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For over forty years, the Conference of Interpreter Trainers has provided opportunities for advancing teaching and learning in interpreter education. This volume highlights fifteen seminal papers from past conference proceedings, along with newly written responses to the selected papers. Many of the new contributions are co-written by the author of the original paper and one or more emerging scholars, giving readers a historical lens on how the field of signed language interpreting pedagogy has evolved. The volume also calls attention to issues with which the field must urgently contend, such as implementing a Deaf-centric approach, multicultural interpreting curricula, the recruitment and retention of African American/Black students, and social justice.

       The contributors explore other important topics in interpreter education including ethics, Deaf translation, performance evaluation, consecutive and simultaneous interpreting, discourse analysis, critical thinking, curriculum sequencing, the social construction of learning, and mentoring. Through this collaborative approach featuring more than thirty scholars, Signed Language Interpreting Pedagogy presents a wealth of theoretical and practical information for interpreter educators and their students.

Based on findings from a multiyear, nationwide study of new faculty in the field of rhetoric and composition, Stories of Becoming provides graduate students—and those who train them—with specific strategies for preparing for a career in the professoriate. Through the use of stories, the authors invite readers to experience their collaborative research processes for conducting a nationwide survey, qualitative interviews, and textual analysis of professional documents.
 
Using data from the study, the authors offer six specific strategies—including how to manage time, how to create a work/life balance, and how to collaborate with others—that readers can use to prepare for the composition and rhetoric job market and to begin their careers as full-time faculty members. Readers will learn about the possible responsibilities they may take on as new faculty, particularly those that go beyond teaching, research, service, and administration to include navigating the politics of higher education and negotiating professional identity construction. And they will also engage in activities and answer questions designed to deepen their understanding of the field and help them identify their own values and desired career trajectory.
 
Stories of Becoming demystifies the professoriate, compares what current new faculty have to say of their job expectations with the realities that students might face when on the job, and brings to light the invisible, behind-the-scenes work done by new faculty. It will be invaluable to graduate students, those who teach graduate students, new faculty, and hiring administrators in composition and rhetoric.