Evidence-Based Education in the Classroom

Jennifer C. Friberg, EdD, CCC-SLP, F-ASHA is the Cross Endowed Chair in the Scholarship of Teaching and Learning and a Professor of Communication Sciences and Disorders at Illinois State University in Normal, Illinois. A speech-language pathologist by discipline, Friberg primarily serves as an educational developer at her institution, with a focus on the scholarship of teaching and learning (SoTL). She maintains an active research agenda, with current projects focused on the application of SoTL, mentoring in SoTL, and the sharing of SoTL beyond individual classroom settings. Along with her coeditors for this project, Friberg is a coauthor of Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education. Additionally, she is the coeditor of the recently published text Applying the Scholarship of Teaching and Learning Beyond the Individual Classroom and is the founding associate editor for the journal Teaching and Learning in Communication Sciences & Disorders. Colleen F. Visconti, PhD, CCC-SLP is a Professor and Program Director of the Speech-Language Pathology program in the Communication Sciences and Disorders Department at Baldwin Wallace University in Berea, Ohio. She led the undergraduate program in Communication Sciences and Disorders prior to recently developing an innovative graduate program in speech-language pathology. Her SoTL research has focused on developing culturally responsive practitioners through a service-oriented study abroad program, clinical decision making, and the use of problem-based learning within the classroom. Her work has been shared through webinars, presentations, and various publications. She is a coauthor of Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education and is a founding editorial board member of Teaching and Learning in Communication Sciences & Disorders. Sarah M. Ginsberg, EdD, CCC-SLP, F-ASHA is a Professor of Communication Sciences and Disorders at Eastern Michigan University in Ypsilanti, Michigan. Her SoTL work has appeared in To Improve the Academy, the Journal of the Scholarship of Teaching and Learning, and Contemporary Issues in Communication Science and Disorders. She is a coauthor of Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education and is the founding editor of Teaching and Learning in Communication Sciences & Disorders.

Introduction Part I: Planning for Evidence-Based Teaching and Learning Chapter 1: Universal Design for Learning and Technology: Using Data to Inform Pedagogy SLP Chapter 2: Breaking Out of the Silos: A Case Study in Co-Teaching in Speech-Language Pathology Chapter 3: Print Versus Digital Text: Considerations for Classroom and Clinical Teaching Chapter 4: Establishing Successful Co-Teaching Relationships Chapter 5: Collaborative Course (Re)Design Chapter 6: Using Flipped-Course Pedagogy to Promote Competence in Professional Education Chapter 7: The Flipped Classroom Model: Empowering Future Clinicians Chapter 8: Intensive Course Delivery Design in a Graduate Speech-Language Pathology Curriculum Part II: Teaching and Learning Together Chapter 9: Assigned Groups as Learning Communities in and Beyond the Classroom Chapter 10: Training Future Health Professionals Using an Interdisciplinary Approach Chapter 11: Communities of Practice: Addressing Faculty Frustrations as Teachers Chapter 12: Improving Dental Assisting and Radiologic Technology Education Through Interprofessional Experiences Chapter 13: Transdisciplinary Collaboration for Speech-Language Pathology, Special Education, and Psychology Students Chapter 14: Shared Mission: Unite, Support, Achieve: Interprofessional Education for Traumatic Brain Injury Chapter 15: Improving Clinical Reasoning in Health Professions Students Through Team-Based Learning Chapter 16: Lessons Learned: Embedding Undergraduate Research Into Educational Practice Chapter 17: Mapping Teaming Concepts: Organizing Student Knowledge Through Active Learning Chapter 18: Engaging Students to Write Through Conferences and Peer Review Chapter 19: Curricular Integration in Clinically Based Fields: A Case Study From Speech-Language Pathology Part III: Learning From Models, Cases, and Simulations Chapter 20: Unfolding Case Studies: A New Active Learning Pedagogy Chapter 21: A Little Bit of Sugar: Creating Powerful Learning Experiences by Integrating Unfolding Cases and Zull's Neuroscience Chapter 22: Case-Based Perspective Taking: A New Active Learning Pedagogy Chapter 23: A Competency-Based Clinical Simulation to Facilitate Fieldwork Readiness Chapter 24: Simulation-Based Education in Health Care Part IV: Learning to Think Critically and Reflectively Chapter 25: Preparing Communication Sciences and Disorders Students for the Graduate Application Process Chapter 26: A Framework for Enhancing Critical Thinking Within Health Science Courses Chapter 27: Linking Art and Visual Thinking Strategies to Teach Clinical Observation Skills Chapter 28: Effective and Efficient Assessment of Reflective Journals Chapter 29: Enhancing Self-Directed Learning and Metacognition With Guided Reflection Chapter 30: Helping Students Help Themselves: Fostering Undergraduate Metacognition Chapter 31: Learning to Look: Employing Reflexive Photography in Developing Critical Practice Part V: Learning to Apply Beyond the Classroom Chapter 32: Engaging Stakeholders to Improve Pedagogy in Allied Health Placement Preparation Chapter 33: Oral Assessments for Cadaveric Anatomy in Physical Therapy Education Chapter 34: Objective Structured Clinical Examinations for Development of Professional Competency Chapter 35: Developing Culturally Responsive Practitioners Through an International Education Experience Colleen Financial Disclosures Index