1. 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

2. 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)

3. 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

4. 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

5. 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.

6. 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

7. 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

8. 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

9. 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

10. 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)