Department of Interpretation

Guidelines for Faculty Actions

Gallaudet University
August 15, 2013
Description of Department
The DOI offer undergraduate and graduate programs in interpretation to prepare hearing, deaf and hard of hearing
students for entry-level interpreting work in a variety of settings. Settings include medical, educational, business,
mental health, and legal interactions where there may be also direct, relay, and/or DeafBlind interpretation. The
department prepares graduates to interact and communicate fluently with deaf, hard of hearing, and hearing
people, with an appreciation of diversity in deaf and hearing communities. The DOI also offers a doctoral program in
interpretation to prepare researchers and teachers of interpretation.
The BA in Interpretation (BAI) and MA in Interpretation (MAI) programs provide an interdisciplinary approach to
interpretation, accompanied by state-of-the-art interpreting laboratory and extensive fieldwork. The BA program
focuses on face-to-face, interactive, community interpreting, and thus a dialogic approach to interpreting. The MA
program focuses on face-to-face, monologic approaches to interpreting with increased emphasis on theory and
research. Seven experienced full-time faculty member with national and international reputations teach and advise
students in program.
Departmental Mission
The multi-faceted mission of the Department of Interpretation is to prepare undergraduate and graduate students to
work as professional interpreters who exemplify quality interpreting in a variety of settings with diverse individuals;
Provide undergraduate students with coursework and other experiences to translate, interpret consecutively
and simultaneously, form ethical decision, apply research findings, and assess interpreting skills;
Prepare graduate students in the same manner with a more intense engagement with theory, research and
practice;
Conduct research on interpreting or a language-related study to inform practice and advance the field of
interpreting studies;
Participate in department and university wide administration and governance in a way that encourages
collegiality and supports students;
Participate in our profession, through work as a practitioner, involvement with professional organizations,
service grants and professional journals and presentations;

Build and promote effective practice in interpreting education throughout a 14 state region and the District of
Columbia through the GU Regional Interpreter Education Center (GURIEC).

Relative Emphasis of Teaching, Scholarship and/or Creative Activity, and Service in Faculty Workload
Distribution
Full-time regular faculties at Gallaudet traditionally have a three 3-credit course load per semester. This workload
distribution may vary by department and discipline. As a true in many departments, the workload distribution in DOI
considers factors such as service as chair (i.e. chairs have a one course load), or program coordinator, grant
management, and quality of course (observation, internship, clinical or skills-based vs. traditional lecture-style
course, etc.). However, unique to the DOI at Gallaudet University, teaching load includes the reality that, in addition
to preparing for each course (syllabus, assignment, exams, etc.), faculty must also:
1. Construct our own teaching materials and tools, as few are commercially available;
2. Teach both an academic interdisciplinary theoretical framework and a vocational hands-on practice;
3. Prepare students both content-wise and cognitively to interpret in the context of any other specialty area (e.g.
legal, medical, mental health, education, and business/government)
4. Find, secure, and schedule encounters with deaf and hearing professionals in each of these settings to allow
ample practice opportunities for students;
5. Use both ASL and written English to provide student feedback regarding their in-class and project translation
work (i.e. grading papers requires analysis and comparison of two languages and dual modes)
In addition, service requirements for each program are high due to the combination of written evaluation of
knowledge; performance evaluations of language competence in two languages and modes; performance
evaluations of interpreting skills; and research skills.
Typical service requirements include, but are not limited to, 2 4-part benchmark assessments (i.e., 3-part
comprehensive exams)
Lengthy application screening and assessment (i.e., an interpreter-skill level department-based LPI for all
qualified applicants), an in-depth student advising and support in the areas of language competency, cognitive
processing and cultural mediation.

Thus, variations in the mix of faculty responsibilities is established prior to the start of the academic year, and
must be approved by the chair of the DOI and the Dean of Graduate School.
UF Guidelines Regarding Faculty Competencies and Responsibilities
Evaluations for merit increase, reappointment, promotion, and/or tenure in the DOI are in keeping with both the
UF Guidelines and the department mission. According to the UF Guidelines, faculty competencies and
responsibilities are as follows:
Teaching
Teaching competencies includes both expertise in the faculty members field and the ability to impart knowledge
deriving from that field to Gallaudet students. A competent teacher must possess the ability to communicate
course content clearly and effectively; he/she must also be available to the students individually, responsive to
their academic needs, and flexible enough to adapt curriculum and methodology to those needs. [Effective
communication as intended by this heading is separate from and in addition to proficiency in American Sign
Language as outlined in Section 2.1.2.4]
Scholarship/Creative Activity/Research
Competence in this area means that a department member is expected to continue to grow in his/her field or
departmentally determined allied field, and contribute to and remain aware of developments within it. Evidence
of such growth and contribution may include a variety of creative and artistic endeavors, traditional scholarship
and research, presentations at workshops or meetings of professional societies, advanced study, origination and
administration of grants, authoring of textbooks, workbooks, software, classroom materials, and so on (Faculty
Guidelines 2.1.2.2)
Service
The educational process is not limited to the classroom; competence as a Department and faculty member
therefore requires service in one form or another. According to Page 2 in the University Faculty Guidelines
(Feb/May, 2010), according to the individuals interest and skills, contributions of service may be made to the
student body (e.g., academic advising, sponsoring of activities), the academic department (e.g. service on
committees, coordination of multi-section courses), the School, the University (e.g. library liaison, faculty
committees, public relations activities, outreach), the community, and professional organizations. In addition, a

faculty member is expected to participate responsibly in Department, School and University activities (Faculty
Guidelines 2.1.2.3)
ASL and classroom discourse proficiency
Faculty competency in this area includes American Sign Language (ASL) and classroom discourse. Classroom
discourse addresses ASL grammar, communication techniques, and ensuring a visually optimal environment.
Classroom discourse also includes students comprehension of the instructor, and the instructors comprehension
of the students. (Faculty Guidelines 2.1.2.4)
Professional Integrity
This area bears upon professional ethics, comportment in an academic environment, and interactions with
members of the Gallaudet Community. A faculty member must meet all professional obligations with integrity
and in an ethical manner. (Faculty Guidelines 2.1.2.5)
UF Guidelines Regarding Eligibility for Faculty Actions (Faculty Guidelines 3.2)

Assistant Professor

Completion of all requirements for a doctoral/terminal degree in the discipline taught or in a field allied field,
as a determined and documented by the department.
Proven or presumed teaching ability and professional integrity.
Evidence of ability to make important contributions in the areas of Scholarship/Creative Activity/Research and
Service, as determined and documented by the department.

Associate Professor (Promotion may be granted to the rank of Associate Professor if the
faculty member has been in the next lower rank for at least four years)
Possession of a doctoral/terminal degree in the discipline taught or in an allied field, as determined
and documented by the department.
Proven and presumed teaching ability and professional integrity.
Evidence of continuing and increasing achievement in the areas of Teaching, Scholarship/Creative
Activity/Research, and Service as determined and documented by the department.

Professor (Promotion may be granted to the rank of Professor if the faculty member has been
in the next lower rank for at least four years)
Possession of a doctoral/terminal degree in the discipline taught or in an allied field, as a determined
and documented by the department.
Evidence of such quality of Teaching, Scholarship/Creative Activity/Research and Service as to
warrant recognition within Page 5 of the University Faculty Guidelines (Feb/May, 2010)
Evidence and Documentation for Faculty Action Request
Faculty actions include reappointment, merit increase, promotion, or tenure. Faculty must provide
documentation of their growth and achievement by providing a portfolio that should include, at a
minimum, a letter of application, vita, DRE, samples of scholarship/creative works/research, student and
peer teaching evaluations, and any other professional activities deemed relevant.

Department of Interpretation Criteria for Reappointment, Merit increase, Promotion, or

Tenure
Reappointment
A full-time regular status Tenure-Track and Non-Tenure Track faculty members appointment may be
continued for a successive academic year upon recommendation of the Department Chairperson and
acceptance by the Dean. Both competence in the field of discipline and competency in ASL and
demonstration of classroom discourse are required for continuation of appointment. Reappointment is
not automatic and is entirely at the discretion of the University.
Merit Increase
There are up to five levels of merit increases awarded to recognize those faculty whose overall
performance is above satisfactory. The evaluation bears on five areas: Teaching, Scholarship/Creative

Activity/Research, Service, ASL and classroom discourse competence, and professional integrity. Merit is
based on total number points earned (see Rubric below).
Promotion
Promotion recognizes an individuals cumulative achievement in the areas of Teaching,
Scholarship/Creative Activity/Research, Service, ASL and classroom discourse, and professional integrity.
Typically, a faculty member can apply for promotion to Associate Professor or Professor after four years
in their current rank. All full-time regular status faculty members in and above the rank to which
promotion is being considered can write about the faculty members performance in the evaluation and
about his/her fitness for promotion. To be eligible from promotion, a tenure-track or tenured faculty
member must have a total rating in the first three areas of evaluation of six points or higher, and no
unsatisfactory rating in any area.
Tenure
Continuous tenure is a distinction awarded to faculty who, in the course of a probationary period, have
demonstrated considerable and impressive achievement in the areas of Teaching, Scholarship/Creative
Activity/Research, Service, ASL and classroom discourse, and professional integrity. The length of the
total probationary period, for faculty members with tenure-track appointments, shall not exceed seven
years, including credited years of prior full-time faculty service. All tenured, full-time faculty members
shall give their written professional judgments about the faculty members performance in the
evaluation categories.

Areas for Evaluation

Teaching

Gallaudets vision places high emphasis on retaining students, and through excellence in teaching, the
DOI is committed to high quality education and leadership in interpreter education. Toward that end,
the DOI criteria for teaching are as follows:
Satisfactory
The criteria for a satisfactory rating on teaching/supervision are made of the following components.
The applicant must:
1. Receive a satisfactory rating on student and peer evaluations of teaching. More than 50% of the
students evaluating the course gave it an overall rating of 2 or 3, based on a departmental
student evaluation scale of 1-5.
2. Receive a rating of good or higher [based on a 5-point scale of poor through excellent] on the
Classroom Observation Form by at least two faculty observing the applicant. (Faculty observation
feedback should be provided directly to the applicant with suggestions for teaching improvement.
This should also be shared with the department chair.)
3. In addition to student and peer evaluations of teaching, it is understood that each faculty member
will show evidence of the following:
a. Will have met with the class in keeping with the semester schedule or re-schedule missed
classes;
b. Is available to students during non-class hours via office hours, by appointment, by email,
and/or webcam; responds to student needs and requests in a timely fashion;
c. Is available during office hours which are posted at all times;
d. All syllabi meet CUE or CGE requirements, and are provided at the beginning of the semester
and are followed during the semester with minimal changes (if any);
e. Course materials are accessible in a timely fashion;
f. Classes are conducted at the appropriate level, and with respect for diverse student
perspectives;
g. Provides feedback on academic work in a timely fashion (i.e. within a week for homework
assignments, and projects that have prior preparation)
h. Provides the registrar grade reports of all courses in a timely manner.

Commendable or Outstanding
To earn a rating of Commendable, the candidate must meet all of the above criteria for satisfactory
plus two of the following. To earn a rating of Outstanding, the candidate must meet all of the criteria
for satisfactory plus at least three of the following:
1. Teaches an established course within the department that she/he has not taught in the past three
years
2. Develops a new course or redesigns an established course based on evidence from assessment
feedback, the need for which is first agreed to by department faculty and approved by the chair
3. Teaches an overload course for no pay
4. Teaches at least one extension course
5. Creates teaching resources that are used by other faculty
6. Serves as chair of a doctoral dissertation committee during the evaluation time period without
release time
7. Completes a proposal for a new or revised curriculum for the department, the need for which is
first agreed to by department faculty and approved by the chair
8. Offers an independent study to a student during the evaluation time period without release time
9. Supervises more than ten students in a practicum or internship (or conducts group supervision)
semester during the evaluation time period without additional pay, course credit, or release time
10. Provides unique services to a student with either special needs (when accommodations exceed
the OSWD recommendations)
11. Attends a teaching development activity (i.e., attends a teaching workshop or a teaching
course)
12. Serves as a reader for capstone paper, qualifying paper or dissertation
13. Makes good use of technology in teaching
14. Presents and follows an annual self evaluation and professional teaching improvement plan to
department chair
In addition, the applicant must receive a majority of 3-4 ratings on a scale of 1-5 on student evaluations for
commendable; or 4-5 for outstanding.

Additional documented faculty initiative that is in line with the current goals of the DOI and the University
will be considered.
Scholarship/Creative Activity
The vision of Gallaudet includes a focus on scholarship and creative activity in all areas for the purpose of
generating new knowledge that contributes both to the field and to pedagogy. In keeping with this vision,
and with the recognition that scholarship embodies a variety of creative activities, the DOI criteria for
scholarship/creative activity are listed below. In addition to the type of activity, of importance in
evaluation is the scope of the project and its impact on the field, the applicants level of involvement in the
project, and the overall quality and quantity of products produced during the evaluation period.
Satisfactory
To achieve satisfactory, an applicant should have completed at least three of the following:
1. Made substantial progress toward completion of PhD or completed PhD
2. Give lecture to department at GU, or local professional or academic group
3. Give research-based lecture to class outside department
4. Publish a book review in a journal
5. Submit an abstract to conference based on applicants research
6. Publish a chapter in a non-refereed book
7. Principal investigator on small grant or priority grant from GRI
8. Submit a grant proposal for a national or international grant
9. Serve as a reviewer for a conference, journal, grant agency or book
10.
Attend a workshop/course for developing research tools and share with faculty
11.
Lead a local seminar or workshop for practical applications of research
12.
Invited presentation or keynote at a local conference
Commendable, or Outstanding

To earn a rating of Commendable, the candidate must meet the criteria for satisfactory plus two of
the following. To earn a rating of Outstanding, the candidate must meet the criteria for satisfactory plus
at least three of the following:
1. Single or co-author of an academic book
2. Single or co-author of an academic textbook
3. Editor or co-editor of an academic book
4. Single or co-author of a peer-reviewed journal article
5. Single author of a journal article
6. Invited talk on research at national or international conference
7. Refereed presentation, invited presentation, or keynote at a national or international conference
8. Principal or co-principal investigator on grant funded from outside sources
9. Lead seminar at national or international level
Service
Service is a vital part of supporting the department and university communities, as well as the Deaf
community and the professional at-large. Service is an integral part of the DOI, and faculty are expected
to participate actively at all levels of service, increasingly overtime.
Satisfactory
Applicant service is deemed satisfactory if activities address two levels of the department-university-field
triad. Departmental service must include presence on campus the week prior to start of classes and
during hooding and commencement, regular attendance at departmental meetings, evaluation of
qualifying and comprehensive exams, recruiting and screening applicants, and serving on department
committees. Applicants should also serve on at least one university-wide committee (barring first year
tenure-track faculty).
Commendable

Applicant service is deemed to be commendable if activities in the satisfactory category are all met, and
as well, if at least the applicant has performed service for the community or profession and/or taken a
major role (such as chair) of a department or university committee.
Outstanding
Applicant service is deemed to be outstanding if activities in the commendable category are all met, and
as well, if the applicant has performed service for the community or profession (all three levels of triad),
and if the applicant has taken a major role (such as chair) of a department or university committee, and if
the applicant sponsors student activities within the department, sponsors student organizations, service a
professional organization, serves on a journal editorial board, writes grant proposals, supervises a visiting
professor, supervises adjuncts, recruits students, seeks student scholarships, serves as a dissertation
committee member on one or more dissertations, etc.

RUBRIC
SATISFACTORY (1pt)

TEACHING

SCHOLARSHIP

SERVICE

Receives satisfactory ratings

on student and peer
evaluations of teaching. More
than 50% of the students
evaluating the course gave it
an overall rating of 2 or 3,
based on a departmental
student evaluation scale of 15, demonstrates adequate
expertise in the field of study;
is available for student
consultation and responds to
student needs. (In keeping
with the list above

A low level scholarly activity.

Exemplar: PhD studies;
lecture at university; local
professional or academic
group; ongoing scholarship
work.

Participates in at least two

levels of the department
university field triad.

COMMENDABLE (2 pts)

OUTSTANDING (3 pts)

Receives above average

ratings on student and peer
evaluations of teaching. More
than 50% of the students
evaluating the course gave it
an overall rating of 3 or 4,
based on departmental
student evaluation scale of 15. Demonstrates above
average level of expertise in
the field of study; encourages
student consultation and is
active in responding to
student needs. Development
of new instructional materials
for the course or
experimentation with new
teaching method or approach
for one or more class
meetings. (in keeping with
the list above)

A medium level of scholarly

activity. Exemplar: reviewed
presentation at a conference;
ongoing major scholarship
work; publication of a minor
scholarship work such as a
non-empirical work. (in
keeping with the list above)

Pre-Tenure-Track Faculty
Participates Services

Rated as an outstanding
teaching on student and peer
evaluations of teaching. More
than 50% of the student
evaluating a course gave it an
overall rating of 4 or 5, based
on departmental student
evaluation scale of 1-5.
Demonstrates a high level of
expertise in the field of study;
assertive in encouraging

A high level of scholarly

activity. Exemplar: keynote
lecture/invited presentation at
a conference; publication of a
major/peer reviewed
scholarship work; completion
of a significant product such
as a book chapter, book PI on
a grant and so on. (in keeping
with the list above)

Participates in all three levels

of the department university
field triad and takes a
significant leadership role in
one of these three such as,
chair of a committee,
president of a professional
organization or multiple
participant roles. Advises on
several dissertation
committees or provides

Participates in at least two

levels of the department
university field triad and
takes a leadership role in one
of the three such as officer in
a professional organization or
chair of a committee. Advises
on a dissertation committee
or provides a training event to
faculty outside of course
requirements.

student consultation and is

highly proactive in responding
to student needs.
Development of new course
or program or
experimentation with new
teaching method or approach
for an entire course. (in
keeping with the list above)

several training events to

faculty outside of course
requirements.