Students’ Experiences While Learning American Sign Language

Students’ Experiences While Learning American Sign Language

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Order ID# 45178248544XXTG457	Plagiarism Level: 0-0.5%	Writer Classification: PhD competent
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Students’ Experiences While Learning American Sign Language

Topic: A COMPARISON IN STUDENTS’ EXPERIENCES WHILE LEARNING AMERICAN SIGN LANGUAGE THROUGH ONLINE AND IN-PERSON INSTRUCTION IN THE TWIN-CITIES

Paper details: This is the sample of one page paper I am seeking from the writer. I am currently looking for a university or college who is willing to accept me to ask their students to do the surveys/questionnaires for my dissertation. Currently I am looking for the school to be willing to sign the Research Cooperation Agreement (RCA) to allow me to collect the surveys from their students at the university.

This is the sample of what I am looking to have it written like this. Greetings ASL Interpreting and ASL educators, this is first round email to you. This is (my name) and I am doctoral student at the Saint Mary’s University of Minnesota. I am conducting a mixed-method study and I am inviting you to participate in this study. (This information I would like to change it to what fit my chapter 1-3).

A significant area of social justice that is part of the positive change we are seeing in our field includes pay equity. There is much published research regarding Deaf people and employment in the United States, with one of the most comprehensive and informative recently published by the National Deaf Center (Garberoglio et al., 2019). There have also been publications regarding the experiences of Deaf and hard-of-hearing faculty in higher education (Burke & Nicodemus, 2013; McDermid, 2009: Pine, 2012; Smith & Andrews, 2015).

A review of the literature resulted in a lack of data regarding wage ranges for educators of ASL and educators of ASL English interpreters. Anecdotally, there are stories of Deaf faculty members holding adjunct positions. In contrast, the permanent positions (contract and/or tenure-track) are held more by hearing faculty, which creates significant income disparity in our field. A wide range of pay has been shared incidentally that seems not necessarily to align with the cost of living, the rate of interpreter income in a given area, position requirements, expertise, four-year versus two-year institutions, and more.

To date, quantitative data has not been available. This lack of information may disempower pay negotiations. We desire to learn about your experiences! Criteria for participation in this study are identified as Deaf or hearing educators who work in a post-secondary setting and teach ASL English interpretation and/or ASL courses. If you are willing to participate, please use the link to fill out the consent and reply to the survey at: (survey inserted here). The survey is anticipated to last around 30 minutes. An informed consent form is attachlryed to the email for your record.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Students’ Experiences While Learning American Sign Language

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