Academic Service Learning in Speech-Language Pathology and Audiology Education

2007 ◽  
Vol 10 (1) ◽  
pp. 6-8 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Service Learning ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Academic Service Learning

scholarly journals Cultural Competence and Self-Efficacy After Study Abroad Experiences

2020 ◽  
Vol 29 (4) ◽  
pp. 1896-1909
Author(s):  
Beatriz de Diego-Lázaro ◽  
Kevin Winn ◽  
María Adelaida Restrepo
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Study Abroad ◽  
Self Efficacy ◽  
Cultural Awareness ◽  
Clinical Skills ◽  
Speech Language Pathology ◽  
Mixed Methods Approach ◽  
Language Pathology ◽  
Journal Entries

Purpose Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning study abroad experiences and to examine whether gains in these areas are related to higher clinical skills ratings in speech-language pathology and audiology students. Method Sixteen speech-language pathology and audiology students participated in two international study abroad experiences (Nicaragua and Malawi). Students completed a survey on cultural awareness, competence, and self-efficacy beliefs and journal entries before, during, and after their trips. In addition, the supervisors assessed the clinical skills of the students by the end of the trip. The researchers applied a mixed-methods approach to analyze data from the survey, clinical ratings, and journals. Results Students showed significant increases in cultural awareness, competence, and self-efficacy. Gains in self-efficacy and cultural awareness were highly correlated with students' clinical ratings in cultural competence as judged by their supervisors. Two main themes were identified from the journal entries: continuing community involvement and growth in cultural self-efficacy. Conclusion Service-learning study abroad experiences help students develop cultural awareness and competence skills and increase their self-efficacy beliefs. Using a mixed-methods approach can help identify strengths and weaknesses in the training of speech-language pathology and audiology students with regard to cultural competence. Supplemental Material https://doi.org/10.23641/asha.12642647

Administration: Opportunities for Enhanced Clinical Experience Through Regional Stewardship

2012 ◽  
Vol 22 (2) ◽  
pp. 64-70
Author(s):  
Kelly A. Kleinhans ◽  
Sharon B. Hart
Keyword(s):  
Down Syndrome ◽  
Service Learning ◽  
Clinical Experience ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Speech Language Pathology ◽  
University Supervisors ◽  
Children With Down Syndrome ◽  
Language Pathology ◽  
Community Issues

Understanding the community in which one practices is equally important to the clinical skills and applications of knowledge acquired by a graduate student in speech-language pathology in clinical settings. Shifting political and economic landscapes that are the backdrop for service delivery necessitate that university supervisors help students recognize the influence of local and state community issues. In this article, the authors explain how a service-learning model was used to create a regional outreach activity to benefit stakeholders of a university speech and hearing clinic and members of the regional communities. Specifically, the clinical experience was designed to prepare Kentucky citizens to meet the unique needs of children with Down syndrome and their families.

scholarly journals COVID-19 Modifications to a Service-Learning Project Designed to Prepare Special Education Students to Be Effective Participants in Transdisciplinary Collaborations

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Kathy Doody ◽  
Katrina Fulcher ◽  
Pamela Schueltze
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Service Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Speech Language Pathology ◽  
Community Based ◽  
Language Pathology ◽  
The Impact ◽  
Early Childhood Settings

This research study examined the impact of COVID-19 on university students’ perceptions about the effectiveness of a community-based service-learning project designed to prepare graduate students in special education and undergraduate students in psychology and speech-language pathology to work in transdisciplinary teams in early childhood settings. Students were placed into transdisciplinary teams and assigned to one of two community-based early childhood programs to administer a universal screening tool that assessed young children in several domains. The project was in its sixth year when the country stood still because of the COVID-19 pandemic. The project was re-envisioned, mid-course, to provide an equitable and rigorous assignment for students who were unable to complete the original assignment due to the lockdown. Student perceptions were compared, pre and post COVID; subsequent results are discussed in alignment with the original four goals of the project. Additionally, suggestions are posed to position this service-learning assignment for remote delivery should the pandemic persist to disrupt higher education.

Service Learning Project: Multimodality Language Learning

2009 ◽  
Vol 10 (4) ◽  
pp. 127-130
Author(s):  
Kerri Phillips ◽  
Pleasance Owen ◽  
Dana Reese ◽  
Allison Freyaldenhoven
Keyword(s):  
Service Learning ◽  
Language Learning ◽  
Low Cost ◽  
Traditional Classroom ◽  
Pilot Program ◽  
Classroom Setting ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Educational Enhancement ◽  
And Training

Abstract The goal of the project was to embed a service learning component into a graduate level child language course in speech-language pathology. A pilot program was developed to utilize multi-modality learning coupled with low-cost technology materials to provide educational enhancement and training in the traditional classroom setting.

scholarly journals Reflective journals in service learning: a window into assessing learning and change in students' attitudes

2009 ◽  
Vol 5 (2) ◽  
Author(s):  
R W Joubert ◽  
A T Hargreaves
Keyword(s):  
Service Learning ◽  
Attitude Change ◽  
Practical Method ◽  
Speech Language Pathology ◽  
Community Based Rehabilitation ◽  
Kwazulu Natal ◽  
Language Pathology ◽  
Students Attitudes ◽  
Service Learning Projects ◽  
Learning And Change

As part of the curriculum for Community Based Rehabilitation, final year students from the School of Audiology, Occupational Therapy and Speech-Language Pathology are involved in service learning projects in a semi rural area in KwaZulu-Natal. The project runs one day a week from February to October and at the end of each day students submit a journal in which they reflect on each days activities and their learning experiences. The researchers used these journals as a source of data for determining learning and attitude change in students over the entire period of the practical. Method : 12 journals were randomly selected from over a period of 5 years and including students from all three disciplines. Content analysis was done to determine changing learning and attitudinal patterns over the 7 month period of the practical. The results revealed a rich pattern of emotional experiences coupled with positive attitudinal change and suggest a valuable source of evaluating learning progress in students.

Exploring the Value of Service Learning Study Away to Interprofessional Education and Cultural Competence

2019 ◽  
Vol 4 (1) ◽  
pp. 204-210
Author(s):  
Sapna Chakraborty ◽  
Lisa A. Proctor
Keyword(s):  
Service Learning ◽  
Focus Group ◽  
Cultural Competence ◽  
Learning Strategies ◽  
Interprofessional Education ◽  
Learning Experience ◽  
Speech Language Pathology ◽  
International Service Learning ◽  
International Service ◽  
Language Pathology

Purpose This study investigated student learning about interprofessional practices during an international service learning experience. Method The participants were selected speech-language pathology students who participated in a study away program to Nicaragua that included faculty from multiple disciplines. Following the trip, a focus group was used to gather information about the students' learning experiences relative to interprofessional education, with an emphasis on speech-language pathology and occupational therapy collaborations. Results and Conclusion Analysis of the focus group transcripts generated the following themes: different perspectives, understanding the roles and responsibilities of other professions, multiple learning strategies, and working with interpreters. The study provides insights into how international service learning can support interprofessional education and help students develop cultural competence.

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