Panel Session–Pluriversal Design Transitions for Higher Education Motivated by COVID-19

Author(s):  
Lupita Guillen Mandujano ◽  
Erdas Kuruc ◽  
Jun-Li Lu ◽  
Paola Sanoni ◽  
Xanat Vargas Meza
2021 ◽  
Vol 12 (2) ◽  
pp. 1-7
Author(s):  
Piper Bell ◽  
Anna Wilkey ◽  
Farriz Roslan ◽  
Lincoln James ◽  
Maxwell Willis ◽  
...  

The Student Panel Session at the 2021 STARS Conference concluded the formal presentations for the event.  At this session, students from the tertiary sector shared with delegates their personal experiences in higher education and thoughts concerning the messages and insights gained from the conference experience. The students had responded to an invitation from Student Voice Australia to participate in the conference, be part of the Panel, and were encouraged to attend the keynote presentations across the event.  Delegates had the opportunity to present questions to the students.  For the purposes of this feature, the editors have summarised and edited the transcript to present the key points of each discussion, including questions and comments from delegates. Panel members have approved the editorial interpretations of their comments.


1983 ◽  
Vol 17 (3) ◽  
pp. 31-33 ◽  
Author(s):  
Al Bork ◽  
Maxine Brown ◽  
Robin King ◽  
Andries van Dam ◽  
Mike Wozny ◽  
...  

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.


Author(s):  
Diane L. Kendall

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.


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