Date of Award

May 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Shannon Grave

Abstract

This qualitative study examines how Interpreter Training Programs (ITPs) incorporate emotionalintelligence (EI) into their curricula. To examine how these competencies are addressed, this study analyzed course syllabi from accredited four-year interpreter education programs using a structured review protocol. Syllabi from Collegiate Commission on Interpreter Education- accredited programs at both public and private institutions were included. Findings indicate that EI is rarely named, explicitly taught, or formally assessed within course descriptions or assignments. While many programs include components aligned with EI domains, such as ethics instruction, supervision, cultural engagement, and reflective practice, these elements are embedded implicitly rather than framed as intentional, measurable competencies. As a result, students may receive inconsistent opportunities to develop and apply the emotional and interpersonal skills required for professional interpreting. These findings suggest that interpreter education can be strengthened by more deliberately integrating EI into learning outcomes, instruction, and assessment. Intentional integration would better prepare future interpreters to navigate the emotional complexity of real-world practice while maintaining accuracy and professionalism. To support this work, the dissertation concludes with a solution-oriented approach, including a white paper and a syllabi review guide designed to help programs evaluate the extent to which EI is intentionally embedded within their curricula. Keywords: emotional intelligence, interpreter training programs, interpreter education, American Sign Language Interpreting, soft skills development, affective competencies, reflective practice, syllabi analysis

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