Logo for CIT 2020 Conference - Transforming Interpreter Education

The Conference of Interpreter Trainers


Transforming Interpreter Education

August 12-15, 2020 | Minneapolis MN

Graduate Minneapolis | Hotel Reservations

Conference Schedule

The schedule for the conference is subject to change.

Official Conference Language

American Sign Language is the official language of the conference.
All presentations, unless otherwise noted, will be presented in ASL.


White RID letters on black circle background - with certification maintenance program listed in outer circle.

CEUs will be provided.  More information coming.

Tentative Schedule

Wednesday, August 12, 2020

Pre – Conference Event (Potential)

7:30 am – 9:00 am

Pre-Conference Registration

8:30 am – 11:30 am
11:30 am – 12:30 pm Lunch
12:30 – 3:00 pm Pre Conference (Continued) Pre Conference (Continued)

 CIT Conference Registration & Opening Ceremonies

12:00 pm – 8:00 pm Registration
Registration Office
7:00 pm – 11:00 pm Opening Ceremonies

7:30 pm – 8:30 pm Keynote Address: 
8:30 pm – 11:00 pm Reception with Cash Bar

Thursday, August 13, 2020

7:30 AM-8:30 AM Continental Breakfast provided
8:00 AM – 5:00 PM Conference REGISTRATION
8:00 AM – 6:00 PM Exhibit Hall Open
8:30 AM-10:00 AM Plenary Presenter
10:00 AM-10:30 AM Break
10:30 AM-12 noon
12 noon-1:30 PM Lunch 
1:30 PM-3:00 PM
3:00 PM-3:30 PM Break
3:30 PM-5:00 PM
5:00 PM-7:00 PM Dinner on Your Own
7:00 PM-8:30 PM

Friday, August 14, 2020

Date Title Presenter(s) Room
7:30 AM-8:30 AM
8:00 AM-5:00 PM Conference REGISTRATION Registration Office
8:00 AM-6:00 PM Exhibit Hall Open
8:30 AM-12:30 PM Business Meeting  
12:30 PM-1:30 PM LUNCH provided & 3 Poster Sessions:
1:30 PM-2.45 PM Plenary Presenter
2:45 PM-3:30 PM Break
3:30 PM-5:00 PM
5:00 PM- 7:00 PM Dinner on Your Own
7:00 PM-8:30 PM
8:30 PM-9:30 PM

Thursday Schedule | Friday Schedule | Saturday Schedule


12:30 PM-1:30 PM (Poster Sessions during Lunch)

  • Sparks, Leia.  The Synergy Experience
    Sorenson Communications’ Synergy Program is a partnership with Interpreter Education Programs throughout the United States and Canada. The program creates a more holistic approach for students preparing to enter the field of interpreting. Through partnership, institutions of higher education and Sorenson VRS pool resources to prepare interpreters to work efficiently and synergistically across community, educational and VRS settings. Students are exposed to the VRS setting prior to graduation. The program is customized to fit the needs of participating colleges utilizing resources provided and offering roundtable meetings and virtual gatherings for ITP directors and students.  Using distinct phases, students are supported based on their learning styles. Synergy offers a unique gateway to a multitude of observations that are diverse in culture, language, phone etiquette and teaming opportunities.  Join us and see how your program can participate in the Synergy Experience!
  • Miner, Cami.  Interpreting for Deaf and Hard of Hearing Emergent Signers in Academia
    A significant population of Deaf children born to hearing parents are raised to use lipreading and aids to access spoken English instead of communicating in ASL. If these individuals are exposed to and become late learners of ASL, they are called emergent signers. Emergent signers often use interpreters during their acquisition of ASL, particularly in the post-secondary academic setting. Although interpreters are trained to work along the spectrum of ASL and contact signing by modifying output to provide a comprehensible target language for their clients, emergent signers pose a complex linguistic challenge because of their emerging fluency in ASL. This preliminary mixed methods study investigates preferences of emergent signers when working with interpreters in academia, analyzing and comparing linguistic features of transliteration and ASL interpretation.  Findings have implications for practitioners and interpreter educators, raising awareness and leading to recommendations for best practices when working with this growing population. 
  • Delkamiller, J., Cates, D. The Impact of Sign Language Interpreter Skill on Education Outcomes in K- 12 settings
    There is currently no data addressing the efficacy of deaf/hard of hearing student learning through interpreters at varying levels on the EIPA. The current study uses a quasi-experimental design to test comprehension outcomes for a group of deaf students who attend mock classes in the same core content area. A different interpreter who has scored a 3.0, 3.5, and 4.0 respectively on the EIPA will be utilized for each session.  Comprehension of the material taught in each class will be elicited using released standardized test questions from the same grade level and compared across conditions to identify the effects of interpreter skill on student learning. The results of this study will have implications for public policy on interpreter qualifications, as well as for school districts and education agencies who hire educational interpreters. Data collection will begin in May 2018 and preliminary findings will be shared during the poster session.

1:30 PM-2.45 PM

  • Patrice CreamerPlenary Presenter

3:30 PM-5:00 PM

  • Roy, C., Harrelson, P., Marks, A., Chan Yi-Hin, C., Boeh, K., Bates, K., Rogers, J., Fitzmaurice, S., Winston, B.The Next Generation of Research in Interpreter Education: Pursuing Evidence-based Practices
    A new generation of researchers is examining teaching practices and learner experiences integrating evidence-based research practices into education. Paul Harrelson, Annie Marks and Chan Yi-Hin provide a meta-review of evidence-based practices that support role-play activities in interpreter education. Jeremy Rogers, Kimberly Bates, and Kimberly Boeh guide us through explorations of learner experiences: Deaf student interpreters’ experiences in existing interpreting programs; 2) hearing students’ experiences dealing with and managing anxiety and success; and 3) mentees experiences with and valuing of mentoring. Stephen Fitzmaurice shares the success of infusing self-assessment throughout an interpreting program. These presentations share a common theme-the experiences and learning environments of students as they progress toward entry into our field. Each of the authors represents a new group of educators who represent a growing mastery of the set of standards for interpreter educators, including a knowledge of adult education, interpreter education, and research practices.
  • Forestal, E. Deaf Translation: Socio-Cultural Perspective
    There is limited research on Deaf translators and their approaches to translation. New research on Deaf translators will be shared which will support the argument that translation should be viewed through a socio-cultural perspective. Deaf translators provide that perspective through their formative experiences, language and cultural competence to add depth, context, and more meaning to ASL/English translations. There will be opportunities for discussion on teaching approaches using translation based on first-hand accounts from Deaf translators and a collaborative approach working with Deaf and hearing colleagues. The presentation suggests directions in terms of promoting and building a stronger generation of Deaf translators.
  • Bates, K., Kurz, K., Storme, S. Inter-Institutional Collaboration to Achieve Curricular Shift
    As one of the early (1980’s), and leading, programs in interpreter education, Johnson County Community College (JCCC) in Overland Park, KS, once again is taking a bold, innovative step in collaborating with The University of Kansas-Edwards Campus (KU-Edwards) to re-envision interpreter education for this next generation. In 2016, JCCC announced their decision to transition from housing a two-year ASL-English interpreter preparation program to a American Sign Language Studies program. Simultaneously, JCCC faculty began collaborative discussions with The University of Kansas-Edwards campus administration, and the Director of KU’s School of Languages, Literatures, and Cultures. This is an ongoing collaboration which includes curriculum and outreach committees along with administrative support from both institutions. Program proposals are making their way through the appropriate University and Board of Regents channels for approval during the Fall 2018 semester. This paper describes the process of establishing this inter-institutional collaboration and developing undergraduate and graduate level programs which adhere to a language to interpretation model.
  • Wheeler, S. Emotional Intelligence (EQ) and the Next Generation of Interpreters
    This workshop discusses the benefits of teaching emotional intelligence within interpreter education programs. The ability to recognize emotions provide interpreters more context and understanding regarding the human experience to more effectively co-construct a linguistically and culturally equivalent interpretation?  Could understanding emotional intelligence strengthen professional working relationships between interpreters? Can trust and communication between interpreters and the Deaf community could be developed through a working understanding of emotional intelligence?  Expanding on information from her recent dissertation study, this workshop will examine the current state of emotional intelligence with working interpreters. This includes emotional intelligence with your inner narratives, while working with colleagues, interpreting teams, DI/CDI’s, the Deaf community, other professionals, and strengthening interpreting skills in both language reception and production, as well as with understanding and making more effective decisions with more understanding of underpinnings of social interactions and human emotions.

7:00 PM-8:30 PM

  • Alley, E., Brimm, K., Gallon, C., Sullivan, N., Fischbeck, C. Research Studies in Interpreting and Communication Equity from MAISCE Graduates
    The Master of Arts in Interpreting Studies and Communication Equity (MAISCE) at St. Catherine University explores the linguistic, political and organizational factors that shape communication in society. Students in the MAISCE online program apply this knowledge to the design and implementation of a thesis or action research project focusing on communication equity. In this presentation, methods used to support MA research will be shared. Students in the first MAISCE cohort will share their research experience along with findings from their studies. Carly Fischbeck shares her findings from her study on strategies used by interpreters when working with students who are immigrants or refugees. Cheryl Gallon shares her study of microaggressions experienced by Deaf People of Color when working with interpreters. Nancy Sullivan discusses the results of a discourse analysis of a catholic homily in ASL. Karen Brimm addresses collaboration between interpreters and K-12 educational professionals.
  • Tester, C., Olsen, D. A Case Study of a Deaf Interpreter Teaching Interpreting Process Courses
    In the United States, interpreter education programs have taken on the responsibility as gatekeepers for the interpreting and deaf community (Cokely, 2005, Hunt & Nicodemus, 2014, Webb, 2017). Further, the educational setting, k-12 and post-secondary education, is one of the most common area of work for Sign Language interpreters (Marschark et al, 2005). Schick et al (1999)’s research shown that more than half of their interpreters in the study did not perform at the minimum expected in educational setting (cited in Marschark et al, 2005). Part of our responsibility as educator is to ensure that our interpreting students are prepared to work after they graduate and actually represent a cross section of deaf individuals. One part of a possible solution is by having Deaf interpreters teach interpreting process courses. 

    We will explore the impact of having a Deaf interpreter as instructor for interpreting process courses within an Interpreter Education Program. This seminar will present a small case study based on LaGuardia Community College’s ASL-English Interpreter education program, where there’s 1 Deaf interpreter teaching process course along with 3 other adjunct faculty members who can hear. This case study will include current students and recent graduates who had a Deaf interpreter as one of their instructors. The case study will show that the students had a positive experience and benefited from specific teaching strategies.

  • Napier, J., Russell, D., Hale, S., Spencer, D., San Roque, M. Evidence-based Training for Interpreters to Work with Deaf Jurors: Reaching New Heights in Legal Interpreter Education
    At present the United States is the only country in the world that systematically allows deaf sign language users to perform their civic duty as jurors, but little is known about how interpreters work in this setting. This workshop will provide an overview of key findings of studies that have explored ethnographic observations of an interpreted jury empanelment process in the US (Napier & Russell, submitted), interviews with court judges and deaf people that have served on juries in the US (Hale et al, 2017; Spencer et al, in press), and examination of deaf juror participation in jury deliberations in a mock-trial (Hale et al, 2017). These interdisciplinary studies conducted by signed and spoken language interpreter researchers with law academics, also pave the way for interdisciplinary curriculum development. Recommendations will be made for evidence-based best practice in training of legal interpreters to work with deaf jurors. 
  • Maroney, E., Carpenter, R., McIver, S., Alleman, J. Reaching Ghanaian Interpreters through Ongoing Short-Term Training
    In this presentation, the presenters will explain a project that explores collaboration between and among interpreters and interpreter educators from Ghana, the United States, and the United Kingdom. They will describe the context, address the learning objectives of a short-term professional development program, expand on how a western teaching approach is co-constructed and modified to align with Ghanaian cultural expectations and norms. In addition, they will share their stories of working and playing together.

8:30 PM-9:30 PM

  • Presenters present for discussion and interaction during this timeframe

Thursday Schedule | Friday Schedule Saturday Schedule

Saturday, August 15, 2020

7:30 PM-8:30 PM
8:00 AM-5:00 PM Conference REGISTRATION
8:00 AM-12:00 PM Exhibit Hall Open
8:30 AM-10:00 AM
10:00 AM-10:30 AM Break
10:30 AM- 12 noon
12 noon-1:30 PM LUNCH provided & 3 Poster Sessions:
1:30 PM-3:00 PM
3:00 PM-3:30 PM Break
3:30 PM-5:00 PM
5:00 PM-7:00 PM Break
6:45 PM Open Doors Banquet/ Open Cash Bar 
7:15 PM-8:00 PM Endnote Speaker