Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Suha Tamim

Abstract

The purpose of this mixed-methods action research study was to identify students’ skill development in an interpreter education program using authentic role-play simulations. Three research questions guided this study. Two questions guiding the quantitative data collection centered on skill development during foundational interpreting courses and through the practicum semesters. The third research question guided the qualitative data collection, which focused on the participants’ perceptions of the usefulness of the role-play simulations in preparing them for their practicum placements. Together, the data indicate that the simulations provide significant benefits for students in interpreter education programs in terms of their professional readiness. The findings highlight the value of incorporating simulation-based learning to supplement interpreter education program curricula as a means to address the persistent readiness-to-work gap. From the findings, four goals were identified to be implemented in the simulation process. The first goal is to continue to work with language lab staff and volunteers to identify relevant topics and provide real-world applicable scripts for the simulations. The second goal is to incorporate interprofessional collaboration with other disciplines on campus to provide opportunities for students to learn how to work effectively with diverse populations in which they serve. The third goal is to continue to recruit diverse language mentors to reflect the linguistic and socioeconomic conditions interpreting students will serve. The final goal is to identify and recruit qualified professional interpreters to facilitate and bring professional insight into the simulations. vi Based on the findings of the data analysis, recommendations were made for future research to continue to advance the field of interpreter education. Four recommendations for practice were made. The first is to implement consistent training for language lab staff to provide effective feedback and programmatic outcomes. The second recommendation is to continuously refine assessment tools. The third recommendation is to create structured reflections tied to the professional entry-to-practice competencies by Witter-Merithew and Johnson (2005). The final recommendation for practice is to continue to recruit diverse Deaf mentors and create diverse scenarios to represent the range of communication needs and interactions interpreters experience.

Keywords: interpreter education program, American Sign Language, authentic simulations, andragogy

Rights

© 2026, Nicole Nadine Morris

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