An Exploratory Case Study of Accredited Interpreter Education Programs in the United States

Authors

• Len Roberson, University of North FloridaFollow
• Sherry Shaw, University of North FloridaFollow
• Carolyn Ball, University of North FloridaFollow
• Sierra A.W. Rance, University of North FloridaFollow

Abstract

This exploratory qualitative case study examines how undergraduate signed language interpreter education programs accredited by the Commission on Collegiate Interpreter Education (CCIE) maintain programmatic distinctiveness while complying with shared accreditation standards. Drawing on document analysis and semi-structured interviews with program directors from all 19 CCIE-accredited programs in the United States, the study investigates institutional, curricular, and contextual variables that contribute to successful accreditation and program sustainability. The study analyzed publicly available documents alongside interview data to identify commonalities and variations across programs in areas such as curriculum design, faculty composition, admissions and progression requirements, field experience, and institutional support. Findings show that while accredited programs vary substantially in structure, delivery modes, and resources, consistent patterns emerge in their strategic alignment with CCIE standards, reliance on Deaf community engagement, and use of scaffolded curricula to support progressive skill development. Program directors emphasized faculty expertise, curriculum coherence, and institutional commitment as central strengths, while challenges related to faculty recruitment, field experience placement, and data collection persisted across contexts. The results suggest that accreditation does not impose uniformity but instead functions as a unifying framework that supports diverse institutional missions and localized decision-making. This study contributes to the limited empirical literature on interpreter program accreditation and offers insights for programs pursuing or sustaining CCIE accreditation.

Suggested Citation

Roberson, Len; Shaw, Sherry; Ball, Carolyn; and Rance, Sierra A.W. (2026) "An Exploratory Case Study of Accredited Interpreter Education Programs in the United States," Journal of Interpretation: Vol. 34: Iss. 1, Article 7.
Available at: https://digitalcommons.unf.edu/joi/vol34/iss1/7