[
{
"url": "https://wou.omeka.net/s/repository/item/15426",
"dcterms:title": [
"Faces of Interpretation: A Study on the Experiences of Black American Sign Language (ASL)-English Interpreters in Legal Settings"
],
"dcterms:creator": [
"Meikayla M. Mixon"
],
"dcterms:date": [
"6/13/2026"
],
"dcterms:type": [
"text",
"data"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Legal interpreting is a complex, highly specialized field of interpreting (Solow, 2000), one that is currently lacking sufficient numbers of American Sign Language (ASL)-English interpreters (Cogen & Cokely, 2015). Understanding the experiences and needs of those currently working in the field is vital to improving training and resources. Black and African American (B/AA) ASL-English interpreters have historically faced racism in work environments, both from colleagues and consumers (West-Oyedele, 2015). B/AA individuals are a minority in the ASL-English interpreting community and in legal interpreting spaces; the experiences of B/AA ASL-English interpreters in legal settings may align with those working in less specialized environments. The purpose of this study is to record and consider the experiences of B/AA ASL-English interpreters in legal settings and to identify the demands and controls that may impact these individuals’ work. Participants’ stories were gathered using semi-structured interviews and analyzed using thematic narrative analysis. The participants’ responses aligned closely with existing literature, confirming that legal interpreting work is consistent across diverse interpreter groups. These findings may be used to inform interpreters’ practice and lay the groundwork for future large-scale studies."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"American Sign Language (ASL)",
"Black/African American",
"Legal/Court Interpreters"
],
"SKOS:note": [
"Elisa Maroney",
"Zanthia Smith",
"Elizabeth Jean-Baptiste"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15422",
"dcterms:title": [
"The Hidden Roles of Healthcare Interpreters"
],
"dcterms:creator": [
"Marisa Rueda Will"
],
"dcterms:date": [
"6/1/2026"
],
"dcterms:type": [
"text",
"data"
],
"dcterms:language": [
"eng",
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Healthcare interpreters play a critical role in facilitating communication between limited English proficient (LEP) patients and healthcare providers. While professional standards traditionally emphasize linguistic mediation, interpreters often perform additional functions that influence patient experiences, provider communication, and healthcare delivery. This study examined the extent to which healthcare interpreters engage in activities linguistic message transfer and explored how these activities are perceived by interpreters, healthcare providers, and Spanish-speaking LEP patients.\nUsing a mixed-methods survey design, quantitative and qualitative data were collected from healthcare interpreters (n = 159), healthcare providers (n = 19), and Spanish-speaking LEP patients (n = 15). Survey responses were analyzed to identify activities performed beyond language interpretation and to examine stakeholder perspectives regarding the appropriateness and value of these contributions.\nFindings indicated that interpreters frequently engaged in activities such as providing emotional support, facilitating patient understanding, contributing cultural and linguistic insights, and assisting patients in navigating healthcare experiences. While respondents across all three groups generally recognized the value of these contributions, perspectives differed regarding professional boundaries and the appropriate scope of the interpreter role. The findings suggest that healthcare interpreters occupy a complex position within healthcare encounters that extends beyond traditional role definitions and may contribute to communication, patient experiences, and language access outcomes.\nKeywords: Healthcare interpreters, language access, patient advocacy, care coordination, cultural mediation, LEP patients, health disparities."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"Healthcare interpreters",
"LEP patients",
"Interpreter Roles"
],
"SKOS:note": [
"Elisa Maroney",
"Elizabeth Jean-Baptiste",
"Amanda Smith"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/15133",
"dcterms:title": [
"Professor Bud Brown and the Creation of the WOU Veteran’s Resource Center"
],
"dcterms:creator": [
"Jackson Albrecht",
"Katie Altheide",
"Jillian Barnhurst",
"Hayden Bence",
"Jandika Borden",
"Emma Cane",
"Juno Debry",
"Jeremy Dixon",
"Alex Fawcett",
"Billy France-Bagwell",
"Gabe Grecny",
"Hayden Grow",
"Tyler James",
"Ben Loverin",
"Isaac Mayhugh",
"Stephanie McKenzie",
"Ellie Osborn",
"Jakob Ritter",
"Grace Smith",
"Hallie Tasker",
"Zephen Wilkinson",
"Carson Yon"
],
"dcterms:description": [
"The WOU Veteran’s Resource Center was created through the initiative of Professor William Bud Brown (Criminal Justice). The students in Professor David Doellinger’s HST 301 Introduction to Historical Research (Fall 2023) and HST 408 Oral History (Winter 2025) began developing a history of the VRC. This history includes transcripts and analysis of oral history interviews and other documents that were collected that are connected to its history and the work of Professor Brown."
],
"dcterms:date": [
"2025-06-15"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:identifier": [
"BudBrown2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/15/2026, this item is in copyright, which is held by the authors. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"BIO:keywords": [
"Bud Brown",
"Veterans Resource Center"
],
"SKOS:note": [
"David Doellinger"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14992",
"dcterms:title": [
"Baccalaureate Service Oregon College of Education [1942]"
],
"dcterms:description": [
"Program for a church service to celebrate the graduation of Oregon College of Education students in June of 1942. Program includes list of speakers, speeches, and musical pieces, and a printed version of the poem \"America\" by Samuel Francis Smith."
],
"dcterms:publisher": [
"Oregon College of Education"
],
"dcterms:date": [
"1942"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"Commencement_1942a"
],
"dcterms:rights": [
"As of 4/27/2026, the copyright and related rights status of this Item has not been evaluated. Please contact Western Oregon University Archives at archives@wou.edu for more information. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use.",
"https://rightsstatements.org/vocab/CNE/1.0/"
],
"BIO:keywords": [
"Commencement",
"Oregon College of Education"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14760",
"dcterms:title": [
"Theory to Practice—It’s a Long Jump!"
],
"dcterms:creator": [
"Gracie Ann Meives"
],
"dcterms:date": [
"9/15/2025"
],
"dcterms:type": [
"Text; Image; StillImage",
"Action Research Project"
],
"dcterms:identifier": [
"arp_20251023c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 09/29/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"My aim with this project is to explore the development of a new interpreter in a K–12 educational setting. In my professional reflective journal, I collected data focused on new interpreters’ skill development, such as feedback, mentors, work samples, boundaries, supervision sessions, and lexical/grammatical items. Using the text analysis tool Voyant (2025), I scanned the data for lexical patterns as well as general themes in each quarter of the journal. My findings point to four overarching periods of transition that each have their own distinctive data and patterns. These four quarters are found in the results in Chapter 4. These distinct quarters show the natural progression of filling “the gap” between theory and real-world interpreting experiences. I hope to use my findings to offer a look into the process of transitioning from an interpreter education program to life as a working professional to better identify emerging professionals’ skill acquisition needs."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Erin Trine"
],
"curation:note": [
"Elisa Maroney"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14711",
"dcterms:title": [
"Navigating Worlds: Uncovering the Unique Positionality and Experiences of Hard-of- Hearing ASL Interpreters"
],
"dcterms:creator": [
"Carli Maegan Jones"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CarliJones_Thesis_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Existing research overlooks the experiences of hard-of-hearing individuals working as American Sign Language (ASL) interpreters. To fill this gap, I have documented some of\ntheir challenges, unique perspectives as language users, and contributions to the ASL interpretation field. Employing qualitative methods, I have amplified their voices and\nshed light on their experiences, advocating for inclusivity and equity within ASL interpretation. This study aligns with broader discussions on disability rights and\nprofessional diversity; it aims to challenge stereotypes, dismantle barriers, and foster transformative change. Additionally, it recognizes the unique cultural and linguistic skills\nHard-of-hearing Interpreters (HHIs) bring to their practice."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"American Sign Language (ASL)",
"Hard-of-Hearing Interpreter (HHI)",
"Deaf Interpreter (DI)",
"Hearing Interpreter (HI)",
"Positionality",
"Deaf Identity",
"Deaf Culture"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney",
"Stacey Rainey"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14699",
"dcterms:title": [
"From Representation to Transformation: The Role of Cultural Relevance in Effective Pedagogy"
],
"dcterms:creator": [
"Wyatt Anthony Smith"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"WyattSmith_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This study explores the implementation of culturally relevant teaching (CRT) to enhance student engagement and instructional clarity in a high school history classroom. Grounded in Gloria Ladson-Billings’ CRT framework, the research examines how integrating students’ cultural backgrounds and lived experiences into lessons fosters deeper learning connections. Using qualitative methods, including reflective journals, formative assessments, and mentor feedback, the study highlights the impact of student-centered strategies such as gamified study guides, personalized historical narratives, and interactive digital formats. Findings suggest that CRT increases student agency, supports critical thinking, and enhances relevance in social studies education; however, challenges such as absenteeism and systemic barriers complicate its implementation. The study concludes that sustained reflection, adaptability, and intentional curriculum design are crucial for effectively implementing CRT to bridge educational gaps and empower diverse learners."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"BIO:keywords": [
"Culturally Relevant Teaching",
"Gameification"
],
"SKOS:note": [
"Amy Bowden",
"Benjamin Finnegan"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14666",
"dcterms:title": [
"Curriculum Development - Trilingual Interpreting Training Program"
],
"dcterms:creator": [
"Rossio Soledad Zavala Perez"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"RossioZavalaPerez_PP_2025"
],
"dcterms:language": [
"eng",
"spa"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The project's significance lies in bridging the gap between theory and practice in\ntrilingual interpreting education. The field of trilingual interpreting faces significant\nchallenges due to the scarcity of resources and research, particularly in adapting existing\nprocessing models to manage three languages simultaneously. The aim is to define\ntrilingual interpreting, develop a suitable curriculum, and, by synthesizing existing\nresources and incorporating stakeholder input, establish a framework for trilingual\ninterpreting training. The three languages that will be discussed include American Sign\nLanguage, English, and Spanish; however, the goal is that the completed trilingual\ninterpreting training curriculum will be generalized to substitute for any three languages.\nThe data collected and utilized in this project were collected via QualitricsXM (2025),\nand the individuals were recruited through snowball and purposive sampling.\nFurthermore, the questions in the survey were both qualitative and quantitative in nature.\nThe end results showed a clear consensus of what trilingual interpreting means and the\nneed for trilingual interpreters in the Deaf Community, who have specialized training in\nthe interpreting process that includes three languages of mixed modalities. The\ncurriculum outline that was developed as part of this project includes the program and\nstudent learning outcomes that could be modified or applied for training trilingual\nindividuals who use any three languages."
],
"dcterms:license": [
"CC-BY-NC-ND (attribution, non-commercial, no derivatives)"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"trilingual",
"interpreting",
"Deaf"
],
"SKOS:note": [
"Amanda Smith",
"Allisun Kale"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14632",
"dcterms:title": [
"Transition Shock and Confidence Development in New ASL-English Interpreters: A Yearlong Action Research Project"
],
"dcterms:creator": [
"Lindsay Brady"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"LindsayBrady_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Transition shock is a phenomenon that affects individuals as they acclimate to a new environment. In the case of American Sign Language-English interpreting students, some recent graduates experience symptoms of transition shock during the early stages of their careers. This might cause a decrease in the interpreters’ confidence as they navigate the aspects of the professional field for which their interpreter education program (IEP) did not fully prepare them. This action research project follows the early career journey of a new interpreter as she navigates fluctuations in confidence during the first year of her career. The data collected is intended to show whether experiencing transition shock impacted her confidence."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"transition shock",
"confidence",
"ASL-English interpreter"
],
"SKOS:note": [
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14631",
"dcterms:title": [
"Pathways to Professional Interpreting: An Autoethnography of a Deaf-Parented Person of Color"
],
"dcterms:creator": [
"Lauren J. Jourdonnais"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"LaurenJourdonnais_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Intersectional identities impact the way we as humans experience the world around us. Those who identify as people of color and are heritage signers of American Sign Language (ASL) face unique challenges when going through Interpreter Education Programs (IEPs). The purpose of this action research project is to elucidate how the author, a deaf-parented person of color, found success and completion in their becoming a professional ASL/English interpreter while involved in an IEP in ways that are related to cultural and linguistic aspects of their intersectional identity. The author hopes to contribute their experiences to a continuing conversation about inclusivity and belonging and provide perspectives from their education in an IEP."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"ASL",
"CODA",
"Intersectionality"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14629",
"dcterms:title": [
"Living Histories: A Community-Engaged, Culturally Sustaining Curriculum Model for Middle School Social Studies"
],
"dcterms:creator": [
"Kelleen Greene"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"KelleenGreene_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Living Histories: A Community-Engaged, Culturally Sustaining Curriculum Model for Middle School Social Studies is a six-week curriculum designed to empower middle school students to explore underrepresented local histories through inquiry, service-learning, and digital storytelling. Drawing from culturally sustaining pedagogy (Paris & Alim, 2017), funds of knowledge (Moll et al., 1992), and place-based learning frameworks (Gruenewald & Smith, 2008), the curriculum centers student identity and community voice as integral to civic and historical understanding. Students engage in oral history interviews, community mapping, and public-facing presentations culminating in a digital “Living Histories Archive.” The project is aligned with Oregon Social Science Standards and includes differentiated supports for multilingual learners. The curriculum integrates academic rigor with participatory public scholarship, offering a replicable, equity-oriented model that advances inclusive civic education. This project also contributes to the professional growth of the author as a reflective curriculum designer and educational leader committed to justice-oriented pedagogy.\nKeywords: culturally sustaining pedagogy, service-learning, social studies education, oral history, civic engagement, middle school curriculum, place-based education, multilingual learners."
],
"bibo:degree": [
"Master of Science in Education: ESOL"
],
"BIO:keywords": [
"local history",
"historical pluralism",
"community engagement"
],
"SKOS:note": [
"Kenneth Carano",
"Dana Ulveland",
"Greg Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14582",
"dcterms:title": [
"Late Linguistic Learners Becoming American Sign Language Interpreters: Challenges and Effective Strategies for Success"
],
"dcterms:creator": [
"Dierdra Marie Girardeau"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"DierdraGirardeau_ARP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This Action Research Report explores the challenges faced by Late Linguistic\nLearners (LLL) becoming American Sign Language (ASL)-English interpreters and\nproposes strategies for overcoming these obstacles. Through a review of existing\nliterature and analysis of a qualitative survey including the researcher’s personal\nreflections, this study identifies key barriers such as LLLs (individuals who begin\nlearning ASL and interpreting skills in adulthood) often encountering unique difficulties\nincluding changes in cognitive ability causing slower acquisition rates, physical and\nemotional hurdles, and training programs not set up to help with their needs. The report\nalso highlights effective strategies to address these challenges, including the\nimplementation of intensive language immersion programs, specialized mentorship\nsupport systems, and targeted professional development training. By leveraging these\nstrategies, LLLs may improve their interpreting skills, enhance their confidence, where\nthey can contribute effectively to the field. The findings suggest that with adequate\nsupport and resources, LLLs can be a significant benefit within the ASL interpreting\nprofession.\n\nKeywords: American Sign Language, interpreter, late learners, interpreter training,"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"American Sign Language",
"interpreter",
"late learners",
"interpreter training"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14575",
"dcterms:title": [
"How Can I Interpret When No One is Watching?"
],
"dcterms:creator": [
"Catherine Maier"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CatherineMaier_Thesis_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Research has shown that interpreters and interlocutors engage in collaborative efforts to coconstruct meaning in authentic and real-time interpreting scenarios. However, there is often an absence of a consumer during interpreted monologues from English to American Sign Language (ASL). This study employed a mixed-methods approach to analyze the behaviours and perceptions of ASL–English interpreters who interpreted samples first without and then with the presence of a recorded consumer. The results indicated increased eye-gaze fixation among interpreters during the second video presentation. While interpreters did not attempt direct eye contact with the consumer, their eye movements lingered longer in proximity to the consumer stimulus video than in the first video without a consumer. In subsequent interviews, interpreters said they preferred the presence of a consumer, as they relied on positive or negative backchanneling to inform their decision-making processes. Furthermore, experienced interpreters noted heightened motivation and deeper processing of the source material in the presence of a consumer. While additional research is warranted, it is recommended that any assessments of interpreters include the presence of a recorded consumer to foster a more authentic experience, thereby enhancing performance during evaluations."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"Authentic assessment",
"pre-recorded consumer",
"backchanneling"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney",
"Marty Taylor"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14553",
"dcterms:title": [
"Enhancing Math Engagement: A Framework for Transforming Mandated Curriculum into High-Cognitive Demand Tasks Through Real World Applications"
],
"dcterms:creator": [
"Caroline Porter"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"CarolinePorter_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Student engagement and high cognitive demand are often lacking in secondary mathematics accessible curriculums and classrooms, which can hinder deep-understanding and critical thinking skills. The purpose of this project was to inform and illustrate to educators how to increase the level of demand of curriculum tasks. To do so, a research-based template was created as a guide to help teachers transform the level of demand of tasks and increase student engagement. Three example tasks drawn from classroom experience and a self-assessment flow chart are included to illustrate the use of the template. Each example task was analyzed using the Task Analysis Guide (Stein, et al., 2000) to ensure it met the criteria of a high-cognitive demand task. Strategies from authors such as Smith et al. (2017) and Leinwand et al. (2014) were instrumental in the development of tools that incorporated real-world applications, open-ended questions and student justification. To reach a wider audience, the developed tools will be shared through professional development presentations and published in math teacher journals."
],
"bibo:degree": [
"Master of Science in Education: Curriculum and Instruction"
],
"SKOS:note": [
"Kenneth Carano",
"Rachel Harrington",
"Gregory Zobel"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14538",
"dcterms:title": [
"Leveraging the Gap: Implementing Mandatory Supervised Practice"
],
"dcterms:creator": [
"Allison Rodgers-Griffin"
],
"dcterms:date": [
"6/15/2025"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"AllisonRodgersGriffin_PP_2025"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The work readiness gap in ASL–English interpreting has persisted for decades, leaving many novice interpreters unprepared for professional practice and national certification. Despite efforts by interpreter educators, professional organizations, and training programs to enhance educational standards and implement community-based learning, the transition from interpreter training programs (ITPs) to independent professional practice remains a significant challenge. This professional project examines the need for mandatory supervised practice postgraduation and as a prerequisite for the Registry of Interpreters for the Deaf’s National Interpreter Performance Exam, drawing from structured training models in education, occupational therapy, and counseling. Grounded in the integrated developmental model (IDM) developed by Stoltenberg et al. (1987), this proposal explores how structured supervision can support interpreters in navigating the shift from student to professional. The historical evolution of interpreter education, the impact of legislative changes, and the absence of standardized supervision requirements are examined in comparison to other practice professions. An analysis of the effectiveness of structured supervision and postgraduate training highlights the need for a formalized induction period to better prepare interpreters for real-world challenges. Establishing nationally standardized supervision requirements would ensure that interpreters develop the necessary skills, ethical decision-making abilities, and professional judgment before certification."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"ASL–English interpreting",
"work readiness",
"supervision",
"practice profession"
],
"SKOS:note": [
"Amanda Smith",
"Michael Hass",
"Chung-Fan Ni"
],
"curation:type": [
"Professional Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14458",
"dcterms:title": [
"Reflection in Action: Interpreter Self-Efficacy and Intentional Practice"
],
"dcterms:creator": [
"Erin M. Mackey"
],
"dcterms:date": [
"6/14/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416h"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Self-efficacy is one’s belief in their ability to take the steps necessary to achieve their goals. It has been shown that self-efficacy is an important aspect of being an interpreter, and it can change the quality of the interpretations that are produced. But how can interpreting students and novice interpreters improve self-efficacy? This action research follows my journey to discover whether my self-efficacy as an interpreting student and novice ASL/English interpreter changes after I record and watch my interpreting work samples. This process utilized intentional practice, Think Aloud Protocols, and written reflections to gain insights into my inner thoughts and feelings while interpreting and watching my work. Self-efficacy was explored by looking at evaluative and non-evaluative language, as well as positive and negative tone.\nKeywords: Intentional practice, novice interpreter, reflection, self-efficacy, Think Aloud Protocol"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14457",
"dcterms:title": [
"Navigating the Labyrinth Through A Cultural Advocacy Perspective: Exploring a Staff Sign Language Interpreter’s Role in a California Prison"
],
"dcterms:creator": [
"Stefanie O'Brien"
],
"dcterms:date": [
"6/14/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416g"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Within the field of penology, research providing firsthand accounts of correctional staff and prisoners remains insufficient, with no identifiable research focusing specifically on interactions between correctional staff and Deaf and Hard of Hearing (D/HH) prisoners. This action research project examines the evolving roles and responsibilities of a staff sign language interpreter (SLI), who is also a certified Americans with Disabilities Act Coordinator (ADAC), over a three-year period within a Level 1-4 women’s correctional institution in California. Guided the frameworks of Cultural Appropriate Advocacy (CAA) (Salla et al., 2023), Discriminatory Epistemic Injustice (Fricker, 2007), and Moral Agency (MA) (Peter, 2011), this research explores the dynamic interplay between legal mandates, institutional realities, and the staff SLI’s advocacy efforts to bridge the communication gap and empower D/HH inmates facing ADA rights violations. These mandates include, but are not limited to, the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and relevant case law, such as Armstrong v. Newsom (1994). Qualitative data collection and analysis are used to uncover the underexplored area of prison interpreting and contributes to a deeper understanding of the challenges and opportunities encountered by a staff SLI in this non-traditional setting."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14456",
"dcterms:title": [
"Feedback as Confidence: Practical Applications for a Practice Profession"
],
"dcterms:creator": [
"Andrew Riley Krugielki"
],
"dcterms:date": [
"3/20/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416f"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Feedback is a crucial aspect of skill development as an American Sign Language (ASL)/English Interpreter. Newer (or novice) interpreters benefit immensely from the extra support provided by experienced interpreters, yet they may find discomfort in the process of requesting or receiving it. Without access to feedback, a novice interpreter’s skills may wilt; thus, early incorporation of effective feedback is critical during the transition from graduate to professional. \nI explore my discomfort with feedback and development by examining the intricacies of language used by experienced interpreters during feedback sessions, and my thought worlds surrounding the process of development through feedback. I analyze participant statements, self-reflective graduate work, and post-feedback questionnaires to further comprehend one novice interpreter’s mind when receiving feedback."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"evaluative/nonevaluative language, feedback, trust"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14455",
"dcterms:title": [
"The Matrix of Belonging: a Reflective Analysis of Defining and Cultivating Belonging in the Interpreting Profession"
],
"dcterms:creator": [
"Ayla Lynn Adkins"
],
"dcterms:date": [
"3/20/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416e"
],
"dcterms:language": [
"sgn-US",
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project presents findings on the manifestations of “belonging” within the field of American Sign Language (ASL) and English interpreting. A mixed-method approach is used and focuses on evaluating and identifying the influences and themes of belonging and how the experiences of an individual shape it. Findings relate to emphasizing professional and emotional support based on authenticity, inclusivity, and acceptance alongside consistent and stable working conditions. The researcher emphasizes a “sense of belonging” as a vital portion of interpreter well-being, and she promotes its essential consideration, especially for novice interpreters."
],
"dcterms:license": [
"CC-BY (attribution)"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"integrative framework of belonging, interpreter education program, interpreter training program,"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14454",
"dcterms:title": [
"Physical Strain the Human Body Experiences in a Work Setting: Video Relay Services"
],
"dcterms:creator": [
"Janessa Torres"
],
"dcterms:date": [
"3/20/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The Video Relay Service (VRS) work environment, in comparison to other signed language interpreting work settings, has specific work demands that prompt researchers to consider physical health needs. VRS consists of long screen time on the eyes and desk-job-like ergonomic demands, on top of additional interpreting demands that come with the profession. In this article we will explore the intensity of ergonomic demands, how that has a physical impact on the working interpreter’s body, and how that translates into their overall performance and mental capacity. It is important to note that intrapersonal demands influence the work produced by the interpreter and how certain practices of self-care and other forms of intentional physical activity can promote longevity in an interpreter’s ability to continue the work accurately and effectively."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Audrey Ramirez-Loudenback"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14453",
"dcterms:title": [
"Self-efficacy, Emotional Regulation, and the Novice Interpreter"
],
"dcterms:creator": [
"Alexa Milam"
],
"dcterms:date": [
"3/20/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416c"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"Many novice interpreters experience issues with self-efficacy and emotional regulation as they begin their professional careers. Although there is substantial research supporting connections between self-efficacy and performance, intrapersonal emotions and competence, and many other areas related to these topics, I believe it is important to appreciate the interconnectedness of each of these concepts and for new interpreters especially to fully understand how they are impacting our work. My action research focuses on my experience as a novice interpreter and what I have noticed about my struggle to remain confident enough to access the skills that I have spent years acquiring, in order to succeed as a professional interpreter. It was my goal to understand why interpreters may lack confidence and have trouble accessing foundational skills and tools when they are faced with interpreting interactions that are unfamiliar or difficult, and if this has any relation to the emotional regulation skills, or lack of, that they possess. I also aimed to identify what I can do, in regard to building emotional regulation skills, to combat the negative effects of the natural self-efficacy development period that all new professionals must undergo. Through a combination of surveys, journaling, analysis methods, and various implementations in my professional routine, I hope to yield results that will support other novice interpreters in carrying out self-analysis, building on self-efficacy, and perhaps even furthering this research."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14452",
"dcterms:title": [
"Virtual Teaming Post-Pandemic"
],
"dcterms:creator": [
"Marcus S. Gunter"
],
"dcterms:date": [
"6/14/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"thesis_20250416a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"The primarily in-person work environment of English-ASL interpreters was dramatically affected by the COVID-19 pandemic. A sudden increase in online services thrust interpreters into a virtual work environment they may have not prepared for, affecting the virtual teaming dynamic. This paper explored professional English-ASL interpreters’ experiences, contrasting their pre- and post-pandemic work environments, focusing on their preparedness, preferences, and familiarity with current technology. Previous research on this topic has suggested possible gaps in the virtual teaming process. The goal of this research was to identify specific areas in the virtual workspace interpreters are lacking. Using a survey to gather data on interpreters’ experiences, this study found that the lack in training and familiarity with technology between stakeholders in virtual meetings affected interpreters’ ability to engage in each part of the interpreting process, especially working as a team of interpreters. As each “step” in the interpreting process ultimately leads to providing a more accurate interpretation, the omission of any one area, as a result of an unfamiliarity with technology, could negatively impact the accuracy of an interpretation, possibly resulting in a negative impact on the interpreters’ consumer(s)."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"Virtual interpreting, team interpreting, virtual teaming"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith",
"Cameo Hunsaker"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14451",
"dcterms:title": [
"Breaking the Ice: A Comprehensive Exploration of Freezing in ASL/English Interpreting"
],
"dcterms:creator": [
"Madison Lantis"
],
"dcterms:date": [
"6/14/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416b"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This action research project delves into the phenomenon of freezing during American Sign Language (ASL)-English interpreting. The goal of this research is to pinpoint the underlying causes of these freezing instances in my interpreting work, identify recurring patterns, and develop effective strategies for overcoming freezing. Throughout my development as an interpreter, I have consistently struggled with freezing while interpreting. Grounded in the Self-Efficacy Theory and the Demand Control Schema, this study explores the multifaceted factors contributing to freezing episodes. Through thorough analysis, I explore my interpreting work and my mindset and beliefs around interpreting. Additionally, I investigate freezing as a stress response, the cognitive processes involved in interpreting, and factors influencing my ASL fluency. \nKeywords: Freezing, interpreting, ASL, demands, controls"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"BIO:keywords": [
"cognitive distortions, self-efficacy, self-doubt"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith",
"n/a"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14450",
"dcterms:title": [
"The Dream of a Seamless Switch: Code-switching between American Sign Language and Protactile Language as an Interpreter and Co-navigator"
],
"dcterms:creator": [
"Alyssa Alpers"
],
"dcterms:date": [
"3/20/2025"
],
"dcterms:type": [
"text"
],
"dcterms:identifier": [
"arp_20250416a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 04/16/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"https://rightsstatements.org/page/InC/1.0/?language=en"
],
"dcterms:abstract": [
"This Action Research Project studied code-switching and transitions between the linguistic spaces of American Sign Language (ASL) and Protactile Language (PT) during interpreting and co-navigating, with a focus on language intrusions and the impact that connection, comfort, and groundedness have on the researcher’s professional practice. Qualitative and quantitative data was collected via Likert scales to measure feelings of connection, comfort, grounding, and language pull. It was also documented through data surrounding the specifics of language intrusions, and through three-minute freewrites reflecting on each PT or ASL assignment. Data collection results showed that communication tended to flow more smoothly in PT settings, with higher feelings of connection, comfort, and confidence. It was hypothesized that these higher feelings correlate with longer hands-on practical experience in PT spaces compared to ASL spaces. A negative correlation was found between feeling grounded in the target language and the pull to use the non-target language, both in ASL (r = -0.43) and PT (r = -0.36). Additionally, when grounded in the target language, communication was smoother (ASL r = 0.30, PT r = 0.29). \nThese results suggest that grounding in the language prior to assignments may reduce language intrusions and code-switching, as well as increase fluid and efficient transitions between and into linguistic spaces. Recommendations in this study include continued language skill-building in ASL and PT and the intentional use of grounding techniques, particularly in liminal spaces between assignments. These findings contributed to the practice of the researcher as an interpreter and co-navigator by aiming to solve the identified challenge of transitions between linguistic spaces to enhance professional practice, communication, and interpretations when working with Deaf and DeafBlind communities."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/14445",
"o:resource_class": "dctype:Image",
"dcterms:title": [
"Lisa Lockman, 1995 Julia McCulloch Smith Award Winner"
],
"dcterms:description": [
"Lisa Lockman, winner of the 1995 Julia McCulloch Smith Award. Lisa studied two foreign languages at Western (German and Japanese) and majored in political science. She was the recipient of a Western Scholarship in 1993-94 and an award from the Northwest Colleges Women's Scholarship Foundation in 1994. She was an athlete on Western's volleyball team and was named an NAIA National Scholar-Athlete following the 1993 season. Additionally, she was selected by her teammates as the Wolves' Most Inspirational Player that same year. Lisa was also a member of the Associated Students of Western Oregon State College's (ASWOSC) Senate, representing the School of Liberal Arts and Science. She also worked as a feature writer for the Western Star, the school's weekly student-operated newspaper."
],
"dcterms:date": [
"1995"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"Omeka/14445"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 01/13/2025, the copyright for this item has not been investigated by Hamersly Library.\nhttp://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13789",
"dcterms:title": [
"Bites From the Past: Exploring the Culinary Significance of Family Recipes"
],
"dcterms:creator": [
"Wyatt Smith"
],
"dcterms:subject": [
"cookbooks",
"food scholarship"
],
"dcterms:date": [
"6/17/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"honors_073024n"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author."
],
"dcterms:abstract": [
"Food scholarship is a field that has gone through much change since its origins, and its future can only be guessed. Knowing where our food comes from and how it connects us to the people of the past is not only an enriching activity mentally but can bring some solace and help us recognize that history is the study of people. Combining my two interests in culinary arts and history, this project will allow me to dive into the past and help recover my mom’s recipes from before she passed away. I will connect those recipes to the people of the past. This project will explore questions such as: What is food scholarship? How can we contribute to the field of food scholarship? How does the family cookbook contribute to food scholarship in meaningful ways? To answer these questions, I will examine texts on food scholarship, analyze early American cookbooks as forms of food scholarship, and ask and potentially answer questions about the future of food scholarship and cookbooks in our digital age. This project aims not only to recover recipes from my past but also to turn them into a primary source and piece of food scholarship to help others springboard their pursuits in the field. When I am done, I will have 10 recipes that not only stand on their own as meals but provide a small insight into the history of their ingredients; I will have a literature review on what food scholarship is today as well as what its future may look like, and I will conclude with a reflective essay on what I learned and what influenced me and motivated me in the creation of the mini-cookbook."
],
"bibo:degree": [
"Undergraduate Honors Thesis"
],
"VIVO:departmentOrSchool": [
"Honors"
],
"SKOS:note": [
"Kenneth Kirby"
],
"curation:note": [
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13745",
"dcterms:title": [
"Restorative Justice in the U.S. Correctional System: Proposing an Integrated Model"
],
"dcterms:creator": [
"Josefine M. Smith"
],
"dcterms:date": [
"6/15/2024"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"English"
],
"dcterms:rights": [
"https://rightsstatements.org/page/InC/1.0/?language=en",
"Western Oregon University Library has determined, as of 6/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author."
],
"dcterms:abstract": [
"High recidivism rates and harsh prison conditions in the United States (U.S.) led to an interest in exploring pathways to improve incarceration outcomes. As incarceration will continue to be utilized within the U.S., restorative justice (RJ), a practice focusing on repairing the harm caused by crime through conversations between offenders, victims, and communities, has rapidly grown in use within criminal justice systems. While researchers commonly discuss the positive impact RJ can have on incarceration outcomes, it remains unknown how specifically RJ could be used to improve correctional facilities. This study serves to provide an updated review of the literature on restorative justice within correctional facilities globally, to offer effective recommendations for the United States. Examining 177 secondary sources from a variety of academic databases, this professional paper extracted common themes and findings into a spreadsheet, to guide the structure of this study and its recommendations. The findings indicate that further integrating restorative justice within correctional facilities will, at the least, have no impact on incarceration outcomes. Current incarceration approaches are not benefitting or properly serving the United States, findings from this study call for a more standardized integration of restorative justice within correctional facilities and criminal justice systems."
],
"dcterms:license": [
"CC-BY-NC-SA (attribution, non-commercial, share alike)"
],
"bibo:degree": [
"professional_project",
"Master of Science in Education: Educational Technology"
],
"BIO:keywords": [
"Restorative Justice, Corrections, United States"
],
"SKOS:note": [
"Omar Melchor-Ayala",
"Mari Sakiyama",
"Terry Gingerich"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13636",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Imposter Syndrome, Confidence, Self-Talk, Oh My! The Benefits of Positive Self-Talk for Interpreters"
],
"dcterms:creator": [
"Jenna M. Vascimini Protheroe"
],
"dcterms:subject": [
"American Sign Language",
"interpreting",
"imposter syndrome"
],
"dcterms:date": [
"3/1/2024"
],
"dcterms:type": [
"Text",
"Image; StillImage"
],
"dcterms:identifier": [
"grad_051324a"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 3/29/2024, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"During my journey toward becoming an interpreter, I have discovered the complex relationship between confidence and imposter syndrome. This connection has had a strong impact on my short history as an American Sign Language (ASL)/English interpreter. In this action research project, I collected and analyzed data on the effects of positive self-talk before, during, and after interpreting jobs, and how this mindfulness can boost confidence, thereby decreasing imposter syndrome symptoms among interpreters. These data were collected via my personal journal over the course of nine months. Additionally, I discovered the effects of negative self-talk, and how that has impact as well. The goal of this action research was to shed light on the importance of positive self-talk for increasing confidence and self-esteem and for reducing imposter syndrome among interpreters."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13499",
"dcterms:title": [
"Logan Doerfler Interview 2023"
],
"dcterms:creator": [
"Carson Yon",
"Grace Smith",
"Stephanie McKenzie",
"Ben Loverin"
],
"dcterms:description": [
"Logan Doerfler is the Director of the WOU Veterans Resource Center. In this interview, he describes how he became involved in the center as a student, and later as its Director. He describes the mission of the center, its evolving range of activities and the center's engagement with the university."
],
"dcterms:contributor": [
"Logan Doerfler"
],
"dcterms:date": [
"2023-10-30"
],
"dcterms:type": [
"Oral History",
"Text",
"Image; StillImage",
"Audio"
],
"dcterms:language": [
"eng"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13482",
"o:resource_class": "dctype:Text",
"dcterms:title": [
"Veronica Magallon-Smith Interview 2023"
],
"dcterms:creator": [
"Alex Huynh",
"Natalie Montalvo",
"Ryan Tiger",
"Mervi Foster"
],
"dcterms:description": [
"In a short interview, Veronica Magallon-Smith discusses her experiences growing up in a family of migrant workers from Mexico and up to her days working as an office specialist for WOU’s Arts and Humanities department. She describes her responsibilities and interactions with students, and explaining how she arrived at Western Oregon University as well as her previous work experiences at an Oregon Newspaper and a hospital. She hopes to pursue education as an alternative to migrant work and expand her knowledge. WOU was a step towards achieving this goal."
],
"dcterms:contributor": [
"Veronica Magallon-Smith"
],
"dcterms:date": [
"11/13/2000"
],
"dcterms:identifier": [
"oralhistoriesofwou/38"
],
"dcterms:coverage": [
"15p.",
"00:23:21"
],
"dcterms:bibliographicCitation": [
"Veronica Magallon-Smith"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13475",
"dcterms:title": [
"Investigating the Work of ASL Interpreters in Postsecondary Settings"
],
"dcterms:creator": [
"Andrew Weaver"
],
"dcterms:subject": [
"Deaf college students",
"interpreting",
"work profile"
],
"dcterms:date": [
"12/8/2023"
],
"dcterms:type": [
"Thesis",
"Text"
],
"dcterms:language": [
"eng",
"sgn-US"
],
"dcterms:abstract": [
"When talking about educational interpreting, the conversation most often refers to interpreting in the K-12 setting. Due to the demands of interpreting for school-age deaf consumers, there is a lot of research dedicated to interpreting in K-12. Not as much research has been dedicated to interpreting in colleges and universities, yet many challenges faced by deaf students and interpreters remain in this setting. Some challenges include the availability of interpreters, the experience of interpreters, and the demands of various postsecondary settings (from community college to university to vocational schools to pre-college). The findings of this research support demarcating postsecondary as a unique subfield based on the advanced linguistic demands, diverse consumer populations, and the institutional structure of higher education that outline the interpreter’s role and process."
],
"SKOS:note": [
"Amanda Smith",
"Stacey Rainey",
"Deloris Piper"
],
"curation:type": [
"Master of Arts in Interpreting Studies"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13474",
"dcterms:title": [
"Self-Efficacy Among Students in Professional Development"
],
"dcterms:creator": [
"Aidan Mack"
],
"dcterms:subject": [
"Self-Efficacy",
"Interpreting students",
"Interpreter education Program"
],
"dcterms:date": [
"12/6/2023"
],
"dcterms:type": [
"Thesis",
"Text",
"Images; StillImages"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Many developing ASL-English interpreting students enter the workforce with limited bilingual proficiency, cultural and linguistic competence, experience, network or community connections, or interpreting skills. Yet, most interpreting jobs require extensive bilingualism, decision-making abilities, high-demand cognitive processes, and interpreting skills. Moreover, Deaf consumers often express dissatisfaction with entry-level interpreters who do not meet these requirements. Interpreter educators need more time to cover all the necessary skills for interpreting students to gain bilingual fluency and interpreting skills before they graduate. However, an interpreter education program cannot hold back interpreting students indefinitely until they are fully prepared for the workforce. As a result, newly graduated interpreters must continue to develop their bilingual proficiency, cultural and linguistic competencies, and interpreting abilities independently.\nIn this study, I investigated whether prioritizing strengthening students’ self-efficacy for continuous skill-building is more effective for interpreting educators, given limited teaching time. Based on mixed methods research, this study gathered data through pre/post surveys using Likert scales and reflection papers based on observation and pattern analysis. Qualitative and quantitative data were collected. The aim of this study is to answer two research questions: How will students use their self-efficacy in terms of confidence, effort, and resiliency—in addition to their fear and anxiety—to navigate the transition from developing to highly qualified interpreters? Moreover, how important is it for interpreting educators to help students develop their self-efficacy to successfully transition from developing to highly qualified interpreters?"
],
"dcterms:license": [
"CC-BY (attribution)"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney",
"Stephanie Clark"
],
"curation:type": [
"Master of Arts in Teaching (initial licensure)"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13473",
"dcterms:title": [
"Courage as Vulnerability: An Autoethnographic Action Research Project of a Novice Interpreter"
],
"dcterms:creator": [
"Malia Wong"
],
"dcterms:subject": [
"interpersonal",
"self-efficacy",
"demand-control schema"
],
"dcterms:date": [
"12/1/2023"
],
"dcterms:type": [
"Action Research Project",
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"There is a significant gap in the literature on the concept of “courage” in the translation and interpreting field. The goal of this auto-ethnographic action research project was to begin the discussion on courage in interpreting from the lived experience of a novice interpreter. Novice interpreters face low levels of confidence (Moore, 2020) and personal distress can lead to burnout, a common factor for interpreters leaving the profession early (Schwenke, 2015). This research is based on Dean and Pollard's Demand-Control Schema (DC-S; 2013), specifically focusing on intrapersonal demands and liberal controls. For six months, I used qualitative data methods to 1) journal my experiences post-assignment during internship, and 2) journal general thoughts about my professional development journey. My results indicated that courage showed up as vulnerability, while the opposite of courage included coping mechanisms such as freezing and inauthenticity. I hope this study sparks future research on courage and vulnerability to combat the high burnout rate in the translation and interpreting profession."
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Master of Arts in Interpreting Studies"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13472",
"dcterms:title": [
"Learning on the Job: A Professional and Ethical Profile of Washington State Interpreters"
],
"dcterms:creator": [
"Emily J. Sielen"
],
"dcterms:subject": [
"moral development",
"community interpreting",
"occupational profile"
],
"dcterms:date": [
"12/1/2023"
],
"dcterms:type": [
"Thesis",
"Text",
"Images; StillImages"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Spoken language community interpreters in Washington State represent a diverse occupational group, and yet, little is known about their educational and training background as a whole. National trends to advance the standing of the profession through increased foundational training and certification have an attenuated impact for Washington’s occupational group due to the legislative landscape in which these professionals operate. This study sought to examine the professional and ethical decision-making skills of interpreters through a mixed-methods design: foundational (bedrock) decision-making schemas as measured by the Defining Issues Test (DIT; n=6), and decision making within the context of the interpreted encounter (intermediate concepts and surface-level concepts) with think-aloud interviews using interpreting vignettes (n=5). This information was analyzed in the greater occupational context, as described by responses to the Professional Profile and Demographics survey (n=115), to provide targeted recommendations for continued training in professional decision-making and ethics, particularly for those interpreters who fall into the profile of a “self-trained interpreter.” The DIT results showed that some self-trained and minimally trained interpreters develop advanced moral reasoning skills, while others do not. Interpreter interviews demonstrated that interpreters of all training backgrounds apply interpreting values to the context of interpreting, while also using normative messaging to describe their role."
],
"SKOS:note": [
"Amanda Smith",
"Kathleen Connolly",
"Jennifer Flamboe"
],
"curation:type": [
"Master of Arts in Interpreting Studies"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13471",
"dcterms:title": [
"The Comeback: A Reflection on My Interpreting Journey"
],
"dcterms:creator": [
"Orlando Nunez"
],
"dcterms:subject": [
"Court",
"Interpreting",
"Spanish"
],
"dcterms:date": [
"12/8/2023"
],
"dcterms:type": [
"Action Research Project",
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"Court interpreters are needed in the state of Oregon. The issue is the number of people passing the court certification examination process is not enough to combat the demand; the Oregon Judicial Department reports an overall 18% pass rate. As a heritage Spanish speaker I believed that being raised with the ability to speak two languages would be an advantage and a guarantee to passing the court certification exams. I was wrong, this is a documentation of that process from September 1, 2022 when I was first introduced to the idea to November 1, 2023 when I received the results of my oral exam the second time. Two timelines are included: my first attempt and second attempt to become court certified. Relevant literature of key legislation for the right to have an interpreter, the court certification process, skills and knowledge needed to be an effective interpreter, and mental fatigue and motivation have been documented. Themes were collected from reflections done after key events of the process. Recommendations are included at the end of this paper. The final goal of this research is to provide information and personal perspective to better prepare interpreters like me to take and pass the court interpreting certification process."
],
"SKOS:note": [
"Amanda R. Smith",
"Elisa M. Maroney"
],
"curation:type": [
"Master of Arts in Interpreting Studies"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13330",
"dcterms:title": [
"Is Art the Answer?: The Effects of Burnout and Art as Therapy for Interpreters"
],
"dcterms:creator": [
"Libby Byrne"
],
"dcterms:subject": [
"burnout",
"stress",
"art as therapy"
],
"dcterms:date": [
"8/1/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"This action research will explore the use of art as therapy and the theoretical framework of\nmetacognitive practice in relation to stress and burnout. As a novice interpreter, I understand that the demands and stress can take a toll on interpreters. Copious amounts of stress on the body can lead to underperformance, lack of motivation, and draining of one’s physical, emotional, and mental well-being. My goal was to examine and analyze my symptoms of stress and burnout in correlation to art as therapy. The action research covers burnout among interpreters and how self-care methods, particularly art as therapy, can help prevent and reduce burnout symptoms.This study was conducted through reflective journaling and perceived stress surveys after completing art as therapy activities. It includes the effects of burnout, what art as therapy is, its different forms, and how utilizing this self-care technique can be a beneficial tool to reduce stress and prevent burnout. This action research documents results indicating lowered stress and burnout symptoms after engaging in art as therapy activities."
],
"dcterms:license": [
"CC-BY-NC (attribution, non-commercial)"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13327",
"dcterms:title": [
"“What is going on up there?”: A self-study on the long-term effects of mild traumatic brain injury and the cognitive processing for sign language interpreting"
],
"dcterms:creator": [
"Alexis Ferdig"
],
"dcterms:date": [
"8/4/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Research suggests that the long-term effects of mild traumatic brain injury (mTBI) can disrupt one’s ability to perform cognitive tasks effectively. As a recent graduate entering the professional field of interpreting, I sought to discover how a history of mTBI and the long-term effects influence the cognitive processing required for interpreting. As I progressed and improved my technical skills, I began interpreting as an intern with interpreter mentors. This self-study on my interpreting work collected data through multiple data sets. Self-reported data were collected outside the interpreted assignment through self-guided journaling, think-aloud protocols, and spreadsheet symptom logging. An additional source of data, in the form of written notes taken during the interpreted assignment, confirmed what was revealed in other data analyses. Data were organized and analyzed manually using qualitative analysis software to identify themes, patterns, and relationships among the findings. The findings reveal that aspects of my cognitive process is impacted by the long-term effects of mTBI and can be mitigated through various action steps. Control options were discovered and/or incorporated into my practice with the goal of discovering ways to combat the long-term effects of mTBI that impact my cognitive process."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13324",
"dcterms:title": [
"The Next Steps: Transitioning from Student to Practicing Professional in ASL/English Interpreting"
],
"dcterms:creator": [
"Mara F. Isaacson"
],
"dcterms:subject": [
"interpreting",
"American Sign Language",
"school-to-work gap"
],
"dcterms:date": [
"8/1/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"As recent graduates begin their journey from newly established interpreters to qualified practicing professionals within the field of American Sign Language (ASL) - English Interpreting, the professional requirements can often feel uncertain and overwhelming. Moreover, having a comprehensive understanding of the crucial checkpoints that lead to\nachieving field-ready status is simply a single component within the school-to-work\ngap for new interpreters. Additionally, knowing where to search for the tools and resources\nthat are available supports to graduates in this position is another disparity within the\ninterpreting realm. These core responsibilities and duties for success as a field-ready interpreter are the most common struggles that newly graduated interpreters face after graduation. The purpose of this action research study is to explore the impact of mentorship on my ability to combat these core issues as I navigate the school-to-work gap, in addition to its effects on the growth of my required technical skills in becoming career ready."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith",
"Elisa M. Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13323",
"dcterms:title": [
"\"Will I Ever Feel Ready?\" How to Prepare for the ASL Interpreting Field"
],
"dcterms:creator": [
"Ashlynne M Setness"
],
"dcterms:subject": [
"readiness",
"interpreting",
"confidence"
],
"dcterms:date": [
"8/4/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"During my time in graduate school at Western Oregon University, I received plenty of opportunities for gaining professional field experience to improve my skills with the support of my professors and other interpreters. Nevertheless, I found myself asking the question “Will I ever feel ready?” regarding working as an interpreting professional. In this action research project, I ask the following research question: How did practices of self-care, paired with technical skill development, impact my sense of readiness in entering the field of signed language interpreting? In this project, I will look at activities that students, recent graduates, and novice interpreters entering the profession can utilize to feel more confident in their abilities and feel “ready”. The results may help students and novice interpreters find strategies for readiness. At the same time, it will demonstrate more ways to feel more prepared and confident to enter the profession with improved skills."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies: Theory and Practice"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13322",
"dcterms:title": [
"I'm a Failure: Identifying, Challenging, and Reframing Cognitive Distortions in the Interpreting Profession"
],
"dcterms:creator": [
"Terricka D. Cabrera"
],
"dcterms:subject": [
"ASL interpreting",
"self-talk",
"self-doubt"
],
"dcterms:date": [
"8/12/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This action research project investigates the effects of identifying, challenging, and reframing cognitive distortions (negative self-talk) on interpreter anxiety and self-doubt. Previous literature on the subject have discussed interpreters’ well-being, the implications of workplace anxiety and self-doubt, the barriers in the field as an interpreter of color, and how negative self-talk can manifest itself in interpreting. Data was collected and analyzed for eleven weeks from November to June 2023 using a modified version of Beck’s (1970, as cited in Burns, 1980) Daily Record of Dysfunctional Thoughts. The results showed that identifying, challenging, and reframing cognitive distortions did mitigate feelings of self-doubt and anxiety whenever there was a triggering event. Overall, this action research project pinpointed the roots of my self-doubt and anxiety as well as techniques to challenge and reframe my way of thinking. This finding indicates that incorporating self-talk into my self-care routine can lead to a long, successful, and fulfilling career."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith",
"Audrey Ramirez-Loudenback"
],
"curation:type": [
"Action Research Project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13318",
"dcterms:title": [
"Factors Contributing to Educational Interpreter Turnover"
],
"dcterms:creator": [
"Miranda Mayeux"
],
"dcterms:subject": [
": educational interpreting",
"employment",
"turnover"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this study was to identify the contributing factors of employee turnover among a specialized group within the field of education: sign language interpreters. More aptly named educational interpreters, these professionals work to provide sign language interpretation services to D/deaf and Hard-of-Hearing students within a mainstream K–12 setting. In this study, why interpreters previously employed as educational interpreters or sign language facilitators within the Dallas-Fort Worth geographical area left their jobs was explored. The study sought connections between potential burnout and educational interpreter turnover, as well as specific factors related to their separation from school districts."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith",
"Jordan Ward"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13314",
"dcterms:title": [
"Self-Reported Readiness to Work and Self-Assessed Fluency in Hearing, Emergent, Second Modality-Second Language (M2L2) American Sign Language (ASL)-English Interpreters"
],
"dcterms:creator": [
"Crystal Rojas"
],
"dcterms:subject": [
"M2L2 ASL interpreter fluency",
"ASL interpreter work readiness",
"ASL interpreter education"
],
"dcterms:date": [
"6/1/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The largest group of American Sign Language (ASL) interpreters are working into their second modality-second language (M2L2). They are working into a language they most likely did not grow up with and were first exposed to in college. This population is not likely to be fluent upon graduation and are most likely to face a gap in their skills. There is ample research on ASL interpreters and the gap. This group has been researched and spoken about, however, there is little to no information on their perspective regarding their own fluency and readiness. A survey was conducted to see how this group rated their ASL fluency and work readiness. Most of the 55 M2L2 ASL-English interpreters surveyed felt they were not fluent when they entered the field, however more than half felt they were ready and cited positive feedback from their professors, mentors, peers, and the deaf community as reasons they felt ready."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney",
"Amanda Smith",
"Audrey Ramirez-Loudenback"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13290",
"dcterms:title": [
"Are ITPs all that they’re cracked up to be? Evaluating the Role of Formal Education for Signed Language Interpreters in Brazil"
],
"dcterms:creator": [
"Elizabeth Lundquist"
],
"dcterms:subject": [
"Interpreter training Brazil",
"Libras"
],
"dcterms:date": [
"6/17/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This research aims to examine the history of interpreter education in Brazil and evaluate the importance of having formal training as a standard practice for interpreters. The intent of this research is to understand how beneficial formal education is in teaching the interpreting process by analyzing the quality of interpreting, the type of training, and the amount of training received by each interpreter. In this study, the type of interpreter education feasible in the Brazilian context is described, the process or phases of implementing this training is explored, and the practical steps necessary for a formal training program to be established in Brazil is discussed. This study used a mixed-method approach to survey and follow-up interviews."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith",
"Elisa Maroney",
"Colleen Jones"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/13286",
"dcterms:title": [
"Mind the Gap: A Survey and Critical Analysis of Diversity-Related Competencies and Standards Within ASL/English Interpreter Education"
],
"dcterms:creator": [
"Nathan Brown"
],
"dcterms:subject": [
"Signed Language Interpreting",
"Adult Education and Teaching",
"Anti-Racism"
],
"dcterms:date": [
"6/1/2023"
],
"dcterms:type": [
"Text",
"Image;StillImage"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/03/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author by contacting the WOU Library.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this thesis, American Sign Language/English interpreter educators were surveyed to better understand the institutions where they work and their self-perceived abilities and knowledge as related to their ability to prepare interpreters, with special emphasis on meeting the needs of a diverse student population and preparing them to work in a diverse world. This information was then examined through a framework of Critical Social Theory to review the current situation and where interpreter education needs to continue to develop. \nThe conclusion and results from the examination of survey data were then compared against other research to create a snapshot of progress made and potential for growth. The results show that interpreter educators have identified broad concepts of gaps in their instruction and that there are some available course materials and institutional support for progress in preparing interpreters to meet the needs of a diverse population. Yet looking critically at the self-assessed competencies, interpreter educators seem to broadly be overestimating their abilities based on incongruency in responses within this study and across other recent research. \nEducators and institutions should engage in further self-assessment and training to develop knowledge and awareness of gaps and to develop new skills, new materials, and new approaches for interpreter education. The success of diverse student populations, and of students in general, to be able to meet the needs of a diverse work environment relies on further improvement from educators and institutions."
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa M. Maroney",
"Amanda R. Smith",
"Erica West Oyedele"
],
"curation:type": [
"Thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12898",
"dcterms:title": [
"The Gut Microbiota of Helix aspersa"
],
"dcterms:creator": [
"Parker Smith",
"Michael Baltzley",
"S. Boomer"
],
"dcterms:subject": [
"microbiology",
"gut microbiome",
"metagenomics"
],
"dcterms:description": [
"This poster was presented at the Society for Integrative and Comparative Biology (SICB) Annual Meeting held January 4-8, 2017 in New Orleans, LA."
],
"dcterms:date": [
"1/4/2017"
],
"dcterms:type": [
"Text;Image;StillImage"
],
"dcterms:identifier": [
"biology_studentpubs/3"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The Gut Microbiota of Helix aspersa. The gut microbiota plays an important role in the host organism’s well-being, contributing to the host’s immunity and metabolism. An individual’s total gut microbiota is dynamic, fluctuating in response to changes in diet and environmental stressors; however, a host often has a subset of gut microorganisms, known as the core gut microbiome, which is consistent among individuals in a population. To study the gut microbiota, we are using the common garden snail, Helix aspersa, as our model organism. In the past, culture-based studies have been used to identify bacteria from the gut of Helix aspersa raised on processed food sources, which can alter the gut microbiota. Little has been done using metagenomics to determine the natural gut microbiota or identify a core microbiome. We analyzed 16S bacterial diversity in the feces of wild-caught snails using high-throughput Illumina sequencing of the V1 and V2 variable regions. Our results show a gut microbiota dominated by Gammaproteobacteria, particularly members of genus Buttiauxella. This finding was notable in that several early culture-based studies identified this genus as snail specific. More recent DNA-based work has identified this genus at low levels in soil and water environments. Given these data, we assessed the microbial community present on the snail food source, confirming low levels of Buttiauxella and high levels of Pseudomonas. This finding suggests that Helix selectively uptake microbes from their food-source and/or avoid potentially harmful Pseudomonas. We are using FISH microscopy and plating techniques to study changes in the gut microbiota of individual snails in response to changes in their feeding regimen, and exposure to antibiotics or bacterial stressors."
],
"VIVO:departmentOrSchool": [
"Biology"
],
"curation:note": [
"Michael Baltzley;S. M. Boomer"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12872",
"dcterms:title": [
"Butler Family Reunion"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"The family of Ira F.M. Butler pose at their family reunion in 1896. While this photograph was taken outside the Ira F.M. Butler house, the house is not visible. From left to right:\nTOP ROW: Elizabeth Lucas, Alice Butler, Mrs. Rufus Smith, Addie Shelton, Rufus Smith, Bud Cooper, Sarah Butler, Isaac Butler, Ira Powell, Lena Butler Powell, Rose Davidson, Grundy Davidson, Jane Grounds, Luther Grounds, Hosea Davidson, Jay Lucas, Sarah Smith, Ira Smith, Mrs. Palmer, Mrs. Hezekiah Whitman, Mrs. Hosea Davidson.\nMIDDLE ROW: Mrs. Otis Hutchinson, Isaac Smith, Mrs. Mason, William Mason, Unknown, Ira F.M. Butler, George Deweese, Rachel Deweese.\nBOTTOM ROW: Margaret (Maggie) Butler, Lorna Deweese, Mrs. Jimmy Powell, Hulda Hyatt, Clare Powell (baby), children of Otis Hutchinson.\nNote: Western Oregon University Archives also owns a copy of this photograph with each person numbered."
],
"dcterms:date": [
"1896-07-25"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/8"
],
"dcterms:source": [
"IHM-1987-021-037",
"Independence Heritage Museum"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Independence Heritage Museum. For questions or permissions, please contact them at (503) 838-4989 or orheritage@minetfiber.com."
],
"curation:coordinates": [
"44.848856, -123.2292691"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12827",
"dcterms:title": [
"Butler Family and Friends Dine Outdoors"
],
"dcterms:creator": [
"Undetermined."
],
"dcterms:description": [
"Family and friends sit around a table at an outdoor dinner party hosted by Alice and Margaret (Maggie) Butler at the Ira F.M. Butler house. People included in photograph are other prominent Monmouth founding family members: sisters Maggie and Alice Butler, Dr. James Powell, Marintha Powell, Ira C. Powell, Mr. Smith, Mrs. Smith, and Cassie Stump."
],
"dcterms:date": [
"1/1/1914 0:00"
],
"dcterms:type": [
"Image;StillImage"
],
"dcterms:identifier": [
"butlerphotos/33"
],
"dcterms:source": [
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this image are for personal, educational, and non-commercial use only. This image may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"curation:coordinates": [
"44.848856, -123.2292691"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12702",
"dcterms:title": [
"Inclusive approach for marginalized groups in the interpreting field"
],
"dcterms:creator": [
"Kristeena Martinez"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"deaf interpreters",
"marginalized groups",
"people of color",
"cultural brokering",
"intersectionality",
"ethics"
],
"dcterms:date": [
"5/26/2017"
],
"dcterms:type": [
"Image; Moving Image; Text"
],
"dcterms:identifier": [
"theses/35"
],
"dcterms:language": [
"sgn-US",
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"There is little research on the marginalized groups in the interpreting profession. There is the need to gather data to discuss how we, marginalized groups, maintain our role boundaries through conflicts and stay adhered to ethics in our assignments. There is the need to assess whether ethnicity have impact on the work. There is little research on triggers of the marginalized groups and how we can maintain self care from vicarious trauma in the interpreting field.\nIn order to assess the unique position of Deaf interpreters of color and other marginalized groups in the interpreting profession to find the best approach to identify, describe, and examine the ethical decision making by the marginalized groups and how they are impacted by these decisions.\nTo provide a better understanding of Deaf interpreters of color and other marginalized groups and their approach to the interpreting field. Identifying ethical decisions makings to understand how we remain true to the Code of Professional Conduct that is established by Registry of Interpreters for the Deaf, Inc and how we remain professional when we face conflicts in our role boundaries."
],
"dcterms:available": [
"5/26/2017"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Erica West Oyedele, Rosemary Wanis"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12701",
"dcterms:title": [
"Accessibility of static materials: A case study of a web-based examination"
],
"dcterms:creator": [
"Sarah C Hafer"
],
"dcterms:subject": [
"Language Interpretation and Translation"
],
"dcterms:date": [
"1/1/2018"
],
"dcterms:type": [
"Image;Moving Image;Text"
],
"dcterms:identifier": [
"theses/50"
],
"dcterms:language": [
"sgn-US",
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"A written abstract is unavailable for this video thesis."
],
"dcterms:available": [
"4/9/2018"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Kara Gournais, Berle E. Ross"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/12675",
"dcterms:title": [
"Everyone Poops, But What's In It?"
],
"dcterms:creator": [
"Parker Smith"
],
"dcterms:subject": [
"excrement",
"feces"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text; Image; StillImage."
],
"dcterms:identifier": [
"aes/56"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s).",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"VIVO:departmentOrSchool": [
"Biology"
],
"SKOS:note": [
"Michael Baltzley"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11917",
"dcterms:title": [
"Solar Eclipses in Ancient China"
],
"dcterms:creator": [
"Jazmin Chang",
"Ashley Reardon",
"Alec Smith"
],
"dcterms:subject": [
"Ancient China",
"solar eclipses"
],
"dcterms:description": [
"This presentation was delivered on May 25, 2017 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2017-06-01"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/81"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s).",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Chinese astrology began in the Shang Dynasty. (1226 BCE to 1161 BCE) The Chinese culture believed that solar eclipses were caused by a mythical dragon devouring the sun. It was also believed that eclipses in general told the future of the emperor. Due to this, predicting solar eclipses was deemed of the highest importance; so much so, that two astrologers were once beheaded because they failed to predict a solar eclipse. Astrologers not wanting to be beheaded used many methods and tools in order to try and accurately predict solar eclipses."
],
"VIVO:departmentOrSchool": [
"Mathematics"
],
"SKOS:note": [
"Laurie Burton"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11875",
"dcterms:title": [
"Digital Technology and a New Era for Archaeology: Cooper's Ferry, Idaho"
],
"dcterms:creator": [
"Joshua L. Henderson"
],
"dcterms:subject": [
"Cooper's Ferry"
],
"dcterms:description": [
"This presentation was delivered on May 26, 2016 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2016-05-26"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"aes/49"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s).",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The field of archaeology has a longstanding set of traditional research methods. I argue in favor of implementing a new series of digital and three dimensional methods that will not only change how archaeology is conducted, but will open the door to invaluable new information that was previously inaccessible. This project draws on my experience at the 2015 Cooper’s Ferry field school conducted by Oregon State University. OSU is on the cutting edge of these new digital technologies, as they aim to discover new information about Western Stemmed Tradition peoples that thrived in the Great Basin around 13,000 years ago. The responsibility of our discipline is to tell the whole story of these early Americans. I argue that this can only be done with the use of digital and three dimensional technologies, as this will expose new information and further preserve the integrity of the sites and collections we study."
],
"VIVO:departmentOrSchool": [
"Anthropology"
],
"SKOS:note": [
"Robin Smith"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11798",
"dcterms:title": [
"The Effects of Emotions on Decision-Making"
],
"dcterms:creator": [
"Karissa Smith"
],
"dcterms:date": [
"2020-05-28"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/303"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 05/27/2021, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The study aims to examine the effects of emotions (anger, happiness, and control) have on decision-making and the researcher expects to find a difference. A total of eighteen participants completed the study with a mean age of 22.95 years old (SD=5.6). Ten of the participants were female, four were male and four were transgender. Participants viewed a brief clip to elicit emotion from a film selected from a list compiled by (Schaefer, Nils, Sanchez, & Philippot, 2010). Next, participants completed the PANAS Scale (Watson & Clark, 1994). Then patricians completed a seven-item questionnaire created by (Sirota & Juanchich, 2018) to assess decision-making. The results did not show a difference of decision made across the emotion conditions, F (2,15) = = 2.03, P>.05, n2= .24."
],
"VIVO:departmentOrSchool": [
"Psychological Sciences"
],
"SKOS:note": [
"Chehalis Strapp"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/11614",
"dcterms:title": [
"Developing Self-Report Measures of Creative Process Behaviors"
],
"dcterms:creator": [
"Avery Smith",
"Caitlin Hochderffer",
"David Foster"
],
"dcterms:subject": [
"creative process",
"self report",
"measure",
"psychometric",
"creativity",
"creative"
],
"dcterms:description": [
"This presentation was delivered on May 31, 2018 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2018-06-01"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/146"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s).",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"VIVO:departmentOrSchool": [
"Psychological Sciences"
],
"SKOS:note": [
"David Foster"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/7177",
"dcterms:title": [
"Education Prescription and Disregarded Side Effects: Gilded Age Education Reform in Oregon"
],
"dcterms:creator": [
"Sarah M Pearson"
],
"dcterms:subject": [
"Gilded Age",
"Education",
"Oregon",
"Native Americans",
"Monmouth",
"R.M. Smith",
"Oregon Normal School"
],
"dcterms:date": [
"1/1/2014"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"his/26"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This paper looks at education reform with a focus on Oregon during a tenuous time period of U.S History, from around 1850 through the turn of the century; the Gilded Age. Oregon’s upper and middle classes perceived themselves as the moral, and intellectual ideal in a time of transition and destabilization of American society following the Civil War and leading up the Progressive era. Many of which saw education reform as their responsibility. These perceptions coupled with racism and classism to transform positive intentions into conditions of paternalistic control and resulted in many communities having to cope with an education system pulled out of their hands over a relatively short time period. Using primary source materials, including newspapers, letters, and government documents, this paper looks to recreate the dialogue and analyze the true nature of the reforms through a number of different community perspectives, including: Native Americans, African Americans and rural Oregonians. The argument fits into the wider educational history to help understand how U.S education developed into its current manifestation."
],
"VIVO:departmentOrSchool": [
"History"
],
"curation:note": [
"Max Geier"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/5127",
"dcterms:title": [
"Trend Analysis of Depression and Anxiety in College Students"
],
"dcterms:creator": [
"Katarina Smith"
],
"dcterms:date": [
"6/1/2016"
],
"dcterms:type": [
"Text",
"Honors Thesis"
],
"dcterms:identifier": [
"honors_theses/109"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this thesis is to determine what factors are contributing to the growing trend of depression and anxiety on college campus. Each section will explore a questioned topic as it relates to depression and anxiety among college students. The first section focuses on the idea that students are unaware of the trend. Data from a 2014 American College Health Association study will be used to demonstrate this assumption. The next section addresses depression and anxiety and the sub-disorders most associated with college students. Each disorder is explained through clinical descriptions and concrete examples are provided. The final section focuses on concerns related to availability and access of mental health services including funding and resource allocation. I also provided a Western Oregon University specific example to show how accessibility impacts the trend. Through my research, I identified all of these factors as major forces driving the increase in mental health issues among college students."
],
"VIVO:departmentOrSchool": [
"Honors Program"
],
"SKOS:note": [
"Molly Mayhead",
"Gavin Keulks"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4622",
"dcterms:title": [
"مترجمة : a case study of an Arabic/Jordanian sign language (liu) interpreter in Jordan"
],
"dcterms:creator": [
"Erin Trine"
],
"dcterms:subject": [
"Applied Linguistics",
"Disability and Equity in Education",
"Other International and Area Studies",
"Social and Behavioral Sciences",
"Special Education and Teaching",
"signed language interpreting",
"Jordan",
"interpreting",
"collectivist culture",
"Arabic"
],
"dcterms:date": [
"6/6/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/10"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Signed languages have received increased recognition in recent years. Profound misconceptions about signed languages and signed language interpreting continue to be pervasive. Organizations such as the World Association of Sign Language Interpreters and the World Federation of the Deaf are working to advance the training of interpreters around the globe. The same resources are not available in every region. In this study the author reports on the experiences of an Arabic/Jordanian Sign Language (LIU) interpreter through a single case study exploring her reported experiences. The participant is an adult woman and experienced interpreter. Data regarding the participant’s experiences were gathered through a questionnaire, an interview, and notes taken during the interview. The data were classified into three categories: Interpersonal Relations, Interpreting Paradigms, and Professional Standards. Findings suggest multiple ways in which Arabic/LIU interpreting in Jordan is paralleling the course taken by American Sign Language (ASL)/English interpreting when developing as a profession in the United States. For example, very little education or training is currently available to LIU interpreters, though there is evidence of improvement underway, and most interpreters enter the field because of language fluency gained through a Deaf family member rather than through formal training. The author contends that additional research on the topic should be conducted to determine if the experiences reported here are common to interpreters throughout Jordan and recommendations are made for future research directions relating to Arabic/LIU interpreting and the Deaf community within Jordan."
],
"dcterms:available": [
"6/10/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Marie Lejeune"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4618",
"dcterms:title": [
"What’s missing? Mentee training seminars for students of interpreter training programs"
],
"dcterms:creator": [
"Samantha J. Paradise"
],
"dcterms:subject": [
"Curriculum and Instruction",
"Special Education and Teaching",
"Mentorship",
"Mentoring",
"Mentor",
"Mentee",
"Training"
],
"dcterms:date": [
"7/30/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/12"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this professional project was to identify what current practicum students of Interpreter Training Programs know and understand about the Mentorship process. This study aimed to collect information regarding their current knowledge of the terms Mentorship, Mentor, and Mentee, and what their experiences with mentorship were like. The larger and overarching question that led to this research study was, Would a training session on Mentorship be beneficial for our students prior to beginning a mentored relationship? An online survey was sent to two ITPs and had a total of 21 participants.\nThe findings show that students receive little to no training about the mentorship process, and the majority of participants do believe that prior training would have been helpful. The findings also show that mentorship is viewed as a relationship between the mentor (experienced interpreter) and the mentee (less experienced interpreter, student). Embedded in the data are a variety of factors that promote and hinder the success of the mentorship.\nThis research was then used to develop a training seminar designed specifically for interpreting students about to enter their practicum or internship courses. Mentorship is a way to bridge the gap between student and professional status, and ease the transition into the interpreting field (RID, 2007). The goal of this training is that with a full understanding of what and how the relationship between mentor and mentee is developed and fostered, both the student and the professional interpreter are able to engage in the mentorship process effectively."
],
"dcterms:available": [
"8/1/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Elisa Maroney, Pamela Cancel"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4617",
"dcterms:title": [
"What is available for potential deaf interpreting students? Obtaining a snapshot of colleges that offer a B.A. or B.S. in Interpreting Studies"
],
"dcterms:creator": [
"Tiffany Green"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Interpreting",
"Interpreter",
"Interpreter Education",
"Deaf Interpreter"
],
"dcterms:date": [
"4/28/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/36"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this thesis, the history of interpreter education pertaining to the education and training of Deaf Interpreters will be reviewed and summarized. While some research and examination of current training programs and curriculum for hearing interpreting students exists, there is little or no research on the educational or training needs of and opportunities for the deaf students who enroll in a college offering a Bachelor’s degree in interpretation and major in interpreting studies. The goal of this research is to gather information about existing colleges that offer a degree in interpreting studies by examining the course offerings required to graduate with a degree in interpreting.\nFor this study, the information was gathered from colleges identified as offering an undergraduate degree in Interpreting Studies and also accredited by the Commission on Collegiate Interpreter Education (CCIE), an accreditation board for interpreter education programs that certifies programs meeting the educational standard requirements for interpreting studies degrees. In addition, Gallaudet University and California State University, Northridge, two universities with long histories of serving individuals who are Deaf and hard of hearing, were added to the research pool. The charts and diagrams in this study provide a snapshot of current options for deaf students interested in earning a degree in interpreting studies. The conclusions and results from examining the data and course offerings show that there are many more possible research avenues, including the need for additional research on curriculum design and development and research on the educational needs of interpreting students, especially deaf interpreting students’ needs."
],
"dcterms:available": [
"4/28/2017"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Elisa Maroney, Marie LeJeune"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4616",
"dcterms:title": [
"We are what we eat: Gauging the effects of nutritional choices on the cognitive performance of an educational interpreter"
],
"dcterms:creator": [
"Nicole Larson"
],
"dcterms:subject": [
"Interpreting",
"nutrition",
"intake",
"alertness",
"emotion",
"self-care"
],
"dcterms:date": [
"11/5/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/144"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this action research specifically relates to new educational interpreters working with Deaf or hard of hearing (DHH) students. This study provides information about American Sign Language (ASL)/English Educational Interpreting professionals’ practice in self-care to reduce role strain, increase alertness, emotional wellbeing, and cognitive performance. Nutritional intake of my own was documented, analyzed and used to describe how that has had a perceived impact on my work in interpreting. The results of this data provide comparisons between recommended amounts of specific nutrients (e.g., calories and carbs), actual consumption, alertness, and identified emotions from an educational interpreter. The analyzed data includes a phone app called MyFitnessPal that had been used to document a nutritional intake log of an educational interpreter, documented perceived alertness during the interpretation by use of a Likert Scale as well as the Junto Institution’s Emotion Wheel (Chadha, 2020) to track perceived effectiveness, satisfaction, and overall feeling during the end of each work day. Further studies would benefit future and current interpreters as this research indicates a need to experiment with an adequate use of self-care by healthier intake of nutrition in our bodies, and note what kind of impact specific nutritional intake has on our ability to focus and interpreter’s note whether they interpret with a higher perceived efficacy rate compared to inadequate self-care and poor nutrition."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4613",
"dcterms:title": [
"Video relay service interpreting: interpreters’ authority, agency, and autonomy in the process of ethical decision making"
],
"dcterms:creator": [
"Kathleen C. Holcombe"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"ASL",
"American Sign Language",
"video relay service",
"demand control schema",
"ethical decision making",
"interpreting"
],
"dcterms:date": [
"12/12/2014"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/16"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The accumulated literature on signed language interpreting implies that despite the emerging conceptualization of signed language interpreting as a practice profession applying teleological ethics, interpreters struggle to abandon the perception of strict role constructs governed by deontological ethical decision making. The goal of this study is to gain insight into the ethical decision making process amongst a sample of video relay interpreters using the reflective practice of supervision applying demand control schema.\n\nThe findings suggest the existence of both teleological and deontological ethical decision making approaches for the practice of interpreting in the video relay setting. The findings also demonstrated participants’ lack of agency that impacted the prominent gap between a practice professionalism perspective and technical skill orientation among VRS interpreters. The participants’ application of teleological ethics suggests an awareness of various controls to achieve effective outcomes and develop strategies to improve practice. The participants’ lack of agency suggests serious deleterious implications for callers and interpreters. An argument is made for interpreters to become functional leaders in acknowledging the apparent relationship between stress, conditions of VRS employment, and effective service as a beneficial means of guiding improved practice."
],
"dcterms:available": [
"12/12/2014"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Elisa Maroney, Campbell McDermid"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4587",
"dcterms:title": [
"Unlocking the Mysteries of DeafBlind Interpreting"
],
"dcterms:creator": [
"Krystle A. Chambers"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"DeafBlind",
"interpreting",
"Protactile ASL",
"communication"
],
"dcterms:date": [
"11/19/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/55"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"As the field of signed language interpreting is growing and receiving more recognition and research there is an area that remains understudied, DeafBlind interpreting. Working with the DeafBlind community needs the focus of research and data collection. The research and data collected for this paper is focused on the San Joaquin Valley of California. This specific DeafBlind community is spread over several hundred miles and the interpreters available with the skill set to accurately interpret, in this specialized area of interpreting, are few and far between. This research is based on qualitative and quantitative data collection to represent the geographical area of focus and the people who live there. The data collected are from surveys that were sent out to the interpreting and DeafBlind communities in the geographical area of interest. With the data collected from these surveys and a review of national and international research, an examination of possible solutions to the lack of qualified interpreters who work in the DeafBlind community can continue. The hope for this research is that the information gathered will add another piece to the nationwide DeafBlind interpreting puzzle."
],
"dcterms:available": [
"12/11/2019"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney, Sandra Amundsen, Angelica Martinez"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4586",
"dcterms:title": [
"Two’s Company: Two-year Programs, Four-year Programs, and Two Plus Two Agreements in Interpreter Education"
],
"dcterms:creator": [
"Pamela Bernkrant"
],
"dcterms:subject": [
"Language Interpretation and Translation",
"ASL Interpreter Education",
"Interpreter Education Program",
"Interpreter Program Configuration",
"two-year program",
"four-year program",
"two plus two agreement"
],
"dcterms:date": [
"12/6/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/222"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"ABSTRACT\nTwo’s Company:\nTwo-year Programs, Four-year Programs, and Two Plus Two Agreements in Interpreter Education\nBy\nPamela Bernkrant\nMaster of Arts in Interpreting Studies\nWestern Oregon University\nDecember 2022\nAmerican Signed Language (ASL) interpreting has been in constant flux as accessibility laws were created and certification requirements changed. Interpreter Education Programs (IEPs) have had to adapt to fulfill credentialing and legal requirements. The result is a mixture of IEP configurations. There are two-year and four-year programs, along with two plus two agreements that aim to preserve existing two-year programs while allowing for a continuation of schooling toward a bachelor’s degree. Most interpreter educators agree that language acquisition and interpreter training are being rushed in rigid academic timeframes. This case study intends to analyze three different program configurations from two local IEPs in Jacksonville, Florida: a two-year program, a four-year program, and a two plus two agreement between schools. Surveys were collected and analyzed to identify the efficacy of each IEP configuration. Efficacy was defined by interpreters’ credentialing, the rate of interpreter retention, and the interpreters’ attitudes toward lifelong learning."
],
"dcterms:available": [
"12/6/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Suzanne Ehrlich, Windell Wink Smith Jr"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4585",
"dcterms:title": [
"Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs"
],
"dcterms:creator": [
"David M Rice"
],
"dcterms:subject": [
"Applied Linguistics",
"Curriculum and Instruction",
"Disability Studies",
"Education",
"Educational Assessment",
"Evaluation",
"and Research",
"Educational Methods",
"Higher Education and Teaching",
"Other Languages",
"Societies",
"and Cultures",
"Preparation",
"prep",
"interpreting",
"ASL",
"curriculum",
"direct"
],
"dcterms:date": [
"1/22/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/59"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Through the process of interviewing instructors of ASL-English interpreting courses, trends in how pre-assignment preparation is taught to students in interpreter education programs (IEPs) were identified and documented. Until now, there have been no studies on how preparation methods are taught in IEPs. Through a cursory examination of ASL-English interpreting curriculum and a look into relevant research, it was found that no standard on how to prepare for assignments or how to teach preparation strategies currently exist within the field of ASL-English interpreting (Nicodemus et al., 2014).\nTrends in how preparation is taught included data on the amount of context given to students before asking them to interpret, techniques used in teaching preparation, information about where preparation is taught within an IEP, participant’s satisfaction with students’ preparation abilities, and ways the process of teaching preparation skills could be improved.\nParticipants shared their thoughts on themes discussed in the literature on preparation which included topics such as the demands that interpreters prepare for, the value of preparation, the variables that the selection of preparation methods depend on, preparation significance for interpreters of various skill levels, the debate between conceptual preparation and terminological preparation approaches, reasons that an interpreter may not prepare, the role of agencies in the preparation process, and the possible negative effects of over-preparing.\nParticipants also explained how they learned how to prepare for assignments; how they prepare for both assignments they are familiar with, and those they are not; and whether or not they are satisfied with their own ability to prepare for assignments."
],
"dcterms:available": [
"1/24/2020"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney, Diana Gorman Jamrozik"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4583",
"dcterms:title": [
"Transition Shock: Do Words Impact My Work?"
],
"dcterms:creator": [
"Stephanie L Bessinger"
],
"dcterms:subject": [
"American Sign Language",
"Interpersonal and Small Group Communication",
"Language Interpretation and Translation",
"Transition Shock",
"Demand Control Schema",
"Interpersonal",
"Intrapersonal"
],
"dcterms:date": [
"6/7/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/145"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this action research, I looked at the interpersonal and intrapersonal aspects of the Demand Control Schema (DC-S) (Dean & Pollard, 2013) and how these aspects can play a role in my work as an interpreter, focusing on transition shock and colleague interactions. When interacting with coworkers, I have experienced comments that have scared me from taking the next steps in my career. These interactions can, at times, bring up unsettling feelings and in turn impact my work throughout the day. The goal of the research is to give a better understanding to myself about how we talk about our work with our colleagues and how it can have an impact on our work performance. I will also look at how major life events and comfort levels impact these interactions. Three experiences are at the forefront of focus in my mind when I think about transition shock; senior year undergraduate internship, my first job post-undergraduate degree, and moving to a new state in the middle of graduate school. Each posed their own challenges for me interpersonally and intrapersonally.\nThroughout my research I kept a journal, logs, and other forms of notes, to keep a record of my experiences. My goal, although more of a marathon than a sprint, is to find a way to discover proper self-care/coping strategies due to the effects of transition shock, ultimately embracing the change and learning to find ways to continue growing in my endeavors. The prediction was that, at the end of all of this, a direct relationship will be found between how we talk about the work and the negative impact that talk has on my work performance. I also look at ways to analyze these interpersonal and intrapersonal aspects to improve my quality of life in the interpreting field."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4582",
"dcterms:title": [
"Too many voices: Effects of mental health diagnoses on self-efficacy and interpreting"
],
"dcterms:creator": [
"Sabrina Spansel"
],
"dcterms:subject": [
"interpretation",
"self-efficacy",
"mental health",
"well being",
"schizoaffective disorder",
"American Sign Language"
],
"dcterms:date": [
"12/11/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/141"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this action research paper, I will explore the effects of mental health diagnoses that impact my work as an interpreter as well as a discussion of my own sense of well being. A goal of this paper is to bring light to how these diagnoses affect my work as an American Sign Language/English Interpreter and how my overall mental health also affects my work. A secondary goal of this paper is to identify patterns within relations of emotions, when symptoms of my diagnoses act up and to find coping mechanisms I can employ. By identifying patterns, I also hope that they may assist others working in the interpreting field who experience similar emotions and challenges. Data collection for this action research paper consists of an emotion log during days I am interpreting, noting when a symptom flare has happened accompanied by a small journal of how it changed my interpretation. I also tallied when symptom flare-ups occurred outside of work. The purpose of this action research project is to share vulnerability and experiences relating to mental health and interpreting because, in my experience, interpreters who are able to openly discuss their mental health disabilities may be a better fit to serve those in the Deaf community who may experience the same kinds of mental health related issues. Shared experiences may result in a deeper understanding of a specific mental health illness, stigma reduction, and clearer interpretation."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4581",
"dcterms:title": [
"Time To Heal: a critical analysis of American Sign Language Interpreters' occupational culture in the United States"
],
"dcterms:creator": [
"Sarah Comerford"
],
"dcterms:subject": [
"Language Interpretation and Translation",
"Sign Languages",
"Occupational culture",
"sign language interpreters",
"horizontal violence",
"power",
"privilege"
],
"dcterms:date": [
"3/21/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/239"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 3/29/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Horizontal violence, otherwise known as mobbing, lateral aggression, or bullying (Browne & Smith 2008; Dellasega, 2007; Heim & Murphy, 2001) has been previously documented in the field of sign language interpreting as well as in other human services professions such as nursing and teaching (Ott, 2012). Interpersonal workplace hostility can have devastating personal and professional consequences regardless of the field of practice, particularly when attacks are repeated and severe (Leymann & Gustafsson, 1996, as cited in Browne & Smith, 2008).\nIn addition to the long-term effects of horizontal violence, a study by Hewlett (2013) found that negative interactions between interpreters during an interpreting situation causes emotional and mental strain, which in turn can impact the interpreter’s performance. The cumulative effect of sign language interpreters’ occupational culture of horizontal violence, therefore, is an additional ableist oppressive force that sign language interpreters collectively perpetrate against our community of service, the D/ deaf.\nIn this thesis study, the principal researcher explores features related to occupational cultures of horizontal violence and seeks to assess the current state of the field through anonymous surveys of sign language interpreters in the United States. Evidence from psychosocial research on the effects of workplace hostility provides insight into the ramifications of repeated peer-to-peer traumatization in the workplace. A thorough review of the literature identifies the factors unique to interpreting which provide optimal conditions for horizontal violence to thrive.\nData collected nationwide via electronic survey over the course of an eight-week long period of time elicited 59 unique responses for the experiential survey including a qualitative self-identity inventory and personal narratives on their experiences, perceptions, and observations of horizontal violence. The horizontal violence experiential survey gathered quantitative data of respondents' lived experiences and observations of ten horizontal violence related behaviors. For seven of the described behaviors (non-verbal innuendo, verbal affront, undermining service provision, bickering, backstabbing, gossiping, and microaggressions) a majority of participants (over 50%) positively identified these behaviors with experiences they have had in their professional communities.\nUtilizing Interpretative Phenomenological Analysis and the social network theory, the qualitative data was analyzed manually and coded for themes related to the literature on horizontal violence, the sociolinguistic framework for sign language interpreters, and a Black feminist pedagogy (hooks, 2003; Krieger & Belliger, 2017; Roy & Metzger, 2014). Five major themes were revealed through this analysis to have casual ties to the culture of horizontal violence that sign language interpreters experience. Finally, the author discusses several possible solutions for individual practitioners and communities of interpreters experiencing horizontal violence based on current literature and personal praxis."
],
"dcterms:available": [
"3/22/2023"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa M. Maroney, Suzanne Ehrlich, Tie Burcham"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4580",
"dcterms:title": [
"The transition from participation to facilitation of supervision: an autoethnography"
],
"dcterms:creator": [
"Daniel V. Maffia"
],
"dcterms:subject": [
"Other Education",
"Other Educational Administration and Supervision",
"Other Languages",
"Societies",
"and Cultures",
"Other Linguistics",
"Other Teacher Education and Professional Development",
"Supervision",
"Demand Control Schema",
"Interpreting",
"Reflective Practice",
"Autoethnography",
"Facilitation"
],
"dcterms:date": [
"6/11/2014"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/13"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This autoethnography examines the journey from being a participant of supervision to a facilitator of supervision. The researcher documents his journey using journals to express his experiences facilitating supervision for a group of medical interpreters working in the hospital setting. The purpose of this study is to gather data that could guide future trainings for facilitators of supervision. The supervision group consisted of both American Sign Language/English and Spanish/English medical interpreters. As a newer interpreter to the field with limited medical interpreting experience, it was expected that the researcher might face difficulties successfully facilitating supervision sessions for that staff. It was found that limited experience in the setting and being a newer interpreter did not have any impact on the facilitating process. The findings from this study can be used as one potential guide for future individuals interested in becoming a supervision facilitator and can also be used for those interested in developing materials to train facilitator."
],
"dcterms:available": [
"6/11/2014"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Robyn Dean, Elisa Maroney"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4579",
"dcterms:title": [
"The stories interpreters tell"
],
"dcterms:creator": [
"Peter Flora"
],
"dcterms:subject": [
"Industrial and Organizational Psychology",
"Interpersonal and Small Group Communication",
"Organizational Communication",
"Social Psychology",
"Interpreting",
"Folklore",
"Occupational Folklore"
],
"dcterms:date": [
"5/23/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/5"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this study was to start a collection of folklore of the American Sign Language interpreting community and to initiate a conversation about the role these stories play within the community. The initial hypothesis was that there are folklore stories which circulate among the members of the interpreter occupational folk group. Since there had been no other study of this kind done in the ASL interpreting community, a single story was chosen as a starting point for research on the topic. The chosen tale for the focus of this research was about the students/new interpreter told by the seasoned interpreter. The working hypothesis was that these stories reinforced a specific structure within the field and represent unease toward perceived changes to the field. No research into the folklore of the American Signed Language interpreting community had been done at the time of this research, therefore the majority of literature reviewed was on the topic of folklore studies to provide a foundation for inquiry. Face- to-face interviews, conducted with three experienced interpreters, were used to collect the stories and gather the impressions. The data revealed that seasoned interpreters do indeed circulate stories about the students/new interpreters living and working in the Pacific Northwest. The informants’ perceptions of how the stories function differed, however all agreed the stories exist and influence the field. Further research on the American Signed Language interpreting community’s folklore, as well as further expansion on the specific stories investigated for this research, is recommended."
],
"dcterms:available": [
"5/28/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Curtis Yehnert, Elisa Maroney"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4578",
"dcterms:title": [
"The Start of Something New"
],
"dcterms:creator": [
"Leslie Ann McCuan"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Interpreting",
"ASL",
"ITP"
],
"dcterms:date": [
"3/1/2022"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"theses/149"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The goal of this professional project is to generate a proposal for a sign language interpreter training program at California State University of Bakersfield, constructed from research on the community’s needs in Bakersfield. Surveys will be issued to all stakeholders such as, American Sign Language students, working interpreters, interpreting agencies and the Deaf and hard of hearing community of Bakersfield. The data collected from these groups will provide information on the current state of the interpreting field in Bakersfield. This data collected from surveys will be used to support the proposal for an interpreter training program at California State University Bakersfield. Any issues that arise, related to the interpreting field in Bakersfield, from the surveys will be addressed and possibly researched as well. While this project is specific to Bakersfield, this information could be of use to others as well, to improve their community and field of interpreting."
],
"dcterms:available": [
"1/14/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Stacy Lugo, Kiarah Moore"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4575",
"dcterms:title": [
"The Role of Access: Interpreting for Deaf and Hard of Hearing Immigrant Students"
],
"dcterms:creator": [
"Anna Jacobs"
],
"dcterms:subject": [
"Language Interpretation and Translation",
"Sign Languages",
"deaf",
"immigrant",
"interpreter",
"trauma"
],
"dcterms:date": [
"12/8/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/147"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"As immigrant and refugee populations in American schools continue to increase, the education system has opted for changes to better accommodate these students. The impact schools are experiencing requires careful reflection and analysis. Considering the number of deaf individuals who are included within the immigration numbers, it seems incumbent upon American Sign Language (ASL) interpreters as professionals to also prepare themselves in order to provide accessible interpretations for students. This research will highlight the progression and change within the educational interpreter’s landscape and attempt to provide temporary strategies that ASL interpreters can utilize while the student is in the process of learning ASL and English. This work will be viewed through the lens of trauma informed care while specifically addressing trauma derived from both the migration process and language deprivation."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4570",
"dcterms:title": [
"The Importance of Voice and the Power of Narrative: Developing a Workshop for Sign Language Interpreters"
],
"dcterms:creator": [
"Ali Ann Artis"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"transformative learning",
"interpreting",
"asl",
"deaf",
"perspective",
"voice"
],
"dcterms:date": [
"6/11/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/54"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This paper outlines my process of developing a workshop for sign language interpreters. In the field, we encounter many perspectives and a diverse range of individuals who see the world in different ways. One of our roles is to become the voice of the deaf individuals with whom we work. This requires a tremendous amount of trust on the part of the signer, and it is our responsibility to do our part to ensure that their voice is accurately represented and heard. Part of our ability to do so involves seeing things from their point of view. I created a workshop based on transformative learning theory, which is the process of experiencing a shift in worldview that causes us to see our environment through a new lens. Using this the framework, I compiled data that reveals the first-hand experiences of deaf students working with interpreters in an academic setting. Their ability to have a voice and speak freely in the classroom was a meaningful issue that arose. I then broadened my search to include stories of others who have experienced isolation and found empowerment through various methods of self-expression. This highlighted the power that narratives have on how we view the world, ourselves, and one another. It also underscores the importance of allowing space for multiple narratives to be heard and the responsibility we have in our role as we become someone’s voice."
],
"dcterms:available": [
"6/11/2019"
],
"SKOS:note": [
"Amanda Smith, Erin Trine, Sarah Hewlett"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4549",
"dcterms:title": [
"The good, the bad, and the ugly: Students report on experiences with instructors in interpreter education programs"
],
"dcterms:creator": [
"Ann Adamiak"
],
"dcterms:subject": [
"Adult and Continuing Education",
"American Sign Language",
"Curriculum and Instruction",
"Education",
"Educational Methods",
"Higher Education",
"Higher Education and Teaching",
"Interpersonal and Small Group Communication",
"Other Languages",
"Societies",
"and Cultures",
"motivation theory",
"interpreter education program",
"ASL",
"Student instructor interactions",
"positive",
"negative"
],
"dcterms:date": [
"3/7/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/46"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This research study was exploratory in nature, seeking to gather and document the experiences and perceptions of current and former students in interpreter education programs with the focus of interpreting between signed language and spoken language in the United States. Data was collected through an online survey for a three-week period, resulting in 514 consenting respondents from 40 states and 126 distinct interpreter education programs. The mixed methods study included quantitative and qualitative questions. The qualitative responses were coded, and emergent themes were identified in a grounded theory approach (Corbin & Strauss, 1990; McMilan & Schumacher, 2009; Strauss & Corbin, 1994, 1998). In this study, the data-driven themes have been limited to two top 10 lists for the most prevalent categories of positive and negative experiences with instructors. The findings show that the top 10 negative categories of student-reported experiences with faculty are: Personality; Feedback/Grading; Classroom Management; Intolerance for Others; Lack of Current Knowledge and Skills; Unclear or Unreasonable Expectations; Turnover or Institution Incompatibility; “Told Me I Couldn’t Do It”; Playing Favorites; and Too Busy Elsewhere. The top 10 positive categories of student-reported experiences with faculty are: Supportive and Encouraging; Teaching Techniques; Kind, Caring, “Wonderful”; Sharing Real Work Experiences; One-on-One Time; Community Connections and Resources; Content of Class/Curriculum; Desirable Outcome of Education; Passionate and Invested; and Available and Willing to Answer Questions. Each of the categories in the two top 10 lists can be shown to either strengthen or weaken the four motivational conditions of Wlodkowski and Ginsberg’s (1995) Motivational Framework for Culturally Responsive Teaching: establishing inclusion, developing attitude, enhancing meaning, and engendering competence. The data collected from the instrument, as well as the literature reviewed, suggest that faculty play a crucial role in student motivation. With the emergent themes from the data, ASL and interpreting instructors are given the opportunity to consider the national perspective and use it to improve their individual and systemic practice to work with and motivate adult learners. The findings in this research study can be used to formalize and optimize interpreter education."
],
"dcterms:available": [
"3/14/2018"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Catherine Calen"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4547",
"dcterms:title": [
"The Effects of Exercise and Human Relationships on Interpreting"
],
"dcterms:creator": [
"Makenna Caccavo"
],
"dcterms:subject": [
"American Sign Language",
"Language Interpretation and Translation",
"exercise/workout",
"human connection",
"human relationship",
"and self-care"
],
"dcterms:date": [
"3/18/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/138"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this action research project, I analyzed the impact exercise and human relationships had on my interpreting work. It is well known that exercise and human relationships and connection do influence our actions and behavior in a manner. In this current research, I explore exercise and human relationship, in its own entity and then compare the two to each other, and see their influence towards interpreting. The aim of this study is to contribute to the field of American Sign Language/English interpreting by adding knowledge of what I found through this research about exercise, human relationships and the extent they impact my interpreting. Providing more facts to show the implications of applying self-care to one’s daily routine, in hope to promote improvement in interpreter’s work. The method conducted for this action research project is through the mode of journaling, logs, and a recording of a work sample. I would make note of my day considering what I observed in my work, my workouts, the interactions I had with people, and when and if these two self-care approaches were implemented. I used the qualitative method approach to analysis the data. Through this, I focus on myself and interpreting by making alterations to the amount of exercise and human relationships and/or connections I incorporate into my self-care (before and after work). The results of the study show that human relationships and connections have a bigger impact on my interpreting work than exercise and the two together are stronger and more influential. By exploring exercise and human connection, I get to investigate self-care, its importance, and benefits while interpreting."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4546",
"dcterms:title": [
"The COVID-19 Pandemic: Its Economic Impact on New Jersey and New York Freelance Interpreters"
],
"dcterms:creator": [
"Linda Gueye"
],
"dcterms:subject": [
"Language Interpretation and Translation",
"COVID-19",
"economic",
"freelance",
"interpreter",
"remote interpreting",
"resilience"
],
"dcterms:date": [
"12/2/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/227"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Since early 2020, the COVID-19 pandemic has disrupted the U.S. economy, affecting all professions, including freelance interpreters. From losing job opportunities to transitioning to remote interpreting among other changes, freelance interpreters have been impacted by the pandemic. New Jersey and New York were two of the worst affected states at the outset of the pandemic; therefore, the impact of COVID-19 on the economic condition of New Jersey and New York freelance interpreters was the focus of this investigation. Since the topic is still recent, there is limited research on the impact of the pandemic on interpreters. Research conducted by CSA Research (formerly known as Common Sense Advisory) on the impact of COVID-19 on freelance linguists worldwide provides a global overview of its economic effect; however, U.S. national and regional studies are lacking. An electronic questionnaire was prepared and sent out to New Jersey and New York freelance interpreters to explore some key questions: How has COVID-19 affected freelance interpreters’ work? Has COVID-19 affected freelance interpreters indiscriminately? Were they full-time freelancers? If not, were they able to rely on other jobs during the pandemic? What adjustments (if any) did interpreters have to make to continue working during the pandemic? What are the lessons learned from their experiences (if any)? The results of the questionnaire provide some insight on what New Jersey and New York freelance interpreters had to do to survive economically during the pandemic and highlight some lessons learned on how interpreters can become resilient in the face of crisis."
],
"dcterms:available": [
"12/7/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Sosthene Mikala, Amanda Smith"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4545",
"dcterms:title": [
"The business of interpreting: The ins and outs of independent contracting as a freelance interpreter"
],
"dcterms:creator": [
"Andrea Rehkopf"
],
"dcterms:subject": [
"Education",
"freelance interpreting",
"independent contract interpreting",
"self-employed sign language interpreting",
"sign language interpreting business",
"sign language interpreting taxes"
],
"dcterms:date": [
"7/31/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/57"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"When it comes to working as an independent contractor or freelance American Sign Language interpreter, there are various skills that go beyond just learning and knowing culture and language. Novice and experienced interpreters have learned that they may not be equipped with the necessary business strategies to function as a freelance/independent contract interpreter. The lack of information may be due to lack of material resources readily available or lack of specific instruction in Interpreter Training Programs. To ensure students and current working interpreters are exposed to this information, a professional development workshop was developed. This professional project was inspired by years of frustration, conversations with colleagues, personal trial and error, and this study’s pertinent data. Participants attending this workshop will explore efficient and ethical business practices used by professionals in the field. Topics covered include: marketing and social media, what invoice elements are necessary for billing, and a brief discussion about tax information. The workshop will also discuss helpful organizational systems, contract negotiating, and will touch on retirement and insurances. Much of the content for this workshop was gleaned from surveys sent to various groups in the interpreting field."
],
"dcterms:available": [
"7/24/2018"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Vicki Darden, Stacy Marsala"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4544",
"dcterms:title": [
"The Black Perspective: A Need for Representation and Inclusion in ASL/English Interpreter Training Programs"
],
"dcterms:creator": [
"Jordyn Beal"
],
"dcterms:subject": [
"American Sign Language",
"Education",
"Language Interpretation and Translation",
"Other Languages",
"Societies",
"and Cultures",
"American Sign Language",
"Black",
"interpreter educators",
"ITP",
"professional identity",
"social identity"
],
"dcterms:date": [
"6/9/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/67"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"American Sign Language/English interpreting is a profession growing in recognition in the United States and internationally. As its popularity increases, its diverse groups, specifically interpreters who identify as Black or African American, should follow. As a result, the diversity of its practitioners should imply that more interpreters of diverse backgrounds, under the influence of interpreter educators, are acquiring knowledge under keen leadership that positively impacts their acquisition of knowledge and their social and professional identity.\nInterpreters acquire language, cultural information, and knowledge through varying degree levels of Interpreter Training Programs (ITPs) across the United States. However, this paper hypothesizes that the documented programs, established at institutions of varying levels, struggle to meet the diverse needs of the students they serve, or lack the attendance of culturally diverse groups.\nThis project seeks to obtain insightful information from Black and African American ITP students and graduates through personal accounts, resulting in discussion relating to the growing issue of ITPs and the deficit produced in serving marginalized and culturally diverse populations. By collecting data specific to identifying experience impact on social identity, professional identity, and their acquisition of knowledge, this collection aims to provide suggested practices to mediate the cultural deficit. The desired result is greater awareness leading to an increase in accessibility and strategies fostering the social and professional identities of Black/African American and other diverse interpreters, interpreting students, and ITP graduates."
],
"dcterms:available": [
"6/9/2021"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney, Royce Carpenter"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4509",
"dcterms:title": [
"Supervision in signed language interpreting: Benefits for the field and practitioners"
],
"dcterms:creator": [
"Jenna Curtis"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"supervision",
"case conferencing",
"demand control schema",
"interpreting",
"sign language"
],
"dcterms:date": [
"11/30/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/42"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The fields of medicine and mental health have a long history of conducting and researching case conferencing and supervision; however, to date, there has been no research into how or if signed language interpreters are participating in supervision and what benefits they experience as a result. For the purposes of this research, supervision is defined as an intentional interaction between two or more practitioners, the goal of which is to engage in reflective practice, ensure quality services for consumers, and support the wellbeing of the practitioner. The study included survey responses from 113 signed language interpreters about their experiences attending supervision sessions that use the demand control schema (DC-S) framework. Results revealed a profile for the type of practitioner who has participated in supervision. The majority of respondents of the survey had been involved in an ongoing supervision group that was facilitated in a participatory or co-operative manner. Benefits of supervision revealed from this research can be categorized as enriched learning (formative), increased professional standards and accountability (normative), and support for the wellbeing of the practitioner (restorative). Some of the most frequently cited benefits in these categories included: relationships with colleagues, new perspectives, professional development, more options for responding to work demands, a better understanding of decision-making, and support. These findings indicate that current issues in the areas of education, standards and ethics, and work-related stress for practitioners within the signed language interpreting field may be addressed through the use of professional peer supervision groups. Recommendations include establishing an infrastructure for the provision of professional peer supervision, a requirement of supervision as a component of credentialing interpreters, and further research on supervision."
],
"dcterms:available": [
"12/7/2017"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Elisa Maroney, Robyn Dean"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4506",
"dcterms:title": [
"Soft Skills: Adding the Human Component to Curricula"
],
"dcterms:creator": [
"Elizabeth Crane"
],
"dcterms:subject": [
"Soft Skills",
"Hard Skills",
"Interpreter Education",
"Student Centric Teaching",
"Portfolios",
"Soft Skill Curriculum Development",
"Humane Professionals"
],
"dcterms:date": [
"6/9/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/220"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 10/28/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this research is to explore whether there are skills professionals need in addition to their academic program courses. Specifically, this research examines if interpreters need more than linguistic competency to be successful. The literature across various professions states that recent graduates have gaps in their education, those gaps are “soft skills.” A survey was developed to explore what recent interpreting graduates needed in addition to language skills. 116 different interpreting entities participated. The survey results parallel those of the literature review: soft skills are a requirement for success. Linguistic competency is not enough to be a holistic interpreter. There is a call to action across professions to inculcate soft skills into hard skill course curriculums. This can be achieved through student-centered classrooms and soft skills can be assessed using portfolios instead of standard rubrics."
],
"dcterms:available": [
"7/11/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Gordon Kokx, Erin Trine"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4499",
"dcterms:title": [
"Signed Language Interpreting in K-12 Educational Settings: A Case for Specialization"
],
"dcterms:creator": [
"Megan Seipke-Dame"
],
"dcterms:subject": [
"71",
"educational interpreter",
"educational interpreting",
"K-12 interpreting",
"interpreter education",
"certificate program",
"specialization",
"specialist training"
],
"dcterms:date": [
"3/22/2023"
],
"dcterms:type": [
"3/22/2023"
],
"dcterms:identifier": [
"Text"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 3/29/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The field of signed language interpreting is becoming increasingly specialized yet very few educational options are available to prepare students enrolled in interpreter education programs for specialization. This is especially true for those entering the K-12 educational interpreting field since most available interpreter education programs are generalist in nature, focusing on broad skills in community settings.\nDue to the specialized content knowledge and skills requirements of practitioners working in K-12 educational settings, many program graduates are graduating without the requisite skills to meet state-established minimum standards for employment. Data gathered from K-12 educational interpreters, students currently enrolled in interpreter education programs, and other Deaf Education stakeholders through a needs assessment may be used to develop an educational interpreter certificate program. This program would be supplementary to existing interpreter education programs and focus specifically on preparing students of the profession to work as educational interpreters, thus providing one way to address the existing field-wide gap between interpreter education and professional credentialing.\nData from interpreter and student respondents focused mainly on preparedness regarding skills specific to working in K-12 settings while data from stakeholder respondents focused on credentialing requirements and the ability to locate qualified educational interpreters when needed."
],
"dcterms:available": [
"English"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith, Daniel McDougall"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4498",
"dcterms:title": [
"Shared Trauma: Implications for Signed Language Interpreters"
],
"dcterms:creator": [
"Shelby Champlin"
],
"dcterms:subject": [
"Arts and Humanities",
"Language Interpretation and Translation",
"Sign Languages",
"shared trauma",
"sign language interpreters",
"mental health",
"ethics"
],
"dcterms:date": [
"6/11/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/68"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The concept and implications of shared trauma have been widely debated and discussed within the field of psychology, but these studies do not adequately attend to the experiences of signed language interpreters. This thesis addresses the potential outcomes and impacts of shared trauma on interpreters and consumers with special attention to assignment content that specifically relates to said trauma. Qualitative research was conducted through interviews with interpreters selected at random from participants in the initial survey. Interview data was categorized into pre-, during, and post-assignment information and several patterns were found. Within the pre-assignment interview data, interpreters discussed the decision to accept work, including assignment content, a sense of obligation, and the need to build a reputation. Within the during assignment interview data, interpreters discussed their emotional response, a fight or flight response, the value of team interpreting, and the effectiveness of their work. Within the post-assignment interview data, interpreters discussed their own personal engagements as well as debriefing and supervision. The discussion based on the interview content included several topics: interpreter training programs, confidentiality, interpreters as members of the Deaf community, the value of having a voice, and the mental health of interpreters. Recommendations for further research include studies with greater than three interview candidates, considerations for interpreters within marginalized groups who experience shared trauma, studies on the impact of interpreting shared trauma on the working memory of practitioners, and comparing the experiences of interpreters with and without a team interpreter."
],
"dcterms:available": [
"6/9/2021"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Carolyn Ball, Tara Stevens"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4497",
"dcterms:title": [
"Self-care in the field of interpreting"
],
"dcterms:creator": [
"Amy Lyn Zenizo"
],
"dcterms:subject": [
"Special Education and Teaching",
"Self-Care",
"Interpreting for the Deaf",
"Compassion Fatigue",
"Injury while interpreting"
],
"dcterms:date": [
"4/11/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/3"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this research is to investigate what interpreters for the Deaf perceive as self-care and how much time they engage in self-care per week. This study takes a holistic approach to looking at interpreters for the Deaf who work in the field and what their practices of self-care are. Self-care was examined within the context of the physical and emotional impacts of interpreting.\nI approached this study from inside the profession by asking a sample of nineteen interpreters to participate. Other published works make recommendations for interpreters; however, this study looks at activities interpreters participate in that focus on self-care to sustain balance between their career and personal lives.\nThis study reveals that interpreters identify self-care as the physical need to exercise, stretch, or receive bodywork. When interpreters were asked about self-care, only one mentioned the moral support of colleagues, debriefing, or peer review. Many who participated stated that they would like to take part in more identified acts of self-care and believe that doing so would be beneficial in avoiding injury and promote longevity in the field.\nThe findings that emerged from this study exposed the fact that many interpreters benefit from debriefing with colleagues. Further investigation could uncover why interpreters do not consider speaking with their colleagues as a form of self-care. The main reason they do not consider debriefing self-care could be because of the Code of Professional Conduct set forth by the Registry of Interpreters for the Deaf (RID), and professional practices around confidentiality (NAD RID, 2005)."
],
"dcterms:available": [
"4/18/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Cindy Volk"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4496",
"dcterms:title": [
"Secondary educational interpreters: role ambiguity and role strain"
],
"dcterms:creator": [
"Rhoda Smietanski"
],
"dcterms:subject": [
"Accessibility",
"Disability and Equity in Education",
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Special Education and Teaching",
"Educational Interpreting",
"Dual Roles",
"Tutoring",
"Role Strain",
"Sign language",
"Deaf"
],
"dcterms:date": [
"12/2/2016"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/33"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This research is a response to discrepancies between directives from interpreting credentialing bodies regarding dual roles and actual practices in schools. The goals of the study are to explore the causes of interpreters tutoring while interpreting and role strain. The study focused on signed language interpreters who work in secondary educational settings and those who have left secondary educational interpreting.\nThe makeup of the subpopulations of this study—those who report tutoring while interpreting and those who report not tutoring while interpreting—have similar demographic profiles, and driving forces behind their work. The participants who report tutoring while interpreting are not necessarily required to do so. Participants who report not tutoring while interpreting were more likely to consult with the code of ethics of their certifying body when making decisions about tutoring, and they were less likely to feel their role is misunderstood by consumers and colleagues than participants who report tutoring while interpreting. Participants who report tutoring while interpreting were more likely to feel stress from the demands of tutoring and interpreting and more likely to need more resources and options to approach their work than participants who report not tutoring while interpreting. Factors contributing to role strain were identified in participants’ responses. The causes of secondary educational interpreters tutoring while interpreting may be interpreter dependent, and may be based on their perceptions of the contexts in which they work and how they define their work. There is an urgent need to further research effects of these practices so secondary educational interpreters can function in an evidence based practice of secondary educational interpreting."
],
"dcterms:available": [
"12/6/2016"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Jill R. Baker"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4492",
"dcterms:title": [
"Safe/unsafe: the impact of horizontal violence, microaggressions, and decision making control on ASL/English interpreters"
],
"dcterms:creator": [
"Sarah Hill"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"safety",
"microaggressions",
"horizontal violence",
"DC-S",
"Coda",
"CDI"
],
"dcterms:date": [
"12/5/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/52"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this study was to start collecting the narratives and definitions for the word “safety” as it is used within the American Sign Language/ English interpreting community. I had both heard in spoken English and seen signed in American Sign Language the term “safety” being used by interpreters when they discussed different settings in which they had worked. The way “safety” was described indicated that these interpreters were not referring to their physical safety but, rather, to their emotional or psychological safety. There are no formal recorded narratives that are explicitly focused on the concept of emotional “safety” and what it means to interpreters in the sign language interpreting community. In this study, interviews were conducted to record the narratives of six interpreters who work as American Sign Language/English interpreters. The six participants interviewed have diverse backgrounds and identity demographics. Face-to-face interviews, conducted in person or through video conferencing, with six experienced American Sign Language/ English interpreters from diverse backgrounds, were used to collect the narrative data. [JSO1]\n\nAnalysis of the data leads to the conclusion that the interpreters interviewed have had experiences of working in a setting where they felt they were not “safe.” While each participant’s reasoning for not feeling safe differed in detail, all had common themes that aligned with the initial literature review. Three themes were found in the data: psychological safety, microaggressions, and limited control in decision making. For all themes, the interpreters reported resulting feelings of shame and unworthiness. This was expressed in negative self-talk regarding the interpreter’s worth as a professional. Several of the interpreters questioned their ability to do this work and questioned whether or not they should leave the profession. Several of the interpreters reported they had a hard time separating the identity they hold as a professional from themselves as a person; therefore, if they were unworthy as an interpreter, they were also unworthy as a person. Findings from this study can help professionals in the field move toward finding remedies for these occurrences. Hopefully, this research will help others reflect on how interpreters work with one another in a supportive and successful way, rather than emotionally threatening those who do this work and, potentially, degrading the work that interpreters do."
],
"dcterms:available": [
"11/28/2018"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Audrey Ramirez-Loudenback, Amanda Smith"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4490",
"dcterms:title": [
"Roles, conflicts, and disclosures: American Sign Language/English interpreters’ adherence to best practices in legal settings"
],
"dcterms:creator": [
"Sonja W. Smith"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"American Sign Language",
"legal",
"interpreting",
"conflicts",
"disclosures",
"roles",
"current practices"
],
"dcterms:date": [
"4/26/2016"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/29"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Interpreting in legal settings is a complex task in which multifaceted factors such as the setting, individuals involved, roles of those participating individuals, expanded ethical considerations, and the language of the legal system require specialization from the interpreter practitioner (Berk-Seligson, 2002; Mathers, 2007; Russell, 2000; Simon, 1993). There are many texts, workshops, and resources that promote best practices; however, only one study has been done related to the demographics of the interpreters who do legal interpreting work and their use of proposed best practices in the legal setting (Roberson, Russell, & Shaw, 2011). This research is designed to collect information about who is currently doing the work of legal interpreting and discover what their daily practice entails. An online survey was designed and disseminated to current signed language interpreters working in legal settings to ascertain demographic information and the frequency of certain circumstances arising in the course of their work. Using a combination of quantitative and qualitative analysis, this research discusses the demographics of the practitioners, including education, training, and background, as well explores inconsistencies in the way best practices are applied in daily practice, specifically conflicts and disclosures, interpreter roles, and the definition of legal interpreting. The results of this study provide a glimpse of the legal interpreting specialization as it currently stands and potential implications for future practice and study."
],
"dcterms:available": [
"5/14/2016"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Amber D. Farrelly, Esq., Amber Deets"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4466",
"dcterms:title": [
"Real-world shock: transition shock and its effect on new interpreters of American Sign Language and English"
],
"dcterms:creator": [
"Stephanie A. Meadows"
],
"dcterms:subject": [
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Critical and Cultural Studies",
"International and Intercultural Communication",
"Other Languages",
"Societies",
"and Cultures",
"Special Education and Teaching",
"transition shock",
"interpreting",
"sign language"
],
"dcterms:date": [
"6/3/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/8"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Real-world shock has historically been defined as a form of transition shock experienced during the transition from the academic to the professional world. It is marked by distinct phases and causes both emotional and physical stress. Previous research has found that real-world shock is experienced by new members of a variety of fields, especially training-intensive service professions such as education and medicine. However, even though the profession of American Sign Language/English interpreting is also a training-intensive service profession, there is no research that indicates whether or not new members of the profession experience similar shock to their counterparts in other professions. As such, this thesis shall attempt to determine if real-world shock is experienced by new interpreters of American Sign Language. To do so, a survey was electronically distributed to American Sign Language/English interpreters throughout the United States of America. The resulting data collected was analyzed to determine if new interpreters experience real-world shock and, if so, what the root cause of it is. It was found that interpreters of American Sign Language and English do experience real-world shock upon entering the profession. Furthermore, the shock is a result of the profession rather than from intercultural interactions with the d/Deaf community."
],
"dcterms:available": [
"6/10/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, S. David Zuckerman"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4461",
"dcterms:title": [
"Professional project curriculum development: experiential learning in interpreter education programs"
],
"dcterms:creator": [
"Marisa J Ruiz"
],
"dcterms:subject": [
"Curriculum and Instruction",
"Special Education and Teaching",
"experiential learning",
"sign language interpreter"
],
"dcterms:date": [
"6/5/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/9"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Signed and spoken language interpretation involves many intricate components. A signed language interpreter who is working simultaneously must hear and comprehend a spoken language while producing the equivalent message with his/her hands in the appropriate signed language. While there are many factors that affect the interpreter, experience and education are two key qualities of successful interpreters. Both interpreter education and the experience of putting that education into practice are vital for future interpreters while they are still students. Experiential learning activities provide this opportunity for interpreting students. According to educational theorist David A. Kolb, “Knowledge results from the combination of grasping and transforming experience\"(1984, p. 41). This type of learning involves exercises where students participate in authentic working situations in a safe environment while allowing them the opportunity to openly reflect on those experiences. Experiential learning in the field of signed language interpreting education may include role-playing scenarios, mock interpreting exercises, one-on-one mentorships, and internship participation. These learning activities can provide interpreting students with vital practice and experience before they enter the work force. The goal of this professional project is to design a course in signed language interpreter education based on Kolb's Experiential Learning Theory. This course incorporates experience, reflection and application on critical components of the interpreting profession while gradually exposing students to various problems that they may face in their professional career. The proposed course titled “Experience Interpreting” will allow students to fully experience a variety of interpreting scenarios and equip them with resources for their future work in the interpreting field."
],
"dcterms:available": [
"6/11/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Julie Armstrong"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4460",
"dcterms:title": [
"Professional is Not Just a Title: The Value in Reclassifying Pennsylvania's Paraprofessional Educational Interpreters"
],
"dcterms:creator": [
"Marilyn P Sterner"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Professional",
"Paraprofessional. Reclassification",
"Educational Interpreters",
"Practice Profession",
"Recognition"
],
"dcterms:date": [
"12/8/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/73"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The desire and necessity to reclassify Pennsylvania educational interpreters from paraprofessional to professional status needs to be addressed. Understanding the history and need for interpreting services in the K-12 setting will provide a solid foundation for moving educational interpreters forward to professionalization. The concept of applying professional status to educational interpreters working in the Pennsylvania K-12 setting is explored within the literature review. Within this study, I used qualitative and quantitative approaches to collect data from stakeholders throughout the Commonwealth of Pennsylvania. These stakeholders consisted of educational interpreters working in the K-12 setting and agencies who employ these interpreters. The two separate surveys further support the idea of reclassifying educational interpreters from paraprofessionals to professionals. The data and research explored throughout this study guides the conversation to further research in advancing educational interpreters working in Pennsylvania’s K-12 settings to professional status."
],
"dcterms:available": [
"12/7/2021"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith, Rebecca Kane"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4459",
"dcterms:title": [
"Playing! It’s All for Fun! Or is it? An Examination of Play in the Field of Sign Language Interpreting"
],
"dcterms:creator": [
"Jazmin Vollmar"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Play in interpreting",
"language play",
"play"
],
"dcterms:date": [
"12/1/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/72"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This thesis examines the impact of guided and exploratory language play by interpreters. Interpreters in the current study participated in a pre-survey, engaged in an ASL language play group that engaged in language play through the phone app Marco Polo, reported their experiences in a nine-part reflective journal on their ASL and interpreting skills, and took a post-survey. The timeline of the play group was one week, where participants completed all the components of the study.\nChapter one introduces the concept of general play and language play. It provides a definition of terms, which revolve around play and play groups, and states the problem of interpreting programs not providing the tools to play with language. It also provides the theoretical basis of this paper, which is grounded in Vygotsky’s Zone of Proximal Development (ZPD). The curriculum was built on the concept of scaffolding information found in the theory of ZPD. Chapter two provides the literature review defining play, its benefits and impacts, play in the work place, and tangential subject of collaborative learning, which happens in play. The literature repeats several variables that were brought into the design of the study, such as creativity, flexibility, working with people, and level of enjoyment.\nChapter three discusses the mixed methodology of qualitative and quantitative questions in the pre- and post-survey, with the “treatment” as the language play group and the reflective journal. The study was designed to provide a baseline data with the pre-survey and see if changes occurred after engaging in the treatment or play group. In the play group, participants played and watched language games using both languages ASL and English, which are described in full in the methodology section.\nChapter four is the discussion and results, which shows that interpreters increased in their ASL and English creativity, ASL fluency, and flexibility with teams. The data showed that most participants learned ASL by watching and copying others, and the data reported in the reflective journal supports the participants enjoyed watching others played the game by using terms like entertaining, educational, and curious. Chapter five is the discussion, which points to the importance of giving interpreters the tools to play with language and outlines how that can benefit their linguistic skills. Lastly, chapter six is the summary, the conclusion, that playing with language can benefit interpreters, and recommendations for researchers to continue studying interpreters’ linguistic development through play."
],
"dcterms:available": [
"12/8/2021"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney, Wanette Reynolds"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4458",
"dcterms:title": [
"Playfully Expanding Interpreter Development"
],
"dcterms:creator": [
"Keyanda Hall"
],
"dcterms:subject": [
"American Sign Language",
"First and Second Language Acquisition",
"Language Interpretation and Translation",
"Play",
"experiential learning",
"interpreting",
"sign language"
],
"dcterms:date": [
"6/8/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/155"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"According to research, new experiences that start from creating interactions such as role playing, stimulus, or group discussions are a result of participant actively learning (Terehoff, 2002). The focal point of this study is exploring a method of experiential learning while adults students learn new language. Basic understanding of early language acquisition and second language acquisition is used to better understand how and why play can be a much-needed component in the classroom. The experiential method of learning through play has been used to gain perspective about adult learning preferences in the interpreting field. The participants were American Sign Language interpreter volunteers.\nLearning through play may present itself or can be used in the forms of therapy, improvisation, or board games. It creates an environment that allows interpreters to experience experiential learning and incidental learning. This method of learning allows students to become comfortable with the use of the language and make new experiences. Research shows that learning happens when there is an opportunity for previous experiences to affect the learners’ approach to new experiences (Yardley et al., 2012).\nIn this study, interpreting participants engaged in learning through play during an intervention. The volunteers played a game. After the intervention, the results were determined based upon the volunteers’ feedback about their playful experience with learning. The participants results were expressed in qualitative surveys to better understand the participants’ perspectives of learning through play."
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Erin Trine, Colleen Jones"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4456",
"dcterms:title": [
"Personal and Professional Ethics: The Impact on Decision-Making in Elementary Education"
],
"dcterms:creator": [
"Danielle R Kenoyer"
],
"dcterms:subject": [
"American Sign Language",
"Early Childhood Education",
"Language Interpretation and Translation",
"ethics",
"demand control schema",
"supervision",
"interpreting",
"empathy",
"decision-making"
],
"dcterms:date": [
"1/24/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/136"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This action research focuses on decision-making regarding professional and personal ethics in a K-12 educational setting for American Sign Language (ASL)/English Interpreters. The data collected for this research is specific to elementary education in a K-12 setting. In the field of interpreting there are professional organizations that present professional guidelines that must be considered in order to uphold best employment practices. Different employers may also have their own code of ethics and guidelines they expect employees to follow. In addition, each interpreter should have their own personal ethics that they carry with them as well. The goal of this research is to consider how these professional, organizational, and personal ethics and guidelines that are expected of interpreters impact decision-making while working."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4454",
"dcterms:title": [
"Perception in American Sign Language interpreted interactions: gender bias and consumer orientation"
],
"dcterms:creator": [
"Colleen Jones"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"American Sign Language interpreting",
"gender bias",
"orientation to the interpreted interaction",
"consumer orientation",
"gender discrimination",
"feminist framework"
],
"dcterms:date": [
"12/1/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/41"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Research has shown that both women and Deaf people experience oppression, limiting their access to power and their workplace success, as well as coloring their experiences in the world (e,g,, Baxter, 2012; Eckert & Rowley, 2013; Hancock & Rubin; Ladd, 2005; Punch, 2016; Williams & Tiedens, 2015). There has been little research, however, examining how gender bias toward the interpreter impacts perception of the Deaf consumer. In a survey of hearing people who do not know sign language, participants described their perception of a male Deaf presenter and rated him in 10 soft skill categories. Responses from participants who listened to a female interpreter were compared with responses from participants who listened to a male interpreter. Some patterns emerged that may be substantiated by future research, but definitive evidence of gender bias was not present.\nThis survey did result in an unexpected finding that emerged from participants’ open-ended responses. Forty-four percent of participants were confused and/or distracted by the presenter’s use of American Sign Language or by the process of watching the presenter and listening to the interpreter. Furthermore, participants who indicated confusion or distraction in their open-ended comments gave the presenter lower-than-average ratings in the soft skill categories. A review of the literature and of current practice standards revealed that there is very little written on orientation to the interpreted interaction, wherein consumers are educated about what to expect during the interpreted interaction, how the interpreter will function, and how they can participate in ensuring that communication is accessible and inclusive.\nRecommendations from this study include further research on the topics of gender bias and orientation to the interpreted interaction. Interpreters and consumers would also benefit from discussions within their Communities of Practice."
],
"dcterms:available": [
"12/6/2017"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Elisa Maroney, Ellie Savidge"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4451",
"dcterms:title": [
"NOT-SO-DELIBERATE, DELIBERATE PRACTICE: A Contextual Framework for a Part-Time Interpreter"
],
"dcterms:creator": [
"ShaCarol Stewart"
],
"dcterms:subject": [
"Language Interpretation and Translation",
"Sign Languages",
"practice",
"plan",
"deliberate practice",
"deliberate play",
"interpreter",
"inner expert"
],
"dcterms:date": [
"12/9/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/221"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"As a part-time interpreter without abundant opportunities for skill development, deliberate practice is essential, yet can be difficult to attain. Several key themes are revealed in this research of a part-time interpreter’s deliberate practice while considering the role of the inner expert (Reeves, 2014). Using this perspective, deliberate practice is approached by considering the contextual factors surrounding an individual’s engagement in a practice profession. Personal factors influencing a practitioner’s feasibility in engaging in deliberate practice are considered. Findings show the need to be flexible when implementing deliberate practice and to follow one’s own context prior to applying prescribed definitions of deliberate practice in isolation."
],
"dcterms:available": [
"12/6/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Dr. Elisa M. Maroney"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4427",
"dcterms:title": [
"Moving toward allyship: a current climate of agent skill sets of hearing ASL-English interpreters"
],
"dcterms:creator": [
"Jessica Minges"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"allyship",
"sign language interpreter",
"Agent",
"Target",
"social justice",
"skill sets"
],
"dcterms:date": [
"4/26/2016"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/28"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In all societies, there exists a rank system that provides some with advantages and privileges, and others with disadvantages which result in oppression. In the United States, those who are considered disabled, like the Deaf community, are systematically marginalized and are considered Targets, whereas those who are not considered disabled receive advantages and are thus Agents (Hays, 2001, 2008; Nieto et al., 2010). Hearing ASL-English interpreters inherently hold advantages and are Agents based on their ability to hear (Baker-Shenk, 1991; Nieto et al., 2010). ASL-English interpreters are in a unique position to recognize the oppression of the Deaf community and the social imbalances the Deaf community may face, and these interpreters are afforded the opportunity to work with the Deaf community toward social justice and equity as allies (Witter-Merithew, 1999). Nieto et al. (2010) developed an Agent Skills Model to provide a means to describe the skill sets that those who are advantaged can develop in order to work with Target group members toward equity and move from Agent-centric skills to Agent-relative skill sets, potentially resulting in Allyship. Edwards (2006) discusses the idea that there are multiple types of allyship based on the privileged person’s motivations. This study intends to assess the current climate of ASL-English interpreter Agent skill sets based on Nieto et al.’s (2010) model and determine ASL-English interpreter ally identification and their definition of allyship behaviors and beliefs. Using Likert scale and open-ended question data, the study assessed 270 responses, and data indicated that ASL-English interpreters strongly identify with Agent-relative skill sets, yet do not always cite the behaviors and beliefs associated with those skill sets when defining their own allyship. Additionally, it was determined that each type of allyship defined by Edwards (2006) was supported among collected responses. The results from this study provide a foundation for further research into types of allyship ASL-English interpreters identify, expanded understanding of the Agent skill sets ASL-English interpreters demonstrate, and additional discussion around how ASL-English interpreters can use their privilege to work toward anti-oppressive consciousness and equity with the Deaf community."
],
"dcterms:available": [
"5/10/2016"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Marie LeJeune, Dave J. Coyne"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4426",
"dcterms:title": [
"More Than Chocolate Cake and Bubble Baths: The Effects of Self-Care on Perceived Levels of Stress for Interpreters"
],
"dcterms:creator": [
"Jenny Litvinchuk"
],
"dcterms:subject": [
"self-care",
"interpreting",
"stress",
"action research"
],
"dcterms:date": [
"12/10/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/146"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this action research project, the relationship between practicing self-care regularly and perceived levels of stress for one interpreter is examined. Interpreters have reported physical and psychological stressors related to their work. Data was collected over twenty-two weeks for this project. The Perceived Stress Scale (Cohen, 1994), personal journal entries, and the Junto Emotion Wheel (Chadha, n.d.) were used to collect and analyze data for this project. This action research project contributes valuable insight on how practicing regular self-care as an interpreting professional can affect stress levels and potentially decrease burnout in our field. It also identifies specific self-care practices I found helpful in reducing my own perceived levels of stress in hopes that other interpreters will also find benefit in those activities. The results of this action research show that an increase in the average number of self-care activities performed weekly results in lower levels of perceived stress for one interpreter. Based on the results of this action research, there may be evidence that engaging in self-care more regularly can reduce stress for interpreters. Because burnout is prevalent in the field of interpreting, it is important that interpreters practice self-care to mitigate stress experienced at work and in their personal lives."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4425",
"dcterms:title": [
"Mindfulness and Interpreter Cognitive Load"
],
"dcterms:creator": [
"Cindy Chambers"
],
"dcterms:subject": [
"American Sign Language",
"Language Interpretation and Translation",
"sign language interpreting",
"practice profession",
"mindfulness",
"cognitive load"
],
"dcterms:date": [
"12/11/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/139"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"As a signed language interpreter, I must be able to connect with all parts of my brain during interpreting, but much energy is used trying to prevent negative self-talk and managing mental distractors, taking up vital brain space needed to focus on the incoming and outgoing messages. This project will research the effects of mindfulness on cognitive load as a signed language interpreter. I recorded the effectiveness of mindfulness for managing cognitive load by using surveys. The research tracked whether the situation was made more manageable if mindfulness practice was incorporated. Qualitative data was used to investigate my ability to continue interpreting during a stressful situation by using mindfulness techniques, maintaining a balance of cognitive load, and practicing management of incoming personal negative criticism. Quantitative data was taken by using four cognitive therapy surveys and rating blood pressure and heart rate taken before and after Mindfulness Based Stress Reduction class (MBSR). Findings showed a lessened cognitive load during signed language performance with greater attentiveness to the task at hand. There was less negative nagging that had been taking up the brain space required for the interpretation process."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4422",
"dcterms:title": [
"Making the Dream Work: Teaming Intimacy for Interpreters in Freelance Settings"
],
"dcterms:creator": [
"Rebekah J Cheeley"
],
"dcterms:subject": [
"Intimacy",
"Teaming",
"Sign Language",
"Interpreting",
"Sense of Community",
"Self-Efficacy"
],
"dcterms:date": [
"12/10/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/143"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Intimacy is a quality of a relationship, and includes trust, open self-disclosure, emotional closeness, and reciprocity (Timmerman, 1991). It is measurable only by the perceptions of members of the relationship. This concept, considered in terms of the Choice-Constraint Approach to Studying Similarity in Intimacy (Mollenhorst, Völurker, & Flap, 2008), has important implications for teaming freelance interpreters who must work together. Intimacy has also been linked to self-efficacy and sense of community theories, which are used as frameworks in this paper. The goal of this research is to identify perceptions which impact teaming intimacy and discuss the importance of intimacy for teaming freelance interpreters.\nData was collected on my perceptions of intimacy, using a Likert scale to gauge personal trust, professional trust, open self-disclosure, emotional closeness, and reciprocity, based on Timmerman’s (1991) concept of intimacy. My own perceptions about basic, general characteristics about teams was also noted and journal entries collected post-job were analyzed to look for patterns of emotion-based words and whether those related to teaming intimacy."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4421",
"dcterms:title": [
"Making Self-Care, Well-Being, and Emotional Intelligence a Part of Your Life"
],
"dcterms:creator": [
"Evelina Macias"
],
"dcterms:subject": [
"Language Interpretation and Translation",
"Sign Languages",
"self-care",
"well-being",
"emotional intelligence",
"burnout",
"ASL interpreting",
"professional development",
"stress",
"emotional exhaustion"
],
"dcterms:date": [
"12/6/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/223"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This action research project investigates how practicing self-care impacts well-being and emotional intelligence for me personally, as a working interpreter, and as a signing instructional assistant. Tools used to collect data were a modified Well-Being Survey (The KIDSCREEN Group, 2004), an Emotional Intelligence Test (Daniel, 2000), and the Junto Emotion Wheel (Chadha, 2022). Data was collected and analyzed for eleven weeks from May to July. This research was conducted to see what kind of impact self-care would have on my well-being and emotional intelligence. The goal was to see how taking care of myself could improve my mood and well-being, prevent burnout from work, and build better relationships with colleagues at work. The results demonstrated that the number of self-care activities I participated in would go down when I was in a good mood and feeling positively about work, and that I used self-care when I was feeling down or stressed. Overall, I found that by the end of the eleven weeks, I had medium to high emotional intelligence scores which indicated that self-care helped me develop in the areas of self-awareness, self-management, social awareness, and relationship management."
],
"dcterms:available": [
"12/6/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4420",
"dcterms:title": [
"Looking Forward: COVID-19 and its Impact on Working Interpreters"
],
"dcterms:creator": [
"Kelsey McKibbin"
],
"dcterms:subject": [
"American Sign Language",
"Language Interpretation and Translation",
"COVID-19",
"working remotely",
"sign language",
"interpreting"
],
"dcterms:date": [
"7/30/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/69"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This research is focused on the global outbreak of COVID-19 that hit the United States in March of 2020, and how the pandemic affected sign language interpreters. Many interpreters were suddenly forced to work in a virtual environment (not sharing the same physical space as their clients), some for the first time. This thesis seeks to examine how interpreters adapted to this sudden change and identify best practices for working remotely moving forward. The findings of this study will indicate how interpreters perceived this change to remote work, and how prepared they were for the transition."
],
"dcterms:available": [
"8/13/2021"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney, Carolyn Ball"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4418",
"dcterms:title": [
"Let’s bridge the gap! Cross-cultural mentoring"
],
"dcterms:creator": [
"Royce M Carpenter"
],
"dcterms:subject": [
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Curriculum and Instruction",
"Education",
"Cross-Cultural",
"Mentoring",
"Interpreter",
"Black",
"White",
"Deaf",
"Hearing",
"Education",
"Gap",
"Racism"
],
"dcterms:date": [
"12/1/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/43"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Few Black students graduate from signed language interpreting programs across the United States and even fewer continue practicing in the signed language interpreting field. Black Deaf consumers are often left with White interpreters who know little of Black cultural norms, and the complexity of cultural information is sometimes mishandled while messages are relayed (Shambourger, 2015). The longevity and numbers of Black interpreters in the field of signed language interpreting needs to increase, and Interpreter Training Programs should be trailblazers in this effort (West-Oyedele, 2015). In addition, many White interpreters in the field need to learn about the cultural norms, and linguistic features of Black Deaf and Black hearing consumers (Shambourger, 2015). Such learning could take place in cross-cultural mentoring relationships with Black interpreters. Black interpreters are already mentoring, but as the numbers of Black students entering the field grows, the need for seasoned interpreter mentors also grows. In some areas of the country, especially rural areas, there may be no experienced Black interpreters. Through conversations and interactions with Black mentees, White mentors could gain knowledge of Black cultural norms and linguistic features, thereby enhancing their interpreting for the Black Deaf and Black hearing communities they serve. At the same time, Black interpreters may be encouraged to continue in the interpreting field from cross-cultural relationships with White interpreters who support skills development and introduction to professional norms and to other interpreters. In this study the findings indicated that there is much ground to be covered before cross-cultural mentoring can become routine."
],
"dcterms:available": [
"12/6/2017"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Leandra Williams"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4415",
"dcterms:title": [
"Keeping it vague: a study of vague language in an American sign language corpus and implications for interpreting between American Sign Language and English"
],
"dcterms:creator": [
"Daniel J Greene"
],
"dcterms:subject": [
"Applied Linguistics",
"Special Education and Teaching",
"ASL",
"American Sign Language",
"VL",
"vagueness",
"interpreting"
],
"dcterms:date": [
"3/15/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/2"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Vague Language (VL) seems to be a universal feature of language, and American Sign Language (ASL) has been shown to have all the properties of language; therefore, it is natural that VL would appear in ASL. This thesis is the first study of VL in ASL, and provides evidence that VL occurs in ASL and is used to express meanings equivalent to those of VL in English. The findings of this study document yet another property that ASL shares with other languages, and contribute yet another language to the body of languages that have been studied for VL.\nThe investigator of this study analyzed the National Center for Sign Language and Gesture Resources (NCSLGR) Corpus for vagueness and found that the corpus contained vagueness in signs, gestures, and non-manual markers (NMMs). Hedging, approximation, and lack of specificity were the predominant types of vagueness found in the NCSLGR Corpus. The findings of this study, in addition to the literature reviewed, have implications for ASL teachers, ASL-English interpreters, and interpreter trainers. Previous literature has shown a need for explicit metalinguistic instruction about VL to second language (L2) learners, interpreters and translators. The ability to be vague has been shown in previous research to be a form of pragmalinguistic competence. This study contributes to the knowledge of the forms and functions of VL in English and ASL so that ASL students may improve their pragmalinguistic competence in ASL, and ASL-English interpreters may improve the pragmalinguistic equivalence of their interpretations."
],
"dcterms:available": [
"3/20/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Miako Rankin"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4413",
"dcterms:title": [
"K-12 Educational Online Job Posts: Titles, Descriptions, and Qualifications"
],
"dcterms:creator": [
"Anne Carlson"
],
"dcterms:subject": [
"Disability and Equity in Education",
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Minnesota",
"education",
"online job posts",
"interpreting",
"public schools",
"qualifications"
],
"dcterms:date": [
"1/18/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/63"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In the 1960s, federal and state legislation was enacted allowing children who are deaf and hard of hearing the opportunity to attend local public schools. Education of the deaf has been a documented struggle throughout history. Students with disabilities were denied education and discriminated against because they could not hear. A new profession called educational interpreting entered the workforce responding to an increased demand (Ball, 2013). Educational interpreting was implemented in classrooms providing free, appropriate public education (Yell & Bateman, 2019) before educators, administrators, and school districts knew how to hire for the role. Since then, educational interpreting has been laden with problems that hinder advancement and professionalization (Ball, 2013; Johnson et al., 2018; Winston, 2004).\nOnline job posts for K-12 educational positions revealed inconsistent job recruitment practices regarding titles, levels of expertise, qualifications, and responsibility expectations. Using qualitative research methods, Minnesota job postings were collected from public Internet domains for one year. Position announcements contained four themes that were compared to industry standards and legal compliance. The findings show the educational institutions’ recruiting practices for jobs working with deaf and hard of hearing students conflict with recommended industry standard qualifications (NAIE, 2019). Research on job posts has an impact on the system of professionals who work in the educational setting such as school administrators, principals, managers, teachers, staff, students, and families."
],
"dcterms:available": [
"2/6/2021"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Jay Fehrman, Carolyn Ball"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4412",
"dcterms:title": [
"Job satisfaction, role strain, burnout, and self-care among American Sign Language/English interpreters"
],
"dcterms:creator": [
"Carrie Humphrey"
],
"dcterms:subject": [
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Critical and Cultural Studies",
"Interpersonal and Small Group Communication",
"Other Arts and Humanities",
"Other Business",
"Other Languages",
"Societies",
"and Cultures",
"Job Satisfaction",
"Burnout",
"Role Conflict",
"Self-Care",
"American Sign Language Interpreter"
],
"dcterms:date": [
"12/9/2015"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/24"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This study is an analysis of various factors relating to job satisfaction, role strain, physical injury and/or mental/emotional hardship, and burnout in the American Sign Language (ASL)/English interpreting profession in the United States. It includes 81 responses by interpreters using an online survey that collected data on individual interpreter background and demographics, role strain components, burnout, self-care, and job satisfaction. The responses were analyzed through a multiple linear regression focusing on job satisfaction as the dependent variable. They were also analyzed in a bivariate correlation to identify potential relationships among the 60 variables. The results of this study show a high level of job satisfaction despite frequent injuries and hardships, and high demands and/or controls within specific settings of the ASL/English interpreting profession. The results also contain many correlations among the variables of the categories of job satisfaction, background, burnout, and self-care. These correlations may aid novice and experienced interpreters in forming a map by which they can guide their professional practice to maximize their job satisfaction, reduce injury, and minimize potential burnout. The background information collected by this survey provides information that can be used to educate the general population about ASL/English interpreters as well as educate interpreting students in their preparation for the profession."
],
"dcterms:available": [
"12/9/2015"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Vicki Darden, Sarah Hewlett, Sabrina Smith"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4411",
"dcterms:title": [
"It's Not Just for Jews Anymore: A Guide to Interpreting in the Jewish Setting"
],
"dcterms:creator": [
"Jaclyn Korfin"
],
"dcterms:subject": [
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Jewish Studies",
"Language Interpretation and Translation",
"Jewish",
"Interpreting",
"Religion",
"American Sign Language",
"Hebrew"
],
"dcterms:date": [
"12/11/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/134"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Many interpreters are bilingual and can be multilingual in a variety of spoken and signed languages. The typical reason for interpreters being multilingual is for communication when more than two languages are used, for example at borders of countries, or in courts when multiple language must be used to ensure that all parties involved have a solid understanding of the materials. In order to better understand interpreting in the Jewish setting it is important to look at tri/multilingual interpreters in religious settings at events such as a Bris, Bat/Bar Mitzvah, weddings, and funerals. Religious communities each have special traditions and practices specific to the groups involved. Some of these practices are held in other languages or are ancient rituals and prayers that have been used for many centuries. There are a multitude of religions in the world, and Deaf people are involved with every type of religion from Atheism to Zionism."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4410",
"dcterms:title": [
"Interpreting in Iowa"
],
"dcterms:creator": [
"AmyRuth McGraw"
],
"dcterms:subject": [
"Other Education",
"Special Education and Teaching",
"Iowa",
"Interpreter Education Program"
],
"dcterms:date": [
"5/30/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/11"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The goal of this project was to develop a proposal for interpreter education at the University of Iowa based on research into the needs of various stakeholders in the state of Iowa. Surveys were distributed to potential students of such a program, as well as to Deaf and hearing consumers of interpreting services, entities that employ interpreters, and interpreters currently working in Iowa. Data collected from these surveys provided insight into the current state of the interpreting field in Iowa; insight that was used to support the proposal for an Interpreter Education Program at the University of Iowa. Additional research into a variety of issues raised by this survey data is recommended. While the research conducted for this study was specific to the state of Iowa, the data collected could inform additional studies, specifically in the areas of consumer understanding of interpreting practice and interpreter education and certification."
],
"dcterms:available": [
"12/30/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Elisa Maroney, Richard Hurtig"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4390",
"dcterms:title": [
"Interpreting and Dyslexia, How to Cope"
],
"dcterms:creator": [
"Elaina Snow"
],
"dcterms:subject": [
"Accessibility",
"American Sign Language",
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Disability and Equity in Education",
"Education",
"Educational Assessment",
"Evaluation",
"and Research",
"Language Interpretation and Translation",
"Modern Languages",
"Translation Studies",
"Dyslexia",
"Strategies",
"Coping",
"Cognition",
"Interpreting",
"American Sign Language ASL"
],
"dcterms:date": [
"1/24/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/137"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This action research project is about how Dyslexia influences the physical and cognitive aspects of the interpreting process. Dyslexia is a spectrum and does not influence everyone to the same degree. Therefore, this study will be limited to testing several strategies provided by a variety of interpreters on only one participant, myself, who has Dyslexia. I applied a variety of coping strategies for different cognitive and physical aspects of Dyslexia to my interpreting work. Next, I found a common theme between interpreters that have Dyslexia. Once I figured out a common theme, I picked a few strategies to test and compared the accuracy from the original interpretation to the accuracy once the strategy was implemented."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4389",
"dcterms:title": [
"Interpreters and Aphasia"
],
"dcterms:creator": [
"Emily Mota"
],
"dcterms:subject": [
"Language Interpretation and Translation",
"Sign Languages"
],
"dcterms:date": [
"6/9/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/66"
],
"dcterms:language": [
"eng, sgn-US"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"American Sign Language (ASL)-English interpreters facilitate language and mediate culture between hearing people who speak English and people who are deaf or hard of hearing (D/HH) and use ASL. Some navigate additional and unique challenges from the atypical language of D/HH people who live with an acquired communication disorder called Aphasia. These interpreters learn to partner with healthcare workers diagnosing and treating these people, and work to establish guidelines for their own scope of practice. This study explores this through the lens of Dean and Pollard’s (2013) demand control schema. Interviewing four interpreters uncovered realistic and immediately applicable tools for promoting and simplifying communication. Better communication may help healthcare workers treat more effectively and may lead to greater access to information for Aphasic signers."
],
"dcterms:available": [
"6/9/2021"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney, Jordan Eickman"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4388",
"dcterms:title": [
"Interpreter educators in the United States: Teaching, research, and practice"
],
"dcterms:creator": [
"Sandra L. Maloney"
],
"dcterms:subject": [
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Curriculum and Instruction",
"Education",
"Educational Assessment",
"Evaluation",
"and Research",
"Higher Education and Teaching",
"Other Languages",
"Societies",
"and Cultures",
"Other Teacher Education and Professional Development",
"signed language",
"interpreter educator",
"critical social theory",
"research",
"teaching"
],
"dcterms:date": [
"3/18/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/45"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this thesis, the teaching, research, and practice of signed language interpreter educators in the United States is examined through a Critical Social Theory framework.\nWhile there is literature on interpreter educators from the perspective of program directors, very little research has been done that gathers data directly from interpreter educators. The research available leads to recommendations for instructor credentials and qualifications; however, no data exists regarding current signed language interpreter educators and whether they possess the recommended criteria.\nAn exploratory survey was disseminated to interpreter educators in the United States to elicit information regarding their experience as signed language interpreters, as teachers, and regarding their engagement in research. Demographic information was collected to better understand how a participant’s social identity may affect program outcomes. The charts and diagrams in this study provide a broad overview of current interpreter educators, curriculum utilization, professional development, and research. The data from the survey was compared with the existing literature to assess for alignment, incongruences, and gaps.\nThe conclusion and results from critiquing the research and the findings show there are many additional areas for research regarding interpreter educators. The results also show the need for established hiring requirements for interpreter educators, peer-reviewed course materials, effective professional development for current instructors, and an increased engagement in conducting and disseminating research. It is the recommendation that educators and researchers engage in a critical self-assessment to understand the impact of interpreter educators on program outcomes."
],
"dcterms:available": [
"3/18/2018"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Dawn Whitcher"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4384",
"dcterms:title": [
"Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors"
],
"dcterms:creator": [
"Angela L O'Bleness"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Educational Interpreter",
"Self-Efficacy",
"Role",
"Responsibilities",
"Sign Language",
"Classroom",
"Environment"
],
"dcterms:date": [
"2/25/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/53"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The intent of this research is to utilize the self-efficacy construct in the profession of signed language interpretation specific to those in the K-12 environment and identify factors potentially influencing self-efficacy. Perceived self-efficacy influences the cognitive, motivational, affective, and selection processes in the behaviors of people (Bandura, 1977). Self-efficacy refers to an individual’s belief in their capabilities “to organize and execute the course of action required to manage prospective situations” (Bandura, 1997, p. 2). Research demonstrates that teachers with high self-efficacy influence successful student outcomes and persistent in teaching (Henson, Kogan, & Vacha-Hasse, 2001). In a survey of educational interpreters, participants described conflicting responses between the self-efficacy Likert scale ratings and open-ended comments. The data revealed interpreters are highly influenced by multiple aspects of the environment. Some patterns emerged that may be substantiated by future research. This survey resulted in unexpected findings. Self-efficacy demonstration and belief may reveal itself as the ability to enact professional agency in the interpreter role defined by the environmental expectations, understanding and application of interpreter role. Additional findings revealed 97% of the respondents indicated the need for more training, 50% indicated the need for being included in collaboration as a valued member of the educational team and factors included a felt need for national standardization of educational interpreters. 47% of the respondents identified the need for clearer consistent guidelines and parameters within this specialization. This represents initial understandings of self-efficacy and its potential influence on the beliefs and behaviors of those who work in the educational system."
],
"dcterms:available": [
"2/25/2019"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Sarah Hewlett, Linda Ross"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4382",
"dcterms:title": [
"Incorporating Physical Exercise and Job Crafting to Buffer Cardiovascular Disease and Job Boredom in Video Remote Educational Sign Language Interpreting"
],
"dcterms:creator": [
"Antonia Musto"
],
"dcterms:subject": [
"Sign language interpreting",
"physical exercise",
"job boredom",
"job crafting"
],
"dcterms:date": [
"8/29/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/142"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Over the past decade, research has demonstrated that sign language interpreters are experiencing stress and burnout at high levels, causing them to prematurely leave the profession (Schwenke, 2012; Dean & Pollard, Jr., 2001; Heller, Stansfield, Stark, & Langholtz, 1986). Interpreters are at risk for developing cardiovascular disease (CVD) (Gerber et al., 2016) due to factors such as emotional exhaustion, dissatisfaction, high demands on the job (Dean & Pollard, Jr., 2001), and job boredom (Harju, Hakanen, & Schaufeli, 2014). Theorists explain how workplace environmental variables predict stress related to job boredom through the demand-control schema (Dean & Pollard, Jr., 2001) and conservation of resources (Harju, Hakanen, & Schaufeli, 2014). Theorists advocate for a comprehensive approach to deal with work-related stress by involving both the employer and the individual (Dean & Pollard, Jr., 2001; Maslach & Jackson, 1981). High levels of physical activity protects and buffers stressful events (Gerber et al., 2016). Job crafting can reduce stressful conditions related to job boredom, sustaining the well being of an employee (Harju, Hakanen, & Schaufeli, 2016). New interpreters entering into the video remote educational interpreting profession can benefit from understanding the physiological consequences of stress related to job boredom and specific interventions aimed at building resilience to fighting stress. This action research project evaluates using physical exercise and job crafting as a way for me to combat stress related to job boredom in the video remote educational setting."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4379",
"dcterms:title": [
"Improving Professional Relationships in the Classroom: Teachers and Interpreters Working Together"
],
"dcterms:creator": [
"Brittany C LeGal"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"teamwork",
"professional relationships",
"interpreter roles",
"relational theory",
"IEP team",
"collaboration"
],
"dcterms:date": [
"12/10/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/56"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Interpreters placed in mainstream settings are not just there to provide access to communication between the hearing counterparts and the deaf students. They are there as “integral members of the team” (Ohtake, Milagros, & Fowler, 2000, p. 16) and should be recognized as equals with the teacher in the classroom (Boys Town, n.d.). This research investigates professional relationships and how they can be established and maintained, the types of relationships mainstream teachers and educational interpreters have within Clark County, and how working together can result in educational benefits for everyone in the classroom. Interpreters are a member of the educational team and should be utilized to help support education (Ministry of Education, 1994). They have first-hand interactions with the client which enables them to know and understand the client(s) thoroughly. According to Siple (1994), interpreters listen to the lesson at hand and breakdown the message’s meaning to match the student’s language level and learning style so that they may comprehend the lesson. Interpreters are there to pass the teacher’s message to the deaf and hard of hearing (DHH) students. They are the first to recognize whether that message was understood, if interpreter expansion is needed, or if teacher clarification is needed to ensure comprehension. Responses from teachers and interpreters gathered from the online survey, as well as previous findings, will be examined to see how they work together as an effective team and how their united efforts could impact students’ education. The techniques that teachers and interpreters indicated enabled them to successfully establish and maintain professional relationships with each other, how they clearly defined their roles, and the educational impact their teamwork had will be explored."
],
"dcterms:available": [
"12/11/2019"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Patrick Graham, Holly Jones"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4378",
"dcterms:title": [
"Improving Educational Interpreter Preparation and Employment Readiness Using a Curricular Approach"
],
"dcterms:creator": [
"Erin Seipke-Brown"
],
"dcterms:subject": [
"Education",
"Higher Education",
"Language Interpretation and Translation",
"Other Education",
"educational interpreter",
"educational interpreting",
"experiential learning",
"interpreter education",
"interpreter training",
"job readiness",
"specialist certificate"
],
"dcterms:date": [
"3/22/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/237"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 3/29/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"There is currently no national standardization of education or credentialing requirements for signed language interpreters practicing in K-12 educational settings. In response, many states have established their own requirements for educational interpreting practitioners. These state-level requirements often include a state-determined minimum assessment score on the Educational Interpreter Performance Assessment (EIPA). While use of the EIPA as a testing instrument to credential educational interpreters has become widely used, the score requirements vary greatly from state to state.\nDue to the scope and nature of requisite competencies evaluated through the EIPA, there is a need for specialist education to prepare interpreters to practice as K-12 educational interpreters. The gaps in competencies identified through this research were used as the foundation to develop recommendations for the inclusion of relevant domains within an educational interpreter specialist certificate curriculum."
],
"dcterms:available": [
"3/22/2023"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith, Daniel McDougall"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4373",
"dcterms:title": [
"How can I better live personal and professional values in my interpreting work with colleagues?"
],
"dcterms:creator": [
"Peter Norland"
],
"dcterms:subject": [
"American Sign Language",
"Interpersonal and Small Group Communication",
"Language Interpretation and Translation",
"team interpreting",
"action research",
"pre-conferencing",
"values",
"narrative inquiry"
],
"dcterms:date": [
"8/2/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/132"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This study was an attempt to improve my practice through inviting the insights of my colleagues into my work with them. Eleven hearing interpreters participated. Through interviews, I found that conferencing before the assignment and debriefing afterward elevated my colleagues’ beliefs about my embodiment of collegiality and respect for their professional autonomy, despite times my efforts fell short during assignments. Colleagues told me they thought the pre-conferencing practices I adopted as part of the research were helpful to our decision-making during assignments. My finding that pre-conferencing is helpful for teaming supports Hoza’s (2010b) claim that this standard practice is effective, but other aspects of my inquiry point to ambiguities and tough decisions in teaming. The methodology employs “multiple perspectives of knowing” to give an embodied account of teaming (Zuber-Skerritt & Fletcher, 2007, p. 417)."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4347",
"dcterms:title": [
"Heritage signers: language profile questionnaire"
],
"dcterms:creator": [
"Su K Isakson"
],
"dcterms:subject": [
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Curriculum and Instruction",
"Educational Assessment",
"Evaluation",
"and Research",
"Educational Methods",
"First and Second Language Acquisition",
"American Sign Language",
"Heritage Sign Language Learner",
"Deaf-Parented Interpreter",
"Ethnolinguistic Identity",
"Social and Linguistic Security",
"Assessment"
],
"dcterms:date": [
"3/10/2016"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/27"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The instruction of American Sign Language historically has employed a foreign language pedagogy; however, research has shown foreign language teaching methods do not address the distinct pedagogical needs of heritage language learners. Framing deaf-parented individuals as heritage language learners capitalizes on the wealth of research on heritage speakers, particularly of Spanish. This study seeks to address three issues. First, it seeks to ascertain whether the assessment instrument developed successfully elicits pedagogically relevant data from deaf-parented individuals that frames them as heritage language learners of ASL. Second, it seeks to draw similarities between the experiences of deaf-parented individuals in the United States and heritage speakers of spoken languages such as Spanish. Third, after considering the first two, it addresses the question of whether deaf-parented individuals may therefore benefit from the pedagogical theory of heritage language learners. Using quantitative and qualitative methodologies, an assessment instrument was distributed to individuals over 18 years of age, who were raised by at least one deaf parent and had used and or understood signed language to any degree of fluency. This study seeks to test the soundness of the instrument’s design for use with the deaf-parented population. A review of participant responses and the literature highlights similarities in the experiences of heritage speakers and deaf-parented individuals, gesturing toward the strong possibility that deaf-parented individuals should be considered heritage language learners where ASL is concerned. The pedagogy used with deaf-parented individuals therefore should adapt the theories and practices used with heritage speakers."
],
"dcterms:available": [
"3/11/2016"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Kara Gournaris, Maribel Gárate"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4344",
"dcterms:title": [
"General overview of the Puerto Rican signed language interpreter"
],
"dcterms:creator": [
"Katia Y. Rivera"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Puerto Rico",
"interpreter",
"interpreting",
"general",
"overview",
"Puerto Rican",
"signed language",
"sign language",
"profile"
],
"dcterms:date": [
"3/24/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/34"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The aim of this research is to explore the research question: What is the general profile of the Puerto Rican signed language interpreter? The purpose of this study was to identify the overall characteristics of the Puerto Rican signed language interpreter, including the demographics, their training in interpreting, and their work settings, experiences, needs, and challenges. This study used a mixed methods approach; the data was collected from a survey and three interviews. According to the data, the signed language interpreting field in Puerto Rico is behind compared to the field in the United States, due to lack of research and limited educational opportunities for continuing education. The data revealed that the signed language interpreting field in Puerto Rico is still young; it is dominated by females and a majority of interpreters work in educational and VRS settings. Most Puerto Rican signed language interpreters feel that they need more educational support."
],
"dcterms:available": [
"3/23/2017"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Erin Trine, Amanda R. Smith"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4343",
"dcterms:title": [
"From the Cold Seat to the Hot Seat: An agency guide to interns"
],
"dcterms:creator": [
"Heather Moore"
],
"dcterms:subject": [
"American Sign Language",
"Education",
"Other Languages",
"Societies",
"and Cultures",
"sign language",
"internship",
"intern",
"agency",
"sign language agency"
],
"dcterms:date": [
"3/17/2022"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"theses/148"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Sign language interpreting agencies can provide interns with authentic learning experiences and assist with the transition from student to professional. A review of literature regarding the gap between classroom and professional work experiences was conducted. From this review, current practices, problems, and practical solutions were identified. With these providing a theoretical foundation, surveys and interviews of agency owners were conducted regarding their current and past experiences of utilizing interns in their agencies. Results revealed a list of reoccurring themes on how to better include and support interns, such as the use of mentors, shadowing, and development of business practices. Utilizing these suggestions or recommendations may allow agencies to better prepare interns as they transition from the “Cold” seat to the “Hot” seat."
],
"dcterms:available": [
"3/17/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney, Sarah Hewlett"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4341",
"dcterms:title": [
"FOR US, BY US: Why do we need an HBCU interpreter education program?"
],
"dcterms:creator": [
"Rencia Gravesande"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Black",
"HBCU",
"Historically Black College and University",
"Black Deaf",
"culture",
"interpreter education program",
"IEP",
"anti-racist"
],
"dcterms:date": [
"12/1/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/74"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This research document can be used as a catalyst for a proposed interpreter education program housed at a Historically Black College and University (HBCU). Currently, there are not any education programs for sign language interpreters at these institutions. This research is cross-disciplinary between HBCUs and the sign language profession. A review of literature addresses issues in current interpreter programs under the phenomenon of ‘White gaze’ in the profession explained through the lens of anti-racist policies. The aims of this research were to answer: 1) What are the benefits of having an interpreter education program (IEP) at an HBCU? 2) Why is there a need for our (Black/African American) own space? and 3) If given the option, would current and former Black interpreting students have chosen to go to an HBCU for their IEP? Bishop State Community College is an HBCU that once offered an interpreting program. The program was analyzed through four semi-structured interviews with administrators and alumni. A look into the inner workings of the program was coupled with survey results. A mixed-methods approach uncovered five major themes from interview and survey data. Those themes are Culture, Positive Impact on Black Deaf community, Increase Numbers/Representation, Racism/Microaggressions, and Program Structure. This study provides continuing conversations for recognizing the importance of not only diversifying the profession but educating the current/future pool of interpreters on serving, understanding, and working with the demographic of Black Deaf and hearing consumers, interpreters, students, and interpreter educators."
],
"dcterms:available": [
"12/8/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney, Leandra Williams"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4340",
"dcterms:title": [
"Focusing the gap: Productive post-IEP development"
],
"dcterms:creator": [
"Kerrie Ellen Lovercheck"
],
"dcterms:subject": [
"Education",
"Language Interpretation and Translation",
"Apprenticeship",
"mentorship",
"mentor-tree",
"work readiness",
"interpreter programs",
"gap",
"post-IEP",
"gap programs",
"medical residency model"
],
"dcterms:date": [
"12/1/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/130"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc-sa/4.0/"
],
"dcterms:abstract": [
"For signed language interpreters there are a limited number of formal transition programs to aid the development from completion of an interpreter education program (IEP) to competent professional. This period of time is an important time for building a professional foundation. Research in other practice professions has shown that gradual transitions towards autonomy under adequate supervision and coaching provide a forum for practitioners to grow in their professional abilities with the support needed to guide them. The type of program used as a model in this study is the medical residency program where underclassmen learn a new skill from an upperclassman, practice this skill, and finally teach the skill to the next cohort. All phases are done under a competent professional’s observation. By conducting an action research project on my practice, benefits of this progression during an interpreter's formative years were delineated. The study was conducted to assess the benefits of cycling through learning, practicing and teaching phases with the oversight of a competent practitioner. The action research findings support the recommended progression of learn, practice, teach."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4334",
"dcterms:title": [
"Esteem, Why Should We Care? The Importance of Work-Esteem in Our Field, Our Work, and Ourselves"
],
"dcterms:creator": [
"Katrina N Wadsworth"
],
"dcterms:subject": [
"American Sign Language",
"Language Interpretation and Translation",
"Sign Languages"
],
"dcterms:date": [
"6/10/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/158"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Esteem is an important part of our lives as human beings both personally, with selfesteem, and professionally, with work-esteem. Work-esteem is important to the work of interpreters, and it can also affect the work produced by interpreters. Esteem encompasses a lot of different aspects, but this research on work-esteem focuses on the theories of Maslow and his hierarchy of needs of motivational theory and Rosenberg’s self-esteem theory and the corresponding self-esteem scale. The literature review explores Maslow’s and Rosenberg’s connection to work-esteem, self-esteem’s impact on work, life experiences impact on esteem, work-esteem as a perception/outcome/or both, interpersonal relationships and esteem, horizontal violence and esteem, perfectionism and esteem, imposter syndrome and professional identity, our authenticity and worth— looking at mental and moral strength, than finally self-care and work-care and moving forward with improving and balancing our work-esteem and life. Two questionnaires were sent out the interpreting community: one before doing four weeks of a variety of activities for development and improvement and then again after four weeks. The findings illustrated that by working on one’s work-care and selfcare, the interpreter did indeed increase their work-esteem."
],
"dcterms:available": [
"6/8/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Sarah Hewlett, Audrey Ramirez-Loudenback"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4311",
"dcterms:title": [
"Embracing Vulnerability: Exploring the Need for Strength-Based Interventions to Support the Mental Health of Sign Language Interpreters"
],
"dcterms:creator": [
"Darcie L. Chin"
],
"dcterms:subject": [
"American Sign Language",
"Language Interpretation and Translation",
"mental health",
"sign language interpreters",
"strength-based interventions"
],
"dcterms:date": [
"12/2/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/133"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This action research project focuses on one American Sign Language (ASL)/English interpreter’s mental health journey in the first two years of her professional career over two six-month periods. The aim of this study is to present strength-based interventions that may help support interpreters’ mental health and professional development. A secondary purpose is to reduce stigma by educating the ASL/English interpreting profession and opening a discussion about mental health. Burnout, compassion fatigue, and vicarious trauma are discussed as some of the complexities of mental health strain that ASL/English interpreters face in the field. Strength-Based Theory and Self-Efficacy Theory are used as the theoretical frameworks. The methods used in this project included journaling and grounded theory analysis. Strength-based interventions such as workplace accommodations, personal therapy, and coaching were utilized and implemented for the stabilization of the mental and emotional health for this interpreter. However, the results showed a lack of strength-based interventions accessible to this interpreter during the six-month periods. Such interventions may have been beneficial in the prevention of and recovery from mental health strain experienced on the job. Results show this interpreter achieved mental health stability, yet lacked support when returning to work after a mental health leave of absence. Strength-based interventions, including supervision, extended internships, and the Mental Health First Aid training course are suggested for further research for the ASL/English interpreting field to reduce mental health strain. Mental health resources are listed at the end of the paper."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4309",
"dcterms:title": [
"Effects of Exercise on an American Sign Language Interpreter: Work Production, Mental Health and Physical Health"
],
"dcterms:creator": [
"Sierra Greiner"
],
"dcterms:subject": [
"exercise",
"mental burnout",
"ASL interpreters",
"mental health",
"physical health"
],
"dcterms:date": [
"12/1/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/224"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Mental burnout and physical fatigue are common in American Sign Language interpreters. In this action research project, I studied the relationship between exercise and one interpreter’s mental and physical strain and job performance. Exercise has always been my main source of self-care. I wanted to take a deeper look at the scientific reasoning behind why a regular exercise routine can lead to a clearer working mind. I conducted research on myself over 20 weeks using a log of my daily workouts, weekly work samples, and weekly journal entries, focusing on how I was feeling mentally and physically. This study allowed me to see how my weekly exercise routine has had a direct positive impact on my work and my mental and physical health."
],
"dcterms:available": [
"12/6/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4304",
"dcterms:title": [
"Does the Use of TAPs Impact a Final Interpreted Product: A Self-study"
],
"dcterms:creator": [
"Stacey Stevens"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures"
],
"dcterms:date": [
"12/6/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/60"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"What makes it possible for an English/American Sign Language Interpreter to work between two modes of language? The current study explored this question by examining preparation and direct connection to a final interpreted product. This thesis describes a self-study that sought to pinpoint the cognitive process as it occurs during preparation time to determine the feasibility of the designed method. Utilizing Think-Aloud Protocols (TAPs) and a segment of the Demand Control-Schema as tools, I explore my own process as student-researcher/participant starts an investigation into their own process. The study demonstrates use of preparation time impacting a final interpreter product and uses retrospective interviewing to aid in understanding of one cognitive process."
],
"dcterms:available": [
"12/10/2019"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Christyn Burcham, Laurence Hayes"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4303",
"dcterms:title": [
"Do we play well with others? Personalities and interpersonal interactions among signed language interpreters"
],
"dcterms:creator": [
"Sarah L. Hewlett"
],
"dcterms:subject": [
"Interpersonal and Small Group Communication",
"Personality and Social Contexts",
"Signed Language interpreters",
"Interpersonal interactions",
"rogue",
"personality"
],
"dcterms:date": [
"5/21/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/7"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The aim of this study was to collect information from spoken/signed language interpreters about their own personalities and what personality traits they appreciate and do not appreciate in other professionals. By asking respondents about their feelings toward working with others, this research will take a pulse of the current morale in the field. Initially, the hypothesis was that the morale of the profession is negatively affected by the interpersonal communication conflicts interpreters experience as a result of different personality styles not meshing well. Data was collected through a questionnaire in which 127 responses were obtained from all over the United States, as well as a few respondents from two other countries. Research revealed that interpreters dislike common traits in peers, but because there is no standard approach to deal with tension between colleagues as it is a sensitive subject, the morale of the field is at a tipping point. Since there is very little research about interpersonal relationships between team members in the signed/spoken language interpreting and spoken language interpreting professions, literature was reviewed that focused on personality characteristics that make for good interpreters, interpersonal communication, and tension. The data collected from the questionnaire, as well as the literature reviewed, suggest that while there is a diverse range of personalities and preferences within the signed/spoken language interpreting field, and some of the diversity is appreciated, some is detrimental to work and esteem. Also, the results of this study suggest that interpreters may not be self-aware in regard to how we come across to others."
],
"dcterms:available": [
"5/28/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Cindy Volk"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4302",
"dcterms:title": [
"Do we eat our young and one another? Horizontal violence among signed language interpreters"
],
"dcterms:creator": [
"Emily K Ott"
],
"dcterms:subject": [
"Interpersonal and Small Group Communication",
"horizontal violence",
"signed language interpreters",
"intergenerational communication",
"interpersonal communication",
"conflict",
"oppression"
],
"dcterms:date": [
"11/28/2012"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/1"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The aim of this study is to research whether signed language interpreters in Ohio experience intergenerational communication conflict. The initial hypothesis was that interpreters do experience such conflict. The first phase of research was a survey of interpreters in the state of Ohio to determine whether preliminary evidence existed to suggest that new interpreters and more experienced interpreters do experience communication conflict. Such evidence was found. The second phase of research was a process of interviews with two new interpreters and two more experienced interpreters. The data revealed that while there is evidence to support that there is conflict between new and more experienced interpreters, the evidence is perhaps indicative of a larger problem in the field: horizontal violence. Both the survey data and the interview data support the idea that horizontal violence may take place in the interpreting field. Literature from the fields of education and nursing were consulted, since no research has been done about horizontal violence in the field of signed language interpreting. Information from the literature, as well as survey and interview data suggest that while new interpreters and more experienced interpreters do seem to experience conflict, such conflict is indicative of the larger problem of horizontal violence. Further research about horizontal violence in the field of signed language interpreting is recommended."
],
"dcterms:available": [
"12/5/2012"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Elisa Maroney, Julie Armstrong"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4301",
"dcterms:title": [
"Discussing the Current Perception of Horizontal Violence Within the Sign Language Interpreting Profession: Are There Misconceptions?"
],
"dcterms:creator": [
"Kathy Miller"
],
"dcterms:subject": [
"American Sign Language"
],
"dcterms:date": [
"1/16/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/235"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 3/29/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Sign language interpreters are becoming more accustomed to acts of horizontal violence (HV). Research shows the magnitude of the problem in other fields, such as nursing, midwifery, and educational settings. However, little research was available with respect to sign language interpreters. This study investigated sign language interpreters' understanding of HV and emotional intelligence (EI) while determining the differences between feedback, critiquing, and criticism through participants' perspectives. The participants were from varied backgrounds and levels of knowledge, skills, and abilities. In addition, the research assessed how interpreters perceived the terminology presented. The research also investigated participants' experiences with HV as a student or practicing professionals and their thoughts on any association between HV and EI."
],
"dcterms:available": [
"2/14/2023"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Colleen Jones, Jeff Upton"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4296",
"dcterms:title": [
"Developing bilingualism in interpreting students"
],
"dcterms:creator": [
"Amelia Bowdell"
],
"dcterms:subject": [
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Educational Assessment",
"Evaluation",
"and Research",
"Language Interpretation and Translation",
"American Sign Language",
"ASL",
"Bilingualism",
"Second Language Acquisition",
"Interpreter",
"Commission on Collegiate Interpreter Education",
"CCIE",
"Assessment"
],
"dcterms:date": [
"3/21/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/44"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:abstract": [
"American Sign Language (ASL)/English interpreters have a responsibility to the communities and consumers with whom they work to be ethical and effective interpreters. Being bilingual is part of being an effective interpreter. A student’s level of bilingualism at the point of graduation from an interpreter education program is influenced, in part, by the coursework they are required to take while in college. With this in mind, students’ fluency in both ASL and English should be an essential part of the coursework. This also suggests that faculty should assess their students’ levels of fluency in both languages to insure that true bilingualism has been achieved. The purpose of this thesis is to look at the curriculum of the bachelor’s degrees accredited by the Commission on Collegiate Interpreter Education (CCIE) as of February 2018 and to review their curriculum related to developing and assessing students’ level of bilingualism. The focus is on the number and types of ASL, English, and linguistic courses, as well as how various programs are assessing their students’ level of bilingualism. This thesis also outlines ways to apply second language acquisition theories and research to ASL and interpreting programs."
],
"dcterms:available": [
"3/21/2018"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Erin Trine, Earl Smith"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4294",
"dcterms:title": [
"Demonstrating the Proximal Need for Interpreter Education"
],
"dcterms:creator": [
"Jodi Upton"
],
"dcterms:subject": [
"Language Interpretation and Translation",
"Sign Languages"
],
"dcterms:date": [
"3/1/2022"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"theses/151"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This professional project is an assessment for the greater Chattanooga area on the need for an interpreter education program. Surveys were sent to stakeholders within a two-hour radius of Chattanooga, Tennessee. This includes American Sign Language students, working interpreters, interpreting agencies/organizations, and the Deaf community. The data collected from these surveys will be used to assess the need for an interpreter education program since the closing of Tennessee Temple University, the main source of interpreter education in the greater Chattanooga area. Should the surveys show a need in the deaf community and in interpreting agencies for more qualified interpreters, as well as a desire of interpreting students to have a local option for schooling, establishing an interpreter education program in this area could increase the pool of qualified interpreters in the greater Chattanooga area and offer better service to the deaf communities we serve."
],
"dcterms:available": [
"4/11/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Lisa Godfrey, Colleen Jones"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4292",
"dcterms:title": [
"Deaf interpreter education: stories and insights shared by working deaf interpreters and deaf interpreting students"
],
"dcterms:creator": [
"Jeremy Rogers"
],
"dcterms:subject": [
"Curriculum and Instruction",
"Disability and Equity in Education",
"Educational Methods",
"Other Education",
"Teacher Education and Professional Development",
"Deaf interpreter education",
"Deaf interpreting student",
"Interpreter preparation",
"Deaf interpreter",
"Certified Deaf Interpreter",
"Curriculum"
],
"dcterms:date": [
"5/16/2016"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/31"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose of this research study was to identify existing practices in interpreter preparation as it relates to Deaf interpreting students and working Deaf interpreters. In an effort to identify patterns in curricula, instructional approach, and formative experiences, the researcher aimed to distinguish effective instructional approaches for Deaf interpreting students. Working Deaf interpreters were interviewed to offer their perspective on existing preparation practices, both in formal academic settings and formative training. Secondly, Deaf interpreting students currently enrolled in Interpreter Preparation Programs (IPPs) were asked to reflect on their academic experiences and identify the most effective practices employed in their training programs, as well as the least effective practices. It was discovered that there are several inconsistencies in IPPs across the nation related to modifying skill development exercises for Deaf students, including but not limited to: lack of Deaf presence in the classroom, limited access to Certified Deaf Interpreters (CDIs) for mentoring partnerships, lack of appropriate resources for students, and instructors’ unpreparedness for effectively training Deaf interpreters. It was concluded that existing IPP curricula need revisions to incorporate a stronger presence of Deaf professionals as interpreter educators in the classroom and that programs need to work toward increasing the numbers of enrolled Deaf interpreting students. Additionally, it was found that it might be more effective for Deaf interpreting students’ development if certain courses and skill development exercises were completed independently of hearing classmates."
],
"dcterms:available": [
"5/28/2016"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Carole Lazorisak, Melanie Landon-Hays"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4270",
"dcterms:title": [
"Current teaming practices in video relay service"
],
"dcterms:creator": [
"Stacey L Rainey"
],
"dcterms:subject": [
"Broadcast and Video Studies",
"Communication",
"Interpersonal and Small Group Communication",
"Other Communication",
"Other Languages",
"Societies",
"and Cultures",
"Video Relay Service",
"VRS",
"Teaming",
"Communication"
],
"dcterms:date": [
"6/4/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/6"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The field of signed language interpreting is a young profession. Professionally recognized in the 1960s, American Sign Language/English interpretation has been through much change and growth over the years. At the beginning of the profession and still to this day, the most prevalent settings where interpreters work are in the community and educational systems, as well as the medical field and performing arts, to name a few. Interpreters often work alone, although sometimes interpreters are placed with another interpreter during certain assignments. This is called teaming or team interpreting.\nSince the early 2000s, there has been fast growth in technology and a new means of communication has launched for the deaf community to use American Sign Language (ASL) in communicating with hearing people through a professional signed language interpreter. This innovation is called Video Relay Service (VRS). VRS facilitates the communication of a deaf and a hearing person to communicate over the phone via a professional ASL/English interpreter. Communication between the two parties is possible with a webcam or videophone using American Sign Language and a phone line using spoken English. The Video Interpreter (VI) has the complex task of processing calls between persons with two languages and cultures, as well as operating the technological demands and interpreting, all at the same time. Often the VI does not have any idea what the call will be about, or the goal of the conversation. Now imagine putting a second interpreter into this situation. Teaming in VRS compared to working in the community looks very different. In this study, the following questions are asked: “Do teaming practices exist within VRS?” and, if so, “What are current teaming practices within VRS?"
],
"dcterms:available": [
"6/12/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Elisa Maroney, Jill R. Baker"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4262",
"dcterms:title": [
"Cultural Familiarity Through Mentorship: A Way to Increase People of Color Retention within Interpreting Education and the Profession"
],
"dcterms:creator": [
"Valerie Manseau"
],
"dcterms:subject": [
"Language Interpretation and Translation",
"Sign Languages",
"Mentoring",
"interpreting",
"educators",
"Latinx",
"people of color",
"students",
"ITP"
],
"dcterms:date": [
"6/11/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/152"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The goal of this study is to explore one way to increase the retention of People of Color (PoC) within the interpreting field in hopes of increasing numbers within Interpreter Training Programs (ITPs). Short term mentoring experiences consisted of four stages with various mentors of different backgrounds. I gathered reflective data via journaling pre- and post-mentorship meetings. This is a personal narrative from a recent ITP graduate entry-level interpreter who is continuing to seek mentorship and growth while starting in the professional field. Interpreter mentoring for this project consists of discussions centered around interpreting skills, decision making, self-care aspects, self-identity, imposter syndrome, and perspectives on how to break through the barriers as a PoC interpreter. The objective is to identify different mentoring experiences with various types of mentors. The desire is to spread knowledge to ITP educators, students, interpreters, and mentors within the field about the benefits of working with a mentor/mentee who has a similar cultural background and lived experience. Lastly, a goal of this project is to increase institutional awareness of the need for more PoC involvement in education, mentorship, and overall interpreting. I aim to demonstrate the importance of how this process is similar to the butterfly effect; the phenomenon whereby a minute localized change in a complex system can have large effects elsewhere and can lead to significant results over time. By providing familiar mentors, retention of PoC interpreting students can increase, therefore, increasing the numbers of PoC graduates within ITPs. More importantly, retention of PoC interpreters provides more options for the PoC Deaf community."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4261",
"dcterms:title": [
"Cultivating Confidence: Embodying Self-Esteem and Self-Efficacy in Novice Signed Language Interpreters"
],
"dcterms:creator": [
"Kiarah Moore"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Personality and Social Contexts",
"Competence",
"Confidence",
"Self-Efficacy",
"Self-Esteem",
"Novice",
"Signed Language Interpreter"
],
"dcterms:date": [
"6/10/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/62"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Interpreter Training Programs (ITPs) are tasked with the responsibility of preparing prospective interpreters for certification and work in the professional field. Many ITPs focus on the student’s development of technical skills required for interpreting but ignore the cultivation of the student as a whole (Smith & Maroney, 2018). There currently is limited research concerning the importance of self-confidence in interpreters.\nThe purpose of this study is to show the significance of self-esteem and self-efficacy on novice interpreter success. Furthermore, the present study investigates the possible use of high-power poses for interpreters coping with lack of confidence. Prospective and novice American Sign Language/English interpreters in the state of Texas were surveyed to explore their levels of self-esteem and self-efficacy as well as gauge their self-perceived levels of competence and confidence. A small sample of prospective and novice interpreters were also interviewed to test the use of high-power poses and explore confidence at a deeper level than ascertained from the survey.\nResults from the survey and interview illustrate the crucial role that confidence plays on interpreter success. They also display the link between competence and confidence. Additionally, coping mechanisms are suggested for dealing with stressful scenarios, including implementation of high-power poses."
],
"dcterms:available": [
"6/10/2020"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney, Tyriibah Royal, Amber Galloway"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4253",
"dcterms:title": [
"Confidence—What Does It Have To Do With It? Everything!"
],
"dcterms:creator": [
"Christina Woods"
],
"dcterms:subject": [
"Language Interpretation and Translation",
"confidence",
"interpreting",
"interpreter",
"interpreting studies"
],
"dcterms:date": [
"8/2/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/131"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Through my short history of being an interpreter, confidence has always been a factor in my interpretations. In this paper, I seek to shed some light, from the lens of a new interpreter, on how confidence has an impact on interpreting skills while testing different techniques to improve interpreting confidence level. As Harwood (2017) stated, “Individuals start with a fundamental concept of self and then layer on a variety of identities, including a professional identity, thereby forming the answer to the question: who are you?” (p. x). Confidence helps shape this identity for new interpreters, which reflects on every decision-making skill, especially in uncertain situations. When novice interpreters lack in confidence, some strategies may help support their confidence with interpreting."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4231",
"dcterms:title": [
"Communicative equality: Needs assessment of sign language interpreters in South Dakota"
],
"dcterms:creator": [
"Cyndi Fisher"
],
"dcterms:subject": [
"Adult and Continuing Education",
"Adult and Continuing Education and Teaching",
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Community College Leadership",
"Education",
"Educational Assessment",
"Evaluation",
"and Research",
"Educational Leadership",
"Higher Education",
"Higher Education and Teaching",
"Online and Distance Education",
"Other Languages",
"Societies",
"and Cultures",
"Teacher Education and Professional Development",
"South Dakota",
"needs assessment",
"rural",
"needs vs quality",
"certification readiness"
],
"dcterms:date": [
"6/16/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/48"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Data compiled for this research will be used as a pilot study to support further research needed to consider an interpreter education program in West River region of South Dakota. Surveys were distributed to businesses, individuals in the Deaf community, and interpreters who are registered in the state of South Dakota. Face-to-face interviews were scheduled with two owners of two interpreting agencies that schedule interpreter requests throughout South Dakota. Data collection hinted at the need for qualified interpreters in the state, with a more enhanced focus on the western region of the state. Survey results suggest that interpreters are needed; however, flaws occurred during the study, creating recommendations for further research to offer clarity and more detailed conclusions. The participants who responded to the interpreter surveys offered information on their educational backgrounds and ideas on what they wish had been part of their own interpreter education training. Interviews supported information gathered in surveys, offering their perspectives on the need for interpreters. With research compiled and data analyzed, data suggests a possible need for interpreters, a suggestion for further studies to develop a fuller understanding of the concept of a qualified interpreter, and how their quality is measured is applied in the recommendations. In addition, future studies are suggested that may lead to a more comprehensive proposal for an interpreter education program in the West River region of South Dakota."
],
"dcterms:available": [
"6/13/2018"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Erine Trine, Marlee Dyce"
],
"curation:type": [
"professional_project"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4228",
"dcterms:title": [
"Changes in community contact characteristics in interpreter education"
],
"dcterms:creator": [
"Vicki Darden"
],
"dcterms:subject": [
"Special Education and Teaching",
"cultural competence",
"ASL",
"Deaf space",
"Deaf community",
"acculturation"
],
"dcterms:date": [
"6/6/2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/4"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this study, changes in the amount and type of student contact with the Deaf community outside of classroom hours were examined at three bachelor-level degree programs for American Sign Language (ASL)/English interpreting. Research was conducted in three phases: by survey, examination of program syllabi, and interviews. Institutional demographics from a sample comprising 40% of the 40 bachelor-level ASL/English interpreter programs in the United States were gathered by survey in the first phase. From that initial sample, a smaller sample of three institutions (7.5% of the total initial population of 40) was established for the next two phases of research. Requirements for both virtual and in-person contact with the Deaf community were documented in course syllabi from three programs for the academic years 2002/2003 – 2011/2012 and examined for evidence of change. Interviews with program faculty expanded on data found in syllabi. Findings show that requirements for students’ association with the Deaf community, in person, at Deaf events, have declined over a ten-year period. An increase in virtual modes of contact between programs and Deaf community, as well as an increasing use of technology in programs generally, was documented. Indications of fewer opportunities for in-person community contact and a change in approach by programs for facilitating community contact and opportunities to gain cultural competence for their students were identified. Findings are presented to encourage further research and to inform ASL/English interpreter educators seeking to promote cultural and communicative competence among their students."
],
"dcterms:available": [
"6/11/2013"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Joan Paluzzi"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4226",
"dcterms:title": [
"Called to service and finding a purpose: A mixed-method study of signed language interpreters volunteering in church and religious settings"
],
"dcterms:creator": [
"Jennifer Kinnamon"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Church Interpreting",
"Religious Interpreting",
"Deaf Ministry",
"Non-professional Interpreting",
"Professional Interpreter",
"Signed Language Interpreter"
],
"dcterms:date": [
"6/15/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/49"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Many non-professional interpreters volunteer their services in church and religious settings to give Deaf congregants access to the message. Church interpreting has been a unique way many interpreters have gained interest into the profession and entered the interpreting field. Although they continue to volunteer in religious settings on a regular basis out of a sense of calling and act of service (Berg, Grant, & Johnson, 2010; Hokkanen, 2014), according to the literature, interpreters in their first 10 years of work choose benevolence as their number one value for entering the interpreting field (Ramirez-Loudenback, 2015). Often that desire to help and provide a service precedes the knowledge and skills to provide the services of interpreting, which leads to a problem of “church interpreters” having a negative stigma within professional certified interpreting circles (James, 1998). There is interpreting work to be done in religious environments; this need creates a setting in which novice interpreters can gain practice. In this study, I collected quantitative and qualitative data to provide an accurate depiction of the professional interpreters who are working in these settings, their church environments, their stories of pursuing professionalism, the reasons for their pursuit, their experiences with professional interpreters, and their motivation for continuing to work in religious settings. These data could help the interpreting profession develop a greater awareness of the connection and mentorship gap between certified interpreters and volunteer interpreters working in religious settings and discover ways to partner in creating a cohesive environment to facilitate professional development."
],
"dcterms:available": [
"6/12/2018"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Elisa Maroney, Vicki Darden"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4225",
"dcterms:title": [
"But How Do I Sign That: A Look at How to Improve ASL Discourse"
],
"dcterms:creator": [
"Caren Carr"
],
"dcterms:subject": [
"Language Interpretation and Translation"
],
"dcterms:date": [
"3/24/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/241"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 3/29/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Discourse is the complex interwoven aspects of communication. Every language and culture has discourse norms followed by those in the inner circle. The goal of this study is to examine how to effectively build discourse skills in American Sign Language (ASL). Discourse is broken down into individual segments to explicate current skill level as well as the effect of intentional practice. Intentional practice and an interpreter’s intrapersonal perspective were found to be essential components of effective ASL skill discourse acquisition. Further research is required to decipher the relationship between interpreter mindset and ASL discourse skill development."
],
"dcterms:available": [
"2/20/2023"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4220",
"dcterms:title": [
"Betting on Yourself: Developing Confidence as a Novice Sign Language Interpreter"
],
"dcterms:creator": [
"Alison Steinmetz"
],
"dcterms:subject": [
"Education",
"Language Interpretation and Translation",
"confidence",
"self-esteem",
"novice",
"interpreting"
],
"dcterms:date": [
"12/1/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/233"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Confidence is not only a trait that is essential to embody in one's personal life, but it is the main factor of performance as discussed in Judge et al. (1998). When new interpreters first enter the interpreting field they can commonly experience stress, anxiety, rejection, and hopelessness. In other words, a new interpreter's confidence, if present at all, is usually extremely low when first starting out (Moore, 2020). The purpose of this study is to show the importance of confidence and how a novice sign language interpreter can build themselves up to succeed as well as, construct confidence; within themselves and in their work. The method used in this research study was to apply various controls that could possibly provide additional tools and options to assist in building self-confidence. When focusing on one control at a time, I could then narrow down the most and least effective routes towards my self-confidence."
],
"dcterms:available": [
"12/8/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4217",
"dcterms:title": [
"Beauty and the Butch: The Lesbian Interpreter"
],
"dcterms:creator": [
"Stephanie Ehrlich"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"lesbian",
"interpreter",
"coming out",
"appearance",
"LGBTQ"
],
"dcterms:date": [
"3/18/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/58"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The purpose for this project is to collect data from American Sign Language Interpreters who identify as lesbian, specifically targeting their experiences “coming out” to consumers while at work. Research about coming out/self-disclosure at work is a relatively new field of study. Most of what has been studied was about coming out to family and friends and the stages of self-disclosure. There is also limited research about the lesbian appearance and the recent shift in the androgynous-appearing lesbian. Times have changed, and there are no longer just femme and butch lesbians. Elizabeth Donovan has been the only researcher to study LGBTQ+ American Sign Language Interpreters. This study, however, focuses solely on lesbians only. This study explores how lesbian interpreters’ experiences vary when coming out to consumers, but appearance seems to be a common theme in the data collected for this study. From the onset of the study, analysis was done to see if there was a link between gender expression and sexual identity. This was done by examining clothing and appearance and seeing if there was an impact on stress levels at work. Szymanski (2005) found that awareness of LGBTQ experiences of distress was important because of the negative impact it has on mental health. The results of this study suggest that further research related to interpreters coming out at work is warranted. This research can serve as a springboard for further research in the LGBTQ community."
],
"dcterms:available": [
"3/20/2020"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Tie Burcham, Elizabeth Donovan"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4214",
"dcterms:title": [
"Are we here for the same reason? Exploring the motivational values that shape the professional decision making of signed language interpreters."
],
"dcterms:creator": [
"Audrey Ramirez-Loudenback"
],
"dcterms:subject": [
"Accessibility",
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Curriculum and Social Inquiry",
"Special Education and Teaching",
"Theory and Philosophy",
"interpreting",
"values",
"motivation",
"signed language",
"Schwartz",
"PVQ",
"motivational values"
],
"dcterms:date": [
"12/4/2015"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/25"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by/4.0/"
],
"dcterms:abstract": [
"The goal of this research is to begin a discussion in the ASL/English interpreting field about how personally held motivations and values impact the decision making process. From the decision to enter this field to the decisions an interpreter makes on a daily basis, values are central to understanding that process. The first step in this analysis was to collect data from current interpreters and interpreting students to see what motivational values are prioritized within professional communities. This data was collected through an online questionnaire made available through multiple social media websites that support various ASL/English interpreting communities. Through statistical analysis of the results of this questionnaire and the coding of one short answer question the following questions are addressed: What motivational values do ASL/English interpreters prioritize? How are these values expressed when interpreters are asked to articulate the reasons for pursuing a career in this field? Do participant’s demographic characteristics (e.g., native language(s), educational background, ethnic identity, and specialized work settings) relate with prioritization of motivational value types?\nThe results showed that the sample prioritized the motivational types of self-direction, benevolence, and universalism most highly. Some possible reasons for this value prioritization will be explored as well as sub-populations with the sample that diverged from this motivational value system.\nThe hope is that by examining the findings of this data, practicing interpreters and interpreting students can begin to explore their own individually held values and how conflicting and congruent values are expressed and assessed within their practice."
],
"dcterms:available": [
"12/4/2015"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda R. Smith, Hamid Behmard, Lyra Behnke"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4191",
"dcterms:title": [
"An investigation of student perception how to better prepare signed language/English interpreters for the real world"
],
"dcterms:creator": [
"Darlene K Wilbeck"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Curriculum",
"Gap",
"Internship",
"Mentorship",
"Practicum",
"Support"
],
"dcterms:date": [
"6/7/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/39"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This investigation of current and former interpreting students was conducted to explore students’ experiences of the interpreter education program. Discourse analysis of surveys revealed four areas of improvement: practicum/internship, mentorship, curriculum, and peer/community support. The study was based on Dean and Pollard’s demand control schema (2013), social-constructivist education (Kiraly, 2000), and phenomenology (Smith, 2013).\nA survey was created and disseminated via email and social media. A total of 102 participants responded to the survey. The participants were diverse, and the survey was designed with yes/no, multiple choice, and open-ended questions with no word or character limit.\nThe project was limited to students and graduates of interpreter education/training programs. The results demonstrated that the respondents were dissatisfied with their curriculum, the number of practicum/internship hours, the lack of mentorship, and they expressed a desire for additional peer and community support.\nThis study showed that while participants completed 100 to 200 hours of internship/practicum hours they would have preferred up to 400. Ninety-five percent of participants did not have access to post-graduation mentorship, and 90% reported that they could have benefited from it.\nDetermining best practices, entrance and exit requirements, along with in-program mentorship are all areas for additional research."
],
"dcterms:available": [
"6/13/2017"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Vicki Darden"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4189",
"dcterms:title": [
"African American interpreters in the video relay service setting"
],
"dcterms:creator": [
"Taiwo A Olopade"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Racial mircroaggressions",
"Racism",
"Video relay service setting",
"African American interpreters",
"Burnout",
"Video interpreters",
"Qualitative research"
],
"dcterms:date": [
"4/12/2017"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/38"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This study focuses on African American Sign Language video interpreters (VIs) working in the video relay service (VRS) setting in the United States. No study has been carried out to date that explores the experiences African Americans have when interpreting in VRS settings, where there is little or no autonomy due to policies governing the VRS companies by the Federal Communication Commission (FCC). Coupled with the rules and regulations from VRS companies and the FCC, African American interpreters also experience racism and racial microaggressions from VRS users and from their colleagues. This study was carried out using qualitative methods. Three African American female VIs were interviewed about their experiences working in the VRS setting. Their stories show that racism and racial microaggressions are a part of their working landscape. Their narratives also disclosed that there is a lack of diversity in the workplace and in the interpreting profession as a whole. The African American VIs interviewed reported that their interpreting programs failed to discuss issues of multiculturalism in the field, and their access to mentors from similar cultural backgrounds was limited. These participants suggested that courses in cultural awareness be offered in interpreter education programs and to their colleagues at work. Likewise, they believed African Americans could benefit from training that helps them cope with the systems of racism and racial microaggressions they face in the workplace."
],
"dcterms:available": [
"4/29/2017"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda R. Smith, Erica West Oyedele"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4182",
"dcterms:title": [
"A Work in Progress: Establishing, Growing, and Maintaining Working Relationships Between Educational Interpreters and their Administrators"
],
"dcterms:creator": [
"Kallie Rank"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"educational interpreters",
"relationships",
"administration",
"mainstream",
"education",
"deaf",
"hard of hearing",
"deafblind"
],
"dcterms:date": [
"2/25/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/64"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Since the implication of federal laws, such as Section 504 of the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act (IDEA), and the Americans with Disability Act (ADA) Deaf and Hard of Hearing children are able to attend public school districts (Seal, 2004). While an educational interpreter is working in a unique setting, often alone, it is important to have an administrator and network of professionals to reach out to share successes with and to have support from, in times of need. Through personal experiences and conversation with colleagues, it has been shared that working relationships between educational interpreters and their administrator can vary. This thesis identifies who is being assigned as an administrator to educational interpreters and it looks at the working relationships that educational interpreters have with their administrator. Data relating to current working relationships between educational interpreters and their administrators was gathered via an online survey. This survey was sent out across the United States to collect a range of perspectives from educational interpreters. This thesis also takes a look at the personalities of educational interpreters, as well as their administrators and how that could impact their working relationships. It is the hope that the research found can act as a basis for educational interpreters to conduct conversations around creating, building, and maintaining a working relationship with their administrators to ensure their success in the field."
],
"dcterms:available": [
"3/7/2021"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Erin Trine, Julie Holma"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4178",
"dcterms:title": [
"A New Interpreter: The Path to Educational Interpreting and Deepening Their Connection to Their Process"
],
"dcterms:creator": [
"Harllee M. Noda"
],
"dcterms:subject": [
"interpreting process",
"educational interpreting",
"practice"
],
"dcterms:date": [
"3/24/2023"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/240"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 3/29/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This study focuses on my journey through trying to become a qualified educational interpreter while trying to connect with my interpreting process. Over a year, data were collected to be analyzed for patterns of error that I could improve. As areas of error were identified in my practice, my work was evaluated through two Colonomos models. This allowed me to learn where my errors were originating in my process. Through reflective practice, I was able to learn from experience and create skill focused practice to improve those areas, which is focusing on improving one skill rather than a list of them. From this study, I learned that a huge roadblock in my improvement was my confidence. I had to learn to improve my confidence to support my interpreting skill growth. In the end, I realized the importance of working on the interpreter as a whole."
],
"dcterms:available": [
"2/21/2023"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4176",
"dcterms:title": [
"A Look at How We Discuss the Work: Observations of Feedback in the Interpreting Classroom"
],
"dcterms:creator": [
"Chevon Nicole Ramey"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures"
],
"dcterms:date": [
"12/10/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/71"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"The aim of this study is to look at how the work of interpreting is discussed in the classroom. The focus was specifically on the language content and types of feedback being modeled by the instructors to the interpreting students. Data was collected through observations of an Interpreting II and Interpreting III course at San Antonio College. The hypothesis was that there would be a notable difference in the feedback given based on the level of student as well as a decrease in how often the feedback utterances of the students were reframed or redirected. The data showed negligible differences in the type and content of the feedback given by both instructors at the two different levels of the interpreting courses. The data illuminated the need for the incorporation of more appreciation feedback. Further research on how interpreters, mentors, interpreting educators and students discuss the work of interpreting is needed. The hope is that by implementing strategies that encourage and foster effective discussions universally we will then change the culture of horizontal violence that is prevalent in the field."
],
"dcterms:available": [
"12/8/2021"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Sarah Hewlett, Tom Cox"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4174",
"dcterms:title": [
"A Deaf Interpreter’s Experience with DCS Supervision: A Dialogic Autoethnography"
],
"dcterms:creator": [
"Daniel Gough"
],
"dcterms:subject": [
"American Sign Language",
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Counselor Education",
"Critical and Cultural Studies",
"Curriculum and Instruction",
"Disability Studies",
"Discourse and Text Linguistics",
"Educational Methods",
"Educational Psychology",
"Gender",
"Race",
"Sexuality",
"and Ethnicity in Communication",
"International and Intercultural Communication",
"Interpersonal and Small Group Communication",
"Language and Literacy Education",
"Sign Languages",
"Social Influence and Political Communication",
"Social Justice",
"Typological Linguistics and Linguistic Diversity",
"Interpreting",
"DCS",
"ASL",
"Autoethnography",
"Status Quo",
"Power Dynamics"
],
"dcterms:date": [
"11/29/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/225"
],
"dcterms:language": [
"sgn-US, eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"In this thesis, I sought to examine myself as a Deaf interpreter in Demand and Control Schema (DC-S) supervision sessions. The methodology was a dialogic analysis based on power/communication dynamics in DC-S supervision as a Deaf interpreter. The platform that I used was the Interpreting Institute for Reflection-in-Action & Supervision (IIRAS) platform online sessions. In the session, the hearing participants were 18 years or older, they either work or have worked as ASL/English interpreters. They attended at least three supervision sessions. The data collected included the researcher's journaling, video recordings, and responses from interviews.questions with participants and supervision leaders. There was evidence of hearing and Deaf individuals communicating comfortably and effectively."
],
"dcterms:available": [
"12/7/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney, Kendra Keller"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4153",
"dcterms:title": [
"A Beginning Investigation of High-Leverage and Best Practices for Engaging LGBT Students of Color: An Action Research Project"
],
"dcterms:creator": [
"Theodore Rodrigues-Smith"
],
"dcterms:subject": [
"Curriculum and Social Inquiry",
"Secondary Education and Teaching",
"action research project",
"english language arts",
"best practices",
"high leverage practices",
"LGBT",
"students of color"
],
"dcterms:date": [
"6/1/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/79"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"My focus for this research is best practices in secondary ELA for LGBT students of color. Specifically, I examined diversity, differentiation, inclusive education, culturally responsive pedagogy; strategies, scaffolding, effective instruction, high leverage practices, evidence-based practices; and subject-specific, disciplinary issues related to my goals for teaching improvement. This focus aligned with several INTASC Standards for teacher professional development. Additionally, I considered how studying my own practice in line with INTASC Standards could improve my own instruction and therefore, student learning. My purpose for this study was to determine how well my instruction utilized best practices in secondary ELA for LGBT students of color. I will monitor and test my own professional growth by comparing and contrasting my instruction and planning against my research questions. These standards tie into my research questions by having me focus on instructional development and professional development and critiquing my best practices. Ultimately, my research and study findings demonstrate a range of successes and failures, along with implications for further research and professional development."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Kenneth Carano, Heather McLean"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4152",
"dcterms:title": [
"“I Don’t Do Mental Health:” Exploring Barriers to Mental Health Interpreting"
],
"dcterms:creator": [
"Elizabeth Adler"
],
"dcterms:subject": [
"interpreting",
"deaf",
"sign language interpreting",
"deaf mental health",
"mental health interpreting",
"interpreting specialization",
"interpreter training"
],
"dcterms:date": [
"12/10/2022"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"theses/226"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.;",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Language concordant mental health care is the gold standard in supporting deaf people, however, there are not enough mental health providers who use American Sign Language (ASL). Use of interpreters remains necessary for provision of services. There is a chronic shortage of interpreters and even smaller numbers qualified for work in mental health settings. Many professional ASL/English interpreters choose not to work in mental health. Through qualitative interviews, this study explored reasons why. Participants shared their mental health interpreting experiences and reasons for no longer working in the setting. Data showed that a variety of demands related to the work of interpreting in mental health created substantial barriers for them. For one, they did not have any specialized training. There is only one comprehensive mental health interpreter training in the U.S. Participants experienced lack of preparedness, difficulty understanding language impacted by mental health symptoms, challenging intrapersonal responses, and limited access to structured professional support. This study examined barriers to the work of mental health interpreting, explored recommendations, and is a step in the direction toward identifying facilitators to mental health interpreting."
],
"dcterms:available": [
"12/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Audrey Ramirez-Loudenback, Alexander Wilkins"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4151",
"dcterms:title": [
"“Ever since I left the city”: An auto-ethnographic action research project on interpreting in a K-12 setting"
],
"dcterms:creator": [
"Halle Hamilton"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"K-12 Interpreting",
"Social Capital",
"Auto-ethnography",
"Action Research",
"Mentoring"
],
"dcterms:date": [
"8/3/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/129"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:abstract": [
"This paper discusses the auto-ethnographic action research project that I conducted with the goal of improving my work as an interpreter and therefore reducing the “readiness to work gap” in my own professional practice. This action research project contained two different approaches with the goal of leading to self-improvement in my interpreting ability. The first approach involved working with a mentor to create goals that work toward the improvement of specific aspects of my interpreting process. This was typically done by selecting a sources text that would lend itself to practice working towards a specific interpreting goal. With limited mentoring opportunities in my region, this was mainly done through sharing recorded work samples synchronously and asynchronously with mentors over FaceTime, Google Hangout, Email, and over the phone. The second part of this project involved intentional practice in my work place through the documentation of both social and performance aspects of my interpreting practice. The documentation of these aspects of my interpreting lead to questions about my role as an Educational Interpreter and allowed me to keep track of how many times I intentionally worked towards the interpreting goals I created with my mentor."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4149",
"dcterms:title": [
"\"Pursue Some Path\": Green Space as a Self-care Method"
],
"dcterms:creator": [
"Caitlin Masterson"
],
"dcterms:subject": [
"Environmental Studies",
"Leisure Studies",
"Other Mental and Social Health",
"Outdoor Education",
"Urban Studies and Planning",
"Green Space",
"stress",
"interpreting",
"self-care"
],
"dcterms:date": [
"12/11/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/135"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This action research begins with an exploration of “Green Space,” a theory that claims nature has a deep and meaningful impact on the psyche. Green Space has been shown to help reduce anxiety and increase attention, creativity, and memory. The Transactional Theory Framework is examined in tandem with Green Space theory. The transactional theory is a means to evaluate the processes of coping with stress and stressful events. I applied the concept of Green Space as a primary self-care method and then collected and analyzed data. I looked at how Green Space combats stress and burnout. Additionally, I explored in what ways Green Space impacts my work as an American Sign Language/ English interpreter. I did this by viewing and/or participating in a Green Space event, collecting data via daily journaling, as well as writing pre and post journal entries, and creating work samples"
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4148",
"dcterms:title": [
"\"I Need Help! The Journey of a Novice Interpreter with Their Mentor and Coach\""
],
"dcterms:creator": [
"Daniela Lopez"
],
"dcterms:subject": [
"Coaching",
"mentoring",
"novice interpreter",
"apprentice",
"proteges",
"and student interpreter"
],
"dcterms:date": [
"12/1/2022"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/232"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"My coach always made sure that center of our sessions was to achieve long-term excellent performance. I would present a problem area in my work that I wanted to improve, and my coach would focus our meetings on how we can better this problem, but also ensure that this issue would longer linger in my work. That approach was successful, as that problem area was improved, and it no longer remains in my work. Therefore, one of the end products from my coaching was long-term excellent performance."
],
"dcterms:available": [
"12/8/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Elisa Maroney, Amanda Smith"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3836",
"dcterms:title": [
"The Physics Club, circa 1909"
],
"dcterms:creator": [
"Lewis; Monmouth, Oregon."
],
"dcterms:subject": [
"Clubs and Societies",
"Oregon State Normal School (OSNS)",
"Physics Club",
"Students"
],
"dcterms:description": [
"The 1909 Physics Club pose for a group portrait. On the backside is handwritten \"O.S.N.S. Physics Club, 1909[?]\", \"Lewis Robinson - Dad in the center - sitting\", and a list of names: \"Rebecca Clifton, Emma Kienow, Phil Boche, Orletta Kraus, Dell Butler, Marie Church, Lizzie Cooper, Harriet Sears, Pauline Sears, Beth Darling, Minerva Theissen, [crossed out] Daisy George, Perkins Driver, Lottie Boche, Mable Matteson, Mary Simonson, Annie David, W. Wies, Florence Henkle, Zella Henkle, [?] Olsen, Dora Nielson, Harry Stine, Ida Smith, Milton Force, [?] Petteys, Rush Clarks, Lucy Bak [?], Minnie Mark a[?], Alice Marka [?], Percy Stroud, Grace Whiteho [?], Minerva Neal, Ted Cooper, Freda Gist.\" Other names may have been effaced by damage to the photo.",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 15542, height: 12942); then converted into jpg format"
],
"dcterms:date": [
"1909~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/603"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3834",
"dcterms:title": [
"Oregon State Normal School Teachers from 1895 Portrait Composite"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Oregon State Normal School (OSNS)",
"Teachers",
"Training School"
],
"dcterms:description": [
"Composite of individual portraits of Oregon State Normal School Teachers from 1895, with their names listed under the images, fifty-two in all. Included are E. Helena Wolf, Angeline Watson, Ada K. Crowley, Elizabeth C. Hait, Mary Collins, C. Myrtle Bruthaupt, Mary A. Childers, Samuel J. Andrews, Phebe Thomson, Clara Pickle, Eva Aloda Nash, Julia H. McCulloch, Magie Agga Nash, Beryl B. Barnes, Elden M. Haley, Maude Bayles, J. Hadley Barker, Merriam Karrington, Lora T. Butler, C. N. Jengen, Mary C. Porter, William A. Smith, Julia A. Smith, Samuel J. Sleen, Swann Hogwell, K. K. Curtis, Aldert E. Pinder, Effie M. Freland, Sarah Ranjau, Alice M. Smith, Emmitt Staats, Daisy Juliet Clark, Carol K. Johnson, Harry E. Coleman, A. Estelle Eckersley, Luke L. Goodrich, Caroline C. Young, Mary B. Lacey, Irving E. Vining, Lura M. Prescott, Ella E. Emmett, Catherine Pooler, Lydie T. Marple, Ella E. Greene, D. Pearl Cornell, Leversie J, Keene, Marguirite L. Hill, Nora B. Green, Elizabeth Day, Bertha E. Shedd, Helena E. Barck. In the center is written \"O.S.N.S., Class of '95\". On the backside is handwritten \"Phebe Thomson Bartholomew Class 1895 , Teachers of the Class of 1895, P.L. Campbell - Pres, J.W. Powell, J.L. Dunn Math, H.B. Buckhan Psycology [sic] and Methods, Sarah Tuthill English Lit. + Education, E.J. McCaustlan(?) Math + German, E.E. Balcomb Chem + Physics, H.A. Hann Eng. Math + Bookkeeping, Alice L. Priest History and Rhetoric, Edith Cassavant Critic Teacher - Model School, Anna A. Sickler Music and Drawing, J.B.V. Butler - Secretary.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 15057, height: 12228); then converted into jpg format"
],
"dcterms:date": [
"1895"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/605"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3832",
"dcterms:title": [
"Graduation Composite Portraits, 1905"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Class Photo",
"Oregon State Normal School (OSNS)"
],
"dcterms:description": [
"Composite of individual portraits of Oregon State Normal School class of 1905 students, with the names printed under their respective image. On the bottom is printed \"Oregon State Normal School, Monmouth, Oregon, June Class 1905\". The portraits/names include Carlotta M. Boche, Vivian M. Miller, Winnie H. Springer, Clair G. Springer, Lora M. Foster, Alice M. Goddard, Helen W. Gleason, Myrtle M. Avery, Martha Paldanius, Mary L. Perkins, Nellie E. Marvel, Mabel Snelling, Nettie M. Beard, Jessie F. Beard, Marie Church, J. Herbert Coffey, Gussie Burns, George N. Murdock, Bernice Adams, Anna Wagner, Edith M. Owen, Mary D. Simonson, Edwin B. North, Orletta E. Kraus, Frank Cooper, Candace J. Brown, Frances Cooper, Frances M. Drew, Lola I. Dale, William A. Petteys, Esther E. Anderson, Crosbie B. Dalton, Alice A. Fleming, Robert Burns Powell, Vara G. Stewart, Alfred E. Wheelock, Inez N. Warner, Julien A. Hurley, Ida L. Smith, Truman H. Baughman, William Metzger, Inez A. Allen, Edith Gallogly, Nellie L. Wigle, Elsie M. Pitney, Pauline Aussieker. On the backside is handwritten \"Property of Paul Johnson [of] Drain, Oregon - Graduate of 1905, Contributed to your collection by Myrtle Johnson Grant, Ellensburgh, Washington, Graduate of Feb - 1920.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 15400, height: 12971); then converted into jpg format"
],
"dcterms:date": [
"1905"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/607"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3807",
"dcterms:title": [
"Oregon State Normal School Faculty, 1905"
],
"dcterms:creator": [
"Lewis; Monmouth, Oregon."
],
"dcterms:subject": [
"Faculty",
"Oregon State Normal School (OSNS)"
],
"dcterms:description": [
"A composite of individual portraits of Oregon State Normal School faculty of 1905 with names underneath each portrait. The portraits include: P.O. Powell, W.F. Campbell, H.B. Buckam, L.A. Robinson, Miss Sarah Tuthill, E.D. Ressler (President), Mrs. Ellen McPennell, W.H. Mahoney, J.B.V. Butler, Mrs. May Bowden-Babbitt, Charles A. Rice, Lorette Smith, Daisy Huntington, T.C. Aclen [sic?], H. [illegible] Tharp [?], and Martha W. [illegible]. On the backside is handwritten \"Property of Paul Johnson, Drain, Oregon, Graduate of 1905.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 13000, height: 15485); then converted into jpg format"
],
"dcterms:date": [
"1905"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/612"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3802",
"dcterms:title": [
"Kindergarten Classroom in the Training School"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Classroom",
"Kindergarten",
"Oregon State Normal School (OSNS)",
"Training School"
],
"dcterms:description": [
"The kindergarten classroom at the Training School with children at their desks. Above is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon,\" with \"1904\" handwritten next to it. Below the image is typed \"KINDERGARTEN TRAINING SCHOOL\". On the backside is handwrittten \"Loretta Smith - standing by door.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14542, height: 12542); then converted into jpg format"
],
"dcterms:date": [
"1904"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/617"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3799",
"dcterms:title": [
"Fourth Grade Classroom in the Training School"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Classroom",
"Elementary Children",
"Oregon State Normal School (OSNS)",
"Training School"
],
"dcterms:description": [
"Fourth grade classroom in the Training School with the children sitting at their desks and teachers standing along a back wall. Above the image is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon,\" with \"1904\" handwritten next to it. Below the image is typed \"4TH GRADE TRAINING SCHOOL.\" On the backside is handwritten \"Teachers L - R: 1 - Loretta Smith, 2 - --,- 3 - ---, C.A. Rice - seated, Forbes - by window, T.C. Allen [illegible], First Row: 1 - Velma Sheffley (Riley), 2 [blank], 3 [blank], 4 [blank], 3rd Row: 1 [blank], 2 - Wilmer Powell.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14600, height: 12428); then converted into jpg format"
],
"dcterms:date": [
"1904"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/620"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3796",
"dcterms:title": [
"Basketry Classroom at the Training School, 1904"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Basketry",
"Loretta Smith",
"Oregon State Normal School (OSNS)",
"Training School"
],
"dcterms:description": [
"The Basketry classroom with students and techers seated at tables working on projects. Above the image is typed \"STATE NORMAL SCHOOL, Monmouth, Oregon.\" Below the image is typed \"BASKETRY TRAINING SCHOOL.\" On the backside is handwritten, \"Teacher Loretta Smith.\"",
"Scanned image using the Ebson Expression 10000 XL as a tif image (1200 dpi, pixel dimensions- width: 14828, height: 12114); then converted into jpg format"
],
"dcterms:date": [
"1904"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/623"
],
"dcterms:rights": [
"No Copyright - United States: As of 05/08/2020, Hamersly Library believes this item is free of copyright under the laws of the United States.",
"http://rightsstatements.org/vocab/NoC-US/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3556",
"dcterms:title": [
"Summer Concert Series, 1970s"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Buildings",
"Edgar H. Smith Music Hall",
"Oregon College of Education (OCE)",
"Students"
],
"dcterms:description": [
"The Smith Hall music building used to have outside concerts. In this photo, students are gathered on the lawn to the West of the building for an outside concert circa the 1970s.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1238)"
],
"dcterms:date": [
"1970~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/761"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/05/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3201",
"dcterms:title": [
"Helen Redbird campus portrait"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Faculty",
"Helen Redbird",
"Western Oregon State College (WOSC)",
"Women of WOU"
],
"dcterms:description": [
"A portrait of Helen Redbird-Smith published in the Western who taught in the sociology and anthrophology department from 1956-1988.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1223, height:1500)"
],
"dcterms:date": [
"1985~"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1151"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/27/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3039",
"dcterms:title": [
"Kevin Moen Kicks the Football During a 1972 Football Game"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Athletics",
"Football",
"Oregon College of Education (OCE)",
"Sports"
],
"dcterms:description": [
"Football Player Kevin Moen gets ready to punt a football with view of two other teammates beside him. View of a photographer and a spectator is seen next to a 20 yard line sign behind them. Caption below reads, \"Kevin Moen kickcs[sic] off in recent victory over Eastern Oregon. Teammates John Smith II (41) and Mark Ferris (84) look on.\"\r\nThe Lamron, November 09, 1972.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1163)"
],
"dcterms:date": [
"1972"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1692"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/3034",
"dcterms:title": [
"OCE Football Players Tackles Opponents During 1972 Football Game"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Athletics",
"Football",
"Oregon College of Education (OCE)",
"Sports"
],
"dcterms:description": [
"One OCE Football player tackles a EWSC opponent with view of two other OCE teammates around them, and one EWSC opponent on the ground. Caption below reads, \"John Smith II applies the tackle on Doug Wheat of EWSC as the OCE pursuit shows up in the form of Mark Ferris, 84, John Perry, 72, and Lawrence Lockett 62.\" \r\nThe Lamron, October 17, 1972.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 618)"
],
"dcterms:date": [
"1972"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1697"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/22/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2999",
"dcterms:title": [
"John Smith Catches a Football During 1973 Football Homecoming Game"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Athletics",
"Football",
"Homecoming",
"Oregon College of Education (OCE)",
"Sports"
],
"dcterms:description": [
"OCE Football player John Smith prepares to catch a football after a Southern Oregon opponent misses the catch. View of a decorated goal post, and three spectators are behind them. Caption below reads, \"This play has been typical of the big plays which the OCE defense has been making most of the season. here corner back John Smith (41) knocks down the pass to take away a touchdown from Southern Oregon in OCE's homecoming game Oct. 13. But Smith and his cohorts on defense weren't quite able to put the damper upon Eastern Oregon last weekend in OCE's 28-26 loss to the Mounties. (Photo by Tim Johnson)\"\r\nThe Lamron, October 25, 1973",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height: 1380)"
],
"dcterms:date": [
"1973"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1712"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/21/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2880",
"dcterms:title": [
"Monmouth Book Club, verso"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Book Club",
"City of Monmouth",
"Early Monmouth Residents"
],
"dcterms:description": [
"Back side of the Monmouth Book Club photograph with a handwritten list of names. Some names have corresponding letters written next to individuals on the image side. \" Monmouth Book Club at home of Mrs. Sunday November, 1908. 1st row, right hand to left -Mrs. Paradyne Doughty, Mrs. Crowley, Mrs. Stine, Mrs. Dalton, (a) Hazel Gard Robinson, Grandma Oswald, Mrs. Grounds, (b) Miss Maggie Butler, Pres. - a good friend to mom and to me, Mrs. Henry Butler, Johanny Stump, Mrs. Dish, 2nd row, left to right) Mrs. Lindsey, Mrs. Bogert, (c) Mrs. Cattron previous owner of the Cattron Street Property, Mrs. Wm Mulkey, (d) Mrs. Boche - when we rerutned to Monmouth for the winter when I was 15 - she taught me a lot about sewing. She was a professional dressmaker & I acted as her apprentice. Learned a lot of tricks I never forgot!, Mrs. Jay Butler, Mrs, Bockerdon, Mrs. Remmington, (e) Mrs. L. A. Robinson, Mrs. Hosners, (g) Mrs. Orville Butler - my mother's 'best friend' in Monmouth - I loved her too., Miss Smith, (f) Miss Cassie Stump - also a good friend - I knew her as my teacher too, 3rd row, right to left) Mrs. John Stump, Mrs Boothby, Miss Buckham, Mrs. Rigger, Miss Lewis.",
"Scanned image using the Epson Expression 10000 XL as a tif image (600 dpi, pixel dimensions- width:3514 , height: 4113); then converted to jpg"
],
"dcterms:date": [
"19uu"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/664"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 04/08/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2767",
"dcterms:title": [
"Powell Butler Stump Gathering"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Butler",
"Founders",
"Monmouth",
"Powell",
"Smith",
"Stump"
],
"dcterms:description": [
"Members of the Powell, Butler, Stump, and Smith families dining outdoors. Includes: Alice \"Aunt Allie\" Butler; Dr. James Powell; \"Aunt Maggie\" Butler; \"Aunt\" Marititha Powell-Arant; Ira C. Powell; Mr. and Mrs. Smith (Bankers); Cassie Stump. Other individuals unnamed."
],
"dcterms:date": [
"1914"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"TIFF File scanned at 600 ppi (24-bit color) using Capture Perfect 3.1 on an Epson 12000XL\r\n\r\nPhotograph as a jpg image (300 dpi, pixel dimensions- width: 1500, height: 1120)\r\n\r\nPhotograph as a jpg image (300 dpi, pixel dimensions- width: 1500, height: 1108)"
],
"dcterms:identifier": [
"omeka/1841"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/28/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2763",
"dcterms:title": [
"Family Reunion at Butler Home"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Butler",
"Davidson",
"Founders",
"Lucas",
"Mason",
"Monmouth",
"Powell",
"Smith"
],
"dcterms:description": [
"Around three dozen individuals, family names of those pictured includes: Butler, Smith, Davidson, Mason, Lucas, Powell. Most names listed on verso."
],
"dcterms:date": [
"1896-07-25"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"TIFF File scanned at 600 ppi (24-bit color) using Capture Perfect 3.1 on an Epson 12000XL\r\n\r\nPhotograph as a jpg image (300 dpi, pixel dimensions- width: 1500, height: 919)\r\n\r\nPhotograph as a jpg image (300 dpi, pixel dimensions- width: 940, height: 1500)"
],
"dcterms:identifier": [
"omeka/1845"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/28/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2716",
"dcterms:title": [
"Powell Family Portrait"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"First National Bank of Monmouth",
"Franklin Smith Powell",
"Ira C. Powell",
"Louise Powell",
"Monmouth",
"Polk County Bank"
],
"dcterms:description": [
"Family portrait of the Powells. Includes: Ira C. Powell, Franklin Smith Powell, and Franklin's wife Louise Powell."
],
"dcterms:date": [
"18uu/19uu"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"TIFF File scanned at 600 ppi (24-bit color) using Capture Perfect 3.1 on an Epson 12000XL\r\n\r\nPhotograph as a jpg image (300 dpi, pixel dimensions- width: 1500, height: 1243)\r\n\r\nPhotograph as a jpg image (300 dpi, pixel dimensions- width: 1243, height: 1500)"
],
"dcterms:identifier": [
"omeka/1853"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/28/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/NoC-US/1.0"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2617",
"dcterms:title": [
"Monmouth University Records"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:description": [
"Board of Trustees Record Book, 1855-1882\r\nThis is the oldest WOU-related item in the University Archives. The record book contains meeting minutes, financial data, and campus building plans from WOU’s earliest days. \r\n\r\nIn January 1856, pioneers from Illinois founded Monmouth University. They allocated a portion of their federally-granted land claims for university property, and named the settlement Monmouth after their home town. J.B. Smith, Thomas Lucas and Ira F.M. Butler were among the founders. Butler was for many years President of the Board of Trustees, and the minutes ledger kept by Butler provide a historical record of the Trustees early decisions. In this artifact’s first ten years, the university’s office of the presidency had not yet been institutionalized. The first official president was Levi Lindsay Rowland. He was inaugurated in 1865."
],
"dcterms:date": [
"1855-1882"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"Photograph as a jpg image (96 dpi, pixel dimensions- width: 962, height: 1500)\r\n\r\nPhotograph as a jpg image (96 dpi, pixel dimensions- width: 917, height: 1500)"
],
"dcterms:identifier": [
"omeka/1904"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/28/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2608",
"dcterms:title": [
"Concert Outside of Smith Hall"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:description": [
"A concert outside of Smith Hall, c. 1970s. \r\n\r\nThe processing for this image is incomplete at this time. Once it has been processed it will move to the Historical Campus Images collection. Contact the archives (libarchives@wou.edu) if you have information about this image or questions.\r\n\r\nWOU Archives"
],
"dcterms:date": [
"c. 1970s"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:format": [
"Photograph as a jpg image (96 dpi, pixel dimensions- width: 1515, height: 1225)."
],
"dcterms:identifier": [
"omeka/1917"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/28/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2572",
"dcterms:title": [
"Students Reading in the College Library"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Academic Programs and Support Center (APSC)",
"Library"
],
"dcterms:description": [
"Students sit at desks completing their work in the College Library (now known as the Academic Programs and Support Center) with a row of bookshelves in the background to the right, and the large window to the left with view of Smith Hall. \r\nOld ACC.RG.2012.601 Photographs/Buildings: Library Building - APSC",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1338)"
],
"dcterms:date": [
"195u"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1172"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/28/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2176",
"dcterms:title": [
"West Side of Edgar H Smith Music Hall, 2018"
],
"dcterms:creator": [
"Borling, Kalea"
],
"dcterms:subject": [
"Edgar H. Smith Music Hall"
],
"dcterms:description": [
"Edgar H. Smith Music Hall with view of the West lawn and the sign in front reading, \"Edgar H Smith Music Hall\" \r\nPhoto courtesy of Western University Archives",
"Digital .jpg (72 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"2018"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1378"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2175",
"dcterms:title": [
"West Side of Smith Music Hall"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Edgar H. Smith Music Hall"
],
"dcterms:description": [
"Smith Music Hall with view of the sign in front reading \"Music Hall\", later named for Edgar H. Smith. Taken from under a flowering cherry blossom tree. \r\nOld ACC.RG.2012.601 Photographs/Buildings: Smith Music Hall",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1205)"
],
"dcterms:date": [
"1962"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1379"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2174",
"dcterms:title": [
"Smith Music Hall, West Portico"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Edgar H. Smith Music Hall"
],
"dcterms:description": [
"Left angled view of Smith Music Hall's West side, showing the portico. Taken from the north side.\r\nOld ACC.RG.2012.601 Photographs/Buildings: Smith Music Hall",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:979)"
],
"dcterms:date": [
"1962"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1380"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/2173",
"dcterms:title": [
"Right Angled View of Smith Music Hall"
],
"dcterms:creator": [
"Undetermined"
],
"dcterms:subject": [
"Edgar H. Smith Music Hall"
],
"dcterms:description": [
"Smith Music Hall with view of the portico from the south. \r\nOld ACC.RG.2012.601 Photographs/Buildings: Smith Music Hall",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1196)"
],
"dcterms:date": [
"1962"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1381"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 05/24/2020, the copyright for this item has not been investigated by Hamersly Library",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1776",
"dcterms:title": [
"Battle of the Sexes"
],
"dcterms:creator": [
"Smith, Joe"
],
"dcterms:subject": [
"Painting",
"Serendipity Award",
"Werner University Center (WUC)"
],
"dcterms:description": [
"Nine squares hung together to create a single image of a red hand over a blue hand. \r\nacrylic on canvas.\r\n2007 Serendipity Award.\r\nLocated on the second floor of the Werner University Center.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1301, height:1500)"
],
"dcterms:date": [
"2007"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1533"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 06/03/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1652",
"dcterms:title": [
"Untitled Cor-ten® Steel Sculpture"
],
"dcterms:creator": [
"Smith, Charles W."
],
"dcterms:subject": [
"Academic Programs and Support Center (APSC)",
"Art",
"Art on Campus",
"Charles W. Smith",
"Oregon Percent for Art",
"Sculpture"
],
"dcterms:description": [
"Large off-kilter round circle sculpture. \r\nCorten Steel.\r\n\r\nThis sculpture is located on the west lawn of the Academic Programs and Support Center building. It was created by Charles W. Smith, who was a graduate of University of Washington and taught in their art department in the 1950s. This piece is part of the Oregon College of Education Collection, and its funding is from the Oregon's Percent for Art in Public Places program where one percent of the construction's budget goes towards creating art for the building.",
"Digital .jpg (300 dpi, pixel dimensions- width: 1500, height:1000)"
],
"dcterms:date": [
"1981-03-06"
],
"dcterms:type": [
"Image; StillImage"
],
"dcterms:identifier": [
"omeka/1595"
],
"dcterms:rights": [
"Copyright Not Evaluated: As of 06/01/2020, the copyright for this item has not been investigated by Hamersly Library.",
"http://rightsstatements.org/vocab/CNE/1.0/"
],
"dcterms:spatial": [
"United States--Oregon--Polk County--Monmouth"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1206",
"dcterms:title": [
"John Wesley Howell House : Monmouth, Oregon"
],
"dcterms:creator": [
"Janeanne Rockwell-Kincanon"
],
"dcterms:subject": [
"Howell House",
"John Wesley Howell",
"Monmouth (OR)"
],
"dcterms:date": [
"5/1/2012"
],
"dcterms:type": [
"Image; Text"
],
"dcterms:identifier": [
"library_facpres/1"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"In Copyright (InC)"
],
"dcterms:abstract": [
"This presentation was displayed at the Howell House (now MaMere's Bed and Breakfast) in May 2012 for Western Oregon University's Edgar H. Smith Fine Arts Series.\nThe original 2012 presentation was updated in 2015 to include additional information."
],
"VIVO:departmentOrSchool": [
"Library"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/1199",
"dcterms:title": [
"Community Partnership Through Transformative Justice: the Healing Project at the Oregon State Penitentiary"
],
"dcterms:creator": [
"Miyuki Arimoto",
"Melissa Buis Buis Michaux"
],
"dcterms:subject": [
"Transformative justice",
"Oregon State Penitentiary",
"Healing Garen Project"
],
"dcterms:publisher": [
"IGI Global"
],
"dcterms:date": [
"1/1/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"fac_pubs/50"
],
"dcterms:language": [
"eng"
],
"dcterms:abstract": [
"In the Foreword to Gerard Robinson and Elizabeth English Smith’s Education for Liberation volume on educational initiatives in prison, Newt Gingrich and Van Jones note that educational programs “do something powerful: they give hope and dignity to the incarcerated.” The authors wholeheartedly agree and while they recognize the importance of higher education programs that confer degrees and therefore credentials out in the free world, they find that education can be broadly understood in prison in ways that greatly enhance the hope and dignity of the incarcerated. In this chapter, they explore the creation of a Japanese-style healing garden at the Oregon State Penitentiary (OSP), a maximum security, 2,000-person male prison in Salem, Oregon. This prisoner-led initiative was a resounding success, despite all the odds against it, because it was animated by a philosophy of transformative justice that both prison administration and prisoners could believe in, and it embraced the need for meaningful and inclusive community partnerships."
],
"bibo:pageEnd": [
"301"
],
"bibo:pageStart": [
"281"
],
"VIVO:departmentOrSchool": [
"Criminal Justice"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/917",
"dcterms:title": [
"Smith Family Biographies"
],
"dcterms:creator": [
"Brittney Teal-Cribbs"
],
"dcterms:subject": [
"Smith Family",
"Monmouth",
"Oregon"
],
"dcterms:description": [
"The following family biographical information was compiled by graduate student intern Brittney Teal-Cribbs using sources from Western Oregon University Archives."
],
"dcterms:date": [
"2013"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlerbios/3"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/908",
"dcterms:title": [
"Letter to Matilda Smith from Rufus Smith and Isaac Smith"
],
"dcterms:creator": [
"Rufus Smith"
],
"dcterms:subject": [
"Rufus Smith",
"Isaac Smith"
],
"dcterms:description": [
"Rufus Smith writes to his aunt Matilda Smith about his experience boarding at Squire Whitman's while going the Monmouth school, his teachers and the subjects taught. An addendum to his cousin describes his new baby brother, John Butler Smith. A further addendum from Isaac Smith describes their mother's visit when the baby was born, general economic news, politics of possible statehood and an end to the Indian war, and prices of commodities."
],
"dcterms:date": [
"1856-12-08"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/80"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/903",
"dcterms:title": [
"Letter to John Butler, Eliza (Smith) Butler and Matilda Smith from Isaac Smith and Margaret Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith",
"Margaret Smith"
],
"dcterms:description": [
"Isaac and Margaret Smith describe the death of their father, Peter Butler, and his illness and burial place. An addendum describes their father's last days."
],
"dcterms:date": [
"1856-07-20"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/75"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/900",
"dcterms:title": [
"Letter to John Butler, Eliza (Smith) Butler, Lavina Butler and Erastus Butler from Peter Butler"
],
"dcterms:creator": [
"Peter Butler"
],
"dcterms:subject": [
"Peter Butler",
"Elizabeth (\"Lissie\") Hutchinson"
],
"dcterms:description": [
"Peter Butler informs John Butler that they have finally received the drafts, and asks his advice about the remaining land in Illinois. An addendum by Elizabeth Hutchinson (\"Lissie\") discusses the health of the family, particularly the children, and the possibility of a wedding between Isaac Butler and Sarah Webb."
],
"dcterms:date": [
"1856-05-03"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/72"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/878",
"dcterms:title": [
"Letter to John Butler, Eliza (Smith) Butler and Matilda Smith from Peter and Rachael Butler"
],
"dcterms:creator": [
"Peter Butler"
],
"dcterms:subject": [
"Peter Butler",
"Rachel Butler"
],
"dcterms:description": [
"Peter and Rachel Butler describe the health of the family in the Oregon Territory, and the continuing war with the Indians. Isaac Butler has returned from the fighting, but Thomas Hutchinson has recently joined the militia and left for the war. Peter Butler inquires about the money that John Butler should has sent him. An addendum from Peter discusses an insurance matter and the prices of goods in the Oregon Territory."
],
"dcterms:date": [
"1856-02-04"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/70"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/876",
"dcterms:title": [
"Letter to John Butler from Rachel Butler and Margaret Smith"
],
"dcterms:creator": [
"Rachel Butler"
],
"dcterms:subject": [
"Rachel Butler",
"Margaret Smith"
],
"dcterms:description": [
"A letter from Rachel Butler describing the health of the family and the death of a neighbor by typhoid fever. She also describes the last days and death of Elijah Butler after a long illness, and informs that Ira F.M. Smith was appointed as judge, and that church membership is growing. An addendum from Margaret Smith is regarding Elijah's will and the school in Monmouth."
],
"dcterms:date": [
"1858-02-05"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/68"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/875",
"dcterms:title": [
"Letter to Matilda Smith and John Butler from Margaret Smith and Isaac Smith"
],
"dcterms:creator": [
"Margaret Smith"
],
"dcterms:subject": [
"Margaret Smith",
"Isaac Smith"
],
"dcterms:description": [
"Isaac and Margaret Smith describe their general family health and welfare, the surge of young men going to work in the mines east of the Cascades, local opinions and news of the civil war, opinions of the Peace Democrats on the actions of the President and their personal opinions of the Union and Rebel struggle."
],
"dcterms:date": [
"1863-07-28"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/67"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/872",
"dcterms:title": [
"Letter to John Butler and Matilda Smith from Isaac Smith and Margaret Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith",
"Margaret Smith"
],
"dcterms:description": [
"Isaac and Margaret Smith describe a flood that damaged farm buildings and livestock. An addendum discusses family health and welfare, giving one year free rent to William Butler on the farm in Illinois, and news of general feelings of Oregon men about the war between the North and South."
],
"dcterms:date": [
"1861-12-29"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/64"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/870",
"dcterms:title": [
"Letter to John Butler and Matilda Smith from Isaac Smith and Margaret Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith",
"Margaret Smith"
],
"dcterms:description": [
"Isaac and Margaret Smith describe the welfare of their family, their children going to school in Monmouth, and Isaac Butler's move to Monmouth to go into business with Boon, who is reported as a gambler. They also send news of the first murder in the neighborhood and the general economy. A post script has tracings of the size and variety of apples grown in the area."
],
"dcterms:date": [
"1860-01-15"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/62"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/865",
"dcterms:title": [
"Letter to John Butler and Matilda Smith from Isaac Smith, Margaret Smith and Berryman Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith",
"Margaret Smith",
"Berryman Smith"
],
"dcterms:description": [
"Isaac Smith describes the healthiness of the Oregon climate, the growth of Monmouth with 25 buildings and a good school, and general farming news. A September 6, 1858 addendum from Berryman Smith describes his school studies and younger siblings. A further addendum from Margaret Smith sends condolences for the death of Eliza (Smith) Butler, news of family welfare, discussions of quilting and the availability of produce."
],
"dcterms:date": [
"1858-09-05"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/57"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/864",
"dcterms:title": [
"Letter to John Butler, Matilda Smith and Lavina Butler from Ira F.M. Butler, Paradine Butler and Rachel Butler"
],
"dcterms:creator": [
"Ira F.M. Butler"
],
"dcterms:subject": [
"Ira F.M. Butler",
"Paradine Butler",
"Rachel Butler"
],
"dcterms:description": [
"Ira F.M. Butler sends his condolences for death of John Butler's wife. He also discusses the birth of another girl, the Frazier River gold mine driving prices up in Oregon, the town of Monmouth growing, and probate issues with Elijah's estate. An August 23, 1858 addendum from Rachael Butler describes family health and wellness. A further addendum from Paradine Butler describes quilting, school and youth activities."
],
"dcterms:date": [
"1858-08-21"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/56"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Monmouth, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/863",
"dcterms:title": [
"Letter to John Butler and Eliza (Smith) Butler from Isaac Butler, Sarah A. Butler and Mary Butler"
],
"dcterms:creator": [
"Isaac Butler"
],
"dcterms:subject": [
"Isaac Butler",
"Sarah A. Butler",
"Mary Butler"
],
"dcterms:description": [
"A letter from Isaac and Sarah A. Butler and their daughter Mary noting a payment received for the land sale in Illinois, a blight in fruit and oak trees, anxiety for statehood decisions, and state politics forming three parties including National Democrats and Black Republicans. They also relay family news, including word that Ira F.M. Butler is now a judge, Isaac Smith a County Representative, Tom Hutchinson Clerk of the Court, Isaac Butler the County Assessor and other news of the children."
],
"dcterms:date": [
"1858-05-26"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/55"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/862",
"dcterms:title": [
"Letter to John Butler, Eliza (Smith) Butler, Matilda Smith and Lavina Butler from Isaac and Margaret Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith",
"Margaret Smith"
],
"dcterms:description": [
"Isaac and Margaret Smith describe the health of the community and typhoid fever, waiting for congress to release money to Oregon for loss in the Indian war, and general harvest and livestock prices. An addendum from Margaret regards family news."
],
"dcterms:date": [
"1858-03-28"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/54"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/838",
"dcterms:title": [
"Letter to John Butler, Eliza (Smith) Butler and Matilda Smith from Isaac Smith and Margaret Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith",
"Margaret Smith"
],
"dcterms:description": [
"Isaac and Margaret Smith send word of family health, bountiful crops, the constitutional congress in session, and the question of slavery in the Oregon Territory."
],
"dcterms:date": [
"1857-09-06"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/50"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/834",
"dcterms:title": [
"Letter to John Butler and Eliza (Smith) Butler from Isaac Smith and Margaret Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith",
"Margaret Smith"
],
"dcterms:description": [
"Isaac and Margaret Smith deliver family news, the need for power of attorney to settle the family estate, a request to stop the Atlas newspaper, the politics of statehood and hopes of becoming a slave free state, and the cost of livestock and general farming news. An addendum from Margaret Smith discusses family health, quilting, and a general wish for news from Illinois."
],
"dcterms:date": [
"1857-03-02"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/46"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/833",
"dcterms:title": [
"Letter to Brothers and Sisters from Isaac Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith"
],
"dcterms:description": [
"Isaac Smith describes travel along the Oregon Trail including the cost for provisions and the poor condition of livestock, weather, river levels, and his wagon breaking."
],
"dcterms:date": [
"1853-04-27"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/45"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Winter Quarters, County, Iowa"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/830",
"dcterms:title": [
"Letter to John Butler and Eliza (Smith) Butler from Joseph Butler and Jane Butler"
],
"dcterms:creator": [
"Joseph Butler"
],
"dcterms:subject": [
"Joseph Butler",
"Jane Butler"
],
"dcterms:description": [
"Joseph and Jane Butler send condolences for Berryman Murphy's death, and describe sickness in Iowa."
],
"dcterms:date": [
"1856-01-06"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/42"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Dutch Creek, Washington County, Iowa"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/828",
"dcterms:title": [
"Letter to John Butler, Eliza (Smith) Butler, Lavina Butler and Erastus Butler from Thomas Hutchinson and Elizabeth Hutchinson (\"Lissie\")"
],
"dcterms:creator": [
"Thomas Hutchinson"
],
"dcterms:subject": [
"Thomas Hutchinson",
"Elizabeth (\"Lissie\") Hutchinson"
],
"dcterms:description": [
"Thomas and Elizabeth Hutchinson (\"Lissie\") express their sympathy for death of Berryman Murphy, and send news of the birth of a son, Tom Otis. They describe renewed Indian attacks in Oregon and explain how Isaac Butler has joined the volunteer militia. Meanwhile, Thomas has been elected Polk County Surveyor, and a new school has opened near the Thomas H. Lucas land. An addendum from Elizabeth gives news about her new baby."
],
"dcterms:date": [
"1855-11-26"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/40"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bloomington, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/825",
"dcterms:title": [
"Letter to John Butler and Eliza (Smith) Butler from Elizabeth Hutchinson (\"Lissie\") and Peter Butler"
],
"dcterms:creator": [
"Elizabeth (\"Lissie\") Hutchinson"
],
"dcterms:subject": [
"Elizabeth (\"Lissie\") Hutchinson",
"Peter Butler"
],
"dcterms:description": [
"Elizabeth Hutchinson (\"Lissie\") sends news of the family and their health. An addendum from Peter Butler inquires if his timber land in Illinois was sold and about other land sale business."
],
"dcterms:date": [
"1855-08-26"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/37"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Oregon"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/823",
"dcterms:title": [
"Letter to John Butler, Eliza (Smith) Butler and Matilda Smith from Isaac Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith",
"Margaret Smith"
],
"dcterms:description": [
"This letter by Isaac Smith describes the family welfare, crops, and the new school, and incloses another request for the Western Fruit book by Eliot. Addendum by Margaret Smith sends thanks for a gift and a desire to hear more often from Eliza (Smith) Butler and her children."
],
"dcterms:date": [
"1855-08-19"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/35"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/822",
"dcterms:title": [
"Letter to John Butler and Eliza (Smith) Butler from Edward Ground"
],
"dcterms:creator": [
"Edward Ground"
],
"dcterms:subject": [
"Edward Ground"
],
"dcterms:description": [
"Edward Ground discusses the conditions in Oregon, the discovery of gold mines on the Columbia River, and the price of crops."
],
"dcterms:date": [
"1855-08-10"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/34"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bloomington, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/819",
"dcterms:title": [
"Letter to Brother and Sisters from Isaac Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith"
],
"dcterms:description": [
"Isaac Smith describes the general family health, gives a description of Portland, and notes the arrival of William Murphy via the Oregon Trail with livestock. He complains about the scarcity of paper money and describes his boys leaving for the mines, serving on jury duty, killing a panther, and the general weather and crop conditions in the Oregon Territory."
],
"dcterms:date": [
"1854-10-22"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/28"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/795",
"dcterms:title": [
"Letter to John Butler, Eliza (Smith) Butler and Matilda Smith from Isaac Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith"
],
"dcterms:description": [
"Issac Smith describes the general welfare of the family, reporting bad colds and lung fever, little interest among the children toward school, gives instruction to John Butler for land management in Illinois, and reports prices for livestock and produce. He also discusses the scarcity of money, and asks that John send him a copy of 'The Western Fruit Book' and buy as subscription to the Atlas newspaper. An addendum describes Berryman's leg disorder."
],
"dcterms:date": [
"1854-08-06"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/24"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/794",
"dcterms:title": [
"Letter to Eliza (Smith) Butler and Matilda Smith from Elizabeth Hutchinson (\"Lissie\") (unfinished and unsigned)"
],
"dcterms:creator": [
"Elizabeth (\"Lissie\") Hutchinson"
],
"dcterms:subject": [
"Elizabeth (\"Lissie\") Hutchinson"
],
"dcterms:description": [
"The main body of this letter by Elizabeth Hutchinson (\"Lissie\") is regarding the welfare of the family a year after arrival in Oregon Territory. An addendum to Eliza dated June 24, 1854 also discusses the welfare of family and friends, homesickness for Illinois, and the progress of the children. An addendum to Matilda Smith asks for news from Illinois and gives condolences for Uncle William's death."
],
"dcterms:date": [
"1854-04-01"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/23"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Luckiamute, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/792",
"dcterms:title": [
"Letter to John Butler and Eliza (Smith) Butler from Thomas Hutchinson and Elizabeth Hutchinson (\"Lissie\")"
],
"dcterms:creator": [
"Thomas Hutchinson"
],
"dcterms:subject": [
"Thomas Hutchinson",
"Elizabeth (\"Lissie\") Hutchinson"
],
"dcterms:description": [
"Thomas and Elizabeth Hutchinson (\"Lissie\") send their condolences for the deaths in Illinois, discuss general family health and their recovery after winter, give a description of lots owned in Monmouth, and request John Butler to sell or rent the prairie land in Illinois and send the money to them in the Oregon Territory, It also discusses the allotment of land in Monmouth for the university."
],
"dcterms:date": [
"1854-03-07"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/21"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Luckiamute, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/791",
"dcterms:title": [
"Letter to John Butler and Eliza (Smith) Butler from Edward Ground"
],
"dcterms:creator": [
"Edward Ground"
],
"dcterms:subject": [
"Edward Ground",
"William Ground"
],
"dcterms:description": [
"Edward and his son William Ground send their condolences for deaths in Illinois, give general news of family health, describe their homesickness for Illinois and give a description of the winter weather. An addendum by William describes his father's 320 acres claim on the Luckiamute River and the prices for livestock and produce."
],
"dcterms:date": [
"1854-03-05"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/20"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/790",
"dcterms:title": [
"Letter to John Butler and Eliza (Smith) Butler from Peter and Rachel Butler"
],
"dcterms:creator": [
"Peter Butler"
],
"dcterms:subject": [
"Peter Butler",
"Rachel Butler"
],
"dcterms:description": [
"Peter and Rachel Butler send their condolences to John and Eliza (Smith) Butler for the death of friends in Illinois, discuss general family news, and request news of the business of their other sons, James and William, and question the sale of tax titles in Illinois for cattle to be sent to Oregon."
],
"dcterms:date": [
"1854-03-04"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/19"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/789",
"dcterms:title": [
"Letter to Matilda Smith and Eliza (Smith) Butler from Mary Howard"
],
"dcterms:creator": [
"Mary Howard"
],
"dcterms:subject": [
"Mary Howard"
],
"dcterms:description": [
"Mary Howard regretfully describes the death of their Uncle Henry, and gives thanks for the gifts sent from Illinois and a dry and pleasant winter."
],
"dcterms:date": [
"1854-02-17"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/18"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Polksville, Warren County, Kentucky"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/788",
"dcterms:title": [
"Letter to John Butler, Eliza (Smith) Butler and Matilda Smith from Margaret Smith"
],
"dcterms:creator": [
"Margaret Smith"
],
"dcterms:subject": [
"Margaret Smith",
"Rufus Smith"
],
"dcterms:description": [
"Written by Margaret Smith, this letter discusses the general health of the Smith family, and expresses Margaret's desire to know the particulars about the family she left behind in Illinois. An addendum by Rufus Smith provides a child's perspective of the Oregon Territory, new livestock, building furniture and gates, and missing friends and family in Illinois."
],
"dcterms:date": [
"1854-02-08"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/17"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bridgeport, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/787",
"dcterms:title": [
"Letter to John Butler and Eliza (Smith) Butler from Eliza (Butler) Ground and William Ground"
],
"dcterms:creator": [
"Eliza (Butler) Ground"
],
"dcterms:subject": [
"Eliza (Butler) Ground",
"William Ground"
],
"dcterms:description": [
"Eliza (Butler) Ground discusses the family health, describes the trip to the Oregon Territory, including the lack of timber/wood and berries found along the way, the growth of his gardens and the current harvest. An addendum from Eliza's son William Ground describes the death of four children with whooping cough and two with flux brought by emigrants, but also his overall good health, the mild weather, good crops and the prices for livestock, produce and crops."
],
"dcterms:date": [
"1853-12-25"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/16"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Bloomington, Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/786",
"dcterms:title": [
"Letter to John Butler and Eliza (Smith) Butler from Peter Butler"
],
"dcterms:creator": [
"Peter Butler"
],
"dcterms:subject": [
"Peter Butler"
],
"dcterms:description": [
"Peter Butler describes the improved health of family, and requests that his son John Butler sell land in Illinois and send money or cows to the Oregon Territory with William Murphy, and requests more letters with news of family and friends."
],
"dcterms:date": [
"1853-12-11"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/15"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Monmouth, Warren County, Illinois",
"Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/784",
"dcterms:title": [
"Letter to Sisters from Isaac Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith"
],
"dcterms:description": [
"Isaac Smith writes to his sisters about the general health of the new country, the purchase of land along the Luckiamute River, crop princes, and the property purchased by other members of the Butler family."
],
"dcterms:date": [
"1853-09-26"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/10"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/783",
"dcterms:title": [
"Letter to Brother and Sisters from Isaac Smith and Margret Smith"
],
"dcterms:creator": [
"Isaac Smith"
],
"dcterms:subject": [
"Isaac Smith",
"Margaret Smith"
],
"dcterms:description": [
"Isaac and Margaret Smith wrote this letter soon after reaching the end of the Oregon Train, and in it describe their health, losing two animals in the Deshoots (Deschutes) River and one stolen, losing a wagon, roads that were generally good, good grass for grazing, and ample timber and water at their destination."
],
"dcterms:date": [
"1853-08-17"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"butlertranscripts/9"
],
"dcterms:source": [
"Butler Family Letters, MSS 2",
"Western Oregon University Archives"
],
"dcterms:rights": [
"The contents of this collection, including all images and text, are for personal, educational, and non-commercial use only. The contents of this collection may not be reproduced in any form without the express permission of Western Oregon University Archives. For questions or permissions, please contact University Archives at (503) 838-8893 or libarchives@wou.edu."
],
"dcterms:spatial": [
"Polk County, Oregon Territory"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/700",
"dcterms:title": [
"Michael Ward Interview 2015"
],
"dcterms:creator": [
"Daniel Struble",
"Ryan Steele",
"Lawson Smith"
],
"dcterms:subject": [
"Oral histories",
"Western Oregon University",
"Archives",
"History",
"WOU",
"Math"
],
"dcterms:contributor": [
"Michael Ward"
],
"dcterms:date": [
"11/9/2015"
],
"dcterms:type": [
"Text; Sound"
],
"dcterms:format": [
"PDF; MP3"
],
"dcterms:identifier": [
"oralhistoriesofwou/5"
],
"dcterms:language": [
"eng"
],
"dcterms:coverage": [
"4 p.; 00:23:59"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:bibliographicCitation": [
"Michael Ward, interviewed by Daniel Struble, Ryan Steele, and Lawson Smith, Western Oregon University Oral Histories, Hamersly Library, Western Oregon University, November 9, 2015."
]
},
{
"url": "https://wou.omeka.net/s/repository/item/281",
"dcterms:title": [
"Integrated and Open Interpreter Education: The Open Educational Resource Reader and Workbook for Interpreters"
],
"dcterms:creator": [
"Maroney, Elisa M.",
"Smith, Amanda R.",
"Hewlett, Sarah L.",
"Trine, Erin",
"Darden, Vickie",
"Jones, Colleen",
"Bowdell, Amelia",
"Chambers, Krystle A.",
"Moore, Kiarah E.",
"Ramey, Chevon N.",
"Hamilton, Halle",
"McAlpine, Alissa"
],
"dcterms:subject": [
"Language Interpretation and Translation",
"interpreter education",
"interpreting studies",
"interpreting"
],
"dcterms:publisher": [
"Western Oregon University"
],
"dcterms:date": [
"1/1/2019"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"facbooks/2/"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"dcterms:license": [
"http://creativecommons.org/licenses/by-nc/4.0/"
],
"bibo:editor": [
"Elisa M. Maroney;Amanda R. Smith;Sarah L. Hewlett;Erin Trine;Vicki Darden"
],
"VIVO:contactInformation": [
"maronee@wou.edu;smithar@wou.edu;hewletts@mail.wou.edu;trinee@mail.wou.edu"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/227",
"dcterms:title": [
"2020 Delmer Dewey/Julia McColloch Smith Award Commencement Speech"
],
"dcterms:creator": [
"Monica Cerda Ortiz"
],
"dcterms:date": [
"12/20/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol9/iss1/13"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"2020 Dewey/McColloch Smith Commencement Speech"
],
"bibo:volume": [
"9"
],
"VIVO:informationResourceSupportedBy": [
"Maren Anderson"
],
"SKOS:note": [
"Maren Anderson"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/226",
"dcterms:title": [
"2020 Delmer Dewey/Julia McColloch Smith Award Commencement Speech"
],
"dcterms:creator": [
"D-Dré Wright"
],
"dcterms:subject": [
"2020 Commencement Speech"
],
"dcterms:date": [
"12/20/2020"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol9/iss1/12"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"2020 Dewey/McColloch Smith Commencement Speech"
],
"bibo:volume": [
"9"
],
"VIVO:informationResourceSupportedBy": [
"Maren Andesron"
],
"SKOS:note": [
"Maren Andesron"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/154",
"dcterms:title": [
"Sustainable Tourism in Costa Rica: Aligning Tourists’ Interests with Local Development"
],
"dcterms:creator": [
"Jessica A Mylan"
],
"dcterms:subject": [
"Social and Cultural Anthropology",
"Ecotourism",
"Tárcoles",
"Carara National Park",
"Community-based tourism",
"Ethnography"
],
"dcterms:description": [
"Acknowledgements: Isidore Lobnibe, Robin Smith, Mary Little LL. M., School for Field Studies: Center for Sustainable Development Studies, Kate Miller, Shirley Heying, Kate McCaslin"
],
"dcterms:date": [
"11/26/2018"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol7/iss1/8"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"Sustainability in small communities preserves the natural environment while benefiting the lifestyles of community members by promoting human welfare. One quarter of Costa Rica’s export income comes from tourism, with ecotourism being the most prominent form of tourism. The field research of this study was conducted in the regions of Tárcoles, Carara National Park, and Jacó along the Pacific Coast in Costa Rica where tourists who visit other local attractions often bypass Tárcoles. It explored which services interest tourists, what activities tourists travel to Costa Rica for, and the sustainable services they are willing to pay for. Multiple surveys, semi-structured interviews, and participant observation were the methods for data collection. The analysis of the data suggests that there are opportunities in Tárcoles for the community to take advantage of the tourists visiting nearby attractions and develop sustainable services that preserve the environment and create economic benefits for locals."
],
"bibo:volume": [
"7"
],
"VIVO:informationResourceSupportedBy": [
"Isidore Lobnibe"
],
"SKOS:note": [
"Isidore Lobnibe"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/123",
"dcterms:title": [
"Prehistoric Incentives to High Altitude Settlement in Wyoming’s Wind River Range"
],
"dcterms:creator": [
"Cody Peak"
],
"dcterms:subject": [
"Anthropology",
"Social and Cultural Anthropology",
"prehistoric settlements",
"Wyoming",
"Altitude"
],
"dcterms:date": [
"5/31/2016"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol5/iss1/4"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"High Altitude Incentives"
],
"dcterms:abstract": [
"Villages in Wyoming’s Wind River Range, inhabited ca. 4000-420 BP, exhibit patterning that indicates reliance on specific lithic resources, white bark pine, and traditional game. These villages were occupied in the warmer months as part of a seasonal migration pattern, enhanced and accommodated by an early onset of the Medieval Warming Period in the region. The resources that motivated the settlement of these mountains conflict with any preconceptions of scarcity in the alpine and sub-alpine environments. This research seeks to inform future assessments of a locality’s potential to hold significant archaeological sites."
],
"bibo:volume": [
"5"
],
"VIVO:informationResourceSupportedBy": [
"Robin Smith"
],
"SKOS:note": [
"Robin Smith"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/117",
"dcterms:title": [
"Dmanisi: A Taxonomic Revolution"
],
"dcterms:creator": [
"Joshua L Henderson"
],
"dcterms:subject": [
"Archaeological Anthropology",
"Biological and Physical Anthropology",
"Dmanisi",
"Paleoanthropology",
"Archaeology",
"Biological Anthropology",
"Homo erectus",
"physical anthropology"
],
"dcterms:date": [
"5/29/2015"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol4/iss1/4"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Dmanisi"
],
"dcterms:abstract": [
"Over the past two decades, five different skulls have been found in the Dmanisi site located in the Republic of Georgia. These skulls are all very different in cranial features, but they are also some of the most complete and well preserved hominin skulls ever discovered. There is a major concern with these skulls, and with concern also comes controversy. We know that Homo erectus migrated from Africa into Eurasia. That is why some paleoanthropologists believe that, despite the cranial differences, the skulls found at the Dmanisi site all belong to Homo erectus. They claim that skeletal variations are common in a single species in multiple geographical locations. The opposing theory is that the remains seem to have both characteristics of Homo habilis and Homo erectus. They propose a new species called Homo georgicus, that fits between Homo habilis and Homo erectus. Using comparative analysis, I will demonstrate that the remains found at Dmanisi are in fact Homo erectus, and that the species as a whole contained many variable skeletal features throughout various populations, challenging current taxonomy and placing many species of Homo in the new Homo erectus spectrum."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"Robin Smith"
],
"SKOS:note": [
"Robin Smith"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/116",
"dcterms:title": [
"Upper Paleolithic Venus Figurines and Interpretations of Prehistoric Gender Representations"
],
"dcterms:creator": [
"Kaylea R Vandewettering"
],
"dcterms:subject": [
"Archaeological Anthropology",
"Other Feminist",
"Gender",
"and Sexuality Studies",
"Upper Paleolithic",
"Venus figurines",
"gender",
"feminist archeology",
"Goddess movement"
],
"dcterms:date": [
"5/29/2015"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol4/iss1/7"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Upper Paleolithic Venus Figurines: Interpreting Gender"
],
"dcterms:abstract": [
"Interpretations of Upper Paleolithic Venus figurines pose an interesting challenge for archaeologists. Scholars who have studied these prehistoric representations of the female form have reached a variety of conclusions that may be better seen as a reflection of modern sociocultural values and ideals than being representative of the peoples who made the Venuses. I argue that by transposing our own ideals onto the Venus figurines, we act as colonizers and appropriators of the past. Reviewing archaeological literature regarding the Venuses, we gain a sense of the strengths and weaknesses of current approaches to interpreting representations of gender. These lessons serve as a starting point for constructing archaeological methods of interpreting representations of gender and gender relations in a way that more accurately reflects the ancient peoples who crafted these figurines."
],
"bibo:volume": [
"4"
],
"VIVO:informationResourceSupportedBy": [
"Robin Smith"
],
"SKOS:note": [
"Robin Smith"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/82",
"dcterms:title": [
"International Adoption, Dyadic Belonging, and the Liminal Self: The Case of a Korean American Adoptee’s Return to South Korea"
],
"dcterms:creator": [
"Diedra Cates"
],
"dcterms:subject": [
"International adoption",
"dyadic belonging",
"liminality",
"KAD",
"South Korea",
"rite of passage"
],
"dcterms:description": [
"First, I would like to thank the Anthropology faculty at Western Oregon University for their support and guidance. Dr. Isidore Lobnibe, Dr. Robin Smith, and Dr. Misty Weitzel have been true inspiration, and I will never forget all that they have done for me. I would also like to specifically thank Dr. Isidore Lobnibe for spending countless hours helping me develop and execute my thesis project. Lastly, I would like to extend my gratitude to Molly Holt and Holt Ilsan Town for their warm hearts and open arms while abroad in South Korea."
],
"dcterms:date": [
"5/28/2014"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol3/iss1/5"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"International Adoption, Dyadic Belonging, and the Liminal Self"
],
"dcterms:abstract": [
"This paper examines the social location and conflicting identities of Korean American adoptees often referred to as KADs. Utilizing participant observation and interviews conducted in South Korea, the author discusses how Confucian ideology, which stresses consanguineal relations, affects and shapes the ways in which the Korean government and society view KADs in the context of international adoption. The author also draws upon personal field experiences in South Korea to highlight the expectations placed upon KADs in a Korean context, and how this can result in identity confusion and reconfiguration upon their return to a country that has been historically ashamed of them."
],
"bibo:volume": [
"3"
],
"VIVO:informationResourceSupportedBy": [
"Isidore Lobnibe"
],
"SKOS:note": [
"Isidore Lobnibe"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/67",
"dcterms:title": [
"Xenophobia and Structural Violence: Barriers to Education for Roma Youth"
],
"dcterms:creator": [
"Lisa Catto"
],
"dcterms:subject": [
"Social and Cultural Anthropology",
"Romani",
"xenophobia",
"structural violence",
"education",
"human rights",
"segregation",
"Europe"
],
"dcterms:description": [
"I would like to thank Dr. William (Doug) Smith for inspiring me to write the original version of this paper for his course on human rights. I would also like to extend my heartfelt gratitude and appreciation to Dr. Robin Smith for working closely with me on molding this paper for inclusion in this journal. Her insight, encouragement and suggestions are always treasured. Lastly, I would like to thank Dr. Misty Weitzel, Dr. Isidore Lobnibe and Mrs. Camila Gabaldón for their support through this process."
],
"dcterms:date": [
"5/29/2012"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"pure/vol1/iss1/5"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:alternative": [
"Barriers to Education for Roma Youth"
],
"dcterms:abstract": [
"The European Roma, more commonly referred to as Gypsies, are a severely persecuted minority population, even to this day. They have been victims of xenophobia and structural violence for centuries. This has led to segregation in nearly all aspects of their life, from housing to medical care to employment to education; the latter is the focus of this paper. Roma children are often forced into segregated schools, or into special/remedial programs. This paper looks at issues that have led to such an educational dichotomy, and the negative impact they have had on the Roma. The paper also looks at the perpetuating cycle that these educational issues are feeding."
],
"bibo:volume": [
"1"
],
"VIVO:informationResourceSupportedBy": [
"Robin Smith"
],
"SKOS:note": [
"Robin Smith"
]
}
]