NCRA launched redesigned online NCRA Sourcebook

A newly redesigned online NCRA Sourcebook is now available through the National Court Reporters Association’s website. As the newly redesigned membership search site integrates directly with each record,  members can update their information online and see those changes in effect immediately. In addition, members can also add photos to their records.

General Requirements and Minimum Standards updated

In March 2016, NCRA’s Board of Directors approved a number of changes to the General Requirements and Minimum Standards (GRMS) required for NCRA-approved court reporting programs. The changes were the result of several factors including: the need to raise the effectiveness of the educational instruction offered by NCRA-approved court reporting programs; NCRA’s priority to meet its vision of the future of court reporting education; and the findings of an industry-wide study released in 2014 that determined a future need of 5,500 professionals to fill court reporting and captioning job vacancies over the next few years.

NCRA conducted a survey that compared court reporting programs that reported a high rate of graduates to programs that reported lower graduate rates to identify the best practices of the higher performing programs. The best practices identified in the NCRA Instructional Best Practices Survey Summary offer advice to court reporting schools on how to support a student’s success.

Changes to the GRMS that reflect the best practices will take effect on Sept. 1, 2016, and all NCRA-approved programs must be in compliance with the new GRMS by Dec. 31, 2017

As of Sept. 1, 2016, all new applications for NCRA approval must reflect a program’s compliance with the new GRMS.

If you have any questions, contact Cynthia Bruce Andrews, Director of Professional Development, at 703-584-9058 or

NCRA’s 2016 Convention & Expo: Something for everyone

Convention-JCRcom-BoxAdOnline registration for NCRA 2016 Convention & Expo happening at the Hilton Chicago, Chicago, Ill., Aug. 4-7, closes July 29, so hurry and register now to participate in the vast array of continuing education sessions, networking opportunities, certification preparation workshops for the Certified Realtime Reporter and the Realtime Systems Administrator, and, of course, all that’s new on the Expo floor.

Whether you are an official, freelancer, broadcast or CART captioner, legal videographer, educator, student, or legal services provider, this year’s schedule has something to help you be the architect of your future. Plus attendees who need CEUs can earn up to 2.45 of them with a full registration and optional workshops.

Among the educational session highlights are:

Freelancer business 101. Presenters: Lisa DiMonte, RMR, CMRS; Jan Ballman, RPR, CMRS; Marjorie Peters, RMR, CRR; and Dave Tackla, CLVS

Compassion fatigue and job stress. Presenter: April Kopp, LCSW, MFA

Your cloud-based office. Presenters: Nancy Bistany, RPR and Kim Neeson, RPR, CRR, CRC

The secret business of court reporting. Presenter: Debbie Bridges Duffy, RPR

Beyond the captions:  Captioner roundtable. Presenters: Merilee Johnson, RMR, CRR, CRC; Bill Graham; and Deanna Baker, FAPR, RMR

90 apps in 90 minutes. Presenter: Sara Wood, CAE

Tax tips for court reporters. Presenter: Charlotte Ogorek

Best practices for realtime reporting. Presenters: Jason Meadors, FAPR, RPR, CRR, CRC; Christine Phipps, RPR; and Sandy VanderPol, FAPR, RMR, CRR

Anywhere, anytime:  Online testing. Presenter: Marybeth Everhart, RPR, CRI, CPE

Are you an independent contractor or an employee? Presenter: Chris Wojcicki

Video equipment configuration:  Real world equipment setups. Presenters: Richard Hayden, CLVS, and Jason Levin, CLVS

In addition, students, educators, and school administrators will enjoy a selection of sessions tailored specifically to their interests and needs.

Other highlights for the 2016 NCRA Convention & Expo include professional speaker and humorist John Wagner, who will address the topic of “Pride in the Profession” when he takes the stage as the keynote presenter during the Premier Session; the national Speed and Realtime Contests; the installation of NCRA’s 2016-2017 Officers and Board of Directors; and the presentation of the Distinguished Service Award, the highest award bestowed by NCRA. Networking opportunities will include receptions, the annual awards and NCRF Angels luncheons, and the President’s Party.

Remember, the deadline for online registration is July 29. For more information and to register for the 2016 NCRA Convention & Expo, visit

TEACHING: The qualities of an exceptional instructor

By Aurora Joslyn

Teaching is hard work, and some teachers never grow to be anything better than mediocre. They do the bare minimum required and very little more. Exceptional educators, however, work tirelessly to create a challenging, nurturing environment for their students. Experience has taught me that great teaching seems to have less to do with our knowledge and skills than with our attitude toward our students, our subject, and our work. So what makes a teacher exceptional? Let’s examine the characteristics of an outstanding teacher.

Respect: A great teacher respects students and sets high expectations for all. In a great teacher’s classroom, each person’s ideas and opinions are valued. Students feel safe to express their feelings and learn to respect and listen to others. This teacher creates a welcoming learning environment for all students. Effective teachers focus on shared decision-making and teamwork as well as on community building. A great teacher maintains professionalism in all areas — from personal appearance to organizational skills and preparedness for each day. Their communication skills are exemplary, whether they are speaking with an administrator, one of their students, or a colleague. The respect that the great teacher receives because of her professional manner is obvious to those around her.

Compassion. A great teacher must care. A great teacher is warm, accessible, enthusiastic, and caring. This person is approachable, not only to students, but to everyone on campus. This is the teacher to whom students know they can go with any problems or concerns or even to share a funny story. Great teachers possess good listening skills and take time out of their way-too-busy schedules for anyone who needs them. If this teacher is having a bad day, no one ever knows — the teacher leaves personal baggage outside the school doors.

Patience. Exceptional teachers know when to stand back and allow students the time and freedom to figure something out on their own. Because it means loosening control and letting the students lead, this can be one of the most difficult plateaus for a teacher to reach. Many take years to get there. Some never do.

Flexibility. A great teacher can shift gears and is flexible when a lesson isn’t working. This teacher assesses their teaching throughout the lessons and finds new ways to present material to make sure that every student understands the key concepts. Demonstrating the flexibility to experiment with new teaching methods is integral to providing students with a well-rounded education in the 21st century.

Inspiration. A great teacher has their own love of learning and inspires students with their passion for education and for the course material. They constantly renew themselves as professionals on their quest to provide students with the highest quality of education possible. This teacher has no fear of learning new teaching strategies or incorporating new technologies into lessons, and always seems to be the one who is willing to share what they’ve learned with colleagues.

While teaching is a gift that seems to come quite naturally for some, others have to work overtime to achieve great teacher status. With the right combination of respect, compassion, patience, flexibility, and inspiration, an exceptional teacher can make a lasting impact on a student’s education. And the payoff is enormous — for both the teacher and the students.

“A teacher affects eternity; he can never tell where his influence stops.”

Henry B. Adams.

Aurora Joslyn is an NCRA associate member from Hollywood, Fla.  This article was written as part of the requirements for NCRA’s Certified Reporting Instructor course.


TEACHING: Lighting the fire

By Josée Boisvert

As the approaches and methodologies applied to instruction and teaching have evolved over the centuries, so too have the challenges. Students today are very different than they were a century ago, or even 20 years ago. Cultural and socio-economic diversity, a rapidly evolving job market, and ever-changing technological advances continue to shape the teaching environment, its institutions, clients, and students.

As a parliamentary reporting teacher, this prompts me to reflect on the attributes I must possess as an instructor in order to adapt to the evolution of various societal aspects and to achieve my ultimate goal: delivering exceptional instruction to aspiring parliamentary reporters.

First and foremost, we expect our teachers to be knowledgeable in the subjects they are teaching and to have acquired the ability to properly plan and structure course delivery. I will therefore strive to be adequately prepared for every course by devising clear learning outcomes, such as speeds to be attained, which will be structured into parts, and supported by the appropriate delivery methods and a variety of resources. Assessment activities, such as assignments, realtime practice, and tests will also be planned to ensure that students are achieving their learning goals. By preparing a detailed syllabus for the course, stating the course outcomes, the resources to be used, and the required assignments, along with session plans and rubrics, I will be more likely to produce concrete learning results for my students as they progress towards their targeted speeds and conflict resolution.

In addition, these tools and strategies play an important role in communicating essential course information to students. A teacher’s ability to communicate effectively with her students is key. For example, by sharing the course syllabus with my students and discussing it with them, I will give them the opportunity to reflect on the learning outcomes, to preview the resources I plan to use, to prepare for assignments according to the course structure, and to understand how they will be assessed and what is expected of them. Providing them with immediate feedback, for example, after dictation practice and readback, will also help ensure that they stay on track at critical steps of the course.

Communication, however, is not a one-way activity. To become an exceptional instructor, I will need to listen to my students and tune into their world. Performing a class survey at the beginning of a session will help me assess the knowledge level of the students and determine possible gaps in theory application, gain insight into their areas of interest, or identify obstacles they might be facing individually, whether they are struggling with speed levels or with specific theory notions. Another effective way for me to gain valuable information and plan next steps will be to obtain their feedback regularly, with the help of tools such as the One-Minute Paper, where students are asked to list an important element they have learned in a class and what notions were lacking.

Of course, the logical consequence of establishing meaningful means of communicating with my students is the necessity to adapt my teaching methods to their needs, interests, goals, and expectations. Adaptability, for a teacher, means that I must strive to create learner-centered courses that will take into account students’ communication preferences to devise activities that will promote their participation in class, as well as in other learning activities, such as projects, tests, and field work. Giving students the opportunity to work in groups on reflective assignments will appeal to learners who are more at ease with social and verbal interaction, while setting aside time for practice and speed contests will motivate kinesthetic students.

I will also aim to offer them a choice of activities according to their individual or group learning styles, and provide them with authentic and relevant context that will foster their ability to retain information, to apply what they have learned in real-life situations, and to achieve higher-order thinking. For example, a field trip to the Senate Chamber will give my students a glimpse of the environment they will be working in. It will reinforce the importance of achieving a conflict-free method and will hopefully motivate them to persevere to acquire realtime and captioning skills.

Adapting to ever-evolving technology will also prove an asset in delivering instruction to students and promoting learning in a modern environment. Both in and outside the classroom, I will tap into the wealth of resources offered by the Web and online applications, whether to provide supplementary reading and practice material, research activities, quizzing and testing opportunities, or to take advantage of more effective means of communication, such as blogs, online discussion groups, or bulletin boards.

Last but not least, drawing from a variety of resources, tools, and activities will also help me create a more dynamic and engaging learning environment for my students. Undoubtedly, making efforts to engage students in their learning and to help them achieve their learning goals can yield rich dividends. As an instructor, I can engage students by incorporating variety in all aspects of teaching. I will plan a mix of instructor-led and instructor-facilitated activities, such as demonstrations and class discussions, or field work and group work that will give students an opportunity to learn according to their preferred styles. Inviting a guest speaker who works in a related field to attend class and read dictation will help challenge students and allow them to learn more about their future working environment. I will also offer them an assortment of textbook, Web, and media resources appropriate to the chosen topics and learning activities, and I will vary the tools used to assess their progress, by offering both cognitive and performance-based tests, such as papers and written exams or quizzes and speed tests. Finally, I believe that by creating a positive and respectful environment, while setting high expectations of students, I will be able to motivate them to persevere in attaining their goals.

Notwithstanding these far-reaching goals and best intentions, the quest to become an exceptional instructor must include a self-assessment strategy. Drawing from the results obtained by my students, their evaluation of the course, and the analysis of my peers, I will strive to adapt and improve my courses as I move forward in my teaching career, with the aspiration of lighting the fire of learning in the heart of every parliamentary reporting student.

Josée Boisvert can be reached at This article was written as part of the requirements for NCRA’s CRI course.

TEACHING: Learner-centered teaching

By Natalie Nazar

I reconnected with my long-lost brother in Calgary, Alberta last month. We reminisced about our school days in small town Québec, and he said to me, “Natalie, all I remember from high school is sitting down at the beginning of first period and zoning out for the rest of the day, every day, for five years.”

“That’s a lot of time wasted!” I gasped. “Where were your teachers? Didn’t you receive any guidance?”

We had both gone to the same school and had the same teachers, but it was clear that our experiences were the exact opposite. What made his experience so different from mine?

We realized that we had completely different learning styles. Unfortunately for my brother, our teachers only taught one way. It is important for teachers to recognize those different learning styles to help their students succeed. When it comes to steno, the teaching style, whether visual, auditory, or kinesthetic, needs to match the students’ preferred learning styles in order to be effective. With a repetitive subject like steno, it can be difficult to accommodate all those learning styles creatively. Much like learning a musical instrument, steno requires a great deal of discipline, determination, and practice every day. But when so much depends on the student, how can court reporting instructors help students succeed?

The answer lies in psychology. Humans are capable of astounding things if they are mentally well prepared. Therefore, steno instructors must provide students with strategies to support their mental resilience. Failed speed tests, dropping, finger acrobatics, fear, and anxiety are made manageable with strategies such as deep breathing, meditation, and visualization.

Teachers should approach students holistically, taking into account their different backgrounds, lifestyles, and personalities. They must keep in mind that each student will progress at a different rate and some issues may require individualized attention. A student’s emotional state has a great deal of impact on their success, and a great teacher can support their student through validation. Take some time to listen to the student’s concerns, and give them the benefit of the doubt. A simple “Thank you for sharing that with me” can make a world of difference to a student who thinks he or she is the only one having difficulties. It is crucial that the solutions you provide instill personal responsibility in the student. In other words, a simple pep talk is not enough. They need to be provided with strategies based on their individual needs to help solve the problem independently and take the next steps in their learning. All of this points towards exceptional teaching being learner-centered.

Dictation can quickly become the main method of instruction in court reporting school. Some teachers become veritable Dictaphones. This is boring work. Bored teachers lead to bored students. Time to try something new. Exceptional teachers assess students’ weaknesses, such as a problem strokes or hesitation concepts, and design drills that focus on those difficulties. Much like athletes work on individual skills to improve their overall game, steno writers must also focus on smaller, achievable goals to improve their overall writing. Encourage your students to keep track of all the small goals they need to overcome to put all the pieces of the puzzle together. Record what has worked and what has failed for each individual student. Make sure to follow up with them on their progress, and give them constructive and fair feedback on their work. Never let a student leave a feedback session without providing a specific strategy for improvement, such as flashcards, drills, or useful briefs.

Students expect teachers to know what they are talking about. This means teachers must stay on top of their own steno game. Keep a professional portfolio of strategies, notes, and lesson plans that have worked for you. Referring to these notes will help bring your future classes alive with valuable insight.

Reflecting on your own challenges as a stenographer will help build empathy for your students’ struggles. Empathizing with your students will allow you to effectively identify problems and provide an array of solutions. Remember the five stages of learning: (1) Pay attention and be receptive to each student’s personal scenario. (2) That information is useful in order for you to (3) process, understand, and draw accurate (4) conclusions. (5) The test is the final step.

Steno looks easy, but as we know, it involves an intense mental struggle. It’s messy, and it will make you sweat and cry. Put yourself in your students’ shoes. As Stan Sakai suggests in the court reporting documentary For the Record, steno is like going to battle against words that are continuously being thrown at you. It is excruciatingly intense, and exceptional teachers will empathize with that. One student once told me, “Speedbuilding is like constantly hitting your head against a brick wall. Each level is like starting over again from scratch.” As the NCRA speed contests show us, there is no end to speedbuilding. And that is both the beauty and curse of stenography. Record speeds are not the students’ goal. Their goal is only to get to the next level through achievable steps. Nurturing resilience and a desire for challenge will help them get there.

Natalie Nazar is a freelance reporter in Toronto, Ontario, Canada. She can be reached at nazarreporting@outlook.comThis article was written as part of the requirements for NCRA’s Court Reporting Instructor course.

Nominations being accepted for the 2016 CASE Award of Excellence and student scholarships

Bonnie R. Shuttleworth, CRI, CPE, an instructor at College of Court Reporting in Hobart, Ind., was named 2015 Educator of the Year

Bonnie R. Shuttleworth, CRI, CPE, an instructor at College of Court Reporting in Hobart, Ind., was named 2015 Educator of the Year

The Council on Approved Student Education has announced that it is now accepting nominations for the Award of Excellence to an Outstanding Educator, which recognizes an instructor’s dedication to students and extraordinary contributions to reporter education. Recipients are nominated by students, fellow faculty members, administrators, or NCRA members. The deadline for nominations is April 16.

CASE is also accepting applications for three student scholarships in the amount of $500, $1,000, and $1,500. Applicants must meet a number of requirements to be eligible, including attending a NCRA-certified court reporting program and writing between 140 and 180 wpm. Applicants must submit three recommendation forms and a two-page essay on a pre-selected topic. Nominations and applications are being accepted through April 16.

Read more about the CASE Award of Excellence.

Read more about the CASE student scholarships.

E-seminar review: Syllables: Count on it!

The informative vendor e-seminar Syllables: Count on it! teaches court reporting students and instructors how to accurately count syllables to help with dictation. The e-seminar is presented by Janice Plomp, who, after 28 years as an official court reporter and CART provider, became a full-time instructor at the Northern Alberta Institute of Technology.

Plomp presents a software product called Syllables, which was created by Plomp and her brother. Their website states that Syllables provides a fast and simple method of creating accurate dictation materials.

At the beginning of the e-seminar, Plomp discusses how different sentences can be. For example, there could be the same number of words in two sentences but completely different number of syllables, which makes a huge impact in the world of court reporting. She then reviews syllabic density, the Syllables product, and the advantages and features offered. Plomp says, “It’s eye-opening to students to see how many syllables and repetitive words there are in a document. [With Syllables,] you can add syllabic breaks that you can save, and you can adjust the ease or difficulty of your document.”

Plomp spends time showing how Syllables works and ways court reporting students can benefit when practicing by using its functionality available in the library. Plomp states, “I got started [developing Syllables] because I thought there has to be a better way to count syllables. I can’t imagine my teaching career without it.”

This e-seminar is now available here.

Tips, tricks, and the latest in trends shared with attendees at 2015 NCRA Convention & Expo

The wide array of sessions and presentations adorned with tips and tricks as well as the latest in trends at the 2015 NCRA Convention & Expo, held July 30-Aug. 2 in New York City, provided the nearly 1,200 attendees with a varied selection of educational choices.

NCRA member Gail Verbano, RDR, CRR, a freelance reporter from Boothwyn, Pa., led a lively discussion of what-if scenarios in a session called 25 Years On-the-Job Training in One Seminar, as part of the Judicial Track. Attendees discussed what to do when people speak too fast, if a lawyer answers for a witness or says ‘strike that,’ or asks the court reporter to leave a blank in the transcript. Other scenarios discussed included how to handle interpreters when witnesses answer in English and when and how to interrupt.

She also shared pointers from 25 years of being on the job, tips for producing cleaner writing, and a glimpse into what she packs in her case each time she takes on a realtime job.

According to Verbano, “we try to protect the record, but we can’t make the record.”

Captioners Linda Hershey, RDR, CRR, CBC, CCP; Jennifer Schuck, RDR, CRR, CBC, CCP; and Steve Clark, along with sign language interpreters Jana Owens and Rita Jo Scarcella, led on a panel entitled You Don’t Know What You Don’t Know – Ethically Speaking, as part of the Realtime Track. The members were representing CART Ethics Task Force, which was charged with creating a NCRA Code of Professional Ethics for CART and Broadcast Captioners, recognizing that the ethical issues that captioners face are often different than those faced by judicial reporters.

According to the presenters, many elements of the captioning NCRA Code of Professional Ethics for CART and Broadcast Captioners are similar to those on the judicial side. Some of the important differences are the higher emphasis on confidentiality and privacy, concerns about working with a minor rather than an adult, or the difference between a file and a transcript (which Schuck wrote about in the July 2015 issue of the JCR).

Because the Task Force was essentially developing ethical professional standards for the captioning industry, they included their partners in accessibility – sign language interpreters. The interpreters helped the captioners with discussions about verbatim transcripts, for example. A common misconception about sign language interpreters is that their interpretation is verbatim, which is not possible since American Sign Language and English have slightly different grammar and syntax. The sign language interpreters commented that working on the task force was a learning experience for them as well, providing them new insights in how captioners work with a similar client base.

Audience questions also promoted a discussion on issues related to accessibility and advocacy.

The Task Force submitted the NCRA Code of Professional Ethics for CART and Broadcast Captioners for the NCRA Board of Directors’ approval and has gone to the next step towards implementation. Look for more information in the near future.

Bruce Balmer, CLVS, led a practical session on video files in legal videography where he reviewed the different types of video files currently used in the industry. During the session entitled I Have a Video File, but What Should I Give My Client? as part of the Business Track, Balmer said that authored DVDs are the most common formats, but predicted that MPEG-4 will become more common in the future. He pointed out that if videographers offer other formats – including multiple MPEG versions and synced versions of all formats – then clients will ask for them.

Balmer also ran through a series of questions that the videographer should ask the client to determine which format to use, such as what the video will be used for (for example, whether a trial is bench or jury), the client’s playback equipment, and if the video should be synced. He also addressed questions that the client should ask of the videographer, such as whether the videographer uses standard or high definition.

Balmer also provided a step-by-step demonstration of the TMPGEnc Video Mastering Works software, which is the industry standard for converting from the video source.

A wide range of national and international court reporting educators attended Motivating, Coaching, and Mentoring for Student Success, a session led by Marybeth Everhart, RPR, CRI, CPE, and Karen Sole, RPR, CRI, CPE, which was part of the Teachers’ Workshop. Everhart and Sole began the session with a puzzle to encourage creative thinking and discourage the mindset of “that’s the way we’ve always done it” or “this is how we did it when I went to school.”

The interactive session covered topics ranging from types of engagement to the importance of setting high standards and appropriate boundaries to intrinsic verses extrinsic motivation. Attendees shared specific tips, such as using a school social media page to share briefs or celebrate student accomplishments (while keeping in mind FERPA privacy issues).

Everhart reminded attendees, “What we’re training our students to do is really difficult,” and it can be tempting for a student to fall under the trap of thinking, I’m not progressing because of the way the school or program is run. In court reporting, the honeymoon phase ends quickly, especially in theory. While instructors should find ways to provide their students with regular individualized feedback and support, at the end of the day, students need to spend the time in school thinking and behaving like their future profession. This includes tracking and assessing their own progress and connecting with their local, state, and national court reporting communities.

Maureen Walsh, CLVS, and Chris Willette, RDR, CRR, CCP, teamed up to show the strengths of court reporters and legal videographers working together in the deposition setting during The Reporter and the Videographer Partnership, a session included as part of the Business Track. Walsh and Willette shared the workflow before, during, and after a deposition for both court reporters and legal videographers, as well as which certifications to look for and the types of questions to ask to find the right teammate. Both presenters emphasized the importance of using a CLVS, citing the quality of the CLVS Seminar and the rigorous exam. Walsh explained that, unlike any other legal videography organization, the NCRA program was developed specifically to help CLVSs support court reporters.

A common theme throughout the session was how court reporters and legal videographers can help each other. Willette suggested that the Realtime Systems Administrator certificate is valuable not just for a court reporter to earn, but also for a legal videographer to earn, explaining that an RSA-certified videographer who is working with a CRR-certified court reporter can assist with troubleshooting. In addition, the court reporter can hook into the videographer’s audio mixer (Walsh suggested bringing a splitter, 25-foot cord, and ¼-inch adaptor), which is higher quality sound than any audio backup system a court reporter may be using.

Marilynn Larkin from PosturAbility presented a session entitled Power Up Your Posture where she noted that good posture involves the entire body, that it’s dynamic and interactive, and that it can help relieve some body problems while preventing others, like back soreness. Attendees had the opportunity to practice specific stretches, both sitting and standing, to do before or during work, while Larkin continually reminded everyone to breathe and keep their shoulders down and core activated. She also reminded attendees to make their environment work for them rather than trying to fit themselves into the environment, offering tips like asking for a different chair if necessary or wearing comfortable clothing. The session was part of the Judicial Track.

Members who are interested in Larkin’s session can view her two-part series of posture available in the NCRA e-seminar library.

As part of the Realtime Track, Brenda Brueggemann, a professor at the University of Louisville and a CART consumer, led a discussion-based session entitled Composing Sound – A Workshop on Creative and Critical Thinking. Part of the session focused on adding “flavor” while captioning, an issue that was well-illustrated during the session itself. After attendees discussed a series of high-level questions about captioning in small groups, Brueggemann said that for a group in the back, she could hear words from the discussion, but she had no idea what the tone of the discussion had been. When one participant from the group said that they had been confused by the questions, Brueggemann said that the word confusion added just the right amount of context to interpret the words better. The attendees discussed the difficulty in adding flavor while captioning, first because captioners are so focused on capturing the words that it can be difficult to also catch ambiance, and also because it can be difficult to avoid using personal judgment while trying to add in flavor. One example would be how to describe background music while captioning.

Brueggemann also pointed out that sound studies are garnering more attention in the university and that recently captioning has been seen as an integral part of video rather than an afterthought.

During a session entitled Best Practices for Remote Reporting, NCRA members and Realtime Systems Administrator certificate holders, Robin Nodland, RDR, CRR, and Christine Phipps, RPR, attendees were provided with an overview of what remote reporting is and what it is not, why best practices are needed to ensure quality realtime is provided, and what business models currently exist in the realtime world.

Nodland and Phipps also shared best practices as they relate to protocols for attendees and working with audio proceedings.

Handouts and presentations for many of the sessions held at the 2015 Convention & Expo are available online at NCRA’s Convention & Expo Web page.


Registration options for the 2015 NCRA Convention & Expo

NCRA has received questions on what’s included in each registration package for the 2015 NCRA Convention & Expo. Here’s a breakdown of each registration option so that members can make their decision before registration prices go up by $50 after July 6 (extended deadline!).

Full registration discount package

  • With general seating
  • With VIP seating

Best value! The full registration discount package includes admission to concurrent seminars, the Premier Session, the Opening Reception, the Awards Luncheon, the President’s Party, the Annual Business Meeting, and a 3-day Expo pass. It does not include pre-convention intensive workshops, special programs, workshops, or the CLVS Seminar.

Partial registration

  • Three days
  • Two days (Fri./Sat. or Sat./Sun.)
  • One day (Fri. or Sat.)
  • Sunday only (half-day)

Partial registration includes admission to concurrent seminars on the days registered, the Premier Session, the Annual Business Meeting, and a 3-day Expo pass. It does not include pre-convention intensive workshops, special programs, workshops, or the CLVS Seminar. Social event tickets are not included in this package.

CLVS Seminar

  • Three days (Fri./Sat./Sun.)
  • Two days (Fri./Mandatory Day [Sat.] or Sat./Sun.)
  • One-day (Mandatory Day [Sat.])

Registration for the CLVS Seminar includes one ticket to the legal videographer reception and a 3-day Expo pass. It does not include other social events, concurrent seminars, or special programs/events. Those items must be purchased separately.

Special programs and events

  • National Speed Competition
  • Realtime Competition
  • Special offer — Speed & Realtime Competition combo
  • Punctuation Workshop
  • Teachers’ Workshop

The Speed and Realtime Competitions are not included with partial registration, certification programs packages, or the CLVS Seminar and must be purchased separately. Please register for the Punctuation Workshop and Teachers’ Workshop to reserve your seat.

Certificate and certification programs

  • Realtime Systems Administrators Workshop
  • Realtime Systems Administrators Exam
  • Certified Reporting Instructor Orientation
  • Certified Realtime Captioner Workshop
  • Certified Realtime Captioner Exam

Registration for these certificate and certification programs includes a 3-day Expo pass; social events are not included. The Certified Realtime Captioner Workshop includes admission to concurrent seminars on Friday and Saturday afternoons after the workshop breaks for the day. Partial registration (Sunday) will be required for attendance at Sunday concurrent seminars.

Pre-convention vendor workshops

  • Advantage Software/Eclipse
  • ProCAT
  • Stenograph

These intensive training seminars are held on Thursday, July 30. Registration for these workshops includes a 3-day Expo pass. Select which vendor workshop you wish to attend.

Networking package

  • Networking package general seating
  • Networking package VIP seating

The networking package includes the Opening Reception, the Awards Luncheon, the President’s Party, the Premier Seminar, the Annual Business Meeting, and a 3-day Expo pass.

Individual social event tickets

  • Opening Reception (Thurs.)
  • CLVS Reception (Fri.)
  • CART/Captioner’s Reception (Fri.)
  • Awards Luncheon (Sat.)
  • President’s Party (Sat.) — general seating
  • President’s Party (Sat.) — VIP seating

Social event tickets are not included with partial registration, certification programs packages, or the CLVS Seminar (except as noted) and must be purchased separately.

Register now or visit the registration information page for a breakdown of prices.