Connect people through sign language.

Open a world of opportunity.

Sign language interpreters serve as a bridge, making it possible for people who are deaf or hard-of-hearing to communicate with those who are able to hear. Interpreters connect people and communicate ideas, thoughts and concepts accurately and quickly. It takes dexterity—quick, coordinated hands, fingers, and arm movements—and an ability to concentrate in the midst of distractions.

Discover Your
New Career

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Kelly Martin Baker College Graduate
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I knew this was where I wanted to go to school.

Kelly Martin
Interpreter Training Bachelor Degree from Baker College

Interpreter TrainingBachelor of Interpreter Training

Connect people through sign language.

Open a world of opportunity.

Sign language interpreters serve as a bridge, making it possible for people who are deaf or hard-of-hearing to communicate with those who are able to hear. Interpreters connect people and communicate ideas, thoughts and concepts accurately and quickly. It takes dexterity—quick, coordinated hands, fingers, and arm movements—and an ability to concentrate in the midst of distractions.

Discover Your Career Options with Interpreter Training

Career Facts

$45,430

Median salary for Interpreters and Translators

46%

Estimated employment increase by 2022 for Interpreters and Translators

$58,560

Median salary for Interpreters - Colleges, Universities and Professional Schools

View citations
Overview

Baker’s Interpreter Training bachelor degree program is designed to prepare you to work as a sign language interpreter, and builds on the skills developed in the associate degree program. 

Our instructors, who also work as interpreters, help you become fluent in sign language, so that you not only learn how to translate words, but also how to convey concepts and ideas clearly. With our small class sizes and a curriculum designed to include both extensive practice, and internships, you can quickly develop your ability to interpret by applying your concentration, memory, and listening skills. 

When you graduate with a bachelor degree, you will have advanced skills and real world experience, as well as higher levels of state and national credentials.

Course Information
Interpreter Training Major133 Hours
Course NumberCourse TitleCredit Hours
ITP 101
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2 Quarter Hours

Studies the variety of cultural experiences and perspectives among people who are deaf or hard of hearing. Topics include the relationship of language and community, audiological vs. cultural deafness, dynamics in families with persons who are deaf or hard of hearing, and the role of the interpreter. Must complete with a C (73%) or higher.

The Deaf Community2
ITP 111
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4 Quarter Hours

Provides basic knowledge of American Sign Language (ASL) vocabulary, grammar, and syntax. Begins the exploration of Deaf culture and the language of that culture. Emphasis is on comprehension and production skills. Must complete with a C (73%) or higher.

American Sign Language I4
ITP 112
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4 Quarter Hours

Continues the development of American Sign Language (ASL) skills for communicating with Deaf people who sign. Emphasis is on expansion of ASL vocabulary and continued development of expressive and receptive sign skills. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 111.
American Sign Language II4
ITP 113
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4 Quarter Hours

Provides additional vocabulary and synthesis of grammatical elements of American Sign Language (ASL) through expressive and receptive use of conversational sign language. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 112.
American Sign Language III4
ITP 121
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2 Quarter Hours

Focuses on integrating the grammatical components of American Sign Language (ASL) into an expressive means of communication. Promotes and creates an awareness of conversational behaviors used by the Deaf community, and provides practice of those behaviors in the classroom and other settings. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 112.
Expressive Manual Communication2
ITP 131A
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2 Quarter Hours

Provides practice in expressive and receptive fingerspelling skills with focus on manual alphabet and numbers. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 111.
Fingerspelling I2
ITP 132A
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2 Quarter Hours

Provides advanced instruction and practice in expressive and receptive fingerspelling skills. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 131A.
Fingerspelling II2
ITP 141A
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4 Quarter Hours

Provides development of the student's receptive skills in conversational sign language. Concentration is on understanding manual communication systems used by Deaf persons. Prepared videotapes are used to facilitate advanced proficiency of sign to voice systems. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 112, C or better in ITP 121.
Sign to Voice I4
ITP 201
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4 Quarter Hours

Introduces the interpretation process by demonstrating models of a dynamically equivalent message from the Source Language (spoken English) to the Target Language (ASL) and then allowing students to interpret complete and connected short messages consecutively. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 214, C or better in ITP 231.
Voice to Sign I4
ITP 202
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4 Quarter Hours

Builds upon prior coursework by requiring students to demonstrate accurate interpretation by conveying a dynamically equivalent message from the Source Language (spoken English) to the Target Language (ASL). In this second class, students will interpret longer texts and more complex material simultaneously and consecutively. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 201.
Voice to Sign II4
ITP 214
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4 Quarter Hours

Improves understanding and fluency of American Sign Language (ASL) with focus on larger informational chunks and short stories. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 113, C or better in ITP 121, C or better in ITP 132A.
American Sign Language IV4
ITP 221
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4 Quarter Hours

Introduces the roles, ethics and responsibilities of the interpreting profession. Explores needed skills of the interpreter in various settings, including educational, mental health, vocational rehabilitation, legal, religious, telecommunications and media, medical, Deaf-blind, and minimal language skills. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 214, C or better in ITP 231.
Corequisite(s):
ITP 271.
Introduction to the Interpreting Profession4
ITP 231
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4 Quarter Hours

Explores the linguistic organization of American Sign Language (ASL). Includes basic linguistic perspectives, how American Sign Language is learned, and the relationship with the English language. Emphasizes topics in linguistic variation and translation. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 113, C or better in ITP 121, C or better in ITP 132A.
Linguistic Principles4
ITP 242A
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4 Quarter Hours

Expands and advances the fluency in receptive sign language and for voicing all levels of communication of Deaf persons. Focus is on interpreter inquiries, listening, attending, internal message formulation, vocabulary search, and monitoring output. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 141A.
Sign to Voice II4
ITP 243A
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4 Quarter Hours

Provides in-depth coverage of interpreting skills such as voice projection, analysis of sign information, prediction, self-correction, closure, prosody, and processing time. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 242A.
Sign to Voice III4
ITP 251A
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4 Quarter Hours

Introduces basic skills for students to demonstrate accurate transliteration by conveying a dynamically equivalent message from the Source Language (spoken English) to the Target Language (ASL). In this course, students will transliterate texts simultaneously and consecutively. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 221. ITP 272.
Transliterating I4
ITP 261A
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4 Quarter Hours

Examines the life experiences of persons in the Deaf community, the history of the Deaf community in America, and the sociology of the Deaf and the hard of hearing. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 101, C or better in ITP 214.
Deaf Culture and History4
ITP 271
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4 Quarter Hours

Presents an opportunity for students to build accuracy and fluency through hands-on skill development and observation. A minimum of 120 hours of field experience will be completed in diverse settings throughout the Deaf community in Michigan. Must complete with a C (73%) or higher.

Prerequisite(s):
Student background check, Program Director/Dean approval.
Corequisite(s):
ITP 221.
Signing Internship I4
ITP 272
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4 Quarter Hours

Presents an opportunity for students to build accuracy and fluency through hands-on skill development and observation. A minimum of 120 hours field experience will be completed in diverse settings throughout the Deaf community in Michigan. Must complete with a C (73%) or higher.

Prerequisite(s):
Student background check, Program Director/Dean approval.
Corequisite(s):
ITP 251A.
Signing Internship II4
ITP 291
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4 Quarter Hours

Develops skills necessary for interpreting and transliterating evaluation through simulated testing using interactive multimedia of hearing and Deaf individuals. Must complete with a C (73%) or higher.

Prerequisite(s):
Program Director/Dean approval.
Professional Interpreter Seminar I4
ITP 303
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4 Quarter Hours

Continues to develop skills so that students demonstrate accurate interpretation by conveying a dynamically equivalent message from the Source Language (spoken English) to the Target Language (ASL). This final class, expects students to interpret texts of greater lengths and complexity simultaneously. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 202.
Voice to Sign III4
ITP 315
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4 Quarter Hours

Builds upon prior coursework by requiring students to demonstrate accurate interpretation by conveying a dynamically equivalent message from the Source Language (spoken English) to the Target Language (ASL). In this second class, students will interpret longer texts and more complex material simultaneously and consecutively. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 214.
American Sign Language V4
ITP 331
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4 Quarter Hours

Expands on Linguistic Principles by incorporating more advanced linguistic features between American Sign Language and English such as multiple meanings of words and multiple meanings of signs. Additionally, emphasizes ways in which language is subtly altered. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 214, C or better in ITP 231.
Language Semantics4
ITP 332
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4 Quarter Hours

Explores types of ASL discourse that will vary by setting and participants. In particular, focus will be given to how ASL interpreting adapts to each unique scenario. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 315.
ASL Discourse4
ITP 333
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4 Quarter Hours

Explores the main uses of depictions and/or classifiers to identify characteristics of nouns and verbs in American Sign Language. Additionally, students will be asked to incorporate these features as well as constructed action in stories and interpretations. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 315.
Classifiers and Depictions4
ITP 352
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4 Quarter Hours

Builds upon basic skills learned in the previous transliterating course for students to demonstrate accurate transliteration by conveying a dynamically equivalent message from the Source Language (spoken English) to the Target Language (ASL). In this second class, students will transliterate longer texts simultaneously and consecutively. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 251A.
Transliterating II4
ITP 373
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4 Quarter Hours

Provides an understanding and application of appropriate team interpreting. A minimum of 120 hours of hands-on team interpreting in voice to sign and sign to voice settings required. Students will identify interpreting styles and best practice techniques. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 272, Program Director/Dean approval, student background check.
Signing Internship III4
ITP 381
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4 Quarter Hours

Applies theories of interpreting with cognitive processing skills. Includes an exploration of both current and past research in the field of interpreting as well as student creation of formal research papers. Besides reviewing approaches to the interpreting process, students will take an in-depth look at how interpreters function culturally between Deaf and hearing worlds. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 352.
The Interpreting Process4
ITP 401
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4 Quarter Hours

Explores more in depth Deaf arts including written literary works, poetry, and visual art forms such as theater, art, and film productions. Examines the significance and influence of art directly on American Deaf culture.

Prerequisite(s):
C or better in ITP 315.
Deaf Literature and Arts4
ITP 453
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4 Quarter Hours

Continues to develop transliterating skills so that students demonstrate accurate transliteration by conveying a dynamically equivalent message from the Source Language (spoken English) to the Target Language (signed English). This final class, expects students to transliterate texts of greater lengths and complexity simultaneously. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 352.
Transliterating III4
ITP 474
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4 Quarter Hours

Presents an opportunity for students to build accuracy and fluency through hands-on skill development. A minimum of 120 hours of hands-on team interpreting in voice to sign and sign to voice settings required. Students will identify interpreting styles and best practice techniques. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 373.
Signing Internship IV4
ITP 481
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4 Quarter Hours

Explores a day in the life of an educational interpreter and best practices. Additionally covers information on Educational Interpreter Performance Assessment (EIPA) testing and the Code of Professional Conduct as appropriate for interpreters in educational settings. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 381.
Educational Interpreting4
ITP 482
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4 Quarter Hours

Examines the variety of specialty full-time and freelance settings where interpreters may work including: legal, medical, video relay service, video remote interpreting, mental health, social services, religious, government, and fine arts.  Discussion and practice will focus on appropriate register, interpreting techniques, and jargon.  Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 381, C or better in ITP 474.
Interpreting in Specialized Settings4
ITP 483
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4 Quarter Hours

Explores a day in the life of a Deaf-Blind interpreter and best practices. Additionally provides opportunities for students to meet and work with Deaf-Blind individuals. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 381.
Deaf and Blind Interpreting4
ITP 491
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4 Quarter Hours

Continues the development of skills necessary for interpreting and transliterating evaluation through simulated testing using interactive multimedia of hearing and Deaf individuals. Additionally discusses important considerations in establishing an interpreter freelance business. Must complete with a C (73%) or higher.

Prerequisite(s):
C or better in ITP 453, Program Director/Dean approval.
Professional Interpreting Seminar II4
WRK 291B
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1 Quarter Hours

Covers all phases of securing employment in a required seminar. Major topics include resume preparation, interview strategy, job application, job search action planning, personal appearance, and coordination of the graduate's employment search activity with the College Career Services Office. Students in degree programs may complete the seminar requirement any time during their final two quarters. Certificate students should attend in their last quarter.

Prerequisite(s):
Sophomore status.
Professional Career Strategies1
General Education Requirements77 Hours
Course NumberCourse TitleCredit Hours
ELECT 111A
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4 Quarter Hours

See General Education Electives List - Scientific Inquiry Electives (Bachelor Degree)

Scientific Inquiry Elective4
ELECT 131A
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4 Quarter Hours

See General Education Electives List - Global and Cultural Perspectives Electives (Bachelor Degree)

Global and Cultural Perspectives Elective4
ELECT 131B
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4 Quarter Hours

See General Education Electives List - Global and Cultural Perspectives Electives (Bachelor Degree)

Global and Cultural Perspectives Elective4
ELECT 141A
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4 Quarter Hours

See General Education Electives List - Personal and Social Environments Electives (Bachelor Degree)

Personal and Social Environments Elective4
ELECT 141B
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4 Quarter Hours

See General Education Electives List - Personal and Social Environments Electives (Bachelor Degree)

Personal and Social Environments Elective4
ENG 101
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4 Quarter Hours

Emphasizes academic writing by reading and thinking critically to strengthen essential communication skills through the use of the writing process. Various assignments focus on summary and response, analysis, and informative writing. Research practices and research writing in APA style are essential to the course.

Prerequisite(s):
ENG 091 or satisfies developmental writing or placement exam, ENG 098B or satisfies developmental reading or placement exam.
Composition I4
ENG 102
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4 Quarter Hours

Continues developing students' critical thinking and writing skills through reading and argumentative writing. Emphasizes academic writing to articulate the relationships among language, knowledge, and power. Various assignments focus on position, argument analysis, and argumentative proposal. Research practices and research writing in APA style are essential to the course.

Prerequisite(s):
C or better in ENG 101 or placement exam and approved writing sample.
Composition II4
ENG 211A
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5 Quarter Hours

Examines the structures of English by applying various theories of grammar including traditional, transformational, and structural grammars. This course also examines aspects of language such as syntax, morphology, phonology, etc. Analyzes language use in various social contexts and with various audiences with an emphasis on Standard American English.

Prerequisite(s):
ENG 102.
Structures of English5
ENG 231
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4 Quarter Hours

Studies how and why people communicate the way they do. Habitual talking, listening, and writing behaviors of individuals and groups are examined as well as the influences of the history of the English language, home, community, and culture on the language structures and language uses of individuals. Culture, as it influences linguistic preference, is studied.

Prerequisite(s):
ENG 102.
Language and Culture4
HUM 401A
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4 Quarter Hours

Examines the philosophical foundations for personal and professional ethics. Students identify and analyze ethical situations in modern society.

Prerequisite(s):
ENG 102.
Philosophy of Ethics4
INF 112
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2 Quarter Hours

Introduces students to word processing software and applications. This will include demonstrating the ability to perform basic Windows operations commands and word processing commands, which include creating, saving, printing, formatting, editing, and retrieving documents.

Prerequisite(s):
WPG 098 or high school typing/proficiency.
Word Processing2
INF 113
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2 Quarter Hours

Introduces students to beginning electronic spreadsheet terminology, concepts, and applications. Students will gain the ability to enter/edit, save/retrieve files, format, and print spreadsheets and reports. Students are also introduced to basic formula development.

Prerequisite(s):
WPG 098 or high school typing/proficiency.
Electronic Spreadsheets2
INF 121
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2 Quarter Hours

Provides students with hands-on experience in the basics of using the Microsoft Windows environment. The areas of exploration will include the Start Button, Task Bar, My Computer, Windows Explorer, Customizing Displays, Paint, and the use of shortcuts.

Introduction to Windows2
INF 161
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2 Quarter Hours

Explores timely social, legal, philosophical, ethical, political, constitutional, and economic implications of computing and technology. Coverage of the issues related to a technological society including social networking, privacy topics such as cameras in cell phones, access to our search queries and all sorts of data we put on the Web, social networking, location tracking, high-tech surveillance systems, intellectual property, professional ethics and responsibilities, and crime.

Technology and Society2
MTH 108
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4 Quarter Hours

Solves contemporary, real-world problems by mathematical reasoning utilizing concepts from algebra, finance, and statistics. Key topics include personal finance, mathematical models, functions and relations, dimensional analysis, statistical reasoning, and Euclidean geometry. This class focuses on quantitative literacy and the application of the above concepts in a variety of professional disciplines.

Prerequisite(s):
MTH 099E or satisfies developmental pre-algebra or placement exam.
College Mathematics I: Reasoning and Application4
MTH 109
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4 Quarter Hours

Solves contemporary, real-world problems by mathematical reasoning utilizing concepts from algebra, right-triangle trigonometry, probability, and statistics. Key topics include equations, inequalities, graphs and functions; exponential, logarithmic, and quadratic models; counting methods, probability theory, normal distribution, correlation, and regression. This class focuses on quantitative literacy and the application of the above concepts in a variety of professional disciplines.

Prerequisite(s):
C or better in MTH 108.
College Mathematics II4
PSY 101
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4 Quarter Hours

Provides a foundation for understanding human relations with applications to both personal and professional growth. Focus is on examining the basic dynamics of human relations, how social influences shape thought and behavior, effective ways to develop skills of human relations, and the importance of multicultural competency within human relations.

Human Relations4
SOC 321
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4 Quarter Hours

Examines the social construction of groups based on race, ethnicity and national origin, religion, gender, age, sexual orientation, and able-bodiedness. Sociological (as well as psychological, historical, economic, and anthropological) perspectives are applied to concepts such as prejudice, stereotyping, discrimination, racial and ethnic identity, racial formation, power and privilege, assimilation and pluralism, and tolerance. Emphasis is on increasing knowledge, personal awareness, and sensitivity.

Cultural Diversity4
SPK 201
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4 Quarter Hours

Develops confidence and skill in many facets of oral communication. Students explore diverse topics and formats, using both organization and research to support themselves during oral presentations.

Oral Communication4
SPK 211
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4 Quarter Hours

Integrates and applies knowledge gained from the oral communication and human relations classes. Specifically, small group communication in work and social organizations, both verbal and nonverbal, is the primary focus.

Prerequisite(s):
PSY 101 or PSY 111, SPK 201.
Group Dynamics4
WRI 115
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4 Quarter Hours

Addresses professional standards of communication with a focus on 21st century technology. Continues  developing students' critical thinking and writing skills to prepare them to be effective communicators in the workplace. Students evaluate the audience before choosing and applying the appropriate communication medium and style. Required elements include an employment portfolio, a group project/presentation, and an exploration of communication in the student's individual career field.

Prerequisite(s):
ENG 102.
Workplace Communication4
Criminal Justice Minor (Optional)24 Hours
  • Criminal Justice minor available at the following Baker College campuses: Flint
  • The credit hours for this minor are not included in the quarter hours required for graduation listed below.
Course NumberCourse TitleCredit Hours
CRJ 101
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4 Quarter Hours

Introduces the skills, tools, and methods needed for various criminal justice professions. This course explores philosophical underpinnings of crime and punishments among police, corrections, and the courts. Various ethical and duty related issues are also examined. Must complete with a C (73%) or better.

Prerequisite(s):
Student background check.
Introduction to Criminal Justice4
CRJ 106
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4 Quarter Hours

Introduces the philosophy and history of corrections. This course also includes the development of current forms and approaches to corrections including probation, parole, security concepts, and related agencies. Must complete with a C (73%) or better.

Prerequisite(s):
Student background check.
Introduction to Corrections4
CRJ 141
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4 Quarter Hours

Examines normal versus criminal behavior, human development and criminal patterns, specific problems, and intervention strategies. This course explores psychological, sociological, and biological theories of criminal behavior. Must complete with a C (73%) or better.

Prerequisite(s):
Student background check.
Criminology4
CRJ 231
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4 Quarter Hours

Examines both historical and contemporary methods of policing. An emphasis is placed on ethical behavior along with an introduction of tools, skills, and methods used for effective policing. Must complete with a C (73%) or better.

Prerequisite(s):
Student background check.
Principles of Policing I4
CRJ 311
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4 Quarter Hours

Focuses on foundational ethical principles and theories including the application of ethical decision making as it relates to criminal justice professionals. The societal implications of unethical behavior are also examined. Must complete with a C (73%) or better.

Prerequisite(s):
Student background check.
Ethical Issues in Criminal Justice4
CRJ 321
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4 Quarter Hours

Explores the legal system using classic and contemporary case law to provide a foundation of legal knowledge. The content and impact of several milestone Supreme Court decisions are also examined. Must complete with a C (73%) or better.

Prerequisite(s):
Student background check.
Criminal Law4
Early Childhood Education Minor (Optional)24 Hours
  • Early Childhood Education minor available at the following Baker College campuses: Flint
  • The credit hours for this minor are not included in the quarter hours required for graduation listed below.
Course NumberCourse TitleCredit Hours
ECE 111B
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4 Quarter Hours

Focuses on typical and atypical developmental milestones of physical, cognitive, language, and social/emotional development of children from birth to age 12 with a focus on the preschool years. Theories of child development and contributions of theorists are reviewed in the context of application to developmental milestones. The effects that multiple, interrelated environmental factors have on the growth and development of the child will be explored. Must complete with a C (73%) or better.

Prerequisite(s):
ENG 098B or satisfies developmental reading or placement exam, DHS clearance, student background check.
Early Childhood Development4
ECE 165
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4 Quarter Hours

Focuses on developmentally appropriate, ethical assessment of preschool children. Students will participate in hands-on child evaluation and practice developing assessment documents for parents and institutions for the purposes of determining current levels of functioning and directing curriculum development. Students will demonstrate basic knowledge of the referral process for IEPs and IFSPs, and the roles of the teachers, parents and helping professional in these processes. Course assignments demonstrating subject matter and content application are required. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 111B, DHS clearance, student background check. MTH 091 or satisfies developmental math or placement exam.
Observation and Assessment Techniques for Early Childhood Education Programs4
ECE 231
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4 Quarter Hours

Focuses on typical and atypical social and emotional development of children birth to age 12. After reviewing assessment strategies, students will review the process for additional consultation and/or referral for children displaying atypical development, including referrals to Child Protective Services for suspected abuse or neglect. Students will apply child development theories and research through development of curriculum that enhances each child's social skills as an individual and through community group building activities. Includes 20 hours of fieldwork. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 111B, DHS clearance, student background check.
Guidance and Discipline4
ECE 281
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4 Quarter Hours

Focuses on information and strategies that can be used by teachers to encourage parents to work in partnership with schools. Promoting holistic child development with the parent in the role of the teacher in the home and community with the teacher as support to the parent is explored. The teacher's role as a child advocate through mandated reporting for child abuse or neglect and family advocate through the IEP/IFSP process is reviewed. Course assignments demonstrating subject matter and content application are required. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 111B, DHS clearance, student background check.
Parents and Teachers: Partners in Education4
ECE 301
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4 Quarter Hours

Focuses on strategies for Early Childhood Education professionals to use community resources for the development of the rights of young children and their families. Addresses working with children suffering from abuse and neglect. Develops advocacy techniques on behalf of children promoting safe, healthy, and nutritional environments. Must complete with a C (73%) or better.

Prerequisite(s):
DHS clearance, student background check.
Advocating for Young Children4
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Course NumberCourse TitleCredit Hours
ECE 151A
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4 Quarter Hours

Focuses on the essential organization, planning, operations, legal issues related to children and staff and ongoing quality improvement of child care centers and preschool environments. Licensing, program structure, and accreditation standards, including professionalism and ethics are reviewed. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 111B, DHS clearance, student background check.
Administration of Early Childhood Programs4
ECE 181
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4 Quarter Hours

Focuses on developmental milestones and curricular planning for school-age children (5-12 years or kindergarten through 5th grade) as they relate to out of school program planning. This coursework includes instructional strategies that link the school-age curriculum and planning to State of Michigan Grade Level Content Expectations. Must complete with a C (73%) or better.

Prerequisite(s):
DHS clearance, student background check.
The School-Age Child4
ECE 451
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4 Quarter Hours

Provides a direct fieldwork experience in an administrative role implementing management techniques as an assistant director, director, curriculum developer, family advocate, or home visitor. Includes 120 hours of participation in a structured program for birth-five year olds. Must complete with a C (73%) or better.

Prerequisite(s):
ECE 151A, ECE 271B, Program Director/Dean approval, DHS clearance, student background check.
Early Childhood Education Practicum III4

Quarter Hours Required for Graduation: 210

Program Description

This program prepares graduates for employment as Sign Language Interpreters, who facilitate communication between deaf and hard of hearing individuals, and the hearing population. Graduates will be able to communicate effectively in American Sign Language (ASL) and other forms of sign communication. Completion of the bachelor's program will provide graduates with advanced skills leading to higher levels of state and national credentials.

Accreditation

Accredited by The Higher Learning Commission / 230 South LaSalle St., Suite 7-500, Chicago, IL 60604-1411 / 800-621-7440 / www.ncahlc.org

Baker College is an Academic Quality Improvement Program (AQIP) participant.

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FAQ's

  • How can I send a copy of my official transcripts to another organization?

    To access your transcripts, log into the SOLAR System, select the Star System and select the Academic Office. Once there, click on the transcripts link.

  • Is Baker accredited?

    Yes. Baker College is accredited by The Higher Learning Commission / 230 South LaSalle St., Suite 7-500, Chicago, IL 60604-1411 / 800-621-7440 / www.ncahlc.org.

    Baker College is an Academic Quality Improvement Program (AQIP) participant.

    Additional Accreditations

    Baker has also earned specialized accreditations for programs and degrees in: 

    • Business Administration
    • Early Childhood Learning
    • Engineering and Technology
    • Health Sciences
    • School of Nursing

    For details about these specialized accreditations, see the individual Programs and Degrees pages. 

  • Does Baker provide any help in my job search?


    As a graduate of Baker College, you are eligible for our Lifetime Employment Services, which include:

    • Job searching techniques
    • Resume and cover letter assistance
    • Job interview questions
    • Job postings
    • Relocation tips

     

  • Is Baker College Online accredited?

    Baker Online is part of Baker College, a private, non-profit, accredited, degree granting, higher educational institution with locations throughout Michigan.

    As an accredited college, Baker College has been granted legal authority by the state of Michigan to operate as a nonprofit educational corporation and is empowered to grant certificates, associate, bachelor, master, and doctoral degrees. It is approved for veterans’ benefits. Baker College is recognized as an institution of higher education by the U.S. Secretary of Education, U.S. Department of Education.

    All Baker Online undergraduate and graduate programs are accredited by The Higher Learning Commission / 230 South LaSalle St., Suite 7-500, Chicago, IL 60604-1411 / 800-621-7440 / www.ncahlc.org

    Baker College is an Academic Quality Improvement Program (AQIP) participant.

    Some Baker Online graduate programs have additional accreditation:

  • How do online classes work?


    After you enroll, and are accepted to your online program, you sign-up, or "register" for your first courses. Like all Baker Online students, you will begin your online experience with a three-week online class designed to orient you to the Baker Online classroom, and review the expectations and requirements of Baker Online students. When you have completed this course successfully, you can move on to additional online courses.

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