Proposal Title

Developing a Pedagogy in Speech-Language Pathology: A Journey as an Assistant Professor

Co-Authors

There are no co-authors for this presentation,

Track

Research Project / Learning Theories and Pedagogy

Proposal 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

Publication Type and Release Option

Presentation (Open Access)

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Mar 31st, 4:00 PM Mar 31st, 5:00 PM

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.