curriculum design

A successful curriculum reflects the foundations upon which it is built and a sociolinguistic view of the Deaf community. IEC assists your new or existing program in creating a mission and vision statement that represents the exit competencies students will exhibit upon graduation. We assist programs in identifying the core values that serve as the foundation for curriculum development.

IEC uses the student exit competencies you envision to develop (or revise) courses and a scaffolded sequence that will systematically propel students toward competency demonstration at graduation. This 'backward design' process is called a 'competency-based program development' and carefully documents the competencies  our profession demands of new interpreters. Competency benchmarks are built into the plan to ensure students receive assessment and valuable feedback at designated points in their journey. IEC considers how we can incorporate Universal Design for Learning into your curriculum to maximize achievement of all learners.

IEC taps into the local resources to ensure your program is firmly grounded in the stakeholders it claims to serve. Historically, Deaf and DeafBlind communities were the gatekeepers of interpreters entering the field, and it is critical at all points of curriculum development that their vested interests are integrated into curriculum planning and revision. IEC can guide you in the mapping of community assets and identify the community's  priorities for interpreter education.

You may have heard the old adage, 'You can't manage what you don't measure", and this is especially true in interpreter education. A systematic assessment of program outcomes is a vital component of the curriculum development process. Assessing student learning outcomes ensures your program remains current and in alignment with community needs for qualified interpreters. IEC assists you in constructing alumni surveys that let you know how your curriculum can be improved.