Emily Girardin

Dr. Girardin is an experienced school interpreter, educator, researcher, and director of the Preparing School Interpreters Project (OSEP: H325K2100024, 2021-26) at the University of Northern Colorado. With almost 20 years of interpreting experience, she uses her expertise to support students aspiring to become school interpreters. As part of her grant work, she led a team in designing and implementing a 16-credit hour interdisciplinary specialization called the School Interpreting Series, which focuses on essential competencies required to meet academic and professional standards for school interpreters. She holds a Doctorate in Education: Mind, Brain, and Teaching from Johns Hopkins University. Her dissertation, “American Sign Language Fluency: A Foundational Competency for Future School Interpreters,” examined the pre-service preparation of school interpreters to improve interpreting services for deaf and hard of hearing students. She is also the co-author of Complexities in Educational Interpreting: An Investigation into Patterns of Practice (2nd edition). Throughout her career, Dr. Girardin has served the Registry of Interpreters for the Deaf and the National Association of Interpreters in Education in various roles, including committees, task forces, and member sections. Her greatest passion lies in her role as a school interpreter, where she collaborates with educational teams to support student learning.

• Ed.D in Education: Mind, Brain, and Teaching, Johns Hopkins University, Baltimore, MD
• M.Ed. in Curriculum and Instruction: Adult Education, Regent University, Virginia Beach, VA
• Graduate Certificate in Leadership and Supervision of Interpreting, University of Northern Colorado, Greeley, CO
• B.A. in ASL-English Interpretation, concentration in Educational Interpreting, University of Northern Colorado, Greeley, CO

• Director of the Preparing School Interpreters (PSI) Project (OSEP: H325K210024) (2021-2026): Provides leadership for a federally funded grant focused on strengthening the preparation, induction, and professional support of K-12 educational interpreters through research, curriculum development, and national dissemination.
• Lead curriculum developer of the School Interpreting Series (INTR 430-435): Designed and implemented a 16-credit-hour interdisciplinary specialization addressing the knowledge, skills, and abilities required for interpreting in educational systems.
• Faculty for the Department of ASL & Interpreting Studies, including the School Interpreting Series; Introduction to Distance Learning; Discourse Analysis; Research Methods; Portfolio Assessment I-III; Intercultural Communication; Theory and Practice of Interpreting; and Leadership in Interpreting.
• Evaluator and Consultant: Evaluates educational interpreting programs, curricula, and interpreter competencies; provides consultation to school districts and programs
• Interpreter: Nearly 20 years of professional interpreting experience primarily in K-12 and post-secondary educational settings
• Credentialed Educational Interpreter: Holds the Ed:K-12 credential and maintains an active status on her certified membership under the Registry of Interpreters for the Deaf
• Mentor: Provides ongoing support of interpreters across the nation through regular case conferencing, shared resources, and supporting the development of their competencies.
• Professional Leadership and Service Affiliations:
  • National Association of Interpreters in Education: Served in national leadership, subject matter expert, and contributor roles supporting conference planning, workforce competency development, certification initiatives, and professional standards for K–12 educational interpreters. Contributor and reviewer to organization’s publications.
  • Registry of Interpreters for the Deaf: Provided service through the Certification Committee and as Vice Chair of the Interpreters in Educational & Instructional Settings Member Section (2014-2018), contributing to credentialing policy, professional development, and dissemination of best practices in educational interpreting.
  • National Summit on Educational Interpreting: Served as a state representative in a national discussion on educational interpreting policy, practice, and professional development, contributing state-level perspectives to inform national efforts

• ASL-English interpreting in K-12 educational settings
• Standards of practice in K-12 educational interpreting
• Standards and curriculum in interpreting education
• Interpreter curriculum development
• Distance/online education design
• Cognitive development in interpreting students
• Interpreting and systems thinking
• Leadership and supervision

• Girardin, E. G. & Porter, K. (2026). School interpreting skills development library: A self-guided resource for individual practice. Preparing School Interpreters (PSI) Project (OSEP: H325K210024), University of Northern Colorado.
• Garrett, B. D., Girardin, E. G., & Weirick, W. (2025). The current state of ASL-English interpreting education across the United States. Sign Language Studies, 25(2), 227-256. https://doi.org/10.1353/sls.2025.a953722
• Girardin, E. G. (2023). American Sign Language fluency: A foundational competency for future school interpreters. [Doctoral Dissertation, Johns Hopkins University]. JScholarship. http://jhir.library.jhu.edu/handle/1774.2/68429
• Johnson, L. J., Taylor, M. M., Schick, B., Brown, S., Bolster, L., & Girardin, E. G. (2023). Complexities in educational interpreting: An investigation into patterns of practice. (2^nd ed.). Interpreting Consolidated.
• Garrett, B. D. & Girardin, E. G. (2020). Embracing the next generation of interpreters: A call to action for the Registry of Interpreters for the Deaf. Journal of Interpretations, 28(2). https://digitalcommons.unf.edu/joi/
• Garrett, B. D. & Girardin, E. G. (2019). American Sign Language Competency: Comparing Student Readiness for Entry into a Four-Year Interpreter Degree Program. International Journal of Interpreter Education, 11(1), 20-32. https://www.cit-asl.org/new/american-sign-language-competency/
• Garrett, B. D. & Girardin, E. G. (2018) “Comparing the ASL Competency of Applicants: Readiness for 4-year ASL English Interpretation Program Entry” (Conference of Interpreter Trainers, Conference Proceedings, Salt Lake City, Utah: http://www.cit-asl.org/new/wp-content/uploads/2018/10/29-garrettgirardin-2018.pdf
• Girardin, E. G. (2011). I have a student with a cochlear implant in my class… [Brochure]. Chesapeake Public Schools.

Presentations

• Finalist – 2023 Carnegie Project on the Education Doctorate – Dissertation in Practice