The need for detailed study of course credit earned and the comprehension of material by college students as a result of major changes in university course formats due to COVID-19 and actions based on those findings

This chapter addresses the need to make time and space for transliteracy practices in the classroom. University pre-service teachers are used as the primary example as the chapter documents how these students made meaning across a range of platforms, while reading the acclaimed young adult novel The Hate U Give. The university course, titled Language and Literacy, focuses on methods of literacy instruction in the classroom. A lesson plan framework is included in the chapter that is especially user friendly for educator preparation classrooms as well as high school and middle school teachers. The chapter explores the experiences of the college students while reading The Hate U Give, while detailing how the students created meaning through a variety of traditional and modern teaching practices.

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Developing Faculty to Use Videoconferencing to Deliver University Course Credit Over Cable and Satellite

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t2mw42 ◽

2009 ◽

Vol 15 (4) ◽

Author(s):

Diana R. Carl

Keyword(s):

University Course ◽

Course Credit

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Podcasting In Higher Education: Does It Make A Difference?

American Journal of Business Education (AJBE) ◽

10.19030/ajbe.v3i6.434 ◽

2010 ◽

Vol 3 (6) ◽

pp. 7-10 ◽

Cited By ~ 1

Author(s):

Russell Baker ◽

Jeffery Harrison ◽

Barry Thornton ◽

Rhett Yates

Keyword(s):

Higher Education ◽

College Students ◽

Empirical Study ◽

Empirical Studies ◽

Education Major ◽

Software Companies ◽

Course Material ◽

Supplemental Course ◽

University Course ◽

College Or University

Podcasting is a growing trend in higher education. Major software companies, such as Apple, have dedicated entire websites to podcasting. These podcasts are available to college students to be used as supplemental material for specific coursework at their particular college or university. Unfortunately, due to the new and progressive nature of the technology, empirical studies of the effectiveness of this pedagogical device are rare. This paper presents an empirical study of the effectiveness of podcasting when incorporated as supplemental course material in a university course.

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Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00092 ◽

2020 ◽

Vol 5 (1) ◽

pp. 88-96

Author(s):

Mary R. T. Kennedy

Keyword(s):

College Students ◽

Traumatic Brain Injury ◽

Brain Injury ◽

Sense Of Self ◽

Scientific Evidence ◽

Sudden Onset ◽

Lessons Learned ◽

Speech Language Pathologists ◽

The Brain ◽

Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

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Effects of Physical Training on Stuttering

Journal of Speech and Hearing Research ◽

10.1044/jshr.1104.767 ◽

1968 ◽

Vol 11 (4) ◽

pp. 767-776 ◽

Cited By ~ 2

Author(s):

B. Don Franks ◽

Elizabeth B. Franks

Keyword(s):

College Students ◽

Group Therapy ◽

Physical Training ◽

Cardiovascular Response ◽

Training Group ◽

Physical Stress ◽

Submaximal Exercise ◽

Endurance Running ◽

Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

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The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

Journal of Speech and Hearing Research ◽

10.1044/jshr.1201.179 ◽

1969 ◽

Vol 12 (1) ◽

pp. 179-184 ◽

Cited By ~ 7

Author(s):

Richard R. Martin ◽

Gerald M. Siegel

Keyword(s):

College Students ◽

Neutral Stimulus ◽

Motor Responses ◽

Control Subjects ◽

And Control ◽

Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

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Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

Journal of Speech and Hearing Research ◽

10.1044/jshr.1703.417 ◽

1974 ◽

Vol 17 (3) ◽

pp. 417-425

Author(s):

Stuart I. Ritterman ◽

Nancy C. Freeman

Keyword(s):

College Students ◽

Discrimination Learning ◽

Irrelevant Dimension ◽

Speech Sound ◽

Irrelevant Stimulus ◽

Relevant Dimension ◽

Phonetic Features ◽

Sound Discrimination ◽

Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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