Using iPad Technologies To Support Teaching and Learning in CSD

2012 ◽  
Vol 15 (1) ◽  
pp. 16-21
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Language Disorders ◽  
Language Intervention ◽  
Learning Orientation ◽  
Specific Information ◽  
Academic Service Learning ◽  
Ipad Applications

In a clinical project, 37 undergraduate students in a language disorders course with an academic service learning orientation reviewed iPad applications for use in language intervention activities. In this paper, I outline the process for implementing the project, as well as student perceptions of how their involvement in the project affected mastery of course-specific information.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

scholarly journals Kilimanjaro: A Case of Meaningful Adventure And Service Learning Abroad

2015 ◽  
Vol 5 (4) ◽  
pp. 420-433
Author(s):  
Cathy Cavanaugh ◽  
Ewa Gajer ◽  
John Mayberry ◽  
Brendan O’Connor ◽  
Jace Hargis
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Qualitative Evaluation ◽  
Female Undergraduate ◽  
Theoretical Frameworks ◽  
Mount Kilimanjaro ◽  
The World

This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, constructive, intentional, and authentic—and applied activity theory as a framework for interpreting outcomes. The study included multi-faceted examination of student perceptions of the effects of the year-long experience that culminated in a ten day trip to Tanzania, including a climb to the summit of Mount Kilimanjaro. Students’ reflections on the impacts of the trip focused on wanting, doing, reflecting, and relating. Thus, the experience catalyzed change in students’ understanding of the world that strongly indicates a meaningful learning experience.

Student perceptions of Academic Service Learning: Using mixed content analysis to examine the effectiveness of the International Baccalaureate Creativity, Action, Service programme

2016 ◽  
Vol 15 (3) ◽  
pp. 181-195 ◽  
Author(s):  
Christos Hatziconstantis ◽  
Tania Kolympari
Keyword(s):  
Content Analysis ◽  
Service Learning ◽  
Student Perceptions ◽  
Private School ◽  
International Baccalaureate ◽  
Education Students ◽  
Perceptions Of Students ◽  
Academic Service Learning ◽  
Service Learning Projects ◽  
Learning Projects

The International Baccalaureate Diploma Programme for secondary education students requires the successful completion of the Creativity, Action, Service (CAS) component (more recently renamed Creativity, Activity, Service) which is based on the philosophy of experiential learning and Academic Service Learning. In this article, the technique of mixed content analysis is employed to examine the perceptions of students in an International Baccalaureate Greek private school regarding the implementation and effectiveness of CAS. The empirical results indicate that students perceive and conceptualise volunteering activities in two contrasting dimensions, namely idealistic-humanitarian and utilitarian-instrumentalist, implying that Academic Service Learning projects may need to be adjusted to achieve their objectives.

scholarly journals Ujamaa and Universal Design: Developing Sustainable Tactile Curricular Materials in Rural Tanzania

2018 ◽  
Vol 1 (2) ◽  
pp. 128-136
Author(s):  
Alisha M. B. Braun ◽  
Betty Okwako-Riekkola
Keyword(s):  
Service Learning ◽  
Student Teachers ◽  
International Development ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Diverse Range ◽  
Plastic Bags ◽  
Service Learning Projects ◽  
Curricular Materials

Purpose: This article illustrates the power of collaboration in the spirit of Ujamaa to build curricular materials that can engage and support the learning of a diverse group of students in under-resourced environments. The authors reflect on their personal experience overseeing collaborative service learning projects with Tanzanian partners through a study abroad programme.Method: The service learning project took place in a rural primary school in northern Tanzania, characterised by large class sizes and the unavailability of teaching and learning materials.Tactile curricular materials were collaboratively developed by Tanzanian student teachers, practising teachers, and American undergraduate students. Locally available and recyclable materials were used, such as plastic water bottles, tubing, plastic bags and cardboard boxes.Results: Examples of curricular materials that were developed are presented, and lessons learned through the experience are shared.Conclusion: The use of locally available, recyclable materials enhanced sustainability. Having sustainable curricular materials that are accessible to a diverse range of students in under-resourced educational settings has the potential to foster learning for all. The underlying cultural concept of interconnectedness or Ujamaa strengthened the collaborative relationship between participating teachers and students, and can be drawn upon to enhance future service learning and international development efforts in education.

scholarly journals COVID-19 Modifications to a Service-Learning Project Designed to Prepare Special Education Students to Be Effective Participants in Transdisciplinary Collaborations

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Kathy Doody ◽  
Katrina Fulcher ◽  
Pamela Schueltze
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Speech Language Pathology ◽  
Community Based ◽  
Language Pathology ◽  
The Impact ◽  
Early Childhood Settings

This research study examined the impact of COVID-19 on university students’ perceptions about the effectiveness of a community-based service-learning project designed to prepare graduate students in special education and undergraduate students in psychology and speech-language pathology to work in transdisciplinary teams in early childhood settings. Students were placed into transdisciplinary teams and assigned to one of two community-based early childhood programs to administer a universal screening tool that assessed young children in several domains. The project was in its sixth year when the country stood still because of the COVID-19 pandemic. The project was re-envisioned, mid-course, to provide an equitable and rigorous assignment for students who were unable to complete the original assignment due to the lockdown. Student perceptions were compared, pre and post COVID; subsequent results are discussed in alignment with the original four goals of the project. Additionally, suggestions are posed to position this service-learning assignment for remote delivery should the pandemic persist to disrupt higher education.

scholarly journals Student perceptions of quality in higher education: effect of year of study, gender and ethnicity.

2017 ◽  
Author(s):  
Rachel Dicker ◽  
Mikey Garcia ◽  
Alison Kelly ◽  
Parisa Modabber ◽  
Alex O'Farrell ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Support Services ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Experience ◽  
High Quality Education ◽  
Quality Perceptions ◽  
Quality In Higher Education

Student expectations with regard to what comprises quality in higher education can impact upon their learning, engagement and overall satisfaction. Perceptions of quality are not always clearly articulated and may vary by gender, ethnicity and year of study. In this study, undergraduate students completed a questionnaire indicating whether they agreed, disagreed or were unsure about 15 statements related to quality in higher education. A total of 340 students across four year groups participated (Levels 3-6), with more female than male participants and a range of ethnicities represented. There was broad unanimity in the recognition of the importance of both teaching and learning and relationships with academic staff in defining quality. Overall, there were low levels of satisfaction with the amount of contact with academic staff and uncertainty about whether students thought they were getting a high quality education. Some differences in relation to support services were seen in different ethnic groups, and more males than females were satisfied with support services although this varied by year group, and student numbers were small. These results suggest the importance of clearly articulating what is available in terms of support (academic, pastoral, study and health) to all students. The teaching and learning experience, and relationships with academic staff are clearly important and given the uncertainty about overall perceptions of quality, these aspects need to be highlighted to students so that they understand the value of what they are receiving.Keywords: quality, perceptions, relationships, feedback, teaching & learning

scholarly journals A New Method of Assessing the Effects of a Service-Learning Class on Engineering Undergraduate Students

2014 ◽  
pp. 29-47
Author(s):  
Patricia Maloney ◽  
Lauren Dent ◽  
Tanja Karp
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Time Management ◽  
Interpersonal Skills ◽  
State University ◽  
Post Test ◽  
Assessment Of Student Learning ◽  
Growth Assessment

Increases in engineering service learning courses and enrolled undergraduates necessitate further research and recommendations concerning the assessment of student learning and growth. Assessment of such growth may be difficult in service learning courses because of the types of skills it fosters: interpersonal skills, critical thinking, and other professional skills not easily tested for in a classroom. Some previous attempts at assessment were predominantly standards-based and designed to measure what researchers thought students should gain from the course, rather than being based in what students thought. In this paper, we first ask students what skills they learned in service learning, determine their thoughts about the usefulness of different kinds of assessment, and then use their words to construct a naturalistic assessment that can serve as a pre- and post-test to measure growth in engineering service learning courses. The data come from 96 students and three semesters of a service learning section of a large Introduction to Engineering course at a large state university. Overall, we conclude that students perceive that they have grown at statistically significant levels in communication skills, teamwork, leadership, time management, and other engineering skills noted below. We argue that student perceptions of growth matter for their persistence in engineering and resilience after professional or academic setbacks.

scholarly journals Student perceptions of virtual reality use in higher education

2019 ◽  
Vol 12 (3) ◽  
pp. 413-424 ◽  
Author(s):  
Gavin Baxter ◽  
Thomas Hainey
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Creative Industries ◽  
Content Type ◽  
Student Views ◽  
Discipline Area ◽  
Insight Into

Purpose This paper provides an analysis and insight into undergraduate student views concerning the use of virtual reality technology towards whether it has the potential to support and provide novel pedagogical avenues towards teaching and learning in higher education. The purpose of this paper is to ascertain student views about the application of VR technology within their degree programmes from a pedagogical perspective in addition to identifying potential challenges to VR adoption. Design/methodology/approach The research design adopted a mixed methods approach through the use of a questionnaire that was disseminated to undergraduate students studying in the discipline area of the creative industries. Through a series of open and closed questions, student views on VR adoption in higher education were analysed both quantitatively and qualitatively. The results were analysed statistically through a series of Mann–Whitney and Kruskal–Wallis tests. The qualitative statements were contextualised in the overall perspective of the research with the more relevant viewpoints identified to coincide with aspects of VR discovered in the literature. Findings The predominant findings of the research indicated that the majority of the students considered the use of VR to have useful pedagogical implications though not all findings were positive. The findings provided a sound overview of the benefits and potential drawbacks of VR use in general with a more specific focus in an educational context. Research limitations/implications Limitations of the research include the lack of overall generalisations that can be formed from the study due to the sample size and the fact that the results were based from one specific academic institution. Practical implications The findings of the research will provide educators with an insight into various perceptions of VR adoption within higher education. This will aid towards allowing them to reflect on whether VR is an appropriate tool to integrate within their curriculum and pedagogical approaches towards course delivery. Originality/value Though several studies have explored the use of VR in multiple contexts and subject areas, there still needs to be more research towards its potential drawbacks in a teaching and learning scenario and how to resolve these issues.

Academic Service-Learning as a Pedagogical Tool and Strategy

2015 ◽  
pp. 171-194
Author(s):  
Estanislado S. Barrera, IV ◽  
Margaret-Mary Sulentic Dowell
Keyword(s):  
Urban Education ◽  
Critical Thinking ◽  
Service Learning ◽  
Teaching And Learning ◽  
The United States ◽  
White Female ◽  
Middle Income ◽  
Pedagogical Tool ◽  
Instructional Process ◽  
Academic Service Learning

This chapter presents academic service-learning (AS-L) as a pedagogical tool and strategy for promoting critical thinking among pre-service teachers. The results of the two cases discussed reveal that many well-intentioned young education majors' frames of reference about urban education indicate a dissonance of experience. Public urban education in the US is becoming increasingly stratified with teachers representing White, female, middle income backgrounds and resultant perspectives, but public school children in the United States represent families of color and communities that are predominantly poor. AS-L truly promotes critical thinking about teaching and learning, especially when the tensions surrounding difference surface. Findings indicate that pre-service teachers must first overcome bias, negative expectations, and stereotypes before they synthesize the elements of the instructional process that leads to achieving reflective praxis.

Academic Service-Learning as a Pedagogical Tool and Strategy

2018 ◽  
pp. 450-476
Author(s):  
Estanislado S. Barrera, IV ◽  
Margaret-Mary Sulentic Dowell
Keyword(s):  
Urban Education ◽  
Critical Thinking ◽  
Service Learning ◽  
Teaching And Learning ◽  
The United States ◽  
White Female ◽  
Middle Income ◽  
Pedagogical Tool ◽  
Instructional Process ◽  
Academic Service Learning

This chapter presents academic service-learning (AS-L) as a pedagogical tool and strategy for promoting critical thinking among pre-service teachers. The results of the two cases discussed reveal that many well-intentioned young education majors' frames of reference about urban education indicate a dissonance of experience. Public urban education in the US is becoming increasingly stratified with teachers representing White, female, middle income backgrounds and resultant perspectives, but public school children in the United States represent families of color and communities that are predominantly poor. AS-L truly promotes critical thinking about teaching and learning, especially when the tensions surrounding difference surface. Findings indicate that pre-service teachers must first overcome bias, negative expectations, and stereotypes before they synthesize the elements of the instructional process that leads to achieving reflective praxis.

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