NCIEC

1. NCIEC National Consortium of Interpreter Education Centers

2. Needs Assessment UpdateIEP Survey 2013WebinarDecember 16, 2013 Cathy Cogen & Dennis Cokely National Interpreter Education Center

3. Presenters Cathy Cogen Dennis Cokely

4. Needs Assessments Past Conducted 2006 • Practitioner Needs Assessment • Interpreter Education Needs Assessment Conducted 2008-2009 • Deaf Consumer Phase 1 Needs Assessment • Deaf Consumer Phase 2 Needs Assessment • Interpreter Referral Agency Needs Assessment

5. Needs Assessments Conducted 2009-2010 • Interpreter Practitioner Needs Assessment • Interpreter Education Needs Assessment • Vocational Rehabilitation Needs Assessment • Vocational Rehabilitation Interpreter Practitioner Interview Findings Conducted 2012-2013 • Interpreter Practitioner Needs Assessment • Interpreter Referral Service Needs Assessment • Interpreting Education Program Needs Assessment

6. Needs Assessment Webinars • Interpreter Education Program Trends Analysis (4/22/2010)  • Trends Analysis & Highlights: 2007-2010 Interpreting Practitioner (5/17/2010) • Recent Findings: Interpreting Needs in Vocational Rehabilitation Settings (2/11/2010) • Vocational Rehabilitation Needs Assessment and Implications (6/06/2011) 

7. www.interpretereducation.org Find Needs Assessment Publications

8. Find Past Needs Assessment Resources

9. Goals for Today • Present and discuss key findings of the 2013 IEP Needs Assessment • Where possible, note comparisons with 2007 data • Get participant input on issues to explore in future IEP Needs Assessment surveys

10. 2013 IEP Needs Assessment Basics • Electronic dissemination to 141 IEPs nationwide • 72 responses = 51% response rate • Data Gathered: • Basic Information about Respondents • Faculty Information • Articulation Agreements • Student Information

11. Respondent Information • Type of Degree or Coursework Offered • Non-degree certificate/in-service 35% • AA/AS program offerings 65% • BA/BS program offerings 32% • MA/MS program offerings 4% • PhD programs 0%  

12. Respondents Basic Information • Program Delivery • Fully on-ground, face-to-face 50% • On-ground with on-line component 37% • On-line with on-site requirement 0% • Fully on-line 3% • Other 10%  

13. Faculty Information • Full-Time and Part-Time Faculty Employment Compared to 2007 Survey • Number of full-time interpreting faculty down 19% • Number of part-time interpreting faculty down 64% • All interpreting faculty down 44% • Number of full-time ASLfaculty up 10% • Number of part-time ASLfaculty down 1% • All ASLfaculty up 1% • Tenure Compared to 2007 Survey • Faculty with tenure up 3%

14. Faculty Information • Retirement Plans Compared to 2007 Survey • Faculty expected to retire down 68% • Difficulty Recruiting New Full-Time Faculty • 30% indicated at least ‘somewhat difficult’ • 60% indicated ‘difficult’ or ‘very difficult’

15. Minimum Academic Qualifications Full-Time Interpreting Faculty Part-Time Interpreting Faculty

16. Minimum Academic Qualifications Full-Time ASL Faculty Part-Time ASL Faculty

17. Articulation Agreements • Increase in number of AA/AS degree programs with articulation agreements in place • 2007 – 42% • 2013 – 54% • Increase in number of BA/BS degree programs articulating with AA/AS degree program • 2007 – 30% • 2013 – 35%

18. Articulation Agreements • AA to BA Articulation Model (students complete BA/BS in 4-yr interpreting program) – 16% • AA-BA Collaborative Model (AA & BA programs design shared curriculum) – 4% (1 respondent) • BA Completion Model (students transfer to 4-year institution to complete related major; no upper division interpreting coursework) – 56%

19. Articulation Agreements • Community College Bachelor Conferred Degree Model (two-year college attains ability to confer a BA/BS degree) – 4% (1 respondent) • Dual Admission/Dual Enrollment Model (concurrent access to 2-year & 4-year institutions) – 8%

20. Pressure from Administration

21. Student Enrollment • Increases or Decreases Over the Past 3 Years: • 81% of programs find enrollments increasing (39%) or holding steady (42%) • Average Size of Entering Class • 1-4 students – 0% • 5-9 students – 24% • 10-14 students – 22% • 15-19 students – 22% • 20+ students – 31%

22. Interpreting Skills Class Minimum Size

23. Graduation Numbers • Increases or Decreases Over the Past 3 Years: • 82% of programs find number of graduates increasing (24%) or holding steady (58%) • Average Number of Students Graduating • 1-4 students – 14% • 5-9 students – 37% • 10-14 students – 26% • 15-19 students – 15% • 20+ students – 8%

24. Post-Graduation Tracking • 70% of programs track their graduates

25. Discussion, Questions, and Answers

26. Contact Us • Cathy Cogen – c.cogen@neu.edu • Dennis Cokely – d.cokely@neu.edu

27. Thank You Jessie Zhu Instructional Designer, NCRTM We wish to thank our captioner and interpreters today. This Webinar was a collaborative effort of the National Clearinghouse of Rehabilitation Training Materials and the National Interpreter Education Center (northeastern.edu/niec). CEU Sponsorship: Coordinated by Bonnie Kaplan, NURIEC b.kaplan@neu.edu And thank you for joining us today!

28. Upcoming Webinars February 3, 2014 at 4:00 p.m. Eastern Field-based Induction: A Pathway Toward Specialized Competence in Healthcare and Legal Interpreting https://ncrtm.org/moodle/mod/page/view.php?id=5071 February 24, 2014 at 4:00 p.m. Eastern New Educational Resources: Terp Talks / Digital Repository Information and registration forthcoming Email: niec@neu.edu for more information

29. www.interpretereducation.org Connect with us on Join our mailing list

30. The Consortium Centers are funded by grants from the U.S. Department of Education, Rehabilitation Services Administration, Training of Interpreters Program CFDA 84.160A and 84.160B.