Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (8)
- Scholarship of Teaching and Learning (6)
- Communication Sciences and Disorders (5)
- Medicine and Health Sciences (5)
- Educational Methods (2)
-
- Online and Distance Education (2)
- Speech Pathology and Audiology (2)
- Adult and Continuing Education (1)
- Curriculum and Instruction (1)
- Higher Education and Teaching (1)
- Language and Literacy Education (1)
- Occupational Therapy (1)
- Other Education (1)
- Rehabilitation and Therapy (1)
- Special Education and Teaching (1)
- Teacher Education and Professional Development (1)
- Keyword
-
- Speech-language pathology (4)
- Anxiety (2)
- Graduate students (2)
- Academic performance (1)
- Adult literacy (1)
-
- Answer until correct (1)
- Augmentative and alternative communication (1)
- Clinical preparation (1)
- Clinical supervision (1)
- Communication Sciences and Disorders (1)
- Communication disorders (1)
- Distance learning (1)
- E-mentorship (1)
- Flipped classroom model (1)
- Higher Education (1)
- Immediate Feedback – Assessment Technique (1)
- Interprofessional education (1)
- Interprofessional practice (1)
- Maternal education (1)
- Multiple-choice testing (1)
- Occupational therapy (1)
- Online teaching and learning (1)
- Pandemic (1)
- Pass/fail grading (1)
- Perceptions (1)
- Professional skills (1)
- Qualitative analysis (1)
- Remote learning (1)
- Roles (1)
- Scholarship of Teaching and Learning (1)
Articles 1 - 13 of 13
Full-Text Articles in Education
E-Mentorship In Speech-Language Pathology, Mohamed Taiebine, Louise C. Keegan
E-Mentorship In Speech-Language Pathology, Mohamed Taiebine, Louise C. Keegan
Teaching and Learning in Communication Sciences & Disorders
Current literature on mentorship stems from the fields of higher education, intercultural psychology and counseling and focuses on the personal, interpersonal, and professional aspects that facilitate positive and successful relationships. However, these aspects have seldom been explored in speech- language pathology literature even though mentorship occurs in all facets of the field (student training, as well as clinical and academic settings). Despite a growing consensus in the field that mentorship promotes the development of theoretical and clinical knowledge, there is a dearth of speech-language pathology research exploring collaborative and synergistic frameworks of mentorship which promote interpersonal skill development. Such learning …
Self-Care With Self-Compassion (Sc2): A Program To Foster Well-Being In Graduate Speech-Language Pathology Students, Laura R. Chapman, Karalee Cole
Self-Care With Self-Compassion (Sc2): A Program To Foster Well-Being In Graduate Speech-Language Pathology Students, Laura R. Chapman, Karalee Cole
Teaching and Learning in Communication Sciences & Disorders
This article describes elements of Self-Care with Self-Compassion (SC2), a novel program designed to foster well-being in graduate speech-language-pathology (SLP) students. Graduate SLP students experience elevated levels of perceived stress, which can ultimately impact their professional competence. University programs, faculty, and staff are uniquely positioned to help students learn to cope with stress. Self-care and self-compassion may buffer some of the effects of stress, and at the same time foster qualities in students that facilitate learning and promote healthy clinical practice. Twenty-five incoming SLP graduate students participated in SC2, a required, two-part workshop. Levels of perceived …
Vocabulary & Academic Success In University Undergraduate Students, Sandra Irvin, Kathryn Guillot Blankenship
Vocabulary & Academic Success In University Undergraduate Students, Sandra Irvin, Kathryn Guillot Blankenship
Teaching and Learning in Communication Sciences & Disorders
Thirty- nine students at a four-year university participated in this two-part study. One part investigated the relationship between maternal education and vocabulary while also looking at the relationship between vocabulary and academic success. The second portion looked at the relationship between vocabulary and word learning. Results from the study indicate that vocabulary knowledge is significantly correlated with GPA and students’ ability to learn words in a limited amount of time. Students with higher vocabulary scores earned higher gain scores and GPA. Maternal education was not significantly correlated with PPVT scores, contrary to what prior literature would suggest.
Perceptions And Effects Of Online Clinical Preparation Modules For First-Semester Speech-Language Pathology Graduate Students, Elizabeth M. Leatherman, Kris Pedersen
Perceptions And Effects Of Online Clinical Preparation Modules For First-Semester Speech-Language Pathology Graduate Students, Elizabeth M. Leatherman, Kris Pedersen
Teaching and Learning in Communication Sciences & Disorders
Students begin graduate school with varying backgrounds and experiences from their undergraduate program, which can result in different degrees of competence as they begin clinical work. This study investigated the effects of a series of seven online modules designed to review foundational clinical skills and enhance students’ clinical success. A cohort of 39 incoming graduate students at a midwestern university participated in the study and completed the modules during program orientation. Mixed methods were used to evaluate the effects and perceptions of the modules, including surveying students and the clinical faculty, comparing students’ clinical evaluations to those of previous students …
The Use Of Interprofessional Education (Ipe) To Address Collaboration For Individualized Education Plans (Ieps): A Retrospective Study Of Occupational Therapy, Speech-Language Pathology, And Special Education Students’ Perceptions, Kristina Curro, Lisa Shooman, Sue Foo
The Use Of Interprofessional Education (Ipe) To Address Collaboration For Individualized Education Plans (Ieps): A Retrospective Study Of Occupational Therapy, Speech-Language Pathology, And Special Education Students’ Perceptions, Kristina Curro, Lisa Shooman, Sue Foo
Teaching and Learning in Communication Sciences & Disorders
The purpose of this project is to measure the effects of interprofessional education (IPE) on the perceptions of preservice professionals’ development of an Individualized Education Plan (IEP). The preservice professionals (PSPs) participants included master’s students from speech language pathology (SLP), occupational therapy (OT) and special education (SPED) programs (N = 78). The primary project goals were to examine the perceptions of the participants’ roles and knowledge on a multidisciplinary education team, their perceptions of the collaborative process, and their familiarity with the IEP development process. A mixed-methods, retrospective, cross-sectional investigation was used to obtain quantitative and qualitative outcomes. A …
Student Motivation, Anxiety And Pass/Fail Grading: A Sotl Project, Patrick R. Walden
Student Motivation, Anxiety And Pass/Fail Grading: A Sotl Project, Patrick R. Walden
Teaching and Learning in Communication Sciences & Disorders
This SoTL project explored sources of student anxiety and motivation across student assessment conditions of traditional numerical grading and pass/fail grading and sought to determine if pass/fail grading was helpful in lowering student anxiety while increasing student motivation to learn. Results indicated that students scored equally well on a test of student learning across pass/fail and numerical grading groups, indicating that pass/fail grading did not lead to poorer course objective mastery. Students were similar in terms of sources of anxiety and levels of anxiety. Motivation across groups was also similar, largely extrinsic in nature, and consistent pre- to post-course. Results …
The Flipped Classroom Model As Applied To An Augmentative And Alternative Communication Course, Eric J. Sanders, Louise C. Keegan, Mary Culshaw, Colin Tomes
The Flipped Classroom Model As Applied To An Augmentative And Alternative Communication Course, Eric J. Sanders, Louise C. Keegan, Mary Culshaw, Colin Tomes
Teaching and Learning in Communication Sciences & Disorders
The Flipped Classroom Model (FCM) is an andragogical approach where students complete content-related work outside of the class and engage in activities related to this content during the class period. This approach has garnered recent attention in the field of speech-language pathology, but its implementation has not been studied in an augmentative and alternative communication (AAC) course and there is limited information on student perspectives of the experience. This study presents the results of a qualitative investigation designed to investigate the preferences and experiences of preservice speech-language pathology graduate students in an AAC course utilizing the FCM. Semi-structured interviews with …
Positioning Slp Graduate Students To Meet The Needs Of Vulnerable Children Virtually: Lessons From A Service Learning Project Implemented In The Fall Of 2020, Lesley Sylvan
Teaching and Learning in Communication Sciences & Disorders
Service-learning is increasingly regarded as a high-impact pedagogy strategy in the field of speech-language pathology. It has been shown to mutually benefit speech-language pathology (SLP) graduate students and the communities they serve. The purpose of this study is to describe the process and impact of a service-learning-oriented assignment completed as part of a graduate-level class on school-age language disorders during the fall of 2020. Each of the 12 SLP students enrolled in the class volunteered to virtually tutor a child at risk for school failure for 10 hours. This role was a novel context for the graduate students. Analysis of …
Using Ability Grouping To Examine The Effects Of Differentiated Instruction In An Undergraduate Course In Communication Sciences & Disorders, Katherine B. Green, Jacqueline Towson
Using Ability Grouping To Examine The Effects Of Differentiated Instruction In An Undergraduate Course In Communication Sciences & Disorders, Katherine B. Green, Jacqueline Towson
Teaching and Learning in Communication Sciences & Disorders
Differentiated instruction is a student-centered approach to instruction that considers the differing characteristics and aspects of the learner. With increasing diversity in higher education, differentiated instruction is one strategy that instructors may use to facilitate student success. However, there is limited empirical research examining the effectiveness of differentiated instruction in higher education. Using a quasi-experimental pretest posttest group design, the effects of differentiation of instruction, specifically differentiation of content and variable grouping, on student content knowledge were examined in an undergraduate course in a Communication Sciences and Disorders program. Students in the intervention group scored significantly higher on final course …
What Do You Expect? A Comparison Of Perceptions On The Roles Of Clinical Educators And Graduate Clinicians, Catherine Torrington Eaton, Katherine Ermgodts, Katelyn O'Connor Mairet
What Do You Expect? A Comparison Of Perceptions On The Roles Of Clinical Educators And Graduate Clinicians, Catherine Torrington Eaton, Katherine Ermgodts, Katelyn O'Connor Mairet
Teaching and Learning in Communication Sciences & Disorders
In addition to explicitly defined pedagogical roles and responsibilities, shared perceptions of clinical educator and graduate clinician roles across both parties are essential for an effective supervisory relationship. Previous findings suggest subtle differences in expectations that could potentially impact the learning process. This study was designed to enable a within and across group comparison on perceived roles of supervisors and supervisees. A survey consisting of open-ended prompts, Likert-rating scale questions, and attribute rankings regarding their own and the others’ roles was completed by 90 clinical educators and 63 graduate students in speech-language pathology. Thematic analysis was the primary method of …
Student Anxiety, Acceptance, And Experience Using The Immediate Feedback – Assessment Technique®️, Kirstin Kuchler, Lizbeth Finestack
Student Anxiety, Acceptance, And Experience Using The Immediate Feedback – Assessment Technique®️, Kirstin Kuchler, Lizbeth Finestack
Teaching and Learning in Communication Sciences & Disorders
The use of multiple-choice testing is common among all levels of education. This study examined one type of multiple-choice testing: the Immediate Feedback – Assessment Technique®️ (IF-AT®️), which uses an answer-until-correct testing format. More than 300 undergraduate students in a speech-language-hearing sciences course used the IF-AT ®️ to take course exams. After each of the first two exams, students were given an optional survey which probed their levels of anxiety, acceptance of the IF-AT ®️ format, and experience using the format. Descriptive statistics demonstrated that while students do experience test anxiety, they also widely accept and appreciate …
Effects Of Experiential Learning On Students’ Use Of Facilitative Language Techniques During Shared Book Reading With Young Children, Shannon Hall-Mills
Effects Of Experiential Learning On Students’ Use Of Facilitative Language Techniques During Shared Book Reading With Young Children, Shannon Hall-Mills
Teaching and Learning in Communication Sciences & Disorders
The purpose of this pilot study was to measure the effects of experiential learning on graduate students’ use of facilitative language techniques (FLTs) to support language development in young children from a high poverty population. Seven CSD graduate students who participated in a language seminar received direct instruction in and experiential learning with 11 FLTs. The students implemented the learned techniques during an 8-week experience in the community while providing shared book reading activities for children at a local family shelter. Results indicated that the students made significant gains in the number and type of FLTs used during book reading …
A Critical Reflection On Adaptation Of Teaching Practices, Patricia Gibbons, Ramonda Horton, Valerie E. Johnson
A Critical Reflection On Adaptation Of Teaching Practices, Patricia Gibbons, Ramonda Horton, Valerie E. Johnson
Teaching and Learning in Communication Sciences & Disorders
The purpose of this paper is to provide a description of how critical reflection can be used to update and revise teaching practices in response to evolving student needs and challenges in higher education. The authors identify the types of challenges that faculty and graduate students face in the current educational environment. Generational differences between faculty and students, the impact of increased student stress levels, and advances in technology will continue to shape how we instruct graduate students. We identified a number of evidence-based practices which were reported to be useful in reducing stress and anxiety in students while still …