by Robert G. Lee, Betsy Winston, Christine Monikowski, Lynne Weisman


(View video abstract)
If interpreting and interpreting education are to reach new heights, as the conference theme encourages us to do, we need to thoroughly examine the underlying beliefs that have shaped Continuing Professional Development (CPD) in its current form in the US. This panel, composed of experienced interpreters, educators, and online facilitators, analyzes the approaches to and rhetoric surrounding, current CPD practices. Current rhetoric often frames online learning as inherently passive, less effective and non-interactive, while characterizing face-to-face activities as superior, seemingly equating physical presence with “learning.” This mindset values bodies-in-seats over minds-in-gear. Shifting the prevailing paradigm, and identifying effective approaches for online CPD can inform approaches to not only ongoing CPD, but even more importantly, but to how these values can and should be instilled in students of interpreting from their first exposure to our profession.
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Proceedings of the 2018 Biennial Conference

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