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M.A. Interpreting Studies: Courses

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MA in Interpreting Studies curriculum overview:

The program consists of 45-54 credits in advanced interpreting theory and practice with an emphasis in Teaching Interpreting. Individuals who are already seasoned and/or credentialed interpreters, will take courses primarily online to enhance their experience and knowledge. Students will complete a 4-credit course in internship and portfolio or student teaching and portfolio. The theory and practice track will provide students with the opportunity to complete a full 18 credits of internship and portfolio.

Your plan of study:

Once admitted to MA in Interpreting Studies, you will work with an advisor to plan the courses you will take and how you will complete the academic requirements of the program. By filing this Program Plan (PDF form) for the Advanced Interpreting or Teaching Interpreting tracks, you have a road map for completing your degree and clarity on what to expect. The Program Plan for the Theory and Practice track consists of 45 credits.

Courses for the MA in Interpreting Studies program

Interpreting Core: Advanced and Teaching Interpreting Tracks

Internship or Teaching and Portfolio

  • INT 610 Advanced Interpreting program will complete Internship and Portfolio Credits: 4
  • INT 639 Teaching Interpreting program will complete Teaching and Portfolio Credits: 4


If needed, choose from the options below:

Exit Evaluation Requirement

Students must complete the following exit evaluation in order to receive their degree:

Thesis/Professional Project

Total Credits: 54

Theory and Practice Track

Elective Credits: 3

Students will work with their adviser to complete 3 credits of electives.

Exit Evaluation Requirement

Students must complete the following exit evaluation in order to receive their degree:

Total Credits: 45

Course Sequence

Full-time Course Sequence for MAIS: Teaching or Advanced Interpreting Tracks:
Year One

Summer (9) Fall (9) Winter (9) Spring (9)
INT 645 Research on Translation & Interpretation I INT 633 Research and Writing: Translation and Interpretation INT 635 Action Research: Translation and Interpretation INT 650 Teaching Meaning Transfer
INT 618 Ethics & Professional Practice INT 630 Communication in a Practice Profession INT 665 Interpreter Educational Curriculum Development INT 640 Teaching Ethics and Professional Practice
INT 523 Technology in Interpreting/Interpreter Education INT 625 Interpreting as Practice Profession INT 675 Adult Education INT 655 Assessment for Interpreter Educators
INT 612 Proseminar


Full-time Course Sequence:
Year Two

Summer (9) Fall (9)
INT 670 Leadership Roles in the Field of Interpreting INT 639 Student Teaching and Portfolio or
INT 677 Interpersonal Aspects of Interpreting INT 610 Internship & Portfolio
INT 624 Teaching and Technology INT 646 Research on Translation and Interpretation II
ED 609 Practicum (2)

Course Descriptions

Catalog Descriptions:

INT 618: Ethics and Professional Practice (3 credits) Students examine current professional and ethical decision-making practices and explore the application of Demand-Control Schema (DC-S) to professional and ethical practices.

INT 612: Proseminar (1 credit) Provides a foundation for inquiry about interpreting studies issues through critical reading, analytical writing, and thoughtful, collegial discussion. Students will receive general training relevant to graduate work in interpreting studies, such as technical writing, sampling and experimenting with technology used during the program.

INT 615: Communication for Interpreters (3 credits) First in a series of two courses in which students examine interpersonal communication and the role of an interpreter. Students will practice and apply principles of invention, organization, language and delivery with focus on the development of skill and confidence in interpersonal communication in English and ASL.

INT 624: Teaching and Technology (1 credit) Students will explore new and emerging technologies used to enhance student engagement. Both synchronous and asynchronous methods will be discussed. Course will provide students with hands on experience in designing individual and collaborative student learning experiences.

INT 625: Interpreting as a Practice Profession (3 credits) Students will explore the history of interpreting and interpreter education as developing professions. The culmination will be examining interpreting and interpreter education as practice professions.

INT 630: Communication in a Practice Profession (3 credits) Students examine interpersonal communication and discuss the role of an interpreter. Students will practice and apply principles, organization, language and delivery with focus on development of skill and confidence in interpersonal communication in English and ASL. Student will incorporate observation, supervision sessions and interpreting practice to enhance skills, in decision-making around meaning transfer, ethical dilemmas, and interpersonal communication.

INT 609: Practicum (1-4 credits) Students will engage in practicum experiences.

INT 670: Leadership Roles in the Field of Interpreting (3 credits)Students analyze current leadership potential and practice. Emphasis on local, national and global trends in leadership practices for translators and interpreters. Students gain skills and knowledge to act as mentors and resources for less-experienced and entry-level interpreters.

Research Courses

INT 645: Research on Translation and Interpretation (3 credits) Students research translation and interpretation theory. Students examine this body of research and evaluate the methods, findings, and implications. They propose and begin to conduct a research project that is qualitative, quantitative, and/or action based.

INT 646: Research on Translation and Interpretation II (5 credits) Examine translation and interpretation scholarship relevant to their own research interests and evaluate methods, findings and implications. Course designed to support research completion efforts in a structured, directive, and supportive environment.

INT 647: Advanced Research Writing (3 credits) Course reserved for students completing a final thesis, project or portfolio. All other coursework in master’s degree program must be completed. May be repeated for credit up to four times.

Teaching Interpreting Courses

INT 640: Teaching Ethics & Professional Practice (3 credits) Students develop teaching and assessing methods that infuse DC-S into the instruction of ethics & professionalism. They examine the ways DC-S may be infused into theory and practice courses and design curriculum. Students explore and apply theories and approaches of assessment in teaching ethics & professionalism, to include the following: authentic assessment and instructor, peer and self, feedback via professional supervision.

INT 650: Teaching Meaning Transfer (3 credits) Students prepare to teach and assess translation, consecutive interpreting, and simultaneous interpreting. They use self-assessment, self-reflection, and research-based practices in teaching design and implementation. They examine, develop, and/or administer assessments, and interpret assessment results.

INT 655: Assessment for Interpreter Educators (3 credits) Students acquire knowledge and theory in assessment construction, methodology, and the use of data in formative and summative assessment design. Students research methods used for curricular and program assessment and evaluation. They examine, develop, and/or administer assessments, and interpret assessment results. Students explore and apply theories and approaches of assessment in teaching interpreting, to include the following: authentic assessment, diagnostics, feedback, and self-assessment.

INT 665: Interpreter Education Curriculum Development (3 credits) This course examines recent scholarship on teaching and instruction as it pertains to adult students. Students will learn specific approaches and methods for classroom management and facilitation, as well as train-the-trainer techniques. Topics include establishing an outline and instructional objectives, assessing student performance, developing instructional technology, platform and presentation skills, and addressing difficult issues.

Students in this course will consider a number of strategies for curriculum development ranging from lesson design to program design. This will be a course where students will examine the various tools available to the new instructor in order for him/her to develop their own individualized means of curriculum development.

INT 675: Adult Education (3 credits) Students will explore the realities of adults as learners and the value of co-constructing the learning environment with students. Adult learning theories will be discussed and analyzed as well as various models for approaching adults as learners in the college classroom (whether live or on-line).

Additional Requirement for emphasis in Interpreting Studies

INT 610: Internship & Portfolio (4 credits) Provide advanced interpreting students and interpreter educators the opportunity to demonstrate interpreting, teaching, and other professional competencies acquired during their training. Competencies will be demonstrated during daily work activities in classroom and interpreting settings. Interns will have on-site supervision by appropriately trained and certified professionals.

Additional Requirement for emphasis in Teaching Interpreting

INT 639: Student Teaching & Portfolio (4 credits) Students teach in a pre-service or in-service interpreter education setting that fits the student’s interest and skill sets. During this experience, students will develop a teaching work sample and conduct an action research project. Students will complete 180 contact hours and participate in a seminar over a ten-week period. Students prepare and defend a professional portfolio.

Exit Requirements

INT 603, INT 606, INT 607, INT 608: (3 credits) Terms and hours to be arranged


If you haven’t found the information you need or are still not sure where to direct your question, contact Amanda Smith, Program Coordinator, or 503-838-8650.

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"I've grown so much more than I knew I could as an interpreter and as a teacher, and I've become part of a supportive group of classmates, with whom I have had the opportunity to develop more than any of us could have alone. Amanda and Elisa (the coordinators) work diligently to be flexible enough to be sure that each student has the opportunity to make our coursework applicable and beneficial to what we're individually doing or hope to be doing in practice."

Emily Ott '12
MA: Interpreting Studies