1. Interpreter Preparation Program
Program Review Presentation
April 30th, 2014
Prepared by: Eileen McCaffrey and IPP Professors

2. Program Description
The Interpreter Preparation Program provides an integrated series of coursework in American Sign Language (ASL) and ASL/English interpretation to prepare students for entry-level positions. A foundation in ASL discourse and interpretation is established through theoretical models based on a Deaf-centered framework. The emphasis is on the practical application of these models and knowledge in the areas of human relations, language skills, interpreting skills, and professionalism.
Students complete a 50 unit course progression, plus additional GE requirements and are eligible for an AA degree.
IPP Students end their educational experience with Mock Interpreting and Fieldwork courses working at both ARC and community based sites.
Professors: One full-time and 12 adjunct professors
Brief Description of your program. Who are you? One Slide, 2 minutes

3. Benchmarks
Throughout the program, portfolio documentation is gathered. Additionally, field-tested performance assessments occur during each of the skill area courses where students are provided with individual feedback.
During the final semester, students work in fieldwork settings with qualified, certified mentors who provide students with ongoing feedback, midterm, and final evaluations. And, students work with small group mentors for an 8-week period receiving ongoing feedback and support.
Additionally, students take either the Registry of Interpreters for the Deaf National Interpreting Certificate (RID NIC) Written Exam or the Educational Interpreter Performance Assessment (EIPA) Written Exam and either the RID-NIC or EIPA performance assessment during the last months of the program.

4. Program -- Strengths STUDENT SUCCESS
Students pass the RID-NIC/EIPA Written Exams with a % rate. For the EIPA performance exam, students received between a 3.2 and 4.5 scores out of 5.0.
Overall success rates in the Student Enrollment and Statistics data indicates an increase from 85% to 95% over a 5 year period.
All curriculum and course planning is evidence and research based.
STAKEHOLDER INPUT
Advisory Committee members including Deaf consumers and employers throughout the community provide input, internships, and ongoing support.
Collectivist approach to the intensive, interactive applicant screening.
Deaf people and interpreters work as mentors for interpreting students.
INTERPRETER PRACTITIONERS AS PROFESSORS
All interpreting professors are practitioners, thus are qualified, working interpreters. They provide real-world scenarios, specialized knowledge in such settings as medical, educational, and video relay interpreting.

5. Program -- Strengths COLLABORATION/COLLECTIVIST APPROACH:
Community-based entities provide specialized setting interpreting practicums including: Crocker Art Museum, Sacramento Valley Registry of Interpreters for the Deaf, Northern California Association of the Deaf Blind, California Educators of the Deaf, CSUS ASL Program
ARC staff and certified interpreters work with fieldwork students and continue to work with the students when they graduate.
Professors all over campus provide Mock interpreting sites for students including History, English, Nutrition, Philosophy, etc.
Theatre Arts, Writing Across the Curriculum, and the Career Center provide practice opportunities.
Following graduation, local agencies provide internships.
RESOURCE AVAILABILITY
Through Perkins funding, access to resources via the lab, iPad use in Mock and Fieldwork sites, and materials available to all students particularly, economically disadvantaged students.
ASL mentors, small group mentors, mentors in specialized settings are also all provided through Perkins funding.

6. Program -- Challenges
No release time/coordination time in order to successfully coordinate all aspects of the program, provide training to novice professors, synthesize work-based experiences and build the bridge from school to work with the local interpreting community.
Need to hire an additional interpreting professor. Currently, we have only one full-time professor.
IPP must share the lab space with Sign Language Studies, Journalism, and ARC Current with limited access to the lab. Additionally, the lab needs a larger space with additional computers available.
There is a great need for highly qualified interpreters. The challenge is in providing a bridge for students following the IPP in order to gain higher level skills.
Need for recruitment, preparation, and support for students in specialized populations including those of diverse ethnic backgrounds, men, Deaf interpreters and for interpreters who have Deaf parents.
Focus on possible BA degree option at ARC.
Meet Conference of Interpreter Education accreditation standards.

7. Planning Implications
Request additional full-time professor and release time.
Meet with Workforce VP to request additional Perkins funding.
Establish ambassadors in order to recruit, prepare, and support students of diverse ethnic backgrounds Deaf interpreters, men, and interpreters who have Deaf parents,
Establish a Deaf Culture, ASL, and Interpretation Center with facilities sufficient to provide a Deaf friendly environment.
Provide additional lab hours, lab space, technology, and qualified mentors to work with students.
Identify options to establish a BA degree.
Provide additional work-based learning experiences.
Provide opportunities for faculty, mentors, and staff to attend training available to further develop pedagogical skills related to ASL and interpreting. This may include conferences, workshops, seminars, and/or in-house staff training.