On Demand Webinars
Sponsor/Auditor Training-OverviewContains 6 Component(s), 0.2 credits offered
This module provides a general overview of the RID Certification Maintenance Program (CMP). Subsequent modules in this series will provide specific and detailed information about the various components of the CMP & the processes by which RID certified and associate members maintain certification.
Sponsor/Auditor Training-PINRAContains 6 Component(s), 0.2 credits offered
This module provides information regarding learning activities in which certified and associate members wish to participate but which are not already approved for CEUs. This module will describe the types of learning activities that qualify, timelines and processes for application to an approved RID CMP Sponsor, and how to demonstrate successful completion of the activity as well as some common misunderstandings about the PINRA category of credits.
Sponsor Training-Sponsor Initiated ActivityContains 6 Component(s), 0.2 credits offered
This module will provide information regarding educational activities either developed and provided by Facilitators/Instructors, Hosts or RID-Approved Sponsors. CMP-approved Sponsors may either provide or support a learning activity for CEU credits including the types of activities that qualify, requirements for instructors, documentation required, timelines, and evaluation processes.
Sponsor/Auditor Training-Independent StudyProduct not yet rated Contains 6 Component(s), 0.2 credits offered
This module provides information regarding learning activities that are developed by members and describes the sponsor’s role in reviewing, approving, and monitoring the Independent Study (IS) project.
Sponsor/Auditor Training-Protocols for AuditorsContains 6 Component(s), 0.2 credits offered
This module provides information specifically for auditors of CMP sponsors outlining the expectations for auditors, monitoring sponsors to ensure successful compliance with CMP requirements, and audit procedures & timelines.
Community Forum: Igenda or WEgenda: How do we Define “We”? What is the Place of the “I” in the Interaction?Contains 5 Component(s), 0.3 credits offered
The 2015 Community Forum, “Igenda or WEgenda: How do we define “we”? What is the place of the “I” in the interaction?” will address a range of issues such as: generational differences, the implications of the Deafhood movement for interpreters, the power of our words and exploring the difference between having access and having to ask for access, our interface with the emerging field of CDI’s and future trends in the Deaf and interpreting communities.
Identifying Hearing ASL – English Interpreter’s Current Practice in Determining the Need of Deaf Interpreters for Court ProceedingsProduct not yet rated Contains 5 Component(s), 0.15 credits offered
This webinar will be a presentation of Christopher Tester's MA Thesis, titled: How American Sign Language-English Interpreters Who Can Hear Determine Need for a Deaf Interpreter for Court Proceedings. This study investigated how and when hearing interpreters in the United States decide there is a need for a Deaf interpreter for court proceedings.
Introduction to Demand Control SchemaProduct not yet rated Contains 5 Component(s), 0.15 credits offered
During this first session, in a series of four, you will be introduced to the theoretical construct of DC-S and how to use these constructs in your teaching and/or interpreting practice. You will gain a theoretical framework for DC-S and be introduced to the four demand categories: Environmental, interpersonal, paralinguistic, and intrapersonal (collectively noted as EIPI) as well as the opportunities to employee controls: pre-assignment, during assignment, and post assignment. Lastly, we will explore the use of the DC-S Grading Rubric to yours and your students’ demand-control analyses and/or your post assignment reflections.
Diversity in Higher Education- Starting the DiscussionProduct not yet rated Contains 5 Component(s), 0.2 credits offered
This workshop will teach educators how to incorporate diverse cultural perspectives in their classrooms by utilizing diverse historical materials, videos, presenters, and experiences. Educators will learn how to analyze their thoughts surrounding cross-cultural information, people, and perspectives. They will learn now to discuss culturally relevant issues for Deaf and hearing People of Color (POC) communities and how they can teach their students how that information may impact the interpreting process and consumer satisfaction.
Important Notice for Users
To take advantage of the Continuing Education Center, you will need to be an Associate, Certified, or Student member of RID. For assistance, contact firstname.lastname@example.org. If you are a current member, you have received email instructions from RID with your log-in information for the Continuing Education Center.
If you need to confirm your account information, please visit myaccount.rid.org.