FRID is a sponsor for RID’s Certification Maintenance Program, CMP. FRID offers, as a benefit, free processing of CEUs to both our individual and organizational members. Here you will find a brief overview of the CMP program.
The integrity of RID Certification requires a commitment to life-long learning. It is the mission of the Certification Maintenance Program to ensure the quality and effectiveness of educational opportunities provided a framework for certification maintenance, which will guarantee full and fair participation for all certified members. (Motion 96.07)
All RID certified interpreters and transliterators, NIC certified interpreters, NAD certified (levels III, IV, and V) interpreters are required to complete CEUs under the RID’s CMP. The CMP requires participants earn a minimum of eight continuing education units, CEUs, during each four-year CMP cycle. These CEUs are earned by successfully completing learning activities approved by sponsors.
Certification maintenance is based upon CEUs. The CEU is an internationally standardized measurement: ten (10) contact hours of participation equals 1.0 CEU. The traditional CEU is related to the instructional hours; the most common module of educational experience, and the 60-minute clock hour is used in making calculations. Only completed instructional hours are considered is assigning CEUs. Lunch hours, socials and break times do not earn CEUs. Non-traditional educational experiences must be assessed to determine how to assign CEUs in a manner consistent with the concept and philosophy of the traditional CEU. All continuing education activities must involve endeavors that exceed the participants’ routine employment responsibilities. This means that CEUs CANNOT be earned for workshops/activities that the interpreter is interpreting.
The content areas in which interpreters/transliterators can receive CEUs are divided into two categories: Professional Studies (linguistic and cultural studies; theoretical and experiential studies; specialization studies) and General Studies (human service and leadership; general knowledge studies).
A. Professional Studies
Professional Studies contain content that directly applies or affects the field of interpreting/ transliterating. These are areas of investigation that enhance the interpreting process regardless of the setting. They are studies that deepen the member’s ability to provide excellence through their work. A minimum of 6.0 CEUs must be completed in this section during each Certification Maintenance Cycle. Examples of Professional Studies topics include, but are not limited to:
1. Advanced studies of language, culture, and human behavior: Languaculture; intracultural and intercultural dynamics; and linguistic systems. Examples include, but are in no way limited to:
Studies of Language and Linguistics
○ Structure of ASL
○ Phonology, morphology, syntax, semantics, pragmatics
○ Language variation and language change
○ Language and power
○ Language and cognition
○ Language Studies
■ Advanced English development (specialized vocabulary, grammar development, analysis of linguistic register, etc.)
■ Advanced ASL development (specialized vocabulary, grammar development, analysis of linguistic register, etc.)
■ Other advanced languages studies: e.g., Spanish, Japanese, Langue des Signes Francaise (LSF), Deutsche Gebärdensprache (DGS)
Languaculture and Cultural Studies (Note: languaculture refers to language mechanics and the use of language, including cultural components that inform the use of language, such as history and traditions. Term attributed to anthropologist Michael Agar.)
○ Intracultural dynamics
■ Communication studies (e.g., interpersonal communication)
■ Studies of group dynamics
■ Language as power
○ Cultural Studies
■ Deaf culture
■ American culture
■ Religious Studies
○ Intercultural dynamics
■ Studies of power, privilege and bias
■ Studies of social justice
■ Cross-cultural studies
■ Minority group dynamics
■ Language domination, suppression and elevation
2. Theoretical and Experiential Studies: The process of interpreting/transliterating through the direct application of systems of principles, philosophy, ideas or concepts. Examples include:
● History and issues in interpretation and transliteration
● Theory of interpretation and transliteration
● Skills development in interpretation and/or transliteration
● Skills development in consecutive and simultaneous interpretation
● Professional ethics, etc.
3. Specialization Studies: Huge growth of the interpreting field has led many interpreters to specialize or focus in one or two settings of specialty. Commonly these are areas such as medical or mental healthcare, legal work or work in education at the K-12 level or in post-secondary settings. This requires interpreters to build competence and knowledge in areas of expanded technical vocabulary or systems knowledge that is not common or generally necessary for the generalist interpreter. Building skills in more narrowly focused areas within the broader field of interpreting or transliterating. Documentation must be present detailing the way in which the activity relates to the development of interpreting skills in that particular field or setting. Examples include aspects of:
● Educational settings (e.g., philosophies of Deaf education, graduate research strategies)
● Rehabilitation settings
● Legal settings (e.g., courtroom protocol, mediation law)
● Medical or mental health settings (e.g. medical terminology, anatomy & physiology in ASL and English)
● Substance abuse recovery programs
● Technical areas
● Ethics as applied in specialized settings, etc.
B. General Studies
General Studies include topics that enhance the interpreter/transliterator’s base of general or world knowledge. The study must still be a legitimate educational program with clearly defined educational goals and measurable objectives. There are no minimum requirements for CEUs in this category, however, only two (2) of the eight (8) required CEUs will be counted toward certification maintenance.
For more information contact:
Christina Frost, NIC, EIPA 4.0