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Session Descriptions

ASHA Teaching Symposium on Foundational CSD Science Courses

May 17–May 28, 2021 | Online Conference

These pre-recorded lectures are on-demand so you can listen to them whenever time permits.

Welcome Address

Jeff Searl, PhD, CCC-SLP, 2020 AAB Chair

Karla Washington, PhD, CCC-SLP, 2021 AAB Chair

ASHA’s Academic Affairs Board 2020 and 2021 chairs welcome attendees and discuss the aims of the 2021 teaching symposium. Emerging trends in education and the future of learning will be described in the context of symposium topics and the need to advance faculty development for teaching the CSD sciences. Attendees will be encouraged to engage with presenters and symposium participants via Community discussions and live Webinar chats to enhance their learning experience.

After completing this session, you will be able to do the following:

  • List three aims of the teaching symposium.
  • Describe at least one emerging trend associated with the future of learning.
  • Identify learning opportunities available to teaching symposium attendees.

Scholarship of Teaching and Learning (SoTL) Overview

Jennifer Friberg, EdD, CCC-SLP

This session will introduce SoTL as a form of evidence to inform pedagogy. Principles of evidence-based education (EBE) pedagogies will be described along with examples and available resources. An introduction to McKinney’s teaching continuum and metacognitive instruction will provide a foundation for course design in the CSD sciences.

After completing this session, you will be able to do the following:

  • Describe how SoTL informs pedagogy.
  • Identify three EBE pedagogies that can be applied to teaching the CSD sciences.
  • Summarize how metacognitive instruction can inform course design.

Plenary 1: Innovative Teaching and Learning Strategies and Tools

Sumit Dhar, PhD, CCC-A; C. Melanie Schuele, PhD, CCC-SLP; Brad Story, PhD; and Jennifer Friberg, EdD, CCC-SLP

This session will illustrate innovations in teaching the CSD sciences—such as the teaching of complex models; the translation of highly technical information to practical professional contexts; and the use of software modeling and simulations, formal debriefing, and modules for asynchronous learning. Examples of innovation will be tied to SoTL evidence for impactful teaching and learning.

After completing this session, you will be able to:

  • Identify at least one innovative teaching and learning strategy/tool used in teaching the CSD sciences.
  • Describe how formal debriefing is applied to the teaching of CSD sciences.
  • Explain the SoTL evidence associated with impactful teaching and learning strategies.

Plenary 2: Engaging Students as Active Learners

Sumit Dhar, PhD, CCC-A; C. Melanie Schuele, PhD, CCC-SLP; Brad Story, PhD; and Jennifer Friberg, EdD, CCC-SLP

Examples of active learning strategies will be discussed and illustrated including designing a novel first day of class experiences for students; the selection of “small, but significant” changes that can transform the classroom climate; and the evolution of a course design that built a class culture supporting student learning. A systematic form of reflection to identify ways in which changes in a course might positively impact student learning will be described and discussed.

After completing this session, you will be able to do the following:

  • Define active learning.
  • Describe at least two ways to shape classroom culture to support student learning.
  • Explain how reflection can positively impact student learning.

Plenary 3: Formative Assessment of Teaching and Learning

Sumit Dhar, PhD, CCC-A; C. Melanie Schuele, PhD, CCC-SLP; Brad Story, PhD; and Jennifer Friberg, EdD, CCC-SLP

A brief comparison of formative and summative assessments and their role in meeting accreditation standards will kick off this session. Innovations in assessment will be presented including information about the theoretical support for peer and multimedia feedback and the development of learning communities that provide impact assessment. A course assessment scheme—where students move from low-stakes to higher-stakes assessment of learning over the course of a topic or term—will be described along with the concept of expert and novice levels of mastery and how that might inform the design of assessments within a course.

After completing this session, you will be able to do the following:

  • Contrast the role of formative and summative assessments in student learning.
  • Identify at least one novel way to assess student learning in the CSD sciences.
  • Describe the application of a course assessment scheme to a CSD science course.

Generalizing Speech Science Foundations to Academic and Clinical Curricula

Susan Shaiman, PhD, CCC-SLP, with an introduction by Vikram Dayalu, PhD, CCC-SLP

This session will demonstrate how learning objectives in disorder-specific graduate coursework can utilize concepts of speech science to maximize understanding of patient populations. Examples of in-class scenarios and laboratory activities will show how this can be accomplished. Literature addressing a variety of speech disorders (e.g., voice, motor speech, craniofacial disorders) will be integrated to provide evidence of the utility of speech science content for academic instruction and the evaluation and treatment of speech disorders.

After completing this session, you will be able to do the following:

  • Explain and demonstrate to students in clinical speech-language pathology programs how knowledge of acoustic, physiologic, kinematic, and perceptual processes can help them understand the nature of speech disorders.
  • Explain and demonstrate to students the contribution of select instrumental measures to treatment planning.
  • Explain and demonstrate to students how speech science can be integrated into clinical practice to inform and guide clinical decision making, treatment preparation and service delivery.

Culturally Responsive Teaching in the CSD Sciences

Valarie Fleming, PhD, CCC-SLP, with an introduction by Karla Washington, PhD, CCC-SLP

Instructors often consider diversity, equity, and inclusion (DEI) topics as being outside the purview of foundational CSD science courses. However, as the courses themselves are foundational to the knowledge and skills necessary for the professions, so is DEI foundational to building future professionals. In this session, the presenter will discuss perceived barriers to infusing DEI topics into CSD science courses and will address innovative ways to incorporate more culturally responsive and inclusive teaching practices.

After completing this session, you will be able to do the following:

  • Identify barriers to infusing DEI issues into foundational CSD science courses.
  • List innovative learning strategies to effectively incorporate DEI issues into course content and classroom interactions.
  • Explain how students can feel excluded from their own education and why inclusion is important.

Maximizing Student Accessibility for Learning the CSD Sciences

Jessica J. Messersmith, PhD, CCC-A, and Jerry Hoepner, PhD, CCC-SLP, with an introduction by Melanie Talin Alcala, National NSSLHA Vice President for Academic Affairs

According to data from the Centers for Disease Control and Prevention (CDC), 26% of adults in the United States have a disability. To meet the needs of our diverse population, instructors must move accessible education from simply the provision of accommodations to the provision of educational environments that are inclusive for students with a range of abilities. This presentation is formatted as a conversation between two CSD educators and will discuss the importance of creating accessible courses, the theoretical basis for accessible courses, and specific strategies for course accessibility.

After completing this session, you will be able to do the following:

  • Define accessible teaching.
  • Describe means to support accessibility of course content.
  • Describe specific steps to create an accessible course.

Connecting CSD Science Research to the Curriculum

Holly Storkel, PhD, CCC-SLP, and Kelly Berry, PhD Candidate, CCC-SLP, with an introduction by Candace Bourland Hicks, PhD, CCC-A

This session will discuss how research can be infused across the curriculum in CSD and how it can be incorporated in out-of-class experiential learning activities. We will emphasize ways in which multiple, small experiences can be used to build a strong foundation for evidence-based practice.

After completing this session, you will be able to do the following:

  • Differentiate exposure versus experience versus expertise in research within an undergraduate CSD curriculum.
  • Generate ideas for activities within or outside of courses that target exposure vs. experience versus expertise in research.
  • Use elements of a shared journal club website to infuse research across the CSD curriculum via in-class and out-of-class activities.

Cutting Edge Technology and the Future of the CSD Sciences

Carol C. Dudding, PhD, CCC-SLP; Jamie Perry, PhD, CCC-SLP; Anne Marie Tharpe, PhD, CCC-A; and Richard I. Zraick, PhD, CCC-SLP; with an introduction by Joan Besing, PhD, CCC-A

This panel presentation will discuss the factors that are impacting what our students, classroom, and instruction will look like in the future for CSD. We will discuss the trends and evaluation of technology and how cutting-edge technology might be used in the future to ensure that students meet the highest level of competencies. Lastly, we will discuss how such technologies can be used as forms of authentic assessment of students’ skills and abilities.

After completing this session, you will be able to do the following:

  • List three of the current technologies used for student education in the CSD sciences
  • Identify three factors that will impact our students, classroom, and instruction in the future.
  • Describe two ways in which we can use technology to assess student learning.

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