scholarly journals Graduate Internship/Externship Experiences in NIBIB Funded Graduate Training Programs

2020 ◽  
Author(s):  
Margo Cousins ◽  
Mia Markey ◽  
Henry Rylander
Keyword(s):  
Training Programs ◽  
Graduate Training ◽  
Graduate Training Programs

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

Teaching Sociology Graduate Students to Teach with Techology

2005 ◽  
Vol os-22 (1) ◽  
pp. 42-55
Author(s):  
James L. Williams ◽  
Daniel G. Rodeheaver
Keyword(s):  
Instructional Technology ◽  
Graduate Students ◽  
Training Programs ◽  
Graduate Training ◽  
Technology Training ◽  
Teaching Sociology ◽  
Training Process ◽  
Instructor Training ◽  
Pedagogical Issue ◽  
Graduate Training Programs

In light of the increasing emphasis on the use of instructional technology in higher education, sociology graduate students need to become conversant with instructional technology and its pedagogical implications. Yet, the literature on graduate instructor training has almost completely neglected this issue. This paper directly addresses this important pedagogical issue. After a discussion of the benefits of instructional technology training, we describe how to integrate training in instructional technology into graduate training programs in sociology. Our discussion offers specific suggestions for incorporating instructional technology training throughout the instructor training process. Our recommendations focus on helping graduate students employ effectively instructional technology and to become conversant with its pedagogical implications.

Enhancing vital non-technical workplace competencies for early career seed scientists

2018 ◽  
Vol 28 (3) ◽  
pp. 182-185
Author(s):  
Héctor E. Pérez
Keyword(s):  
Professional Development ◽  
Graduate Education ◽  
Training Programs ◽  
Graduate Training ◽  
Technical Skill ◽  
Early Career ◽  
Skill Sets ◽  
Technical Competency ◽  
Workplace Success ◽  
Graduate Training Programs

AbstractGraduate training programs often produce technically ‘savvy’ scientists with inadequate non-technical skill sets essential for workplace success. The challenges associated with lack of non-technical competency may be exacerbated in highly specialized fields such as seed science. This brief communication describes recent efforts conducted at the 12th Triennial Conference of the International Society for Seed Science to address non-technical skill development for pre-career professionals. Furthermore, I propose a few adaptable ideas to begin confronting the divide between graduate education and professional development.

scholarly journals Counseling in Audiology: Au.D. Students' Perspectives and Experiences

2018 ◽  
Vol 39 (01) ◽  
pp. 067-073 ◽  
Author(s):  
Karen Muñoz ◽  
Jared Schultz ◽  
John Whicker
Keyword(s):  
Hearing Loss ◽  
Training Programs ◽  
Graduate Training ◽  
Skills Development ◽  
Counseling Skills ◽  
Clinical Instruction ◽  
Clinical Experiences ◽  
Counseling Training ◽  
Counseling Relationships ◽  
Graduate Training Programs

AbstractCounseling in audiology is an important aspect of service delivery. How audiologists interact with patients and foster counseling relationships to help patients and families understand and live with hearing loss can impact outcomes of audiological interventions. Currently, variability exists in how graduate training programs are teaching counseling skills, and the extent to which counseling skills development is supported in clinical experiences is unclear. This article seeks to explore the perspectives related to the importance of counseling and counseling training experiences received through clinical instruction of Au.D. students beginning their final year of study, to identify where counseling training might be limited, and to examine how counseling skills might be better supported. Findings revealed that students generally appreciate the importance of counseling in audiology. Data suggest that how students are supported in developing counseling skills appears to be variable and unstructured.

Barriers to the Integration of Faith and Learning in Christian Graduate Training Programs in Psychology

1992 ◽  
Vol 20 (2) ◽  
pp. 119-126 ◽  
Author(s):  
Bruce Narramore
Keyword(s):  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Christian Faith ◽  
Christian Perspective ◽  
Graduate Training Programs ◽  
Faith And Learning ◽  
Made In

Although significant strides have been made in developing graduate training programs in psychology with a distinctively Christian perspective, much remains to be done. In this paper, the author examines several cultural, theological, theoretical, institutional, and individual barriers to the development and maintenance of quality graduate programs integrating psychology with Christian faith and theology.

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