The VRS Interpreting Institute offers training that meets the continuing-education needs of recent interpreting graduates, seasoned interpreters and interpreter educators. Training is offered at the VRSII in Salt Lake City. For more information, see the descriptions below, or contact us at VRSII@sorenson.com.
VRSII classes are offered for graduate and undergraduate credit through the University of Arizona. Click here for more information.
The VRS Interpreting Institute (VRSII) is pleased to announce that a Master of Science degree in ASL/English Interpreting with a concentration in Interpreter Education is now available through a partnership with the University of North Florida (UNF).
This will be the only degree of its kind offered in the United States and will be earned through a combination of on-line and on-campus courses held at the VRSII and UNF.
Click here to learn more and to apply for the master's program.
VRSII School-to-Work Program
The School-to-Work Program is designed to assist recent Interpreting Education Program graduates in obtaining necessary skills to gain successful employment in the field of interpreting.
Applications are being accepted now through Friday, Feb. 21, 2014, for the next School-to-Work Program which will be in session June 4 through Aug. 29, 2014. The VRSII is seeking highly-qualified applicants who have graduated with at least 65 college-level semester credits, or equivalent, before Jan. 1, 2014; and have completed an Interpreter Education Program from an accredited college or university between June 2012 and May 2014.
Click here to learn more and to download the School-to-Work Program application documents.
This course will actively present proven tools to engage learners based on findings related to brain-based and active learning as well as demonstrate tools and strategies for successful application in interpreter education. Participants will learn how to help students to be more engaged and successful in the learning process.
Participants will practice many of the tools presented and work through an action plan for integrating strategies and information into their own training. Participants will be able to identify key elements of active, engaged learning, explain various tools of engagement, and connect the strategies for engagement to specific ideas for their own training efforts.
The Interpreter Educators Symposium, "Improved Practicum Design for Improved Student Outcomes," will address approaches to effective practicum design in interpreter education. Participants will work toward the creation of a common understanding and approach to identifying content and sequence of measurable learning outcomes for the practicum experience with the ultimate goal of enhancing IEP graduates' job readiness.
This training will assist educators in becoming more reflective and precise in analyzing interpretations. Educators will develop their own reflective practice with regard to both their teaching and their interpreting in order to then better guide students’ development through self-analysis and self-reflection, leading to more accurate interpreters.
Using the presenter’s Five-Step Analysis approach, participants will determine whether source and target messages are equivalent or where the interpreting process faltered. This approach to message analysis is combined with the framework of reflective practice including reflection-on-action, efficacy in specific settings and reflection-in-action.
Participants will explore distance learning as a viable option for students to learn and be transformed into effective practitioners. The course will show how distance learning increases program access and uses current and innovative strategies to train interpreters in a manner that removes obstacles of time and geography.
This course will highlight one program’s experience developing an interpreting master’s degree based on distance learning. It examines how to maintain effective teaching skills in online courses and leads participants in a review of such issues as feasibility, sustainability, faculty qualifications for online teaching, and market demand for alternative delivery modes.
Participants will explore how interpreter educators are responding to the need for education and preparation in ethics as well as the driving force behind this need.
Participants will practice developing opportunities for experiential learning in addition to traditional teaching approaches and preparing learners to become ethical practitioners. Participants will develop and refine their ethics curriculum objectives and activities to be embedded in their programs. Ethics will be addressed from structural, sequential and program-wide perspectives.
2014 Educator Empowerment Series
Beginning 2014, the following expenses will be compensated for course participants: Flights, lunch on the days of the classes or symposium and hotel room charges (no incidentals). All other expenses will be the responsibility of the course participant.
A $50 course fee is required for each class or symposium.
All courses meet: Fridays, noon to 6 p.m.; Saturdays, 9 a.m. to noon and 1 p.m. to 4 p.m.; Sundays, 9 a.m. to noon. (Interpreter Educator Classes are offered to ASL interpreter educators, mentors or workshop providers.)
“ The faculty were AMAZING...enough said! ”
“ I felt as if I were in a safe environment with people who wanted me to do my best... ”
“ I was taught concepts I had never been taught before. I learned a lot and know it will improve my interpreting...”
“ I felt very fortunate to be learning from deaf instructors who were very knowledgeable. ”
“ ...I learned more in the last 3 days than I learned in a whole semester at school in the ITP... ”
“ ...a solid foundation has been established for me and I feel more confident now. ”
“ ...thank you for such a wonderful opportunity! ”
“ ...it was an excellent experience and I have benefitted greatly from it. THANK YOU SORENSON! ”
“ I now have a more advanced and clear understanding of how important classifier usage is... ”
“ I loved being able to take the lessons we learned in the classroom and apply them to mock calls. Then getting feedback from the callers was invaluable! ”
“ I passed my NIC and I attribute that to your training programs. Thanks! ”