Submissions from 2023
But How Do I Sign That: A Look at How to Improve ASL Discourse, Caren Carr
Time To Heal: a critical analysis of American Sign Language Interpreters' occupational culture in the United States, Sarah Comerford
A New Interpreter: The Path to Educational Interpreting and Deepening Their Connection to Their Process, Harllee M. Noda
Improving Educational Interpreter Preparation and Employment Readiness Using a Curricular Approach, Erin Seipke-Brown
Signed Language Interpreting in K-12 Educational Settings: A Case for Specialization, Megan Seipke-Dame
Submissions from 2022
“I Don’t Do Mental Health:” Exploring Barriers to Mental Health Interpreting, Elizabeth Adler
Two’s Company: Two-year Programs, Four-year Programs, and Two Plus Two Agreements in Interpreter Education, Pamela Bernkrant
Soft Skills: Adding the Human Component to Curricula, Elizabeth Crane
A Deaf Interpreter’s Experience with DCS Supervision: A Dialogic Autoethnography, Daniel Gough
Effects of Exercise on an American Sign Language Interpreter: Work Production, Mental Health and Physical Health, Sierra Greiner
The COVID-19 Pandemic: Its Economic Impact on New Jersey and New York Freelance Interpreters, Linda Gueye
Playfully Expanding Interpreter Development, Keyanda Hall
¿Tú no entiendes? Medical Interpreters and Dominican Spanish, Ashley Lilón
"I Need Help! The Journey of a Novice Interpreter with Their Mentor and Coach", Daniela Lopez
Making Self-Care, Well-Being, and Emotional Intelligence a Part of Your Life, Evelina Macias
Cultural Familiarity Through Mentorship: A Way to Increase People of Color Retention within Interpreting Education and the Profession, Valerie Manseau
The Start of Something New, Leslie Ann McCuan
From the Cold Seat to the Hot Seat: An agency guide to interns, Heather Moore
Betting on Yourself: Developing Confidence as a Novice Sign Language Interpreter, Alison Steinmetz
NOT-SO-DELIBERATE, DELIBERATE PRACTICE: A Contextual Framework for a Part-Time Interpreter, ShaCarol Stewart
Demonstrating the Proximal Need for Interpreter Education, Jodi Upton
Esteem, Why Should We Care? The Importance of Work-Esteem in Our Field, Our Work, and Ourselves, Katrina N. Wadsworth
Examining the Divide: Understanding the Perceptions and Relationships between Community and Educational Interpreters, Jordan Ward
Submissions from 2021
The Black Perspective: A Need for Representation and Inclusion in ASL/English Interpreter Training Programs, Jordyn Beal
Transition Shock: Do Words Impact My Work?, Stephanie L. Bessinger
K-12 Educational Online Job Posts: Titles, Descriptions, and Qualifications, Anne Carlson
Shared Trauma: Implications for Signed Language Interpreters, Shelby Champlin
FOR US, BY US: Why do we need an HBCU interpreter education program?, Rencia Gravesande
The Role of Access: Interpreting for Deaf and Hard of Hearing Immigrant Students, Anna Jacobs
LEARNING ALONE, PRACTICING TOGETHER: A Case Study Exploring the Flipped Classroom to Improve Interpreter Education, Marquette Laquey
More Than Chocolate Cake and Bubble Baths: The Effects of Self-Care on Perceived Levels of Stress for Interpreters, Jenny Litvinchuk
Looking Forward: COVID-19 and its Impact on Working Interpreters, Kelsey McKibbin
Interpreters and Aphasia, Emily Mota
A Look at How We Discuss the Work: Observations of Feedback in the Interpreting Classroom, Chevon Nicole Ramey
Professional is Not Just a Title: The Value in Reclassifying Pennsylvania's Paraprofessional Educational Interpreters, Marilyn P. Sterner
Playing! It’s All for Fun! Or is it? An Examination of Play in the Field of Sign Language Interpreting, Jazmin Vollmar
Submissions from 2020
The Effects of Exercise and Human Relationships on Interpreting, Makenna Caccavo
Mindfulness and Interpreter Cognitive Load, Cindy Chambers
Making the Dream Work: Teaming Intimacy for Interpreters in Freelance Settings, Rebekah J. Cheeley
Beauty and the Butch: The Lesbian Interpreter, Stephanie Ehrlich
Beyond Theory: Simulation and Role-play in Interpreter Education, Cameo Hunsaker
Personal and Professional Ethics: The Impact on Decision-Making in Elementary Education, Danielle R. Kenoyer
We are what we eat: Gauging the effects of nutritional choices on the cognitive performance of an educational interpreter, Nicole Larson
Cultivating Confidence: Embodying Self-Esteem and Self-Efficacy in Novice Signed Language Interpreters, Kiarah Moore
Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs, David M. Rice
Interpreting and Dyslexia, How to Cope, Elaina Snow
Too many voices: Effects of mental health diagnoses on self-efficacy and interpreting, Sabrina Spansel
Rooted in Reflection: Developing My Professional Identity During My First Year as an Interpreter, Rachel R. Williams
Submissions from 2019
Unlocking the Mysteries of DeafBlind Interpreting, Krystle A. Chambers
Embracing Vulnerability: Exploring the Need for Strength-Based Interventions to Support the Mental Health of Sign Language Interpreters, Darcie L. Chin
It's Not Just for Jews Anymore: A Guide to Interpreting in the Jewish Setting, Jaclyn Korfin
Improving Professional Relationships in the Classroom: Teachers and Interpreters Working Together, Brittany C. LeGal
"Pursue Some Path": Green Space as a Self-care Method, Caitlin Masterson
How can I better live personal and professional values in my interpreting work with colleagues?, Peter Norland
Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors, Angela L. O'Bleness
Does the Use of TAPs Impact a Final Interpreted Product: A Self-study, Stacey Stevens
Confidence—What Does It Have To Do With It? Everything!, Christina Woods
Submissions from 2018
The good, the bad, and the ugly: Students report on experiences with instructors in interpreter education programs, Ann Adamiak
Developing bilingualism in interpreting students, Amelia Bowdell
Communicative equality: Needs assessment of sign language interpreters in South Dakota, Cyndi Fisher
Accessibility of static materials: A case study of a web-based examination, Sarah C. Hafer
“Ever since I left the city”: An auto-ethnographic action research project on interpreting in a K-12 setting, Halle Hamilton
Called to service and finding a purpose: A mixed-method study of signed language interpreters volunteering in church and religious settings, Jennifer Kinnamon
Quality of life for deafblind individuals: Comparing the effect of living with and without support service providers, Sheridan K. Lachney
Focusing the gap: Productive post-IEP development, Kerrie Ellen Lovercheck
Interpreter educators in the United States: Teaching, research, and practice, Sandra L. Maloney
The business of interpreting: The ins and outs of independent contracting as a freelance interpreter, Andrea Rehkopf
Submissions from 2017
Let’s bridge the gap! Cross-cultural mentoring, Royce M. Carpenter
Supervision in signed language interpreting: Benefits for the field and practitioners, Jenna Curtis
Exploring professional identity: a study of American Sign Language/English interpreters, Nicole Harwood
Perception in American Sign Language interpreted interactions: gender bias and consumer orientation, Colleen Jones
Inclusive approach for marginalized groups in the interpreting field, Kristeena Martinez
African American interpreters in the video relay service setting, Taiwo A. Olopade
The role of emotional intelligence in signed language interpreting, Brenda Puhlman
General overview of the Puerto Rican signed language interpreter, Katia Y. Rivera
An investigation of student perception how to better prepare signed language/English interpreters for the real world, Darlene K. Wilbeck
Submissions from 2016
Mentoring: fostering the profession while mitigating the gap, Kimberly A. Boeh
When there are no words: ASL/English interpreter practices with alingual and semi-lingual deaf immigrant children, Roselia M. Fichera-Lening
Heritage signers: language profile questionnaire, Su K. Isakson
Moving toward allyship: a current climate of agent skill sets of hearing ASL-English interpreters, Jessica Minges
Expanding the collective narrative: exploring the experiences of American Sign Language/English interpreters of Asian heritage, Christine Nakahara
Deaf interpreter education: stories and insights shared by working deaf interpreters and deaf interpreting students, Jeremy Rogers
Secondary educational interpreters: role ambiguity and role strain, Rhoda Smietanski
Roles, conflicts, and disclosures: American Sign Language/English interpreters’ adherence to best practices in legal settings, Sonja W. Smith
Submissions from 2015
Act like a lady: the impact of gender identity on American Sign Language – English interpreters, Grace B. Artl
Current practices: pre-admission assessment of American Sign Language and English language competency in interpreter education programs, Cari A. Carter
Interpreter competencies in science, technology, engineering, and mathematics as identified by deaf professionals, Christopher Grooms
Job satisfaction, role strain, burnout, and self-care among American Sign Language/English interpreters, Carrie Humphrey
Are we here for the same reason? Exploring the motivational values that shape the professional decision making of signed language interpreters., Audrey Ramirez-Loudenback
Deaf-hearing interpreter teams: navigating trust in shared space, Laurie Reese Reinhardt
Navigating language variety: ASL/English interpreters “giving voice” to African American/black deaf signed language users, Nicole Shambourger
Persistence of African-American/black signed language interpreters in the United States: the importance of culture and capital, Erica West Oyedele
Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?, Amy Williamson
Submissions from 2014
Video relay service interpreting: interpreters’ authority, agency, and autonomy in the process of ethical decision making, Kathleen C. Holcombe
The transition from participation to facilitation of supervision: an autoethnography, Daniel V. Maffia