What is our role in moving the conversation forward?

What is our role in moving the conversation forward? A word from the guest editor and co-editor. Introduction to the Multicultural Special Topics Issue

Exploring the Role of Mindsets in a Sophomore Level Undergraduate Research Course

Several investigations have established the benefits of undergraduate student research experiences, including improved understanding of the research process, development of research skills, improved ability to interpret research, interest in future research experiences, and considering academic/research careers. Unfortunately, some students are intimidated by the research process and avoid such opportunities for growth. Such student perceptions may limit engagement in research, compromising knowledge and skills to critically evaluate research so necessary for clinical practice. The present investigation examined the student mindset perceptions pre- and post-course and student perspectives towards research following an undergraduate research course. A mixed quantitative and qualitative design was employed. While student mindsets were primarily growth based at the outset, students reported gains in perspectives on mindsets and confidence following the course. Qualitative findings further highlight the development of applications to the profession, understanding the research process, research skills, and the challenges of research. Intentional scaffolding of a research course may reduce intimidation and foster positive attitudes towards the importance of research in the discipline

The Integration of the Scholarship of Teaching and Learning into the Discipline of Communication Sciences and Disorders

McKinney (2018) has argued that for the scholarship of teaching and learning (SoTL) to advance within a discipline, the integration of SoTL must be closely examined and opportunities for growth in SoTL must be recognized and discussed. To that end, this paper reflects on the degree to which SoTL is integrated into communication sciences and disorders (CSD) by examining a variety of topics: perspectives and theories historically valued by our discipline, existing supports for SoTL at various levels (i.e., individual teacher-scholars, departments, institutions, and the CSD discipline as a whole), the application of SoTL findings in teaching and learning. Four specific recommendations are made because of this examination and reflection

Clinically Applicable Sociolinguistic Assessment for Cognitive-Communication Disorders

Purpose: The third International Cognitive-Communication Disorders Conference was held in early 2022, providing an opportunity for researchers and clinicians to discuss management of cognitive-communication disorders (CCDs). Presentations that addressed social discourse initiated broader conversations about implementing sociolinguistic methods in research and clinical contexts. Given the heterogeneity of CCDs and sociocultural contexts, a person-centered approach is needed. Sociolinguistic methods are inherently relevant and salient to the individual\u27s communication context and partners. Sociolinguistic analyses provide information about language skills, cognitive-communication skills, and social cognition. The purpose of this article is to share a model of social communication and provide descriptions of current methods that can be used by researchers and clinicians to capture the complexity of social communication, thereby advancing our knowledge and practice. Conclusion: Although there is a growing literature base that supports the inclusion of sociolinguistic methods, there remains a disconnect between the literature and clinical application that current researchers and practitioners have an opportunity to address

On the Culture of Scholarship of Teaching and Learning

This article welcomes you to the first issue of TLCSD. In this brief paper, the members of the Editorial Board introduce you to the key concepts that include the value of evidence-based education in our field, the nature of SoTL research, and the corresponding framework for the submission categories that you will find within TLCSD. Particular emphasis is placed on describing the peer-review process, specifically the need for peer-reviews that provide constructive feedback that facilitates improvements in the manuscripts

Instructional Internships: Improving the teaching and learning experience for students, interns, and faculty

Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate students' perceptions of teaching and learning following an Instructional Internship experience, where they served as teaching assistants for foundational knowledge courses in the major. Using a qualitative research design, we coded 31 participants' statements from pre- and post-internship essays and identified major themes and sub-themes.                Our results indicate that by participating in a teaching experience, students develop a deeper appreciation for the relationships between classroom pedagogy, their own learning, and clinical practice. While this study focuses on a pedagogical experience for undergraduate students in a Communication Sciences and Disorders program, the principles and results are generalizable to other professions that train students to provide clinical and educational services. Keywords: teaching assistants, instructional interns, mentoring, doctoral shortage, undergraduate

SoTL Lab: Undergraduate student-faculty collaborative research in teaching and learning in CSD

The University of Wisconsin-Eau Claire Communication Sciences and Disorders SoTL Lab was designed to provide hands-on research experiences to undergraduate students on a large scale. Student reflections on experiences within the SoTL Lab identify the value of collaboration, development of confidence, and exposure to the entire research process as key outcomes. These experiences foster development of research skills and may lead students to consider academic careers

The Impact of Aphasia Camp on Partners of Persons with Aphasia

Color poster with text, charts, photographs, and graphs.The purpose of this project was to study the experiences of close partners of persons with aphasia at the Chippewa Valley Aphasia Camp. Aphasia camps are an alternative service delivery model that addresses the needs of individuals impacted by the effects of chronic aphasia. Camps are designed to address common challenges of living with chronic aphasia. Research has found that both individuals with aphasia and their partners are at risk for social isolation. Therefore, partners also experience loss of their personal identity and a need for peer support. The effects of an aphasia camp experience on partners has only been examined in one prior study, which took place at the Aphasia Camp Northwest in Oregon. The present study investigated partner outcomes at the Chippewa Valley Aphasia Camp through a pre‐ and post‐ online Qualtrics survey. Questions examined demographic information and nature of interactions outside Posters Presentations: Social Sciences 105 of camp. Quantitative data includes tallies of the types of social interaction experiences that they engaged in before and after camp. Qualitative analyses of written responses yielded 10 pre-camp themes and 12 post-camp themes. In general, partners identified the value of camp, for themselves and their loved one with aphasia.University of Wisconsin--Eau Claire Office of Research and Sponsored Program

Anticipated Compliance and Quality of Life Measures for Individuals Consuming Thickened Liquids : Perceptions of Taste, Texture, Palatability, and Enjoyment Given Beverage Appearance

Color poster with text, graphs, charts, and images.This study will address: (a) effect appearance has on perceived taste, texture, palatability, and enjoyment of thickened liquids, and (b) predicted effects of thickened liquids on quality of life based on duration of time the individual is asked to consume the liquid.Vicki Lord and James R. Larson Research Award; University of Wisconsin--Eau Claire Office of Research and Sponsored Program

Collaborative Counseling : Using Course-Embedded Experiences to Train Skills and Foster Confidence

Color poster with text, images, charts, photographs, and graphs.Counseling is one of the eight primary practice domains of speech-language pathologists (SLPs). Despite the emphasis in our daily practice, sparse empirical evidence exists regarding the best way to train acquisition of counseling skills. While counseling is within the scope of practice of SLPs, they are considered to be non-professional counselors, as opposed to professional counselors such as psychotherapists. Therefore, they need to understand what techniques fit within that scope. Because SLPs are experts in supporting communication for persons with severe communication impairments, they are often in a position to elicit counseling moments in a way that other disciplines are not. Therefore, knowing how to manage those moments is crucial. Existing evidence suggests that practicing SLPs and recent graduates feel unprepared to deliver the counseling interventions their clients need. Collaborative-counseling is a course-embedded practical experience that uses a collaborative process to develop skills while working with real clients. Working alongside of the instructor, graduate students implement techniques with instructor assistance to assure that they provide the support the client needs. Over the course of 3-4 collaborative sessions, skills develop. This investigation examined individual student reflections and group debriefings across each of the sessions to examine development of counseling skills and self-efficacy.University of Wisconsin--Eau Claire Office of Research and Sponsored Program