Introduction

In 2017, Northeastern was awarded a new grant to develop curricula and resources for interpreters working with Deaf and DeafBlind individuals with atypical language. This was groundbreaking work—nothing like this had been done before in the history of the profession. 

We established the Center for Atypical Language Interpreting (CALI). As a team of only three, I learned to wear many hats, often shifting from project manager to instructional designer to subject matter expert in the same day. After conducting research and creating a matrix of indicants and descriptors of atypical language, we collaborated with dozens of experts to develop four online learning modules, an in-person practical application week, a supervised induction period, and online communities of practice—or what we cumulatively called our Program of Study. 

We then piloted the Program with 12 professional interpreters from across the country, collecting and implementing their feedback throughout the process. Creating the Program of Study involved all five steps of the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation.

I contributed to all Program of Study elements, but I was solely responsible for the online learning modules. Of all my work in L&D, I am most proud of this project. 

The Program of Study was designed for private cohorts of interpreter students, invited through our partner interpreting agencies. However, after I left Northeastern, the online modules were modified for independent study, removing the discussion boards, virtual meetings, communities of practice, etc. They are now available to the public for free.