While online education has become more prevalent throughout the years, nothing prepared signed language interpreter educators for the likes of the COVID-19 pandemic. We surveyed educators in the United States and internationally to not only determine if practices had changed to keep up with the demands of the pandemic, but to learn how these practices were implemented. This study delves into the question of how interpreter educators adjusted their pedagogical approaches during the global pandemic. Responses showed a variety of adaptations to meet the needs of students, and a primary theme was the adeptness of educators in overcoming technology frustrations, intent on providing rigorous curricula and the emotional support their students needed during trying times. The data revealed major changes for students in practical skills courses (83%), sign language courses (87%), and internship or practicum courses (90%), as well as minor changes in theory courses (61%). Faculty indicated changes in their scholarship and service as well as the personal/emotional impact the pandemic has had on their professional work. This study provides a snapshot of educators’ response to the pandemic, and we argue that qualitative research approaches are needed to discover the specific pedagogical tactics employed during the COVID-19 pandemic.



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