Winter 2022 VIEWS

VIEWS issue 39 volume 1 winter 2022

Elevating Diverse Perspectives by Star Grieser CDI, ICE-CCP RID CEO

Diversity and Inclusion

by Ritchie Bryant CDI, CLIP-R RID Board President

Project CLIMB

by Dr. Leilani Johnson, Schawn Hardesty, Kelly Decker, Dr. Amy Williamson, Erica West-Oyedele

Self-Care by Breana Cross-Caldwell BS, CI & CT

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WINTER 2022 VIEWS

Full VIEWS Playlist: http://www.rid.org/winter2022viewsplaylist/

07. LETTER FROM THE CEO

We’re constantly discussing what organizational transformation means. As we discuss the finer points, members ask, “what does this mean for me?”

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PRESIDENT'S REPORT How we get to the path of becoming an interpreter is as varied as our backgrounds and motivations.

11. REGION REPORTS Reports and updates from our region representatives and affiliate chapters.

14. ASSOCIATION NEWS An in-depth conversation with Dr. Carolyn Ball, Affiliate Chapter Liaison, and Antwan Campbell, President of North Carolina RID Affiliate Chapter

20. EDUCATION Project CLIMB (Cultivating Legal Interpreters from Minority Backgrounds) shares findings and research from the five-year (20172021) grant at the University of Northern Colorado

27. COLUMNS Self-care for interpreters while working to elevate the diverse perspectives of our colleagues, and reflections on changes in the field of sign language interpreting.

Correction: the Fall 2021 issue of VIEWS incorrectly cited dual authorship of the article, “Rising to the Challenge: Becoming a Beacon.” The sole author was Dr. Suzette Garay. We regret the error.

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President Ritchie Bryant MS, CDI, CLIP-R president@rid.org Vice President Dr. Jesus Remigio Psy,D., MBA, CDI vicepresident@rid.org Secretary Brenda Dencer, CSC, CI and CT, NIC, SC:L secretary@rid.org Treasurer Kate O'Regan, MA, NIC treasurer@rid.org Member Traci Ison, NIC, NAD-IV at Large memberatlarge@rid.org Deaf Member OPEN at Large dmal@rid.org Region I Christina Stevens, NIC Representative region1rep@rid.org Region II Jason Hurdich, M.Ed., CDI Representative region2rep@rid.org Region III Shawn Vriezen. CDI, QMHI Representative region3rep@rid.org Region IV OPEN Representative region4rep@rid.org Region V Jeremy Quiroga, CDI Representative region5rep@rid.org

Chief Executive Officer Star Grieser MS, CDI, ICE-CCP ceo@rid.org Chief Operating Officer Elijah Sow coo@rid.org Director of Finance Jennifer Apple and Operations japple@rid.org Finance and Operations Kristyne Reed Manager kreed@rid.org Operations Project Kirsten Swanson Coordinator kswanson@rid.org Senior Director of Standards Ryan Butts and Practices rbutts@rid.org EPS Administrator Tressela Bateson tbateson@rid.org Certification Maintentance Ashley Holladay Program Manager aholladay@rid.org Standards and Practices Jess Kaady Specialist jkaady@rid.org Director of Member Services Neal Tucker and Goverment Affairs ntucker@rid.org Affiliate Chapter Liaison Dr. Carolyn Ball CI & CT, NIC cball@rid.org Member Services Specialist Vicky Whitty vwhitty@rid.org Director of Communications JJ Johnson and Outreach jjohnson@rid.org Communications Strategist Adam Summers, M.Ed. asummers@rid.org Web and Media Manager Jenelle Bloom jbloom@rid.org

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MISSION The Registry of Interpreters for the Deaf strives to advocate for best practices in interpreting, professional development for practitioners and for the highest standards in the provision of interpreting services for diverse users of languages that are signed or spoken.

VISION By honoring its past and innovating for the future, RID envisions a world where: • Its members recognize and support the linguistic rights of all Deaf people as human rights, equal to those of users of spoken languages; • Deaf people and their values are vital to and visible in every aspect of RID; • Interpreted interaction between individuals who use signed and spoken languages are as viable as direct communication; • The interpreting profession is formally recognized and is advanced by rigorous professional development, standards of conduct, and credentials.

DIVERSITY STATEMENT The Registry of Interpreters for the Deaf (RID) understands the necessity of multicultural awareness and sensitivity. Therefore, as an organization, we are committed to diversity both within the organization and within the profession of sign language interpreting.

Our commitment to diversity reflects and stems from our understanding of present and future needs of both our organization and the profession. We recognize that in order to provide the best service as the national certifying body among signed and spoken language interpreters, we must draw from the widest variety of society with regards to diversity in order to provide support, equality of treatment, and respect among interpreters within the RID organization.

Therefore, RID defines diversity as differences which are appreciated, sought, and shaped in the form of the following categories: gender identity or expression, racial identity, religious affiliation, sexual orientation, socioeconomic status, deaf or hard of hearing status, disability status, age, geographic locale (rural vs. urban), sign language interpreting experience, certification status and level, and language bases (e.g. those who are native to or have acquired ASL and English, those who utilize a signed system, among those using spoken or signed languages) within both the profession of sign language interpreting and the RID organization.

To that end, we strive for diversity in every area of RID and its Headquarters. We know that the differences that exist among people represent a 21st century population and provide for innumerable resources within the sign language interpreting field.

Registry of Interpreters for the Deaf, Inc. 333 Commerce Street, Alexandria, VA, 22314 (703) 838-0030 V / (571) 257-3957

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WRITE FOR VIEWS! FEATURES Send us story ideas If writing a full article first right away isn’t for you, that’s okay! Send us a proposal that includes an estimated word count, your topic, your angle, and tell us why you think your story would interest VIEWS readers. If you have a sample of previous writing, feel free to share that as well.

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We accept either your English and/or ASL with your first draft submission. We will be in touch with you after you send us your submission! Send us your work at: www.rid.org/views-article-submission/ Deadlines You should submit your article draft(s) at least two months before VIEWS is due to publish. If you are submitting an article for a themed issue that won’t be published right away, that’s even better! It is critical that you meet deadlines accordingly. Click here to view our publications deadlines!

Style We follow general APA formatting for our articles and written pieces, providing references when using cited sources. However we always encourage personal flair and really creating your own voice within your pieces. Engage our readers and don’t be afraid to show your personality in your writing!

Length Features: about 2,000 words/10 minute ASL video Columns: about 1,000 words/5-10 minute ASL video Events: about 100 words/No ASL required Editing Process Alterations and editing is almost always necessary and needed. So don’t be surprised during the editing process with our Editor-in-Chief! You will have a chance to respond to editing, and every effort will be made to consult with you throughout the editing process to ensure you are on board with any changes needed. Don’t worry too much about article titles, we accept suggestions but also some-times write them ourselves. Be sure to read our VIEWS ASL Video Guidelines here!

Submissions Use the Submissions form, found here: www.rid.org/views-article-submissions/ and fill out and attach information accordingly. If you have a story idea, simply email us at publications@rid.org!

We look forward to working with you, and happy writing!

Email us here: publications@rid.org or submit here: www.rid.org/views-article-submission/

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Letter from the CEO Star Grieser, CDI, ICE-CCP RID CEO

At RID headquarters, we’re constantly discussing what, at the 40,000-foot level, organizational transformation means exactly for our staff, our Board, and our members and how all these moving parts - much like gears in a clock - all impact each other. As we delineate what transformation means and while we’re fleshing out how the organizational transformation will happen and articulating the all-important finer points, our members ask, “what does this mean for me?”

Within headquarters, over the past several years, our staff has been spread pretty thin in several departments, and this global pandemic did nothing to slow anything down. We have been trying to attempt so much with so little and during a very emotionally, physically, mentally trying time. No doubt that our members have noticed and have expressed their concerns, and we have been receptive. While it’s a work in progress, we are moving forward with intention and thoughtfulness about our internal organizational reorganization and have been posting and filling several critical positions and still have more to fill. The goal of ensuring each Program is adequately and appropriately staffed is to strengthen our existing program and enhance our services to our members and consumers.

We have recently hired a full-time Member Services specialist, a dynamite young Deaf woman,Vicky, to field the many phone calls and emails to answer and direct the many questions and requests coming in from our members about RID and certification or member benefits, and to provide additional customer service and support to our members and the public; we are also looking into contracting with a Deafowned company to provide additional support.

We also recently promoted a staff member, Ashley, to full-time Certification Maintenance Program manager and will be posting to recruit a specialist to support our CMP program and will also be doing the same for both the Ethical Practice Systems and Certification programs. To support all of these programs and services, we have brought in a new Communications Director, JJ, to improve our communications and transparency to our members - we want you to know what is going on within RID and with our Board. We’ve brought in an operations project coordinator, Kirsten, to assist us with the management of operational issues. We will soon have two more staff accountants to help ensure the financial health of our organization.

We’re looking forward to adding many new and talented people to our team and strengthening the organization.

RID has endured extensive organizational trauma. In the wake of this trauma, we are now in this period where we need to figure out how to heal from it and move towards becoming a healthier and more stable organization for our members and consumers. As RID’s CEO, I see myself as being charged with guiding our organization back to health. I see the impact of the organizational trauma in how some members may talk about RID on social media - often with criticism, frustration, and despair. Our committees and staff members, which are tasked with the work of the Board and RID’s Strategic plan, have expressed being overwhelmed, burned out, or unsure of how to proceed or worse, feeling demotivated that their work is or will be a waste of time or energy. While this isn’t a unanimous sentiment of all volunteers or staff, it’s often enough to be alarming that something within the organization needs to change, and we need to heal from our deep-seated organizational trauma. It is this healing that must occur throughout every corner. At the foundation level of our organization, that must happen before we can truly transform into the distinguished and leading professional organization that Deaf people need us to be and that our members can rely on to guide them towards professional excellence.

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This healing and organizational transformation are not just about staffing, programs, and member services. This transformation involved a shift in the organization’s culture, as well. I mentioned the hiring of new staff in recent months, but I didn’t mention that each of these new hires also happens to be Deaf and users of American Sign Language, some are BIPOC, and some identify as LGBTQAI2S+. At RID Headquarters, our focus is bringing in talent to our organization that reflects as diverse a group as possible but fundamentally has our “why,” our raison d’etre, at the heart of our work. As I lead this organization along with President Ritchie Bryant and our Board of Directors, the question of “why do we do what we do?” must be front and center because at the end of the day, the decisions made, policies set, or ideas brought forth by the Board may no doubt have an impact on the careers of ASL interpreters, but ultimately will definitely have an impact on the lives of Deaf people.

Recently the Board came together for the face-to-face Board meeting in over two years to flesh out their Board values and articulate their shared vision. They made critical decisions that will move RID towards aligning our certification programs with NCCA (National Commission for Certifying Agencies), prioritizing the revamp of the Ethical Practice Systems, approving policies that address certified interpreters violating the CPC (fraudulently earning CEUs), taking measures to minimize risk and ensure the stability of the organization during a transition between leadership, addressing the organizational trauma and resulting harm that our members, our profession, our consumers have experienced.

As our current majority-Deaf Board of Directors is proving now and our previous Board led by Dr. Jonathan Webb also prompted, the critical need for this cultural shift within RID’s leadership: that an organization can and should be led by as diverse a group of people as possible. When spaces at the table are made for people of various life experiences, backgrounds, skills, philosophies, approaches to come together and are charged with the stewardship of an entire professional organization, there will, of course, be debates, disagreements, and discussions - some uncomfortable at times - but there is also an opportunity for reimaging, rethinking, innovating, and rebuilding and ultimately blazing the path for our profession: for our members, volunteer leaders, staff and our consumers.Yes, it will be uncomfortable because it requires us to do some soul-searching and to commit to sitting down and listening to different perspectives on what RID should strive to become, especially as we work towards elevating our organization for the benefit of the people we serve and the people who helped to found this organization: Deaf people.

Current Issue: Volume 29, Issue 1 (2021)

The Journal of Interpretation (JOI) is a scholarly publication of the Registry of Interpreters for the Deaf that includes articles, research reports and commentaries relevant to the interpreting field. The JOI reflects a broad, interdisciplinary approach to the interpretation and translation of languages.

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President’s Report Ritchie Bryant, MS, CDI, CLIP-R RID Board President

• • • • • • • •

Rural interpreters BIPOC interpreters Neurodivergent interpreters Trilingual interpreters New American interpreters Medical interpreters Non traditional Deaf Interpreters Educational interpreters

Now the question is whether those interpreters got to where they are today the same way? Often we operate on the assumption that we all come from the same background. Nothing can be further from the truth. In listing the people and specialties above, we want to show that how we get to the path of becoming an interpreter is as varied as our backgrounds and motivations.

Are interpreters a homogenous monolithic group? Definitely not. Is there anything wrong with that?

Absolutely not.

Diversity and inclusion is not limited to just race and ethnicity. We as a society are much more complex.

This is why we at RID want to continue the dialogue about elevating diverse perspectives.

Before we explore this concept further, it is worthwhile to note that organizations, just like us all individually, have their own habits and patterns (or its culture) if you will. Shifting the culture can be uncomfortable. RID is no exception to this shifting discomfort.

Since RID was founded in 1964, we have strived to fulfill our mission of promoting our profession.

However, we now have before us a unique opportunity to take the path not previously traveled with our organization and mission. This work can only be done by embedding representatives from a wide range of stakeholders - especially those from diverse communities who we haven’t historically included - within the fabric of our organization.

For decades, the primary stakeholders providing input within our organization have been a set of relatively homogeneous members. Making decisions from a homogenous subset of membership created policies that were disconnected from the diverse communities that we serve. We now recognize this has been an issue and have this opportunity to further elevate our organization. We can effectively do so by incorporating the lived experiences and perspectives of other stakeholders, especially our consumers.

An embrace of diverse perspectives and the steady infusion of new ideas offers us many opportunities to shift our organizational paradigms. As we continue this process, we are identifying where we can introduce flexibility in how we structure our governance, while remaining true to our mission. If we look at how RID is currently structured, many of us would agree that there is room for additional flexibility in ways that does not compromise our mission.

Elevating our profession’s mission calls on us to lean forward and prepare ourselves to have those conversations… even when we - both individually and as an organization - experience discomfort in the process.

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Now, while we are pondering this point, a good line of inquiry might be to ask ourselves some questions as members and stakeholders of RID. Have we created the appropriate space and mechanisms for diverse perspectives to be fully heard and seen?

Have we ensured that those spaces and mechanisms are sufficiently nimble for us to readily adapt as needed?

Perhaps those questions should guide our conversations amongst ourselves and with other underrepresented stakeholders who historically may not have been involved in our work. If conversations with underrepresented people become uncomfortable (not because the topics are sensitive) still, we can include multiple stakeholders in meaningful discourse related to the profession of interpreting. Uncomfortable conversations are the foundation of welcoming diverse perspectives to RID. If those conversations become hard or uncomfortable, that helps you know that our internal schema is shifting in bringing diverse perspectives into the fold at RID. Those conversations will lead us on the path; to unearth our forgotten roots, and expand those roots further to reach as-yet untapped fertile soil. As we expand our network, we will equip our profession to readily adapt to a dynamic and thriving future..

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Region II Report Jason Hurdich, M.Ed., CDI Region II Representative

1. We had our third President’s Council meeting on February 24, 2022. Topics discussed included: a. Discussing doing a mini Region II conference later this year and a possible Region II Conference in 2024. b. Region II AC Leaders expressed their interest in leadership training, especially advocating for licensure. c. Some affiliate chapters gave their presentations- MSRID, SCRID, and FRID. d. We discussed briefly from FRID’s perspective on the University of South Florida interpreting training program situation. https://handsonusf.usf.edu/aboutUs.cfm To-Dos: • Photos from affiliate chapters (e.g., conf.) for the VIEWS • AC’s shared calendar to share events within Region II • Mentor/Mentee partnership ideas/townhall/member engagement activity.

• Next RID Region II meeting: March 31st- 7 - 8:30 pm EST FYIs that I shared with Region II AC Officers: • RID BOD meeting in Alexandria (hybrid) March, strategic planning 2023-2026 • March 1st - RID new Communications Director begins • February’s Town Hall: Interpreters Working in Rural Areas • Deaf Caucus inactive currently - Town Hall- Asked ACs to spread the word 2. Have met PCRID,VRID, SCRID, GARID, MSRID, ALRID, FRID, NCRID. Representative Hurdich and AC Liaison Dr. Ball hope to meet with TRID shortly after VIEWS publication.

REGION II AFFILIATE CHAPTER REPORTS: ALRID (Alabama RID)- We have had several virtual workshops and one face-to-face workshop over the past year. People are very tired of Zoom meetings and want to attend a workshop or conference in person. Therefore, we plan our biennial conference for June 1-3, 2022, in Mobile, AL, face-to-face offering 2.0 CEUs. FRID (Florida RID)- Our Board started the year by meeting with our Board and Committee chairs to review last year’s success and begin planning for 2022. We have many newly elected Board members and Committee Chairpersons and are thankful for their volunteer spirit. In the last quarter of 2021, we assembled a task force of various stakeholders in Florida, focusing on Licensure/Regulation.

GaRID- (Georgia RID) is working tirelessly to provide its yearly Membership Appreciation Day workshop on April 23rd. In addition, our current goals are to reach out and communicate more. To that end, we are working on improving our current website, adding an ASL version of our bylaws to our webpage.

We are also offering monthly ASL chat meetings through virtual settings to try to reach some of our more rural areas and also interpreters who are working solo with little to no support. Another current endeavor is the work that is happening with the GA commission for the Deaf/HH, the Georgia Association of the Deaf, and NAOBI-ATLANTA to create a Georgia Interpreter Licensure Bill. GaRID is trying to create stronger ties to GSU and Valdosta’s interpreter programs.

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MSRID (Mississippi RID) MSRID has worked tirelessly to support the Deaf and interpreting communities in the state. We are in the process of setting up mentorships, training, and focus groups. Educational interpreters are meeting virtually to promote professional support and standard practices. Videos and workshops are being created to ensure all MSRID members get the most from the website. The website is being expanded to include the names and contact information for state members who want to promote their services throughout the state. MSRID will have members at the Mississippi Coast Association of the Deaf’s meeting and March event, the first meeting since the beginning of COVID. MSRID won a grant for IRIS https://www.unco.edu/irisproject/ NCRID (North Carolina RID)- They had a board retreat for two days where the Board socialized, planned for 2022, set up positions; it was the first time they had a face-to-face Board retreat since the pandemic broke out. They have virtual road trips throughout the year within North Carolina. NCRID plans to update its bylaws and have a vote sometime in June.

PCRID (Potomac Chapter RID)- PCRID hosted a virtual retreat in January 2022 with their newly elected Vice President (during their 2021 Annual Conference in December). As of March 13, 2022, PCRID will have been in existence for 51 years! PCRID plans to have more student and membership engagement opportunities this year; resume (targeted) workshop programming; increase collaborations with local Deaf organizations, and focus on Maryland Interpreter Licensure during 2022.

SCRID (South Carolina RID) Our 2022 Conference was held in February. What an outstanding experience! After collecting surveys “taking a pulse” to decide virtual vs. in-person, the results came back in a 50/50 split. The results prompted us to host our first HYBRID conference with Friday night entertainment by Deaf comedian Ben Jarashow, Demand-Control Schema workshops with Daniel Maffia, and workshops focusing on “Allyship, Allophillia, and Deaf Heart” with Ben Jarashow. Attendance was great. We welcomed 60 in-person and 25 virtual attendees!

We also learned from our survey that members craved more time to socialize with the Deaf community.

Therefore, we opened up our Friday night entertainment to the Deaf community and welcomed several ASL students! We charged $15 tickets at the door and held a silent auction showcasing artwork from Deaf students at SCSDB. All proceeds will be donated to Beginnings-SC, a non-profit organization vested in early intervention and language acquisition for Deaf children.

Next, we will travel to a rural area (Anderson, SC) and host two-hybrid workshops with Claris Industrious, one of which includes PPO CEUs. Regarding passing SC interpreting licensure, we are looking forward to leveraging muscle from RID HQ to establish a much-needed standard for South Carolina!

TRID (Tennessee RID)- Tennessee School for the Deaf and TRID* will continue their partnership to provide a week-long conference in educational interpreting in 2022. It was a smashing success in 2021.

Knoxville plans to do this in a hybrid format using f2f and online delivery- June 24 and 25, 2022. They adjusted membership for educational interpreters’ membership period from one year to two years to encourage involvement in the AC. The President’s Council suggested reaching out to the University of North Florida (UNF) to see what they may offer to TNRID. Region Representative also recommended checking in with Clemson University in South Carolina (South Carolina Educational Interpreting Center) and consulting with Dr. Stephen Fitzmaurice to see other resources available.

VRID (Virginia RID)- They switched to a virtual conference, but members felt “virtual burnout” from many virtual opportunities.VDOE (VA Department of Education) will send teams throughout Virginia to train interpreters.VRID would like to offer PPO training and upgrade its website. Focus on their workshop offerings to be more broadened with other service-related professions.

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Region V Report Jeremy Quiroga, CDI Region V Representative

Growth mindset.

This word has been coming up and making me think of my favorite quotes that I mentioned at the end of the last VIEWS article by Bruce Lee, “Empty your mind. Be formless, shapeless — like water.You put water into a cup; it becomes the cup.You put water into a bottle; it becomes the bottle.You put it in a teapot; it becomes the teapot. Now water can flow, or it can crash. Be water, my friend.”

In the past two years, the pandemic has been especially brutal on our lives, and the necessary reflection on us as humans on how we impact diverse communities.

According to Lee’s quote, are we at the calm water moment? Everything seems calm. But under the water’s surface, what is actually happening? ? As humans and as members of RID, the question is: “What is our growth mindset going forward? Have we crashed enough; can we start flowing into the future? What shape will you hold?

The growth mindset will ask you to empty your mind.

Most of the ACs have been quiet (as we are still navigating the pandemic). ACs like SCRID have led by example with what can be done at this time in our lives. Other ACs have been struggling with being small already, and surviving through these times has been challenging.

My goal is to have the ACs ad hoc figure out how we can change the mindset of how people often mention “FOR FOR ACs?” The mentality of “FOR FOR RID? ME JUST PAY MEMBER CERTIFICATION.” Where we want this to lead as the Board is for opening opportunities and programs to enhance members’ experience, and we can start saying “I am RID” with pride. I invite and challenge you as an RID member to change our mindset individually and as an organization going forward.

SCRID Report: • SDCRID hosted a workshop with Cheryl Gallon, “Change Starts with me: Breaking the Conditioning of Whiteness.” It was well received and created a great foundation and opportunity to reflect on how we can be agents of change.

• 1/8/2022 (yesterday) Hosted a mini-workshop before the General Membership meeting “The Critical Period for Language Acquisition,” with Tory Sampson, researcher and doctoral candidate from the Mayberry Lab at UCSD. She shared her research on brain development and language acquisition for late language learners.

• We will host a series of six workshops with Isidore Niyongabo, “Tools for Allyship and Effective Advocacy.”

• We are continuing with our BIPOC Committee. It is almost our first anniversary!

• We continue to uplift and center BIPOC experiences.

• We are working on drafting and adopting a diversity statement and land acknowledgment.

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AC Corner with Antwan Campbell Dr. Carolyn Ball, CI and CT, NIC Affiliate Chapter Liaison

Carolyn Hi, my name is Carolyn Ball, and I am the Affiliate Chapter (AC) Liaison here at the Registry of Interpreters for the Deaf. Typically, we have an article called The Affiliate Chapter Corner for the RID VIEWS. I’m very lucky to have the President of the North Carolina RID AC, and he was willing to sit down with me and be interviewed. The NCRID president’s name is Antwan Campbell, and I appreciate him being with us today. Do you mind introducing yourself, Antwan?

Antwan Hello everybody, as you mentioned, my name is Antwan Campbell, and I am the President of the North Carolina AC. I’ve been working for almost ten years now on the board here in North Carolina. Before I was the president, I was the secretary for about six years, and then I became the president. This year marks my eighth year on the Board, and I’ll officially be done in June 2022.

Carolyn You have been involved with North Carolina RID for a long time, and I applaud you. What has made you feel that it’s important to be involved in your AC as you have been for eight years?

Antwan It just so happened that I met some wonderful interpreters at some workshops here in North Carolina RID, and then I became involved in the AC. I had learned a lot being involved in our AC, and I became addicted, and I wanted to improve the interpreters in the area. I specifically wanted to focus on BIPOC interpreters and educational interpreters because those are the areas I wanted to focus on. The reason for the focus was because I had seen my brother grow up, and we signed as a family, and he was fluent in ASL. However, I saw that his interpreters were usually female, and it didn’t match who he was. So, I thought a lot about this. I also wanted to become an interpreter so that the Black community members could see more Black interpreters. I also wanted the population of Black Deaf students to see that they could have a Black interpreter. So, those are the same reasons I have been encouraged to expand to have more BIPOC interpreters in the community.

Carolyn I didn’t realize that your family signs. I didn’t know that you had a Deaf brother. How did your family learn ASL? Antwan Well, my family really is very different from most families who have Deaf siblings because we all learned to sign. My brother, I’m the oldest, and he’s my younger brother. I learned ASL about the age of 5 so that my brother and I could communicate. So, when I went to college, I learned that there weren’t other people like my family who signed, which was so strange to me. I wondered how they communicated with their families. We learned to sign when my brother was very young, so I thought that was what everyone did. I don’t remember how I learned to sign when I was five years old, but I think we started to learn because of my mother, as she had taken some ASL classes. My brother had learned ASL in preschool, so we learned signing simultaneously. That was why I went to college and got an interpreter degree.

Carolyn Where did you go to college?

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Antwan I attended Gardner-Webb University (GWU) Carolyn Is that College in North Carolina?

Antwan Yes, Gardner-Webb University is on the western side of North Carolina, where I went to get my degree.

Carolyn You just mentioned two important things. First, you mentioned that most of the members are white female interpreters in our organization. Also, you have felt strongly that it’s very important that we have BIPOC interpreters in the organization. I was wondering: do you feel that as an organization and in your role as the North Carolina AC President, those two areas have been some of the things that you’ve been able to improve in North Carolina?

Antwan We are working to improve those two areas, and as our AC President, I’ve been involved more in the BIPOC Community. I have worked hard to expose students in the Historically Black Colleges and Universities (HBCU) to learning ASL. Also, people would be able to learn ASL in high school here in North Carolina. So, we have ASL classes, but part of the problem is that the ASL classes are in the white community. So, I’ve gone to the BIPOC communities and contacted high schools to encourage them to learn ASL early. Then, they’ll become interested in becoming an ASL interpreter. I see - a little bit - that our population has grown in the BIPOC Community, but we need more.

Carolyn Because you will be leaving North Carolina RID in June, have you been able to reach your goal of recruiting more BIPOC interpreters to be involved in the North Carolina chapter?

Antwan I believe firmly, and I’m hoping that the board will have the same feeling that I have that we need to recruit more people in the AC. We also need new leaders to get on the board, and we can’t have the same people, the same old geezers that have been on the board for such a long time. We need new ideas, new enthusiasm, and young people to be involved as leaders in the chapter. As a board, we want that I feel that the board will continue our endeavors.

Carolyn And now I’m wondering if the situation has improved for your brother. Are there more Black male interpreters of color? Is he in college, or what’s he doing right now?

Antwan Well, my brother, right now it’s about 50-50, I would say. We’re seeing more BIPOC interpreters working, and I’m happy about that. Also, I see more Black Deaf people getting together and associating together. The population of Black interpreters is growing here in North Carolina. We have a very large Black Deaf community. Oppositely, when I was growing up, I didn’t know about the Black Community, and now we’re seeing more and more exposure to the Black Deaf community, and I think that’s very important.

Carolyn Because you’re going to be leaving as the president of North Carolina RID, I wonder what do you think your impact has been? What do you feel like your legacy has been as the president? And what do you hope that people will remember you for as the president of North Carolina RID?

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Antwan I hope that I will leave a legacy that people will be able to see that we can have male interpreters and that I represent the BIPOC Community. That we can have more speakers at conferences and workshops who are Black, and that those speakers will be side by side with a Black interpreter. I hope that that will happen, and I will continue to work for that long after I’m off the Board.

Carolyn After you leave as president, what will you do? Will you continue to support your affiliate chapter? What will your involvement be with the affiliate chapter?

Antwan I will continue as the past president for one year, but I won’t be stopping to help and volunteer. I’ll still be involved with the chapter. I must be involved; there is no way that I can’t be involved. That is not my style.

Carolyn Right now, what is your main role as an interpreter? Are you a freelance interpreter or an educational interpreter? Where are you working currently?

Antwan My job is at the North Carolina Division of Education as the Interpreter Coordinator. I’m over all the educational interpreters and work on improving the skills of educational interpreters (for example: with their EIPA scores). So, educational interpreting is really my focus, and I love that part of my job. I do freelance sometimes.

Carolyn How do you think we could get more educational interpreters involved in our organization and get more BIPOC interpreters? It seems like being a leader in that area in your role as president of North Carolina RID. Antwan Both are very important, and I think that we can partner together. But one thing that needs to happen is that the organization needs to stop having a separation between freelance interpreters and educational interpreters. We shouldn’t have that separation. Whether educational interpreters or medical interpreters, all interpreters belong to the organization. I think that we need to bring all interpreters together.

Also, we need to recognize that certification for educational interpreters is different because of the kids.

So, I think that we need to work together and collaborate in that effort.

Carolyn You recently mentioned HBCU, and you had a marvelous idea of how we, as an organization and Affiliate Chapters, can provide information about the interpreting field to students before they graduate from HS. How did you come up with that idea?

Antwan It’s kind of funny because when I was in college, I had to write a paper, and even then, I knew that I was going to become an interpreter because my brother was Deaf. I would ask other people if they were interested in becoming an interpreter. I thought if we started talking to people in high school about becoming an interpreter, we could give them more exposure to ASL. Because I didn’t know about interpreting, many people don’t know that they can become certified interpreters. So, I think that it was how I started thinking that we could help get more BIPOC interpreters. It was then that I turned my focus to the HBCU colleges and the BIPOC community. We needed to expose them to ASL and to signing so that they would become interested in the profession. I think we haven’t done that enough. And that’s how it all began and how we wanted to expand the profession so more students from BIPOC communities would know about the profession.

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Carolyn I love that idea, and maybe RID should set up an ad hoc committee and do exactly what you are talking about. Perhaps that is what you should do when you are no longer the President of NCRID. Antwan Yes, that might be possible and a big responsibility also.

Carolyn Have you seen more interpreters in the education setting that are BIPOC, or do you feel you are the only BIPOC interpreter?

Antwan I don’t know. I would say that I have seen more BIPOC interpreters, but not enough. I think it’s improved a little bit, but you’ll probably see two or three BIPOC interpreters in most of the schools. I’ve noticed that deaf students are about sixty or seventy percent of the school population.Yet, there are only two or three BIPOC interpreters. So, the students don’t see themselves. Where are their interpreters? Where’s their voice, and where is their interpreter that will match their needs. Most interpreters are white women, and there are a few men. There are at least two or three male interpreters in the school system. Many times, there aren’t any male interpreters in the education system, and I think we need to improve that as a field and as a profession. I see more BIPOC interpreters in education that are women, and I think that’s good, but it’s not enough.

Carolyn How can we improve that in the ITP Programs? I know we don’t have all the solutions, but how can we get more educational interpreters and men [in the programs] too? What do you think we could do to improve that in our profession?

Antwan I think that you’re right. I don’t have all the solutions, and I wish that I did. However, I think an idea that I have is about the teachers themselves in the college system. We have got to have more BIPOC Educators.

Right now, those in the ITP programs that are teachers are white.

All my teachers were white when I went to college, and I didn’t see any other Black people. There were very few students in my class, and I graduated as the only Black person in my ITP program. I think there were two other Black students, so there were only three Black interpreters all together in the last few years. I feel like I need to have models of interpreters that are like me. We need to recruit more BIPOC educators. If that happened, it would be like a ripple effect. We would have more Black educators, ITP students, and HS students, and then the pool would just keep expanding.

Carolyn You mentioned that 60-70% of the children are Black, where you interpret. Are the teachers themselves white? As an interpreter, do you feel alone or isolated in the school system?

Antwan Most of the teachers are hearing teachers, and they are white. There are some Black teachers, and that’s good, so I recognize that there are more Black teachers like me. More in the high school and elementary schools, and I think that’s great. We need to have more Black teachers in the educational system and the interpreter settings. I believe firmly that Black Deaf students need to see Black role models that they can model and learn from. Having role models is very important.

Carolyn When you are interpreting in the schools, how do you feel when the Black children see you and are amazed and astonished that they have an interpreter just like them?

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Antwan I always remember the first time that this happened. I went into the classroom, and the student was puzzled and said, “you are Black just like me. “yeah, I am Black,” and the student said that was the first time they had had a Black interpreter in their classroom. I felt so good and inspired - and a little bit sad - that that student was in the fifth grade, and that was the first time they’d ever seen a Black interpreter.

My heart also hurts, so I feel good about it, and yet, it is so sad that this student and other Black students have never had that exposure to a Black interpreter. When will the students meet an interpreter who is like them? When will they meet a BIPOC interpreter? Or even when will they meet a group of BIPOC people. Sometimes I feel like even the adults have never seen or had a Black interpreter. When I go to an appointment, the deaf people say, oh my gosh, you are a man, and you are Black, and they’re adults, and they’ve never seen a Black interpreter. I think there are maybe two or three Black interpreters, which is just not enough, and it hurts me.

Carolyn Do you think we don’t have more Black male interpreters because we have done something wrong in our field that we need to improve on as white interpreters? What do you think the reason is, ITP teachers? Do you think there is another reason?

Antwan First, I think that you said what we are doing wrong. I think that’s not the word that we need to use; we need to change that perspective and look at it differently. Historically, interpreting has been a woman’s job. Because there’s never been exposure to male people or BIPOC people, we’ve got to have more exposure, and I think more men will become interested in the field. It’s the same with teachers. A long time ago, all the teachers were women, and men were not teachers. But now you see more and more men that are teachers. I feel the same way with interpreters. If there is exposure to men that interpreting is a profession, then they will want to become involved in this profession. Most of the men are not exposed to sign language or the field of interpreting. They go to work, and they have no idea that interpreting could be their job. So, the key to recruitment is exposure to the profession. Then, I think that things will improve. How we go about that exposure is the question.

Carolyn Thank you for helping me with the term that I used when I said what we are doing, “wrong,” that you helped me to see that it’s nothing that we have done wrong. So, thank you for helping me to see that. Not wrong, but we need to look at things differently or change the perspective of how we look at things.

I think sometimes we don’t have enough communication and talking together to learn from each other and learn how to communicate together more effectively. We need to be able to communicate and talk about and share openly. As you said, we need to communicate, and we haven’t communicated enough about this topic. So, we need to learn how to work together and discuss these issues together.

Antwan I agree with you. I agree with you, and if we learn to talk about these things together, we won’t say we’ve got to learn to resolve things more easily and not worry about criticizing each other that if we don’t talk about these issues a lot, we can’t improve. So, we need to learn to talk about this together.

Carolyn What do you think about the vision of RID now, we have our first BIPOC President? Is that exciting for the organization, or what do you think about that?

Antwan I think it’s very exciting. We have the most BIPOC and diverse Board than we have ever had. I hope that moving forward it will be the same. I hope that we will continue that and have more exposure. Also, I think that the BIPOC population will see that these things are happening in RID, and that’s good and that 18

there’s potential. But we need more communication and more dialogue and to have more diversity. We need to continue this, and I hope that there will be more BIPOC people that won’t say,” Oh, I can’t do this next year.” Knowing that we have a diverse Board shows that we can do anything. It is for these reasons that we can do it. I think that that will help, and it will help things to be better, and I’m very excited about the transition to see what’s happening about the future of RID. Carolyn You have been a perfect example of North Carolina RID as the AC President. I know the chapter, and the membership has learned a lot from you. I wish we could emulate you as the North Carolina RID president and have the other ACs follow in your footsteps. Maybe we could clone you to help other AC presidents be as wonderful as you are. I admire you and that you have served in your AC for so long. I really appreciate it, and I’ve always enjoyed working with you.You have such a positive attitude. And I just want to thank you for your service, who you are, and your commitment to RID and this organization.

How could we help other affiliate chapters to have your type of commitment?

Antwan I think that’s a hard one to think about, and I think that’s a heavy question because working in there is a lot of different struggles. Trying to get more people interested in serving on the board and membership is a struggle. I think the reason for that is that some people think they can’t be an affiliate chapter leader or feel that they are new and don’t have enough experience to be a leader. But we’ve got to encourage all people and let them know that they can be involved.

I’m not special; I just wanted to be involved, so I’ve tried to communicate with people and let them know that you can be a leader and if they have their ideas, tell me what those ideas are. I’m not going to criticize them. We need to be supportive of each other and encourage each other. I think that will help other members of the affiliate chapters. I know that affiliate chapters are struggling to fill board positions, it’s hard, and it takes a lot of time and effort and a lot of work to be involved. I feel that if we could divide all that work up and have more people to share the responsibility, it would be great. Being on the Board is fun! I enjoy it so much, it’s busy work, but we have fun and laugh a lot. I’ve made lifelong friends being on the Board. Because we expend so much energy, but it’s amazing what we can do together Carolyn I think those are amazing reasons for each Affiliate chapter to be on the board. I wish that each AC could feel just the way that you have expressed.

I want to thank you, Antwan, so much for talking with me. Is there anything you want to say or the last tidbit of information or advice you want to add for the affiliate chapter leaders or any RID member across our organization before we close?

Antwan Well, I think one comment that I’d like to make is to remember that all interpreters need support and that we must work together for what is best for the deaf community, for the members, and what is best for everyone. We can work together and improve all of what’s happening at the organizational level and support each other.

Carolyn Thank you so much, Antwan! Thank you for all your time, and I really look forward to seeing what your next great adventure will be, so we’ll have to see what your next great adventure will be.

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Project CLIMB:

Shifting Perspectives in Interpreter Education Project CLIMB: Cultivating Legal Interpreters from Minority Backgrounds was established to increase the quantity and quality of interpreters of color, Deaf and Coda interpreters with specialization in legal interpreting.

Project CLIMB was a $2M, five-year grant (#H160D160001) awarded by the U.S. Department of Education, Rehabilitation Services Administration, to the University of Northern Colorado’s (UNC) American Sign Language-English Interpretation BA program between 2017 - 2021. UNC also contributed more than $185,000 to this project.The Project CLIMB leadership team consisted of Dr. Leilani Johnson (CO), Ms. Schawn Hardesty (WA), Ms. Kelly Decker (VT), Dr. Amy Williamson (VT), and Ms. Erica West-Oyedele (CA). The contents shared here are part of a larger comprehensive compilation of the materials produced and distributed by Project CLIMB.

Individuals within deaf communities have shared experiences of misunderstandings, injustices, and lack of access related to the legal system (Castelle, 2003). Helping Educate to Advance the Rights of the Deaf (HEARD), a nonprofit organization that promotes equal access to the legal system for individuals who are deaf or have a disability, reports that discrimination and racial disparities persist at every stage of the U.S. criminal justice system, from policing to trial to sentencing. There is no, nor has there ever been, a program or process designed to strategically meet the interpreting needs of deaf individuals of color as they interface with various aspects of the legal system.

Per the Registry of Interpreters for the Deaf, Inc (RID) 2019 Annual Report, of the 14,452 members, 1,689 (11.6%) self-identify as Black/African American, Asian American/Pacific Islander, American Indian, or Hispanic/Latinx (RID, 2020). Such statistics exemplify the fact that there is a severe shortage of sign language interpreters of color available to meet the needs of this population, whether they be victims, witnesses, or defendants, during each stage of the criminal legal process. Further, due to the shortage of in-group interpreters, the needs of deaf individuals of color are not being adequately addressed within the civil legal system. Creating “linguistic presence” in a court of law requires the availability of competent legal interpreters (de Jongh, 2008).

A second group of underrepresented individuals (deaf or non-deaf) in the current workforce are those who were raised by at least one signing, deaf parent. Having access to a minority language (a signed language) at home that is not used in the larger community of spoken language users categorizes these individuals as heritage language users of signed language. Heritage signers who hear are also referred to as Codas and often acquire ASL with varying fluency from their parent(s) and the deaf communities with whom they are associated.

This language exposure, coupled with an intimate familiarity with various deaf communities can bring significant experience and skill to the profession of interpreting. The National Interpreter Education Center’s (NCIEC) 2014 Practitioner Survey (Cogen & Cokely, 2015) reveals that only 9% of the respondents identified themselves as having been deaf-parented. This statistic is coupled with the growing demand for Deaf interpreters. In the NIEC 2015 Trends Report, 61% of service providers reported an increase in the demand for the services of Deaf interpreters, and 81% reported difficulty in finding qualified Deaf interpreters (Cogen & Cokely, 2015). The report goes on to provide insight into why the use of interpreters who come from deaf communities are in such demand.

According to 69% of the survey respondents, Deaf interpreters have proven to be very adept at achieving deeper levels of meaning while interpreting through their use of a broader variety of targeted communication strategies and interventions. In legal settings where the rights, freedoms, safety, and resources of deaf individuals are at risk, the availability of the ex 20

pertise evidenced by heritage signers and Deaf interpreters who have become interpreters is essential.

Although there has been a growth of Deaf interpreters in the sign language interpreting profession in recent years (Forestal, 2005), Deaf interpreters have been in practice for as long as deaf people have existed. Based on the value of reciprocity within the deaf community, they support deaf people in ensuring linguistic and social comprehension when communicating with hearing people (Forestal, 2005).

While Deaf interpreters come from various backgrounds (some may be heritage signers with deaf parents, like Codas, while others are not), they all have shared lived experiences of being deaf and dealing with marginalization from the hearing world. Beldon, Forestal, Garcia, and Peterson (2009) characterize this shared lived experience as deaf extralinguistic knowledge (DELK) that influences their interpreting work. Direct access to interpreter education programs and professional development opportunities have been limited for Deaf interpreters as programs are typically designed for hearing interpreters who learned sign language later in life.

Deaf communities have always included a wide range of demographic backgrounds; however, the interpreting profession has not traditionally recruited interpreters who accurately represent the same populations (Cogen & Cokely, 2015). It is logical that individuals from minority language groups and racial or ethnic backgrounds benefit from and prefer to have in-group interpreters (Egalite, Kisida & Winters, 2015).Yet, there are simply not enough trained legal interpreters of color, Deaf, or Coda interpreters to work with the diversity of deaf individuals who come into contact with the U.S. legal system.

Project CLIMB’s Vision To address this gap, Project CLIMB was established as a federal grant project tasked with the aim of increasing the quantity and quality of interpreters of color, Deaf interpreters, and Codas, with specialization in legal interpreting. To do so, Project CLIMB sought to change the framing of traditional interpreter education. As exemplified in bypass by Molly Wilson (2011), once considered traditional inroads to interpreting have been bypassed. Traditional inroads centered deaf people as they were responsible for the recruitment and training of sign language interpreters.

Today, most interpreters receive training in institutes of higher education instead of being immersed within deaf communities. The dominance of white, hearing women in the profession has shaped interpreter education programs, resulting in a lack of representation of BIPOC, deaf and Coda faculty. Hence, those who do not fit the white, hearing woman demographic often do not get their needs met in those interpreter education programs (Sheneman & Robinson, 2020; West Oyedele, 2015; Williamson, 2016).

However, despite the marginalization of interpreters of color, Deaf interpreters, and Codas within educational settings, they juxtapose the vibrancy, culture, and natural varied language of the diverse deaf communities for which interpreters work. Project CLIMB sought to change the framing of traditional interpreter education. The desire for innovation was applied to curriculum design, development, and implementation of interpreter training specifically in the legal specialty. Interpreter education programs not being accessible for, nor representative of diverse groups of interpreters has disparate and ongoing impacts that further marginalize educational and professional development pursuits for interpreters of color, Deaf interpreters, and Codas (West Oyedele, 2015; Williamson, 2016).

Upon its inception, Project CLIMB aimed to build a foundation of individuals contributing to the curriculum design, development, and implementation; as the educators, subject matter experts, and interpreting practitioners who embody the same identities and lived experiences of the interpreters envisioned to engage in Project CLIMB programming. Project CLIMB recognized that people come to the interpreting profession from different points of entry, lived/situated experiences, and mindsets. All of which are valuable.

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In doing something different, Project CLIMB made it a priority to honor and build on the foundation that each interpreter already has, and cultivated a strengths-based approach to meet each practitioner where they were. This was done through a curriculum centered on community-based learning through facilitated dialogue.Via dialogue, the conversation naturally entered into a process where areas for improvement were identified and interpreters could work collectively to scaffold areas of potential growth. This ongoing process of dialogic listening, learning, and growing together allowed for the environment to give each Project CLIMB participant the space to be seen as their whole authentic self.

Project CLIMB Programming Working in legal settings requires advanced interpreting competence which includes the ability to fluently execute consecutive and simultaneous interpreting of complex texts, work effectively in teams (particularly the ability to work collaboratively with Deaf Interpreters), and adapt language use to a wide range of sign language users. Further, it requires an in-depth understanding of law enforcement and the legal system. According to needs assessments conducted by the National Consortium of Interpreter Education Centers (2007; 2010), there is a shortage of qualified interpreters to work in legal settings. Therefore, one of the goals of Project CLIMB was to promote the training and certification of interpreters in this area of specialization.

Project CLIMB’s Legal Interpreter Training Program (LIT) During its 2017-2021 grant cycle, Project CLIMB offered two cycles of its nine-month dynamic, interactive, and bilingual (American Sign Language and English) asynchronous online training curriculum for legal interpreters. The curriculum provided the legal foundation needed for ASL/ English interpreters in the legal specialty. Within communities of learning (COLs), the training included a structure and approach to talking about the work of interpreting and supporting colleagues in their professional growth.

The curriculum was broken down into 19 legal content modules that covered a wide range of topics, resulting in a comprehensive training for project participants. All program participants had three or more

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years of interpreting experience working in a variety of settings, references that indicated their readiness to engage in training to work in court and other legal settings, and participated in a comprehensive orientation program, preparing them for the use of instructional tools in Canvas, the Learning Management System used for the training, and the social constructivist framework upon which Project CLIMB was established. In total, 176 individuals successfully completed the training; 79% were interpreters of color, Deaf, and/or Codas. On the Project CLIMB website is a listing of the Legal Interpreter Training (LIT) participants.

Project CLIMB’s Facilitator/Mentor Training Program Project CLIMB’s Facilitator/Mentor training (henceforth referred to as the Mentor training program) was developed as a train-the-trainer educational program to support Project CLIMB facilitators in their work with Project CLIMB’s Communities of Learning. The online discussion facilitator was “...charged with the responsibility of keeping discussions on track, contributing special knowledge and insights, weaving together various discussion threads and course components, and maintaining group harmony” (Rohfeld & Hiemstra, 1995 p.91).

Participants in the Mentor training learned how to engage and guide participants through their learning process using adult learning principles and other pedagogical frameworks to support learners.

The Mentor training program was also offered to a select group of individuals who completed the Project CLIMB LIT program and were recognized as being mentors within their local communities. This group, referred to as Facilitators-in-Training, simultaneously went through the Mentor training while assisting seasoned lead COL facilitators for the 2nd LIT cohort.

Additionally, the Mentor training program was offered to a third and fourth cohort of learners, for a total of 4 cohorts. In total, 75 individuals completed the Mentor training. Of this total, 83% were interpreters of color, Deaf, and/or Codas. On the Project CLIMB website is a listing of its trained mentors.

Project CLIMB’s Practicum Experiences In an effort to provide an induction experience in the specialty area of legal interpreting for Project CLIMB LIT participants, two opportunities were developed: Bridge to Practice, hosted in fall 2020, and the Mock Legal Interpreting Experiences in fall 2021.

Bridge to Practice was originally envisioned as a face-to-face induction in which participants would engage in live, one-on-one mentoring with an experienced legal interpreter. Due to COVID-19 restrictions, courtrooms became inaccessible and the induction was re-envisioned as an online practicum program. As the program pivoted, the goal of Bridge to Practice came to focus on the meaning of interpreting. Not on language, the product of an interpretation, but on the cognitive process of interpreting.

This focus allowed participants to build skills based on the same understanding of what the process of creating an interpretation requires. Afterwhich these same concepts could be applied in legal contexts in order to analyze texts for meaning and unpack the interpreting process in order to analyze one’s own biases and what interpreters bring to the work.

The Mock Legal Interpreting Experiences were designed to provide supervised, low-risk mock legal interpreting and observation opportunities. In doing so, it supplemented the LIT by focusing on current trends in the interpreting profession due to the greater demand for remote court and legal work. The experiences provided a number of realistic scenarios with actual judges, attorneys, and actors to increase participant confidence in applying the skills, knowledge, and attributes associated with working in court and legal settings.

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Of the 39 participants who completed Bridge to Practice, 84% were interpreters of color, Deaf, and/ or Codas. Forty participants completed the Mock Legal Experiences, of which 83% were interpreters of color, Deaf, and/or Codas. Eighteen participants engaged in both practicum experiences, for a total of 61 individual practitioners who furthered their legal interpreting studies with Project CLIMB. Using Project CLIMB’s Curriculum and Resources Project CLIMB’s course content was delivered via asynchronous modules within the Canvas Learning Management System. Each module included a syllabus, course slides, and ASL lectures of the module content. In addition to the ASL lectures, a great deal of media and other instructional resources were developed as stimulus material to engage participants in their learning.

Those wishing to access the curricular resources provided should understand that foundational to the curriculum was the approach used to engage learners. A social constructivist framework was the underlying element to the entire curriculum which allowed for participants to maximize learning. Participants engaged with each other in ASL through asynchronous discussion boards and regular, structured, synchronous course meetings. Each participant was encouraged to bring real-life background and experience into the community of learning to allow for rich and relevant discourse around the work. Individuals accessing the curricular resources below are discouraged from simply downloading the content and reviewing the materials but are encouraged to find or establish a community of learners to gain the most benefit.

This curriculum guide will direct you through module by module with content-specific guidance, syllabi, ASL lectures, and slide decks.You will also find links to other Project CLIMB resources that include content from the Mock Legal Experiences, an annotated bibliography, ASL Legal dictionary, mock interpreting scenarios, and other media that were developed by Project CLIMB. Please note that these resources are being made available to you as they were presented during the grant cycle. The materials and content presented can be downloaded or reproduced and adapted for educational purposes so long as credit is given to UNC-Project CLIMB. Example: UNC-Project CLIMB. (2021). Name of Resource. URL (if applicable). As you download these resources take caution that you will need to edit materials to fit the unique needs of your program. Be careful to replace UNC-Project CLIMB specific information with that of your agency/institution and update any dates referenced.

We hope you find these resources beneficial to your professional growth.

Conclusion: Shifting Perspectives Project CLIMB aimed to integrate counter-narratives into the collective consciousness of the interpreting field. While Project CLIMB was short in duration (2017-2021), it moved the needle. In transformative ways, Project CLIMB created meaningful and relevant curricula and learning experiences built by and for in-group members who have experienced interpreting through the same racial, ethnic, linguistic, and cultural lens. The intentionality behind the program content creation, implementation and delivery directly impacted each of the 179 participants – those from underrepresented communities and those from majority communities who will work alongside them. All are now change agents in this profession.

Project CLIMB has increased the number and improved the quality of trained facilitators/mentors and interpreters working in legal settings which brings a greater diverse representation to the current field of interpreting. Instilling a social justice framework in each of these facilitators/mentors and legally trained interpreters will ripple into future iterations of interpreter training in specialized settings.

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References Beldon, J., Forestal, E., Garcia, L. M. & Peterson, D. (2009, August). NCIEC deaf interpreting initiative. Paper presented at the RID Deaf Caucus, Philadelphia, PA. Retrieved from http://www.diinstitute.org/wp-content/uploads/2012/06/RID2009_ DI_FINAL0802.pdf Castelle, G. (2003). Misunderstanding, wrongful convictions, and deaf people.

In C. Lucas (Ed.), Language and the law in deaf communities, (p. 168-176). Washington, DC: Gallaudet University Press.

Cogen, C. & Cokely, D. (2015). Preparing interpreters for tomorrow: Report on a study of emerging trends in interpreting and implications for interpreter education. National Interpreter Education Center. Retrieved from http://www.interpretereducation.org/wp-content/uploads/2016/02/NIEC_Trends_Report_2_2016.pdf Cokley, D., & Winston, E. (2008, July). Interpreter Education Needs Assessment. Retrieved from National Interpreter Education Center: http://www.interpretereducation.org/wp-content/uploads/2011/06/IEP_Report.pdf Cokley, D., & Winston, E. (2010). Interpreter education programs needs assessment trends. Retrieved from National Interpreter Education Center: http://www.interpretereducation.org/wp-content/ uploads/2011/06/IEPTrendsReport-FINAL.pdf de Jongh, E.M. (2008). Court interpreting: Linguistic presence v. linguistic absence. The Florida Bar Journal, 82(7), 20-30.

Egalite, A. J., Kisida, B., & Winters, M. A. (2015). Representation in the classroom: The effect of own-race teachers on student achievement. Economics of Education Review, 45, 44-52.

Forestal, E. (2005). The emerging professionals: Deaf interpreters, their views and experiences on training. In M. Marschark, R. Peterson, & E. Winston (Eds.), Sign language interpreting and interpreter education (p. 208-234). New York, NY: Oxford University Press.

Registry of Interpreters for the Deaf. (2020). RID FY19 2019 annual report: On the road to success. Retrieved from https://rid.org/2019-annual-report/ Rohfeld, R. W. (1995). Moderating discussions in the electronic classroom. In Z.L., Computer mediated communication and the online classroom (pp.Vol. 3: Distance learning, p. 91-104). Creskill, NJ: Hampton Press.

Sheneman, N. & Robinson, O.E. (2020). Treasuring our roots: Centering deaf situated knowledges in the signed language interpreting profession In C. McDermid, S. Ehrlich, & A. Gentry (Eds.), Honouring the past, treasuring the present, shaping the future: Conferencing proceedings of the 2019 WASLI Conference, (p. 96-115). Geneva, Switzer land: WASLI.

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West Oyedele, E. (2015). Persistence of African-American/Black signed language interpreters in the United States: The importance of culture and capital. (Master’s thesis). Monmouth, OR: Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/19/ Williamson, A. (2016). Lost in the shuffle: Deaf-parented interpreters and their path to interpreting careers. International Journal of Interpreter Education 8(1), 4-22.

Wilson, M. [Molly Wilson]. (2011, July 13). bypass [Video File]. Retrieved from https://www. youtube.com/watch?v=rIym3UK9nw0.

The contents of this article were developed under a grant (#H160D16001) from the Department of Education, Rehabilitation Services Administration.The contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement from the Federal Government (Authority: 20 U.S.C. 1221e-3 and 3474).

Project CLIMB Supplementary Information

First Editions

Second Edition 26

Self-Care Breana Cross-Caldwell, CI and CT RID VIEWS Columnist

Elevating Diverse Perspectives? Care for your nervous system As interpreters, we are charged with understanding and communicating diverse perspectives for most of our work. As professionals and citizens in this community, we also strive to be open to, consider and elevate the diverse perspectives of our colleagues.

How does our nervous system’s capacity affect our ability to elevate diverse perspectives?

Let’s take the example of an interpreting situation, where a deaf person is angry and feels mistreated by a hearing person.

As the interpreter, my identity, my relationship with the participants, and my understanding of their feelings and needs may play a significant role in my capacity to hold space and do my job effectively while in proximity to their emotions.

What’s your relationship to emotions?

Suppose being angry is a state I’m familiar with, comfortable with, and I understand the purpose of anger in this context. In that case, I’m likely able to convey it more efficiently and accurately.

In this scenario where my alignment with the emotion of anger matches the speaker’s, we might not consider this a ‘diverse perspective’ - as it is not inherently different from my own.

If being angry is a state I’m uncomfortable with, either in myself or in others, or if I don’t understand its purpose in this context, then I am likely unable to be in proximity to and convey it without having some activation of my nervous system.

What’s your relationship with the people?

Emotion is one layer of this interaction that can be diverse. The identities of the people involved are another.

When information, and especially emotion, comes from a person who holds different identities than we do (as the interpreter), it can become exponentially more difficult to understand and convey accurately.

This difficulty is especially true if others in the situation hold undervalued identities, and the interpreter does not (Nieto & Boyer, 2007).

Reflecting on and growing our capacity The Feeling Wheel represents the 360-degree range of human experience, and it’s a helpful tool in growing our capacity to conceptualize and convey diverse perspectives (Theodore, 2020).

Bringing awareness to our experiences of feeling and being in proximity to different emotions grows our ability to stay regulated (Price & Hooven, 2018).

One way to use it is to choose an emotion from the wheel and reflect: 27

On a scale of 0 - 10, how comfortable am I feeling this emotion?

On a scale of 0 - 10, how comfortable am I when people around me display this emotion?

After an interaction, interpreted or otherwise, reflect on the interaction by asking: What emotions were present during this interaction - in me or displayed by others?

On a scale of 0 - 10, how comfortable was I while feeling or conveying this emotion?

What supports and resources do I have access to?

Building our nervous system’s capacity takes gentleness, mindfulness, and time. As you engage in this process, consider what can support you and what resources you have access to?

Here are a few ideas to get you started: People - friends, family, colleagues, therapists, coaches, mentors, teachers Animals - pets, wildlife, archetypes Nature - trees, ocean, rivers, sky, plants, soil, sand Practices - movement, bathing, meditation, prayer, music Over time, with practice and support, we grow our ability to stay regulated in various situations with a variety of perspectives. This regulation allows us to act with intention and remain rooted in our values, even in the most challenging circumstances.

References Theodore. (2020, September). The Emotion Wheel [Images + How to Use It]. Retrieved from https://practicalpie.com/the-emotion-wheel/.

Nieto L. & Boyer M. (2007). Understanding Oppression. ColorsNW Magazine. Retrieved from: https://beyondinclusionbeyondempowerment.com/wp-content/uploads/2019/12/nieto-articles-understanding-oppression-2006.pdf Price C. & Hooven C. (2018). Interoceptive Awareness Skills for Emotion Regulation: Theory and Approach of Mindful Awareness in Body-Oriented Therapy (MABT). Frontiers in Psychology. doi: 10.3389/ fpsyg.2018.00798

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Reflections from an Old Hand Phil Giambaresi, Certified (inactive) RID VIEWS Columnist

You may have noticed that my column submission to the Fall 2021 VIEWS was not published. I contracted COVID Pneumonia and could not do my writing! I was able to recuperate in six weeks.

I’m happy to report that I did see the new movie, “CODA.” The actors were great, and I really identified with the hearing daughter of the deaf family. As a hearing CODA myself, I felt similar to the situation of being the family interpreter and not wanting to let my parents down. Also, there was the idea that music and singing were something that deaf parents could not experience. As I often repeat, each of us who are CODAs has our own experiences and stories. I remember when I was a teenager, one of my Christmas gifts was a stereo record player with speakers. It overwhelmed me so much that I actually cried to think my parents would give me such a gift.

There were many times I felt a sort of guilt over being able to hear things that my parents could not hear. They’d often ask me questions like, “what do the birds sound like?” Or other sounds for me to try to explain. It could be frustrating to describe, but I did the best that I could. In high school, I joined the choir and continued with singing for three years in school. My “ASL” father wasn’t as interested in music and the words as my “ASL/PSE” mother. She would enjoy me “sign-singing,” which I did for her. The thought that they could not even hear my speaking voice or my singing voice often made me sad - sad for myself and sad for them. Mom liked to sign-sing songs when she knew words to create the old songs.

Some deaf people liked it, and some did not really appreciate it.

There are so many reasons why the Deaf may have attitudes that vary from loving music and its vibrations to those who really find music problematic because it reminds them that they can’t hear. Perhaps you have experienced the same spectrum of attitudes and even have seen how some deaf people could make fun of hearing people’s “culture” of music and singing? So many examples of comparing the “Hearing World” with the “Deaf World!”

On another topic. Theater interpreting for dramas or musicals. It was a challenge to interpret lines of English into ASL/PSE to make the meaning have some sense to it. Also, it was a challenge trying to please a deaf audience who had a variety of deafness, from slightly hard-of-hearing to totally deaf. From manual users of sign to oral users, we theater interpreters had to do the best translations to please that variety of deaf audiences. It was sometimes a struggle and often could be very pleasurable in translating the scripts. We’d have a panel of deaf and hearing observers of our rehearsals to ensure that we did a good translation. Partners could relay the actors speaking/singing on the stage and take on various characters.

Here, facial movements could let the audience know the actors’ character personalities.

It is interesting how we can relay the stage performers’ attitudes and emotions. And one of the many things I learned was how to connect with my interpreter partner without taking away the main focus of what the actor would say and do. Many times, we’d “throw focus” to the stage to allow the audience to see what was happening. Theater interpreting is a whole situation where creativity and expressions have to be rehearsed repeatedly, like making expressions on the face of “flat” to “expressive” or “serious” to “comedy.” And sharing various roles where, for example, the male or female interpreter would change a signing style to reflect the male/female actor; to alter one’s signing from a masculine to a feminine style.

I’ve mentioned in past columns how an interpreter often needs to be “neutral” in their approach to interpreting and not overly strong or weak. In theater, interpreting it is different.

I have seen sign language students learn to “open up” and allow their expressions to be clear. It isn’t 29

always easy to adjust one’s signing in connection with the situation. Have you ever noticed how many sign language students will close their mouths when signing or be somewhat “flat” in their signing? We know that with ASL, the mouth has appropriate movements, some of which cannot be easily explained or taught. Mouthing in ASL relates to a person’s personality, be it shy or outgoing! It truly makes the teaching of signs quite an art, not to mention producing the signs by the learner. And also, doing so stresses the importance of associating with deaf people for practice and observation.

Regarding another topic regarding teaching: I once had a phone call from a fellow who wanted to learn sign language. I stressed that I was more of an interpreter than a teacher, but his interest was so great that I decided I’d make it my goal to help him begin the process of using sign language. The real surprise came at the end of the phone conversation. He said, “by the way, I happen to be totally blind.” We met at various locations, and he realized that ASL required a lot of facial movements to communicate effectively. The more “English” approach (Signed English) to a sometimes PSE approach was best. It wasn’t easy for the student or the teacher, but we’d talk about a lot of deaf culture and language. He was amazing, and in his own life, he earned a living by being a high school teacher. The subject he taught? Reading!

(He used Braille books to help students read their printed book versions.) I am glad he and I remain friends to this day.

Any comments or questions? Email me at pgiambaresi@aol.com.

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Please join us in congratulating our newly certified members. These certifications were awarded between November 2021 and March 2022.

Connecticut

Jonny Landon Sahlin

Massachusetts

Isabel Cohen Snyder Krystal Chung Meaghan Cooney

New Hampshire Darah Dal Pra Jola Lillian Lindstrom

New Jersey

Chelsey Lynn Cahilly Vincent Sylvester

New York

Cassie Marie Raguso Eric Severson Monica A. Coppola Nora S. Lewis

Pennsylvania

Alexandra Dean Miller Katherine Helene Ewing Mary Fagan Megan Elizabeth Hoyt Meredith Miller Baxter Tiffani Ashlyn Johnson

District of Columbia Illinois Abigail Renee Weimer Candice Johnson

Florida

Alisa Jean Etkie Cori Lane Jacobs Elizabeth Anthony Emily Rose Cooke Kaylea Black Kenneth Ramirez Mackenzie Velez Sarah Serralta Sienna Weiner

Georgia Kyaundra Kitt Sarah Elizabeth Condra

Maryland

Desiree Edwards-Smith

Carly Shively Catherine Elizabeth Hoare-Stout Haylie Buckingham Jessica Willman Kansas Madison Evermore Alicia Heier Tia Welsch

Michigan

Alexandria Starr Gemmill

Minnesota Breanna Renee Boyce Joseph Scott Lambrecht Justine Ruby Virock None Ahyicodae

Ohio

Wisconsin

Tiffany Smith

South Carolina

John Olson Solis Fast Kylie Anne Mosell

Indiana

Antonio Burkett Akilah Richardson Brandon Glass Colleen Shaugnessy Firl Erica Layton Joseph Phelan Lydia Coleman Mikayla Perry Rachel Ford Sarah Nicole Patterson Hardin Theodore Langston Logan Thomas Burgess

North Carolina

Colorado

Tammy Jean Muraszewski

Arkansas

Cheri Courtright Rose Elizabeth Burleson

Chelsea Fauling Patricia Abigail Reach

Missouri

Kaci N Gill

New Mexico Jaime A Luce Jayme Phelps Liana Wingerd

South Dakota

Samantha Dawn Matl

Texas

Amanda Roberts Emmanuel Martinez

Arizona

Sydney Rainey

California

Brenden David Darche Jessica Ashley Snyder Julia Vandermat Karen Hicks Mikyla Ann Kerr Rachel Gordon Rebecca Lucas Reid Michael Tabatha Marie King Valerie DeSimone Whitney Elaine Pavelich

Nevada Rosetta Teresa Maravilla

Oregon Andrew Richard Weaver Dawn Riddle Jamie Clara Antonick Morgan Grundstein-Helvey

Utah

Morgan Eastin Wongsuwan Zoe Jay Parmeter

Washington

Aimee R. Adams Austin Pelkey David Michael Rice Jonathan Everett Robinson Laura Bietman Rebecca A Butz-Houghton

Tennessee MacKenna Grace McGraw

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ETHICAL PRACTICES SYSTEM REPORT

In accordance with the Ethical Practices System (EPS) Policies, the following members were found to have violated the NAD-RID Code of Professional Conduct (CPC): MEMBER: Brenda Dawe

REGION: Region III

TENETS: 2. Professionalism 3. Conduct 6. Business Practices 7. Professional Development

SANCTION(S): 1. Suspension of Certification and membership for at least three (3) months and until completion of sanctions 2. Work with an RID-appointed Mentor for at least nine (9) hours to complete: • Assigned readings • Submission of a mentor-approved Reflection paper that a) thorougly summarizes the situation that gave rise to this grievance and explains each offense; b) explains what should have been done differently as an RID Certified Interpreter; c) addresses the harm done to the profession and consumer; d) describes the overall experience and learning with 1-1 coaching/mentoring; e) lays out a plan for monitoring and maintaining an ethical practice in the interpreting profession, including how to separate dual roles of membership and interpreting within an organization.

3. Reflection paper will be shared with the individual that filed this complaint.

4. Only after approval of the reflection paper by the panel can suspension be lifted.

Failure to comply will result in revocation.

Below, please find a link to a page on our website that lists individuals whose certifications have been revoked due to non-compliance with the Certification Maintenance Program or by reasons stated in the RID PPM. The Certification Maintenance Program requirements are as follows: • Maintain current RID membership by paying annual RID Certified Member dues • Meet the CEU requirements: CMP CEU Requirements: • 8.0 Total CEUs with at least 6.0 in PS CEUs • Up to 2.0 GS CEUs may be applied toward the requirement • SC:L’s only–2.0 of the 6.0 PS CEUs must be in legal interpreting topics • SC:PA’s only–2.0 of the 6.0 PS CEUs must be in performing arts topics • Follow the RID Code of Professional Conduct If an individual appears on the list, it means that their consumers may no longer be protected by the Ethical Practices System, should an issue arise.This list is available on the RID website and can be accessed by the community at large. The published list is a “live” list, meaning that it will be updated as needed if a certification is reinstated or revoked. To view the revocation list, please visit the link HERE. Should a member lose certification due to failure to comply with CEU requirements or failure to pay membership dues, you may submit a reinstatement request. The reinstatement form and policies are outlined HERE.

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VIEWS Vision:

VIEWS, RID’s digital publication, is dedicated to the interpreting profession. As a part of RID’s strategic goals, we focus on providing interpreters with the educational tools they need to excel at their profession.VIEWS is about inspiring, or even instigating, thoughtful discussions among practitioners. With the establishment of the VIEWS Board of Editors, the featured content in this publication is peer-reviewed and standardized according to our bilingual review process. VIEWS is on the leading edge of bilingual publications for English and ASL. In this way, VIEWS helps to bridge the gap between interpreters and clients and facilitate equality of language. This publication represents a rich history of knowledge-sharing in an extremely diverse profession. As an organization, we value the experiences and expertise of interpreters from every cultural, linguistic, and educational background.

VIEWS seeks to provide information to researchers and stakeholders about these specialty fields and groups in the interpreting profession.We aim to explore the interpreter’s role within this demanding social and political environment by promoting content with complex layers of experience and meaning.

While we publish updates on our website and social media platforms, unique information from the following areas can only be found in VIEWS: • • • • • • •

Both research- and peer-based articles/columns Interpreting skill-building and continuing education opportunities Local, national, and international interpreting news Reports on the Certification Program RID committee and Member Sections news New publications available from RID Press News and highlights from RID Headquarters Submissions:

VIEWS publishes articles on matters of interest and concern to the membership. Submissions that are essentially interpersonal exchanges, editorials or statements of opinion are not appropriate as articles and may remain unpublished, run as a letter to the editor or as a position paper. Submissions that are simply the description of programs and services in the community with no discussion may also be redirected to a more archival platform on the website. Articles should be 1,800 words or fewer. Unsigned articles will not be published. Please contact the editor of VIEWS if you require more space. RID reserves the right to limit the quantity and frequency of articles published in VIEWS written by a single author(s). Receipt by RID of a submission does not guarantee its publication. RID reserves the right to edit, excerpt or refuse to publish any submission. Publication of an advertisement does not constitute RID’s endorsement or approval of the advertiser, nor does RID guarantee the accuracy of information given in an advertisement.

Advertising specifications can be found at www.rid.org, or by contacting the editor. All editorial, advertising, submission and permission inquiries should be directed to (703) 838-0030, (703) 838-0454 fax, or publications@rid.org.

Copyright: VIEWS is published quarterly by the Registry of Interpreters for the Deaf, Inc. Statements of fact or opinion are the responsibility of the authors alone and do not necessarily represent the opinion of RID. The author(s), not RID, is responsible for the content of submissions published in VIEWS. Statement of Ownership: VIEWS (ISSN 0277-1088) is published quarterly by the Registry of Interpreters for the Deaf, Inc. Periodical postage paid in Stone Mountain, GA and other mailing offices by The Sauers Group, Inc. Materials may not be reproduced or reprinted in whole or in part without written permission. Contact views@rid.org for permission inquiries and requests.

VIEWS electronic subscription is a membership benefit and is covered in the cost of RID membership dues.

VIEWS Board of Editors Kelly Brakenhoff, NIC Royce Carpenter, MA, NIC Master Amy Parsons, Associate Member © 2021 the Registry of Interpreters for the Deaf, Inc. All rights reserved.

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