Teaching Online Next Semester?

If that includes DC-S then I have good news!

Teaching safely next semester might include moving classes fully or partly online. 

What I did during lockdown, 

might make teaching online easier. 

What did I do?

Created online materials (and watched way too much TV)!

  • DC-S as an E-Book

    Your students will be able to purchase the textbook, Demand Control Schema: Interpreting as a Practice Profession as an E-book!

  • Downloadable Materials

    All activities at the end of each chapter are available to download in Word and/or PDF and distribute or post online to students.

  • New DC-S Items

    Newly created chapter summaries highlight important take-home points and examples. Also includes answer keys to each chapter's quiz and bonus materials (see below).

What is a Summary Presentation?

Download a sample

Who's the *I* and *me*?

I am the co-creator: the "Dean" of "Dean & Pollard"

Robyn K. Dean, PhD

Robyn has been a nationally certified signed language interpreter for over thirty years with particular service in the field of healthcare. Her scholarship in decision-making, ethics in community interpreting, and interpreter supervision is recognized internationally. Robyn has over twenty publications, all of which focus on the theoretical and pedagogical frameworks used to advance the practice of community interpreters. She is currently an Assistant Professor at the Rochester Institute of Technology, where she is the lead instructor on the institute’s postgraduate degree in healthcare interpretation.

But wait...there's more! Like the Ginsu knife ;)

Each chapter includes new materials to be released weekly, two chapters at a time.

  • New picture analyses with scenarios for Deaf interpreters, teaming with Deaf interpreters, VRS and VRI work, and working with Deaf professionals.

  • Fillable forms for the DC-S Grading Rubric, DC-S Observation Forms, and DC-S Case Report.

  • The DC-S chapters in PDF (viewable only) for easy searching and citing directly!

Tired of Fetal Pig Dissections?

Me too!

I am not suggesting that picture analyses aren't useful exercises, but they do tend to pull for environmental and intrapersonal demands more so than paralinguistic and interpersonal. While videos and observations provide good stimulus for interpersonal and paralinguistic demands, they move too quickly. Students just starting to put the EIPI pieces together can easily get lost. 

In between picture analysis and observation is "clip analysis". Clip Analysis allow for students to both witness and imagine interpersonal and paralinguistic demands. There is no audio so it enables their imaginations!

See for yourself!

Watch Intro Video


Want to know what's included?

See Week 6 for a preview of all materials

  • 1


    • Overview of Course Site

  • 2

    ASL Summary of DC-S Basics

    • DC-S Video 1: Introduction (ASL & ENG)

    • DC-S Video 2: Textbook Chapters (ASL & ENG)

    • DC-S Video 3: Key Term Definitions (ASL & ENG)

    • DC-S Video 4: Ethics of Professional Practice (ASL & ENG)

    • DC-S Video 5: Value Conflict (ASL & ENG)

  • 3

    New! 2018 Quiz and Answer Key

    • "Promoting Normative Ethics" (Dean & Pollard, 2018) Quiz and Answer Key

  • 4

    Bonus Materials

    • Chapter 1: Demands of Interpreting

    • Chapter 2: Controls of Interpreting

    • Chapter 3: DC-S Rubric

    • Chapter 4: EIPI Categories

    • Chapter 5: D-C Interactions

    • Chapter 6: Teleology and Practice Values

    • Chapter 7: Demand Constellations

    • Chapter 8: Consequences

    • Chapter 9: Dialogic Work Analysis

    • Chapter 10: The Reflective Practice of Supervision

  • 5

    Pre-conference Proceedings on Teaching DC-S in Interpreter Education Programs

    • Applications of Demand Control Schema in Interpreter Education Proceedings of the RID Pre-Conference Meeting (2007)

  • 6

    Chapter 1: Demands of Interpreting

    • Demands of Interpreting: Chapter Text (View Only)

    • Demands of Interpreting: Summary Presentation

    • Demands of Interpreting: Class Activity

    • Demands of Interpreting: Homework

    • Demands of Interpreting: Discussion Questions

    • Demands of Interpreting: Advanced Activity

    • Demands of Interpreting: Check for Understanding

    • Demands of Interpreting: Check for Understanding Answer Key

  • 7

    Chapter 2: Controls of Interpreting

    • Controls of Interpreting: Chapter Text (View Only)

    • Controls of Interpreting: Summary Presentation

    • Controls of Interpreting: Class Activity

    • Controls of Interpreting: Homework

    • Controls of Interpreting: Discussion Questions

    • Controls of Interpreting: Advanced Activity

    • Controls of Interpreting: Check for Understanding

    • Controls of Interpreting: Check for Understanding Answer Key

  • 8

    Chapter 3: DC-S Rubric

    • DC-S Rubric: Chapter Text (View Only)

    • DC-S Rubric: Summary Presentation

    • DC-S Rubric: Class Activity

    • DC-S Rubric: Homework

    • DC-S Rubric: Discussion Questions

    • DC-S Rubric: Check for Understanding

    • DC-S Rubric: Check for Understanding Answer Key

  • 9

    Chapter 4: EIPI Categories

    • EIPI Categories: Chapter Text (View Only)

    • EIPI Categories: Summary Presentation

    • EIPI Categories: Class Activity

    • EIPI Categories: Homework

    • EIPI Categories: Discussion questions

    • EIPI Categories: Advanced Activity

    • EIPI Categories: Check for Understanding

    • EIPI Categories: Check for Understanding Answer Key

  • 10

    Chapter 5: D-C Interactions

    • D - C Interactions: Chapter Text (View Only)

    • D-C Interactions: Summary Presentation

    • D-C Interactions: Class Activity

    • D-C Interactions: Homework

    • D-C Interactions: Discussion Questions

    • D-C Interactions: Advanced Activity

    • D-C Interactions: Check for Understanding

    • D-C Interactions: Check for Understanding Answer Key

  • 12

    Chapter 7: Demand Constellations

    • Demand Constellations: Chapter Text (View Only)

    • Demand Constellations: Summary Presentation

    • Demand Constellations: Class Activity

    • Demand Constellations: Homework Assignment

    • Demand Constellations: Discussion Questions

    • Demand Constellations: Advanced Activity

    • Demand Constellations: Check for Understanding

    • Demand Constellations: Check for Understanding Answer Key

  • 13

    Chapter 8: Consequences

    • Consequences: Chapter Text (View Only)

    • Consequences: Summary Presentation

    • Consequences: Class Activity

    • Consequences: Homework

    • Consequences: Discussion Questions

    • Consequences: Advanced Activity

    • Consequences: Check for Understanding

    • Consequences: Check for Understanding Answer Key

  • 14

    Chapter 9: Dialogic Work Analysis

    • Dialogic Work Analysis: Chapter Text (View Only)

    • Dialogic Work Analysis: Summary Presentation

    • Dialogic Work Analysis: Class Activity

    • Dialogic Work Analysis: Homework

    • Dialogic Work Analysis: Discussion Questions

    • Dialogic Work Analysis: Advanced Activity

    • Dialogic Work Analysis: Check for Understanding

    • Dialogic Work Analysis: Check for Understanding Answer Key

  • 15

    Chapter 10: The Reflective Practice of Supervision

    • The Reflective Practice of Supervision: Chapter Text (View Only)

    • The Reflective Practice of Supervision: Summary Presentation

    • The Reflective Practice of Supervision: Class Activity

    • The Reflective Practice of Supervision: Homework

    • The Reflective Practice of Supervision: Discussion Questions

    • The Reflective Practice of Supervision: Advanced Activity

    • The Reflective Practice of Supervision: Check for Understanding

    • The Reflective Practice of Supervision: Check for Understanding Answer Key

  • 16

    Relevant Dean & Pollard Publications

    • Dean & Pollard, 2011: Context-based ethical reasoning in interpreting: A demand control schema perspective.

    • Dean & Pollard, 2012: Beyond “interesting”: Using demand control schema to structure experiential learning.

    • Dean & Pollard, 2005: Consumers and service effectiveness in interpreting work: A practice profession perspective.

    • Dean & Pollard, 2009: Challenges in interpreting addressed by demand control schema analysis

    • Dean & Pollard, 2001: Application of demand-control theory to sign language interpreting: Implications for stress and interpreter training

    • Dean & Pollard, 2008: “Just when I figured out the answers, someone changed the questions”: Thoughts about the interview portion of the NIC

    • Dean & Pollard, 2018: Promoting the use of normative ethics in the practice profession of community interpreting

These materials are a lifesaver!

Danny Maffia

As a full time faculty member, this resource has saved me a lot of time and energy. Especially now when course delivery methods have shifted to online, Robyn's course materials are easily used either online or in-person.

The way in which the course materials are designed, instructors can be easily use them as a 'plug & play' course for ethics, or they can be piecemeal and spread through the curriculum.

The bonus materials are extremely useful for those individuals who have been teaching DC-S for many years and are looking for new ideas. I highly recommend using the course materials in all interpreter education programs! The cost does not equal the value of these materials.


  • Is this a course I should take for learning about DC-S?

    Not really. This is designed for those who know DC-S and teach it. But that course is coming soon. Registration opens in August 2020. You can learn more by signing up here: https://robyn-k-dean.ck.page/9eb418b411

  • Can I download and use this material with students?

    Yes; that is what you're paying for! And you can use these materials with your students even after we return to face-to-face teaching (I know I will!). Please note that these materials should not be shared with other faculty. The price reflects an individual license to use them. However, there is a purchase bundle for multiple faculty regardless of university that will save everyone money.

  • How long will I have access to the course site that houses the materials?

    I am not going anywhere! :) While I can't say that this particular course will be open in perpetuity, all materials are downloadable and therefore, you are able to use them for as long as you're teaching.

  • Why not just sell us a zip file with all of the materials?

    I did consider that. That would have made things easier. But, I plan to update existing materials (no doubt I will have to fix a few typos and mistakes here and there) and create new ones. This course site allows that to be a seamless process.

  • Is the cost of the E-Book included?

    No. We do not have control of those files. That is the domain of Kindle and Amazon. We can offer discounts for the print textbook.

  • What has been changed in the E-book?

    We last edited the textbook in 2012, so there are many things we would want to update given the changes these last eight years. We have updated pronoun use when gender was ambiguous, as one example.

What's it gonna cost?

Remind me... What's the deal?

  • Downloadable chapter materials (class activity, homework, check for understanding, discussion questions, & advanced activity) in Word & PDF (fillable).

  • Additional materials for each chapter including summary presentation, picture analyses, fillable forms, and other new chapter material.

  • Discounted price options if you purchase early or if you purchse in groups of four faculty (does not need to be the same institution). Click Trainers Bundle Offer above.