* 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.
Chapters were written by leaders in medical education and research who draw upon extensive professional experience and the literature on best practices in education. Although designed for teachers, the work reflects a learner-centred perspective and emphasizes outcomes for student learning. The book is accessible and visually interesting, and the work contains information that is current, but not time-sensitive. The work includes recommendations for additional reading and an appendix with resources for medical education.
In this book, the authors describe how they created the highly successful discipline-based Teaching and Learning Center at the University of Maryland. This is a must read for anyone interested in improving higher education.
Charles Henderson, Co-Director, Center for Research on Instructional Change in Postsecondary Education, Western Michigan University
This book will provide a much-needed resource for helping campus leaders and faculty development professionals create robust programs that meet the needs of science faculty.
Susan Elrod, Dean, College of Science and Mathematics, Fresno State
The authors provide a road map and guidance for higher education professional development in the natural science for educators at all levels. While the examples are from the sciences, the approaches are readily adaptable to all disciplines.
Spencer A. Benson, Director of the Centre for Teaching and Learning Enhancement, University of Macau
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.
--Nursing Education Perspectives
Health information technology is now the top priority for improving nursing and health care by informing clinical care, interconnecting clinicians, personalizing care, and improving population health at large. This book presents a broad range of cutting-edge teaching technologies and a detailed overview of teaching and learning pedagogical concepts that are relevant across a variety of teaching environments. Helpful to both new and seasoned educators, these "must-know" strategies allow faculty to keep pace with the rapidly changing digital world.
The book helps to guide faculty in making thoughtful, informed decisions on how and where to integrate technology into learning environments. A major feature of this book is the Integrated Learning Triangle for Teaching with Technologies, a faculty tool to help determine if and how specific technologies can promote student learning. Other important chapter pedagogy includes best teaching practices, teaching and learning self-assessment tools, useful tips for faculty such as "making teaching easier," and reflective questions and activities for the reader.
Key Topics:Using cutting-edge technologies as tools for "active learning," such as automated response systems, clickers, podcasts, blogs, wikis, web-based modules, and moreExpanding faculty and student technology skills and information literacy-a critical competency in all nursing programsUsing the Internet and digital videos to help bridge the classroom with the clinical settingReflecting on how technology impacts current communication systemsIncorporating simulation into students' clinical learning experiencesPromoting self-directed, lifelong learning through health information technology