Conference Tracks
Assessment and SoTL - Research
Abstract
This project explores how faculty explicitly facilitate the development of critical thinking skills in a graduate level speech-language pathology program. Explicit instruction on critical thinking in Communication Sciences and Disorders (CSD) curricula have been identified as necessary (Finn, Brundage, & DiLollo, 2016). Between pre- and post-tests, the author engaged students in critical thinking activities, explicitly describing them, following up with reflection using Bloom’s Taxonomy (Anderson & Krathwohl, 2001). Outcomes data are currently under review. Group comparisons will be conducted via paired sample t-tests. Four themes emerged related to evidence-based practice.
Session Format
Poster
1
Location
Harborside Ballroom East
Recommended Citation
Battaglia, Dana, "Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review" (2020). SoTL Commons Conference. 88.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/88
Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review
Harborside Ballroom East
This project explores how faculty explicitly facilitate the development of critical thinking skills in a graduate level speech-language pathology program. Explicit instruction on critical thinking in Communication Sciences and Disorders (CSD) curricula have been identified as necessary (Finn, Brundage, & DiLollo, 2016). Between pre- and post-tests, the author engaged students in critical thinking activities, explicitly describing them, following up with reflection using Bloom’s Taxonomy (Anderson & Krathwohl, 2001). Outcomes data are currently under review. Group comparisons will be conducted via paired sample t-tests. Four themes emerged related to evidence-based practice.
