I think this is great to see guidelines and expectations listed for both student and mentor. I appreciate the time and work you have put into this program. As a student it is difficult to be caught in the middle between school and work in the field. On #2 the term "luxury" still exists although the letter states it has been discarded. Thanks again

I am not familiar with the full program that student interpreters go through at USM so I may be speaking out of ignorance; please correct me if I am.

What other practice does a student have during their time before graduation? If there is an mentored interpreting time such in a team environment ("practice with a safety net") and/or an internship (with a required regular meeting aspect so the students can discuss their observations and experiences with one another), what goal is hoped to be achieved by the NYRFPT interpreting? Are you trying to encourage the students to feel comfortable being in a face-to-face situation with Deaf individuals? Is this a way to have the Deaf community more involved in the training of future interpreters, while at the same time teaching consumers about interpreting? Is this a way to encourage the understanding that interpreting is a service based profession and encourage the students to recognize the significance of their attitudes in dealing with consumers?
I think that it is important for interpreters to feel comfortable taking feedback from their consumers, as well as having consumers involved in training future interpreters. Additionally it is important that the heart of the interpreter be in the right place (not seeing every time they lift their hands or interpret into English as an opportunity to make money). However, aren't these goals being met during their courses and internships? If not, perhaps an adjustment of the current practice would suffice rather than setting up a new program. What challenges are being faced in the current tract that are hoped to be achieved through this new program?

Just wondering...
Cid

Wow!
I am a former student of Judy Kegl and I used to do the infamous "Luxury Interpreting" as well. So I can really appreciate this new enactment of guidelines to clarify the purpose and use of Student Interpreters. This was well written. However, I have one question... is there anything that the student will bring to indicate their hours of traning or year in program (not a clone of but like having a disclosure)? Or will there be a prerequisite before a student is available to the Student Interpreting experience, decided by the program advisors?
Good Luck!

From Cid's response I had a thought...Cid stated, "I think that it is important for interpreters to feel comfortable taking feedback from their consumers, as well as having consumers involved in training future interpreters."

I like the idea of having the Deaf consumers learn to give feedback to the students. I rarely get any kind of feedback on my interpreting performance. I would hope that this NYFPT interpreting would give the Deaf users the language and skills to give constuctive feedback to both student and professional interpreters while providing the students the opportunity to hear feedback in a non "hot seat" environment

Hello, for those of us interpreters who fell into the profession by means other than an ITP, I envy those students currently enrolled in the Interpreting program at USM. The knowledge gained in the classroom is so very valuable and critical as well as "hands-on" interpreting. Kudos to the new interpreters entering this exciting field.

First of all, I think this "first draft" is very concise and was clearly well thought out. Thank you. My only question is regarding the "workshop for training for consumers/mentors" - What/how will this workshop take place? What is included? Who is presenting? How often will the workshops occur with matriculated consumers/mentors?

I was involved in a Mentor/Student relationship last year. I believe it was a very positive experience for the student and my team. The three of us worked very hard weekly to discuss possibilities and provide feedback. Tis was valuable for all parties involved. I also believe this is a "safe" environment for which NYFPT's can gain valuable and pratical "real-life" experience. However, along those lines, I strongly encourage guidance from the Progam on a daily/weekly or monthly basis. I welcome the opportunity to work with student interpreters in the future.

Again, thanks for taking the time to post this draft and solicit feedback from the community. I believe the NYFPT, the Deaf Community and the working interpreter has an exciting opportunity before them. Lets all work together for the betterment of the community at large.

Thanks,
Tina

Is there a way for the Consumer/Mentors to receive a stipend for participation? This would be an excellent incentive, I think. Also, a rotation system seems like it would provide the benefit of broadening the student's experiences and thereby accelerating progress. Thank you for the opportunity to comment.

Is there a way for the Consumer/Mentors to receive a stipend for participation? This would be an excellent incentive, I think. Also, a rotation system seems like it would provide the benefit of broadening the student's experiences and thereby accelerating progress. Thank you for the opportunity to comment.

HI
I wrote a summary of the February 11th meeting for the Maine RID newsletter. I have copied it below for anyone who is interested.
smile
maura

"Not Luxury Any More" Meeting

I attended the meeting at USM on February 11 regarding what was formerly referred to as "luxury" interpreting. I would like to thank all the members who sent in their feedback for the discussion.

First, I would like all to know that their concerns were heard and this program will no longer be called "luxury" interpreting. The current label is "NOT-YET" interpreting, as in Not-yet-ready-for-prime-time interpreting.

The program, as currently proposed would have 10 USM students and 10 Deaf participants per semester. The students will have to go through a screening process to be cleared for participation in the program. Deaf participants must attend a training prior to joining the program. This training will explain the goals of the program and also the "do's and don't's" of the program.

Basically, students who are screened as having the skills necessary to begin this program will be matched with Deaf consumers, possibly on a yet-to-be-created web system, for low-key interpreting situations. In the training it will be emphasized to Deaf participants that they, the Deaf person, are acting in the role of Mentor. They will not be getting a skilled interpreter, and mistakes may be made. The expectation is that the Deaf person will give feedback to the student and help the student develop the skills necessary to begin becoming an interpreter. There is also an expectation that the Deaf and student participants will meet prior to, and after the assignment to brief and debrief the experience. The deaf participant's feedback would then be brought back to the university.

At the meeting what helped me understand this program best was the following example: In the past, people often learned ASL by attending Deaf clubs, and Deaf events. As a person learned sign language and showed interest and motivation for being involved in the Deaf community, Deaf people would identify people with potentional and ask them to interpret phone calls, or go to small events with them where the hearing person was put in a position where they could "interpret" for the deaf person. The hearing person was "shepherded along" into the world of interpreting by the Deaf community. Today in Maine there are few consistent opportunities to have this type of experience. The USM program is attempting to duplicate this type of experience with their "NOT-YET" program.

To address many of your concerns; assignments will be closely screened to ensure they are appropriately benign. There is a plan for back-up if the student or Deaf person believes the situation has become out of bounds. The Deaf participants will be trained on how to give feedback. As far as supervision, the emphasis is on the Deaf mentor being the first line of supervision, and the USM faculty being available for feedback and supervision afterwards. This in no way replaces internship or practicum. Those will be separate programs with their own criteria.

I left the meeting feeling more comfortable with the program, the goals and checks and balances, and the intentions. I was also happy MERID was asked to participate in the discussion and development of the policy and procedures.

Finally, all are welcome and encouraged to give feedback on the policy and procedures at the new blog at: nyrfpt.joeuser.com

USM is seeking input on the proposal. As you read through the proposal, scroll to the bottom. There are links at the bottom. One says the number of comments. Click on that to see what others are saying. Or, click on "click here to add a comment". Postings can be anonymous. Any further discussion will happen there.

I look forward to seeing your comments on the blog.

maura

This draft helps a great deal. I like the Not Yet... name for the program. It translates clearly into ASL. However, I noticed that NYRFPT terps were also refered to in the document as "student intepreters." I'm wondering if it might be better to consistently refer to them an NYR instead. "Student" may too easily be misunderstood as practicum or intern if taken out of context.
In Maura's report there is a mention of a number limit of 10 in the program. This draft does not mention a number.
Maura's report mentions a "back up plan if the situation gets out of bounds." This draft does not mention a back up plan.
In #5 under student interpreter responsibilities, should we add whose Code of Ethics?
I look forward to having this policy finalized and implementing it in the courses I teach at USM. I also look forward to getting similar policies for intern and practicum students.