Seattle Central Community College__________________________________

                                                        Division of Humanities and Social Sciences


Course Syllabus


Course:  ITP 115 Survey of Interpreting

Credits: 3

Class hours:  Fridays  9 – 11:50   Classroom: BE#3211

Prerequisites:  Acceptance into the Interpreter Training Program.

Instructor:  Brenda Aron, MS Ed.; CDI; ASLTA Professional

Office:  BE 1123    Phone:  206-452-5097   


Office hours: See schedule on office door


Course Description:

This course provides an overview of the field of interpretation which includes history, terminology, competencies, professional ethics and environmental factors. Prereq: Acceptance into the ITP program or permission.


Student  Learning Outcomes:

By the end of the quarter, students will be able to demonstrate an understanding of the profession of interpreting. They will do this by:

1) Applying all 7 of the RID tenets of the Code of Professional Conduct to hypothetical or real life situations.

2) Observe the interpretation of working interpreters and be able to critically analyze the product using vocabulary appropriate to the profession.

3) Completing a research project which incorporates the history of Sign Language Interpreting and the history of RID.

4) Completion of class assignments which incorporate such topics as: theoretical models of interpreting, the Registry of Interpreters National Interpreter Certification tests, understanding of Deaf/Hearing cultural differences and the various environments in which interpreters work.


Teaching Philosophy:

Learning new skills is like a daunting journey; no matter how prepared we THINK we are, we often are not prepared for the feelings of fear, anxiety and inadequacies. I believe the process of learning becomes easier if we learn in a safe, nurturing and supportive environment.  Through the quarter let us all learn the unique skills this field requires, while conquering our fears with the power of humor, compassion and dedication.


A Bit About Interpreting:

Interpreting is a mentally demanding field.  Remember your brain needs time and training to put the pieces of this puzzle together.  During the course of your study in the ITP, give yourself this time.  Allow yourself to make mistakes.  Strive to be thorough and totally engaged in learning.  You each have gifts to bring to the profession.  Be open to feedback.  The pieces of the puzzle come together in different ways and at different speeds for students. 


Above all, remember that as an interpreter, you walk into people’s private lives.  Continue to spend as much time as possible in the Deaf community, meeting its members, learning the culture and the language.  This shows respect. 


Required Materials:

            So, You Want to be an Interpreter… Humphries, J & Alcorn, B. 
(H&H Publishers. ISBN-964036770)


Assignments and Tests:

  1. Attend a workshop related to the field of interpreting. This workshop can be on Deaf Culture, Interpreting Ethics, Power Dynamics or anything that is related to making a living as a working interpreter. Requirements:

               1. Must be sponsored by a reputable sponsor such as

      The Language Door (, RID (

                  or WSRID ( Other sponsors accepted on a

case-by- case basis.

                  2.  Workshop MUST be AT LEAST 4 clock hours in length.

                  3. Proof of attendance MUST be turned into the instructor along

                  with a BRIEF summary of what you learned analyzing HOW the                                     workshop fits within the framework of the profession. Use your RID

                  Code of Conduct as a guide.. (Learning outcome #4)


  1. Research Project – Presentation to the class (Learning outcome #3)

       +You will choose a research project that focuses on RID, NAD and the                         profession of interpreting. FIRST COME FIRST SERVE! Only one (1)

       group / person per topic. Limit of 3 people per group.

      +THOROUGHLY research your topic. You MUST incorporate at least 1

     professional article, 1 internet article and one personal interview:

      History of NAD’s National Licensure Test and how it relates to the NIC

      History of WSRID – it’s foundations and evolution

      PL 94-142 and its effect on interpreters

      NTID / RIT

      C.S.U.N. & / or NCOD

      ADA and its effect on interpreters

      Application of RID’s Code of Professional Conduct and how it relates to

      the RID/NAD


      EIPA history & certification

      RID’s NIC Domains

      RID’s presidents (who they were, what they did)

      Vicarious Trauma

      Models of interpreting

      History of AADB

      RID’s S.I.G.’s: who they are, what they’re about.

      Issues Related to Video Relay Interpreting

+  Each group may prepare about 12-15 minutes (or 3-5 minutes per person) SIGNED presentation that expands on the topic explaining in detail HOW this effects interpreting, the profession and suggesting further avenues of education.  Please focus the comments to applying the information to the working interpreter.  EXAMPLE:  RID’s Code of Conduct and the implications of breaking them. 

+    Please use visual material such as Powerpoint  to support your findings.

+    You will turn in your visual material / handouts, your Works Cited and a copy of either the outline from which you will speak, or a 2 page summary of your findings as an email attachment.

+    You will present your material in front of the class IN ASL on the assigned day.

  1. Quizzes from the “So You Want to Be An Interpreter” book (all Learning outcomes)
  2. Final Exam (all learning outcomes)

Course Grade

Attendance – 1 absence, then deduct 10 points per class     

Workshop attendance                                                                              40

Research project:

                  3-5  minutes per person SIGNED presentation                   40

                  Handouts / visual material                                                      20

Quizzes over the readings: 8 quizzes                                                  100

Final Exam                                                                                               100

TOTAL POINTS POSSIBLE                                                          300         



Your final grade will be reported as a decimal grade e.g. 3.7. Below is a conversion table, which shows how the points and percentage grades relate to letter and decimal grades. Please remember a grade of 2.5 or above is required to pass this course and progress in the Interpreter Training Program.



Points:         Percentage:            Letter Grade:             Decimal Points:

270-300   =         90% +             =         A             =            3.6 -  4.0

240-269    =         80%+              =          B           =            3.2 – 3.5

210-239   =         70% +             =          C           =            2.8 -  3.1

180-209   =         60% +             =          D           =            2.4 – 2.7

 0 - 179      =         50%               =          F          =           2.0 – 2.3


Course Adaptations and Accommodations: If you need reasonable accommodations based on a documented disability, have emergency information to share or require special arrangements in case of emergency evacuation; please make a confidential appointment with me within the first two weeks of class. For more information regarding support services or accommodations, call the Disability Support Services at 587-4183, room BE#1112.


Absence Policy: As ASL is a visual language taught with a visual method, class attendance is essential to learning. Any absences can impede a student’s progress. However, some absences are unavoidable. Students may have one absence without it affecting their grade. 10 points will be deducted for every absence in excess of one day. Students who frequently miss parts of the class may have those hours totaled to count as absences from class.

Students shall be responsible for gathering all notes, materials and information missed during an absence. Any missed assignments or evaluations may not be able to be made up.