Program of Study (33 credit hours)


Legacy and Leadership in Interpreter Education (3 credit hours) [Professor: Dr. Carolyn Ball]
Students will study the history of spoken and signed language translator and interpreter education from the 18th century, including key theories and people in the field as well as the social, political and legal perspectives that have influenced the development of interpreter education. They will assess the current state of interpreter education in the U.S., identify current issues, and vision together some strategies to move the field forward. Students will learn the responsibilities of educators as leaders in the profession at regional, state, and national levels. This course introduces the social, political, and economic context in which post-secondary interpreter education operates.

Distance Learning in Interpreter Education (3 credit hours) [Professor: Dr. Len Roberson]

Students in this course will examine current best practices in distance learning and effective teaching skills for both distance and face-to-face instruction. The course covers topics that include designing modules with objectives that can be assessed online, preparing interpreters in distance and hybrid delivery programs, promoting online collaboration, incorporating methods that engage remote students, and assessing student knowledge and skills.


Interpreter and Deaf Community Alliances (3 credit hours) [Professor: Dr. Aileen Forestall]

This course is designed to strengthen the student's ability to acculturate to the rich linguistic and cultural values of the Deaf community through civic engagement. Students will learn how to instill in their own students the personal responsibility of interpreters as Deaf community allies. Students will contribute to empowerment of the Deaf community and participate in structured experiential settings that are identified using an asset mapping approach to community need identification. Students will evaluate publications and curricula that are relevant to infusing interpreting programs with materials that address social justice and intercultural communication with consumers of interpreting services. Issues around the role and boundaries of a professional interpreter are approached from the perspective of Deaf community members. 


Applied Research in Interpreting (3 credit hours) [Professor: TBD]
This course introduces students to current research in the field of spoken and signed language interpreting and directs students in conceptualizing research projects. Students will learn about research ethics involved in social science research and become certified to conduct research with human subjects. Informed Consent and other requirements of the Institutional Review Board (IRB) process for research approval are covered. Students are mentored through topic investigation, problem identification, research design, literature review, and IRB proposal development. The goal of the course is for students to become consumers and practitioners of research applicable to the interpreting profession.

Adult and Transformative Learning in Interpreter Education (3 credit hours) [Professor: Dr. Len Roberson]
Students are introduced to the body of knowledge concerning adults as learners by focusing on the principles of adult and collaborative education, determining learning styles, and selecting appropriate instructional techniques. Students will review variables that affect adult learning, motivation techniques, appropriate training methodologies, reinforcement of learning, skill transfer, and measurement procedures for identifying learner characteristics.

Curriculum Development and Revision (3 credit hours) [Professor: Dr. Sherry Shaw]
Students will synthesize information from previous courses in the program by applying it to curriculum development in interpreter education. Topics include curriculum standards and maps, course goals and performance objectives, and student evaluations, and lesson plans. Students will develop instructional methods and strategies using role-plays, group activities, and case studies. Students will utilize learning theory to develop a teaching module with instructor manual, student materials, and media presentations.

 

 

Methods for Teaching Interpreting (3 credit hours) [Professor: Holly Nelson]
This course addresses various strategies for teaching consecutive and simultaneous interpreting skills to novice interpreting students. The three areas of concentration are (1) interpreting consecutive dialogue, (2) interpreting simultaneous dialogue, and (3) interpreting simultaneous monologue from English to ASL and from ASL to spoken English. Students learn how to scaffold skill sets when developing interpreting methods courses so their students will achieve the program's exit competencies and be prepared for workforce entry. The course requires students to apply interpreting models and philosophies to instruction and reinforcement of interpreting skill acquisition.

 

Teaching Translation (3 credit hours) [Dr. Carol Patrie]
This course introduces key concepts in translation and teaching translation for signed language interpreters. Daniel Gile's Effort Models form a framework for applying theory to practice as translators and teachers of translation. Students will translate passages of varying levels of difficulty between ASL and English. They will apply translation strategies such as preparation, text analysis, message transfer, reformulation, and testing the translation. Students will be guided in developing and refining techniques associated with discussing translations, creating and analyzing translations, and developing lesson plans for teaching translation.

 

Special Topics in Interpreter Education (3 credit hours) [Professor: Dr. Marty Taylor]
This course focuses future interpreter educators on current topics that impact the development, maintenance, and accreditation of interpreter education programs as they strive to meet the needs of a growing profession. Current issues and challenges addressed in this course include preparation of students to work as remote interpreters, formation of teams with Deaf interpreters, accreditation, international awareness of access initiatives, and admission testing. The course provides an open forum for overcoming challenges such as recruitment and retention of diverse student populations, providing mentorships for program graduates, and ensuring programs provide access and opportunity to aspiring Deaf interpreters.

 

Performance Assessment (3 hours) [Professor: Dr. Carolyn Ball]
Addresses the assessment of interpreting student performance in a variety of tasks, including interactive interpreting performance, application of ethics to interpreting decision-making, and utilizing the Demand-Control Schema to self-assess one's interpreted product. Students learn how to teach self-analysis techniques that identify and remedy aspects of the interpreting process, including nonmanual markers, spatial relationships, utterance boundaries, and grammatical accuracy. Emphasis in this course is on the use of non-evaluative language when evaluating the dispositions and work of novice interpreting students and assessing the product and cognitive process used by the interpreting student.

Internship (3 credit hours) [Professor: Dr. Sherry Shaw]
Requires students to synthesize previous coursework into teaching experiences and evidence-based course development. Students will participate in a ‘visiting faculty’ capacity within an interpreter education program and consult with an academic mentor. The course is competency-based in the areas of instructional design, proposal development, content delivery, self-assessment, and professional development strategies.