Category Archives: Uncategorized

Hosts using UTRID as a CMP sponsor have responsibilities they must adhere to in order to get CEUs for themselves and/or for workshop participants. Failure to adhere to these responsibilities or to follow UTRID’s guidelines may lead to the inability to get CEUs. Please refer to Continuing Education Activity Form for steps and a full list of requirements.

Activities are presented for group instruction or for individual study. Examples include short courses, workshops, seminars, conferences, teleconferences, and distance learning (e.g. continuing education publications, teleconferences, multimedia instruction materials, and programmed learning materials)

The Host shall provide activities that meet the following requirements: 

1. The educational content should follow the stated objectives of the continuing education activity.
2. The continuing education activity should be of sufficient duration to achieve the stated educational objectives.
3. The content of the continuing education activity should be designed to explore one
subject or a group of closely related subjects. If the activity involves multiple components, such as in a lecture series, all segments should be devoted to integrally related subjects.
4. The audiovisual aids and supportive materials should be current, suitable and appropriate.
5. The method of delivery should allow for and encourage active involvement on the part of the participant, feedback, and reinforcement of the learned knowledge or skill.
6. The Host shall verify that members of the teaching staff of all continuing education
activities are qualified (credentials, training, experience and expertise in the subject
matter to be presented). All instructors should demonstrate high ethical standards of
professional conduct and be sensitive to RID members’ individual differences with regard to age, gender, socioeconomic, ethnic and cultural backgrounds, disability, and sexual orientation.
7. The Host shall formulate plans for advanced continuing education activities suitable for certified interpreters.

Hosts must complete a Continuing Education Activity Plan 45 days in advance to allow the CMP team to process the submission. The CMP team is a volunteer position and individuals serving often have other responsibilities.

The following information is required on the Plan:

1. Target Audience: The Sponsor shall define the target audience for each continuing
   education activity. In planning the activity, Sponsors should assess the needs of the
   target audience. The target audience should be clearly specified in all promotional
   outreach, media, and materials.
2. Educational Objectives: The Sponsor shall specify the observable, measurable
   educational objectives of each continuing education activity. These objectives must be
   published in promotional outreach, media, and materials announcing the activity.
3. Content Knowledge Level: The content knowledge level is related to participant’s
   familiarity with the topic, regardless of their interpreting skill or experience. The content knowledge level should be classified according to the following definitions.

3.1 Little/NO: This level assumes little or no information on the part of the
participant within the topic area. The focus of the activity is a general orientation
and increase of understanding. This category also includes activities that assume
the audience to have diverse levels of knowledge due to the nature of the event.
For example, professional issue forum, conference, discussion group, etc.
3.2 Some: This level assumes the participant has some familiarity with the literature and professional practice within the topic covered. The general focus of the activity is to increase understanding and application of the participant.
3.3 Extensive: This level assumes the participant has extensive familiarity with current literature and professional practice within the topic covered. The focus of the activity is upon recent advances, future directions and applications of research.
3.4 Teaching: This level assumes the participant to be educators of interpreters. At this instructional level, the content of the CEU activity will focus on acquisition of current pedagogical techniques for the preparation of interpreters/transliterators.

The Host shall specify the content knowledge level of each activity in all promotional media, outreach or material efforts.

4. Content Area: The host shall specify the Content Area of each Activity in all
promotional media, outreach and materials. The Content Areas should be specified as
Professional Studies or General Studies. These areas are described in detail here:  https://utrid.com/content-areas/

The Host shall verify participant attendance and completion of all course materials and requirements of each submitted activity.

Source:RID Standards and Criteria

The Content Areas in which interpreters/ transliterators can receive Continuing Education Units (CEUs) are divided into two categories: Professional Studies (linguistic and cultural studies; theoretical and experiential studies; specialization studies) and General Studies (human service and leadership; general knowledge studies). In determining the Content Areas, the RID Professional Development Committee (PDC) considered the recommended standards in the curriculum section of the Conference of Interpreter Trainers’ (CIT) Educational Standards Package.

Professional Studies
Professional Studies contain content that directly applies or affects the field of interpreting/
transliterating. These are areas of investigation that enhance the interpreting process regardless of
the setting. They are studies that deepen the member’s ability to provide excellence through their
work. A minimum of 6.0 CEUs must be completed in this section during each Certification
Maintenance Cycle. Examples of Professional Studies topics include, but are not limited to:

1. Advanced studies of language, culture, and human behavior: Languaculture; intracultural
and intercultural dynamics; and linguistic systems. Examples include but are in no way
limited to:

• Studies of Language and Linguistics
  • Structure of ASL
  • Phonology, morphology, syntax, semantics, pragmatics
  • Language variation and language change
  • Sociolinguistics
  • Language and power
  • Language and cognition
  • Language Studies
    • Advanced English development (specialized vocabulary, grammar
      development, analysis of linguistic register, etc.)
    • Advanced ASL development (specialized vocabulary, grammar
      development, analysis of linguistic register, etc.)
    • Other advanced languages studies: e.g., Spanish, Japanese, Langue des
      Signes Francaise (LSF), Deutsche Gebärdensprache (DGS)
• Languaculture and Cultural Studies (Note: languaculture refers to language
  mechanics and the use of language, including cultural components that inform the
  use of language, such as history and traditions. Term attributed to anthropologist
  Michael Agar.)
  • Intracultural dynamics
    • Communication studies (e.g., interpersonal communication)
    • Studies of group dynamics
    • Language as power
  • Cultural Studies
    • Deaf culture
    • American culture
    • Religious Studies
  • Intercultural dynamics
    • Studies of power, privilege and bias
    • Studies of social justice
    • Cross-cultural studies
    • Minority group dynamics
    • Language domination, suppression and elevation

2. Theoretical and Experiential Studies: The process of interpreting/transliterating through
the direct application of systems of principles, philosophy, ideas or concepts. Examples
include:

• History and issues in interpretation and transliteration
• Theory of interpretation and transliteration
• Skills development in interpretation and/or transliteration
• Skills development in consecutive and simultaneous interpretation
• Professional ethics, etc.

3. Specialization Studies: Huge growth of the interpreting field has led many interpreters to
specialize or focus in one or two settings of specialty. Commonly these are areas such as
medical or mental healthcare, legal work or work in education at the K-12 level or in
post-secondary settings. This requires interpreters to build competence and knowledge in
areas of expanded technical vocabulary or systems knowledge that is not common or
generally necessary for the generalist interpreter. Building skills in more narrowly
focused areas within the broader field of interpreting or transliterating. Documentation
must be present detailing the way in which the activity relates to the development of
interpreting skills in that particular field or setting. Examples include aspects of:

• Educational settings (e.g., philosophies of Deaf education, graduate research
  strategies )
• Rehabilitation settings
• Legal settings (e.g., courtroom protocol, mediation law)
• Medical or mental health settings (e.g. medical terminology, anatomy & physiologyin ASL and English)
• Substance abuse recovery programs
• Technical areas
• Ethics as applied in specialized settings, etc.

General Studies

General Studies include topics that enhance the interpreter/transliterator’s base of general or
world knowledge. The study must still be a legitimate educational program with clearly defined
educational goals and measurable objectives. There are no minimum requirements for CEUs in
this category, however, only two (2) of the eight (8) required CEUs will be counted toward
certification maintenance.

Source:RID Standards and Criteria

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