Overt and covert uses of metaphor in the academic mentoring in English of Spanish undergraduate students at five European universities

2018 ◽  
pp. 23-50
Author(s):  
Fiona MacArthur
Keyword(s):  
Undergraduate Students ◽  
European Universities ◽  
Academic Mentoring

Overt and covert uses of metaphor in the academic mentoring in English of Spanish undergraduate students at five European universities

2016 ◽  
Vol 14 (1) ◽  
pp. 23-50 ◽  
Author(s):  
Fiona MacArthur
Keyword(s):  
Undergraduate Students ◽  
Effective Means ◽  
Cross Cultural ◽  
European Universities ◽  
Weak Evidence ◽  
Academic Mentoring ◽  
Initial Hypothesis ◽  
Conversational Partner ◽  
Communicative Success ◽  
The Way

Twenty-seven semi-guided office hours’ consultations between lecturers and Spanish-speaking undergraduate students were recorded at five different universities in Europe where English is the medium of instruction. The linguistic data gathered show that metaphor plays a significant role in the way that lecturers explain to visiting Erasmus students how assignments, exams or course contents should be approached and understood. When mentoring their students, lecturers often frame the advice they are giving in metaphorical ways; occasionally this is done overtly, through establishing analogies or non-literal comparisons, but more often it is done covertly, through the use of conventional metaphorical expressions that are not accompanied by words or phrases that signal that the lecturers’ words should be understood as metaphors. This article examines extracts of talk from 5 academic conversations, looking at the different ways that ideas are framed metaphorically and the kind of responses they provoke in a conversational partner. The initial hypothesis was that overt metaphors would be a particularly effective means of communicating an idea in these cross-cultural mentoring sessions. However, when we compare this with covert uses of metaphor in the corpus, there is only weak evidence that it is so. Rather, the communicative success of any use of metaphor seems to depend very largely on the way that the conversational partners enact their roles as collaborative partners in an academic conversation.

Evaluation of the Case Method with an Emphasis in Energy Issues and its Applicability for European Higher Education

2014 ◽  
pp. 321-339
Author(s):  
Flory A. Dieck-Assad
Keyword(s):  
Undergraduate Students ◽  
Biomass Conversion ◽  
Wind Farms ◽  
Great Success ◽  
Case Method ◽  
Effective Strategy ◽  
Energy Technologies ◽  
European Universities ◽  
Agents Of Change ◽  
European Higher Education

Every professor is searching to improve teaching techniques in order to transform the students into agents of change. This chapter proposes the hypothesis that the use of the Case Method (CM) is an effective strategy for improving education. It is a breakthrough to demonstrate that undergraduate students in finance learned how to use their financial skills in solving a pollution issue in the Mexican swine farmhouses through biomass conversion to fuels, keeping their profitability criteria at the same time. This was achieved through the application of the CM. Europe is very advanced in renewable energy technologies. Thus, the way the CM was applied in Mexico could be replicated with great success in Europe, for example through the visit to solar, biomass, or wind farms. CM surges as a hope to enhance education in Europe, with a plausible way to replicate it in all European universities. This is explored in this chapter.

scholarly journals Undergraduate Student Education Programs Regarding Braille Literacy: A Transnational Comparative Study

2019 ◽  
Vol 9 (4) ◽  
pp. 44 ◽  
Author(s):  
Vassilios Argyropoulos ◽  
Andrea Hathazi ◽  
Magda Nikolaraizi
Keyword(s):  
Special Education ◽  
Undergraduate Students ◽  
Special Education Teachers ◽  
Social Contexts ◽  
Special Education Students ◽  
Literacy Skills ◽  
Vision Impairment ◽  
Education Students ◽  
European Universities ◽  
Braille Literacy

Developing braille literacy skills represents one of the major goals of the education process for students with vision impairment. Fluency and accuracy in reading and writing facilitate access to information, development of knowledge, active participation, functionality, and independence in social contexts. One of the essential factors that can influence the success in the learning process of the braille code consists of the competences of teachers of students with vision impairment who teach braille. The purpose of this study was to investigate the reflections of 95 undergraduate special education students on their training programs regarding braille in their role as future special education teachers. Data were obtained through questionnaires which were administered in two departments of special education in two European universities. The results reported upon undergraduate students’ reflections on their study in braille and confidence in teaching braille to students who are blind. The findings highlighted the need for further training into the braille code in conjunction with its literary and scientific notation.

scholarly journals Student Academic Mentoring (SAM): peer support and undergraduate study.

2016 ◽  
Author(s):  
Gillian Pye ◽  
Susan Williams ◽  
Linda Dunne
Keyword(s):  
Small Group ◽  
Undergraduate Students ◽  
Case Study Research ◽  
Structured Interviews ◽  
Face To Face ◽  
Undergraduate Study ◽  
Academic Mentoring ◽  
Caring Communities ◽  
Student Mentor

University mentoring programmes are increasingly being used to assist and support undergraduate students. Mentoring can take various forms, it may be one to one; face to face; small group or online. It may be between student peers or students and tutors. There is no homogeneous approach and differing mentoring schemes emerge from particular contexts. The purpose of the case study research presented in this paper was to critically evaluate an academic mentoring project that involved year 2 undergraduate students mentoring year 1 students on an education-based degree. The tripartite structural approach involved individual, small group and in-class mentoring. Research data was collected via semi-structured interviews, focus groups, questionnaires and student, mentor and tutor evaluations. The main themes that emerged, following analysis, relate to academic support, socialisation and attrition. Findings also highlight the benefits of a mentoring project that took various forms rather than a singular approach. Scaffolded, collaborative learning, in co-caring communities of practice, appeared to positively affect year 1 student confidence, self-efficacy and motivation. Other benefits included easing the transition from school to university and engendering a sense of belonging. 

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Engaging Undergraduate Students in Child Language Research

2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings
Keyword(s):  
Undergraduate Students ◽  
Student Growth ◽  
Process Data ◽  
Research Knowledge ◽  
Research Dissemination ◽  
Language Sampling ◽  
Language Research ◽  
Language Sample Analysis ◽  
Turn Taking ◽  
Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Flora Keshishian ◽  
Rebecca Wiseheart
Keyword(s):  
Qualitative Study ◽  
Undergraduate Students ◽  
Critical Role ◽  
School Setting ◽  
The United States ◽  
Bilingual Students ◽  
Speech Language Pathology ◽  
Diverse Environment ◽  
Language Pathology ◽  
Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

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