Small Group Brainstorming

Over time, I became dissatisfied with what I observed in both my students and in myself in the traditional classroom. Students passively took notes while I actively lectured. Students memorized what was emphasized as important material, but lacked active engagement in class with me, with each other, and with the subject matter. In response to this realization, I developed a start-of-the class practice that I coined “small group brainstorming”. I gave students several Small Group Brainstorming questions (printed on a worksheet) topical to the content of that day’s class to consider and address with their groupmates. These questions required students to think deeply about their assigned readings, to describe and define key terms or ideas in their own words, and/or make connections between theory and practice

Considerations for Test Selection: How Do Validity and Reliability Impact Diagnostic

Nine preschool and school-age language assessment tools found to have acceptable levels of identification accuracy were evaluated to determine their overall levels of psychometric validity for use in diagnosing the presence/absence of language impairment. Eleven specific criteria based on those initially devised by McCauley and Swisher (1984) were applied to each of the selected tests in order to determine each test’s overall level of psychometric validity. Results indicated that each of the selected assessment tools met at least eight of the 11 criteria used to evaluate each assessment tool. Five tests met 10 out of 11 criteria. Findings are discussed to assist clinicians in applying psychometric criteria to these selected tests, as well as those not reviewed as part of this current review of standardized assessment tools. A decision tree is included within the discussion of this study’s findings to aid clinicians in the selection of standardized assessment tools that are most appropriate for clinical use, based on their psychometric characteristics

Establishing A Scholarship of Teaching and Learning Fellows Program

Teaching and Learning in Communication Sciences and Disorders established a scholarship of teaching and learning (SoTL) Fellows program in 2022. The SoTL Fellows program engaged with five different mentored projects over the course of one year. Fellows were invited to submit manuscripts regarding their reflections on SoTL, as well as their original research, for this issue of TLCSD

The Effects of Supplemental Joint Storybook Reading on Preschool Students\u27 Use of Strident Sounds: A Preliminary Investigation

Purpose: The purpose of this study was to determine the impact of adding supplemental, joint storybook reading to existing cycles-based phonological remediation on the speech intelligibility of a group of preschool children with phonological disorders. Method: Sixteen preschool children, ages 3;8 (years; months) to 5;0, with moderate to severe phonological dis-orders served as the participant group for this study. The treatment group received treatment in the form of supple-mental joint storybook reading using books with a high frequency of strident sounds within the text of the story. Independent–samples t tests were used to study quantitative differences in the control and treatment groups following treatment. Results: Results indicated a significant difference in the presence of stridency observed in participants, with the treatment group showing greater positive change in the presence of stridency in their speech at completion of the study. Conclusion: Results from the study suggest that exposure to focused auditory input in the form of supplementary joint storybook reading, combined with traditional cycles-based phonological remediation, is an effective manner for improving speech intelligibility in children with moderate to severe expressive phonological disorders

Reimagining the 4M Framework in Educational Development for SoTL

In this paper, we seek to contextualize our work in SoTL-focused educational development and those who work to support others in SoTL, as interstitially spaced across the 4M Framework, re-envisioned as a flexible but formalized professional continua. The establishment of a model for educational development SoTL-related activity allows for the opportunity to explore how this work is done in a systematic manner. We offer our ideas and visions through, what we term, the 4M Continua for Educational Development as a possible understanding of the work that SoTL-focused educational developers do, as well as those who engage in educational development more broadly. While the 4M Framework provides a guide through four interrelated organizational lenses: micro; meso; macro; and mega, we have adapted a model to situate educational development work using the 4M Framework to inform the ways in which we do, contribute to, consume, advocate, and support SoTL broadly, including at local, provincial, national, and international levels. The 4M Continua can be an avenue for those who do educational development to describe their work, where the work is situated, and how support can be offered throughout the community. Click here to read the corresponding ISSOTL blog post

Case-based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students

This case study addressed the authors’ efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students’ (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students’ overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was quantitatively analyzed, while reflections were qualitatively coded using Bloom’s taxonomy. Findings indicated that metacognitive awareness significantly improved and that higher-level cognitive processing was increasingly evidenced across students’ IS experience. Results indicate the potential to maximize metacognition and cognitive processing by combining CBL and PT by the methods used here. Applications of combined CBL and PT to other disciplines and teaching and learning situations will be discussed along with the implications of our findings

Visions of the Possible: Reflections on the Faculty/Student Co-Inquirer Relationship

This manuscript is a reflection on the processes and outcomes inherent in the faculty/student co-inquirer relationship. Authors briefly describe their SoTL research project. Subsequently, learning outcomes from the student co-inquirer are discussed in terms of: understanding research and the research process, the impact of the research experience on the student\u27s own teaching and learning, and the impact of the research experience on the student\u27s future professional plans. Lessons learned are shared for future student co-inquirers

Reimagining the 4M Framework in Educational Development for SoTL

In this paper, we seek to contextualize our work in SoTL-focused educational development and those who work to support others in SoTL, as interstitially spaced across the 4M Framework, re-envisioned as a flexible but formalized professional continua. The establishment of a model for educational development SoTL-related activity allows for the opportunity to explore how this work is done in a systematic manner. We offer our ideas and visions through, what we term, the 4M Continua for Educational Development as a possible understanding of the work that SoTL-focused educational developers do, as well as those who engage in educational development more broadly. While the 4M Framework provides a guide through four interrelated organizational lenses: micro; meso; macro; and mega, we have adapted a model to situate educational development work using the 4M Framework to inform the ways in which we do, contribute to, consume, advocate, and support SoTL broadly, including at local, provincial, national, and international levels. The 4M Continua can be an avenue for those who do educational development to describe their work, where the work is situated, and how support can be offered throughout the community

Att skapa �verenskommelse - En studie om F�rs�kringskassans organisationsf�r�ndring via ett kommunikationsperspektiv

Syfte: Uppsatsen har som syfte att söka förståelse på anställdas reaktion på organisationsförändring utifrån ett kommunikationsperspektiv. Metod: Till sin karaktär är uppsatsen en fallstudie med en icke generaliserande deduktiv ansats som riktas gentemot Försäkringskassan. Teoretiskt ramverk: Uppsatsen teoretiska ramverk är uppbyggt på en socialkonstruktivistisk grund och riktar fokus gentemot kommunikationens skapande kraft vid organisationsförändring. Empiri: Uppsatsen är baserad på 10 semistrukturerade intervjuer av anställda vid Försäkringskassan. Intervjuerna har sedermera transkriberats för att tydliggöra språkets nyanser. Resultat: Uppsatsen tydliggör att det är kommunikationen eller avsaknaden av densamma som skapar reaktion under en organisationsförändring. Kontinuerlig och aktiv kommunikation från involverade parter skapar förutsättning för organisatoriska överenskommelser och trivsel på arbetsplatsen. Bristande kommunikation skapar hos involverade parter frustration, irritation och bristande förståelse. Utfallet av en organisationsförändring har ett starkt samband med hur organisationen utifrån kommunikation hanterar de olika reaktioner som uppkommer bland personal under en förändring

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