Course Listings

Certificate and Licensure Preparation Programs

Transition to Interpreting Certificate (Licensure Preparation for Sign Language Interpreting)

This adult program is designed for those who hold a bachelor’s degree and are interested in earning a license as an American Sign Language Interpreter. The course sequence prepares students to apply for a license in Indiana. Students will also have the opportunity to explore licensure requirements for other states.

Students may take courses on a part-time basis. Courses are offered during the daytime with our traditional undergraduate students.

Admission Requirements

  • Completion of a bachelor’s degree in any major from an accredited college.
  • A cumulative grade point average of 3.0 or higher in prior academic work.
  • American Sign Language competency equivalent to ASL 202: ASL 4 is required. Competency will be determined by a placement test and/or previous coursework.

Transition to Interpreting Certificate

26 credit hours

Student Learning Outcomes

At the conclusion of the program, students will be able to:

  1. Identify and utilize multicultural approaches to the work of interpreting and demonstrate effective bilingual and bicultural practice within their work.
  2. Apply professional standards, practices, and ethics to their work.
  3. Analyze an interpreting situation to choose the appropriate language or communication method, manage the environment, and work with clients and team interpreters.
  4. Demonstrate an advanced level of receptive and expressive proficiency in spoken English, signed English, and American Sign Language.
  5. Effectively interpret and transliterate in dialogic one-on-one and small group settings with a variety of participants.

Recommended Course Sequence

First year fall semester – 4 credits

First year spring semester – 8 credits

First year May term- 3 credits

Second year fall semester – 7 credits

Second year spring semester – 4 credits

The following courses may be taken as electives:

  • ASL 104, North American Deaf Culture (3)
  • ASL 307, ASL 5 (4)
  • ASL 320, Deaf History (3)
  • Int 210, Introduction to Interpreting (1)
  • Int 230, Technology for Interpreters (1)
  • Int 310, Performance Interpreting (0-3)
  • Int 403, Medical Interpreting (4)

Accelerated Licensure Certificate (grades K-6 or 5-12)

Accelerated Licensure is an alternative certification program that is available only in person, on campus, and is based on the premise that a candidate already has content knowledge in the licensing area. The 18 credit hours required for secondary and 24 credit hours required for elementary programs are for education coursework only. Courses listed for two credit hours are taught jointly with three-credit undergraduate courses. Accelerated licensure students pay for only two credit hours. Field experience is required for most classes and the final semester practicum requires students to commit to full days in a school for 13 weeks. A Transition to Teaching program is available at the master’s level for online learners. Please see the Graduate Catalog for details.

Admission Requirements

  • Completion of a bachelor’s degree in their field from an accredited college OR a bachelor’s degree in any field and a passing score on the Praxis content exam in the desired licensure area.
  • A cumulative grade point average of 3.0 or higher in prior academic work or a 2.5-2.99 grade point average with five years of documented experience working in schools.

Elementary Education Accelerated Licensure Certificate (in person)

24 credit hours

Secondary Education Accelerated Licensure Certificate (in person)

18 credit hours

Requirements below are for licensure in American Sign Language, English, mathematics, music, physical education, science, social studies, Spanish, or visual arts.

Student Learning Outcomes

The Goshen College Educator Preparation Program uses the following core proficiencies to structure curriculum and candidate evaluation. These seven proficiencies blend unique GC values with the InTASC Model Core Teaching Standards.

  1. Learner and Learning: The candidate understands and applies their knowledge of how learners develop, recognizing that individuals’ development varies across cognitive, linguistic, social, emotional, and physical domains.
  2. Learning Environments: The candidate creates and maintains inclusive environments that support learning, positive social interaction, and active engagement.
  3. Content Knowledge: The candidate understands the core knowledge, skills, and ideas in the discipline(s) that they teach.
  4. Curriculum: The candidate applies content and pedagogical knowledge to plan curriculum that engages learners in critical thinking, creativity, and problem solving.
  5. Instruction: The candidate uses a variety of instructional strategies to help all learners develop comprehensive content knowledge, skillfully apply that knowledge, and make interdisciplinary connections.
  6. Assessment: The candidate uses multiple methods of assessment to monitor learner progress, reflect on their own instructional practice, and promote student learning.
  7. Professional Practice: The candidate engages in ongoing professional learning, demonstrates ethical practice, and collaborates with families and colleagues to ensure learner growth and well-being.

English Learners Licensure Certificate is available at the graduate level.

Course descriptions

  • EDUC 201 Foundations of Education

    Includes both campus and field study of learning environments, classroom management and instructional methods that meet the needs of diverse student populations. The course emphasizes race, gender, ethnicity, socio-economic status, family structures, language and exceptionalities from a social justice, critical...

  • EDUC 209 Educational Psychology

    A study of human developmental theories, including cognitive, social, and emotional. Offers theoretical frames to better understand student development and diversity. Application to instruction, student motivation, and classroom environment are emphasized.

  • EDUC 300 Exceptional Learners

    A study of students with exceptionalities within an academic setting offers practical information on meeting students’ exceptional needs within mainstream classrooms. The course provides basic information on identification procedures, characteristics of different categories of special education, instructional methods, materials, adaptations,...

  • EDUC 301 Curriculum Studies:Math

    A study of mathematics pedagogy with an emphasis on conceptually sound and developmentally appropriate lessons. Includes selecting and evaluating topics of study, multiple representations of information and instructional strategies, interdisciplinary teaching, and using school and community resources. Also includes differentiation...

  • EDUC 303 Literacy I:Developmental

    A study in the development of reading, writing, listening and speaking. Focus on research-based, standards-based, student-centered instructional methods, assessment and developing authentic engagement that leads to a life-long enjoyment of reading and writing in many modes and styles. Based on...

  • EDUC 304 Curriculum Studies:Social Studies

    A study of social studies curriculum and pedagogy with special emphasis on instruction, planning, and assessment, including connecting curriculum to student’s prior learning, abilities and needs. Field experiences in diverse settings. Enrollment limited to those who have been admitted to...

  • EDUC 307 Children’s & Adolescent Literature

    A survey of children’s and young adolescent literature studying genre, authors, illustrators, the art of writing and illustration; extensive reading in the field as well as writing a book for children.

  • EDUC 308 Curriculum Studies:Science

    A study of science pedagogy with an emphasis on conceptually sound and developmentally appropriate lessons. Includes selecting and evaluating topics of study; multiple representations of information and instructional strategies; and interdisciplinary teaching. Also includes study of ways to adapt curriculum...

  • EDUC 321 Curr & Instruct I: Middle School

    Includes both campus and field study of learning environments, instructional methods, and assessment, particularly as it pertains to 5th – 8th grades. Class sessions emphasize lesson planning, curricular theory, instructional strategies, and literacy across the curriculum. A minimum of 36...

  • EDUC 324 Curr & Instruct II: High School

    Includes both campus and field study of learning environments, instructional methods, and assessment, particularly as it pertains to 9th-12th grades. Class sessions emphasize long-range planning, classroom management, and professional and ethical issues. A minimum of 36 hours in a high...

  • EDUC 401 Child Dev & Early Lit Practicum

    A study of child development. Focuses on learning theory and the importance of play for young children. Will include a field experience based on the application of developmentally appropriate practice. Required for elementary K-6, K-12 art, ENL, music and physical...

  • EDUC 406 Literacy II: Diagnostic

    A second course in literacy focusing on intervention and instructional support for struggling readers and writers with the goal of preventing further difficulties in developmentally appropriate ways. The course is based on closely observing and recording children’s literacy behaviors and...

  • EDUC 410 Accelerated Licensure Practicum

    Student teaching for those enrolled in the Accelerated Licensure program. Requires at least 13 weeks of full-day student teaching under a supervising teacher. Also includes preparation for licensure and the completion of several capstone projects.

  • INT 301 Interpreting 1

    This course is designed to develop interpreting skills through the use of interactive video and out-of-class interpreting opportunities. The course also introduces the skills necessary to achieve message equivalency in interpreting. Students will differentiate contextual factors affecting language usage in...

  • INT 302 Interpreting 2

    This course continues the development of simultaneous ASL/English interpreting skills and provides extensive practice utilizing video and out-of-class interpreting opportunities. Students will use the skills previously learned such as: discourse mapping, demand control theory, techniques for language error analysis.Students will...

  • INT 320 Sign to Voice Interpreting

    The course introduces theory and skills of interpreting from sign to spoken English. Topics include ways to increase both ASL and English vocabulary, text analysis, voice tone and register, word choices, and the process of sign to voice interpreting. The...

  • INT 401 Interpreting 3

    This course provides extensive hands-on practice using skills, strategies, and techniques learned in previous interpreting courses. The course will focus on Voice to Sign, Sign to Voice, and interactive interpreting using a wide variety of topics. Students will continue to...

  • INT 405 Transliterating

    This course focuses on transferring information from spoken or written English into Conceptually Accurate signed English (CASE) and from signed English into spoken English. Students will practice transliterating skills through various planned and unplanned situations. Issues related to educational interpreting...

  • INT 407 Interpreting Ethics

    This course will deal with practical and ethical issues in interpreting, decision-making, assignment assessment, environment management, politics and procedures within agencies and organizations. Students will be expected to integrate what they have learned about culture, cross cultural communication, ethics and...

  • INT 411 Practicum I

    Students will begin working with an interpreting mentor in a local school or in the community. This begins the process of integrating the knowledge and skills they are learning in their interpreting classes. During Practicum 1 students will observe their...

  • INT 412 Practicum II

    For Transition to Interpreting students. Working with a mentor in the community or area school, students will have the opportunity to experience various tasks, situations, and responsibilities professional interpreters encounter. In these hands-on settings, supervised by an interpreting mentor, students...

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