SoT for STP: Conclusions from the Task Force on Scholarship of Teaching

2007 ◽  
Author(s):  
Pamela Ansburg ◽  
Patricia Alexander ◽  
Regan A. R. Gurung
Keyword(s):  
Task Force ◽  
Scholarship Of Teaching

The State of the Scholarship of Teaching and Learning in Psychology

2008 ◽  
Vol 35 (4) ◽  
pp. 249-261 ◽  
Author(s):  
Regan A. R. Gurung ◽  
Pamela I. Ansburg ◽  
Patricia A. Alexander ◽  
Natalie Kerr Lawrence ◽  
David E. Johnson
Keyword(s):  
Student Learning ◽  
National Survey ◽  
Teaching And Learning ◽  
Task Force ◽  
The State ◽  
Scholarship Of Teaching ◽  
Teaching Of Psychology ◽  
Division 2 ◽  
Do So

Many members of the academy have tried to broaden the construct of scholarship to include activities that investigate pedagogy and student learning, the scholarship of teaching and learning (SoTL). Halpern et al. (1998) first established such a definition for the field of psychology. This article reports on a Society for the Teaching of Psychology (APA, Division 2) task force national survey assessing the state of SoTL in psychology. Although psychology has not globally embraced SoTL as legitimate scholarship, there are indications that the sentiment to do so is taking root. We conclude with recommendations about how the discipline can enhance its efforts to promote SoTL.

Report of the ADEA president's task force on the Surgeon General's report on oral health. American Dental Education Association

2000 ◽  
Vol 64 (10) ◽  
pp. 708-714
Author(s):  
PJ Ferrillo ◽  
KB Chance ◽  
RI Garcia ◽  
WE Kerschbaum ◽  
JJ Koelbl ◽  
...  
Keyword(s):  
Oral Health ◽  
Task Force ◽  
Dental Education ◽  
Education Association

Hot Topics: A Report From the Division 4 Task Force on Fluency Services in the Schools

2001 ◽  
Vol 11 (3) ◽  
pp. 6-13
Author(s):  
Lisa Scott-Trautman ◽  
Kristin A. Chmela
Keyword(s):  
Task Force

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

Entrapment Neuropathies: Electrodiagnostic Criteria

2019 ◽  
Vol 24 (6) ◽  
pp. 12-15
Author(s):  
Jay Blaisdell ◽  
James B. Talmage
Keyword(s):  
Nerve Conduction ◽  
Task Force ◽  
Conduction Block ◽  
Cubital Tunnel Syndrome ◽  
Conduction Delay ◽  
Test Results ◽  
Sixth Edition ◽  
Entrapment Neuropathies ◽  
Axon Loss ◽  
Tunnel Syndrome

Abstract Like the diagnosis-based impairment (DBI) method and the range-of-motion (ROM) method for rating permanent impairment, the approach for rating compression or entrapment neuropathy in the upper extremity (eg, carpal tunnel syndrome [CTS]) is a separate and distinct methodology in the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), Sixth Edition. Rating entrapment neuropathies is similar to the DBI method because the evaluator uses three grade modifiers (ie, test findings, functional history, and physical evaluation findings), but the way these modifiers are applied is different from that in the DBI method. Notably, the evaluator must have valid nerve conduction test results and cannot diagnose or rate nerve entrapment or compression without them; postoperative nerve conduction studies are not necessary for impairment rating purposes. The AMA Guides, Sixth Edition, uses criteria that match those established by the Normative Data Task Force and endorsed by the American Association of Neuromuscular & Electrodiagnostic Medicine (AANEM); evaluators should be aware of updated definitions of normal from AANEM. It is possible that some patients may be diagnosed with carpal or cubital tunnel syndrome for treatment but will not qualify for that diagnosis for impairment rating; evaluating physicians must be familiar with electrodiagnostic test results to interpret them and determine if they confirm to the criteria for conduction delay, conduction block, or axon loss; if this is not the case, the evaluator may use the DBI method with the diagnosis of nonspecific pain.

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