TIEM National Center Initiatives 2005-2010

The TIEM Center’s National Interpreter Education Center was funded (#84.160B-Rehabilitation Services Administration, Dep’t. of Education), from 2005-2010, to serve as the National Interpreter Education Center. The TIEM Center staff was tasked to improve educational practices for interpreting education programs, and coordinated the work of five (5) Regional Interpreter Education Centers (RIECs) across the US.

Database: One of the charges of TIEM’s National Center Initiatives (2005-2010) was to help provide Interpreters and Interpreter Educators with a centralized source of information that will help better the field of Interpreting by improving the availability of high quality materials. Much of that information can now be found at To read more….

National Vocational Rehabilitation Focus: Several NCIEC Needs Assessments have identified the dearth of interpreters working in VR settings. Most recently, the 2009 VR Needs Assessment Report highlights the dearth of qualified interpreters in these settings, and some of the reasons for that. In response to these findings, the NCIEC Needs Assessment Team initiated a focused data collection effort to identify the needs of VR interpreters. Results of this effort were intended to inform the future direction and development of educational opportunities, products, and materials. To read more….

woman readingNational READS Program: The National READS program is an exiting, affordable, and geographically accessible way for interpreters everywhere to develop professionally while obtaining CEUs by reading and interacting with colleagues locally and nationally through a sustained, professional dialogue through our online conference center. To read more….

Online Conferences: TIEM’s National Center Initiatives (2005-2010) periodically offered online learning opportunities for Interpreters, Interpreter Educators, Mentors, and students. Many of our online conferences and webinars were offered for CEU or ACET credits. These included:

  • Interpreter Education Programs Trends Analysis: 2007-2010 (April 2010)
  • Recent Findings: Interpreting Needs in Vocational Rehabilitation Settings (February 2010)
  • 2nd National Roundtable on Mentoring: What Have We Learned (October 2009)
  • To read more….

Opportunities for Educators & Administrators:  TIEM’s National Center Initiatives (2005-2010) supported its commitment to excellence in teaching through a variety of seminars, workshops, and learning opportunities for educators, mentors and administrators. We sponsored:

  • Fall 2009: 2nd National Roundtable on Mentoring: What Have We learned?
  • Online Seminar: Technology Tools for Assessing Interpreting (May 13-15, 2009)
  • Program Assessment Seminar (June 19-20, 2008)
  • Research to Practice National Discussion (August 2007-April 2008)
  • Translation Forum (June 18, 2007)
  • Effective Practices in Mentoring: National Roundtable (June 13-15, 2006)
  • To read more….

Outcomes Initiative: The field of interpreting has long accepted the notion of a “gap” between the extent and quality of interpreting competencies achieved by students completing interpreter education programs (IEPs), and the level of competencies they need to enter the workforce as qualified, competent practitioners. The long-term goal of the Outcomes Initiative is to investigate the extent and nature of the “gap,” factors that cause it, and potential approaches for addressing it.

In its earliest stages, the Outcomes Project convened a small group of interpreting educators and researchers who had expressed interest in the project. This group met to explore the exit competencies of recent graduates from three of the participants’ programs. From this initial meeting, a variety of avenues, projects, and investigations have emerged. Progress and findings will be reported and disseminated to the field. To read more….

Portfolios: Portfolios are an important tool for interpreters and interpreting mentors. The Portfolio Place project was one component of our efforts to identify and better understand the processes and learning needs of students who want to become qualified interpreters. The TIEM Center developed Portfolio Place, which served two important purposes. It was a place for interpreters, mentors and educators to develop and store relevant and important information about their work. It was also a place for gathering statistics and information about how interpreters make the journey from novice graduates to credentialed, experienced interpreters. On March 31, 2011, Northeastern University assumed sole proprietorship of Portfolio Place. To read more….

Practices in Teaching Interpreting: The TIEM’s National Center Initiatives (2005-2010) initiated and sponsored the “Effective Practices in Teaching Interpreting” initiative. The purpose of this initiative was to identify and promote effective practices in teaching interpreting and to increase the number of qualified interpreting educators offering effective pre-service and in-service educational opportunities across the US. Our work included efforts to:

  • Identify current, best and effective practices in teaching interpreters
  • Offer educational opportunities for current and potential interpreting educators, mentors, and administrators, including communities of learning, professional development, and special-topic seminars that support growth of interpreting educators towards meeting the qualifications needed to teach in 4 yr institutions
  • Assess interpreting educator qualifications using the Teaching Interpreting Domains and Competencies (as specifically named in the RSA priorities)
  • Support best and effective current assessment processes for interpreter education programs, their resources, curriculum, faculty, and student outcomes. To read more….

Translation: One of the charges of TIEM’s National Center Initiatives (2005-2010) was to help ensure that NCIEC materials, outputs, and resources were available to our linguistically diverse stakeholders, including underserved and at risk deaf adults, and youth who don’t benefit from English print versions. To read more….

Trilingual Interpreter Training: Some of the earliest findings of the NCIEC Needs Assessments highlighted the need for increased educational opportunities for interpreters working in languages other than, and/or in addition to ASL and English in the US. The NCIEC Practitioners Needs Assessment (2007) concluded that the “…need for Spanish-speaking interpreters and interpreter education that is available and accessible in third languages, especially Spanish, is critical. Most respondents work with consumers from different cultural backgrounds (approximately 85%), and believe there is a need for third language fluency to best serve these consumers (68%). “ (p. 28)

In 2008, TIEM’s National Center Initiatives (2005-2010) advocated for Consortium sponsorship of trilingual training, and in the summer of 2008, we helped sponsor the Texas Department of Assistive and Rehabilitative Services. In addition to contributing funds, the National Center contributed staff to aid in the evaluation of the trainings effectiveness. The National Center is again contributing to the 2010 training. To read more….