Meeting & Agendas

The quality of the program (i.e., both ASL and interpreting classes) is improving, allowing teachers to better prepare students for the workforce. Students are graduating within the designated time. ACC has not been providing the higher level of training required by BEI; having someone provide BEI training would be beneficial. There is a need for more advanced video interpreting in Austin; some advanced courses are already being taught in Continuing Education. ACC should consider recruiting an Instructor to teach video interpreting and consider offering a certificate for advanced skills training in interpreting (ACC can work with students to challenge Interpreting classes, allowing students to continue with regular classes to finish their degree). Transliterating – there are three Interpreting schools (video tapes are viewed). The definition for transliterating is vague. ACC students need to incorporate the 'English' component. Byron has changed the curriculum in educational and community fields. Interpreters have had to educate the hearing on many issues which has placed Interpreters in a Public Relations role. Interpreters need skills in handling these type of questions; a Deaf and hearing team has helped. Interpreter training issues: * video/remote interpreting * not enough transliterating training * not enough training for interpreting for (no language) * students need introduction to parental choices to widen perspectives on language, cochlear implants, sign supported speech, etc. * Deaf/blind interpreter training needed * addition of night classes for skilled interpreters (but interpreters often don't attend workshops held evenings/weekends) * the gap between graduation from the IPP and becoming skilled enough to actually work in the field * the tendency of the IPP to be supported by community agencies and therefore pushing the bias toward ASL and community interpreting; vs. the reality that newly graduated IPP students will more likely do educational interpreting before they are ready to go into community interpreting. * desire that IPPs require students to finish ASL IV before being allowed to join the IPP-similar to the foreign language programs (i.e., students must know Spanish before being able to join the program to train to be an interpreter) * issue of IPP student enrollment numbers being low and the difficulty to justify the small classes, despite the needs * need to adjust curriculum so that the last semesters students take have lots of interaction with the Deaf community * need team-teaching with Deaf/hearing team of interpreters added to ASL IV and interpreting classes SEE2 is used to teach English; ACC could consider moving it into the IPP program but would need to find an Instructor to teach it. Consideration should also be given to finding an Instructor to teach Deaf/blind interpreting (ACC could offer this through distance learning). Offering a legal study class could be an option in the future; but decisions would need to be made regarding who would teach and who would mentor.

Nominations for Chair of the IPP Advisory Board were held and Cathy Williams was elected.

Meeting adjourned at 4:30pm.