1. Deliverables (Journal, Review, CRP, CSA, IRR, TP, MIP)                            10%
2. MIP Full Self Analysis                                                                                   10%
3. Terminal Interpreting Performance (TIP)                                                       30%
4. Performance Features Analysis (PFA) in GoReact                                       10%
5. Fieldwork Hours                                                                                            10%
6. Mentoring by CHI, DI, or CDI                                                                         10%
7. Teaming Research / Special Project                                                              10%
8. Soft Skills, Business, Professional & Ethical Decision-Making & Behavior   10%

1. Team Interpreting: Collaboration and Interdependence 

Author:  Hoza, Jack 

Edition : 10 

Publisher : RID

ISBN 13 : 9780916883522

2. Dimensions of Ethical Decision-Making

Author: Stewart, Kellie Mills / Witter-Merithew, Anna

Edition : 06

Publisher : SIGN MEDIA

ISBN 13 : 9781881133230

3.  (Recommended) Encounters With Reality

Author:  Cartwright, Brenda E.

Edition : 2ND 09

Publisher : RID

ISBN 13 : 9780916883508

1. Deliverables (aka Assignments & Homework)

Various assignments will be assigned by the instructor and will consist of Review of Previous Learning, IRRs (pre, post & reflective summaries), Cumulative Reflection Papers (CRP), quizzes, readings, homework, online assignments, weekly topic discussions, healthy balance logs, Course Self Assessments, activities or any other work completed in the classroom, lab, online or at home. Quizzes cannot be made up.

• Medial Interpreting Practice (MIP)

There will be a Medial Interpreting Practice (1st unrehearsed). The MIP is mandatory but IT IS NOT A TEST and there will not be any points or credit. The purpose of this is to gauge progress on the work and enable students to conduct a full self analysis, obtain feedback, and to prepare for the TIP.  This will be an unrehearsed interpretation in GoReact. 

The MIP is scheduled for Week 7 and will open Friday of Week 7 and close on Saturday. Please make sure you have a designated space, dark background, appropriate lighting, appropriate clothing, no competing needs for bandwidth - best on a dedicated internet connection but if on wifi, ensure that no one else is using it and that all devices using wifi are turned off. It is best to record in slower times (consider early Saturday morning.)

2. Full Analysis of Medial Interpreting Performance

Students are required to apply self-analysis tools on interpreting work to identify performance gaps, determine root causes, develop and implement interventions and close performance gaps. Students will also participate in peer analysis and mentoring to develop effective feedback and peer mentoring skills.

Students are required to utilize GoReact video analysis software for analysis and/or recording purposes. Students are required to conduct a self analysis first prior to receiving feedback from the instructor and/or mentors to compare the analysis by the student and the faculty/mentors to see if students are seeing things that are critical.

3. Terminal Interpreting Performance (TIP)

There will be a TIP (2nd unrehearsed) which will be a Mock BEI.  These will be unrehearsed interpretations graded using the ACC Assessment. Performances will be rated separately on both skills:

• ASL to English work
• English to ASL work

Ratings: 

• Below target - 0 points - any skill deemed below target will result in not moving on to Interpreting III and no points for the TIP
• Approaching target - ½ credit for each skill assessed as approaching target
• On target or above target - full credit for skills assessed as on or above target  

In order to move onto Interpreting II, students must score approaching or on/above target on both work into ASL and English. 

The TIP will occur in Week 14 in GoReact.

4. Performance Features Analysis & GoReact Interpreting Work

Students will work weekly on identifying PFAs in previous interpreting work and to focus on PFAs weekly in GoReact videos to practice interpreting.

Students are required to produce interpretations in GoReact on a weekly basis (lab work) and apply self-analysis tools on that interpreting work to identify performance gaps, determine root causes, develop and implement interventions and close performance gaps. Students will also participate in peer analysis and mentoring to develop effective feedback and peer mentoring skills.

Students are required to utilize GoReact video analysis software for analysis and/or recording purposes.

5. Fieldwork

For full credit, students must complete ALL 24 hours of fieldwork for this class. No partial credit for hours will be given. Hours must be earned in the following five categories. 

1. Lab Hours (8 hour minimum): Tutoring by an ASL (Deaf) community mentor or Lab Tutor (Deaf or Interpreting Tutors). The last 30 minutes of every class is devoted to lab work. This category requires meeting with a Lab Tutor for individual or small group feedback and work (not working as a class in the lab.)

2. Immersion & Volunteering  (8 hour minimum): Immersion and/or volunteering in the Deaf community.  This can NOT be done virtually or with no contact. The goal is acquisition of language/culture and should be for a Deaf-run event (not a hearing organization.) 

3. Observations (8 hour minimum): Observing and or shadowing interpreters. You must receive permission to observe from the Deaf consumers, hearing consumers and the interpreters.  Observation without permission from all three parties will result in loss of hours. 

A short reflective summary is required for all Fieldwork hours.

Must include the date of the event, the times it was scheduled, the times you were there and a brief description of what you did. See Example in Google Classroom.

6. Mentoring (8 hour minimum)

In preparation for needing Mentors during Internship, students are required to secure at least one mentor (certified advanced or above, Deaf interpreter or certified Deaf interpreter) and to meet with them at least 30 minutes per week or 1 hour biweekly. How to meet interpreters:

• BEI or RID Registry
• Other interpreters
• Your classmates
• Facebook groups of Interpreters (e.g., Discover Interpreting)
• Interpreting workshops, interpreting conferences or other workshops that relate to the interpreting, ASL or Deaf community. 
• Networking/Socials in the interpreting community.

A short reflective summary is required for all Mentoring work & hours.

Must include the date of the event, the times it was scheduled, the times you were there and a brief description of what you did. See Example in Google Classroom.

7. Research / Special Project

This semester you research an aspect of teaming, observe an interpreting team, take notes on the teaming process, and interview them regarding teaming techniques, strategies, tools, etc.   Please conduct this interview in person immediately after the event or via videoconference if the teaming was done online.  Failure to do so will result in no points for this assignment. We will develop a set of general questions to ask them and you will be expected to inquire about teaming practices you observed. Check the course schedule for this assignment’s due date. How you present this information is up to you.  You may use PowerPoint, type it in an essay format, create a video, etc.  All materials developed should be accessible. Interns can earn hours interpreting your spoken video if you would prefer to use spoken English. You’ll need identify an intern who is able and willing to produce an interpretation of your presentation, get the presentation to them with sufficient time to develop the interpretation, and return to you in time to merge the interpretation into your presentation.

8. Soft Skills, Business, & Professional & Ethical Communication & Behavior

Weekly Discussions: Script Development, Business Practices & Ethical/Professional Behavior

• Soft Skills Scripts
  • Every 3 weeks, a new topic will be discussed for students to develop “scripts” in order to respond when those questions come up.
• Business Topics Discussions
  • Every 3 weeks, a business topic will be discussed.
• Ethical & Professional Conduct
  • Conduct - Students’ conduct with all stakeholders

• Communication - timely & professional communication with all stakeholders
  • Timely - within 24 hours 
  • Professional - adhering to Maxims
    • Quality
      • Using professional language at all times with all people
      • Using professional communication conventions including use of ACC email, greeting, appropriate closing, signature that includes contact information & information to be included in all email communication
    • Quantity 
      • Succinct - recommend writing out the question and providing the information needed to expand below the question
      • Necessary info provided - if you are needing something from that person, provide all of the information they need to fulfill the request without having to request additional info
    • Relevance
      • Be specific - the reader should be able to understand quickly without misinterpreting the intent of the communication due to indirectness, vagueness, etc.
    • Manner
      • Tactful
      • Ethical
      • Mindfullness
      • Timely - if you need someone to do something, give them sufficient time to complete the task 
• Ethical standards - adhering to the tenets of the RID/NAD CPC & standards of professional conduct not only face-to-face but online, social media, team discussions, etc.:
  • Respect for all
  • Manage emotions & language
  • Time management including attendance, timeliness, allowing additional time as needed, etc.
  • Direct communication
  • Resolving conflicts/concerns directly with the person
  • Honest & open interactions
  • Maintain accountability
  • Support for all (team, consumers, and all stakeholders)
  • Set aside differences to work as a team
  • Focus on the task
  • Requesting & accepting feedback
  • Projecting positive attitude
  • Politeness
  • Appropriate dress
  • Demonstrating commitment

Additional Requirements

• Pre-IRR & Post-IRR + Reflective Summaries
• Final Cumulative Reflection - required academic written and/or signed reflection of internship
• Course Self Assessment - completion of CSA at the end of the semester
• MIP - participation in the MIP

1. Interpreting
   1. The student will conduct simultaneous interpretations of ASL and spoken English texts.
   2. The student will be exposed to a variety of different Deaf dialects.
   3. The student will create consecutive interpretations of ASL texts in spoken English. 
2. Expansion and Compression Techniques 
   1. The student will be exposed to seven different expansion techniques utilized in ASL.
   2. The student will demonstrate comprehensive mastery of expansion techniques by applying them in interpreting assignments
3. Interpreting Process Skills related to Discourse Mapping
   1. The student will identify the steps involved in discourse mapping. 
   2. The student will differentiate between ways that we predict when interpreting into ASL versus interpreting into English
   3. The student will identify features of primary, secondary and tertiary information in ASL and English texts.
   4. The student will identify features of openings, transitions and closing in ASL.
   5. The student will apply constructed action and constructed dialogue to their interpretations.
   6. The student will be able to paraphrase English texts.
   7. The student will conduct a back-translation of an interpreted text.
4. Self Analysis of Interpreting Work 
   1. The student will be able to evaluate their interpreting work by conducting a pattern identification analysis of the Performance Features (PFAs)
   2. The student will be able to evaluate their interpreting work by conducting an utterance by utterance analysis on their interpreting work
   3. The student will be able to evaluate their interpreting work by conducting a processing time analysis on their interpreting work
   4. The student will be able to evaluate their interpreting work by conducting an antecedent, behavior analysis on their interpreting work
   5. The student will be able to evaluate their interpreting work by conducting a root cause analysis on their interpreting work
   6. The student will be able to develop interventions, implement them, evaluate progress and assess when ready to escalate or having close the performance gap and to move on to another challenge
5. The Board for Evaluation of Interpreters Certification 
   1. The students will be able to list the parts of the BEI Basic Performance exam. 
   2. The students will perform sight translations to various texts
   3. The student will develop and apply different strategies for the sight translation portion of the BEI Basic Performance Exam.
6. Interpretation Skills in ASL and English
   1. The student will be able to identify the eight major features of English to ASL interpretations and their related possible errors. 
   2. The student will be able to identify the key elements in ASL to English interpretation and possible errors that accompany them.   
7. Team Interpreting
   1. Students will begin to work on processes to team interpret
   2. Identifying strengths and challenges related to teaming
   3. How to support a team as well as ask for and give a feed
   4. Note taking
   5. Giving & accepting feedback
8. Soft Skills, Business Practices & Professional & Ethical Behavior
   1. All students will demonstrate consummate ethical and professional behavior in all interactions related to the class including, but not limited to, with peers, mentors, agencies, faculty, lab tutors, etc.
   2. Students must adhere to the CPC for all work in Interpreting II including, but not limited to, in class, online, in the lab, at Fieldwork events, interacting with mentors, teams, consumers, etc.
   3. Students will apply the DECIDE Ethical & Professional Decision-Making process to mock ethical scenarios
   4. Students will develop “scripts” to be able to respond to typical questions or statements made by consumers who have little to no knowledge about the interpreting process.
   5. Students will evidence basic knowledge of how to set up & run an interpreting business.

Digital recording device with tripod, laptop, tablet or phone with stand

GoReact account for video submissions