Encouraging Cross-Curricular Integration in Communication Sciences and Disorders

Article Sidebar

PDF Pre- and Post-test survey instrument
Published: 2016-04-22

Main Article Content

Jennifer C. Friberg
Illinois State University
Dr. Heidi Harbers
Illinois State University

Abstract

This paper examines the effectiveness of a cross-curricular, ntegrated project completed by graduate students in communication sciences and disorders. Student perceptions of preparedness to practice clinically were collected for 18 variables at pre- and post-project intervals. Students indicated that integrating material across courses was helpful in understanding the interrelationship between the content taught in separate courses. Implications and applications of these findings are discussed as next steps for clinical training programs.

Article Details

Issue

Vol. 1 No. 1 (2016)

Section

What works in the classroom

Author Biographies

Jennifer C. Friberg, Illinois State University

Associate Professor, Department of Communication Sciences and Disorders, and

SoTL Scholar-Mentor

Dr. Heidi Harbers, Illinois State University

Associate Professor, Department of Communication Sciences and Disorders

References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco: Jossey-Bass.

Author. (2012).

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

Fink. L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey Bass.

Fraenkel, J. R. & Wallen, N. E. (2003). How to design and evaluate research in education (5th ed.). New York: McGraw-Hill.

Gardner, D. S., Hawkins, R., & Tuchman, E. (2010). A cross-curricular, problem-based project to promote understanding of poverty in urban communities. Journal of Social Work Education, 46(1), 147-156.

Ginsberg, S. M. (2007a). Shared characteristics of college faculty who are effective communicators. Journal of Effective Teaching, 7(2), 3-20.

Ginsberg, S. M. (2007b). Teacher transparency: What students can see from faculty communication. Journal of Cognitive Affective Learning, 4(1), 13-24.

Gohkale, A. (1995). Collaborative learning teaches critical thinking. Journal of Technology Education, 7(1). Retrieved from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jtev7n1.html?ref=Sawos.org

Jalgaonkar, S. V., Sarkate, P. V., & Tripathi, R. K. (2012). Students’ perception about small group teaching techniques: role-play method and case based learning in pharmacology. Education in Medicine Journal, 4(2).

Miller, L. C., Jones, B. B., Graves, R. S., & Sievert, M. C. (2010). Merging silos: Collaborating for information literacy. The Journal of Continuing Education in Nursing, 41(6), 267-272.

Thistlewait, J. E., Davies, D. E., Keocha, S., Kidd, J., MacDougall, C., Matthews, P., . . . Clay, D., (2012). The effectiveness of case-based learning in health professional education. Medical Teacher, 34(6), 421-444.

Visconti. C. F. (2010). Problem-based learning. Teaching skills for evidence-based practice. Perspectives on Issues in Higher Education, 13(1), 27-31.

Wong, F. K., Cheung, S., Chung, L., Chan, K., Chan, A., To, T., & Wong, M. (2008). Framework for adopting a problem0based learning approach in a simulated clinical setting. Journal of Nursing Education, 47(11), 508-513.

Wrenn, J. & Wrenn, B. (2009). Enhancing learning by integrating theory and practice. International Journal of Teaching and Learning in Higher Education, 21(2), 258- 268.