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Graduate Student Orientation
ASL/English Interpreting
Program Director
Dr. Sherry Shaw, Ed.D., CSC
1 UNF Drive, Building 57/3500Jacksonville, FL
32224
Updated 8/16/2012 1
TABLE OF CONTENTS
Program Director Welcome………………………………………..…3Faculty……………………………………………………………5Applying to the Program…………………………………………….9Academic Common Market…………………………………...……..10Technology Orientation…………………………………………….10Grading Policy…………………………………………………….12Program of Study……………………………………………....….13
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Contacts……………………………………………………….
…14 Welcome to UNF!Dear Graduate Students,
Congratulations on your admission to the University of North Florida’s ASL/English Interpreting Program! We are delighted for you to join us and we hope the program offers the theoretical foundation and skill development you seek in your interpreting career. Allow me to give you a brief history of UNF’s Interpreting programs.
In 2007, an undergraduate degree was implemented for students who graduated from two-year interpreting programs and who wished to continue their studies toward the bachelor’s degree. This program was designed specifically to meet the need for interpreters to have the degree prior to the RID certification evaluation requirement in 2012. UNF has an official Articulation Agreement with Florida State College at Jacksonville whereby students may achieve a smooth transition from their interpreting associate’s degree into the BS at UNF. Our curricula and methodology are aligned and we work very closely with each other to achieve this seamless transfer. UNF also accepts other two-year interpreting graduates on a case-by-case basis and admits students to this onsite program only in the fall semesters.
The same year we started the BS degree, we received requests for a master’s degree that was accessible for students at a distance. In response to the demand, we developed a Program of Study that would meet the needs of advanced interpreters and could be started as immediately as possible. For this purpose, we elected to add the ASL/English Interpreting concentration under a Special Education degree on a trial basis and UNF’s Board of Trustees approved it in 2009. We started with five dedicated students, and in this short time we grew to 38 in Fall 2010, when we graduated our first four students. This growth is attributed in part to the fact that students within the 16-state southeast region are eligible to apply for in-state tuition (although Virginia has opted not to participate in the Academic Common Market program), and students from outside the region receive reduced tuition rates. We now have 42 students in 15 states and the Czech Republic.
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This growth is a true indication of the need for such a program and on October 16, 2012, the concentration became a stand-alone Master of Science degree with a general practitioner track and a concentration in Interpreting Education pedagogy. We enjoy a partnership with the VRS Interpreting Institute (Sorenson) to offer the collaborative program of study in the Interpreting Pedagogy concentration, which began in summer 2012, and we will admit students again in spring 2014.
Not only are we growing in terms of the student body, we are also growing in faculty. This development comes at a time of economic hardship within the state’s university system, the state, and the country as a whole, and we are fortunate to have such support from the administration for the graduate program. In January 2011, Dr. Janice Humphrey, joined our outstanding part-time faculty include Drs. Carolyn Ball, Eileen Forestal, Carol Patrie, Len Roberson, Debra Russell, and Marty Taylor.
The distance delivery model used by the program requires some onsite mandatory components. A maximum of once a semester, usually in the skills-based courses, you will spend a few days in Jacksonville to supplement your online coursework (one weekend during spring and fall semesters, 4 days in summer). This allows you to develop working relationships with other students and faculty while honing your skills in an intensive learning environment. Keep in mind that UNF is an RID test site, so if you would like to arrange testing while you are in town, contact [email protected]. UNF students are given top priority when it comes to scheduling an RID test.
Finally, I would like to affirm that the ASL/Interpreting programs at UNF abide by the Commission on Collegiate Interpreter Education standards. Our program goal is to undergo the self-study review for CCIE accreditation after we have several graduating classes. We also try to make the courses research-based and introduce the latest developments in spoken as well as signed language interpreting research from the international perspective. The Interpreting program has an official agreement with Lessius University College in Antwerp, Belgium to continue its joint research on the topic of interpreting student aptitude and admissions testing. We encourage graduate students to get involved in research, proposal development, and presentation of their studies and to take advantage of international opportunities as they arise. In Spring 2010, five graduate students presented their Service-Learning projects at the Gulf-South Summit on Service-Learning and Community Engagement (Athens, GA), and one student presented her completed research project at Mid-South Educational Research Association Annual Meeting (Mobile, AL) in November 2010. In 2009, seven UNF students studied in Slovenia and Austria’s translation libraries and attended a private session hosted by the lead interpreter at the UN in Vienna as part of their Applied Research in Interpreting course. Each student who participates in these study abroad opportunities is awarded $1,500 from the university to
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cover costs. In Summer 2011, nine students participated, and eight students participated in this “transformational learning opportunity” Spring Break, 2012. We also have been funded for Spring Break, 2013. These are just a few of the very exciting developments at the University of North Florida!
I am honored to serve as Program Director of these vibrant and growing programs and I hope you will contact me with any questions, concerns, or suggestions as you work your way through the coursework. As we always say,UNF…no place like this, no one like you!
Warm regards,
Dr. Sherry Shaw
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FULL-TIME FACULTY
Sherry Shaw, Ed.D., CSC, has been an interpreter educator for 23 years and is Associate Professor and Program Director for the bachelor’s and master’s degree options in ASL/English Interpreting at the University of North Florida. She came to UNF from the University of Arkansas at Little Rock where she taught in the Interpreter Education Program for 18 years. In 2007, she came to UNF to start the “2 + 2” BS degree, and in 2009, she implemented a M.Ed. concentration that is delivered via distance technology. Her research on interpreting student cognitive and motivational characteristics is ongoing and the most recent study measured spoken and signed language students’ cognitive flexibility, visual and verbal memory, attention shift, and processing speed. Additional research interests include community-based learning in interpreter education, social connectedness of Deaf children and senior citizens, interpreting student aptitude, and evidence-based admission testing. She serves as co-editor of the Journal of Interpretation and is a reviewer for the Journal of Community Engagement and Scholarship. She was awarded an Oscar Muñoz Presidential Professorship at UNF for 2011-2013. Dr. Shaw is currently authoring Service-Learning in the Deaf Community and A Student’s Guide to Service-Learning in the Deaf Community, which will be published by Gallaudet University Press in 2013, and serves as Proceedings co-editor for the Conference of Interpreter Trainers.
Dr. Shaw was a faculty intern to the Karl-Franzens University of Graz (Austria) in 2002, and since coming to UNF, she developed Transformational Learning Opportunities (TLOs) that allow interpreting students to participate in short-term study abroad to spoken and signed language interpreting programs at the University of Graz and the University of Ljubljana (Slovenia). As part of these TLOs, students tour the United Nations in Vienna, study in the translation library in Graz, attend interpreting classes in Ljubljana, and interact in the local Deaf community. In her spare time, Dr. Shaw enjoys writing, traveling, gardening, and spending time with family.
Janice Humphrey, Ed.D., CSC, NIC-Advanced, SC:L, joined the faculty at UNF in 2011 as Associate Professor of ASL/English Interpreting. She has been interpreting for over 40 years and has been teaching interpreting for more than 30 years. In the early years of interpreter education, Dr. Humphrey taught interpreting at California State University-Northridge and subsequently established interpreter education programs at Johnson County Community College (Kansas) and Douglas College (British Columbia), where she was Program Coordinator. Dr. Humphrey teaches graduate and undergraduate interpreting courses at UNF and is involved in program development and expansion. She is the author of several seminal textbooks in the field, including So You Want to Be an Interpreter? and Decisions! Decisions! Dr. Humphrey came to UNF from
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Seattle, WA where she was a full-time community and video interpreter and responsible for the professional development of the staff interpreters at an interpreting agency. She served as President of the Conference of Interpreter Trainers (CIT) and the Registry of Interpreters for the Deaf (RID). She is the Immediate Past President of Washington State Registry of Interpreters for the Deaf and has been recognized in Biltmore Who’s Who – Featured Member 2010-2011, Cambridge Who’s Who of Executives, Professionals an Entrepreneurs 2008-2009 and Madison’s Who’s Who of Professionals 2007-2008. Travel, photography, and playing card games are some of Dr. Humphrey’s favorite activities outside of teaching and interpreting.
PART-TIME FACULTY
Carolyn Ball, Ph.D., CI, CT, is the Executive Director of the VRS Interpreting Institute (VRSII) a multi-million dollar, leading-edge teaching facility located in Salt Lake City, Utah. Dr. Ball has been teaching in interpreter education for over 25 years, as an Associate Professor of Interpreting and Director of the American Sign Language and Interpreting Program at William Woods University in Fulton, MO, Associate Professor of American Sign Language Interpreting at Salt Lake Community College, and Instructor of American Sign Language at Brigham Young University. She received her B.S. and M.A. in Administration from Brigham Young University and earned her Ph.D. in 2007 in Adult Education from Capella University.
Throughout her university experience and career, Dr. Ball has had great passion for teaching, with specific focus on training those who train interpreters. Her doctoral dissertation, The History of American Sign Language Interpreting Educators, was the first-ever treatment of this subject and has become a foundational reference for ASL Interpreting Educators. Dr. Ball has served three times as president of the Conference of Interpreter Trainers.
Eileen Forestal, Ph.D., RSC, has been Coordinator and Professor of ASL and Deaf Studies and ASL-English Interpreting at Union County College in New York for 33 years. She holds a doctorate in Postsecondary Education and Adult Learning and a M.Ed. in Deaf Education. She has been a certified Deaf interpreter with the Registry of Interpreters for the Deaf, Inc. since 1979 and has a certificate of teaching ASL and Interpreting. A nationwide consultant and trainer on ASL and interpreting topics, Dr. Forestal has been a member of the National Consortium of Interpreter Education Centers’ (NCIEC) Deaf Interpreter Work Team since its inception in 2006. She is also a cooperating program representative to the NCIEC’s Outcomes Circle for Interpreter Education. Dr. Forestal is a published author of articles and research on interpreting, was co-author and co-director of a DVD production, Deaf Interpreting: Team Strategies, through Gallaudet University.
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Carol J. Patrie, Ph.D., CSC, SC:L, CI, CT, was one of the first educational interpreters at NTID when it opened. It was an exciting start to a fascinating career. After moving to Washington, DC she completed a Master's Degree at Catholic University and began freelance interpreting in a wide variety of settings, specializing in legal and medical interpreting. In 1984 accepted a faculty position at Gallaudet University. She completed her PhD at the University of Maryland.
Dr. Patrie is currently a national and international consultant on interpretation and teaching interpretation and owns her own consulting business, Effective Interpreting, Inc. She is Director of Curriculum and Instruction for The Effective Interpreting Professional Education Series, Language Matters, Inc. She serves on the editorial boards of the International Journal of Interpreter Education and The Journal of Interpretation. She is a past president of the Conference of Interpreter Trainers and is a recipient of the Mary Stotler Award. She is a recipient of the Outstanding Graduate Faculty award at Gallaudet University where she was professor and director of the MA in Interpretation.
Dr. Patrie is the author of the seven-volume series, The Effective Interpreting Series and the video series, Interpreting in Medical, Legal, and Insurance Settings, all published by DawnSignPress. Her most recent release is The Effective Interpreting Series: Cognitive Processing in ASL. She is currently developing a multi-media package focusing on fingerspelled word recognition as well as the 8th volume in the EIS, Translating from ASL, both of which will be released in 2012. When she is not working on writing books, traveling, or teaching, she enjoys working in her glass studio and her garden.
Len Roberson, Ph.D., SC:L, CI, CT, has been involved in the fields of deaf education and interpreting for 23 years. He is an active researcher, interpreter, and interpreter educator whose passion is to prepare others to be dynamic educators. He received his Ph.D. from Gallaudet University. Dr. Roberson is currently the Dean of the Graduate School at the University of North Florida and Assistant Vice-President of Academic Technology. He is also a tenured Associate Professor in the ASL/English Interpreting graduate program – a program he developed and founded at UNF. Since joining UNF in 1998, Dr. Roberson has received more than 3 million dollars in external funding as the principal investigator for numerous grants.
Dr. Roberson maintains an active scholarly agenda and his research interests include the study of interpreting in legal settings, teacher effectiveness and preparation, and service-learning in interpreter education. Dr. Roberson has presented numerous papers and workshops in North America and abroad. He is co-editor for the Journal of Interpretation published by RID. He has served as Proceedings co-editor for the Conference of Interpreter Trainers for 6 years. He served on RID’s Certification Council and is a subject matter expert
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for RID’s certification and testing department. He is co-owner of an interpreting agency in northeast Florida through which he interprets primarily in legal settings. Dr. Roberson resides in Jacksonville, Florida with his beautiful wife and seven beautiful children, 4 girls and 3 boys.
Debra Russell, Ph.D., COI, SC:L, is an ASL-English interpreter, interpreter Educator, and Director of the Western Canadian Centre of Deaf Studies at the University of Alberta, Canada. She current holds the David Peikoff Chair of Deaf Studies. Her interpreting practice spans over thirty years and continues to be community based across a range of settings. Dr. Russell received her Ph.D. in Educational Psychology from the University of Calgary and a Post-Doctoral Fellowship at the University of Alberta. She was a founding member of the Association of Visual Language Interpreters of Canada (AVLIC) and has served in a variety of leadership roles over the organization’s history. In addition to her teaching responsibilities, she maintains an active research program, with current projects that focus on interpreting in educational contexts, Deaf interpreters, and legal interpreting.
Dr. Russell is recognized internationally for pioneering efforts in the field of sign language interpretation and adult education. She is extensively published on topics that include comparison of simultaneous and consecutive interpreting, team interpreting, advocacy, ethics, mediated education, and interpreting in legal settings. Her current research projects include a demographic survey of ASL-English interpreters in Canada; an examination of the linguistic access that deaf children have when accessing education that is mediated via sign language interpretation; a survey of best practices of interpreters in legal settings; and the documentation of Ukrainian Sign Language in collaboration with the Institute of Special Pedagogy in Kyiv, Ukraine. She is the author of Interpreting in Legal Contexts, published by Linstok Press in their Dissertation Series. Dr. Russell was elected President of the World Association of Sign Language Interpreters in July 2011. She is also a dedicated student of yoga who loves to travel. Marty Taylor, Ph. D., CSC, COI, is widely known as a talented and innovative educator, consultant, interpreter, and publisher whose work is recognized internationally. She is in demand as a speaker, workshop leader and mentor, and her educational materials are cited by interpreting programs, educators, and interpreter practitioners throughout North America and abroad. Thirty-plus years of dedication to the advancement of sign language interpretation have gained Dr. Taylor the respect of her colleagues, students, and clients. She established an Interpreter Education Program at Grant MacEwan College in Edmonton, Alberta, Canada. She operates a publishing company, Interpreting Consolidated, which she created in 1993 to promote excellence within the field of sign language interpreting and provide consultation,
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evaluation, research, and publishing services to interpreting communities worldwide.
Dr. Taylor is the author of two seminal texts used in Interpreter Education Programs: Interpretation SKILLS: American Sign Language to English and Interpretation SKILLS: English to American Sign Language. Most recently, she is researching and writing on projects related to assessment and evaluation, material and curriculum development, distance learning, and VRS interpreter competencies. Some of her favorite activities include horseback riding on her world travels, enjoying family and friends, and swimming in the ocean.
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Applying to the Interpreter Education ProgramThe program requires that if you are not RID certified, one of your previous degrees (either your associate’s or bachelor’s) must be in Interpreting. If you are certified (CSC, CI and CT, NIC, NAD V), you can be admitted with a degree in another field. The program accepts applications for fall semesters only, and the deadline for all materials to be in the Graduate School is July 1.
Graduate School Application Requires:
NOTE: ALL THESE MATERIALS ARE SUBMITTED DIRECTLY TO THE GRADUATE SCHOOL AND MUST BE RECEIVED BY JULY 1 FOR CONSIDERATION FOR FALL ADMISSION.
1. Application Formhttp://www.unf.edu/graduateschool/admissions/Apply_Today.aspx).
2. Letter of intent addressed to Dr. Sherry Shaw that includes a YouTube link to your resume or CV produced in ASL. (Do not provide a document version of your CV.)
3. Two letters of recommendation from people familiar with your academic background and aptitude for graduate work, specifying in detail your capabilities for future performance and scholarship. At least one letter from a college/university professor is preferred.
4. Written Statement (500-1000 words): What are your professional goals and how will UNF’s Interpreter Education Program help you attain your goals?
5. Official Graduate Record Examination (GRE) scores (verbal, quantitative, and writing)
6. Official transcripts of undergraduate and graduate study7. Application Fee8. For applicants without RID certification (optional—faculty determine
need for samples):Make arrangements to access a computer with webcam for recording interpreting samples. Source texts are provided once all other application materials are received and eligibility for admission is determined.
GPA and GRE Requirements : 1. GPA of 3.0 in last 60 hours of undergraduate study2. GRE scores are competitive in all three domains:
a. Verbal Reasoningb. Quantitative Reasoningc. Analytical Writing
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Send Transcripts, Letters of Recommendation, Application Fee, and Written Statement in one package to the Graduate School, if possible. Request that your GRE scores be sent to UNF. At the time you take the GRE, unofficial Verbal Reasoning and Quantitative Reasoning scores are provided for you. Official scores with your Writing Analysis results usually take 2-3 weeks to arrive at UNF. There are good GRE study materials available on the ETS website http://www.ets.org/gre. Once the Graduate School receives all materials, the COEHS Academic Advising office reviews them and eligibility for admission is verified. Then, the electronic files of all your materials become available to the Interpreting Program Director for final decision about admission. When approved, the student receives an official letter of admission (and email message), which is then provided to the respective states for Academic Common Market processing.All questions regarding admission may be directed to the Graduate School at [email protected].
NOTE: The program welcomes applicants who are Deaf and aspire to become Certified Deaf Interpreters and teach in Interpreter Education Programs.
Tuition and Academic Common MarketTuition information is available at (http://www.unf.edu/anf/controller/cashiers/Tuition_and_Fees.aspx). The right hand column provides the cost for out-of-state students. If you live outside Florida, you may qualify for Academic Common Market (ACM), which allows for in-state tuition and fees. Fourteen states within the Southern Regional Education Board participate in ACM with UNF; however, each state makes the decision independently. Upon receiving an admission letter from UNF, it is the student’s responsibility to contact the ACM representative in his or her home state to apply for ACM (http://home.sreb.org/acm/states.aspx) and arrange the tuition and fees based on residency.
There are a few awards for reduced out-of-state fees each year for students who reside outside this southern region. Please contact the Program Director for more information. At this time, the program includes students from 15 states. UNF complies with federal regulations for programs delivered via distance learning. For more information about your state's agreement to participate with UNF in offering this degree program, please visit this site: http://www.unf.edu/distancelearning/Student_Resources.aspx.
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Technology OrientationThere are several technology requirements that should be addressed prior to starting in the program. By reviewing these websites and working through the tutorials, you will prepare for the semester before classes actually start. Naturally, an online program requires extensive use of technology. It is recommended that you have an up-to-date computer that is equipped with a camera and microphone. Even if your camera is built into the computer, there are times when it will be necessary for the source text to be recorded instead of you, thus the need for an additional webcam or digital recorder. You will need access to high speed internet on a daily basis and a back-up plan to use a different computer should your system encounter difficulties. All courses use Blackboard 9.1 as a central site to keep course documents, conduct discussions, post assignments, turn in assignments, communicate with each other, and maintain the grade book, which is available to you at all times. When you register for a class, you will automatically be put in that course’s Blackboard “shell”. Professors decide when to make the course available to students while they are building it, so if you don’t see your course listed in your Blackboard course list, contact the professor to verify that you are indeed enrolled.
Within Blackboard, some professors will use the virtual classroom, Blackboard Collaborate. This allows a class to meet synchronously or asynchronously through recorded sessions that students may attend at their own convenience. Collaborate interaction requires use of your camera and microphone and allows faculty and students to interact around the lesson content.
Following admission, all students are assigned an identification number that begins with an “N”. This number and your password are used for all technology services at UNF: to access your accounts in MyWings, login to Blackboard, and login to the library from a remote site. When MyWings is “down” or there is maintenance on the system, you probably will not be able to access Blackboard or email through MyWings; however, you may enter from http://blackboard.unf.edu and http://webaccess.unf.edu respectively.
NOTE ABOUT TECHNOLOGY AND DUE DATES: Students are cautioned against waiting until the last minute to submit an online assignment through Blackboard. Unless there is a documented Blackboard outage notice issued by the University, professors are not obliged to accept late assignments. Due dates typically represent the last moment that an assignment can be submitted before the system blocks submissions. Of course, assignments may be turned in earlier than the deadline.
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Information Technology Supporthttp://www.unf.edu/anf/its/Info_for_Students.aspx
UNF offers excellent technical support to its students. Print this page for future reference in case you are having difficulty accessing Blackboard or having technical problems. A good rule of thumb is to spend a maximum of 10 minutes trying to solve the problem alone and then call for help. Never hesitate to call the Help Desk (904.620.HELP). Please direct technology questions to the Help Desk, not your course professor.
During the first two weeks of the semester, the Help Desk provides tutorial sessions that can help you.http://www.unf.edu/anf/its/training/Student_Blackboard_Email_File_Storage_and_myWings_Training.aspx
Delicious http://delicious.com/
Create a Delicious account to add all the great materials you will have access to during your courses. This is a social bookmarking system that others can access (if you allow them) and you can share your favorite sites with each other...and your bookmarks are always there when using different computers.
Blackboard Collaborate
Each of your courses in Blackboard has the capability to use Collaborate, however, not all faculty will use it. Those who do will usually have some ice-breaker sessions to familiarize students with its use. To become familiar with the software, work through the demonstrations in Step 3.
YouTube
All students should have a YouTube account and become familiar with how to upload and share a private video. Students are not required to post public videos at any time. There are numerous guides available from Google, including this one: http://www.google.com/support/youtube/bin/answer.py?hl=en&answer=157177
OoVoo www.oovoo.comThis videoconferencing program allows you to have individual or group meetings in ASL. Unlike Skype and some other programs, the signs are clear enough to conduct business because of ooVoo’s high definition capacity. You may download OoVoo at no cost. Full-time faculty members will have the group program for up to twelve people at a time; however, you will not need to pay in order to access these sessions.
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Contacting Faculty
In an online program, it is preferable to email rather than to phone faculty members to make immediate initial contact. Students are responsible for checking UNF email on a regular basis. This is how the university, Blackboard course lists, and your professors stay in contact with you. On occasion, a faculty member may provide students with a cell phone contact number. It is important to keep all personal information up-to-date within MyWings. Students may always schedule an ooVoo or phone appointment with their faculty members.
Google Docs and Dropbox www.google.com, www.dropbox.com
If you are working in a group to produce a document, Google Docs is one of several options that allows you to work together. Maintaining your work in Dropbox allows you to access work from any computer and downloads are free.
Grading ConsiderationsCOLLEGE GRADING POLICY: Graduate students in the College of Education and Human Services at the University of North Florida must maintain a 3.0 grade point average or higher to remain in good academic standing. Any student whose grade point average falls below a 3.0 will be placed on probationary status and may be subject to appropriate remediation or, failing to raise said grade point average within one semester, dismissed from their respective program. COEHS graduate students may not count any course grade below a B- toward their degree plan. Students seeking an exception to this rule must petition the appropriate Department Chair or Program Director in writing for acceptance of course grade toward graduate credit.
A maximum of one “C Waiver” may be accepted in the ASL/English Interpreting Program. Each petition is evaluated on a case-by-case basis.
GRADING SCALE: This grading scale applies to all courses in the program:
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PROGRAM OF STUDYProgram HoursThe program currently consists of 42 graduate credit hours, which includes a 6-credit Internship as the capstone course. Nationally certified interpreters (CSC, CI/CT, NIC, NAD V—not EIPA) are exempt from Internship. Transfer hoursStudents may transfer up to 20% of the total program hours, which amounts to 7-8 credit hours. All prospective transfer courses must be reviewed by the Program Director in advance of taking the courses in order to determine applicability to the program.Course SubstitutionsCross Cultural Communication is being removed from the Program of
Study. It may be substituted for a course that is related to interpreting or has indirect application to interpreting, such as courses in Adult Education (for students interested in teaching interpreting), Child Development (for students interested in working
with young children), Cultural Anthropology, Gender Studies, Sociology, Psychology, and Linguistics. Approval for a course substitution must be approved by the Program Director prior to taking the course. Interpreting in Mental Health Settings is available for substitution.
Core Requirements: Foundations Course DeliveryEDF 660
73.0
EDUCATION IN AMERICA Online or transfer
EDF 6480
3.0
FOUND ED RESEARCH Online or transferCourses in blue indicate those that will be removed once the new MS becomes effective (anticipated Fall 2012).
Major Requirements: Content SpecializationINT 5457 3.
0INTERP. FOR DIVERSE
POPULATIONSOnline
INT 6911
3.0
APPL. RESEARCH IN INTERPRETING
Online
INT 5990
3.0
SERVICE LEARNING Online + project (your area)
EEX 5595
3.0
INTERPRETING IN HEALTHCARE
Online + 1 weekendOnline (depending on semester)
EEX 599 3. INT PROCESS/SKILL DEV II: Online
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93 - 100 A85 - 92 B77 - 84 CBelow 76 Failing
1 0 MentoringINT 627
63.0
ADV. INT PROC/SKILL DEV I:
Teaching Cognitive Processing
Online + 1 weekend Onsite,
Online (depending on semester)
INT 6277
3.0
ADV. INT PROC/SKILL DEV II:
Mental Health Interpreting
Online + 1 weekend
ASL 6619
3.0
ADV. ASL CONVERSATION Summer institute (4-5 days)
TSL 6525
3.0
CROSS CULT. COMM/KNOW
Online + 1 weekend (substitute with Interpreting in Mental Health Settings)
INT 6932
3.0
SPECIAL TOPICS: Legal Interpreting
Online (may have 1 weekend)
INT 6944
6.0
INTERNSHIP* Field Placement/Online Seminars
*Students with RID NIC, CI/CT, CSC or NAD V are exempt from Internship.
*Pre-certified students must provide proof of passing the NIC Written examination prior to graduation.
Course Descriptions
Interpreting for Diverse Populations (3 credit hours): This course explores interpreting with diverse populations, including individuals from diverse racial, ethnic, cultural, economic, religious, and social backgrounds. Students identify the role and function of interpreters when working with these populations within the context of ethnographic research and assimilate methods for applying cultural and linguistic competence to a variety of settings. Writing requirement: Ethnography of a non-dominant cultural group.
Applied Research in Interpreting (3 credit hours) : This course introduces students to current research in the field of spoken and signed language interpretation and directs students in conceptualizing research projects. Informed Consent and other requirements of the Institutional Review Board (IRB) process for research approval at UNF are covered. Students are mentored through topic investigation, problem identification, research design, literature review, and IRB application development. Writing requirement: Literature Review and IRB Application, including project design.
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Service-Learning in the Deaf Community (3 credit hours) : This course is designed to strengthen the student's ability to (a) acculturate to the rich linguistic and cultural values of the Deaf community through community based learning, and (b) acknowledge personal responsibility as an ally of the Deaf community. 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.
Teaching Cognitive Processing (3 credit hours) : This course presents interpreting process from the perspective of interpretation pedagogy and introduces students to the key concepts of comprehension, working memory, self-assessment of fidelity, cognitive capacity, language availability, and effort models. The course prepares students to integrate interpreting theory into interpreter education through personal skill acquisition and curriculum development.
Interpreting in Healthcare Settings (3 credit hours) : In this course, students will develop a knowledge base of biological and institutional systems encountered in healthcare settings as well as demonstrate an understanding of the legal provision of interpreters and the application of HIPPA requirements. Students will apply this foundation to equivalent linguistic and cultural interpretations in specific healthcare settings with emphasis on substance abuse and addiction, gender-specific health topics, cross-systemic health conditions and end-of-life palliative care.
Mentoring in Interpreter Education (3 credit hours) : This course explores profiles of successful mentors and how to establish a mentoring program, including when, how, and why mentoring supports best practices for job training and career development. Participants will learn the dynamics of a successful mentor relationship and analyze a variety of interpreting work samples to accurately identify patterns of strengths and weaknesses to incorporate into feedback and skill enhancement activities.
ASL Expansion and Compression Technique (3 credit hours) : Students will apply the advanced ASL techniques of expansion and compression for the purpose of analyzing discourse patterns and producing target messages that represent source messages with absolute fidelity. Students will learn how to recognize cues that identify when these techniques are called for in the interpreting process.
Advanced ASL Description and Concepts (3 credit hours) : This course focuses on the advanced ASL skills needed to depict complex concepts specific to medical, mental health, social, and legal situations. Students will learn how to visualize information and use classifiers to describe procedures,
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conditions, activities, and the environment for persons whose first language is American Sign Language.
Mental Health Interpreting (3 credit hours) : In this course, students will develop a knowledge base of diagnoses and institutional systems encountered in mental health settings as well as demonstrate an understanding of the legal provision of interpreters and the application of HIPPA requirements and Code of Professional Conduct expectations. Students will apply this foundation to the production of equivalent linguistic and cultural interpretations in specific mental health settings with emphasis on12-Step programs, individual, couples and group counseling, and community-based and in-patient treatment.
Legal Interpreting (3 credit hours) : This course is an introduction to interpreting in legal settings, including courtroom proceedings, attorney-client meetings, dispositions, jury duty, and law enforcement venues. Students will develop legal portfolios of qualification to work in these settings and study such concepts as privileged communication and its extension to interpreters, courtroom protocol, applicable laws to interpreter provision, and ethics-based interpreting issues.
Interpreting Internship (6 credit hours): This capstone course is field-based and requires supervised, mentored experiences with a certified interpreter. Through this internship, students have ongoing opportunities to apply classroom learning and theory with real-world interpreting and experience interpreting in diverse settings. Course requires 200 hours of field-based experience under mentorship of a certified interpreter. Course is waived for RID or AVLIC certified interpreters.
There are eight courses that are specific to the Interpreting Pedagogy Concentration currently underway with VRSII:
Interpreter Education: Past, Present and Future (3 credit hours)Students will review 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.
Distance Learning in Interpreter Education (3 credit hours)Students in this course will examine current best practices in distance learning and effective teaching skills for both distance and face-to-face instruction. Topics covered include online instructional design, developing objective and measureable learning outcomes, techniques for assessing
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student knowledge and skills and how to provide efficient and useful feedback.
Adult and Transformative Learning in Interpreter Education (3 credit hours)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.
Mentoring in Interpreter Education (3 credit hours)Students will explore their interpersonal and communication strengths and learn the necessary dynamics of a successful mentor relationship, including the logistics of mentoring and the challenges encountered. They will explore profiles of successful mentors and identify goals for themselves as mentors. Students will analyze a variety of interpreting samples to accurately identify performance patterns and engage in dialogue with a mentee to determine which patterns should be the focus of skill enhancement activities. They will practice techniques for asking reflective questions so mentees can take the lead in their professional development and skill enhancement activities.
Curriculum Development and Revision (3 credit hours)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.
Leadership in Interpreter Education (3 credit hours)This course introduces the social, political, and economic context in which colleges and universities operate. Historical perspectives on the development of higher education provide students with a background for understanding characteristics of our current system and future trends. A major focus is exploring how leaders of higher education can apply current knowledge to renew their commitment to student learning and more effectively achieve their department mission and goals.
Internship I (3 credit hours)Students with three years of interpreter education teaching experience at the post-secondary level are exempt. This course mentors students through the teaching experience and provides the opportunity to teach in seminars at VRSII or at UNF during short-term institutes. Course requires onsite
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attendance in Salt Lake City, UT or Jacksonville, FL for two days and includes online work prior to and following the onsite component. Internship II (3 credit hours)This course is designed for experienced interpreter educators to further develop skills in teaching the interpreting process, designing curriculum, and assessing student outcomes. Students will gain mentored experience in online teaching by working as a Teaching Assistant in interpreter education programs that offer distance delivery of courses.
Accommodations
Students who require accommodations under the ADA or Section 504 should contact Dr. Kristine Webb as soon as possible after admission. Dr. Webb’s email is [email protected].
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CONTACTSWithin the Department of Exceptional, Deaf, and Interpreter Education
Dr. Karen Patterson Department [email protected]
904.620.2930
Brenda Rolison Office Manager [email protected]
Dr. Sherry Shaw Program Director [email protected] (v)904.686.8622 (vp)
Dr. Janice Humphrey Associate Professor [email protected]. 620.5869
Within the College of Education and Human Services
Dr. Larry Daniel Dean [email protected]
Dr. Marsha Lupi Associate Dean [email protected]
Within the Graduate School
Dr. Len Roberson Dean [email protected]
Chad Learch Director [email protected] Coordinator
Lilith Richardson Assistant Director [email protected]
Orientation to the Graduate Schoolhttp://www.unf.edu/graduatestudies/orientation/index.html
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