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Abstract

The goal of this study was to expand the limited research that currently exists in the field of interpreter education—specifically, as it relates to the readiness-to-credential gap, the consensus in the field that students graduate from interpreter education programs (IEPs) but are not ready to obtain the minimal interpreting credentials set forth by the field at both the state and national levels. To accomplish this goal, in this article the author identifies programs that have a low readiness-to-credential gap and analyzes the characteristics that are contributors to each program’s success so that improvements can be made in current IEPs. In this article, the author presents some principal findings of the study; for more information, please refer to the full dissertation report (Godfrey, 2010).

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