Graduate Certificate in Translation Program Self-Study for Graduate Certificate Review

Graduate Certificate in Translation Program Self-Study for Graduate Certificate Review The self-study was prepared solely by Lorena Terando, coordinator of the Graduate Certificate in Translation and MA in Translation Programs. The first review conducted in 2005 was also prepared solely by Lorena. Current Translation-dedicated faculty include Susan Rascón, Kate Scholz and Chantal Wright, none of whom were asked to contribute to the 2010 review report. I The Program A. Description & Evaluation Created in 1997 in response to student requests for courses leading to practical application of their knowledge of a foreign language, the Graduate Certificate in Translation Program offers training to students in French, German and Spanish 1 who wish to pursue careers that require professional use of more than one language. Students can earn a 24-credit Graduate Certificate in Translation or a 30- credit MA in Languages, Literature and Translation (MALLT) with a concentration in Translation. When students pursue the MA, they must complete the same 24 credits prescribed in the Certificate program and two additional courses: Translation Theory and an elective in their language/literature/translation industry area. The program is housed within MALLT and depends on the collaboration of many departments. Faculty from FICL, S&P and FLL teach language-specific courses. The same faculty teach translation courses listed under MALLT or 1 On June 19, 1998 Associate Dean Mary Wierenga approved the request to expand the language options available to translation students. Students with language pairs other than those listed above can, depending on the availability of faculty for language-specific independent study, take a maximum of 6 credits in independent studies. Students will take the remaining courses as prescribed in the program. 1

TRNSLTN. Affiliated faculty from FICL, S&P, MLIS and English also teach required and elective courses in the program. UWM s Graduate Certificate Translation Program is already nationally recognized as one of the few offering a graduate degree in the field of Translation. It has grown over the past five years and remains in a unique position to continue to grow and expand. G.P.R. 2/15/11 The self-study s claim to national recognition is difficult to understand without supporting evidence. For example, see the figures on student enrollment and rates of completion. Perhaps the inclusion of additional information such as completers that successfully earned outside accreditation from agencies such as the American Translators Association or the National Court Interpreter Certification could provide some compelling evidence. 1. New Developments Online Program In Fall 2004, Lorena Terando submitted a proposal to begin an online program in translation. U.S. students are limited by the restrictive U.S. translator training opportunities (few language options within each program) and by geographical location. None of the graduate programs offer fully online translator training. 2 In Europe, there are even fewer online programs, though translator training is much more entrenched and widespread than in the US, and few degrees offered online. 3 Building a degree program in translator training online would enhance national and international prestige of the university. Since 2004 approval has been obtained to develop classes for the online environment, and starting in Fall 2010, the French to English track is now available entirely online. Select courses in the Spanish to English, English to Spanish and German to English tracks are now available online, and plans are underway to launch English to Spanish and German to English tracks entirely online by Fall 2011. 2 See www.gradschools.com/listmap/all/translation; www.deraaij.com/irt/schools.html#usa. 3 See http://www.postgraduatesearch.com/postgraduate/translation/uk/study/postgraduatebrowse.htm. 2

Once launched, the online program created opportunities to further expand the translation program to offer more language pairs. For example, collaboration with the Department of Foreign Languages and Literature has resulted in plans to launch two new language tracks in Fall 2011: Swedish to English Translation and Polish to English Translation. There are opportunities to obtain extramural funding for less-commonly-taught language pairs (i.e., Arabic > English; Punjabi > English, etc.), which would encourage expansion. Having the online framework in place facilitates obtaining support for such expansion. An online degree program positions UWM as the only US institution offering a translation degree and graduate certificate entirely online. The endeavor advances UWM s prominence as a premier urban research university and attracts students nationally and internationally, making UWM a destination campus for students seeking translator training. Current online course offerings include: Trnsltn 415: Introduction to French to English Translation, offered for the first time in the on-line format, taught by Lorena Terando in Fall 2009. Trnsltn 720: Topics in Translation: Editing for the Translation Industry, offered for the first time in the on-line format, taught by Kate Scholz in Fall 2008. Trnsltn 530: Business & Professional Aspects of Translation, offered for the first time in the on-line format, taught by Kate Scholz in Fall 2009. Trnsltn 720: Topics in Translation: Introduction to English to Spanish Translation, offered for the first time in the on-line format, taught by Magaly Zeise in Fall 2009. Trnsltn 709: Literary and Cultural Translation, offered for the first time in the online format, taught by Lorena Terando in Spring 2008. 3

Trnsltn 710: Comparative Systems, offered for the first time in the on-line format, taught by Lorena Terando in Spring 2009, taught again in Spring and Fall 2010. Trnsltn 820: Translation Theory, offered for the first time in the on-line format, taught by Michelle Bolduc in Fall 2009, and again in Fall 2010 by Chantal Wright. Approval was granted to develop the following courses for on-line delivery (development over the Summer and Fall 2010 Spring and Summer 2011 terms): Trnsltn 515 French to English Seminar in Advanced Translation to be taught Spring 2011. Trnsltn 720: Topics in Translation: Project Management for Translation to be taught Spring 2011. Trnsltn 726: Computer Assisted Translation Tools to be taught Spring 2011. Trnsltn 425: German to English Introduction to Translation, to be taught Fall 2011. Trnsltn 525: German to English Seminar in Advanced Translation, to be taught Spring 2012. Trnsltn XXX: Polish to English Introduction to Translation, to be taught Fall 2011. Trnsltn XXX: Polish to English Seminar in Advanced Translation, to be taught Spring 2012. 4

Trnsltn XXX: Swedish to English Introduction to Translation, to be taught Fall 2011. Trnsltn XXX: Swedish to English Seminar in Advanced Translation, to be taught Spring 2012. Interpreting program The ever-increasing diversity of our society is making access to interpreters a requirement rather than an option, especially for legal and medical services. Though trials in which interpreting is needed take place daily, few interpreters employed are state or federally certified, and even fewer are professionally trained to do the job. Area hospitals are clamoring for interpreters, as are programs and organizations that provide social services. There is a need for Spanish interpreter training programs, but also for training in Hmong, Russian, Polish and others. To meet this need, programs have begun to spring up across the state and the Midwest and the United States. The International Institute of Wisconsin began an interpreter training seminar in 2005, and continues to offer it regularly. Fox Valley Technical College launched a translation/interpretation certificate in September 2007. The University of Massachusetts in Amherst offers occasional interpreting classes entirely online. UWM is uniquely poised with its existing program to launch the most comprehensive interpreter training program in the Midwest. Therefore, Lorena Terando has created and received approval for a new Graduate Certificate track in non-language-specific interpreting, which is also intended to be an online program, and which also offers an MA option. The program can offer languagespecific courses in Spanish by taking advantage of the existing course offerings, but also creates new courses that are non-language-specific to meet the needs of those who are interested in interpreting careers using other language combinations. Long-term growth targets other languages widely used in the tristate area, including Arabic, Hmong, Russian and Polish. 5

The following learning outcomes have been defined for the certificate program: Students master techniques of consecutive interpreting. Students master technique of simultaneous interpreting. Students learn cultural communication issues relevant to the legal, medical, social, business and international diplomacy settings, and how they relate to interpreting. Students learn interpreting procedures and ethics related to legal, medical, social, business and international diplomacy settings. Students master translation as it relates to interpreting, including sight translation. Students master note-taking techniques as relevant to interpreting settings. Students interpret in medical and legal settings, with a solid foundation for social, business and international diplomacy interpreting settings. Students obtain skills to prepare them to sit for the federal and/or state court interpreting exams, and/or to sit for certification by the National Association of Judiciary Interpreters and Translators (NAJIT). New courses include Introduction to Interpreting & Note-taking; Communication & Culture Issues in Interpreting; Non-language-specific Consecutive Interpreting; Introduction to Simultaneous Interpreting; Advanced Simultaneous Interpreting; Translation for Interpreters; existing courses include Internship in Translation & Interpreting; Introduction to Interpreting Spanish <> English; Advanced Court Interpreting Spanish <> English; Translation Theory and Comparative Systems for Translation. The proposal has been approved by L&S faculty, the Academic Deans Council and the L&S curriculum committee, and can be viewed at 6

http://www.uwm.edu/letsci/committees/2009/fdn/fdn792.html. Work is currently under way to submit required syllabi for new courses to the Graduate School for approval. New Hire in German Translation Translation-dedicated faculty member Susanne Lenné Jones resigned in 2007, and the German track was left without a dedicated Translation faculty member. That deficit was filled in Fall 2010 when Chantal Wright joined the Translation faculty. A native of England, Chantal has an MA and PhD in Literary Translation from the University of East Anglia in Norwich UK. Her research interests include translating migrant and exophonic texts, theory and practice of literary translation, and film and literary studies. In addition to experience in literary translation, Chantal has experience as an editor, a freelance translator, and program administrator. In 2010 Chantal is one of the Volkswagen Foundation's Our Common Future Fellows and will be attending the international conference 'Our Common Future' in Germany in November 2010. New Hire in Translation Industry Area Kate Scholz was hired in February 2009 to coordinate internships, projectmanage UWM Language Service, and teach industry-specific courses. Her contributions to the program in that short time have been enormous. Course duties Kate developed and taught Editing for the Translation Industry on-line in Fall 2008. This course was a new addition to our curriculum, and students were overwhelmingly positive about the course. She also developed Business & Professional Aspects of Translation for the on-line environment and taught it online for the first time in Fall 2009. Plans for Project Management for Translators are underway, to be taught on-line in Spring 2011. Administrative duties 7

Upon her hire, Kate quickly created a D2L site for all students enrolled in the internship course, including the syllabus and sample internship reports for information. She also began making inroads in cultivating and establishing new internship sites for our students. Internship sites established since she was hired include the Goethe Institut (Washington D.C.), The Localization Institute (Madison), the Max Kade Institute (Madison), the Milwaukee Art Museum, and Walker s Point Clinic (Aurora Health Care). She has also re-connected with longstanding internship sites, and strengthened our ties to them. For example, Chris Durban is a freelance translator in Paris, France, who agreed to accept one of our students as an intern beginning in summer 2009. Other sites have been researched, both nationally and internationally, and the internship sites available to students continue to grow. Kate will also take over coordinating duties in Spring 2011 while Lorena Terando is on sabbatical. Though Kate is a lecturer, her expertise, efficiency and understanding of the Program make her much more able to successfully coordinate the program than Translation-dedicated faculty (of the two, one is a new member of the faculty and the other lacks knowledge of administrative aspects of the program). UWM Language Services UWM Language Service was created by Lorena Terando in 2004 to fill a need in the university community and beyond. It offers students an opportunity to obtain field experience. The translations are reviewed and proofed by a willing faculty member. UWM Language Services was suspended in September 2008 owing to lack of resources to manage it. When Kate Scholz began her position as project manager in February 2009, it was reinstated and quickly resumed providing translation services to the community. University clients served by Language Services included Peck School of the Arts, two PhD candidates in the Lubar School of Business, one faculty member in L&S, three UWM students applying for overseas programs and four international applicants. Other clients served by 8

UWM LS include United Way of Greater Milwaukee, Access to Life Web site, Sixteenth Street health Center, UWM College of Nursing, PyraMax Bank, Medical College of Wisconsin, NYU/Bellevue, UW-Extension Brown County, Growing Power (local non-profit/urban ecology), the author of a Huffington Post article and two community members who requested translation of birth certificates, and a number of individual students or professors who requested services (jobs were quoted but not accepted for Firstedge Solutions, MavenMark Books, and DCI Marketing). Jobs were handled in French, Spanish, German, and Russian. Students who translated for the Service include Miriam Perales Handley (2005), Maira Davalos (2009), Nataliya Dmitrieva (2008), Ana Francisco (2009), Andrés Aluma (2009), Eyenin Mansilla, Christiane Ehrenreich, Ana Francisco (2009), Katharina Gerrits (2010), Carine Graff, Daniel Greuel, Jessica Hermanny, Cynthia Laborde (2010), Meghan McCallum, Wenonah Moore (2009), Graciela Montoya, Sarah Puchner, Susie Schweigert, Stephanie Waldmann (2010), Timothy Walsh, Patricia Whalen and Katharina Gerrits. Some pro-bono work was also done for UWM students and for Discovery World Museum. Editing & consultation for Language Services was provided by Garry Davis (German), Susan Rascón (Spanish), Lorena Terando (French & Spanish), Gabrielle Verdier (French), Florence Vatan (French) and Jenny Watson (German), as well as by some advanced students. The Service has become a great source of industry-experience for our students and a resource for our community. 2/15/11 G.P.R. The Certificate in Translation Self Study is described as filling an important need in the community. While the need might be there, enrollment figures are not supporting this claim. Perhaps a more comprehensive recruiting effort by current faculty and students could yield positive results. Current recruitment is primarily through word-of-mouth and responses to web-based inquiries. As mentioned earlier in this review, the certificate shows little fidelity to the guidelines for Certificate Programs (G.F.C. Document No. 877). Specifically, the certificate requires 24 credits and the M.A. 30, a difference of two 3-credit courses. Therefore, this certificate is indistinguishable from the M.A. and violates the stipulation that no more than 50% of the credits required for a certificate may count toward meeting UWM graduate degree requirements. An additional requirement for certificate programs missing from the Self-Study is its contribution to the University mission. While the overall construction of the self-study might have led to the reviewers confusion and incomplete understanding of the program s compelling need, the lack of attention to these guidelines remains problematic. Perhaps a more thorough recruitment plan that included a comprehensive outreach effort to the teachers of foreign languages in neighboring secondary and post-secondary schools would strengthen both the rates of participation and contribution to the urban mission of UWM. 9

3.1 Relationship to Mission of Institution IV. NEED 3.2 Relationship to/impact on Other UWM Programs Discuss potential demand for the program, target population, estimated enrollment, and comparable programs offered at other institutions. 2. Challenges Faculty Hire The arrival of Chantal Wright, the hire of Kate Scholz and close collaboration with Michelle Bolduc have alleviated the need for additional faculty to teach in the French to English track, Translation Industry and Translation Theory areas, as we are now able to offer key courses annually rather than biennially. There is, however, a need in the Spanish to English track. Current Spanish to English faculty member Susan Rascón is available to teach one to two courses per semester, as follows: Even fall terms: T/SP 349 Introduction to Interpreting (elective course) Odd spring terms: T/SP 449 Advanced Court Interpreting (elective course) T/MALLT 709 Literary Translation (Spanish only; required) Odd fall terms: T/SP 707 Introduction to Translation Spanish to English (required) T/SP 349 Introduction to Interpreting (elective course) Even spring terms: T/SP 717 Advanced Translation Spanish to English (required) Susan is not available to serve as major professor for the Spanish track students, and therefore the program coordinator must serve as advisor for approximately 85 percent of students in the program (German track faculty member advises all German track students but all French and Spanish track students are advised by the coordinator; see endnotes for breakdown of students 10

by language pair). Given that Spanish track students comprise fully ½ of our student population (though numbers have fallen in recent semesters) and given the growth in the numbers in other language pairs, the program needs a faculty member who can promote the program and strengthen enrollments, in particular in Spanish; advise all Spanish track students; develop new courses that are relevant to all language pairs; teach existing courses that are required for all language pairs; develop the Spanish to English track for online delivery in line with program guidelines for online development and teaching practices; and be available for program service. Interpreting Track The fact that plans for the Interpreting track specify that it will be entirely online means that there is no longer a compelling need for upgrades to the existing equipment for onsite interpreting classes, as described in the 2005 report. Still, substantial investment will need to be made to support the development of quality courses for the new track. We will need to explore computer-based equipment options (see www.sanako.com) and support course development beyond that which is usually required for on-line course development. Before the program can be launched two faculty members must be recruited. One faculty member is needed to coordinate, develop and launch the program and teach, and another to teach and advise students. RA/TAship for Translation Students Currently the only funding available for students is through language departments. This puts the program at a serious disadvantage when compared to other graduate programs in translation around the country that offer financial support. It would be beneficial to create a half-ra/taship with a small appointment in translation enough to put students at the percentage necessary for tuition remission. The ideal candidate would be a second year student, who 11

could work with UWM Language Services and TA in classes such as MALLT 726 (for which we currently hire outside help). GPR, 2/15/10 The Certificate in Translation Program has a committed faculty that is spread cross a number of disciplines and colleges, as is appropriate for this interdisciplinary field. The Program is challenged with lack of a faculty member in its Spanish track. However, given the number of students in the certificate program, it is not clear how this need may be addressed at this time. 3. Current Demand Translation is one of the fastest-growing professions. According to the market research firm Common Sense Advisory report entitled Language Services Market 2010, the global market for language services will reach US$26 billion in 2010. 4 The report goes on to specify that survey respondents represented only a fraction of the total market, but accounted for more than US$6 billion in revenue, while the top 35 companies make up nearly US$3.5 billion. 5 The market for translation and interpreting services continues to grow despite the global financial crisis. This means more and more students are seeking translator training. Never before has there been such demand for translator training in the United States. Still, course offerings are relatively few; most of the approximately 30 US translation programs offer professional certificates (most of those only in Spanish <> English); a handful offer graduate certificates. Only nine offer graduate degrees; six are housed in other programs and three are stand-alone (Kent State University; Monterrey Institute; State University of New York at Binghamton). 4 See http://www.seopressreleases.com/research-report-reveals-global-translation-market-sizeestimates-rankings-largest-language-service-providers-major-regions-world/9242; www.commonsenseadvisory.com. 5 See http://www.seopressreleases.com/research-report-reveals-global-translation-market-sizeestimates-rankings-largest-language-service-providers-major-regions-world/9242 12

GPR, 2/15/10 The Program indicates a growing need for this field; however, the current enrolment and graduate numbers do not reflect this trend. B. Administrative Structure The program is led by a program coordinator, who works in collaboration with the assistant coordinator, and translation dedicated faculty. Lorena Terando is the coordinator, Kate Scholz is the assistant coordinator and teaches industry classes in the program, and Susan Rascón and Chantal Wright are translation faculty. Translation faculty vote on Program actions in open and closed session, depending on the sensitivity of the issue at hand. Current affiliated faculty are also involved in program meetings. Current affiliated faculty include: Arabic: Caroline Seymour-Jorn; Classics: David Mulroy and Andrew Porter; French: Michelle Bolduc, Rachel Ney, Florence Vatan and Gabrielle Verdier; German: Garry Davis, Ruth Schwertfeger and Jenny Watson; Italian: Simonetta Milli and Robin Pickering Iazzi; Polish: Michael Mikos, Bozena Tieszen (Polish to English online); Russian: Joe Peschio; Spanish: Kathy Wheatley, Magaly Zeise; Swedish: Veronica Lundback (Swedish to English online) and Jenny Watson; Technology: Amy Schleicher (2004 graduate of the program). Affiliated faculty offer guidance and advice, but do not vote on program objectives. 1. Governance & Budget a. Governance Program meetings were held on the following dates: March 17, 2006 December 8, 2006 November 20, 2007 Michelle Bolduc, Susan Rascón, Susanne Lenné Jones, Lorena Terando, Magaly Zeise Lorena Terando, Susan Rascón, Gabrielle Verdier, Kate Scholz Michelle Bolduc, Beate Damm, Jim Mileham, Edith Moravcsik, Florence Vatan, Kathleen Wheatley, Lorena Terando, Kate Scholz 13

November 20, 2008 May 5, 2009 November 20, 2009 September 3, 2010 Michelle Bolduc, Susan Rascón, Estrella Sotomayor, Florence Vatan, Gabrielle Verdier, Kathy Wheatley, Kate Scholz, Lorena Terando Michelle Bolduc, Associate Dean Jeff Merrick, Susan Rascón, Kate Scholz, Lorena Terando, Florence Vatan, Gabrielle Verdier, Jenny Watson, Kathy Wheatley, Magaly Zeise Kate Scholz, Susan Rascón, Gabrielle Verdier, Lorena Terando Veronica Lundback, Lindsey Timmerman, Amy Schleicher, Chantal Wright, Gabrielle Verdier, Peter Paik, Kate Scholz, Jody Hoks, Lorena Terando Faculty also communicate via e-mail frequently. The required qualifying exam was modified via e-mail consultation in Spring 2010 to include an Englishlanguage essay for all students (previously students had to write a response to a question in their native language, but the program found that a number of students national and international have had difficulty with courses that require strong writing skills. The change to the qualifying exam is intended to better screen students for existing writing ability in English). Currently the only action under consideration is in respect of the TOEFL score requirement of 83, discussed at the last program meeting. The minimum score must be raised and research is ongoing in respect of how much. Faculty will be advised via e-mail of the findings and then will vote on the minimum score. b. Budget The budget is administered by Lorena Terando, with the help of assistant coordinator Kate Scholz and MALLT program assistant Jody Hoks. Budget allocations are determined by need annually; there is not any excess budget. In fact, in order to develop a stronger and more independent program, the budget should increase to allow for more self-sufficient funding means. Terando is 14

currently investigating ways to decrease the budget allocated to software programs by negotiating special rates with the software companies. Translation Budget 2010-2011 Account 101-48-4710 Budget $1,500 Expenses CAT Tools SDLX/Trados 685 ATA institutional membership 180 ATA booth/registration 600 Supplies 35 $1,500 2. Program objectives The structure promotes the achievement of program objectives because it allows a voice from each of the language concentrations. It also allows for steering from areas outside of the languages, which are obviously vital to such an interdisciplinary program. 3. Articulation within Letters & Science The Translation Program is housed within MALLT, which is a shared MA Program coordinated by Professor Gabrielle Verdier. MALLT is the MA Program for students in the departments of French, Italian and Comparative Literature, Foreign Languages & Literature, and some in Spanish and Linguistics. II Curriculum Graduate only courses in Spanish to English translation were created. Trnsltn 710 Comparative Systems for Translation was added as the culture course component of the program. Prior to T 710, each language program contributed its own culture course. There was no continuity for the students, and the variance in subject matter covered meant that often times the course did not 15

serve the intended purpose. T 710 offers the program coherence and cohesion. Additional language tracks and related courses were discussed under New Developments, as were new electives added to the curriculum (detailed below). Foundation Course # & Title Semester offered Instructor Trnsltn/French 415 Introduction to Translation Every fall term Terando/Bolduc Trnsltn/French 515 Seminar Advanced Translation Odd spring terms Terando Trnsltn 710 Comparative Systems for Translation Every Spring Terando Trnsltn/German 425 Introduction to Translation Every fall term Wright Trnsltn/German 525 Seminar Advanced Translation Odd spring terms Wright German 762 German for Professional Purposes Every spring term Davis Trnsltn/Spanish 707 Introduction to Translation Odd fall terms Rascón Trnsltn/Spanish 717 Seminar Advanced Translation Even spring terms Rascón Trnsltn/Spanish 348 Introduction to Translation Every fall term Zeise Trnsltn/Spanish 448 Seminar Advanced Translation Odd spring terms Zeise Certificate Course # & Title Semester offered Instructor Trnsltn/MALLT 709 Literary Translation all language Even spring terms Terando/Wright Trnsltn/MALLT 709 Literary Translation Spanish Odd spring terms Rascón Trnsltn 726 Computer-Aided Translation Every spring term Lecturer Trnsltn 730 Translation Internship Every term Terando/Rascón/ Wright/Scholz Elective Course # & Title Semester offered Instructor English 434 Editing and Publishing Every spring term Washburne English 439 Document Design Every fall term Clark English 708 Advanced Professional Writing Fall terms Alred English 709 Writing & Information Technology Spring terms VanPelt Trnsltn 530 Business & Professional Aspects Odd fall terms Scholz 16

Trnsltn 725: Editing for Translation Even fall terms Scholz Trnsltn 720: Topics: Project Management Odd spring terms Scholz MALLT 708 Proseminar in Linguistics Every fall term Faculty Spanish 349 Introduction to Interpreting Every fall term Rascón Spanish 449 Advanced Court Interpreting Even spring terms Rascón MALLT 790 Thesis Every term Faculty MLIS 632 Computer Literacy Every fall term duplessis One course in area of specialization Every term Faculty Translation course(s) in another language See specific course Faculty MA Option Course # & Title Semester offered Instructor CompLit 820 Translation Theory Even fall terms Terando/Wright/ Bolduc One course in language/literature/industry area Every term Faculty III Faculty Translation-dedicated faculty: Current affiliated faculty: Susan Rascón Lorena Terando Chantal Wright Kate Scholz Gabrielle Verdier, FICL Anita Alkhas, FICL Michelle Bolduc, FICL Ruth Schwertfeger, FLL Garry Davis, FLL Jenny Watson, FLL Michael Mikos, FLL Bozena Tieszen FLL; lecturer Veronica Lundback FLL; lecturer Magaly Zeise, S&P; lecturer 17

Kathy Wheatley, S&P Jacques du Plessis, MLIS Gerald Alred, English William Van Pelt, English Several faculty among the other departments represented above teach certificate courses but are not as actively involved in the program. GPR, 2/15/10 While the interdisciplinary nature of the Program is reflected on the faculty profile, the issue regarding the required 24-credits is unexplained. Considering the number of students in the program and the current market conditions, the Program could certainly explore options to accelerate the certificate degree credit requirements. IV. Students A. Admissions Process For admission, candidates must hold a bachelor's degree (or its equivalent) and have earned a 2.75 GPA. They may apply to the Graduate School as candidates for the certificate in non-degree status or pursue the certificate while enrolled in another graduate program. A degree in the major foreign language or advanced study in that area is desirable. Candidates for the MA in Translation must apply to the Master s in Foreign Languages, Literatures and Translation Program. Applicants must meet Graduate School and program requirements. Both the Graduate Certificate Program in Translation and the MA with a concentration in Translation require satisfactory performance on the Translation Program Qualifying Exam. The two-hour exam has two sections: 250-300 word translation from the candidate's second language into the native language with dictionaries; 500-word essay in English. 18

Number of Students Enrollments vary between 30 50 students per year. The program began its fourteenth year in September 2010 with 31 formally accepted students: 25 are MA students: 9 in French, i 4 in German, ii 4 in English to Spanish iii and 8 in Spanish to English. iv 6 are Graduate Certificate students: 3 in French, v 2 in German, vi and 1 in Spanish to English. vii Six additional students were taking courses but had not yet passed the qualifying exam, had not completed the MALLT application, or were not certificate or MA-seeking. viii The main trend in application patterns has been that non-traditional students who seek to enter the translation industry begin the Certificate. Traditional students often apply to the Certificate program and then transfer to the MA once they have been accepted into MALLT. The quality of student has been consistently high given the qualifying exam. The program is highly specialized and tends to attract mainly those who are committed to the field of translation. B. Recruitment Strategies Recruitment is done largely through the web site and word of mouth, with promotional activity carried out at industry conferences such as the American Translators Association Conference and the American Translation and Interpreting Studies Association Conference, as well as UWM events such as the undergraduate Open House. It has been possible in the last three years to reserve a promotional booth at the ATA Conference by using Lorena s travel funds; as the funds diminish, it is unclear whether we will be able to continue the event. Lack of funding and personnel have made it difficult to expand promotional activities. However, direct email promotion has been carried out to reach undergraduate language programs in the Midwest and plans are underway to extend that promotional effort throughout the country. Another boost to promotion and recruitment would be an increase in translation dedicated faculty. 19

C. Student Progress and Advising Students meet frequently with their graduate advisor and/or major professor to discuss their plans for the future and their program goals. All translation students consult first with the program coordinator, who is the graduate advisor. She gives students the initial advising via a plan of study, and sets them on a course of study for the first semester. She also directs them to their major professors (Chantal Wright assumed advising for German students in fall 2010 and coordinator Lorena Terando is graduate advisor to all and major professor to students in the French and Spanish concentrations). Based on this advising, students develop a plan of study. They then consult with their advisor/s to assess progress. For those students who are not continuously enrolled, the translation program coordinator contacts them once or twice per year, to update them on their progress in the program and what they need to do to complete it. Most students complete the program within two years. Students also come to the program coordinator frequently for career advising. This involves guidance to enter Ph.D. programs or professional placement in the Milwaukee area and throughout the U.S. Finally, graduates of the program complete an exit interview. Overwhelmingly positive, these evaluations have served as a source of secondary assessment and guidance in implementing improvements and growth. They are available for review. D. Graduate Achievements Program students (both Certificate and MA) have pursued many careers upon graduation. Several have gone on to Ph.D. programs in Linguistics, Anthropology, Second Language Acquisition, Foreign Languages and Translation. Others have been hired at area translation companies such as Iverson Language Associates, Inc. in Milwaukee and Argo Translations, Inc. in Glenview, IL (most have received offers even before completing their studies. This is because the required internship gives students a foot in the door and the companies are impressed with their background and training, and so do not want 20