Minoritized Graduate Students’ Recommendations to Communication Sciences and Disorders Programs to Improve Inclusion of Minoritized Students

Minoritized students in Communication Sciences and Disorders (CSD) programs have unique insights into inclusion and diversity initiatives based on their lived experiences. In this study, the researcher examined and analyzed recommendations that minorized CSD graduate students provided to programs to increase inclusion. The researcher identified themes within the recommendations using discourse analysis to analyze how students positioned themselves and faculty in relationship to diversity and inclusion. A total of 104 minoritized CSD graduate students across 28 states completed a survey that included demographic information and a writing prompt for recommendations to programs. The study found that students valued broad and targeted recruitment efforts, faculty education on diversity, supportive connections and networks, diversity topics throughout courses and within clinical training, and access to resources. Students positioned themselves as having social goods or assets in the form of diversity knowledge and lived experiences that could inform peers and faculty. Students positioned faculty as simultaneously having social goods through the social and political power of their roles and lacking social goods in the form of limited diversity knowledge. These findings align with existing literature for diversification of graduate programs that prioritize recruitment, foster connections, and offer resources. Minoritized graduate students provided additional recommendations to programs to provide faculty training, actively build community for students, address contemporary diversity issues throughout the curriculum, and advocate for diversity as an asset. Student recommendations on inclusion honored students as experts in their needs and contributed to discussion of how faculty can support inclusion and diversification of the field

Partnering with Students to Increase Engagement and Inclusion in an Undergraduate Phonetics & Acoustics Course

An introductory phonetics course provides foundational content for future clinical practice and may serve as a student’s first experience within the field of Communication Sciences and Disorders. The Students as Partners framework (Cook-Sather et al., 2014) offers a model for valuing student assets and experiences in co-creating learning materials to enhance active learning and deepen understanding. Incorporating positive affective feelings around learning complex material, integrating technology, and building a mutually respectful learning community can foster inclusive practices. In this manuscript, the authors share how redesigning an introductory Phonetics and Acoustics course at a large, urban, commuter, public university led to increased student engagement, increased practice, increased collaboration, and increased generalization. This was achieved through personalized content and activities, warm-up activities that fostered success and integration, and co-created active learning activities, such as phonetic memes, spectrogram cards, phonetic pun activities, and sociolinguistic discussions of personal experiences. Thematic analysis of course evaluation data for the redesigned course revealed themes related to: student-instructor partnerships; practice opportunities and clinical application; and sense of belonging within the learning community

Where Failure Is Not the Option - The Military Friendly College: Exploring Student Service Members\u27 and Student Veterans\u27 Perceptions of Climate, Transition and Camaraderie

This research explored the extent to which the campus climate at a military friendly college or university promoted student service members\u27 and student veterans\u27 success of their time to degree in transition following separation from the Armed Forces and the impact of this specific climate on the cultivation of camaraderie in higher education. A mixed methods design incorporated focus group narratives from seven participants (n =7) and information from a web-based survey completed by one hundred and seventy respondents (n =170). Triangulation of qualitative and quantitative data resulted in complementary information and insight of the military friendly school phenomenon at seven colleges and universities. All five branches of the Armed Forces were represented in the sample. Data analysis revealed that support services needed at each campus provoked students\u27 varying endorsement of the military friendly brand in addition to the manifested services and support already in place. Accommodations most requested by the military and veteran community on campus included: a veteran\u27s lounge, priority registration, and credit for courses and training completed during active military commitment and at other higher education institutions. Students reported varied degrees of support during transition and excelled for the most part in academic commitment. Many maintained they would succeed in college performance and graduate. Few participants considered failure of this goal. Some found a supportive network of camaraderie among military and veteran peers when involved in on-campus coursework. Camaraderie among focus group members was attributed as a viable factor toward students\u27 persistence, academic and social support. Survey respondents found that it was a source of encouragement and alleviated student isolation on campus for some. Education benefits offered through the GI Bill most often eased students\u27 college financial obligation. Plausible definitions for military friendly school and camaraderie were presented in the data

Breathe the Machine

Breathe the Machine interspecies morph edition featuring a video conference and solo or synched blow-ins Teresa Carmody Dengke Chen Matt Roberts Terri Witek The FaaS were future-oriented. Every day, they contemplated the question: what kind of ancestor will you be? A collaborative group composed of a prose writer, new media artist, 3-D animator, and poet enter your personal computers and suggest that in this particularly viral moment, individual breaths + machines may be the closest we get to community touch. An animated video conference offers the project\u27s conceptual framework, including questions about invasive species and intimacy in this new world where we stand masked and apart, not quite meeting another’s onscreen eyes. Participants in Breathe the Machine will each breathe into their own computer mics to both create onscreen reactions and change an animated world. Each transformation will become part of a larger story built from the computers’ individual data. At a designated moment in the conference, we\u27ll combine breaths in a synched group Blow-In. Their conceiving mind quit avoiding their body; their body, they realized, had already FaaD. Donna Haraway is just one theorist who argues that as we acquire more mechanical parts, and as technology takes on increasingly human functions, we are already participants in interspecies interactions; a fact made disturbingly clear and re-capitalized by the unseen transmissions of a global pandemic. Breathe the Machine challenges us to think of screens as partners in new, combinatory narratives that converge technology and the human into uneasy, resilient allies. Each breath, then, can become a cross-species touch, an interactive installation, an archive, a fiction, a world and a landscape. A prompt. This is how we morph. Project website: https://btm19.weebly.com/ To participate in this event, download and open the app, then blow onto your computer’s microphone. Using this app, we will meet at a specific time to participate in a live streamed event. The app, instructions, and story of the FaaS can be found on our project website

The Unicorn: Creature of Love

Reviews the symbolism of the unicorn in mythology, literature, and as portrayed in tapestry, including Christianity

Naming treatment and crosslinguistic generalization

Current research on bilingual aphasia has only begun to inform us about the optimal rehabilitation for bilingual aphasic patients and the literature is still sparse in terms of interpreting impairment and recovery in these individuals. Two recent reviews (Faroqi-Shah, Frymark, Mullen, & Wang, 2010; Lorenzen & Murray, 2008) highlight the beneficial effects of rehabilitation in bilingual aphasic patients, however, both reviews underscore the need for theoretically motivated and well controlled rehabilitation studies. There are still several unanswered questions about outcomes in bilingual aphasia rehabilitation, including (a) is it sufficient to rehabilitate only one language, (b) what are the nature of gains in the trained language, and (c) does rehabilitation in one language have beneficial effects in the untreated language? The present experiment attempts to address these questions with a relatively large set of Spanish-English bilinguals with aphasia, all of whom receive therapy in one language at a time. The extent of improvements in the trained language items, semantically related untrained items in the trained language, and between-language transfer to untrained items is examined. In addition to picture naming, changes in the evolution of naming errors and category fluency are also examined in this study

Language acquisition in firstborn and laterborn children: A comparison of early speech characteristics and the development of conversational skills.

The present study examined the early vocabularies and conversational turn taking behaviours of laterborn and firstborn children. Subjects consisted of five laterborn males, six laterborn females, five firstborn males, five firstborn females and their families. Participants were videotaped in their homes during a family meal with both parents present. An initial taping occurred when the target children were at the early stages of multiword speech (mean MLU 1.94) and a follow-up taping occurred six months later (mean MLU 2.71). Data on twenty children and their families were available at the initial taping, while data on fourteen subjects were available at the follow-up taping. Of primary interest was the frequency with which children intruded into the conversations of others. While laterborn children were found to intrude into ongoing conversations significantly more often than their firstborn counterparts at both tapings, they did not use proportionally more semantically relevant intrusions than did firstborns at either taping. Neither laterborns nor firstborns demonstrated any significant increase in their ability to intrude with comments that contained new information and were pertinent to the ongoing conversations. It was argued that the environments of laterborns provided them with more models of intrusive behaviour and a greater need to use intrusions as a means of joining conversations or having their needs met. It was also suggested that the two groups may have formulated different perceptions or rules for engaging in multiparticipant discourse. Children\u27s language was also examined with respect to MLU, expressive vocabulary size, noun and pronoun usage, and receptive vocabulary size (initial taping only). No statistically significant differences emerged, with the exception that firstborn early expressive vocabularies tended to include more nouns. The results indicated that with respect to these aspects of syntactic and semantic development, laterborn and firstborn children appeared to be acquiring language in a similar manner.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1996 .R62. Source: Dissertation Abstracts International, Volume: 57-07, Section: B, page: 4751. Adviser: Ann McCabe. Thesis (Ph.D.)--University of Windsor (Canada), 1996

Immigrant Workers in the Massachusetts Health Care Industry: A Report on Status and Future Prospects

Given the vital picture of foreign-born health care workers, this study has the following objectives: To document the labor market position of foreign-born workers in the sector at various levels (national, statewide, sub-regional) including patterns of occupational concentration during the last decade or so, prospects for occupational mobility, wages, geographic concentration, employment by type of establishment (hospitals, community health centers, etc.) and workforce development opportunities; To document, whenever possible, the socio-economic and demographic characteristics of foreign-born workers in the sector, including country of origin and gender among others; To document the qualitative contribution of foreign-born workers in the health care delivery environment, especially through cultural and linguistic competence as well as cross cultural communications; To document promising institutional practices in Massachusetts (mainly collaborations and workforce development activities) aimed at improving or modifying the conditions for foreign-born workers and enhancing the labor pool for employers; To document the important role that institutions (universities, research organizations, hospitals, unions and professional associations, government and the non-profit sector) play in shaping the labor market prospects of foreign-born workers in the health care sector; To document critical shortages in some health care professions and occupations; To outline public policy recommendations for broad dissemination