January Advertisement Updated

January Intersession 2015
PD Extravaganza!
The workshop below is designed for Interpreters.
ASL to English Interpretation for Deaf

Professionals: Theory, Research, and Strategies
Date: Monday, 1/5 AND Tuesday, 1/6 (you must register for both
sessions to earn CEUs)
Time: 9:00 am 1:00 pm

Location: SDC-1300/1310
Presented by: Stephanie Feyne
In this workshop we will explore some of the challenges and approaches to
interpreting from ASL into spoken English in general, and specifically when
working with Deaf professionals. Areas of focus are the theoretical
underpinnings of communication, markers of register, and structures in ASL
that are vastly different from those in English (such as reported/constructed
dialog, constructed action, repetition, topic transitions, tense continuity, and
culturally specific knowledge), and how personal communication style,
beliefs and habits contribute to the final interpreted output.
This workshop offers .650 CEUs in the area of Professional Studies
Instructional level: Some knowledge of topic
You MUST register for both days to earn CEUs
Pause for PD Its good for you!
Department of Access Services

Professional Development Program
National Technical Institute for the Deaf
**The workshop below is for ALL DAS Staff (Captionists,

Interpreters, support staff)
Safe Zone Training

Date: Tuesday, 1/6
Time: 1:30 pm 5:00 pm
Presented by: C. Henry Hinesley, and Bryan Lloyd
This Safe Zone training will provide information to interpreters regarding
issues when working with Gay, Lesbian, Bi-Sexual and Transgender
(GLBT) clients, both hearing and Deaf. Issues that will be discussed
include acceptable vocabulary use in both ASL and English, ethical
considerations when working with this community and practicing selfassessments to discover ones own biases as well as learning about
societal/institutional biases that may influence our interpreting work.
Additional considerations to be discussed include working with specific
populations such as those in the GLBT community with an HIV/AIDS status
and transgender individuals going through transition.
*This workshop will be presented in Spoken English and ASL with
interpreting support
**This workshop offers .350 CEUs in the area of Professional Studies
Instructional Level: Little to None/Some knowledge of topic

Creating a Working Thesaurus

Date: Wednesday, 1/7
Time: 9:00 am 4:00 pm
Presented by: Carolyn Kropp and Gayle Macias
In this workshop interpreters will begin to create a working thesaurus to
assist in the enhancement of their interpreting skills from both ASL to
English and English to ASL by allowing for the creation of equivalent word
lists. Participants will be presented with approximately 30 ASL signs for
which they will find, through group discussion, English equivalents in a
variety of discipline specific areas. Interpreters will build their own list of
words and will receive resources to allow them to continue the work on
their own.
**This workshop offers .550 CEUs in the area of Professional Studies for
those with some content knowledge
Instructional Level: Little to None/Some knowledge of topic

Relational Autonomy as a Paradigm for Role

Conception and Implementation
Date: Thursday, 1/8
Time: 9:00 am 4:00 pm
Location: Golisano College (first floor auditorium)
Presented by: Anna Witter-Merithew
Relational autonomy is a paradigm that highlights the fact that the
conception and application of the role of the interpreter is socially
constructed; that is, the capacity and opportunity for autonomous action is
dependent upon our particular social relationships and power structures in
which professional practice is embedded (MacDonald, 2002, p. 197).
Application of a relational autonomy perspective is possible as part of a
professions deep conceptualization of professional acts and practices,
which is a critical aspect of professional maturity. Within this framework,
effective decisions can be made when social conditions are in place to
support and allow the practitioner (and the public) to have confidence in the
decision latitude available to them (Witter-Merithew, Johnson & Nicodemus,
2010). Using this paradigm, both interpreters and the participants are
encouraged to take charge of their choices.
What factors influence the adoption of relational autonomy as a perspective
for guiding professional practice? Answering this question will be the focus
of this workshop. Participants will participate in small group discussion and
activities designed to help them explore the application of relational
autonomy to their own experiences as interpreters.

Demystifying Faculty/Staff Non-Academic Work

Date: Friday, 1/9
Time: 9:00 am 12:00 pm
Presented by: Cynthia Collward and Cheryl Reminder
This workshop is for any interpreters who are interested in learning about
the big scary black hole that is (Faculty, Staff) Non-Academic work here at
RIT. We will be discussing who the players are and what the culture is
like in these types of assignments. We will discuss appropriate attire, how
to master the float and hang back and address the ever important, how
to work and eat at a luncheon/dinner. We will also identify good entry
level assignments to get your feet wet.
This workshop will empower interpreters new to the faculty/staff nonacademic realm to confidently and appropriately interpret in environments
that are outside of the classroom.
This workshop offers .275 CEUs in the area of General Studies

This Keynote address and Panel discussion open to ALL DAS

Staff with an interest in the history of Interpreting and Interpreter
education.
History is a Relentless Master: Reflections on

Interpreting and Interpreter Education
Date: Friday, 1/9
Time: 7:00 pm 10:00 pm
Location: Golisano College (bldg. 70) Auditorium
Presented by: Anna Witter-Merithew (Panel members TBD)
History can be a relentless master in its quest to ensure that critical lessons
to be learned by any society will resurface time and again until they are
deeply understood and internalized. This is certainly true in the short but
significant history of ASL-English interpreting and interpreter education.
This presentation will focus on the speakers reflections on her 42+ years
as a practitioner and interpreter teacher and the critical lessons she
perceives the fields as continuing to grapple with and the lingering
questions that need to be answered. The presentation will be followed by a
panel of practitioners and consumers who will explore the implication of the
critical lessons for their own experiences.
*This presentation and Panel will be conducted entirely in ASL.

ASL Fight Club: The killer rules no one talks

about
Date: Monday, 1/12
Time: 9:00 am 4:30 pm
Presented by: James Van Manen, Ph.D
Come to this presentation and get knocked out by what you learn! Wouldnt
it be great if someone would show you what native ASL users actually use
so you could have some hope in understanding the hardest parts of ASL? I
believe I have cracked a secret system and want to share it with you. This
presentation discusses and demonstrates a variety of hidden processes
that regularly occur in ASL. It will describe a variety of allomorphs of
morphemes used in specific phonotactic environments that have caused
previously undiscovered forms of signs used by native ASL users. Leave
with overarching principles that can make non-native users more native-like
in their ability to perceive and use ASL. Native users of ASL will also be
wowed by how much they notice about their own use of ASL. Regardless of
level of skill, most who attend will leave with a toolkit ready to win at
becoming fluent in the hardest aspects of receptive and expressive ASL.

**The workshop below is designed for Interpreters; Captionists

welcome if interested; concepts and signs will be discussed.
Book Club Discussion: Flash Boys

Date: Tuesday, 1/13
Time: 9:00 am 12:00 pm
Presented by: Allyson Martel
Prior to the workshop participants are required to read the book Flash Boys
by Michael Lewis and be prepared to discuss it. (copies of the book will be
provided through the PDP)
During the session we will talk about finance concepts in the context of the
book and how one might interpret those concepts. For example: Lewis
states, "The market is rigged by high frequency traders (HFT) who front run
orders placed by investors." How do you sign that in an age where traders
are not on an exchange floor, instead trades are submitted electronically.
Michael Lewis, author of Moneyball and Liar's Poker, is a great storyteller
with a knack for writing clearly allowing lay people to understand complex
financial concepts.
This workshop offers 1.0 CEU in the area of Professional Studies
Instructional level: Little to none/Some knowledge of topic

**The workshop below is open to both Captionists and

Interpreters.
Jiminy Crickets! Is it My Role to Teach Students

How to Act?
Date: Tuesday, 1/13
Time: 1:30 pm 4:30 pm
Presented by: Kim Billyard
This interactive workshop will describe how Direct Support Professionals
work with learning and/or developmentally delayed individuals or those on
the autistic spectrum using a Person Centered Approach; individuals may
be Deaf/Hoh or hearing. Participants will be asked to e-mail real-life
examples to the facilitator prior to the workshop. Then through small and
large group discussion, ideas and strategies to be applied in the classroom
will be shared.
Instructional level: Little to None/Some knowledge of topic


Interpreters, support staff)
A Day in the Life of a Captionist

Time: 9:00 am 12:00 pm
Presented by: Theresa Close and Kathy Ronnenberg
We work together in the classroom; we are members of the same
department, but do you know what a captionist does when he/she arrives in
a classroom to set up for class? What happens when our laptops/iPads
disconnect? Did you know we have to report it every time that happens?
How do we prepare for class and why is it so important that we do? What
are we doing between classes?
We will to share all of this information with you plus anything else you'd like
to know! We look forward to some good dialogue amongst captionists and
interpreters and to sharing information about what we all do!

Making Economics a Visual Experience!

Time: 1:00 pm 2:30 pm
Presented by: Billie Jean Ridout
Participants of this workshop will acquire and demonstrate knowledge and
understanding of foundational principals/concepts, terms and graphs used
in the field of Economics by working along with the presenter practicing the
use of space and ASL to visually represent what they have learned about
Economics.

Intersubjectivity and Double Contextualization in

Interpreting
Date: Thursday, 1/15
Time: 9:00 am 12:00 pm
Presented by: Terry Janzen and Barbara Shaffer
Language users continually employ perspective-taking in their discourse,
choosing from various subjective lexical, grammatical and discourse
options available to them. These choices are not without semantic and
pragmatic consequences. They reflect the subjective and intersubjective
stance of speakers and signers (Janzen and Shaffer 2008, 2013).
Intersubjectivity refers to speakers reciprocating online assessments of
their interlocutors knowledge store, beliefs and ability to understand them.
Perspective-taking is expressed in a variety of alternations, e.g.,
active/passive constructions, direct/indirect speech, selection of moods
such as the subjunctive, conditionals, etc., deixis and indexing, and
contextualization.
While in everyday discourse, speakers make perspective choices at a
fairly unconscious level, interpreters are left to rely on discourse evidence
to tell them what the speaker has attempted to accomplish, thus they must
assess what constructions are being used and search comparable
constructions in the target language that have similar effects.
Contextualizing in discourse takes place for pragmatic reasons. It is
an intersubjective discourse activity where the speaker/signer chooses
contextualizing information based on what she believes her interlocutor
does not have access to but needs to know with the goal of making her
discourse as clear as possible. Importantly, the interpreter must deal with
contextualizing twice: once in the source speakers text she apprehends,
and once again in her own target text.
In this presentation, we explore intersubjectivity in interpreted
interactions and the function and effects of double contextualization when
interpreting between source speakers and target audiences. At times the
interpreters contextualizing well reflects that of the source speaker, and

times when it does not, based on differences in linguistic structure or

language ecology, the interpreters assessment of intersubjective
relationships in the interpreting triad or, in fact, the interpreters own
knowledge base. We draw from examples of interpreters work when
contextualizing source speakers discourse, and offer insights into the
interpreting process that can inform interpreting pedagogy.
Note: Full references were provided with the above abstract and are available from PDP
upon request

Interpreters.
Strategies for Managing Accents in the Work

Environment
Time: 2:00 pm 5:00 pm
Presented by: Jessica Goldman
Non-American accents can be a significant barrier to effective
communication facilitation. Here at RIT we have many international
students and professors. Two of the most common and possibly
troublesome accents are Indian and Asian accents. This workshop will
involve discussion of strategies for managing such accents, and provide
resources to familiarize with various other accents as well. Participants will
be invited to share past experiences and strategies, and to explore new
ones, including but not limited to how to obtain content knowledge (i.e.
jargon) to bolster recognition, web resources for accent listening practice,
and a simplified breakdown of common accent patterns. In the most
respectful but practical ways, this workshop will aim to prepare participants
to lessen their apprehension and bolster their confidence in working with
our international professors and students.

Mental Rotation of Space: a Pragmatic View of

Perspective Marking in ASL Discourse
Date: Friday, 1/16
Time: 9:00 am 12:00 pm
Presented by: Terry Janzen, Ph.D
It is evident that ASL signers use space in their narrative discourse in two
distinct ways. In more traditional descriptions (e.g., Friedman 1975; LilloMartin 1995) signers conceptualize a scene space when engaged in
narrative discourse such that the interactants and objects in the
conceptualized scene are positioned around the signers articulation space
and remain static. The signer can move from vantage point to vantage
point by body shifting toward each intractants position in the scene
space. More recently, however, research has revealed a second type of
scene space conceptualized by the narrator in ASL, called mentally rotated
space in Janzen (2004, 2005, 2008, 2012). In this case, the
conceptualized space is mentally rotated so that the narrative interactants
vantage points are aligned with that of the signer. The signer does not use
body shifts so as to view the conceptualized space from different angles,
but instead shifts the space mentally as if it were on a turntable. In the case
of mentally rotated space, both signer and addressee must be cognizant of
the spatial organization of the conceptualized space from each interactants
vantage point as the signer brings each of these views into alignment with
her own view of the imagined space. One critical question regarding this
concerns how much overt marking is included to indicate which perspective
is being portrayed at any given point. This turns out to be motivated by
discourse pragmatics, which in turn impacts numerous grammatical
constructions the signer uses.
The choice between using a mentally-rotated or static
consequences for discourse structure as well as for
organization. Regarding discourse, it appears that these
characterize differing discourse types. In terms of
space has
grammatical
two options
grammatical

organization, when using static space, non-present referents occupy

distinct, unique points in space, and reference to each of these spaces
unambiguously evokes that referent. In mentally rotated spaces, however,
a referent occupies different spaces depending on which vantage point is
active at a given moment. The identity of the referent intended by a pointing
pronominal or eye gaze direction is only accessible once the vantage point
being enacted has been identified. An extreme grammatical effect in this
regard is that two references to the same point in the signers articulation
space can variously refer to two distinct referents depending on which
vantage point is active.
These facts impact ASL-English interpreters in many ways, not the least of
which is that with a better understanding of ASL discourse structure and the
many lexical and grammatical features that are regularly found in various
discourse types, interpreters have a better chance of understanding the
texts of signers, and of producing ASL target texts that include more
features that characterize these discourse types for L1 users.
Note: Full references were provided with the above abstract and are available from PDP
upon request


Eye Gaze and the Expression of Stance in ASL Discourse
Date: Friday, 1/16
Time: 1:00 pm 4:00 pm
Presented by: Barbara Shaffer
In this talk I will describe several of the many ways that American Sign
Language (ASL) users express subjective stance in their discourse. As
people communicate, they convey information and simultaneously impart
their viewpoint, opinions, and beliefs about what they say. At times this is
done through the use of modals such as could be or must be, to indicate
their beliefs. They may also use evidential stance markers such as I
heard to distance themselves from, and abdicate responsibility for, their
assertions. In other discourse contexts speakers convey stance by
structuring their utterances so that they are aligning what they say with a
particular viewpoint or stance previously expressed by others.
When using a stance marker, then, the speaker makes an utterance and
simultaneously indicates his take on that information. In the expression of
reported speech evidentials, for example, signers make frequent use of
constructed action as described by Dudis (2004) and others. Signers use
their bodies as a deictic center from which to situate the content they
report. They create complex mental spaces (Fauconnier 1994) to visually
reconstruct, in physical space, the act of being told something and their
reaction to that new information. They often shift their eye gaze to that
physical space, thus temporarily disengaging from the discourse and
inviting their interlocutors to view the previous discourse as they,
themselves, had experienced it. In this retelling, by adding their reaction to
what they were told, they prime their interlocutors to agree with their
assessment of the situation. The effect, then, is to point to the source of the
evidence, with eye gaze, and to convey their evaluation of the relative
validity of that evidence by their constructed reaction to it.
In this talk we will explore various viewpointed utterances and discuss the
challenges they present for ASL/English interpreters.

Note: Full references provided with theabove abstract and are available from PDP upon
request
Assessing ASL/English Interpretations

Date: Monday, 1/19
Time: 9:00 am 5:00 pm
Location: Golisano College Auditorium
Presented by: Dennis Cokely, Ph.D
This workshop will focus on proficiency assessment and diagnostic
assessment of ASL/English interpretations. The morning session will begin
by examining an operational definition of interpretation and then an
overview of proficiency assessment. Participants will then analyze and
apply an interpretation proficiency rubric (developed by the National
Interpreter Education Center) by assessing a series of video clips. The
afternoon session, which will focus on diagnostic assessment, will begin
with an overview of diagnostic assessment followed by identifying the steps
in a diagnostic assessment. Participants will then conduct brief diagnostic
assessments by viewing a series of video clips.

Professional Development and Deliberate

Practice
Date: Tuesday, 1/20
Time: 9:00 am 4:30 pm
Presented by: Trudy Schafer
Participants will explore the theory and application of Expert Performance
and Deliberate Practice. Based on this understanding, each participant will
create a personalized Professional Development Plan that will allow for
improvement in discreet interpreting and/or language skills. Specific
examples of language and interpreting skill Professional Development
Plans will be demonstrated during the workshop.
During the workshop participants will:
Explore the definitions of Expert Performance and Deliberate
Practice.
Engage with ASL and English resources designed to facilitate
improvement in language and interpreting skills.
Examine draft Professional Development Plans.
Draft a personalized Professional Development Plan.


Interpreters, and support staff)
World Caf: Envision Inspire and Engage

Time: 9:00 am 1:00 pm
Presented by: Cheryl Bovard
Envision....Inspire....and.....Engage.
I invite you to participate in a World Caf style workshop to engage in
dialogue about our profession and our role at DAS. Topics to be discussed
included but are not limited to ethical decision-making, our reputation as
individuals and as a department and our future, our hopes and dreams.
The goal of a World Caf is to generate input, share knowledge, stimulate
innovative thinking and explore action possibilities around real life issues &
questions. The World Caf A Resource Guide for hosting Conversations
That Matter by Juanita Brown and the World Caf Community

So THATs how you sign it! Enhancing ASL

Communicative Competence by Interacting with a
Deaf Mentor
Time: 9:00 am 12:00 pm OR 1:00-4:00 pm (sign up for one
session only)
Location: Wallace Center-RADSCC
Presented by: Aaron Gorelick (Deaf mentors TBD)
Interpreters are much better prepared to interpret content and discourse
that they have seen modeled by highly skilled Deaf signers. Each
interpreter in this workshop will be paired with a Deaf mentor/language
model. The interpreter will sign a discourse or text of his or her own
choosing to the Deaf mentor. The mentor will then reflect the same
text/discourse back to the protge, using model ASL: use of space, nonmanuals, grammatical features, classifiers, pace, rhythm, etc.
The protge will then re-tell their passage, attempting to incorporate the
features they have just seen modeled. This can be done for any number
of iterations.
We are grateful for the collaboration and support of the RIT American Sign
language and Deaf Studies Community Center (www.rit.edu/ntid/radscc)
that will make this pilot project possible. We hope to use this experience to
inform future efforts to develop a pool of trained Deaf mentors.
Instructional level: Open to all levels

**Each session restricted to 6 participants but also subject to

availability of mentors (this means numbers could be further
restricted)

Interpreters.
Understanding Pain: Management and Relief

Time: 10:00 am 12:00 pm
Location: Global Village Fitness Center
Presented by: David Hanas
Topics of this workshop to include the following:
Physiology of Musculofascial.
Musculofascial pain.
o Causes
The dynamic of the Pain cycle.
o Physical dimensions
o Mental dimensions
o Emotional dimensions
Subconscious and consciousness of
Pain.
How to break the pain cycle.


Interpreters.
Body Basics
Time: 1:00 pm 4:00 pm
Location: Global Village Fitness Center
Presented by: Carmella Cochran
Instructor will lead participants through an assessment and guide them in
discovering what condition their bodies are in and improve body
awareness. Instruction will improve body awareness related to: What
muscles are tight or where they are experiencing pain. Participants will
recognize their level of flexibility and also address posture issues. In
addition, participants will engage in exercises to improve conditioning,
flexibility, and greater range of motion. There will also be an introduction to
strength training (no weights will be used).
**This workshop is restricted to 10 participants

Improv-ing Process and Teaming

Time: 9:00 am 12:00 pm
Presented by: RIT Improv Group
Hey you! Yeah you! Do you have trouble LISTENING? Are you already
planning your next utterance while the person you are conversing with is
still speaking? Have your assumptions about a person or situation ever
clouded your ability to work effectively or just enjoy yourself? Have your
planning thoughts ever impeded your ability to communicate effectively or
distracted you from being able to process the actual message you are
interpreting or captioning? In the world of Improv, skills like listening
(REALLY LISTENING), and disregarding preconceived notions, creative
thinking and being a fully-engaged-team-playing partner are essential.
When an improver makes their scene partner look good, they make
themselves look good too!
These are helpful skills and mindsets to have command of as interpreters
and captionists. There are activities improvers use to practice and hone
these skills that we as access service providers can benefit from. Taking
part in the planned exercises will enhance your processing,
communicating, and creative thinking/problem solving. Come have fun with
lots of play and creativity! Unleash your funny side while focusing on these
important kinds of skills. See how the planned exercises can apply and
improve your process and communication and in turn your output (whether
it be signed, spoken or typed)! Learn to help your colleagues look good and
in turn, help yourself look good too!


Instructional level: Little to None Knowledge of Topic
Maximum number of participants: 15
Interpreting as Improv
Time: 1:00 pm 4:00 pm
Presented by: Renee Rabenold and Hannah Zimmerman
Two famous drama professors once wrote, The learning in drama is
something like a voice saying: This is what life is like; this is how people
are; this is the way that human encounters work. 1 It is easy to replace
drama with interpreting and succinctly define what it is that we do as
interpreters. The parallels between drama, specifically Improv, and
interpreting is staggering, most notably in the processing and work of its
practitioners.
In this workshop, you will be introduced to preliminary research that links
the Improv acting process to the work of interpreting, and exhibits the
benefits of teaching Improv skills. Not only that, the workshop is team
taught by an improvier who will lead Improv games selected specifically for
their benefit to the interpreting process.
Come get a fresh perspective on the work of interpreting and unleash your
inner actor!
Note: Reap the maximum benefit of this workshop by taking Improv-ing
the Process and the Team in the morning!
Instructional level: Little to None Knowledge of Topic
Maximum number of participants: 15

Note: Full references were provided with the above abstract and are
from PDP upon request
available


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January Intersession 2015

ASL to English Interpretation for Deaf

Time: 9:00 am 1:00 pm

You MUST register for both days to earn CEUs

Pause for PD Its good for you!

Department of Access Services

**The workshop below is for ALL DAS Staff (Captionists,

Safe Zone Training

Pause for PD Its good for you!

Department of Access Services

The workshop below is designed for Interpreters.

Creating a Working Thesaurus

Pause for PD Its good for you!

Department of Access Services

The workshop below is designed for Interpreters.

Relational Autonomy as a Paradigm for Role

Pause for PD Its good for you!

Department of Access Services

The workshop below is designed for Interpreters.

Demystifying Faculty/Staff Non-Academic Work

Pause for PD Its good for you!

Department of Access Services

This Keynote address and Panel discussion open to ALL DAS

History is a Relentless Master: Reflections on

Pause for PD Its good for you!

Department of Access Services

The workshop below is designed for Interpreters.

ASL Fight Club: The killer rules no one talks

Pause for PD Its good for you!

Department of Access Services

**The workshop below is designed for Interpreters; Captionists

Book Club Discussion: Flash Boys

Pause for PD Its good for you!

Department of Access Services

**The workshop below is open to both Captionists and

Jiminy Crickets! Is it My Role to Teach Students

Pause for PD Its good for you!

Department of Access Services

**The workshop below is for ALL DAS Staff (Captionists,

A Day in the Life of a Captionist

Pause for PD Its good for you!

Department of Access Services

The workshop below is designed for Interpreters.

Making Economics a Visual Experience!

Pause for PD Its good for you!

Department of Access Services

The workshop below is designed for Interpreters.

Intersubjectivity and Double Contextualization in

Department of Access Services

times when it does not, based on differences in linguistic structure or

**The workshop below is open to both Captionists and

Strategies for Managing Accents in the Work

Department of Access Services

Instructional level: Some knowledge of topic

The workshop below is designed for Interpreters.

Mental Rotation of Space: a Pragmatic View of

Department of Access Services

organization, when using static space, non-present referents occupy

Pause for PD Its good for you!

Department of Access Services

The workshop below is designed for Interpreters.

Department of Access Services