practicum will also give students the opportunity to gain firsthand experience under the immediate supervision of a professional interpreter, who functions as each student’s mentor. The practicum experience will involve activities such as observing a mentor and other interpreters at work; interpreting under the supervision of a mentor; and weekly meetings with a mentor to discuss the practicum experience and to receive professional feedback. Building upon students’ practicum experiences, students will use the constructs of Demand Control Schema to guide their seminar discussions. Students will meet together weekly with their classmates to share observations and experiences gained from the practicum placement. Seminar topics derived from students' field experience will focus on language issues in interpretation, ethical decision making, application of the Code of Professional Conduct, making interpretation choices, and implementing successful business practices as a professional interpreter. Students must complete a minimum of 100 hours of field experience and related activities. (Prerequisites: INTP-315 and INTP-335 and INTP-336 or equivalent courses with a minimum grade of C. This course is restricted to students with at least a 2.5 cumulative GPA.) Seminar 2 (Fall, Spring). | ||
| INTP-435 | Interpreting III: English to ASL |
3 |
In this course, students will advance their skills in simultaneously producing equivalent ASL messages from English source texts. Monologic expository texts on specific topic areas will be the focus of this course. A significant portion of the interpretation work in this course will take place utilizing speakers and audience members in authentic environments. Students will learn to manage the physical setting (logistics) and to select and use appropriate technology when applicable. Students will continue to develop their English and ASL vocabulary and interpreting analysis skills; in addition, they will develop team interpreting skills and increase stamina. (Prerequisites: INTP-335 and INTP-326 or equivalent course with a minimum grade of C and undergraduate standing in ASLINT-BS.) Lecture 3 (Fall). | ||
| INTP-436 | Interpreting III: ASL to English |
3 |
In this course students will advance their skills in simultaneously interpreting from ASL to English. Monologues and expository texts on specific topic areas will be the focus of this course. A significant portion of the interpretation work in this course will take place utilizing speakers and audience members in authentic environments. Students will learn to manage the physical setting (logistics) and to select and use appropriate technology when applicable. Students will continue to hone their English and ASL vocabulary and interpretation analysis skills; in addition, they will develop team interpreting skills and increase stamina. (Prerequisites: INTP-336 and INTP-326 or equivalent course with a minimum grade of C and undergraduate standing in ASLINT-BS.) Lecture 3 (Fall). | ||
| INTP-455 | Practicum II |
4 |
This course continues the practicum experience for senior-level ASL-English interpretation students that was initiated in the Practicum & Seminar I course. Students will continue to undertake field experiences that provide them with firsthand knowledge and familiarity with current topics and issues that impact professional sign language interpreters and the Deaf community. Students will benefit by gaining firsthand experience, supervision, and feedback from mentors. Students must complete a minimum of 205 hours of field experience and related activities. (Prerequisites: INTP-350 and INTP-435 and INTP-436 or equivalent courses with a minimum grade of C. This course is restricted to students with at least a 2.5 cumulative GPA.
Co-requisite: INTP-456 or equivalent course.) Seminar (Fall, Spring). | ||
| INTP-456 | Seminar II |
2 |
This course is a culminating seminar experience in which students will engage in reflective practice as they transition into the interpreting profession. Building upon students’ practicum experiences, this course provides an opportunity to discuss current topics and issues that impact professional sign language interpreters and the Deaf community. Using the constructs of Demand Control Schema to guide discussions, students will meet together weekly to share observations and experiences gained from the practicum placement. Class topics derived from students' field experience will focus on language issues in interpretation, ethical decision making, application of the Code of Professional Conduct, making interpretation choices, and implementing successful business practices as a professional interpreter. Students will maintain an electronic portfolio showcasing their knowledge and skills learned from the interpreting program. (Prerequisites: INTP-350 and INTP-435 and INTP-436 or equivalent courses with a minimum grade of C. This course is restricted to students with at least a 2.5 cumulative GPA.
Co-requisite: INTP-455 or equivalent course.) Seminar 2 (Fall, Spring). | ||
| INTP-460 | Issues in Interpreting (WI-PR) |
3 |
This capstone course offers students an opportunity to integrate content areas in the program curriculum and investigate current issues and controversies in the field of interpreting. The course content and activities will vary depending on current issues, literature developments, and students’ interests, but students will be given guiding research tools through research development with a critical approach to interpreting-related issues. (Prerequisites: INTP-335 and INTP-336 or equivalent courses.) Lecture 3 (Fall, Spring). | ||
Open Elective |
3 | |
Professional Elective |
3 | |
General Education – Immersion 2,3 |
6 | |
| Total Semester Credit Hours | 123 |
|
Please see General Education Curriculum (GE) for more information.
(WI-PR) refers to writing intensive course within the major.
Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.
‡ Students will satisfy this requirement by taking a 4-credit hour lab science course. Students may select one of the lab science courses listed below to fulfill this requirement. Both the lecture and the laboratory sections must be taken. Human Biology I (MEDG-101) and Human Biology Lab I (MEDG-103), Human Biology II (MEDG-102) and Human Biology Lab II (MEDG-104), Field Biology (BIOG-110), General Biology I (BIOL-101) and General Biology Lab I (BIOL-103), General Biology II (BIOL-102) and General Biology Lab II (BIOL-104), Introductory Biology I (BIOL-121), Introductory Biology II (BIOL-122), General-Organic-Biochemistry I (CHMG-111), College Physics I (PHYS-111), College Physics II (PHYS-112).
† Deaf Cultural Courses
| ENGL-417 | Deaf Literature |
|
The major focus of this course is on the image of the deaf and the deaf experience as depicted in literature. The course attempts to define deafness and the cultural roles it plays in both texts by deaf authors and texts about deaf persons, as well as to examine particular literary forms related to the deaf experience. Thus, attention is also given to studying ASL poetry. (Prerequisites: Completion of First Year Writing (FYW) requirement is required prior to enrolling in this class.) Lecture 3 (Spring). | ||
| HIST-230 | American Deaf History |
|
This course explores the history of the deaf community in the United States. It offers a broad survey of American deaf history from the early 19th century to the late 20th century. Major events in American deaf history will be considered, including the foundation of schools for the deaf, the birth of American Sign Language, the emergence of deaf culture, the challenge of oralism, the threat of eugenics, and the fight for civil rights. Lecture 3 (Spring). | ||
| HIST-231 | Deaf People in Global Perspective |
|
This course explores the history of the deaf community in global perspective from the 18th to the 20th century. It takes a comparative approach, exploring the histories of deaf people from around the globe, including deaf lives in Central America, Europe, Africa, and East Asia. Special attention will be given to the major events in European deaf history, as Europe was the site for the first schools for the deaf in the history of the world, and the world's first documented deaf culture, in France, emerged there as well. The spread of deaf education, the rise of indigenous signed languages, the birth of deaf-hood, and the fight for human rights will all be placed in a global context. Lecture 3 (Fall). | ||
| HIST-330 | Deafness and Technology |
|
The deaf community has a long and complicated relationship with technological devices. The deaf community, for instance, was quick to embrace the new technology of moving pictures, and many deaf actors found work in early Hollywood during the silent film era. Most lost their livelihoods when sound was introduced to motion pictures. Deaf people were left out of the communication revolution brought about by the telephone for many years, but now the deaf community is increasingly a wired community, as texting, tweeting, and vlogging makes more communication technologies accessible to deaf users. This course will explore the historical relationship between technology and deafness. It will consider how views of deafness frequently shape technology, that is, if deafness is viewed as a pathological illness, technologies are focused on curing it (e.g., cochlear implants), whereas, if deaf people are viewed as members of linguistic and cultural minority, technologies are harnessed to make it easier for that minority to interact with the majority culture (e.g, relay systems). This course will consider how deaf people have historically used, created, and adopted technologies to their own ends. Lecture 3 (Spring). | ||
| HIST-333 | Diversity in the Deaf Community |
|
Students in this course will be introduced to the historical study of diversity in the Deaf community, especially as it relates to issues of race, ethnicity, gender, disability, and sexuality. Students will learn to analyze the implications of such diversity in terms of the social perception of deaf people, the history of the education of deaf people, and the experience of acculturation for and as Deaf people. The course will examine how the process of acculturation has operated, historically, within the Deaf community. Deaf culture has sought to transcend various differences and to bond members of the Deaf community together, in one, larger Deaf identity. But has this always been achieved? How has the Deaf community handled issues of diversity in different historical moments? Has the history of diversity within the Deaf community been similar to the history of diversity within the hearing community? Or have there been distinctively Deaf ways of diversity in history? This course will invite students to compare and contrast the history of difference and diversity in the deaf and hearing communities, and to explore those historical moments of intersection and interaction as well. Lecture 3 (Fall). | ||
| HIST-335 | Women and the Deaf Community |
|
Deaf history, as a field, has often neglected the story of deaf women. Scholar Arlene B. Kelly has recently asked, Where is deaf herstory? This course seeks to correct that gender imbalance in deaf history. We will study deaf women's history. This will include a consideration of deaf-blind women, as well, as women like Helen Keller were often the most famous deaf women of their era. But this course also seeks to look at the role of hearing women in deaf history. Hearing women dominated the field of deaf education in the late nineteenth century. They had a tremendous impact on the lives of deaf children and the events of deaf educational history. Hearing women were also important figures in deaf history as mothers. As mothers of deaf children, hearing women were frequently asked to behave as teachers in the home. Their embrace of this role often led them to endorse oral education, and oppose the sign language. Hearing mothers in this way were pitted against their adult deaf daughters, who frequently went on to learn sign language against their mothers' wishes. The historically complex relationship between women and the deaf community will be explored in this course. Lecture 3 (Biannual). | ||
| LEAD-203 | Foundation of Dialogue: Understanding Black Experiences |
|
A leader’s ability to facilitate understanding, inclusion, and resolution is key to leading a group to success. Honoring and valuing Black and Black Deaf people’s experiences are critical to creating an inclusive, empowering and effective work group. During classroom dialogue, students will actively participate in structured discussions with students and learn from each other’s perspectives, read and discuss relevant reading material, and explore avenues to resolution. Students may apply knowledge gained through dialogue and readings to lead agencies and organizations to inclusive change. Students will also explore ways of taking action to create change and bridge differences through readings, journals, leading a dialogue and a final written paper. (Prerequisite: LEAD-200 or equivalent course.) Lecture 3 (Fall, Spring). | ||
| LEAD-305 | International Deaf Leadership and Community Development |
|
The challenges and opportunities for deaf community development vary from one country to another. This course focuses on the skills and best practices for deaf community leaders to implement in their countries of origin. Students will be introduced to international laws that support deaf and their communities. The achievements of past and current international deaf community leaders will be studied and used as a model for identifying the needs of communities and mobilizing community action. This course is designed for international and domestic students who are committed to making positive organizational changes. (Prerequisites: LEAD-306 or equivalent course.) Lecture 3 (Fall, Spring). | ||
| LEAD-306 | Leadership in the Deaf Community |
|
This course will introduce historical and current issues regarding leadership and the Deaf/Hard of Hearing (D/HH) community. Students will learn about D/HH leaders in the Deaf community over the years, examine movements that have impacted the lives of D/HH individuals, and finally, learn about influential organizations of, by, and for D/HH individuals. Lecture 3 (Fall, Spring). | ||
| LEAD-311 | Dialogue: Deaf, DeafBlind, DeafDisabled, Hard-of-Hearing |
|
A history of the Deaf, Deafblind, DeafDisabled and Hard-of-Hearing communities and their relationship with the American society will be discussed. This course will challenge students to apply group skills by engaging in discussion about critical and contemporary issues experienced by deaf, deafblind, deafdisabled, or hard-of-hearing communities to facilitate understanding and resolution between members of diverse work groups. During classroom dialogue, students will actively participate in structured discussions with students and learn from each other’s perspectives, read and discuss relevant reading material, and explore avenues to resolution. Students will also use readings, journals, discussions, and a final reflection paper to explore ways of taking action to create change and bridge differences. (Prerequisites: LEAD-203 or equivalent course.) Lecture 3 (Fall or Spring). | ||
| MLAS-352 | American Sign Language Literature |
|
In this course, students will explore a wide range of literary works representing the various genres of ASL literature. Students will be expected to analyze works in terms of literary conventions/techniques as well as relevant cultural symbols and themes. Attention will be given to historical context, Deaf cultural values, and the style/conventions used by individual literary artists. Each student will be required to complete literary analysis papers. In addition, students will be expected to create original ASL literary works and/or retell well-known ASL literary works as individuals or in collaboration with other students. This course is requires fluency in ASL, as instruction is conducted in ASL, without an interpreter, and will require considerable reading and viewing of videotaped materials. Seminar (Fall). | ||
| NHSS-251 | Deaf Cultural and Contemporary Civilizations |
|
This course is intended to provide students with an understanding of contemporary civilization and how it affects Deaf people’s lives. Students will learn key influences and develop an understanding of their impact on Deaf people via the topics of language, psychology, history, bioethics and human rights. Students will study a variety of social and cultural groups in order to understand the value of Deaf people in contemporary civilization. (Students in AOS or CARPRP-UND are not eligible to take this course.) Lecture 3 (Fall). | ||
| NHSS-275 | Visual Expressions of Deaf Culture |
|
This course introduces students to Deaf Cultural Studies using stories about the Deaf experience. Students will interpret works in visual art, film, performing arts, and literature (ASL and English). Students will learn how historical/social/political and intersectional context, Deaf cultural values, and themes and symbols influence our interpretation of these creative works. Finally, the importance of collective memories for preserving Deaf cultural norms/values and promoting social justice will be addressed. Lecture 3 (Fall, Spring). | ||
| PRFN-214 | Appreciation of Artistic Sign Language |
|
This course fosters the understanding and appreciation of artistic sign language for theater, film, television, and video productions. Topics considered include the relationship between script and translation, principles of artistic sign language for stage vs. film/television, integrating Deaf and hearing performance, and accessibility advocacy. Assignments include critiques of artistic sign language in various genres from the director of artistic sign language (DASL) perspective. Due to the nature of this subject, instruction is in ASL and voice interpreters will not be provided. (Prerequisites: MLAS-301 or INTP-126 or NASL-200 or equivalent course or a minimum score of 3 on the ASL placement exam.) Lecture 3 (Fall, Spring, Summer). | ||
| PRFN-314 | ASL Musicality |
|
If music is creative and artistic expression via sounds, then what is sign language music? This course explores how music can be expressed through visual equivalents of musical elements such as harmony, melody, and timbre. It also explores musicality, the emotional and artistic qualities of music, in sign language. Other topics covered include the use of sign language poetics in visual musical performance, aesthetic considerations, and the history of music by Deaf artists, ASL music videos, and musical theatre in ASL. In addition to assigned readings, students will view and analyze a wide variety of music performance in ASL with and without sound. Due to the nature of this subject, instruction is in ASL and voice interpreters will not be provided. (Prerequisites: PRFN-214 or equivalent course.) Lecture 3 (Fall, Spring, Summer). | ||
| PRFN-413 | History of Deaf Performance |
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A study of Deaf performance in the United States from its earliest documented forms to the present. Topics covered include storytelling, visual vernacular, ASL poetry, ASL music, Dip Hop, principles of artistic sign language, the development of the National Theatre of the Deaf, and the history of integrated Deaf/hearing theatre. In addition to assigned readings, students will view and analyze a wide variety of Deaf performance artifacts. Due to the nature of this subject, instruction is in ASL and voice interpreters will not be provided. (Prerequisites: MLAS-301 or INTP-126 or NASL-200 or equivalent course or a minimum score of 3 on the ASL placement exam.) Lecture 3 (Fall, Spring, Summer). | ||
| PRFN-414 | Theatrical Translation |
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This course examines theoretical and dramaturgical issues specific to translating written English plays into ASL. Students will consider how linguistic translation of a text intended for performance is shaped by the context of its enactment and reception by the audience, as well as by the cultural, social, aesthetic, political, economic, and ethical aspects of translation. Principles of artistic sign language will be reviewed and applied by analyzing production recordings and live theater performances. Students will also translate short plays collaboratively and individually. Due to the nature of this subject, instruction is in ASL and voice interpreters will not be provided. (Prerequisites: PRFN-214 or equivalent course.) Lecture 3 (Fall, Spring, Summer). | ||
| SOCI-240 | Deaf Culture in America |
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This course is an introductory survey of Deaf culture in the United States. Students will study the scholarly literature pertaining to various social groups in the Deaf community and have contact with their members. This course will familiarize students with the characteristics of Deaf Culture, as well as general perceptions of the Deaf community within the dominant mainstream society. Lecture 3 (Fall, Spring). | ||
| VISL-440 | Deaf Art & Cinema |
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Students will examine the context in which specific cultural groups have chosen to create works about their experiences. They will go on to explore a wide range of artistic works representing the Deaf experience in visual arts and cinema. Students will be expected to analyze works in terms of cultural symbols and themes. Attention will be given to historical context (personal and collective) that has helped to shape many of these works, motifs, and messages. Students will write and present in-depth papers examining specific works and artists/filmmakers. In addition, students will be expected to create an original artwork and a collaborative short film. Lecture 3 (Fall, Spring). | ||
Admissions and Financial Aid
First-Year Admission
First-year applicants are expected to demonstrate a strong academic background that includes:
- 4 years of English with a strong performance is expected
- 3 years of social studies and/or history
- 3-4 years of math
- 2-3 years of science
- Must demonstrate competency to begin at ASL II
For those applicants who have had college experience, college transcripts should document a GPA of 3.0 or better, with evidence of very good performance in English courses. A writing sample will be judged on vocabulary, grammar, structure, style, and creativity.
Transfer Admission
Transfer applicants should meet these minimum degree-specific requirements:
- Strong performance in English is expected.
- Must demonstrate competency to begin at ASL II.
Please note: In addition to RIT’s general admissions procedures, the ASL-English interpretation major requires applicants to complete additional admission materials from the NTID Admissions Office.
Financial Aid and Scholarships
All incoming first-year and transfer students are considered for aid.
RIT’s personalized and comprehensive financial aid program includes scholarships, grants, loans, and campus employment programs. In addition to the significantly reduced tuition rate for this program, when all these are put to work, your actual cost may be lower than the published estimated cost of attendance.
Learn more about financial aid and scholarships
Related News
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April 11, 2025
My Favorite Things Around Rochester, NY
An essay by Kate Young, third-year ASL Interpreting major, published by Her Campus.
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October 2, 2024
ASL-English Interpretation major uses life experiences to build sign-language skills
Growing up in Ethiopia, Zahria Ruper couldn’t communicate with her Deaf brother. Today, Ruper, a fourth-year ASL-English Interpretation major at the National Technical Institute for the Deaf, is looking ahead to graduating in May and starting her career.
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September 23, 2024
RIT students interpret at Deaf Culture Awareness Day at Seneca Park Zoo
WHEC-TV highlights Deaf Culture Awareness Day at Seneca Park Zoo, interviewing RIT students enrolled in the National Technical Institute for the Deaf's (NTID) ASL-English interpretation program who volunteered to interpret for visitors during the event.
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Department of ASL and Interpreting Education