Master Mentor Program for Interpreter Training

interpreter training

MENTOR: Let Your Skills Be Shared!

Troy University's Professional Development Institute in conjunction with the Interpreter Training Program in the College of Education is excited to announce that the Master Mentor Program (MMP) is scheduled to "re-launch" at Troy University.

The MMP program will run from August 2016 until May, 2017 and consists of four online courses including an at-home or optional on-campus practicum.

The MMP is being developed in tandem with the EXIT Program - internship for Interpreters from TROY. The externship program at Troy will provide graduating interpreting students from Troy University's Interpreter Training Program with mentoring for one year to obtain certification!

The Master Mentor Program is a completely online certificate program preparing professionals to serve as "mentors." "Mentors" are experienced professionals and specialized educators who provide guidance, support, and direction to newly graduating and less experienced professional incumbents at all skill levels. Mentors guide adult learners in a process of professional self-discovery, helping them make the transition from education programs to the working environment. Mentors can also provide support to working professionals to move to the next level or acquire a new skill.Participants must be a nationally certified interpreter for at least five years prior to beginning the program.

This program was formally provided by the TIEM Center (Teaching Interpreters, Educators, & Mentors) hosted by the University of Colorado at Boulder and Northeastern University in Boston.

Course dates and descriptions:

Mentoring I – August 15, 2016 – October 16, 2016

In one sense Mentoring Foundations is a survey course. It meets the usual requirement of a first course in any program—which is to give entering students some concepts and a basic outline or survey of their field of study. The "survey" they undertake, however, covers many different landscapes:
• Academic territory about mentoring reflected in required readings and in the lectures of the instructors;
• An interior landscape of personal culture which everyone brings to communication situations;
• A cultural landscape displaying the huge diversity of seen and unseen cultural markers and characteristics of hearing and deaf people alike;
• Overview of needs in the interpreting field and potential routes forward; and
• Inventory of analysis tools mentors may use in their work.
The objective is not for students to learn mentoring by learning what others know about it. After starting out with some grounding in the field, students work with a range of materials and experiences in order to develop their own deeper personal understanding of mentoring. The purpose of the survey is to help them produce their own maps for exploring their future work in the field.

Mentoring II – October 17, 2016 – December 18, 2016

Students work with the key theoretical models of interpreting and mentoring processes in order to identify when, how and why mentors can facilitate skill progression in mentees. They then apply these ideas in extensive assessment and mentoring practice activities.

The course begins with an exploration of current research into language reception, processing and production and the part played by language skills in the complex task of interpretation. Students focus on locating error patterns that novice interpreters display and then learn how to feed this perspective into assessment and skill development activities.

During the course, students alternate in the roles of mentor and mentee as they practice assessment and interactive mentoring feedback skills with their peers in the on-line course environment. As they do so, they are asked to pay particular attention to the processes and possibilities of distance mentoring using chat rooms and on-line group discussion capabilities.

Mentoring III – January 9, 2017 – March 12, 2017

The course focuses strongly on the skill enhancement aspects of a mentor's work. Students are introduced to the theory and practice of meaning-based approaches to promoting interpreter development. They explore two key theories in this area, the Goal–to-Detail approach, developed by Sandra Gish, and the use of discourse mapping as a mentee guidance resource, as presented by Winston and Monikowski. Students identify the essential elements in interpreting practices that convey the central meanings of the source texts. They then learn how to work with mentees on prioritizing that particular set of processing and production skills. They have an immediate opportunity to apply their insights though discussion and on-site/Online mentoring activities.

In addition to their work on meaning-based strategies of mentee guidance, students continue their explorations in the development and use of portfolios, and enrich their experience of open peer discussion and collaborative and cooperative learning. Students emerge from the course equipped with a strong sense of their own philosophy, confidence in their practical skills as a mentor and a clearly defined fieldwork project that has benefited from several stages of refinement through peer collaboration and faculty review.


Mentoring IV – March 13, 2017 – May 14, 2017

The main focus for students in the course is to carry out their individual fieldwork projects successfully. However, there is also a strong accent on collaborative learning as students share progress reports on their project with their peers in the program and respond to each other with comments and suggestions. In addition, students continue their exploration of portfolio as a mentoring tool, by compiling the mentorship component of their portfolios. Students are also expected to reflect on their overall progress in becoming master mentors as they apply their skills and insights to independent work.


Save money - Register and pay for all four online courses and pay $2,000.
Register for one online course at a time and pay $750 per course.

For registration and billing information contact the Continuing Education Center at (334) 983-0005
or email

For information on course content, please email

Cancellation Policy:
Failure to attend the course does not constitute withdrawal. The Continuing Education Center must be notified directly. If withdrawal is made by the registrant at least three working days prior to the course's beginning, a complete refund, less materials cost, will be made. Refunds will not be made available after this time. Courses are subject to cancellation based on insufficient enrollment. In the event a course is cancelled, registrants will be notified and an appropriate refund will be made. Once the course begins, no refunds will be made.

Cancellation Contact Information:
Troy University
Continuing Education Center
P.O. Box 8368
Dothan, AL 36304
Tel: 334-983-0005

Apply Now!