SIG 10 Perspectives Vol. 18, No. 2, October 2015

Download the CE Questions PDF from the toolbar, above. Use the questions to guide your Perspectives reading. When you're ready, purchase the activity from the ASHA Store and follow the instructions to take the exam in ASHA's Learning Center. Available until July 30, 2018.

The 21st Century Educational Landscape: Implications for the Academic and Clinical Preparation of SLPs

This article begins a discussion of collaboration and its purposeful integration into Communication Sciences and Disorders (CSD) training programs. Overviews of Response-to-Intervention (RTI) and the Common Core State Standards (CCSS) are then presented along with examples of the array of knowledge, skills, and clinical experiences SLPs must possess to work effectively in schools. Finally, suggestions are given for specific roles SLPs play at different tiers.

Blended, Active Learning for Anatomy & Physiology: Development & Program Evaluation

Blended learning, also known as hybrid courses or flipped classrooms, combines face-to-face and online learning to alter the sequence of knowledge acquisition; students engage in content learning before class in order to maximize in-class time for active learning. Active learning in class helps produce significant learning as learners practice with, engage with, and apply pre-class learning. In this manuscript, the author describes the development of a required undergraduate course, Anatomy and Physiology for Speech and Swallowing, from a traditional format to the hybrid blended learning format, as well as program evaluation data. When compared to the traditional format with active learning, the hybrid format with active learning produced similar outcomes in terms of final grade distribution. Analysis of data from teaching the A&P course as a hybrid for 3 years revealed a significant correlation between time spent on-task online with pre-class learning tutorials and final grades. The author also provides qualitative analysis of course evaluation data and lessons learned, and includes detailed information to help readers design effective hybrid courses.

Using the CSD Education Survey Data for Program Evaluation: Two Case Studies

The undertaking of peer institution assessment potentially benefits an institution and happens frequently; however, it does not directly provide useful information to individual programs within an institution. The authors in this article discuss the importance of peer programs evaluation and demonstrate, through two case studies, how data from both the Communication Sciences and Disorders Education (CSDE) survey and the EdFind database can be used to conduct a peer program evaluation in an academic program in speech-language pathology. The benefits of using both sources are discussed, as well as how they can assist a program to determine its efficiency and look for opportunities for improvements and growth.

SIG 10 Perspectives Vol. 18, No. 1, June 2015

Download the CE Questions PDF from the toolbar, above. Use the questions to guide your Perspectives reading. When you're ready, purchase the activity from the ASHA Store and follow the instructions to take the exam in ASHA's Learning Center. Available until March 27, 2018.

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

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.

“Flipped” Classroom: Benefits Versus Challenges for Communicative Sciences and Disorders Faculty and Students

“Flipped” classrooms are rooted in the need to prepare students for the rigors of today's workplace. The model facilitates active, engaged learners, who take responsibility for developing knowledge and skills necessary to be professionally competitive. Implementation defies the traditional culture of education, posing challenges for both instructors and students. This pilot study introduced students in two communication sciences and disorders classes—one undergraduate and one graduate—to the flipped model. Although undergraduate students were significantly more open to online instruction than the graduate students, both groups valued the in-class activities similarly. Students' views of online learning significantly and positively correlated with their openness to enroll in a flipped or blended course. Subjective comments made by both groups of students indicated that they found the format challenging, yet the time dedicated to hands-on activities rather than lecture supported the learning and application of the material as well as provided practice with collaboration. Further research is needed to determine if the flipped classroom significantly improves global skills, content knowledge, and an openness to inquiry in students enrolled in communication sciences and disorders programs.

The Benefits of Simulation-Based Education

Simulation-based education is an accepted teaching methodology within many disciplines, but has yet to be fully integrated into the clinical education models of speech-language pathology and audiology. Simulation-based education is an innovative opportunity to enhance clinical education in the fields of speech-language pathology and audiology. The approach provides a number of benefits that positively impact critical stakeholders, including training programs, faculty, students, clinical supervisors, and, most importantly, the clients requiring care. The benefits of simulation-based education will be reviewed relative to the existing literature both within and outside the professions.