NTID Equal Opportunity: Communications and Access Committee (CEOCA) Community Forum Agenda Committee Activities: Summer and Fall Semester Review of Committee Charge Identification of Recurring Themes Preliminary Recommendations NTID Community Input

Committee Activities: Summer and Fall Semester Spring CEOCA Retreat Qualitative Analysis of Spring Community Forums and Web Forum Summer Assignments Targeted Focus Group Sessions Guest Speakers Small Group Meetings Fall CEOCA Retreat Drafting the Report (Due: December 1)

CEOCA Committee Charge/Tenets Review NTID’s communication environment to make recommendations for clear language models, respect and embrace towards communication diversity and inclusiveness Work is philosophical in nature as we review SD2020 and supporting documents Crux of committee work is on communication in the NTID classroom Acknowledge that this is a complex, recurring issue that require ongoing attention; NTID has done a lot and more needs to be done; solution is a viable, ongoing process Tenets: NTID to maintain identity as a niche institute of higher education serving a specific student population that is not necessarily well served elsewhere NTID to establish best attitudinal, language and communication practices and work towards that optimal bilingual, versatile model of inclusiveness Language and communication are separate components Ultimate goal is to promote and enhance both ASL and English literacy as every DHH student benefit from fluency in both language

Recurring Themes Theme 1 (Philosophy/Value): Clarity in the instructional language philosophy, cultural literacy and inclusive communication responsibilities among the NTID community of administrators, faculty, staff and students Theme 2 (Communication Role): Knowledge and skills to manage and accommodate classroom communication needs (as well as outside the NTID classroom)– developing faculty, staff and student comfort and readiness to handle communication considerations Theme 3 (Action Plan): Structured action to address effective communication considerations and practices on campus and in the classroom Theme 2 kind of addresses climate of fear Theme one is philosophy while 2 asks HOW

Theme 1: NTID Philosophy/Value Preliminary Recommendations NTID is a bilingual institution in which both ASL and English are equally respected and valued – this includes cultural literacy and cross cultural competency Current definition of ASL to be removed No need to define ASL and English Identify effective communication strategies and practices Continue to wholeheartedly welcome students of diverse communication modalities to our educational community while respecting these key qualities of NTID’s communication environment: shared responsibility, diversity and inclusiveness Sharing essential … much more will be in the committee report ASL is already written as a language in SD2020– just need to make it more “bolded” Research indicate dominant language of the speakers usually prevail over the alternate language.

Theme 1 (continued) Bilingualism is essential in today’s world Administrators/faculty/staff have benchmarks to satisfy Students are responsible for developing bicultural literacy and fluency in ASL and English Discontinue the use of the term “SimCom” Develop “effective use of language and communication” commitment statement for administrators, students and faculty/staff SimCom- Reality is that it will occur in practice in individualized settings but terminology is to be replaced

Theme 2: Practical Communication Plan Preliminary Recommendations Effective language use and clear communication in the classroom, including exposure to incidental learning opportunities, is an expectation, and is not as negotiable, given the investment that students make to attend RIT/NTID to obtain high-quality instruction and prepare for career There is normally more flexibility in communication options outside the classroom and may be established between the communicating parties

Theme 2 (continued) Develop bicultural literacy and language/communication Students need to embrace shared language and communication responsibilities and expectations– even contrary to preferences– towards bilingual fluency Instructors need to teach at their best; classroom is time to learn subject matter for students Transition process is necessary to achieve effective classroom communication Direct, bilingual instruction is a valuable component in the NTID classroom Access services is a valuable component in the NTID classroom

Theme 3: Action Plan Preliminary Recommendations Need to translate into action the many good recommendations in place (N3C, SD2020, etc.) Language development and communication considerations are the cornerstone of the NTID experience Need for dedicated, centralized personnel and process for weaving together all the recommendations into practice Arguably satisfied good faith efforts Education and marketing are essential in educating the public communities Ongoing training for administrators, faculty and staff to be prepared Inspire a climate of shared responsibility and language/communication growths among students, administrators, faculty and staff

Community Input Comments? Reactions? Lingering/Wrestling Topics Instructor and student realities for “ASL and English” in the classroom (alternating, not simultaneous)– striving for the greatest good Transition towards fluency and adaptability; role of preference and comfort Assessing instructors…pedagogical style, student background Realities in light of concerns about impact to enrollment Expectations outside the classroom, communication in public Continued clashes in philosophy and value Best models do not always work in practice (shifting realities)