How to Earn RID CEUs
Participants must work with an RID-Approved Sponsor to earn CEU credits. You can locate a sponsor by using the RID searchable database. Any RID member may use any sponsor, regardless of location.
Want to find out how to get the activity you are hosting sponsored as an official RID activity? Learn more>>
CEU Processing Timeframe
It can take up to 60 days for activities to appear on the attendees’ RID transcripts. If there is a CEU activity that took place more than 60 days ago missing from your transcript, please complete and submit a CEU discrepancy report.
Activities That Earn RID CEUs
The most important strategy in accruing your CEUs is to plan ahead so that you don’t miss key opportunities to earn CEUs.
There are four ways to earn CEUs:
- Academic coursework taken from an accredited institution
- RID-approved sponsor initiated activities
- Participant-initiated non-RID activities (PINRA)
- Independent study activities
The chart below provides more information about these four options. For more details click the side bar on the left.
How to use the option
*Can be done retro-active, as long as it is done and completed within that cycle
*Paperwork must be submitted to an RID approved sponsor before the completion of your CMP cycle.
|RID Sponsored Workshops||
|Non-RID Conferences or Seminars||
*Cannot be done retro-active, must have approved by a sponsor prior to attending
*Cannot be done retro-active, must have approved by a sponsor prior beginning the Independent Study
What is the Difference between Professional Studies (PS) and General Studies (GS) CEUs?
Professional Studies contain content that directly applies or affects the field of interpreting/ transliterating. These are areas of investigation that enhance the interpreting process regardless of the setting. They are studies that deepen the member’s ability to provide excellence through their work. A minimum of 6.0 CEUs must be completed in this section during each Certification Maintenance Cycle. Examples of Professional Studies topics include, but are not limited to:
Advanced studies of language, culture, and human behavior: languaculture; intracultural and intercultural dynamics; and linguistic systems. Examples include, but are in no way limited to:
- Studies of Language and Linguistics
- Structure of ASL
- Phonology, morphology, syntax, semantics, pragmatics
- Language variation and language change
- Language and power
- Language and cognition
- Language Studies
- Advanced English development (specialized vocabulary, grammar development, analysis of linguistic register, etc.)
- Advanced ASL development (specialized vocabulary, grammar development, analysis of linguistic register, etc.)
- Other advanced languages studies: e.g., Spanish, Japanese, Langue des Signes Francaise (LSF), Deutsche Gebärdensprache (DGS)
- Languaculture and Cultural Studies (Note: languaculture refers to language mechanics and the use of language, including cultural components that inform the use of language, such as history and traditions. Term attributed to anthropologist Michael Agar.)
- Intracultural dynamics
- Communication studies (e.g., interpersonal communication)
- Studies of group dynamics
- Language as power
- Cultural Studies
- Deaf culture
- American culture
- Religious Studies
- Intercultural dynamics
- Studies of power, privilege and bias
- Studies of social justice
- Cross-cultural studies
- Minority group dynamics
- Language domination, suppression and elevation
Theoretical and Experiential Studies: The process of interpreting/transliterating through the application of systems of principles, philosophy, ideas or concepts. Examples include:
- History and issues in interpretation and transliteration
- Theory of interpretation and transliteration
- Skills development in interpretation and/or transliteration
- Skills development in consecutive and simultaneous interpretation
- Professional ethics, etc.
Specialization Studies: Huge growth of the interpreting field has led many interpreters to specialize or focus in one or two settings of specialty. Commonly these are areas such as medical or mental healthcare, legal work or work in education at the K-12 level or in post-secondary settings. This requires interpreters to build competence and knowledge in areas of expanded technical vocabulary or systems knowledge that is not common or generally necessary for the generalist interpreter. Building skills in more narrowly focused areas within the broader field of interpreting or transliterating. Documentation must be present detailing the way in which the activity relates to the development of interpreting skills in that particular field or setting. Examples include aspects of:
- Educational settings (e.g., philosophies of Deaf education, graduate research strategies )
- Rehabilitation settings
- Legal settings (e.g., courtroom protocol, mediation law)
- Medical or mental health settings (e.g. medical terminology, anatomy & physiology in ASL and English)
- Substance abuse recovery programs
- Technical areas
- Ethics as applied in specialized settings, etc.
B. General Studies
General Studies include topics that enhance the interpreter/transliterator’s base of general or world knowledge. The study must still be a legitimate educational program with clearly defined educational goals and measurable objectives. There are no minimum requirements for CEUs in this category, however, only two (2) of the eight (8) required CEUs will be counted toward certification maintenance.