Humanities and Social Sciences

ITP 245: Applied Interpreting Experience I Course Syllabus


Course:  ITP 245 Applied Interpreting Experience I

Credits: 4

Lecture Hours: (10 per quarter) Mock hours: (80 per quarter)

Class hours:  Thursdays, 11:00-12:00 pm, Room #1148

Prerequisites:  Permission of instructor with all necessary courses completed

Brenda Aron:            Office:  BE#1123     Phone:  425-998-7936       Email: (paperwork)
For immediate notification:


Office hours:  Thursdays 10-12 Noon                                                                                       

Course Description:

This course is designed to introduce various models and experiences of interpreting to students to prepare them for the tasks required to function as professional interpreters.  It also provides practical application of interpreting skills learned in the classroom.  Students are expected to observe working interpreters in field settings; work with student partners in mock interpreting situations as well as provide volunteer interpreting in specific instructor approved situations.  Observations and feedback from mock and volunteer interpreting are kept in journal logs.  They will also be supervised and observed during the quarter by the faculty members.


Instructor Philosophy:

This mock and volunteer interpreting experience is all about being aware of your choices throughout your interpreting process, and being able to analyze those choices with your peers and instructors.  You will find that each opportunity is unique and will stretch you and that there are no “black and white” answers.  I hope that you will trust yourself and your instructor’s instincts when they give you feedback, as those instincts are based upon years of experience.


Student Outcomes:

  1. Increase working vocabulary of ASL signs or their idiomatic use of at least 10 signs per week AND / OR increase your English vocabulary by 10 words per week.  You will do this by keeping a daily log with lists of new vocabulary and usage.
  2. Develop an increased awareness of the interpreting
     profession by watching AND critically analyzing the process.
  3. You will learn professional conduct appropriate to the situation by applying your theoretical knowledge of the RID Code of Conduct to actual interpreting situations.
  4. Increase stamina so that by the last two full weeks of the
    quarter, student will interpret for a minimum of 20+
    minutes without respite in a 50 minute class session.

Methods of Instruction:

As this course is primarily a ‘field work’ class, the classroom instruction will be in the form of large and small group discussions during our time together.  The instructor will visit the classes where you mock interpret at SCCC and give feedback, direction and observation evaluations.

In your daily logs develop the habit of NO NAMES OR OTHER IDENTIFYING INFORMATION.  Begin talking about your situations and the people involved in generic ways.  This applies not only to your journal, but to discussing your observations with other students and faculty.


Required Materials:

Students must provide a notebook with clearly separated identified sections. These sections will be labeled: 1. notes, 2. questions, 3. vocabulary and 4. observations.  Students should set up a regular schedule for logging all hours. (20 points)


Student Assignments:

You will find and arrange your own mocking and observation placement sites with some assistance from the instructor.  See the ITP handbook for details.  You will be responsible for completing all necessary paper work, all forms will be available on my webpage under ITP 245.


1.        Mock Experience (80 hours = 160 points)

 Student pairs off with a peer.  They approach a classroom instructor and ask permission to mock in the classroom.  They will go to a classroom,
lecture or event of any kind and take turns interpreting. No Deaf clients are involved here.  Each student gives feedback to the other.

·        Student is required to fulfill 80 of mock and volunteer hours.

·        Mock interpreting must be done with a student partner

·        Student must remain with the same partner for the whole quarter of 1 mock class situation; another partner for another mock class situation.  Be sure to have at least two or more mock interpreting situations to provide instructor with opportunity to provide observation evaluations.

·        Partners for mock will keep extensive notes on HOW the Mock assignment help fulfill their Goals and Objectives.

If your partner does not show up for a scheduled mock assignment you

should do the class by yourself for 15 minutes.  If an instructor shows up

to observe, you will still receive credit and your partner’s lack of responsibility will

not affect your grade.


Using the goals and objectives sheet, you will need to design goals and objectives for your AIE practicum with an eye towards overall improvement in your interpreting skills.  Your G and O’s should be very specific and related to your actual interpreting skills. Email a copy of your G and O to the instructor at the second week  before your next AIE class, Type ITP 245 on the subject line. (5 points at beginning of quarter and 5 points  at end of quarter = 10 points)

ACCEPTABLE: I will learn to increase my processing time for better Target Language cohesion.


Objective: I will ask my Mock partner to assist me in monitoring the time between the production of the Source Language and the Target Language.  I will then keep a running commentary about how the time adjustment felt and the overall comfort.


      UNACCEPTABLE:  I want to improve my processing time.


2.                  Observation of professional interpreters (5 points each = 50 pts)


Students are required to do 10 hours minimum of observation
of professional interpreters.  Observations will be written up and turned in throughout the quarter by email only. Be sure to type ITP 245 on the subject line.
Discuss these points:
1.    Observations on the Interpreter’s application of the Code of Conduct.
2.    Vocabulary choices for the specific situation/register. The list will include: SOURCE LANGUAGE and TARGET LANGUAGE. List the spoken word                and the signed concept. Compare and contrast.
3.    How did the interpreter handle difficult situations and what method of interpreting model did this interpreter employ?

4.    DEBRIEFING WITH THE INTERPRETER IS REQUIRED. Talk to the  Interpreter. Ask them questions about the work, the situation, anything

            important to the assignment. Include YOUR feelings about the situation &  the interpreter’s comments. Do you agree? Why? Do you not agree? Why?


3. Interpreting in the Deaf-Blind Community Classes: You are expected to provide volunteer interpreting in the Deaf-Blind community classes at least three out of five classes this quarter.  This will provide you with a supportive and nurturing environment to practice interpreting with a variety of Deaf-Blind people from close vision to tactile. This experience can be part of your bi-weekly reflection.  If your schedule conflicts with attendance, please see the instructor for alternatives at the beginning of the quarter.  (30 points)


3.        Reaction Papers:  DUE BI-WEEKLY!

            Email a one page, subjective paper which is thoughtful, critical examination of your work in the Mock setting. This is your chance to flesh out your own filters, questions, problems and frustrations with the field.  Your instructor (s) will read these papers and make comments in the margins which will assist you in overcoming your fears, apprehensions or concerns.  A-H, begin 1st week of the quarter. J-Z 2nd week of the quarter. 10 points per paper = 40 points     


4.                FINAL PROJECT / PAPER (30 points)

 ·       On the day of the last class, students will turn in ONLY their mock interpreting log and assessment paper. The log should be the one you used all quarter to jot down your notes. Please do not retype or redo the log. It has to be the original log. It will be returned to you after review. (15 points)

·        The assessment paper will be a two page typewritten paper that

       condenses the learning, surprises, frustrations and growth that   

       occurred during the quarter drawn from your journal entries of each

       mock experience. Use the objectives set out at the beginning of the

       syllabus as a format for assessment.(15 points)                


Assessment and Grades:


Grades will be based upon faculty observations, completion of required hours, log and reaction papers. The instructor’s evaluations focus on process time, conceptual accuracy, cohesion and confidence in interpreting skills.


Mock Interpreting:                                  80 hours = 160 points

2 Faculty observations:                         100 pts each =200 points

Deaf-Blind Community Classes         30 points

Reaction Papers: 10 points each        40 points

Interpreter Observations 5 points        50 points

Goals & Objectives pre/post                 10 points

Log                                                           15 points

Final Assessment paper                       15 points


                  TOTAL  POINTS POSSIBLE:  520



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:

520-468   =         90% +             =          A            =            3.6 -  4.0

467-416    =         80%+              =          B           =            3.2 – 3.5

415-364   =         70% +             =          C           =            2.8 -  3.1

363-312   =         60% +             =          D           =            2.4 – 2.7

311-0        =         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 will have points deducted.