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Articles 1 - 8 of 8
Full-Text Articles in Scholarship of Teaching and Learning
Training Students To Handle Emotional Load: Resilience Outcomes From A Graduate-Level Counseling Course – A Pilot Study, Jaime Bauer Malandraki
Training Students To Handle Emotional Load: Resilience Outcomes From A Graduate-Level Counseling Course – A Pilot Study, Jaime Bauer Malandraki
Teaching and Learning in Communication Sciences & Disorders
The purpose of this study was to determine if emotional resilience can be effectively increased through targeted instruction. To examine this question, five novel curricular elements were designed to target the social-emotional competencies known to undergird the development of emotional resilience. These five curricular elements were incorporated into an 8-week course on Counseling in Speech-Language Pathology and Audiology. Students completed a self-assessment pre- and post-course to assess for change in level of resilience. Results indicated overall increased levels of resilience after the 8-week course. While further research is needed, this study is the first to show that increasing emotional resilience …
Student Preferences For Active Learning And Their Beliefs, Experiences, And Knowledge, Tammy Shilling, Jerome Thayer, Anneris Coria-Navia, Heather Ferguson
Student Preferences For Active Learning And Their Beliefs, Experiences, And Knowledge, Tammy Shilling, Jerome Thayer, Anneris Coria-Navia, Heather Ferguson
Teaching and Learning in Communication Sciences & Disorders
Active teaching methods are believed to facilitate higher-order thinking skills and prepare allied health students for independent clinical decision-making. This quantitative, correlational study aimed to explain the relationships between student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the extent of knowledge they have received regarding active and traditional teaching methods. Two hundred and thirty students completed a 53-item online survey. Students were enrolled in a Doctor of Physical Therapy, Masters in Speech-language Pathology, or Bachelor of Science Nursing program in one of seventeen participating institutions across a ten-state Midwest region. …
Nature Of Problem-Solving Skills For 21st Century Stem Learners: What Teachers Need To Know, Paul Nnanyereugo Iwuanyanwu
Nature Of Problem-Solving Skills For 21st Century Stem Learners: What Teachers Need To Know, Paul Nnanyereugo Iwuanyanwu
Journal of STEM Teacher Education
Since the emergence of the fourth industrial revolution which calls for a new model of learning for the twenty-first century learners, it has been argued that the nature of problems that learners must solve in science, technology, engineering and mathematics (STEM) must also be transformed to enable new forms of learning skills that are needed to tackle complex global challenges. However, the question of how best to teach these skills purposefully and explicitly is largely overlooked. STEM education reformers recognize that the lecture method or traditional method of teaching is highly ineffective for teaching twenty-first century competencies and skills that …
Interprofessional Education For Pre-Service School-Based Professionals: Faculty And Student Collaboration, Julie Strunk, Debi Kipps-Vaughan, Stacey L. Pavelko, Dannette Allen-Bronaugh, Karen Myers, Tammy Gilligan, Michele Kielty, Elizabeth Richardson, Joseph Tacy
Interprofessional Education For Pre-Service School-Based Professionals: Faculty And Student Collaboration, Julie Strunk, Debi Kipps-Vaughan, Stacey L. Pavelko, Dannette Allen-Bronaugh, Karen Myers, Tammy Gilligan, Michele Kielty, Elizabeth Richardson, Joseph Tacy
Teaching and Learning in Communication Sciences & Disorders
Interprofessional collaboration is necessary for school-based professionals who provide services for students with disabilities. Most pre-service training, however, takes place in separate programs and does not afford students opportunities to learn effective collaborative techniques. This study examined the effects of a one-day interprofessional learning experience for pre-service school-based professionals. The goals were twofold: 1) increase students’ understanding of the core competencies for interprofessional collaborative practice (Interprofessional Education Collaborative, 2016) and 2) provide an opportunity for students to participate in interprofessional collaboration within a simulated school-based context. A mixed method design examined changes in students’ knowledge of the IPEC competencies. Students …
The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen
The Role Of Support Systems For Success Of Underrepresented Students In Communication Sciences And Disorders, Akiko Fuse, Michael Bergen
Teaching and Learning in Communication Sciences & Disorders
There is limited representation in Communication Sciences and Disorders (CSD) professions of individuals from diverse populations. This study examined the relationship among CSD students' degree of financial, emotional/moral, and academic support. The relationship between role models and admissions outcomes was also assessed. It explored how support received by CSD students differs by racial/ethnic backgrounds. A survey was completed by 57 alumni of an undergraduate CSD program, revealing information about participants’ backgrounds, support characteristics, and other factors. The study 1) highlighted the importance of emotional/moral and financial support, 2) revealed reduced access to financial and academic role models among alumni from …
An Exploratory Study Of Speech-Language Pathologists' Perceptions Of Multicultural Counseling In Communication Sciences And Disorders, Crystal C. Randolph, Janet L. Bradshaw
An Exploratory Study Of Speech-Language Pathologists' Perceptions Of Multicultural Counseling In Communication Sciences And Disorders, Crystal C. Randolph, Janet L. Bradshaw
Teaching and Learning in Communication Sciences & Disorders
Speech-language pathologists’ (SLPs) perceptions of multicultural counseling vary according to their academic (teaching and learning), educational, supervisory, supervisee, and clinical experiences. With the increase of culturally and linguistically diverse populations, the implementation of multicultural counseling in communication sciences and disorders (CSD) is essential to providing efficacious assessments and interventions. The current research reports data from a recent survey that queried SLPs’ perceptions of multicultural counseling in CSD. Results from the survey reveal that SLPs' perceptions of MC vary according to their experiences (e.g., educational, supervisory, clinical).
Students' Competency -- The Intersection Of Didactics And Organisation Of Higher Education, Peter Slepcevic-Zach, Ph.D.
Students' Competency -- The Intersection Of Didactics And Organisation Of Higher Education, Peter Slepcevic-Zach, Ph.D.
International Journal for Business Education
Output orientation in the realm of education has become a requirement for higher education that is now slowly starting to be manifested in its curricula. This raises the question: what competences students are supposed to develop in the course of their studies and how these competences can be developed. In a first step, this article will therefore deal with the notion of competence. The next step involves an analysis of the various approaches to didactics in higher education, which plays an important role in the promotion of students' competency as well as in the design of individual lesson plans and …
Learning Strategies Of First-Year Business Students, Bettina Greimel-Fuhrmann
Learning Strategies Of First-Year Business Students, Bettina Greimel-Fuhrmann
International Journal for Business Education
The empirical study presented in this paper identifies potential strengths and weaknesses of first‐year students´ learning strategies at the beginning of their studies. It concentrates on the students´ self‐assessment of their self‐motivation, time management, and concentration, coping with stress and fear of failure, elaboration of information, ability to focus on important information, cooperative learning, self‐control of learning progress, and dealing with exams. The results reveal that during their school days, numerous students have not (or just very rarely) applied learning strategies that may be considered indispensable for successfully studying at a university, like taking notes in class or summarizing the …