Today’s spotlight is on
Curriculum Standardization and Coordination
by Marc Holmes, Keith Cagle
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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About this Spotlight Series
CIT has played a significant role in the history of interpreter education in the United States. The conference proceedings on this page include workshop abstracts, papers, and business meeting minutes for many of these conferences.
The goals of the Proceedings Spotlight are to highlight:
- the valuable information and hard work that has gone into creating the CIT Proceedings,
- the importance of CIT in the history of interpreter education in the United States, and how conference proceedings have played a part in furthering interpreter education,
- different ways that Proceedings can be used to enhance and support research, education, and mentoring within the interpreting field,
- and positive outcomes, such as student success or enhanced skill development, as a result of applying the information shared within the CIT Proceedings.