Scholarship of Teaching and Learning Commons^™

Using Ability Grouping To Examine The Effects Of Differentiated Instruction In An Undergraduate Course In Communication Sciences & Disorders, Katherine B. Green, Jacqueline Towson

Teaching and Learning in Communication Sciences & Disorders

Differentiated instruction is a student-centered approach to instruction that considers the differing characteristics and aspects of the learner. With increasing diversity in higher education, differentiated instruction is one strategy that instructors may use to facilitate student success. However, there is limited empirical research examining the effectiveness of differentiated instruction in higher education. Using a quasi-experimental pretest posttest group design, the effects of differentiation of instruction, specifically differentiation of content and variable grouping, on student content knowledge were examined in an undergraduate course in a Communication Sciences and Disorders program. Students in the intervention group scored significantly higher on final course …

What Do You Expect? A Comparison Of Perceptions On The Roles Of Clinical Educators And Graduate Clinicians, Catherine Torrington Eaton, Katherine Ermgodts, Katelyn O'Connor Mairet

Teaching and Learning in Communication Sciences & Disorders

In addition to explicitly defined pedagogical roles and responsibilities, shared perceptions of clinical educator and graduate clinician roles across both parties are essential for an effective supervisory relationship. Previous findings suggest subtle differences in expectations that could potentially impact the learning process. This study was designed to enable a within and across group comparison on perceived roles of supervisors and supervisees. A survey consisting of open-ended prompts, Likert-rating scale questions, and attribute rankings regarding their own and the others’ roles was completed by 90 clinical educators and 63 graduate students in speech-language pathology. Thematic analysis was the primary method of …

A Critical Reflection On Adaptation Of Teaching Practices, Patricia Gibbons, Ramonda Horton, Valerie E. Johnson

Teaching and Learning in Communication Sciences & Disorders

The purpose of this paper is to provide a description of how critical reflection can be used to update and revise teaching practices in response to evolving student needs and challenges in higher education. The authors identify the types of challenges that faculty and graduate students face in the current educational environment. Generational differences between faculty and students, the impact of increased student stress levels, and advances in technology will continue to shape how we instruct graduate students. We identified a number of evidence-based practices which were reported to be useful in reducing stress and anxiety in students while still …

Anti-Oppressive Practice: An Integral Component Of A Graduate Curriculum, Indigo M. Young, Bonnie Halvorson-Bourgeois, Lesley Maxwell, Marjorie Nicholas, Mary Riotte

Teaching and Learning in Communication Sciences & Disorders

To be fully prepared to work within an increasingly diverse society, CSD students need to learn more about oppression, racism, equity and inclusion in addition to learning about cultural differences. In this article, a model of Anti-Oppressive Practice (AOP) developed as an integral part of a CSD graduate education curriculum is presented. Rooted in theoretical models including Critical Race Theory and Critical Disability Theory, the AOP curriculum includes eight modules, with each module defining relevant language, introducing concrete action step strategies, and giving students opportunities to practice these steps. Topics include forms of bias, systemic racism, oppression, cultural competence and …

Clinical Education Outcomes And Research Directions In Speech-Language Pathology: A Scoping Review, George W. Wolford, Schea Fissel Brannick, Sarah Strother, Laura Wolford

Teaching and Learning in Communication Sciences & Disorders

Purpose: To describe what researchers are investigating and how they are measuring the constructs of their investigations within the speech-language pathology (SLP) clinical education literature.

Method: A scoping review methodology (Arksey & O’Malley, 2005) was employed to develop a picture of clinical education articles which reported a measured outcome. Articles that met criteria were categorized by the purpose of the investigation and the outcome measures reported.

Result: 124 articles met inclusion criteria. Analysis of study purposes revealed a wide breadth of foci that were grouped into four broad clusters: Outcome Measures, Student Perspectives, Educational Contexts, and Teaching Methods. Most of …

Interprofessional Education And Practice: Perspectives From Students In Speech-Language Pathology And Recreational Therapy, David Hajjar, Jan Elich-Monroe, Susan Durnford

Teaching and Learning in Communication Sciences & Disorders

Interprofessional education and practice (IPE/IPP) are important components for undergraduate and graduate students to experience during their programs of study in speech-language pathology and related health professions. The American Speech-Language Hearing Association (ASHA) is a member organization of the Interprofessional Education Collaborative (IPEC) which promotes four core competencies required for effective practice: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. The purpose of this study was to gather the lived experiences from eight pre-professional students, four from speech-language pathology (SLP) and four from recreational therapy(RT), during focus groups and discussion forums conducted before, during, and after a 14-week IPE/IPP clinical …

Student Perceptions Of A Simulated Clinical Experience: A Pilot Study, Haley Elliott, Klaire Brumbaugh

Teaching and Learning in Communication Sciences & Disorders

Purpose: The purpose of this qualitative study was to document the experience of using a computer-based simulated (Simucase, 2019) learning opportunity in a Master of Science in speech-language pathology program.

Method: Focus groups were held utilizing a semi-structured interview format. Themes were identified using a qualitative methodological approach. Participants were first year graduate students (N=10) that were interviewed after completing an eight-week simulated learning opportunity.

Results: Seven themes emerged from the data. The themes were as follows: setup of the computer-based simulation, the incorporation of computer-based simulation in courses, supplemental information that assisted in development of clinical knowledge, …

Exploring The Role Of Mindsets In A Sophomore Level Undergraduate Research Course, Erin D. Zigler, Sophie L. Grelson, Jerry K. Hoepner

Teaching and Learning in Communication Sciences & Disorders

Several investigations have established the benefits of undergraduate student research experiences, including improved understanding of the research process, development of research skills, improved ability to interpret research, interest in future research experiences, and considering academic/research careers. Unfortunately, some students are intimidated by the research process and avoid such opportunities for growth. Such student perceptions may limit engagement in research, compromising knowledge and skills to critically evaluate research so necessary for clinical practice. The present investigation examined the student mindset perceptions pre- and post-course and student perspectives towards research following an undergraduate research course. A mixed quantitative and qualitative design was …

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 …

Assessing Outcomes Of Simulation In Communication Sciences And Disorders, Erin S. Clinard

Teaching and Learning in Communication Sciences & Disorders

Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research …

Comparing In Vivo Versus Simulation Training For Transnasal Endoscopy Skills, Laura L. Wolford, George W. Wolford

Teaching and Learning in Communication Sciences & Disorders

Fiberoptic endoscopic evaluations of swallowing (FEES) is as important of a swallowing evaluation as the videoflouroscopic swallow study, but far fewer speech-language pathologists are competent in its use (Ambika, Datta, Manjula, Warawantkar, & Thomas, 2019; Brady & Donzelli, 2013; Pisegna & Langmore, 2016). One hurdle in FEES training is the necessity of practicing transnasal endoscopy on volunteers. The primary aim of this study was to compare the learning effectiveness of practicing transnasal endoscopy via simulation with practice in vivo for a student’s first passes of the endoscope. The end goal of this study was to determine the most cost-effective and …

Communication Sciences And Disorders Faculty Perceptions Of Interprofessional Education, Janine L. Schmedding-Bartley, Courtney Karasinski

Teaching and Learning in Communication Sciences & Disorders

Engagement in interprofessional collaborative practice is critical for communication disorders professionals to provide quality clinical services. Given limited research on implementation of interprofessional education (IPE) within communication disorders pre-professional training programs and research highlighting potential barriers to implementation of IPE, this investigation assessed communication sciences and disorders (CSD) faculty attitudes toward IPE. One hundred fifty-eight CSD faculty from accredited CSD graduate programs completed the Interprofessional Attitudes Scale (Norris, Carpenter, Eaton, Guo, Lassche, Pett, & Blumenthal, 2016). Collectively, the faculty supported CSD students learning from and with students from different disciplines and endorsed IPE as beneficial. Faculty with master’s degrees were …

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.

Students' Perspectives Following Involvement In A Constraint Induced Aphasia Therapy Research Project, Bridget R. Dincher, Melissa Mcgrath, Julie Griffith

Teaching and Learning in Communication Sciences & Disorders

The purpose of this project was to provide a reflection on four students’ collaborative research experience implementing Constraint-Induced Aphasia Therapy and highlight the importance of student involvement in research opportunities. Guided reflections were completed and analyzed through a collaborative model to generate common themes of: 1) increased confidence in cuing and 2) adapting individualized treatment. Student engagement in clinical research enhances the quality of their educational experience by fostering clinical competence and confidence.

Guided Online Case Scenarios Support Development Of Clinical Decision-Making Skills In Speech-Language Pathology Master’S Students, Krystal L. Werfel, Gabriella Reynolds

Teaching and Learning in Communication Sciences & Disorders

Flipped classrooms are increasingly recommended by scholars of teaching and learning, and some have argued that active learning is the key ingredient in this model’s success. This paper describes the creation and implementation of online guided case study scenarios using the test function of a learning management system, as well as evaluation of their effectiveness based on (a) performance of students on separate graded case study assignments and (b) student self-reflection of learning and feedback elicited in an end-of-course survey. The case studies were developed for use in a master’s level speech-language pathology course on aural rehabilitation that occurs during …

Training University Students About Autism Spectrum Disorder Through Outreach To School-Based Speech-Language Pathologists, Joann P. Benigno`, John W. Mccarthy, Sarah O. Taylor, Heather Hamm, Bridget Gornichec Wright

Teaching and Learning in Communication Sciences & Disorders

Training preprofessional students about autism spectrum disorder (ASD) is crucial, particularly since students with ASD are represented on the caseloads of approximately 90% of school-based speech-language pathologists (SLPs). When this training can occur within the context of an outreach program, the results of such programming can be mutually beneficial for the individuals served as well as the students. Through the present program, six graduate students and four undergraduate students created materials for 15 SLPs working in the schools in a significantly underserved region of the United States. Students created nearly 800 materials for the SLPs to use in therapy with …

Teaching Data Analysis Using Students' Own Data, Dmitry Kondrashov, Stefano Allesina

Annual Symposium on Biomathematics and Ecology Education and Research

No abstract provided.

Engaging Undergraduates In Research In Mathematical Biology With Limited Resources, Timothy Comar

Annual Symposium on Biomathematics and Ecology Education and Research

No abstract provided.

How To Teach Concern: Inspiring Speech-Language Pathology Graduate Students To Develop Empathy And Advocacy With The Power Of Personal Stories, Lesley Sylvan

Teaching and Learning in Communication Sciences & Disorders

“Concern for individuals served” is one of the new Professional Practice Competencies in the updated 2017 standards for accreditation of graduate education according to the Council on Academic Accreditation in Audiology and Speech-Language Pathology. In light of this recent standard, graduate programs must facilitate skill development related to this competency. How does one teach “concern” and “compassion” in an authentic manner? This study investigates the impact of an assignment designed to address this standard. The assignment under investigation involves an in-class “book club” centered around reading non-fiction books detailing personal accounts of families impacted by disabilities. In order to understand …

Toward The Development Of A Quick, Reliable Assessment Tool For Reflective Journals, April Garrity, Casey Keck, Janet L. Bradshaw, Keiko Ishikawa

Teaching and Learning in Communication Sciences & Disorders

Reflective practice, including reflective writing, can facilitate enriched learning, especially when implemented as part of a service-learning (SL) experience. Reflection is a central component of service-learning (SL) experiences. Students’ reflective abilities are often measured through reflective journaling; however, assessment of students’ reflective journals is not always efficient and straightforward. The goal of the present study was to establish a simple, reliable, and relatively quick tool for use by busy college instructors seeking to encourage students’ deep learning through reflective writing. A total of 258 reflective journals from 43 graduate students in speech-language pathology were evaluated by three raters using a …

Cognitive Dissonance Of Graduate Students During Clinical Sessions Of A Literacy Program: Types Of Episodes And Their Resolution, Pam Britton Reese, Ludwika Aniela Goodson

Teaching and Learning in Communication Sciences & Disorders

This study provided an authentic context for examining cognitive dissonance of graduate students who were learning clinical skills in a six-week language and literacy project designed for young children. These student-clinicians received instruction four days a week in classroom sessions and began clinical sessions with children after each class. Signature pedagogies in communication sciences and disorders (CSD) provided the foundation for the instruction and clinical supervision. In their sessions with the children, the student-clinicians were expected to apply knowledge gained from the classroom and supervisor guidance. Journal entries, supervisor notes, clinical observation records, and transcripts from interviews were coded for …

Developing And Using A Rubric To Provide Feedback And Improve Csd Clinical Writing, Laura B. Willis, Lindsey Piazza

Teaching and Learning in Communication Sciences & Disorders

The benefits of rubrics have long been established and their use encouraged in various fields of study. The authors sought to create a rubric specific to the needs in CSD to more clearly share expectations for student clinical writing and more comprehensively assess the quality of their writing. The faculty collaborated with the Office of Academic Assessment to develop a rubric to address these issues. The rubric was developed using VALUE rubrics as guidance, as well as the unique requirements for Communication Sciences and Disorders documentation. This specific rubric may be used to grade and provide feedback to improve the …

Narratives Of Expert Speech-Language Pathologists: Defining Clinical Expertise And Supporting Knowledge Transfer, Natalie F. Douglas, Katie Squires, Jackie Hinckley, Erline V. Nakano

Teaching and Learning in Communication Sciences & Disorders

Clinical expertise is a component of evidence-based practice; however, relatively little attention has been paid to this phenomenon in the professional literature of speech-language pathology. This may have negative impacts on the training of pre-professional and novice speech-language pathologists. The purpose of this study was to examine professional narratives of expert Speech-Language Pathologists (SLPs) to consider applications for knowledge transfer between expert clinicians and novice clinicians. Collection of the professional narratives of 10 expert SLPs were obtained through in-depth interviews. Interviews were transcribed and coded for themes. Themes that impacted expertise in SLP included: training; work sites; individual and clinician …

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 …

Graduate Student Reflections On Mentorship In A Training And Outreach Program For Families Of Children With Autism Spectrum Disorder, Bridget Wright, Kara Kuykendall, Jessica Apsley, Nicole Mccullough, Hannah Doerbaum, Megan Fowler, Heather Hamm, Kristin Abram, Sarah O. Taylor, John W. Mccarthy, Chao-Yang Lee, Joann P. Benigno

Teaching and Learning in Communication Sciences & Disorders

Undergraduate (n = 19) and graduate students (n = 8) participated in a two semester training program focused on learning about Autism Spectrum Disorder (ASD) and how to create individualized communication supports for families of children with ASD. The focus of this paper is on the graduate students’ training and mentoring experiences. Graduate students’ philosophies of mentoring undergraduate students and their final reflections of the experience were analyzed for themes and subthemes. Mentoring philosophies yielded four major themes: role of the mentor, mentoring goals, the mentor-mentee relationship, and learning. Graduate student reflections on their skills gained, what they learned about …

Training Students Through A Community Outreach Program To Support Families Of Children With Autism Spectrum Disorder, Joann P. Benigno`, John W. Mccarthy, Sarah O. Taylor, Bridget Gornichec Wright, Chao-Yang Lee

Teaching and Learning in Communication Sciences & Disorders

This outreach program involved training eight graduate and 19 undergraduate students to create evidence-based communication supports for families of children with autism spectrum disorder (ASD) within the context of a two-course sequence on ASD. During the training program, ten families in rural Appalachia benefited from our services. Student and family satisfaction data with the outreach program was highly positive. Undergraduate and graduate university students participating in the program met or partially met 97% of their goals set at the beginning of each semester. Undergraduate students’ self-ratings of their own knowledge about material covered in the course were significantly higher than …

Assessment Of Modeling Skills, Robert L. Mayes Dr.

Annual Symposium on Biomathematics and Ecology Education and Research

No abstract provided.

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 …

Unprepared: A Qualitative Exploration Of The Preparation Practices Of Slps Practicing In Urban Schools, Audrey M. Farrugia-Bernard

Teaching and Learning in Communication Sciences & Disorders

The field of speech-language pathology severely lacks diversity, yet speech language pathologists serve an increasingly diverse population in schools. This qualitative study explored the academic preparation practices of speech-language pathologists working in urban schools. The findings revealed that the participants felt they were not adequately prepared to work in urban schools with children from culturally and linguistically diverse backgrounds independent of the model of multicultural education that they received in their graduate education. Results suggest that we need to connect multicultural coursework to local, urban communities in order to better prepare speech-language pathologists to work in urban schools.

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).