Incorporating Spanish Language Instruction Into Health Sciences Programs in a Hispanic-Serving Institution

2017 ◽  
Vol 17 (3) ◽  
pp. 187-201 ◽  
Author(s):  
Connie Summers ◽  
Vannesa Mueller ◽  
Celia Pechak ◽  
Jeri J. Sias
Keyword(s):  
Language Instruction ◽  
Lessons Learned ◽  
Spanish Language ◽  
Language Training ◽  
Speech Language Pathology ◽  
Training Models ◽  
Hispanic Serving Institution ◽  
Language Discordance ◽  
Language Pathology ◽  
Hispanic Serving

Patient-provider language discordance is a growing problem in health care among Spanish-speaking patients. To produce graduates capable of linguistically competent care, three university programs are incorporating Spanish language instruction into their curricula (pharmacy, physical therapy, and speech-language pathology). We review these three models of Spanish language training and summarize the lessons learned to date. Differences in the training models reflect fundamental differences regarding the use of spoken language in the disciplines.

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.

Engaging Faculty in Shifting Toward Holistic Review: Changing Graduate Admissions Procedures at a Land-Grant, Hispanic-Serving Institution

2021 ◽  
pp. 1-15
Author(s):  
Aileen A. Wong ◽  
Nicole L. Marrone ◽  
Leah Fabiano-Smith ◽  
Pélagie M. Beeson ◽  
Marla A. Franco ◽  
...  
Keyword(s):  
Review Process ◽  
Adaptive Method ◽  
Lessons Learned ◽  
Land Grant ◽  
Study Approach ◽  
Hispanic Serving Institution ◽  
Holistic Review ◽  
Graduate Admissions ◽  
Hispanic Serving ◽  
Equity And Inclusion

Purpose The aim of this tutorial is to share lessons learned from a speech, language, and hearing sciences department at a land-grant, Hispanic-serving institution (HSI) after revising the graduate admissions review process and subsequent discussions related to equity in assessment. This tutorial describes the department as a case example and includes guiding questions that may be helpful for other organizations. Method An adaptive case study approach was used and centered on supporting students at Hispanic-serving institutions. The approach was characterized by structured collaborative reflection throughout the process and engagement of relevant stakeholders at multiple levels. The adaptive method allowed for interim synthesis of stakeholder discussions to inform subsequent phases of the reflection process. Results This tutorial shares critical motivations, barriers, facilitators, and phases that were identified in moving toward holistic evaluation for graduate admissions. Targeted areas for continued improvement related to diversity, equity, and inclusion are described. Conclusions This tutorial outlines lessons learned from changing graduate admissions practices toward holistic review. Self-reflection prompts are provided for institutions and organizations considering changes to their review process. In order to best support diverse communities, increased workforce diversity is needed in the speech, language, and hearing sciences professions, and holistic review practices are recommended as one way to support increased diversity, equity, and inclusion.

When It “Feels Like a Giant Living Room”: Implementing Peer Education at an Urban, Research-1 Hispanic Serving Institution

2021 ◽  
pp. 153819272110526
Author(s):  
Carla Amaro-Jiménez ◽  
Vandana Nandakumar ◽  
Holly Hungerford-Kresser ◽  
Oliver Patterson ◽  
Maria Martinez-Cosio ◽  
...  
Keyword(s):  
Research University ◽  
Peer Education ◽  
Lessons Learned ◽  
Living Room ◽  
Peer Educators ◽  
Qualitative Research Study ◽  
Hispanic Serving Institution ◽  
Tier 1 ◽  
Peer Education Program ◽  
Hispanic Serving

We report on a qualitative research study that identifies both challenges and successes resulting from the implementation of a Peer Education program at an urban, Hispanic-serving, Tier 1 Research University. By drawing on the experiences of 29 peer educators, we demonstrate the ways that combining peer mentoring and tutoring provided benefits for those who were not only served but those who served them. Lessons learned are shared.

Small Steps Towards a Speech Therapy Profession in Cambodia: Lessons Learned So Far

2017 ◽  
Vol 2 (17) ◽  
pp. 104-113 ◽  
Author(s):  
Claire Salter ◽  
Weh Yeoh
Keyword(s):  
Professional Training ◽  
Speech Therapy ◽  
Public Awareness ◽  
Health Sector ◽  
Lessons Learned ◽  
Policy Framework ◽  
Speech Language Pathology ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Language Pathology

This paper provides a contemporary overview of speech language pathology services and professional training in Cambodia. The unique national context, including Cambodia's conflict-ridden past, its resource-poor and underdeveloped health sector institutions, and the proliferation of many international non-governmental organizations (NGOs) operating in the country, all serve to make the delivery of speech-language pathology services and establishment of a local speech-language pathology profession challenging and complex. The increasing numbers of international speech-language pathology professionals volunteering their services on a short-term basis in Cambodia is given focus, and the subsequent impact on establishing sustainable local services. We profile the efforts of one NGO, OIC Cambodia, and its “Exit Strategy,” aimed at developing a local speech-language pathology professional infrastructure through local training, a more robust Cambodian government policy framework, establishing local career pathways and professional network, and public awareness raising of speech-language pathology needs and services. The paper concludes that there will be more significant and ongoing benefits for the Cambodian health and education sectors and general population by focussing efforts on establishing a local speech-language pathology profession and institutional presence.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

A Family With Autosomal-Dominant Progressive Sensorineural Hearing Loss

1996 ◽  
Vol 5 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Chris Halpin ◽  
Barbara Herrmann ◽  
Margaret Whearty
Keyword(s):  
Speech Production ◽  
Hearing Aids ◽  
Role Models ◽  
Speech Intelligibility ◽  
Large Scale ◽  
Speech Language Pathology ◽  
The Family ◽  
Patient Will ◽  
Language Pathology

The family described in this article provides an unusual opportunity to relate findings from genetic, histological, electrophysiological, psychophysical, and rehabilitative investigation. Although the total number evaluated is large (49), the known, living affected population is smaller (14), and these are spread from age 20 to age 59. As a result, the findings described above are those of a large-scale case study. Clearly, more data will be available through longitudinal study of the individuals documented in the course of this investigation but, given the slow nature of the progression in this disease, such studies will be undertaken after an interval of several years. The general picture presented to the audiologist who must rehabilitate these cases is that of a progressive cochlear degeneration that affects only thresholds at first, and then rapidly diminishes speech intelligibility. The expected result is that, after normal language development, the patient may accept hearing aids well, encouraged by the support of the family. Performance and satisfaction with the hearing aids is good, until the onset of the speech intelligibility loss, at which time the patient will encounter serious difficulties and may reject hearing aids as unhelpful. As the histological and electrophysiological results indicate, however, the eighth nerve remains viable, especially in the younger affected members, and success with cochlear implantation may be expected. Audiologic counseling efforts are aided by the presence of role models and support from the other affected members of the family. Speech-language pathology services were not considered important by the members of this family since their speech production developed normally and has remained very good. Self-correction of speech was supported by hearing aids and cochlear implants (Case 5’s speech production was documented in Perkell, Lane, Svirsky, & Webster, 1992). These patients received genetic counseling and, due to the high penetrance of the disease, exhibited serious concerns regarding future generations and the hope of a cure.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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