by Marc Holmes, Keith Cagle


(View video abstract)
According to McDermid (2009), much of interpreter curriculum development is ad hoc. A primary method for disseminating curriculum information from semester to semester and from department to faculty, tenure-track or adjunct, is through a syllabus or a course-shell in the LMS. Using an “Understanding by Design” paradigm, (Wiggins & McTighe, 2002) over the course of two years, the Gallaudet University DoIT coordinated the work of multiple instructors to teach sections of a single course. They developed a single set of lesson plans and instructional materials for each class session, that included student understandings, objectives, assessment evidence and learning activities, which aligned with and elaborated on professional standards and SLOs.  In addition, instructors participated in regular meetings to discuss content and grading practices to ensure standardization. In this presentation we will provide a roadmap for performing this standardization of a course, and engage participants in a discussion of best practices.
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Proceedings of the 2018 Biennial Conference

Reaching New Heights in Interpreter Education: Mentoring, Teaching & Leadership