Dr. Marty Taylor has worked on projects related to assessment and evaluation, materials and curriculum development, competency-based curriculum projects, distance learning, educational interpreting, interpreting program accreditation and Video Relay Services (VRS) task analysis research.

A sampling of recent projects:

College of St. Catherine, St. Paul, Minnesota:

• Consulted on the conceptualization of and the process for establishing a
  post-baccalaureate program specializing in interpreting in health care settings
  (2006-2008)
  

• Facilitated a group of experts from North America in defining effective practices and possible outcomes for graduates of the post-baccalaureate program (2006)
  
  

National Technical Institute for the Deaf, Rochester, New York:

• Consulted on the standardization of interpreters working in K-12 educational settings in New York State (2006-2008)
  

• Project Coordinator for the creation and writing of outcomes for educational interpreters in New York State, including outcomes required for students completing ASL levels 1-4 (2006-2008)
  
  

Sorenson Communications, Salt Lake City, Utah:

• Consulted on a diagnostic assessment process for the enhancement of skills for video relay interpreters (2006-2008)
  

• Researched the skills, knowledge and personal attributes of video relay interpreters at several centers across the United States (2007-2008)
  

• Researched the supply of interpreters to meet current and projected demand (2007)
  
  

Northeastern University, Boston, Massachusetts:

• Consulted with Project TIEM.online on the establishment of the Masters in Interpreter Pedagogy Program (2005-2006)
  
  

Distance Opportunities for Interpreter Training Center, Denver, Colorado:

• Consulted on the articulation of standards for interpreters entering the profession, and the possibility of establishing a bachelor’s program offered via distance (2003-2005)
  

• Facilitated, with nine stakeholders, the process for establishing an accreditation body for interpreter education programs in the United States and Canada (2004-2005)
  

• Facilitated, with six stakeholders, the revision of the Standards and Self-Study Review process, the first step in achieving accreditation for interpreter education programs (2004-2005)
  

• Coached eight authors writing a state-of-the-art curriculum for a bachelor’s program in interpreter education, specifically related to measurement and assessment of identified competencies (2004-2005)