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Starting To Feel Like A Clinician: Graduate Student Experiences Of Communication Partner Training For People With Aphasia, Katie A. Strong, Esther S. Kim, Aura Kagan, Nina Simmons-Mackie

Teaching and Learning in Communication Sciences & Disorders

Communication partner training (CPT) is among the most evidence-based interventions for supporting people with aphasia, yet many speech-language pathologists report not implementing it in practice, and graduate students frequently report low confidence communicating with people with aphasia prior to targeted training. This qualitative descriptive study examined graduate students' experiences learning CPT through a course-embedded, multi-modal experiential approach with structured reflection. Written reflections from 79 first-year graduate students across two university programs served as the data source. Reflections were analyzed using reflexive thematic analysis. Three themes emerged: Learning by Design, reflecting students' metacognitive awareness of the pedagogical elements most meaningful …

When Students Use Ai Before They Learn To Think Clinically: Cognitive Offloading In Communication Sciences And Disorders Education, Salim Alani

Teaching and Learning in Communication Sciences & Disorders

Generative artificial intelligence is becoming part of how students study, write, summarize, and prepare for coursework in communication sciences and disorders (CSD). Much of the current discussion in higher education has focused on plagiarism, academic integrity, and responsible technology use. Those concerns matter, but they do not fully address what may be a larger educational issue in professional preparation programs. Students can now generate polished explanations, study materials, treatment rationales, and clinical summaries quickly, sometimes before independently developing the reasoning skills those tasks are intended to build. This paper examines cognitive offloading in CSD education, defined here as the shifting …

Understanding Career Path Decisions: Student Perceptions Of Working In School-Based Slp Settings, Joanna Scoggins, Michelle Jordan, Suzanne M. Adlof

Teaching and Learning in Communication Sciences & Disorders

Currently, in many parts of the United States, there are dire shortages of SLPs working in school-based settings (ASHA 2024; Edgar & Rosa-Lugo, 2007).  While the perceptions of school-based SLPs have been explored (Edgar & Rosa-Lugo 2007; Marante & Farquharson, 2021), there has been little work on the perceptions of students that lead toward their choice of career path. The current study aimed to gather information on SLP student perceptions to determine: 1) How do graduate students perceive working in a school setting as an SLP compared to other employment settings? 2) How do student perceptions and career intentions change …

People Orientation And Thing Orientation In Business Majors: Implications For Assessing The Impacts Of Cross-Functional Business Program Curricula, Todd J. Hostager, David A. Christopher, Kristy J. Lauver, Christopher Knowles

International Journal for Business Education

Background/Introduction/Purpose:  Prior research documented significant differences in people orientation and thing orientation (PTO) based on type of major and sex.  This study examines a set of measures for helping business programs to assess whether they are producing graduates equipped to consider both people and things when making decisions, regardless of their major or sex.

Methods/Design:  Students in a strategic management capstone course spent a single 75-minute session responding to a brief new venture pitch by identifying what types of additional information they would need to decide whether to invest in the business.  Three Likert-scaled options gauged the extent to participant …

Teaching Communication And Teamwork Under Pressure: An Experiential Activity Using Keep Talking And Nobody Explodes, Bryan L. Rogers, Cody Logan Chullen, Brian Waterwall

International Journal for Business Education

Background/Introduction/Purpose: The purpose of this paper is to present an experiential classroom activity designed to help students develop communication and teamwork skills under conditions of time pressure and information asymmetry.

Methods/Design: This paper presents a teaching activity rather than an empirical study; no research design, sample, instruments, or analytic procedures are reported. The paper describes and contextualizes an experiential learning activity using the cooperative video game Keep Talking and Nobody Explodes. Drawing on research in experiential learning, cooperative learning, and simulation-based instruction, the paper outlines learning objectives, materials, implementation procedures, observer roles, and structured debriefing strategies suitable for undergraduate and …

Transfer Of Learning From Simulation To Clinical Practice: Slp Graduate Student Experiences In Medical Externships, Karen D. Villanueva, Kerry C. Mandulak, Amanda Stead, Patrick Walden

Teaching and Learning in Communication Sciences & Disorders

The purpose of this project was to explore the impact of participation in simulation-based learning (SBL) with standardized patients on graduate speech-language pathology students’ clinical experiences in healthcare externships. This study aims to understand how students perceive the impact of prior SBL participation during clinical practice and how this perceived impact changes over time. Students chose to participate in SBL experiences centered on conducting a clinical swallow evaluation (CSE) with adult standardized patients prior to completing full-time medical externship placements. During their externships, students participated in two structured interviews and completed three anonymous critical incident technique (CIT) questionnaires over eleven …

Learner-Centered Education As A Model For Promoting Client-Centered Care In Communication Sciences And Disorders, Shanna R. Callewaert, Sarah M. Ginsberg

Teaching and Learning in Communication Sciences & Disorders

As the student voice is increasingly valued in teaching and learning within higher education, learner-centered education (LCE) has gained traction as a method of creating classrooms that are unique to students’ desires and expectations (Barr & Tagg, 1995; Weimer, 2002). Similarly, client-centered care can be employed as a way for clinicians to shape treatment based on clients’ individual goals (Barry & Edgman-Levitan, 2012; Epstein & Street, 2011). This paper explores the relationships between LCE and client-centered care, noting the importance of engaging communication sciences and disorders students in LCE as it can promote the use of client-centered care in their …

Faculty And Student Perspectives On Course Collaborations Within Communication Sciences And Disorders, Shanna R. Callewaert, Sarah M. Ginsberg

Teaching and Learning in Communication Sciences & Disorders

The collaborative course (re)design (CCRD) process provides faculty and students with an opportunity to collaborate in partnership to redesign a course that the faculty teaches and that the student has previously taken. This process amplifies student voices and allows faculty to increase their understanding of students’ learning and experiences. However, barriers of CCRD, such as faculty members’ desires to retain decision-making control, students’ hesitations to share feedback, and logistical concerns, prevent many faculty and students from taking part in the process. This qualitative study sought to gain insight into the perspectives held by students and faculty in the communication sciences …

Evaluative Trialing: A Grounded Theory Of Preservice Speech-Language Pathologists’ Learning Processes With Speech-Generating Devices, Elizabeth M. Leatherman, Stacy Gasvoda, Jane R. Wegner, Nancy C. Brady

Teaching and Learning in Communication Sciences & Disorders

Although preservice SLPs are required to receive training in AAC as part of their preparation, there is limited understanding of what teaching and learning methods are effective in developing preservice SLPs’ competence in this area, including their competence with AAC systems. This study explored how preservice SLPs engage in hands-on learning experiences with a speech-generating device (SGD). Fifteen undergraduate students majoring in speech-language-hearing completed a brief online introductory module on AAC and then engaged in a think-aloud task with an SGD. Qualitative analysis was used to develop grounded theory that explained students’ hands-on learning process. The emerging theory revealed a …

From Stories To Speech: Cultivating Cultural Competence And Linguistic Awareness In Future Slps, Alexis Lawton

Teaching and Learning in Communication Sciences & Disorders

This manuscript reports on a pilot study examining how storytelling and linguistic diversity may cultivate cultural competence in graduate students in speech-language pathology (SLP). Through engagement with traditional folk tales, students explored the cultural significance of narratives and the linguistic features that shape them. The assignment emphasized adapting stories for diverse audiences while highlighting culturally relevant vocabulary, dialectal variations, and the complexities of language use. Facilitated discussions following student presentations prompted reflections on how these elements influence communication and understanding. Preliminary findings suggest that narrative exploration can foster both cultural and linguistic awareness, equipping students with emerging skills to provide …

Benefits And Barriers: Csd Faculty Attitudes Toward Student Accommodations, Erika Squires, Lori A. Pakulski, Celeste Domsch

Teaching and Learning in Communication Sciences & Disorders

Purpose: Academic accommodations in Communication Sciences and Disorders (CSD) have been explored via university websites and surveys of clinical educators, but little is known about CSD faculty attitudes toward accommodations in higher education. This study explored the types of accommodations faculty report and the benefits and barriers they encounter in doing so.

Method: A cross-sectional, mixed-methods study design was used to survey CSD faculty and instructors about the types of accommodations used by CSD students and the benefits and barriers associated with accommodations. Descriptive statistics were used to summarize participants’ responses. Qualitative analyses were used to identify themes on benefits …

A Brief Case Report About Mentored Self-Reflection In A Communication Disorders Survey Course, Paul W. Cascella

Teaching and Learning in Communication Sciences & Disorders

This report describes and analyzes a 4 ½ hour experiential learning module for entry-level undergraduates majoring in communication sciences and disorders. The module emphasizes the importance of self-reflection to future audiologists and speech-language pathologists. It illustrates the curriculum planning process (i.e., content and self-rating tools) and introduces a mentored forum grounded in personalized and constructivist learning to foster three outcomes; foundational knowledge, caring, and the human dimension (Fink, 2021; 2001). As a result, students stated they learned about why self-reflection matters and how their own dispositions could be aligned with the professions’ expectations. Students found the activities engaging, interesting, and …

Collaborative Learning In Clinical Education As A Catalyst To Support Foundational Professional Competencies In Speech-Language Pathology: A Theoretical Framework, Lori-Ann Ferraro

Teaching and Learning in Communication Sciences & Disorders

As a part of every speech-language pathology graduate program in the US, clinical education is an integral and required element for both academic accreditation and the eventual clinical certification for students. Clinical education is significantly important when considering overall educational models because it is an aspect of a student’s education that contributes to their ability to make connections between what is learned in the classroom and its real-world clinical application while contributing to the acquisition of competencies. The 2:1 collaborative learning model is supported by sound learning theories and evidence from the literature. A theoretical framework was created to demonstrate …

Developing Critical Thinking Skills In Undergraduate Csd Students Through A Case Study Project, Lydia R. Kruse, Windi Krok

Teaching and Learning in Communication Sciences & Disorders

Critical thinking skills are crucial for Speech-Language Pathologists to effectively assess, diagnose, and treat communication disorders. However, the optimal timing for teaching these skills to future clinicians remains an open question. Most of the current research is focused on developing critical thinking skills in graduate students, though there is some evidence to suggest that students should be working to develop critical thinking skills during their undergraduate education. This work describes the critical thinking skills demonstrated by undergraduate students in a Communication Sciences and Disorders (CSD program) through a case study project, as well as their self-perceptions. Results indicate relative weakness …

Procedure To Evaluate Artificial Intelligence (Ai) Output For Educational And Clinical Tasks, Lynn Gilbertson, Cody Marie Busch, Jon Spike, Kaitlin Demoss, Jae Thompson

Teaching and Learning in Communication Sciences & Disorders

As generative artificial intelligence (AI) becomes more ubiquitous and accessible, there is a call to promote awareness, implementation, and evaluation skills among AI users. Free AI platforms offer unprecedented opportunities to transform how education and healthcare tasks are approached. However, a process for evaluating AI output has yet to be standardized. The current study implemented a structured process for guiding graduate and undergraduate students through critical evaluations of various AI platforms, promoting students' critical thinking and career readiness.

From Deference To Dialogue: How International Gtas From High Power Distance Cultures Adapt To U.S. Classroom Dynamics, Deborah Akua Afi Appiah

Theses and Dissertations

International graduate teaching assistants (GTAs) from high power distance cultures play a significant role in undergraduate education at U.S. universities, yet they face challenges that go well beyond language proficiency. Coming from educational backgrounds where teacher authority is unquestioned and hierarchical, these GTAs must navigate American classrooms that operate on fundamentally different assumptions, where authority is earned rather than assumed, informality is the norm, and students expect to question, negotiate, and be personally known by their instructors. The present study examined how eighteen (18) international GTAs from seven (7) high power distance countries perceived and adapted to these differences while …

Code, Paper, Scissors: What To Cut In The Age Of Ai, Dmitry Kondrashov

Annual Symposium on Biomathematics and Ecology Education and Research

No abstract provided.

The Impact Of Year-Long Teaching Symposium On Faculty Implementation Of Evidence-Based Education Approaches, Julie A. Honaker, Joan Besing, Radhika Aravamudhan, Loretta Nunez

Teaching and Learning in Communication Sciences & Disorders

On May 17-28, 2021, the American Speech-Language-Hearing Association (ASHA) launched a two-week teaching symposium on Foundational Communication Sciences and Disorders (CSD) science courses and innovation in teaching and learning: speech, language, and hearing sciences. Participants also joined asynchronous threaded discussions and a series of synchronous peer-based online discussions. Ninety-four participants completed a teaching symposium pre-assessment and two post-assessment surveys, and quantitative and qualitative results were reviewed across all time points. All 94 participants indicated motivation to use evidence-based strategies to improve teaching and students’ learning after participation, reinforcing the need for continued review and faculty engagement in these topics.

Exploring Metacognition And Mindset In Communication Sciences And Disorders Graduate Students, Kelly Rutherford

Teaching and Learning in Communication Sciences & Disorders

Purpose: Embedding metacognition into higher education curricula can be particularly challenging in accredited communication sciences and disorders (CSD) graduate programs. Many faculty aim to promote both metacognitive development and a growth mindset among students. This pilot study explored the use of periodic "mindset check-in" surveys within a neurology course for speech-language pathology (SLP) students to examine changes in student attitudes and learning behaviors over time.

Method: This study examined metacognition and mindset in graduate CSD students through six surveys tracking attitudes, study habits, and mindset. Using varied question formats, data analysis summarized patterns and cohort growth over time.

Results: Students …

Comparing Massed And Distributed Course Formats: Effects On Outcomes In A Graduate Augmentative And Alternative Communication Course, Brandon Scott Eddy, Alli Sauerwein, Leah Meloy, Eric Sanders

Teaching and Learning in Communication Sciences & Disorders

The effects of massed versus distributed learning have been well studied in the verbal and motor learning literature, with findings suggesting enhanced outcomes from distributing learning over time. However, some studies have found limited evidence to support enhanced outcomes from distributed learning when applied to an entire academic course. The effects of course scheduling on student learning in speech-language pathology graduate coursework have received limited attention. This study compared learning outcomes between a one-week massed format and an eight-week distributed format in an online two-credit augmentative and alternative communication graduate-level course. Learning outcomes were assessed before students enrolled, immediately after …

A Preliminary Survey Of Slp Students’ Language Sample Analysis Experiences, Rebecca Bawayan, Michelle H. Lenhart, Alexa Van Doren

Teaching and Learning in Communication Sciences & Disorders

Purpose: Although practicing school-based speech-language pathologists (SLPs) report that most of their training in language sample analysis (LSA) comes during their educational program, SLP students’ experiences with LSA in their training program have not been investigated. The purpose of this study was to gather information on the LSA use, methods, and contexts in addition to perceived knowledge and skills of speech-language pathology undergraduate and graduate students.

Method: Undergraduate and graduate students studying speech-language pathology responded to an invitation to complete an online survey related to LSA knowledge and experiences.

Results: Results indicated that most students gain experience with LSA …

Quality, Suitability, Understandability, Actionability, And Readability Of Patient Education Materials: Baseline Findings From Slp Graduate Students, Bonnie K. Slavych, Greg Williams, Lauren Siemers, Lauren E. Jones, Alana Mantie-Kozlowski

Teaching and Learning in Communication Sciences & Disorders

This study evaluated graduate SLP students’ ability to communicate complex health information, highlighting strengths and areas for improvement. A cross-sectional analysis of 28 first-semester graduate students enrolled in a voice disorders course examined the quality of patient education materials they created based on fictional scenarios. Quality and credibility were assessed using the DISCERN instrument, suitability with the Suitability Assessment of Materials, and understandability/actionability with the Patient Education Materials Assessment Tool for Printable materials. Readability was analyzed using five formulas: Flesch-Kincaid Grade Level, Gunning Fog Index, FORCAST, New Dale-Chall, and Simple Measure of Gobbledygook. DISCERN scores ranged from 17 to 31 …

Personalized Learning In A Pediatric Speech Sound Disorders Seminar, Paul W. Cascella

Teaching and Learning in Communication Sciences & Disorders

This paper highlights the utility of personalized learning (PL) embedded into an on-campus graduate seminar focused on pediatric speech sound disorders (PSSD). The example showcases six key PL features described from an autoethnographic lens. These include: (a) context-specific positionality viewpoints (i.e., instructor, student, discipline, and university); (b) PL-adapted course learning outcomes; and (c) PL-style instructional resources, (i.e., diverse and efficient elicitation study questions, intentionally introspective in-class activities, and a menu of student- and discipline-centric topics conveyed in varied instructional formats). Evidence of students’ PSSD accomplishments are shared via personalized proof portfolios, and links to entry level national certification benchmarks. Closing …

The Effects Of In-Depth Exposure To The Lived Experience Of Aphasia On Student Learning, Brianne Roos, Gretchen Szabo, Tami Brancamp, Elizabeth Hoover, Chaleece Sandberg, Tom W. Sather

Teaching and Learning in Communication Sciences & Disorders

Although individuals with aphasia are commonly treated by speech-language pathologists, many clinicians entering the field feel under-prepared to work with this population. Undergraduate and graduate students need appropriate training that emphasizes person-centered care mapped onto evidence-based practice, combining high-quality research evidence, clinical expertise, and client preferences. Incorporating lived experience into curricula helps shape students’ knowledge and understanding of aphasia from the perspective of patients and carepartners. Using both quantitative and qualitative methods, this study examined the impact of in-depth exposure to the lived experience of aphasia on students across six US universities. Students read the book Identity Theft: Rediscovering Ourselves …

An Interdisciplinary Early Intervention Learning Community For Undergraduate Students, Ciera M. Lorio, Hannah Rudkin, Christina Rauwolf, Luminita Hartle

Teaching and Learning in Communication Sciences & Disorders

There is currently a nationwide shortage of early intervention (EI) providers in the United States, and the number of families in need of EI services is much greater than the available service providers (CEC, 2019; Barton et al., 2012). One way to increase the number of qualified service providers is to offer better and earlier preservice training in EI at the university level. To meet this need, we designed and implemented the Early Intervention Learning Community (EILC), an extracurricular experience that focused on introducing students to EI and interprofessional practice. The primary components of the EILC included self-guided learning modules, …

Relationship Between Perceived Employability And Employability Skills And Attributes Among Business Graduates, Wise Mainga, Marlo B. Murphy-Braynen, Daniel Thompson, Bernadette Robins

International Journal for Business Education

Research has identified the importance of perceived employability in enhancing new graduates’ job search and finding initial employment. Students with high perceived employability are likely to have high self-confidence and perseverance in their job search, which may lead to early initial employment post-graduation. Perceived employability affects how new graduating students approach competitive and congested labour markets and is seen as one of the most important predictors of a new graduate getting and retaining a job. However, few studies have examined the relationship between perceived employability and disaggregated employability skills and attributes. This study examines the above relationship, arguing that not …

Collaborative Counseling: Using Course-Embedded Experiences To Train Skills And Foster Confidence, Jerry K. Hoepner, Erin D. Zigler-Miller

Teaching and Learning in Communication Sciences & Disorders

Practicing speech-language pathologists and graduate students identify a need for counseling training but feel unprepared to implement counseling in everyday practice. Within speech-language pathology, there is a dearth of evidence about best teaching practices for counseling. The current investigation examines the collaborative counseling program, which involves hands-on training with authentic clients with communication disorders. Thirty-six students across two cohorts participated in this study. Students composed individual reflections after each collaborative counseling session. Each cohort also participated in oral debriefings after each session. Reflections and debriefing transcripts were analyzed qualitatively through open and axial coding via micro and macro analyses. Micro …

Addressing The Theory-Practice Gap Using Case-Based Learning And Imagined Roles In The Graduate Communication Disorders Classroom, Diane L. Laverty, Carol C. Thompson

Teaching and Learning in Communication Sciences & Disorders

The American Speech-Language-Hearing Association (ASHA) Code of Ethics (2023) requires all practitioners to uphold the welfare of others without discrimination. Graduate programs in communication sciences and disorders, therefore, must guide future clinicians to apply theoretical knowledge to clinical practice equitably and inclusively. This grounded theory study investigated how an instructor in a graduate communication sciences and disorders (CSD) class used case-based learning (CBL) to fill the theory-practice gap and guide students to think equitably and inclusively for future complex cases. Audio recordings from 12 hours of instructor-student discourse during one semester were transcribed and analyzed verbatim. Three interrelated, interactional themes …

Developing Active Listening In Csd Undergraduates: A Pilot Comparison Of Computer-Based Simulations And Immersive Virtual Reality, David M. Rehfeld, Payton Demeyer, Abby Kugler, Kristin Pelczarski

Teaching and Learning in Communication Sciences & Disorders

Simulated learning experiences (SLEs) are becoming increasingly popular in communication sciences and disorders (CSD) training programs. This pilot study examines the relative effectiveness of delivering a SLE via standard computer or using virtual reality headsets for a more immersive learning experience. Seventy undergraduate CSD students were randomly assigned to complete the same SLE using one of these two modes of delivery to explore the technology’s effect on learning outcomes and self-confidence. Although no statistically significant difference in outcomes was observed, medium effects of intervention were observed on all outcomes, suggesting further is research is needed into the impact different technologies …

Data Collection And Presentation Of Inclusive Pedagogy And Diversity In Engineering Education, Haiyan Xie, Sai Ram Gandla

Faculty Publications – Technology

This project examines the impact of inclusive teaching practices and the presence of diverse role models on students' perceptions of Diversity, Equity, Belonging, and Inclusion (DEBI) in higher education, particularly among engineering and technology students. It seeks to provide a nuanced understanding of how these factors shape student experiences and perceptions of inclusivity and belonging within academic settings. This paper includes the questionnaire for the data collection and the graphical presentation of the bibliometric analysis.