Perspectives on Issues in Higher Education

From the Coordinator

Ginsberg, S. M. — 2009-06-19

Reaching Millennials Through Innovations in Teaching

Shaughnessy, P. — 2009-06-19

On any given day, on college and university campuses across the United States, four generations bump up against each other. Some are shocked and outraged by the attitudes and demands of the newest generation; others are dazed, stunned, and even offended by the conventions and expectations of an earlier generation. Three generations of college professors are facing perceived irrelevance by the newest generation to hit the scene. This article addresses generational differences between today's students and those who teach them. Research and recommended practice to build on the strengths and learning needs for students and future professionals in communication sciences and disorders are discussed.

Understanding How Students Learn: Preparing Students to Become Professionals

Stevens, L. C. — 2009-06-19

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.

Mentoring Asian Graduate Students Who Attend Communication Sciences and Disorders Programs in the United States

Tsai, M.-J., Scherz, J., DiLollo, A. — 2009-06-19

This qualitative study provided an overview of American faculty members' perceptions of Asian graduate students who are in Communication Sciences and Disorders (CSD) programs in the United States. American faculty members with experience working with Asian graduate students in CSD programs were interviewed to identify their experiences with Asian graduate students compared to those with American students. Further, faculty members were asked about skills that were most helpful in mentoring Asian graduate students. Results yielded a variety of common themes across participants that were classified into three major categories: characteristics of Asian graduate students, English language skills, and teaching and mentoring changes or modifications. Moreover, four primary mentoring skills were identified, including cultural understanding, person-oriented, support system, and reconfirmation.

Evaluation of Evidence in Evidence-Based Practice and How Library Science Can Help

Epstein, L., Nazario, A., Yu, B. — 2009-06-19

In this article, we describe how collaboration with our university librarian at San Francisco State University led to the integration of information literacy competency standards within our curriculum, as outlined by the American Library Association (ALA). The ALA standards are related to the evaluation of evidence, a key component of evidence-based practice and these were infused across four courses in the communicative disorders program focused on language development and disorders. In particular, ALA Standard 3 stipulates that the student who is information literate evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. The integration of Standard 3 within language disorders courses is described in detail. We anticipate that the infusion of information literacy skills related to the evaluation of evidence during academic training will make such skills an integral part of the clinical process for future clinicians.