scholarly journals Retention of Anatomic Knowledge in Speech‐Language Pathology Undergraduate Students

2018 ◽  
Vol 32 (S1) ◽  
Author(s):  
Mirna Duarte Barros ◽  
Vivian Alessandra Silva ◽  
Carlos José Lazzarini Mendes ◽  
Bianca Maria Liquidato
Keyword(s):  
Undergraduate Students ◽  
Speech Language Pathology ◽  
Language Pathology

Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Flora Keshishian ◽  
Rebecca Wiseheart
Keyword(s):  
Qualitative Study ◽  
Undergraduate Students ◽  
Critical Role ◽  
School Setting ◽  
The United States ◽  
Bilingual Students ◽  
Speech Language Pathology ◽  
Diverse Environment ◽  
Language Pathology ◽  
Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

scholarly journals “I Don’t Love Language; I Love Children”: Students’ Knowledge, Attitudes, and Beliefs About Linguistics and their Choice to Major in Speech-Language Pathology

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Michelle Veyvonda ◽  
Amanda Howerton-Fox
Keyword(s):  
Undergraduate Students ◽  
Male Students ◽  
Linguistic Knowledge ◽  
Major Influence ◽  
Speech Language Pathology ◽  
Knowledge And Beliefs ◽  
Language Pathology ◽  
Love Language ◽  
Undergraduate Programs ◽  
Study Participants

Purpose: This pilot study explored the linguistic attitudes, knowledge, and beliefs of undergraduate majors in speech-language pathology (SLP) and the role an interest in linguistics played in their choice of the SLP major. Method: Fifteen undergraduate students declared as SLP majors participated in this mixed-methods study. Participants responded to a survey and open-ended questions measuring their knowledge about and interest in linguistics; they also wrote a narrative essay describing their decision to major in SLP. Data was collected via Qualtrics. Descriptive statistics were done on the quantitative data, and thematic coding using NVivo 12.1.0 was done on qualitative data. Results: Most participants were interested in linguistics and expressed a belief that knowledge of linguistics would be important in their work as SLPs. In generally, however, they demonstrated limited linguistic knowledge and did not include an interest in linguistics as a major influence in their choice to major in SLP. Furthermore, attitudes toward non-standard English were implicit in responses. Participants’ responses indicated that personal interests, quality of life concerns, and the constraints of other career choices - possibly along with societal norms and expectations related to gender/race and career path - intersected as factors that led to the career choice of SLP. Conclusions: Results are of importance to those involved in the design and implementation of undergraduate programs in speech-language pathology, as well as those wishing to recruit students, including minority and male students, to the field of SLP. Additional research should be done with participants from other academic institutions, as well with male students and students of color, to produce more generalizable results.

Establishing Interdisciplinary Collaborations for International Education

2010 ◽  
Vol 13 (1) ◽  
pp. 13-17 ◽  
Author(s):  
Fran Hagstrom
Keyword(s):  
Study Abroad ◽  
International Education ◽  
Undergraduate Students ◽  
International Study ◽  
Lessons Learned ◽  
Speech Language Pathology ◽  
Honors College ◽  
Five Disciplines ◽  
Language Pathology ◽  
Interdisciplinary Study

This article describes the development of an interdisciplinary study abroad course for undergraduate students in health care. Involvement was needed from various university programs and faculty, including the Honors College, the Office of Study Abroad, and faculty members from five disciplines and two colleges. The roles of all participants in the process for developing international study are described and examined. The approach used in this program was applied in an interdisciplinary health perspective that included speech-language pathology. Both the program and lessons learned are provided for other universities seeking transnational expansions within and beyond Communication Sciences and Disorders programs.

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 Instructional Internships: Improving the teaching and learning experience for students, interns, and faculty

2015 ◽  
pp. 104-132
Author(s):  
Abby L. Hemmerich ◽  
Jerry K. Hoepner ◽  
Vicki M. Samelson
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Teaching Assistants ◽  
Training Programs ◽  
Learning Experience ◽  
Teaching Experience ◽  
Speech Language Pathology ◽  
Qualitative Research Design ◽  
Internship Experience ◽  
Language Pathology

Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate students' perceptions of teaching and learning following an Instructional Internship experience, where they served as teaching assistants for foundational knowledge courses in the major. Using a qualitative research design, we coded 31 participants' statements from pre- and post-internship essays and identified major themes and sub-themes.                Our results indicate that by participating in a teaching experience, students develop a deeper appreciation for the relationships between classroom pedagogy, their own learning, and clinical practice. While this study focuses on a pedagogical experience for undergraduate students in a Communication Sciences and Disorders program, the principles and results are generalizable to other professions that train students to provide clinical and educational services.Keywords: teaching assistants, instructional interns, mentoring, doctoral shortage, undergraduates

Facilitating Critical Reflections About Disability Among Students in Speech-Language Pathology

2011 ◽  
Vol 14 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Betty Yu ◽  
Laura Epstein
Keyword(s):  
Undergraduate Students ◽  
Medical Model ◽  
Communication Disorders ◽  
Critical Examination ◽  
Speech Language Pathology ◽  
Persons With Disabilities ◽  
Introductory Course ◽  
Communicative Disorders ◽  
Language Pathology ◽  
Alternative Discourses

Disability scholars argue that it is crucial for clinical professionals to critically examine the dominant and alternative discourses about disability, reflect on their own assumptions about disability, and contemplate the different roles they might take in relation to their patients. To date there are few studies examining how disability is conceptualized by speech-language pathologists (SLPs), or how those ideas affect their approach to working with persons with disabilities. The purpose of this study is to investigate whether shifts in the teaching approaches along medical, social, and experiential continua had an impact on how students in a Communicative Disorders course conceptualized the nature of developmental communicative disorders and the roles of the SLP in working with children with developmental communicative disorders. Reflective essays were collected and analyzed for 22 graduate and 38 undergraduate students in an introductory course on developmental communication disorders where different ways of thinking about disability were introduced over the course of a semester. The findings showed that most students at the start of the class held beliefs that were strongly aligned with the medical model of disability. It also showed that being introduced to different disability frameworks led them to reconceptualize both the notion of developmental communication disorders and SLP roles vis-à-vis children with communication disorders. Finally, the findings highlighted complexities and tensions involved in issues of disability in the clinical context. These results support the need for a systematic infusion and critical examination of disability perspectives in Communicative Disorders curricula.

scholarly journals Perception of undergraduate students in speech-language pathology about speech therapy in the field of deafness

Revista CEFAC ◽  
2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Renata da Silva Gonçalves ◽  
Maria Cecília Marconi Pinheiro Lima ◽  
Angélica Bronzatto de Paiva e Silva ◽  
Maria Elisabete Rodrigues Freire Gasparetto
Keyword(s):  
Undergraduate Students ◽  
Speech Therapy ◽  
Practical Knowledge ◽  
Family Members ◽  
Speech Pathology ◽  
Speech Language Pathology ◽  
Therapeutic Success ◽  
Self Recognition ◽  
The Family ◽  
Language Pathology

ABSTRACT Objective: to know the perception of undergraduate students in speech-language pathology about speech therapies in the area of deafness. Methods: qualitative research, with data collection accomplished with a questionnaire and a focus group. The sample was accomplished by 14 students enrolled at a speech pathology course. Results: the results were discussed by means of categories: knowledge, expectations, needs, bond and therapeutic practices. The students presented feelings of anguish in dealing with family expectations, especially regarding to the speech work and the fear for intervening caused by inexperience and necessities of the family. It was also evidenced that the students hoped that family members believed in the potential of the child. There is a need for more practice in Brazilian Sign Language. The support of the family members is crucial for a good therapeutical accompaniment, because when they trust on the student, the kind of therapy, and on the adopted approach, he or she cooperates with the evolution of the therapeutical process, facilitating the bond. When the family believes in the effectiveness of the therapy and the possibility of good results, the child does not miss sessions. Moreover, the bond created with the family and the patient helps the student to see the real difficulties of the child and what should be done to be improved. It was pointed out that the bilingual approach cooperates for the self-recognition of deaf culture and identity. Conclusion: on students' perception, the experience gained along the stage provided theoretical-practical knowledge to work with the family, recognizing the importance of this to the therapeutic success and to deal with the expectations of both parties.

Mentoring Underrepresented Students in Speech-Language Pathology: Effects of Didactic Training, Leadership Development, and Research Engagement

2021 ◽  
pp. 1-12
Author(s):  
Nidhi Mahendra ◽  
Shubha Kashinath
Keyword(s):  
Leadership Development ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Community Outreach ◽  
Program Completion ◽  
Speech Language Pathology ◽  
Application Process ◽  
Didactic Training ◽  
Research Engagement ◽  
Language Pathology

Purpose The purpose of this study was to implement and track the outcomes of a yearlong, structured mentoring program aimed at enhancing the retention and success of underrepresented graduate and undergraduate students in speech-language pathology. Method Student participants were recruited following an open application process and based on meeting eligibility requirements and committing to program completion. The focus of this program was to provide didactic training on leadership development, culturally responsive practice, and research methods used in speech-language pathology. This program emphasized participant needs assessments and goal-setting, access to one-on-one and group mentoring by peers and professionals, and a culminating experience in which participant teams completed a supervised clinical research project or a community outreach and education project. Results Forty-six participants in three cohorts completed the yearlong program in three consecutive years. Positive outcomes included program completion, degree completion, student perceptions of program benefit, completion of innovative community-engaged and research projects, and dissemination of scholarly work. Conclusion Our findings from implementing this program and tracking its outcomes have implications for using innovative, equity-minded, and evidence-based strategies for retaining and mentoring minoritized students in speech-language pathology.

scholarly journals Thieme MedOne ComSci

2018 ◽  
Vol 106 (3) ◽  
Author(s):  
Marilia Y. Antunez
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Speech Language Pathology ◽  
Learning Resource ◽  
Language Pathology ◽  
Upper Level

Part of Thieme’s MedOne online package, MedOne Communication Sciences (MedOne-ComSci) is a small database of publications in communication science and disorders, designed to be a teaching and learning resource for upper-level undergraduate students, graduate students, faculty, and practicing professionals in audiology, speech-language pathology, and hearing science.

Sign in / Sign up

Export Citation Format

Share Document