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Designing a Meaning-Based Interpreting Performance Rubric: Re-focusing Our Teaching and Assessment
No full textAbstract: Designing an ASL/English Meaning-based Interpreting Performance Rubric for Teaching and AssessmentBetsy Winston, TIEM Center, Rico Peterson, Rochester Institute of TechnologyNational Technical Institute for the Deaf, Christine Monikowski, Independent Scholar, Robert G. Lee, University of Central Lancashire (UK), Laurie Swabey, St. Catherine UniversityThe need for valid, reliable measurements of sign language/spoken language interpreter competence has bedeviled interpreter education and interpreting practitioners in the United States for many years. In both academic and employment settings, rubrics and checklists, for example, are used to elucidate expectations about interpreting performance proficiency standards. Yet, a review of various rubrics indicates that many focus on basic vocabulary and language uses, rather than on the actual performance of interpreting. Clarifying the foundations/constructs, purposes and applications of these instruments can might help educators, mentors, consumers, and students better understand the concept of interpreting, and lead to their use throughout education and assessment, professional growth as well as professional certification. The Interpreter Assessment Project was established to heighten awareness of the many values of assessment by offering practitioners the means to engage in the authentic formative assessment and self-assessment of their interpreting performance. To this end, a team of expert interpreting assessment specialists has been established, tasked with creating valid rubrics that measure sign language/spoken language interpreting performance proficiency. After conducting a review of existing rubrics, including rubrics used by certifying bodies, educational institutions, employers, and educators, we have developed and piloted rubrics that focus on assessing both the products and the processes involved in effective interpreting interaction and communication. The Interpreting Performance Assessment Rubric discussed here is one of the early developments of the project.This paper shares the constructs and structure of this recently developed rubric for assessing American Sign Language/English interpreters’ effectiveness, and some early input about using it for assessment. The rubric can be used to assess both simultaneous and consecutive interpretations across a variety across a variety of settings (e.g. education, community, health). We describe three broad domains and 2-3 sub-domains of practice identified for effective interpreting performance: Domain 1: Meaning Re-Construction, with sub-domains of content reconstruction, intents & purposes, and communicative cues. Domain 2: Interpreting Performance Repertoires, with sub-domains of content management and interaction management, and Domain 3: Interpreting Setting Management, with the sub-domains of situation& environmental management, and ergonomic management. We also outline the descriptors for each domain, and discuss the scoring scales that have been developed. Taken together, the rubric supports a comprehensive assessment of effective interpretations and underlying processes
Katie’s Closet: An On-campus Experiential Learning Project
No full textTwo faculty and one undergraduate student embarked on an applied learning experience to determine the feasibility of starting a free professional clothing shop for University students called Katie\u27s Closet. All aspects of conceptualizing and testing the Katie\u27s Closet pop-up-store concept began from a feasibility study. With the support of faculty mentors, the undergraduate student researched, analyzed, and executed the project. The action research project started with informational interviews and a focus group for gathering qualitative data on the student population\u27s needs. These findings led to more research to explore potential collaborative partnerships with other University departments. Competitive benchmarking also supported developing the entrepreneurial project concept and offered insightful information to help with the start-up. The data provided the foundational knowledge to create and market a Katie\u27s Closet pop-up store on campus. This article is a collaborative effort written by both the undergraduate student intern and her faculty mentors
Closing the Confidence Gap-2020.pptx
No full textClosing the Confidence Gap; Getting Comfortable Selling Yourself.Presented topic at National Institute for Social Media in November 2020 to 45 attendees and April, 2021 to 19 women entrepreneurs through SCORE, which is part of the Small Business Administration
Examining the effects of race and gender on small group interactions through critical discourse
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The Psychology of Sustainability: Understanding and Encouraging a Sustainable Lifestyle
Get PDFAs we enter a world filled with more and more natural disasters and catastrophes that threaten our very existence as well as the existence of so many species around us, we have to ask ourselves, why are we not acting to save the planet including the community of life that lives on it? The psychology of sustainability explores what motivates individuals to take sustainable action in their daily lives, as well as how this action influences their wellbeing and connection with their environment. The psychology of sustainability holds the key leading to more sustainable development at a local, national, and global scale. Sustainable development comprises the actions used to live environmentally friendly lifestyles. This project dives into the importance of living sustainably as well as the thought process behind the decisions we make and how this influences our lifestyle. Through this project, we will also explore what motivates an individual and what is the best way to encourage someone to make a lifestyle change. Using the Theory of Planned Behavior model, I will dissect what actions are successful when it comes to getting people more involved with sustainable efforts. Through this work and research, I created a potential plan for St. Catherine University that would encourage sustainable practices across campus. Furthermore, students will be able to carry this plan out in their lives post-graduation and allow St. Catherine as a whole to be more environmentally conscious
Living with Focal Task-Specific Dystonia: The Musician’s Perspective
Get PDFBackground: Focal task-specific dystonia, known as musician’s dystonia, is a motor disorder that affects approximately 1% of professional musicians. Symptoms of musician’s dystonia include the loss of fine motor control and dexterity of repetitive, highly trained movements, which for a professional musician can be career ending. There is limited research on the unique experiences and perspectives of professional musicians with focal task-specific dystonia.
Methods: A qualitative approach was chosen to explore the lived experiences of professional musicians with focal task-specific dystonia, specifically a phenomenological research tradition. Eleven musicians fitting the targeted criteria were recruited and interviewed. Four interviews were selected for analysis in this thesis. Each participant completed two online surveys, including the QuickDASH (Disability of Arm, Shoulder, Hand) self-report survey addressing functional limitations related to upper extremity injury. Each musician participated in a semi-structured interview of broad, open-ended questions. Interviews were transcribed and individually analyzed using a modified version of Moustaka’s data analysis approach (Cresswell & Poth, 2017). Significant statements were identified, grouped by meaning, and labeled. Grouped statements were then coded to facilitate the identification of emergent themes significant to the individual. Once individual themes were coded, common themes across participants were identified using cross-case analysis.
Results: Six primary themes emerged amongst all participants: singularity of identity, practice as primary reaction, secrecy and shame, independent problem solving with trusted support, trauma response, and negative experiences with medical services. The themes illustrate meaningful areas of shared experiences amongst musicians with musician’s dystonia, including significant experiences of loss, isolation, and struggle to find adequate support through healthcare.
Conclusions: These findings suggest areas in which healthcare providers may improve their support of professional musicians with focal task-specific dystonia. Consistent across all participants were areas of unique strength in abilities of self-assessment, analyses, and modification. These strengths represent an opportunity for healthcare providers to employ a collaborative approach when working with professional musicians with musician’s dystonia, in order to provide the best care for this population
Ethics in Mental Health Occupational Therapy
No full textGuest Presenter to the Widener College Occupational Therapy Program- Pennsylvania (virtual due to Covid
The Fairweather Mental Health Model: The Power of Interdependence
No full textIndividualistic societies often emphasize independent living despite the fact that interdependent living may offer greater health and well-being for certain individuals and populations. This presentation will include an interactive discussion of the Fairweather mental health housing model and its emphasis on interdependence. Classic and contemporary versions of the model will be presented along with a newer innovative collaborative tiny home project designed to address issues of homelessness