Presentation Type
Oral Presentation
Start Date
5-8-2013 12:30 PM
End Date
5-8-2013 2:00 PM
Subjects
Communicative disorders -- Study and teaching, Speech therapists -- Training of -- Quantitative studies, Speech therapists -- Education -- Evaluation
Abstract
While the scope of practice for speech-language pathologists has expanded dramatically, graduate clinical training remains a two year master’s degree. A solid foundation in undergraduate communication sciences and disorders (CSD) coursework is ever-more essential to prepare students for the breadth of knowledge and skills obtained in graduate school. How are undergraduate/post-baccalaureate CSD programs evolving to meet this challenge? This study proposes one such enhancement. Learning & Practice Sessions are a program by which peer undergraduate and post-baccalaureate students lead weekly, post-class review sessions during which participating students have an opportunity to review the week’s material, discuss challenging concepts, examine anatomical models, and brainstorm learning and study strategies, all in a collaborative environment. Peer facilitators are instructor-recommended, have successfully completed the course, and have teaching, tutoring, or mentoring experience. Survey data is collected from participating students at the end of each term. Initial post-participation survey results (N = 32, 50% response rate) indicate that weekly Learning & Practice Sessions had a positive or very positive perceived impact on every dimension measured, including students’ academic performance (94%), success in the course (94%), confidence about the coursework (88%), sense of support from their academic program (88%), and sense of community with other students (81%). Ninety-four percent of participating students would recommend or strongly recommend the Learning & Practice Sessions to a friend. Future implications include expanding this program to additional CSD courses, increasing participation by students who are most struggling, and sharing this concept as a model for other undergraduate CSD programs.
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Persistent Identifier
http://archives.pdx.edu/ds/psu/9474
Included in
Learning & Practice Sessions: Contributing to a Strong Academic Foundation for Undergraduate CSD Students
While the scope of practice for speech-language pathologists has expanded dramatically, graduate clinical training remains a two year master’s degree. A solid foundation in undergraduate communication sciences and disorders (CSD) coursework is ever-more essential to prepare students for the breadth of knowledge and skills obtained in graduate school. How are undergraduate/post-baccalaureate CSD programs evolving to meet this challenge? This study proposes one such enhancement. Learning & Practice Sessions are a program by which peer undergraduate and post-baccalaureate students lead weekly, post-class review sessions during which participating students have an opportunity to review the week’s material, discuss challenging concepts, examine anatomical models, and brainstorm learning and study strategies, all in a collaborative environment. Peer facilitators are instructor-recommended, have successfully completed the course, and have teaching, tutoring, or mentoring experience. Survey data is collected from participating students at the end of each term. Initial post-participation survey results (N = 32, 50% response rate) indicate that weekly Learning & Practice Sessions had a positive or very positive perceived impact on every dimension measured, including students’ academic performance (94%), success in the course (94%), confidence about the coursework (88%), sense of support from their academic program (88%), and sense of community with other students (81%). Ninety-four percent of participating students would recommend or strongly recommend the Learning & Practice Sessions to a friend. Future implications include expanding this program to additional CSD courses, increasing participation by students who are most struggling, and sharing this concept as a model for other undergraduate CSD programs.