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Format(s):
SIG Perspectives
This SIG 10 activity includes four articles exploring mindfulness, quality of life, and the impact of COVID in CSD programs. In the first article, outcomes are studied when graduate SLP students engage in a remote synchronous mindfulness program (RSMP). In the second article, a tutorial for contemplative pedagogy in CSD classrooms is introduced. Next, the quality of life and sleep among Brazilian SLP students during the COVID-19 pandemic is explored. The last article describes an exploratory study characterizing CSD doctoral students’ experiences during the COVID-19 pandemic.
Format(s):
SIG Perspectives
In this SIG 10 activity, authors explore holistic admissions in CSD programs. Carmichael, Mandulak, and Watkins provide a tutorial for incorporating interviews during the admissions process. Scheer-Cohen, Heisler, and Moineau outline an approach to holistic admissions that includes a video response to a question, an informal group interview, a live lecture with an assessment, a simulation, content quiz, a writing prompt, and an individual live interview. Reisfeld and Kaplan provide a systemic review of admission measures that may be used to predict graduate students’ clinical skills. Finally, Newkirk-Turner and Hudson explore the dangers of unconscious bias in letters of recommendation for graduate admissions.
Format(s):
SIG Perspectives
Pedagogical practices in communication sciences and disorders have grown thanks in part to innovative techniques from other fields. The articles in this activity each present models that can be successfully incorporated into our discipline. Slavych describes models of backward course design—course development that starts by focusing on learning outcomes before considering content or teaching methods. Squires and Squires introduce best–worst scaling, a method for examining group preferences, and reported on how it can inform admissions practices. Speights Atkins et al. describe models of mentoring undergraduate research experiences and their applications in two communication sciences and disorders research labs. Finally, Perryman et al. examine the effects of a mixed-reality simulation in which actors playing parents interacted through computer avatars with undergraduate students carrying out clinical procedures.
Format(s):
SIG Perspectives
The articles included here examine the current state of education of three topics within our discipline. DeJarnette and Wegner report on the classroom and clinical training that graduate students in speech-language pathology receive in augmentative and alternative communication. Domholdt and Billings identify associations and disconnects within graduate programs’ interests and practices in teaching population health concepts—that is, clinical care regarding communities and large systems. Finally, Tucker et al. examine practicing audiologists’ and speech-language pathologists’ interests in obtaining a research-based PhD in communication sciences and disorders and barriers to starting and completing a doctoral program.
Format(s):
SIG Perspectives
The articles in this course present models for increasing equity and inclusion across our discipline. Girolamo and Ghali introduce a student-led grassroots initiative that supports minority students at all levels. Mohapatra and Mohan propose a model for increasing student diversity and inclusion based on successful programs from other health-related disciplines. Finally, Mishra et al. examine three challenges that faculty of color face: cultural competency, imposter syndrome, and racial microaggressions.
Format(s):
SIG Perspectives
In this activity, four recent SIG 10 articles are presented. First, Domsch, Stiritz, and Huff utilized a mixed-methods design to examine the cultural awareness of students in communication sciences and disorders (CSD) during and after a study-abroad experience. Next, Franca, Boyer, and Pegoraro-Krook explored activities designed to promote cultural and clinical competence in a collaboration between CSD programs in the United States and Brazil. Then, Veyvoda and Van Cleave reviewed the literature on service-learning and community-engaged learning, described how these approaches could be used in distance-learning modalities, and explored how doing so could be accomplished during and after the COVID-19 pandemic. Finally, Towson et al. studied the effectiveness of coaching paired with the use of a mixed-reality simulator as CSD students practiced interprofessional communication skills in role-play scenarios.
Format(s):
SIG Perspectives
These Perspectives (SIG 10) articles explore several issues related to student success.
Sylvan, Brock, Perkins, and Garret examine prerequisites required by graduate
programs in speech-language pathology across the United States. Roitsch, Murphy, and
Raymer investigate the relationship between executive functions and academic
outcomes in speech-language pathology graduate students. Richardson, Roberts, and
Victor explore ways to predict the clinical success of graduate students studying speechlanguage
pathology. Look, Shoemaker, Hoepner, and Blake discover benefits of
engaging undergraduate students in research.
Format(s):
SIG Perspectives
In these Perspectives (SIG 10) Roos and Schreck examine the stress experienced by undergraduate students in communication sciences and disorders (CSD), including stress levels, reasons for stress, stress management, and knowledge/use of campus resources to address stress. Shah and Galantino address building the emotional intelligence of undergraduate students studying CSD through exercises completed in class. Sylvan, Perkins, and Tuglio study the experiences and perceptions of CSD students applying to master’s degree programs, including deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Finally, Crais and Savage present an examination of CSD graduates’ perceptions of their PhD program, including challenges they faced, facilitators for success, their preparation for research/teaching/job readiness, and ways PhD education might be improved.
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