Recruit Volunteer Leaders to Seed More Entry‐Level Gifts

doi:10.1002/sfr.31827

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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A survey of competencies and characteristics of entry-level measurement specialists and/or quantitative methodologists

PsycEXTRA Dataset ◽

10.1037/e509682012-005 ◽

2000 ◽

Author(s):

Bruno Zumbo ◽

Anita M. Hubley

Keyword(s):

Entry Level ◽

Level Measurement

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Predicting Entry-Level Performance Using Facet-Level, Personality-Based Employability Scales

PsycEXTRA Dataset ◽

10.1037/e518332013-229 ◽

2012 ◽

Author(s):

Ashley E. J. Palmer ◽

Lauren N. Robertson ◽

Courtney A. Nelson ◽

Dara R. Pickering

Keyword(s):

Entry Level ◽

Level Performance

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Exploring Citizenship: Unit 4 My Heritage

EDIS ◽

10.32473/edis-4h019-2019 ◽

2019 ◽

Vol 2019 (5) ◽

pp. 14

Author(s):

John Rutledge ◽

Joy C. Jordan ◽

Dale W. Pracht

Keyword(s):

Youth Development ◽

Real Life ◽

Development Program ◽

The Real ◽

Volunteer Leaders ◽

Youth Development Program ◽

Major Revision ◽

The World ◽

Individual Needs

The 4-H Citizenship Project offers the opportunity to help 4-H members relate all of their 4-H projects and experiences to the world around them. The 4-H Citizenship manuals will serve as a guide for 4-H Citizenship experiences. To be truly meaningful to the real-life needs and interests of your group, the contribution of volunteer leaders is essential. Each person, neighborhood, and community has individual needs that you can help your group identify. This 14-page major revision of Unit IV covers the heritage project. Written by John Rutledge, Joy C. Jordan, and Dale Pracht and published by the UF/IFAS Extension 4-H Youth Development program. https://edis.ifas.ufl.edu/4h019

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