With a global perspective, this book addresses the huge gap faced by students in the leap to clinical practice, drawing on the latest research, and contains commentary from leadership of the American Speech-Language-Hearing Association.
Currently, there is no other book, and little in the way of curricular guidance for this growing and critical area of professional training. The author covers the scientific underpinnings of successful supervision and mentorship and, uniquely, uses a case study approach to present each of the teaching/supervision exemplars. With competencies and strategies for clinical education at the highest level, Science of Successful Supervision and Mentorship is original and comprehensive in its accounts of practitioners and their practice.
* Increased satisfaction and fulfillment in teaching
* Improved student learning
* Increased productivity of scholarly publication
* Collaboration with colleagues across disciplines
* Contributing to a growing and important body of literature
This guide provides prospective SoTL scholars with the necessary background information, foundational theory, tools, resources, and methodology to develop their own SoTL projects, taking the reader through the five stages of the process: Generating a research question; Designing the study; Collecting the data; Analyzing the data; and Presenting and publishing your SoTL project. Each stage is illustrated by examples of actual SoTL studies, and is accompanied by worksheets to help the reader refine ideas and map out his or her next steps. The process and worksheets are the fruit of the successful SoTL workshops the authors have offered at their institution for many years.
SoTL differs from scholarly and reflective teaching in that it not only involves questioning one’s teaching or a teaching strategy, but also formally gathering and exploring evidence, researching the literature, refining and testing practices, and finally going public. The purpose of SoTL is not just to make an impact on student learning, but through formal, peer-reviewed communication, to contribute to the larger knowledge base on teaching and learning.
While the roots of SoTL go back some 30 years, it was Ernest Boyer in his classic Scholarship Reconsidered who made the case for the parity of the scholarships of integration, of discovery, of application, and of scholarship of teaching as vital to the health of higher education. Glassick, Huber, and Maeroff ’s subsequent Scholarship Assessed articulated the quality standards for SoTL, since when the field has burgeoned with the formation of related associations, a proliferation of conferences, the launching of numerous journals, and increasing recognition and validation by institutions.
Based on the pioneering work of Carol C. Frattali,Outcomes in Speech-Language Pathology, Second Edition provides readers with a focused, comprehensive review of current policies, principles, and practices pertaining to outcome measurement in speech-language pathology with particular emphasis on healthcare. It is a unique text that covers outcomes in speech-language pathology practices within the context of contemporary issues across work settings that include clinical practice, applied clinical research, and graduate education.
Key Features:The only text that specifically focuses on outcome measurement in speech-language pathology Major themes from the first edition are revisited in light of the impact of contemporary issues and shifts in emphasis in outcomes, including: The prominence of the WHO-ICF as a conceptual model for intervention The impact of public policies and federal mandates Emphasis on value-based, cost-effective clinical healthcare services Growing transparency in organizational performance in accreditation processes The weight currently placed on patient satisfaction and patient-reported outcomes Outcomes assessment across stakeholders in school settings Challenges and revised perspectives on the application of evidence-based practice Increasing demand for applied effectiveness research to inform clinical practices Renewed reliance on single subject experimental designs in SLP intervention research and the application of N=1 research designs to clinical practice The growing emphasis on outcomes in graduate clinical education and supervision as well as in higher education
Directors and managers of clinical speech-language pathology programs in healthcare settings as well as clinical staff and supervisors will find this book to be a valuable desk reference and graduate students will use it as a key resource in the course of their studies.
Building on the success of previous editions, the fifth edition includes more information on alternative delivery methods and flexible schedule modules, reporting and documentation, state standards, telepractice, evidence-based practice, school-based leadership and career development, and an expansion of the information on the school-based clinicians role and contributions to the education team.
-Features in each chapter self-evaluation surveys that help readers identify gaps between the model characteristics and their own teaching, case studies that illustrate common teaching problems, discussion questions that encourage critical thinking, and additional readings for further exploration.
-Discusses the need to master teaching skills such as collaborative learning, listening, and? using technology as well as discipline-specific knowledge.
-Advocates for the use of student-learning outcomes to help teachers better evaluate student performance based on their achievement of specific learning goals.
-Argues for the development of learning objectives that reflect the core of the discipline‘s theories and applications, strengthen basic liberal arts skills, and infuse ethical and diversity issues.
-Discusses how to solicit student feedback and utilize these evaluations to improve teaching.Intended for professional development or teacher training courses offered in masters and doctoral programs in colleges and universities, this book is also an invaluable resource for faculty development centers, college and university administrators, and college teachers of all levels and disciplines, from novice to the most experienced, interested in becoming more effective teachers.
The first section of the book provides a conceptual and theoretical framework for the use of autoethnographic narratives, and synthesizes knowledge from narrative-based work that is relevant to clinical practice in speech-language pathology. Included are a series of autoethnographic narratives that describe important turning points in the author's own development as a clinician. By assuming that her own development as a clinician is typical, the author provides examples that can be discussed and reflected on so that professional growth can be fostered. The book concludes with a practical section on the use of narratives in clinical training, clinical practice, and professional development.
This book will be of value in professional issues courses for graduate students in speech-language pathology or related disciplines and because of its relatively new introduction to the field, it will also be of value to the experienced clinician for professional development.