It’s settled! I’m defending my master’s thesis on Friday, March 15, at 9am UTC -7. Send good thoughts my way!
Turned in the first draft of my master’s thesis and finished my student teaching portfolio. Planning to graduate early 2013!
I created this slideshow on Demand-Control Schema (D-CS) for an Introduction to Interpreting class at Phoenix College in Phoenix, Arizona, and am sharing it here for the benefit of a larger audience. This slideshow is an update on one I made for another class at Phoenix College in 2005, the day after I attended a workshop by Robyn Dean, who along with Dr. Robert Pollard introduced the Demand-Control Schema for Interpreting in 2000. I sent the original version of this slideshow to Robyn Dean when I first created it, and she acknowledged it with no corrections. I have since then taken a more advanced D-CS workshop by Robyn Dean and a workshop by Dean & Pollard at the Conference of Interpreter Trainers. Robyn Dean also spoke to our Ethics and Professional Practice class in Western Oregon University’s Master of Arts in Interpreting Studies program. Our professor and program chair Amanda Smith studied D-CS under Robyn Dean and taught us D-CS observation/supervision; in addition, members of my cohort interpret with Robyn Dean at the Rochester Institute of Technology and work with her on D-CS observation/supervision sessions. This is to say I am somewhat qualified to teach D-CS; yet I certainly welcome new and different information. If you teach D-CS and have anything to say or other resources to share, please leave a comment.
I have read some of the resources listed on Dean & Pollard’s D-CS website, and I highly recommend you avail yourself of their materials, especially their forthcoming textbook.
I just started co-teaching an Introduction to Interpreting class at Phoenix College yesterday. It’s a hybrid course, so I’ll be doing both onsite teaching and online teaching. Luckily, I’ve had experience with both kinds of teaching, especially since doing my teaching practica in three different courses last spring at Western Oregon University (WOU), where I taught in the course management system (Moodle) and via videoconference (Skype and Google Hangout).
The next five weeks are a break before my last quarter of grad school, and I’m taking this time to write the first draft of my master’s thesis on vague language (VL). Sometimes I think I need to keep writing this blog so it doesn’t fade into obscurity, and other times I think I’d better let it wait and settle for the delayed gratification of publishing my thesis. I suppose balancing both wouldn’t hurt; in fact, blogging regularly might help writing my thesis regularly and vice versa.
In the course I’m co-teaching, we’re using the books Sign Language Interpreting: Exploring Its Art and Science (Stewart, Schein, & Cartwright, 1998) and So You Want to Be an Interpreter (Humphrey & Alcorn, 2007). In writing my thesis, I’m using the book Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success (Belcher, 2009) as a guide.
As an assignment for the Master of Arts in Interpreting Studies at Western Oregon University (WOU MAIS), I completed a videotaping of myself spending about 20 minutes interpreting a source text I had not heard before: Simon Lewis's talk "Don't take consciousness for granted," at TED.com. There is an interactive transcript that you can view by following the link.