Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 5 of 5
Full-Text Articles in Education
Qualitative Inquiry: The Case For The Importance Of Considering Student Perspectives In Sotl Research, Aleah S. Brock
Qualitative Inquiry: The Case For The Importance Of Considering Student Perspectives In Sotl Research, Aleah S. Brock
Teaching and Learning in Communication Sciences & Disorders
Quantitative methods are often viewed as superior to qualitative methods for clinical research in communication sciences and disorders; however, quantitative methods are unable to answer questions of why or how. Qualitative methodology can be used to address research questions that seek to understand human perspectives. In Scholarship of Teaching and Learning (SoTL) research, qualitative research can be used to understand student experiences and perspectives. The merit of the application of qualitative methodology in SoTL research is explored here.
Speech-Language Pathology Graduate Students’ Experiences With The Use Of Case-Based Learning To Develop Skills For Evidence-Based Practice, Aleah S. Brock
Speech-Language Pathology Graduate Students’ Experiences With The Use Of Case-Based Learning To Develop Skills For Evidence-Based Practice, Aleah S. Brock
Teaching and Learning in Communication Sciences & Disorders
The American Speech-Language Hearing Association (ASHA) states that practitioners should use the principles of evidence-based practice (EBP) for clinical decision making. However, speech-language pathologists (SLPs) often report a lack of understanding, time, and resources to implement EBP. Clinicians who were exposed to EBP training during their graduate program or clinical fellowship are more likely to use EBP in their clinical practice; therefore, graduate programs in SLP must provide explicit EBP training to upcoming clinicians. At present, no consensus exists on the best way to train students in the principles of EBP. The present study sought to investigate student experiences and …
Students’ Experience Of Sense Of Belonging In A Diversity Class: A Model And Practice Recommendations, Laura R. Chapman
Students’ Experience Of Sense Of Belonging In A Diversity Class: A Model And Practice Recommendations, Laura R. Chapman
Teaching and Learning in Communication Sciences & Disorders
Sense of belonging has been associated with increases in perceived task importance, along with motivation and academic achievement. These factors indicate that sense of belonging may be an important and relevant concept to consider when preparing clinicians to practice cultural humility, which entails a commitment to lifelong learning. This study utilized qualitative data to examine 20 undergraduate students’ experience of belonging in an undergraduate cultural and linguistic diversity course. Additionally, pedagogical practices and student identity-related factors that promote belonging were explored. Results revealed four interrelated themes that characterized how students experienced belonging in the course. Salient components of belonging as …
Finding Authenticity And Belonging In Teaching: Critical Reflection Of Personal Experience To Facilitate Transformation, Laura R. Chapman
Finding Authenticity And Belonging In Teaching: Critical Reflection Of Personal Experience To Facilitate Transformation, Laura R. Chapman
Teaching and Learning in Communication Sciences & Disorders
The purpose of this reflection is to tell the story of the author’s career transition towards the scholarship of teaching and learning (SoTL) and engagement in issues of diversity, equity, inclusion, and belonging (DEIB) in education. Using the methodology of critical reflection (Brookfield, 2017), couched within an examination of disorienting dilemmas as described in transformative learning theories (Mezirow, 2000), I will explore how the lens of personal experience can be a valuable as educators strive to find authentic ways to grapple with the critical issues we face in education in general, and the field of communication sciences and disorders (CSD) …
Development Of Interprofessional Socialization In A Multifaceted Live Action Clinical Role-Play Simulation For Speech-Language Pathology And Social Work Students, Cody Marie Busch, Jennifer Anderson, Lynn Gilbertson, Sarah Hessenauer
Development Of Interprofessional Socialization In A Multifaceted Live Action Clinical Role-Play Simulation For Speech-Language Pathology And Social Work Students, Cody Marie Busch, Jennifer Anderson, Lynn Gilbertson, Sarah Hessenauer
Teaching and Learning in Communication Sciences & Disorders
Live action clinical role-plays are one of many types of simulated learning experiences that can be crafted for undergraduate and graduate students alike when learning to collaborate interprofessionally. This mixed methods exploratory research project partnered four academic instructors from the disciplines of speech-language pathology and social work, with several additional community members adding their expertise to enrich the experience of a live-action clinical role-play. Students (N = 32) participated in a two-part multifaceted interprofessional education (IPE) experience with the first part consisting of eight hours of online asynchronous training and the second part consisting of eight hours of a multifaceted …