Developing a Pedagogy in Speech-Language Pathology: A Journey as an Assistant Professor
Track
Research Project / Learning Theories and Pedagogy
Abstract
Doctoral graduates and candidates are expected to have a teaching philosophy and research statement. Each document has a specific purpose to reflect an individual’s position in a field of study, focus in research, and values for teaching in academia. However, an aspect that may be absent from the portfolio is a position statement regarding a pedagogy of teaching. This presentation will highlight an assistant professor’s awareness, reevaluation, and transition to a scholarship of teaching and application.
As an academic professor and a licensed speech-language pathologist, the ability to self-reflect and make adjustments are critical to deep learning in course work and clinical application with patients. In a graduate online course on ethics and professional issues in speech-language pathology, the professor and students will document strategies that scaffold learning opportunities for content and clinical application. The professor will utilize reflective thinking activities that include faculty-peer discussions, teacher journaling, and student journaling that center on the effectiveness of teaching practices and learning strategies.
Session Format
Poster Session
Location
Room 113
Recommended Citation
Bradshaw, Janet L., "Developing a Pedagogy in Speech-Language Pathology: A Journey as an Assistant Professor" (2016). SoTL Commons Conference. 23.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/23
Developing a Pedagogy in Speech-Language Pathology: A Journey as an Assistant Professor
Room 113
Doctoral graduates and candidates are expected to have a teaching philosophy and research statement. Each document has a specific purpose to reflect an individual’s position in a field of study, focus in research, and values for teaching in academia. However, an aspect that may be absent from the portfolio is a position statement regarding a pedagogy of teaching. This presentation will highlight an assistant professor’s awareness, reevaluation, and transition to a scholarship of teaching and application.
As an academic professor and a licensed speech-language pathologist, the ability to self-reflect and make adjustments are critical to deep learning in course work and clinical application with patients. In a graduate online course on ethics and professional issues in speech-language pathology, the professor and students will document strategies that scaffold learning opportunities for content and clinical application. The professor will utilize reflective thinking activities that include faculty-peer discussions, teacher journaling, and student journaling that center on the effectiveness of teaching practices and learning strategies.
