Google Scholar Listings

Maroney, E., Smith, A.R., Hewlett, S., Trine, E., & Darden, V. (Eds.). (2019). Integrated and open interpreter education: The open educational resource reader and workbook for interpreters [Pressbooks version]. Corvallis, OR: Western Oregon University. Retrieved June 18, from CC BY-NC 4.0 license.

Smith, A. (2018). Reflective art for self-discovery. RID VIEWS, 35(2), 56-58. Retrieved from

Smith, A., & Maroney, E. (2018). Revisiting: Defining the “gap” between interpreter education, certification, and readiness to work. RID VIEWS, 35(1), 15, 31-34. Retrieved from 

Maroney, E. M. & Smith, A. R. (January, 2018). Does class size really matter? CIT news online. Retrieved from

Smith, A. R. (2015). Co-construction of learning and community building in digital education. In J. Napier & S. Ehrlich (Eds.), Interpreter education in the digital age: Innovation, access, and change (pp. 228-252). Washington, D.C.: Gallaudet University Press.

Smith, A. R. (2014). Think aloud protocols: Viable for teaching, learning, and professional development in interpretingTranslation & Interpreting, 6(1), 128-143.

Smith, A.R., Cancel, Pamela D., & Maroney, E. (2013). Creating innovative opportunities for interpreter education program graduates: Transitioning to the professional world. Shaw, S. & Roberson, L. (eds.), Proceedings of the 21 st National Convention. Conference of Interpreter Trainers.

Smith, A. R. (2013). Foreword [Foreword]. In R. K. Dean & R. Q. Pollard (Authors),The demand control schema: Interpreting as a practice profession (pp. IX-XI). Rochester, NY.Maroney, E. & Smith, A. (2010, Fall). Defining the nature of the “gap” between interpreter education, certification and readiness-to-work: A research study of bachelor’s degree Graduates.  The Views, 27, 35-27.

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