Academics
Areas of Study

Currently Teaching

INT-726 Fundamentals of Interpreting Credits: 3
INT-744 Interpreting the Discourse of Education Credits: 3
INT-750 Research Methods in Interpretation Credits: 3
INT-778 Guided Research Project II Credits: 3
INT-799 Independent Study Credits: 1-3
INT-842 Doctoral Teaching Internship II Credits: 3
INT-900 Dissertation Research Credits: 1-9
INT-492 Senior Seminar Project Credits: 3
INT-499 Independent Study Credits: 1-3
  • INT-325 Fundamentals of Interpreting (2020/01)(02)
  • INT-726 Fundamentals of Interpreting (2020/01)(01)
  • INT-850 Dissertation Proposal (2020/01)(01)
  • INT-101 Intro to Interpreting (2020/02)(01)
  • INT-340 Interpreting Interaction (2020/02)(02)
  • INT-750 Rsrch Mthds in Interpretation (2020/02)(01)
  • INT-101 Intro to Interpreting (2021/01)(01)
  • INT-325 Fundamentals of Interpreting (2021/01)(01)
  • INT-726 Fundamentals of Interpreting (2021/01)(01)
  • INT-726 Fundamentals of Interpreting (2022/01)(1)
  • INT-744 Interpting Discourse Education (2022/01)(1)
  • INT-900 Dissertation Research (2022/01)(4)
  • INT-340 Interpreting Interaction (2021/02)(1)
  • INT-750 Rsrch Mthds in Interpretation (2021/02)(1)
  • INT-900 Dissertation Research (2021/02)(OL6)
  • INT-340 Interpreting Interaction (2021/02)(01)
  • INT-750 Rsrch Mthds in Interpretation (2021/02)(01)
  • INT-750 Rsrch Mthds in Interpretation (2022/02)(01)
  • INT-799 Independent Study (2022/02)(01)
  • INT-821 Interpreting Pedagogy I (2022/02)(01)
  • INT-900 Dissertation Research (2022/02)(04)
  • INT-223 Interactive Discourse Analysis (2023/01)(01)
  • INT-830 Intpg Stds: Cog & Psych Dmnsns (2023/01)(01)
  • INT-900 Dissertation Research (2023/01)(04)
  • INT-101 Intro to Interpreting (2023/01)(OL2)
  • INT-340 Interpreting Interaction (2023/02)(01)
  • INT-900 Dissertation Research (2023/02)(03)
  • INT-492 Senior Seminar Project (2023/02)(OL1)
  • INT-841 Doctoral Teaching Intrshp I (2023/02)(OL1)
  • INT-726 Fundamentals of Interpreting (2024/01)(01)
  • INT-744 Interpreting the Discourse of Education (2024/01)(01)
  • INT-799 Independent Study (2024/01)(01)
  • INT-842 Doctoral Teaching Intrshp II (2024/01)(01)
  • INT-900 Dissertation Research (2024/01)(02)
  • INT-492 Senior Seminar Project (2024/02)(OL1)
  • INT-750 Research Methods in Interpretation (2024/02)(01)
  • INT-900 Dissertation Research (2024/02)(02)
  • INT-499 Independent Study (2024/02)(OL1)
  • Training of Interpreters for Individuals Who Are Deaf or Hard of Hearing and Individuals Who Are Deaf Blind Program Assistance Listing Number (ALN) 84.160D (2022/01)
  • Research Advisor (2022/01)
  • Research Advisor (2021/02)
  • Research Advisor (2023/01)
  • INT 799 Professional Practice in Sign Language Interpreting (2022/02)
  • Doctoral Research Advisor (2022/01)
  • Doctoral Research Advisor (2021/01)
  • Promoting Equity in Healthcare Interpreting (2023/01)
  • Advising Load 2020/01: Total:1 Masters:1
  • Advising Load 2021/01: Total:8 Undergraduate:6 Masters:1 Doctoral:1
  • Advising Load 2021/03: Total:13 Undergraduate:8 Masters:2 Doctoral:3
  • Advising Load 2022/01: Total:11 Undergraduate:9 Doctoral:2
  • Advising Load 2022/02: Total:11 Undergraduate:7 Masters:2 Doctoral:2
  • Advising Load 2023/02: Total:10 Undergraduate:4 Masters:4 Doctoral:2
  • Advising Load 2024/01: Total:10 Undergraduate:4 Masters:4 Doctoral:2
  • 2005 Outstanding Instructor
  • 2019 Finalist
  • 2019 Honoree, Faculty Excellence in Research and Creativity
  • 2015 Pre-Tenure Scholarship Award
  • Insights and Innovations in Signed Language Interpreting Pedagogy: Celebrating Forty Years of the Conference of Interpreter Trainers.
  • Handbook of Sign Language Translation and Interpreting
  • Honouring the Past, Treasuring the Present, Shaping the Future
  • Learning to Interpret: Working from English into American Sign Language
  • Sign Language Interpretation and Translation Research: Selected Papers from the First International Symposium
  • Encyclopedia of Sociology Research
  • Gendered Translations: Working from ASL into English
  • Educational interpreters, Deaf students and inclusive education?
  • Online project-based learning: The efficacy for sign language interpreters
  • Comparison of novice signers and novice ASL-English interpreters
  • Model driven pedagogy: Teaching and testing pragmatics
  • Self-reflective practices: Application among sign language interpreters.
  • The dialectic of second language learning: On becoming an ASL-English interpreter.
  • The impact of Groupthink within interpreter cohorts
  • Contextualized recognition of fingerspelled words
  • Evidence of a hearing dialect of ASL?
  • Cohesion in ASL to English simultaneous interpreting.
  • Not only the sorcerer’s apprentice: Re-conjuring the Ph.D
  • Culture brokers, advocates, or conduits: Pedagogical considerations for Deaf interpreter education
  • Two cultures, one program: Deaf professors as subaltern?
  • The ontological beliefs and curriculum design of Canadian interpreter and ASL educators
  • Social construction of ASL-English interpreters
  • Applying what we know through translation and note taking
  • Reading Miscue Inventory
  • College or university: where do we belong?

  • Resiliency: Experiences of African American/Black sign language interpreters.

  • How are Target Texts Created: The Impact of an Interpreter in Rehabilitation Settings

  • LGBTQIA+ and Community.
  • Interpreting Gender: Presentation on research for the AEIP
  • Sign Language Interpreting Trends and Education
  • Accessible Communication for Deaf and Hard of Hearing People during the COVID-19 Pandemic
  • Explicature and the narrowing or broadening of target texts by sign language interpreters

  • Are you feeling ill? I can interpret that!

  • Evidence of expliciation: Working from ASL into English

  • “I’ve grown”: Parent’s reflections and familial support. 
  • A deep dive with Campbell McDermid on Learning to Interpret
  • ASL synonyms and homonyms
  • Team interpreting: Modalities and strategies
  • Team interpreting

  • ASL Semantics: Synonyms and implied meanings

  • ASL sociolinguistic and strategic performance assessment: A pilot study

  • Translating and teaching articles: The case of English and American Sign Language

  • Model driven pedagogy: Teaching and testing pragmatics

  • ASL Semantics: Synonyms and implied meanings

  • GroupThink and sign language interpreters

  • “Groupthink” within interpreter cohorts

  • Translating pragmatics: Evidence of inter-lingual enrichment and implicature

  • Learning to interpret via a Massive Open Online course

  • Redefining Miscues: Strategies for constructing English target texts

  • Conceptualizing meaning or “sense.”
  • Producing cohesive target texts

  • Defining meaning or “sense:” Levels of processing

  • Creating cohesive target texts in educational interpreting

  • Definite and indefinite determines across cultures: Teaching “the” and “a” in American Sign Language

  • Interpretation and the Explicitation process

  • Conversational Regulators in American Sign Language Students

  • Allyship and social annotation software in interpreter education
  • Perusall as a tool for social engagement in sign language interpreting
  • Honing Your Craft: Medical Interpreting Strategies

  • Interpretation and the explicitation process

  • Presentation at ADARA (American Deafness and Rehabilitation Association) conference- (Gallaudet)
  • Enhance healthcare interpreting to advance health equity for Deaf/DeafBlind/Hard of Hearing Individuals- (US Department of Education/Rehabilitation Services Administration)
  • When "Helping" Becomes Hurtful- (Spencer Foundation)
  • Investigating the overcorrection of African American/Black sign language interpreters.- (Spencer Foundation)
  • Agreement for Services CATIE Center and UNCG- (CATIE Center)
  • Undergraduate Research and Creativity Award- (UNCG)
  • Undergraduate Research and Creativity Award- (UNCG)
  • Undergraduate Research and Creativity Award- (UNCG)
  • Committee on Discretionary Funds for International Programs- (UNCG)
  • Scholarship Portfolio Development Initiative (SPDI): Certificate in Educational Interpreting- (Rochester Institute of Technology)
  • Fullbright US Scholar Program- (Fullbright)
  • Spencer Small Research Grant- (Spencer Foundation)
  • Single-Case Experimental Research Training- (Gallaudet Faculty Development Grant)
  • Sulaiman Adeoye-Specialized Education Services, UNCG (PhD Dissertation Committee) 2020/02-2020/03
  • Kim Persky SLP-Speech and Language Pathology (Masters thesis committee) 2021/02-2022/01
  • Annie Marks-PhD in Translation and Interpreting Studies (doctoral committee) 2021/02
  • Carrie Humphrey-PhD in Translation and Interpreting Studies (doctoral committee) 2022/01
  • Sally Lunde-Masters in Interpretation (MA Research Project Advisor) 2022/01-2022/02
  • Savannah Lynch-Masters in Interpretation (MA Research Project Advisor) 2021/01-2021/03
  • Christina DeHart-MA in Interpretation (Masters Research Project Advisor) 2020/01-2020/02
  • Wendy Yat-MAI (MAI Research Advisor) 2023/02
  • Haley Freedman-MAI (MAI Research Project Advisor) 2023/02
  • JaRon Gilchrist-MAI (Small research project co-investigator) 2022/01-2022/02
  • Luis Torres -BAI (Small research project co-investigator) 2022/01-2022/02
  • Council on Graduate Education: Member 2022/01
  • Uncontrolled: Member 2022/01
  • Uncontrolled: Member 2022/01
  • Faculty Development Committee: Chair 2023/01
  • Interpreting Gender: A study on the simultaneous interpreting of ASL pronouns in English. 2020/01-2020/01
  • Randleman Program Presentation with the National Technical Institute for the Deaf (NTID) 2020/01-2020/01
  • DOIT BAI Admissions Committee 2020/01-2021/01
  • DOIT BAI Curriculum Committee 2020/01-2021/03
  • DOIT External Reader Qualifying Paper 2020/01-2020/01
  • UNCG External Dissertation Committee Member 2019/02-2021/01
  • DOIT Brown Bag - Explicitation, Compression and Shifts in Reference 2021/01-2021/01
  • DOIT PHD Candidacy exams 2020/02-2020/02
  • DOIT MAI qualifying exams 2020/02-2020/02
  • Interpreter for class presenter 2021/01-2021/01
  • Coordination 2021/01-2021/01
  • BAI Program Coordinator 2021/02
  • SLEC Reappointment Review Committee 2021/02-2021/03
  • Small Research Grant 2021/02-2021/03
  • DOIT Bootcamp 2022/02
  • Bootcamp 2023/01-2023/01
  • DOIT Search Committee 2022/01-2022/02
  • Undergraduate Academic Assessment Coordinator 2022/01
  • Presentation by the Randleman Program 2020/01-2020/01
  • Co-chair Search Committee 2023/02-2023/03
  • Co-supervisor of Townson University Student 2022/01-2022/02
  • Co-supervisor of Townson University Student 2023/01-2023/02
  • Undergraduate Academic Assessment Coordinator 2022/01-2023/02
  • Dissertation committee member, reader 2023/02
  • Reviewer: Journal of Interpretation Registry of Interpreters for the Deaf 2020/01
  • Treasurer: Canadian Association of Sign Language Interpreters 2020/01-2021/01
  • Reviewer: TransLetters 2021/01
  • Reviewer: Frontiers in Education 2022/01
  • Reviewer: Elsevier 2020/01-2020/01
  • Reviewer: Routledge 2022/03-2022/03
  • Reviewer : Deafness & Education International 2020/01
  • Reviewer: International Journal of Interpreter Education 2021/02-2021/02
  • Reviewer: Translation & Interpreting 2021/03-2021/03
  • Reviewer: Teaching and Teacher Education 2016/01-2016/01
  • Reviewer: Turkish Journal of Special Education Research and Practice 2023/01
  • Reviewer, Scientific Committee: International Congress on Academic Studies in Translation and Interpreting Studies 2024/01
  • International Sign: Division of Deaf and Hard of Hearing Services, NC (Raleigh) 2020/02-2020/02
  • Working with Deaf and Hard of Hearing Students: University of North Carolina, Charlotte. College of Education 2021/01-2021/01
  • Basic tax preparation for sign language interpreters: UNCG Specialized Education Services 2019/01-2019/01
  • Presentation on translation: Coalition for diversity in language and culture 2019/01-2019/01
  • Global Engagement Implementation Advisory Committee: UNCG 2018/01-2019/02
  • Presidential Search Committee Interview Committee: Gallaudet 1987/02-1987/02
  • Paraphrasing and Processing: Discovering Deaf Worlds 2013/01-2013/01
  • ASL semantics: Finding synonyms: UNF 2017/01-2017/01
  • Synonyms, denotations and connotations: NTID 2014/01-2014/01
  • Research Methods and Statistics: An Introduction: Online 2020/01-2020/01
  • Bilingual Approach Seminar Part 1: Gallaudet 2020/01-2020/01
  • Culturally Responsive and Trauma Informed Training: Gallaudet 2020/01-2020/01
  • Applying the Quality Matters Rubric Workshop: Gallaudet 2020/01-2020/01
  • Addressing our Biases: Washington, District of Columbia 2021/01-2021/01
  • Building Supportive Communities: Clery Act and Title IX: Washington, District of Columbia 2021/01-2021/01
  • FERPA: Washington, District of Columbia 2021/01-2021/01
  • Gallaudet CyberSecurity Training 2021/01-2021/01
  • Questionnaire Validation for Quantitative Researchers: Washington, District of Columbia 2021/01-2021/01
  • ASLTA conference: Online 2020/03-2020/03
  • Soaring to New Heights: Albuquerque, New Mexico 2021/02-2021/03
  • WisRID Annual Conference: Wisconsin Dells, Wisconsin 2022/01-2022/01
  • TISLR 2022: Washington, District of Columbia 2022/01-2022/01
  • GIS Screening: Washington , District of Columbia 2022/01-2022/01
  • Formal and Experimental Advances in Sign Language (FEAST): Bergen, Norway 2022/03-2022/03
  • 18th International Pragmatics Association Conference. International Pragmatics Association: Brussels, Belgium 2022/03-2022/03
  • Canadian Association of Sign Language Interpreters: January 1988
  • Registry of Interpreters for the Deaf: January 1990
  • World Association of Sign Language Interpreters: January 2012
  • Conference of Interpreter Trainers: January 1995
  • ASLTA: January 2017
  • AAUP: January 2018
  • International Pragmatics Association: January 2017
  • George Mason University 2022/01

    • About

    Contact

    About

    Contact

    Directory
    Back to Language, Education, and Culture
    Is this you?
    Update your Profile Log In

    Contact Me

    Campbell McDermid

    Select what best describes your relationship to Gallaudet University so we can effectively route your email.
    This field is for validation purposes and should be left unchanged.