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- Teaching and Learning in Communication Sciences & Disorders (3)
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- Scholarship of Teaching and Learning, Innovative Pedagogy (2018-2020) (1)
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Articles 1 - 7 of 7
Full-Text Articles in Education
Teaching To Develop Perspective, Skills, Confidence, And Identity As Problem-Solving Engineers, Russell Kirk Pirlo
Teaching To Develop Perspective, Skills, Confidence, And Identity As Problem-Solving Engineers, Russell Kirk Pirlo
Research and Reflection on Learning and Teaching in Higher Education
The “core” of an engineering degree program typically comprises the concepts, equations, and technical skills needed, as well as their practical application to common problems of the profession. This core is then divided into the “content” that must be covered in each course. It is widely recognized, however, that successful individuals do not thrive as professionals on content alone. Thus, there is significant and increasing emphasis across higher education to “educate the whole person.” These efforts aim to develop “deep” qualities like grit, critical thinking, perseverance, learning from failure, valuing diversity, teamwork, leadership, curiosity, recognizing opportunity, creating value, and acting …
Critical-Thinking Experiences Of Chinese And U.S. College Students: A Comparative Analysis Using Phenomenology, Lu (Wendy) Yan
Critical-Thinking Experiences Of Chinese And U.S. College Students: A Comparative Analysis Using Phenomenology, Lu (Wendy) Yan
The Qualitative Report
In this study, I investigated the critical-thinking experiences of seven Chinese international and five U.S. students attending a large public university in the United States. I conducted a comparative analysis of these groups’ different experiences with critical thinking in this context, while closely following the twin methods of epoché and reduction in phenomenology to remain attuned to any personal biases. My results indicated that Chinese and U.S. students experienced critical thinking differently on the basis of the four universal existentials noted by van Manen (2016): lived experiences of relation (self–other), materiality (things), time, and space/place. Specifically, the Chinese students tended …
Making Methods Relevant: Undergraduate Research Methods And The Content Analysis Project, Kevin E. Courtright, David A. Mackey
Making Methods Relevant: Undergraduate Research Methods And The Content Analysis Project, Kevin E. Courtright, David A. Mackey
Scholarship of Teaching and Learning, Innovative Pedagogy (2018-2020)
Teachers of undergraduate research methods classes may struggle at times to keep their courses engaging and to have students view the material as relevant to the occupations they will soon enter. This article discusses a content analysis assignment and how it offers a way for students to demonstrate critical thinking and acquire data analysis skills. Through the use of multiple high-impact learning practices, the assignment requires students, individually or in a group, to identify data appropriate for content analysis and then, with faculty guidance, develop research questions, manage the data, conceptualize and operationalize themes, perform content analysis, draw conclusions from …
Guiding Students' Clinical Writing And Critical Thinking: Utilizing Scholarly Teaching To Develop And Implement A Clinical Writing Rubric, Bonnie Halvorson-Bourgeois, Mary Riotte, Susan Lambrecht Smith, Lesley Maxwell
Guiding Students' Clinical Writing And Critical Thinking: Utilizing Scholarly Teaching To Develop And Implement A Clinical Writing Rubric, Bonnie Halvorson-Bourgeois, Mary Riotte, Susan Lambrecht Smith, Lesley Maxwell
Teaching and Learning in Communication Sciences & Disorders
The purpose of this paper is to describe the scholarly teaching approach used to develop, implement and refine a clinical writing rubric used to provide formative feedback to graduate students in an in-house Speech-Language Pathology graduate clinic. In addition to outlining the approach, details of the rubric and supporting documentation are provided.
To Close The Skills Gap, Technology And Higher-Order Thinking Skills Must Go Hand In Hand, Manying Qiu, Yaquan Xu, Emmanuel O. Omojokun
To Close The Skills Gap, Technology And Higher-Order Thinking Skills Must Go Hand In Hand, Manying Qiu, Yaquan Xu, Emmanuel O. Omojokun
Journal of International Technology and Information Management
Technology is rapidly changing the business landscape. Workforce skills gap is widening in the digital business environment. Universities and employers call for developing students’ higher-order thinking skills along with integrating technology into academic curricula. We conducted a survey to assess learning outcomes from two groups of undergraduate students: business majors and information technology (IT) majors. SAP ERP hands-on case studies were used for this comparative experiment. The student survey results showed that the students of both majors believed that learning SAP software can lead to more rewarding jobs and they felt confident about their competitiveness in the job market. Although …
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 …
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 …