Digital Commons Network^™

Edsp 405.50: Assessment Of Students With Exceptionalities, Craig S. Buscher

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Edsp 491.V50: Cultural Responsiveness In Special Education, Dana L. Fitz Gale

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Edu 338.00: Academic Interventions, Trent L. Atkins

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Edu 360.50: Promoting Well-Being In P-12 Classrooms, Bonnie S. Spence

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Edu 397.02: Methods: Pk-4 Early Numeracy, Bonnie S. Spence

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Edu 481.50: Literacy Strategies In The Content Areas Svc/Lrn, Elisa M. Schroeder

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Edu 494.53: Seminar - Applied Research & Reflective Practice, Georgia A. Cobbs

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Edu 497.01: Methods: 5-8 Mathematics, Georgia A. Cobbs

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Edu 510.01: Developmental And Learning Sciences, Jingjing Sun

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Edu 514.50: Education Across Cultures, Godwin Gyimah

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Edu 518.50: Inclusion And Collaboration, Trent L. Atkins

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Edu 339.01: Teaching & Assessment In Pk- 8 Language Arts, Dana L. Fitz Gale

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Anty 101h.50: Anthropology And The Human Experience, Erin D. Rosenkrance

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Csd 222.01: Introduction To Audiology, Anoop Basavanahalli Jagadeesh

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Slp 540.V50: Fluency Disorders, Ginger C. Collins

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Slp 546.01: Augmentative & Alternative Communication, Leah J. Meloy

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Slp 560.00: Language Assessment And Intervention For School-Age Children And Adolescents, Ginger C. Collins

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Slp 565.01: Aphasia, Catherine A. Off

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Slp 570.00: Clinical Procedures In Professional Practice I, Leah J. Meloy

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Slp 600.00: Research Methods, Danielle K. Fahey

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Musi 112a.02: University Chamber Chorale, Stevie J. Hirner

University of Montana Course Syllabi, 2021-2025

No abstract provided.

Library News September 2024, Research Medical Library

Library News 2024

• Using Artificial Intelligence to Improve English Language Skills
• 5 Tips for Starting a Literature Review
• Guidelines on Reporting Race and Ethnicity from the AMA Manual of Style
• The "What" and "How" of Oral History
• Prepositional Phrases: Where in a Sentence Should They Go?

Artificial Intelligence In Human Resource Development: An Umbrella Review Protocol, Sangok Yoo, Kim Nimon, Sanket Ramchandra Patole

Human Resource Development Faculty Publications and Presentations

The recent surge in artificial intelligence (AI) has significantly transformed work dynamics, particularly in human resource development (HRD) and related domains. Scholars, recognizing the significant potential of AI in HRD functions and processes, have contributed to the growing body of literature reviews on AI in HRD and related domains. Despite the valuable insights provided by these individual reviews, the challenge of collectively interpreting them within the HRD domain remains unresolved. This protocol outlines the methodology for an umbrella review aiming to systematically synthesize existing reviews on AI in HRD. The review seeks to address key research questions regarding AI’s contributions …

The Impact Of Maladaptive Perfectionism On Interpreting Training Sessions: Emotional Competencies And Self-Care, Annachiara La Manna

International Journal of Interpreter Education

This study explores the potential links between emotional competencies and perfectionism in graduate interpreting students. Specifically, the effect of Emotional Intelligence (EI) on maladaptive perfectionism was studied, using two questionnaires and a scale of responses. This current study aimed to clarify the link between Trait Emotional Quotients (TEQs) and maladaptive perfectionism symptoms, since it has emerged that maladaptive psychopathology is closely related to the ability to cope with stressors. A sample of native Italian students from the interpreting course at the University of X were provided with the EQ-i test scale to track the participants’ TEQs. The findings highlighted a …

Growing Identity Over A Decade: Asl-English Interpreter Education, Kimberly Hale

International Journal of Interpreter Education

The employment context of ASL-English Interpretation programs (ASLIPs) has not been analyzed in a decade. In this study, I compared the institutional type and disciplinary category of 38 ASLIPs operating in 2011 and 57 programs operating in 2021 to determine whether there had been a standardization of academic profile. Over half of the programs in 2021 are in doctoral/research granting institutions (52.6%) compared to only 31.6% in 2011. While the number of programs classified under Schools/Colleges of Education has nearly doubled (11 and 20, respectively), the proportion has remained steady (45.8% and 45.5%, respectively). The proportion of language and/or culturally-related …

How Do Sign Language Students' Attitudes Toward Minority Languages Evolve Over The Course Of Learning A Sign Language?, Stacey Webb, Danielle Morgan, Jemina M. Napier, Robert Adam

International Journal of Interpreter Education

How do sign language learners’ language attitudes toward minority languages evolve over the course of learning a sign language? Students enrolled in the 4-year British Sign Language (BSL)/English interpreting degree at Heriot-Watt University in the UK present an interesting case study since they (1) are speakers of a majority language studying a minority language and (2) seek employment opportunities where they will work with the minority-language community (in this case BSL users) as they interact with majority- language users (in this case English) as interpreters upon completing their degree. To investigate shifts in language attitudes, this study explores how a …

Perceptions Of Non-Deaf Parties In A Student Interpreted Transaction, Stephen Fitzmaurice, Jessica Bentley Sassaman

International Journal of Interpreter Education

Judgements about people are formed based on how ideas are communicated. In an interpreted interaction, Deaf and non-deaf people are judged via the interpreter. This quantitative study examined non-deaf participants and supervising interpreters’ perceptions during an interpreted interaction by an interpreting intern student. Students scored well in presenting self-confidence, professional appearance, and adhering to the role of an interpreter in the setting where the interaction took place. Students also used effective volume and clear speech but were found to be less confident in their way of speaking. Non-deaf participants’ perceptions of Deaf participants varied by student but held significantly lower …

Finally Free From The Interpreter's Gaze? Uncovering The Hidden Labor Of Gaze Work For Deaf Consumers Of Interpreter Services, Maartje De Meulder, Christopher Stone

International Journal of Interpreter Education

No abstract provided.

“Can You Hear Me Now?” Evaluating Virtual Interpreted Healthcare Simulations, Mark A. Halley, Linda Connelly

International Journal of Interpreter Education

In this paper, we evaluate virtual healthcare simulations with undergraduate American Sign Language/ English interpreting students and undergraduate nursing students. To evaluate this educational innovation, we conducted a focus group interview with key stakeholders – undergraduate nursing and interpreting students, graduate interpreting student mentors, and deaf standardized patients – who participated in the simulations. The focus group data were thematically analyzed, which allowed for an evaluation of instructional effectiveness and identification of areas for quality improvement in future iterations. Taken together, the findings suggest that virtual simulations offer students a powerful experiential learning experience and the opportunity to apply theoretical …

Asl To English Interpretations Of Employment Interviews With Deaf Job Applicants: The Influence Of Verbal Disfluency On Impression, Erica Alley, Elizabeth Otto

International Journal of Interpreter Education

Interpretations of employment interviews delivered by signed language interpreters may be considered high stakes by the deaf applicant who aims to gain employment. The information shared in a job interview and the language used to express the information have a direct influence on the impression the applicant makes to the hiring manager/committee. Job applicants aim to portray qualification for the position, experience in the field of interest, motivation to become a member of the team, and confidence in their ability to contribute their knowledge and skills to the position. Historically, attaining employment may be challenging for deaf applicants for a …