Health Care Interpreting (HCI)

Courses

HCI 110   Introduction to Interpreting* (3 Hours)

Prerequisites: Interview and permission of the facilitator. Potential indicators of proficiency may be required.

This course provides a practical and theoretical introduction to the field of bilingual interpreting. Students will study interpreter roles and skills, modes of interpreting and translating, ethical issues, professional standards of practices, cultural competence and applied linguistics. Upon completion, students should have a strong foundation of knowledge regarding the profession of interpreting and should be ready for specific skills training. This course is taught in English. 3 hrs. lecture/wk. This course is taught in the fall semester only.

HCI 120   Interpreting Skills I* (3 Hours)

Prerequisites or corequisites: HCI 110 with a grade of "C" or higher.

This course develops students' skills in sight translation and consecutive interpreting. Listening and memory skills, communication strategies and intervention techniques also are emphasized. Upon completion, students should be able to sight translate short written texts and consecutively interpret non-technical, interactive messages between Spanish and English. This course is taught in English with some Spanish terminology and practice. 2 hrs. lecture/wk. This course is taught in the fall semester only.

HCI 130   Interpreting Skills II* (3 Hours)

Prerequisites: HCI 110 with a grade of "C" or higher and HCI 120 with a grade of "C" or higher.

This course develops students' skills in simultaneous interpreting and written translation. In addition, through classroom, lab and field experiences, students practice the three interpretation modes they have learned in the program and improve all aspects of their interpreting while forming good professional habits. Self-assessment, professional growth and development of a personal philosophy of interpreting are stressed. This course is taught in English with some Spanish terminology and practice. 3 hrs. lecture/wk. This course is taught in the spring semester only.

HCI 140   Spanish Medical Interpreting* (3 Hours)

Prerequisites: HCI 120 with a grade of "C" or higher.

Prerequisites or corequisites: HCI 130 with a grade of "C" or higher and HC 130 with a grade of "C" or higher.

This course develops the knowledge, techniques and practices needed to function as a bilingual interpreter in a medical environment. Students will be introduced to basic medical conditions, procedures, courses of treatment and equipment, with vocabulary and terminology in both English and Spanish. Upon completion, students should be able to apply medical interpreting and translating techniques in a variety of health care settings. This course is taught in English with some Spanish terminology. 3 hrs. lecture/wk. This course is taught in the spring semester only.

HCI 180   Medical Interpreting Practicum* (2 Hours)

Prerequisites: HCI 130 with a grade of "C" or higher and HCI 140 with a grade of "C" or higher.

Prerequisites or corequisites: HC 101 with a grade of "C" or higher.

Students will observe and interpret at assigned medical facilities, participate in organized class discussions about their interpreting experiences and develop a personal philosophy of interpreting. Both classroom meetings and fieldwork are required for this class. 2 hrs. lecture/wk.

HCI 291   Independent Study* (1-7 Hour)

Prerequisites: 2.0 GPA minimum and department approval.

Independent study is a directed, structured learning experience offered as an extension of the regular curriculum. It is intended to allow individual students to broaden their comprehension of the principles of and competencies associated with the discipline or program. Its purpose is to supplement existing courses with individualized, in-depth learning experiences. Such learning experiences may be undertaken independent of the traditional classroom setting, but will be appropriately directed and supervised by regular instructional staff. Total contact hours vary based on the learning experience.

HCI 110

  • Title: Introduction to Interpreting*
  • Number: HCI 110
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: Interview and permission of the facilitator. Potential indicators of proficiency may be required.

Description:

This course provides a practical and theoretical introduction to the field of bilingual interpreting. Students will study interpreter roles and skills, modes of interpreting and translating, ethical issues, professional standards of practices, cultural competence and applied linguistics. Upon completion, students should have a strong foundation of knowledge regarding the profession of interpreting and should be ready for specific skills training. This course is taught in English. 3 hrs. lecture/wk. This course is taught in the fall semester only.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives


  1. Describe and discuss the roles and responsibilities of bilingual interpreters.
  2. Demonstrate understanding and appreciation of the ethical issues confronting interpreters; name the components of the interpreter’s code of ethics and apply them to a variety of working situations.
  3. Identify and explain the business and professional standards of practice to be followed by interpreters.
  4. Demonstrate understanding of cultural diversity and incorporate an appropriate level of cultural competence in interpreting situations.
  5. Explain and discuss basic concepts of linguistics as they relate to interpreting. 

Content Outline and Competencies:

I. Roles and Responsibilities of Bilingual Interpreters  
   A. Name and define the major modes of interpreting and translating.
   B. Identify and describe major interpreting settings and describe the
role and responsibilities of the interpreter in each. 
   C. Demonstrate the ability to choose the most appropriate interpreting
mode for each situation.
   D. List the skills and core competencies required of interpreters.
   E. Identify the constituent parts of an interpreting session and
describe the functions and responsibilities of the interpreter in each. 
   F. Explain the need for accuracy, completeness and contextual
correctness in interpreting.
   G. Define and explain the converter, conduit, clarifier, listener,
intervener, advocate and mediator functions of interpreters.
   H. Identify legal issues, responsibilities and liabilities in
interpreting.

II. Ethical Issues Confronting Interpreters
   A. Describe ethical issues and obligations surrounding confidentiality
and the need to treat all information learned while interpreting as
confidential.
   B. Demonstrate understanding of the need to maintain impartiality and
refrain from counseling, advising or projecting personal biases or
beliefs.
   C. Demonstrate commitment to respecting the client’s privacy in all
matters relating to the interpreting situation. 
   D. Demonstrate commitment to maintaining professional distance and
refraining from inappropriate relationships with clients.
   E. Understand issues of professional integrity and apply them to a
variety of workplace scenarios.
   F. Develop strategies to deal with issues of discrimination that may
arise.
   G. Develop techniques to promote mutually respectful interactions among
all parties in interpreting relationships.
   H. Demonstrate the ability to apply ethical analysis and
decision-making when faced with ethical dilemmas and conflicts.

III. Business and Professional Standards of Practice to be Followed by
Interpreters
   A. List employment opportunities and job market trends in
interpreting.
   B. Describe financial costs, business practices and scheduling issues
related to freelance interpreting.
   C. Demonstrate the ability to practice effective workplace
competencies, including time management, record keeping, reporting,
accountability and teamwork.
   D. Define and discuss field liabilities (injury, burnout, economic
risks).
   E. Identify uses of computer-related technology in interpreting.
   F. Understand and explain the need for continuing education and ongoing
professional development in interpreting.
   G. Demonstrate understanding of the value and uses of professional
portfolios to interpreters. 

IV. Cultural Diversity and Cultural Competence in Interpreting Situations
   A. Demonstrate knowledge of broad issues of cross-cultural
communication and issues of cultural diversity.
   B. Define and discuss the role of culture in interpreting and explain
how it impacts the work of interpreters.
   C. Develop self-awareness of his/her own culture and his own
culturally-based assumptions and beliefs.
   D. Demonstrate an understanding of the interaction of language and
culture by identifying and explaining the effects of race, gender and
social class on communication.
   E. Demonstrate knowledge of basic characteristics of Latino/Hispanic
and other ethnic cultures.
   F. Discuss the concepts of acculturation and culture shock.
   G. Explain the role of the interpreter as culture broker.
   H. Explain the role of the interpreter as cultural teacher and
clarifier.
   I. Identify and resolve culturally based communication obstacles in
interpreting situations.

V. Basic Concepts of Linguistics
   A. Explain the differences between standard languages, regional
dialects and accents and how perception of such variations influences
interaction.
   B. Display adequate command of interpretation-related vocabulary,
terminology and field jargon by compiling a bilingual glossary of terms.
   C. Identify common interpreter errors, including code switching, false
cognates, and inappropriate word substitution.
   D. Demonstrate the ability to use correct diction, grammar and syntax
consistently when interpreting.
   E. Demonstrate understanding of basic concepts of phonetics and
phonology as applied to interpreting.

Method of Evaluation and Competencies:

Class Participation                       20% of grade
2-3 Quizzes                               15% of grade 
Midterm Exam                              15% of grade
Final Exam                                20% of grade
3-4 Written Assignments and Glossary      30% of grade
  Total:                                 100%

Grade Criteria:
  A = 90 – 100%
  B = 80 –  89% 
  C = 70 –  79% 
  D = 60 –  69%
  F =  0 –  59%

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HCI 120

  • Title: Interpreting Skills I*
  • Number: HCI 120
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites or corequisites: HCI 110 with a grade of "C" or higher.

Description:

This course develops students' skills in sight translation and consecutive interpreting. Listening and memory skills, communication strategies and intervention techniques also are emphasized. Upon completion, students should be able to sight translate short written texts and consecutively interpret non-technical, interactive messages between Spanish and English. This course is taught in English with some Spanish terminology and practice. 2 hrs. lecture/wk. This course is taught in the fall semester only.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives


  1. Perform accurate sight translations between English and Spanish of non-technical written texts, such as forms, signage, lists and instructions.
  2. Demonstrate active listening and memory-retention skills in Interpreting settings.
  3. Perform accurate consecutive interpreting between English and Spanish in typical interpreting settings.
  4. Employ effective communication strategies to enhance interpreting accuracy.
  5. Utilize organization and intervention techniques to enhance the success of interpreting sessions 

Content Outline and Competencies:

I. Sight Translations Between English and Spanish of Non-technical
Written Texts
   A.  Define sight translation (translation of a written
document into spoken language) and discuss its value and
uses.
   B. Use skimming, scanning and reading ahead to sight
translate texts from English to Spanish and vice versa with
little or no prior preparation. 
   C. Correctly sight translate non-technical written forms,
lists and instructions from English into written and oral
Spanish and vice versa.

II. Listening and Memory-Retention Skills
   A. Employ techniques of paraphrasing, restatement and summarization to
spoken messages to improve listening.
   B. Use repetition, visualization, association and mnemonics to improve
memory.
   C. Employ techniques of attentiveness and concentration to shut out
distractions and focus full attention on the message to be interpreted.
   D. Employ concepts of contextual listening to improve accuracy of
interpreting.

III. Consecutive Interpreting between English and Spanish in Typical
Interpreting Settings
   A. Define consecutive interpreting, explaining when and why it is used
in interpreting.
   B. Define and explain concepts of content, context, affect, register
and style in interpreting.
   C. Generate linguistically and semantically equivalent messages in the
target language that are structurally, contextually and stylistically
consistent.
   D. Perform monolateral (non-interactive) consecutive
interpretation in a mock presentation or speech setting.
   E. Perform bilateral (interactive) consecutive
interpretation in a mock discussion, conference or
negotiation setting.
 
IV. Communication Strategies to Enhance Interpreting Accuracy
   A. Demonstrate understanding of communication theory and interpersonal
communication, including verbal and non-verbal factors, feedback,
perceptions and culture.
   B. Utilize appropriate public speaking skills while interpreting, with
special attention to vocal characteristics of fluency and inflection.
   C. Demonstrate abstracting skills by filtering irrelevant details while
summarizing the main ideas of a spoken
message.
   D. Demonstrate note-taking skills by employing
verticalization, finger counting, abbreviations and symbols
to record a spoken message.
   E. Employ effective feedback-seeking and clarification strategies in
interpreting.

V. Organization and Intervention Techniques to Enhance the Success of
Interpreting Sessions
   A. Describe how to “set the stage” for interpreting in a manner
that will put participants at ease and encourage accurate communication.
   B. Effectively facilitate the flow of communication in interpreting
settings.
   C. Appropriately manage the triadic relationship in interpreting
interviews.
   D. Employ mediation and problem-solving strategies for conflict
management during interpreting sessions.
   E. Apply effective intervention methods to enhance understanding in
interpreting sessions.   
   F. Utilize effective closure techniques in interpreting
situations.

Method of Evaluation and Competencies:

3-4 Skills Tests                      50% of grade
Class Participation                   20% of grade
3-4 Written Tests and Quizzes         20% of grade 
Written Assignments and Projects      10% of grade
  Total:                             100%

Grade Criteria:
  A = 90 – 100%
  B = 80 –  89%
  C = 70 –  79%
  D = 60 –  69%
  F =  0 –  59%

Grade Criteria:

Caveats:

None

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HCI 130

  • Title: Interpreting Skills II*
  • Number: HCI 130
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: HCI 110 with a grade of "C" or higher and HCI 120 with a grade of "C" or higher.

Description:

This course develops students' skills in simultaneous interpreting and written translation. In addition, through classroom, lab and field experiences, students practice the three interpretation modes they have learned in the program and improve all aspects of their interpreting while forming good professional habits. Self-assessment, professional growth and development of a personal philosophy of interpreting are stressed. This course is taught in English with some Spanish terminology and practice. 3 hrs. lecture/wk. This course is taught in the spring semester only.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Display prerequisite skills related to simultaneous interpreting.
  2. Perform accurate simultaneous interpreting between English and Spanish in typical interpreting settings.
  3. Demonstrate understanding of fundamental translation concepts and the ability to prepare accurate written translations of non-technical documents.
  4. Develop and submit a written statement of self-assessment, professional goals and personal philosophy of interpreting.
  5. In a comprehensive skills assessment, demonstrate proficiency in major components of interpreting.

Content Outline and Competencies:

I. Prerequisite Skills Related to Simultaneous Interpreting

A. Exhibit shadowing skills in Spanish and English by repeating verbatim what is heard in the same language.

B. Exhibit paraphrasing skills by rendering the meaning of an oral message presented in Spanish or English into either language using words other than those used in the original message.

C. Demonstrate adequate dual-task performance (e.g., reciting a well-known poem or song while writing numbers backward or forward at the same time).

D. Exhibit proficient lagging skills by repeating messages while maintaining a time interval between each utterance.

II. Accurate Simultaneous Interpreting between English and Spanish in Typical Interpreting Settings

A. Explain when and why simultaneous interpretation is used.

B. Simultaneously convert oral Spanish and English messages into oral messages accurately and rapidly in the other language.

C. Choose fewer-syllable synonyms to catch up with the speaker during the interpretation performance.

D. Display adequate décalage (time lag) skills.

E. Demonstrate proficiency in use of queuing during peak information situations.

F. Listen attentively to his/her interpreting and make simultaneous corrections as needed.

G. Adjust delivery rate as needed, enunciate clearly, speak fluently and use appropriate vocal expression.

H. Generate grammatically and syntactically correct messages in the target language while maintaining the style and register of the original spoken message.

III. Fundamental Translation of Concepts and Accurate Written Translations of Non-Technical Documents

A. Describe the core skills and competencies required of a good translator.

B. Define key translation concepts, including those related to language, destination, text and equivalency.

C. Explain and apply the four steps in the translation process (text analysis, documentation, actual translation, revision).

D. Demonstrate knowledge of the rules governing the translation of proper names.

E. Compare the use of punctuation in both the source language and the target language and use correct punctuation in translating text.

F. Demonstrate the ability to identify potential meaning, structure and culture-related problems in written texts and apply the general principles of translation to solve them.

G. Demonstrate oblique and direct translation techniques and discuss the uses, value and limitations of each.

H. Demonstrate knowledge of and the ability to use computer-assisted translation tools and computer resources to assist in translation.

I. In writing, translate non-technical written documents such as forms, labels, instructions and questionnaires into the target language.

IV. Professional Portfolio and a Written Statement of Self-Assessment and Professional Goals

A. Develop a comprehensive portfolio of training, job experiences and professional activities related to interpreting.

B. Prepare a written self-assessment of professional skills, knowledge and limitations as an interpreter.

C. Building on the self-assessment, include a plan for professional growth.

V. In a Comprehensive Skills Assessment, Proficiency in Major Components of Interpreting

A. Perform sight translation from English to Spanish and vice versa with at least 85% accuracy.

B. Perform consecutive interpreting from English to Spanish and vice versa with at least 85% accuracy.

C. Perform simultaneous interpreting from English to Spanish and vice versa with at least 85% accuracy.

D. Perform written translation from English to Spanish and vice versa with at least 85% accuracy.

E. Demonstrate adequate proficiency in conflict management, cultural competence, professional ethics and standards of practice.

Method of Evaluation and Competencies:

20%    Class Participation/Activities
20%    3-4 Tests and Quizzes
40%    Comprehensive Skills Test
5%      Portfolio
5%      Self-assessment and Goals Paper
10%    Written Assignments and Projects

Total:    100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

  1. To receive credit for the comprehensive skills test, student must pass the test with a minimum score of 85%. 

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HCI 140

  • Title: Spanish Medical Interpreting*
  • Number: HCI 140
  • Effective Term: 2016-17
  • Credit Hours: 3
  • Contact Hours: 3
  • Lecture Hours: 3

Requirements:

Prerequisites: HCI 120 with a grade of "C" or higher.
Prerequisites or corequisites: HCI 130 with a grade of "C" or higher and HC 130 with a grade of "C" or higher.

Description:

This course develops the knowledge, techniques and practices needed to function as a bilingual interpreter in a medical environment. Students will be introduced to basic medical conditions, procedures, courses of treatment and equipment, with vocabulary and terminology in both English and Spanish. Upon completion, students should be able to apply medical interpreting and translating techniques in a variety of health care settings. This course is taught in English with some Spanish terminology. 3 hrs. lecture/wk. This course is taught in the spring semester only.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Describe the roles and responsibilities of interpreters in the healthcare system.
  2. Demonstrate an appropriate level of cultural competence in healthcare interpreting situations.
  3. Demonstrate proficient knowledge of Spanish medical terminology.
  4. Demonstrate understanding of issues related to interpreting in a mental health setting.
  5. Apply interpreting and translating skills to mock medical settings.

Content Outline and Competencies:

I. Roles and Responsibilities of Interpreters in the Healthcare System

A. Identify the major components of the American healthcare system.

B. Define the role and responsibilities of the interpreter in healthcare settings, including pre-encounter, during the encounter and post-encounter protocols.

C. List the skills and core competencies required of healthcare interpreters.

D. Apply issues of ethics and confidentiality to healthcare interpreting situations; discuss the interpreter’s code of ethics as applied to medical interpreting.

E. Demonstrate understanding of the legal rights of patients and the legal obligations of interpreters in healthcare settings.

F. Describe the “incremental intervention” model and explain its application in medical interpreting.

G. Describe the appropriate doctor-interpreter and interpreter-patient relationship in interpreting settings.

H. Understand legal issues, responsibilities and liabilities in medical interpreting.

II. Cultural Competence in Medical Interpreting Situations

A. Explain the biomedical culture in the United States, highlighting similarities and differences between the biomedical culture and the student’s own culture.

B. Identify traditional healthcare issues, practices and beliefs of Hispanic/Latino communities and discuss their implications for medical decision-making.

C. Identify and discuss strategies to sensitize healthcare providers to issues of cultural diversity and the impact of culture, poverty and discrimination on medical decision making.

D. Help identify and resolve communication stumbling blocks with patients from other cultures.

E. Identify culturally sensitive strategies and approaches for working with diverse cultures.

F. Demonstrate the ability to negotiate culturally effective and appropriate care plans.

III. Knowledge of Spanish Medical Terminology

A. Render into the target language Spanish or English equivalents of anatomical-related terms.

B. Employ in the target language Spanish or English equivalents of physiological and pathological-related terms.

C. Employ in the target language Spanish or English equivalents of diagnostic methods and treatment-related terms.

D. Render into the target language Spanish or English language equivalents of names of symptoms, illnesses and medications.

E. Name and describe common tools and items of equipment found in healthcare settings in Spanish and English.

F. Master appropriate vocabulary of Spanish and English terms related to common healthcare situations, such as doctor’s office visits, OB/GYN exams, lab visits, physical exams and others.

IV. Interpreting in a Mental Health Setting

A. Explain basic concepts of mental health and describe the major classifications of mental illness.

B. Describe typical mental health evaluation procedures.

C. Identify basic signs, symptoms and treatment options of mental illness, applying the correct names of common mental illnesses.

D. Demonstrate a beginning knowledge of the major medications used in the treatment of mental illness.

E. Explain the role of the interpreter in mental health settings.

F. Describe settings and procedures for mental health interpreting, with special attention to specific concerns and cautions surrounding mental health interpreting.

G. Demonstrate familiarity with basic terms used in the mental health profession.

V. Interpreting and Translating Skills in Mock Medical Settings

A. Accurately sight-translate into Spanish commonly used medical forms, waivers, reports, doses and manner of administration of medication.

B. Perform accurate consecutive and simultaneous interpreting in a mock medical setting by serving as the medium of communication between the physician and the non-English speaking patient during medical examinations, health sessions and psychiatric/mental evaluations

C. Produce accurate written translations of basic medical documents, including surveys and questionnaires, medical histories, medicine-related instructions and labels and other texts requiring special care or awareness.

Method of Evaluation and Competencies:

15%    2-3 Written Tests and Quizzes
30%    4-5 Skills Tests
5%      Update of Professional Portfolio
25%    Class Participation and Discussions
25%    Written Assignments and Summaries

Total:   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HCI 180

  • Title: Medical Interpreting Practicum*
  • Number: HCI 180
  • Effective Term: 2016-17
  • Credit Hours: 2
  • Contact Hours: 2
  • Lecture Hours: 2

Requirements:

Prerequisites: HCI 130 with a grade of "C" or higher and HCI 140 with a grade of "C" or higher.
Prerequisites or corequisites: HC 101 with a grade of "C" or higher.

Description:

Students will observe and interpret at assigned medical facilities, participate in organized class discussions about their interpreting experiences and develop a personal philosophy of interpreting. Both classroom meetings and fieldwork are required for this class. 2 hrs. lecture/wk.

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

  1. Demonstrate mastery of the interpreting skills necessary to become a professional medical interpreter.
  2. Demonstrate knowledge and understanding of the working interpreter's environment.
  3. Develop a personal philosophy of interpreting. 

Content Outline and Competencies:

I. Interpreting Skills Necessary to Become a Professional Medical Interpreter

A. Attend assigned field practicum sites and participate actively in interpreting and translating (30 hours of active observation and participation required).

B. Practice effective workplace competencies, including time management, record keeping, accountability, teamwork and maintaining professional distance.

C. Demonstrate attention to patient problems and concerns.

D. Participate in feedback sessions with supervising interpreter at the conclusion of each interpreting session.

E. Prepare and submit written summaries regarding the interpreting process, techniques, standards of practice and professional ethics following each session.

II. Interpreter's Environment

A. Discuss practicum observations and experiences, including issues concerning interpreting problems, cultural influences, ethics, standards of practice and the professional environment.

B. Ask questions about interpreting practices you are unsure about.

C. Discuss and develop a personalized plan for the next observation or interpreting session.

III. Develop a personal philosophy of interpreting as a profession.

A. Prepare and submit a written philosophy statement.

B. Participate in a class discussion of interpreting philosophies, values and ethics.

Method of Evaluation and Competencies:

60%    Practicum site attendance/performance
20%    Weekly class group discussions
10%    Written philosophy statement
10%    Class participation  

Total:   100%

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Thirty hours of fieldwork at area healthcare sites is required for this course. Students must be available to participate in the fieldwork and are responsible for their own transportation to practicum sites. 

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

HCI 291

No information found.