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Articles 61 - 73 of 73
Full-Text Articles in Education
Multiculturalism To Diversity: Implications From An Slp’S Journey, Nola T. Radford
Multiculturalism To Diversity: Implications From An Slp’S Journey, Nola T. Radford
Teaching and Learning in Communication Sciences & Disorders
The current essay will review significant events in the history of the multicultural movement in the United States over the past 37 years. It is intended to encourage young scholars to study this movement, both the strengths and weaknesses of it, and examine their perceptions of current circumstances and proposed solutions for the discipline of speech-language pathology.
Sotl Lab: Undergraduate Student-Faculty Collaborative Research In Teaching And Learning In Csd, Lian J. Arzbecker, Ellen A. Blacklock, Ashley M. Crumb, Jordan D. Doyle, Mariana Esveld, Sophie L. Grelson, Beatrice Gretzinger, Alyse Korpela, Kayley A. Kressin, Lauren M. Pakanich, Torri L. Pulley, Nicole L. Nolte Rierdon, Kathleen A. Spreitzer, Emma L. Steines, Brittany J. Strom, Emily C. Symons, Megan Vogelsang, Olivia N. Vruwink, Kelsey L. Weberg, Ashley B. Wolosek, Erin D. Zigler, Jerry K. Hoepner, Abby L. Hemmerich, Tom W. Sather, Deborah H. Elledge
Sotl Lab: Undergraduate Student-Faculty Collaborative Research In Teaching And Learning In Csd, Lian J. Arzbecker, Ellen A. Blacklock, Ashley M. Crumb, Jordan D. Doyle, Mariana Esveld, Sophie L. Grelson, Beatrice Gretzinger, Alyse Korpela, Kayley A. Kressin, Lauren M. Pakanich, Torri L. Pulley, Nicole L. Nolte Rierdon, Kathleen A. Spreitzer, Emma L. Steines, Brittany J. Strom, Emily C. Symons, Megan Vogelsang, Olivia N. Vruwink, Kelsey L. Weberg, Ashley B. Wolosek, Erin D. Zigler, Jerry K. Hoepner, Abby L. Hemmerich, Tom W. Sather, Deborah H. Elledge
Teaching and Learning in Communication Sciences & Disorders
The University of Wisconsin-Eau Claire Communication Sciences and Disorders SoTL Lab was designed to provide hands-on research experiences to undergraduate students on a large scale. Student reflections on experiences within the SoTL Lab identify the value of collaboration, development of confidence, and exposure to the entire research process as key outcomes. These experiences foster development of research skills and may lead students to consider academic careers.
Speech-Language Pathology Student Participation In Verbal Reflective Practice Groups: Perceptions Of Development, Value And Group Condition Differences., Gina D. Tillard, Kate Cook, Daniel Gerhard, Lydia Keast, Megan Mcauliffe
Speech-Language Pathology Student Participation In Verbal Reflective Practice Groups: Perceptions Of Development, Value And Group Condition Differences., Gina D. Tillard, Kate Cook, Daniel Gerhard, Lydia Keast, Megan Mcauliffe
Teaching and Learning in Communication Sciences & Disorders
The aim of this study was to determine whether significant differences in perceptions of reflective practice were present across two groups of students engaged in standard practice and experimental group conditions. Twenty-seven undergraduate speech-language pathology students participated in the study. A two-condition, non-randomised, pre-test post-test design was employed with two groups (a standard practice condition and an experimental practice condition, utilizing structured activities and prompts). Participants took part in weekly reflective practice groups over a six week period, in which discussion centered on students’ clinical experiences. Pre and post intervention, the students completed a questionnaire designed to examine perceptions of …
Language, Literacy, And Multiliteracies: Preparing Graduate Students To Provide Language Intervention In The 21st Century, Wanda M. V. Kent
Language, Literacy, And Multiliteracies: Preparing Graduate Students To Provide Language Intervention In The 21st Century, Wanda M. V. Kent
Teaching and Learning in Communication Sciences & Disorders
The concept of multiliteracies and its application in educational settings are described with a specific focus on the potential benefits and challenges in use of this approach with children with a language-based learning disability (LLD). The role of traditional literacy skills within a multiliteracies perspective is examined and the literacy skills required by children when using new modes of communication such as texting are discussed. Finally, the implications for educating prospective speech-language pathologists to provide service in a broader literacy landscape are examined.
Impact Of Virtual Simulation And Coaching On The Interpersonal Collaborative Communication Skills Of Speech-Language Pathology Students: A Pilot Study, Jacqueline A. Towson Ph.D., Ccc-Slp, Matthew S. Taylor Ph.D., Jennifer Tucker Pt, Dpt, Pcs, Claire Paul Ph.D., Bcba, Patrick Pabian Pt, Dpt, Scs, Ocs, Richard I. Zraick Ph.D., Ccc-Slp
Impact Of Virtual Simulation And Coaching On The Interpersonal Collaborative Communication Skills Of Speech-Language Pathology Students: A Pilot Study, Jacqueline A. Towson Ph.D., Ccc-Slp, Matthew S. Taylor Ph.D., Jennifer Tucker Pt, Dpt, Pcs, Claire Paul Ph.D., Bcba, Patrick Pabian Pt, Dpt, Scs, Ocs, Richard I. Zraick Ph.D., Ccc-Slp
Teaching and Learning in Communication Sciences & Disorders
Communication between clinicians, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. However, graduate students in speech-language pathology (SLP) programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to explore the use of virtual-reality based rehearsal with coaching on the interpersonal collaborative communication skills of SLP graduate students when delivering information regarding a singular patient to different stakeholders. Three graduate students completing their third semester in a SLP program participated in the study. Each participant was provided a clinical …
Faculty Perspectives Of Student-Faculty Collaborative Course Design, Lauren H. Mead
Faculty Perspectives Of Student-Faculty Collaborative Course Design, Lauren H. Mead
Teaching and Learning in Communication Sciences & Disorders
This qualitative research study explored speech-language pathology (SLP) faculty perspectives of collaborative course design (CCD). For the purposes of this study, the term “faculty” includes all those who teach at the university level. Student-faculty CCD offers benefits to course instructors and students; however, research regarding this topic is lacking in the field of SLP. Interviews with faculty members in SLP programs explored faculty perspectives regarding the incorporation of student input into course design as well as anticipated benefits and challenges involved. The results of this study identified several factors related to faculty reluctance to use CCD, including reluctance to share …
Aphasia Simulation: A Perspective From The Student And Standardized Patient, Suzanne Moineau, Deb Bennett, Alison Scheer-Cohen
Aphasia Simulation: A Perspective From The Student And Standardized Patient, Suzanne Moineau, Deb Bennett, Alison Scheer-Cohen
Teaching and Learning in Communication Sciences & Disorders
The aim of the current study was to examine student ability, student and standardized patient perceptions of competency, and student perceptions of effectiveness of simulation methodology for conducting language screenings on individuals with aphasia. Graduate students enrolled in a mandatory course on acquired language disorders (n = 36) completed a variety of simulated learning experiences using videos, high-fidelity manikins, and standardized patients, in preparing them for clinical practice with persons with aphasia. 5-point Likert scales and open-ended survey questions relating to student and standardized patients’ perceptions were administered. Results demonstrated a strong positive perception that simulation promotes student understanding of …
Visions Of The Possible: Reflections On The Faculty/Student Co-Inquirer Relationship, Mary Smyers, Jennifer Friberg, Lisa A. Vinney
Visions Of The Possible: Reflections On The Faculty/Student Co-Inquirer Relationship, Mary Smyers, Jennifer Friberg, Lisa A. Vinney
Teaching and Learning in Communication Sciences & Disorders
This manuscript is a reflection on the processes and outcomes inherent in the faculty/student co-inquirer relationship. Authors briefly describe their SoTL research project. Subsequently, learning outcomes from the student co-inquirer are discussed in terms of: understanding research and the research process, the impact of the research experience on the student's own teaching and learning, and the impact of the research experience on the student's future professional plans. Lessons learned are shared for future student co-inquirers.
Clinical Decision-Making In Speech-Language Pathology Graduate Students: Quantitative Findings, Carol C. Dudding, Danika L. Pfeiffer
Clinical Decision-Making In Speech-Language Pathology Graduate Students: Quantitative Findings, Carol C. Dudding, Danika L. Pfeiffer
Teaching and Learning in Communication Sciences & Disorders
Clinicians’ decision-making skills are the foundation for the development and implementation of evidence-based practice to provide high quality clinical care. It is proposed that these skills are a result of hands-on clinical experiences (Crebbin, Beasley, & Watters, 2013). Yet some researchers contend that the development of clinical decision-making skills requires direct instruction in critical thinking (Abrami et al., 2011; Finn, 2011). The aim of this study was to explore if and when clinical decision-making processes of speech-language pathology (SLP) students change during graduate study. Web-based case simulations were used to elicit and measure clinical decision-making in eight graduate students at …
Cross-Cultural Peer-Mentoring: Mentor Outcomes And Perspectives, Monica L. Bellon-Harn, Rebecca K. Weinbaum
Cross-Cultural Peer-Mentoring: Mentor Outcomes And Perspectives, Monica L. Bellon-Harn, Rebecca K. Weinbaum
Teaching and Learning in Communication Sciences & Disorders
Limited relationships with peers and faculty create barriers for retaining racial or ethnic minority students through the academic path to SPHS professions. As such, university programs must pay particular attention to formalized avenues of social support to decrease attrition and increase retention (Cokley, 2000). Mentoring is one such avenue (Wright-Harp & Cole, 2008). The purpose of this paper is to describe mentor outcomes and perspectives of a cross-cultural peer-mentoring program entitled LEAD: Leadership, Education, Advocacy, and Diversity. Graduate students from SLP and AUD graduate programs were recruited to serve as peer mentors to potential undergraduate candidates representing diverse ethnicities who …
Speech-Language Pathology Students’ Perceptions Of An Ipe Stroke Workshop: A One-Year Follow Up, Sarah E. Wallace
Speech-Language Pathology Students’ Perceptions Of An Ipe Stroke Workshop: A One-Year Follow Up, Sarah E. Wallace
Teaching and Learning in Communication Sciences & Disorders
Interprofessional education (IPE) activities are increasingly included in speech-language pathology (SLP) curriculum; however, little is known about IPE’s impact on students’ clinical experiences. Additionally, few studies have examined students’ perceptions of IPE Competency Domains across a program of study or within specific IPE activities. For this initial study, qualitative and quantitative analyses of 24 SLP students’ survey responses one year after an IPE Stroke Workshop highlighted the value of IPE. Students emphasized the importance of hands on and real life activities as part of interprofessional learning. Additionally, their responses suggest that multiple IPE Competency Domains may be addressed within a …
Developing Graduate Students' Self-Regulation And Critical Thinking During A Clinical Writing Workshop, Whitney Schneider-Cline
Developing Graduate Students' Self-Regulation And Critical Thinking During A Clinical Writing Workshop, Whitney Schneider-Cline
Teaching and Learning in Communication Sciences & Disorders
Clinical writing is a significant component of being an effective speech-language pathologist, yet often clinicians are not formally trained in this area. Limited evidence exists regarding how to address this problem. Within the current study, graduate speech-language pathology students participated in a Clinical Writing Workshop (CWW) specifically aimed at improving self-regulation and critical thinking as demonstrated through professional writing improvement. The CWW consisted of weekly meetings for the course of one academic semester; each meeting targeted a specific clinical writing topic related to style/use (related to self-regulation) and/or content (related to critical thinking). Participants (n = 17) completed the intervention …
Use Of Tablet Technology: A Pilot Program For Graduate Students In Speech-Language Pathology, Taylor N. Hansen, Abby L. Bjornsen, Shari L. Deveney
Use Of Tablet Technology: A Pilot Program For Graduate Students In Speech-Language Pathology, Taylor N. Hansen, Abby L. Bjornsen, Shari L. Deveney
Teaching and Learning in Communication Sciences & Disorders
The study purpose was to examine the associations between a 15-week intervention pilot program and a variety of self-reported measures of tablet technology use for graduate students in speech-language pathology (SLP) across classroom and clinical contexts. Participants were millennial-aged students (n = 9) in an accredited SLP graduate program in the Midwest. Participants each received an iPad Air 2 tablet and engaged with other participants and clinical educators to regularly discuss and demonstrate tablet use relative to classroom environments and evidence-based clinical contexts. Participants were anonymously surveyed at four different intervals using a 30-item questionnaire that addressed frequency, competency, …