Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology

Evidence-Based Education

  • Sarah Ginsberg, Jennifer C. Friberg, Colleen F. Visconti
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This educational text is based on the premise that university faculty preparing students in communication disorder disciplines need to rely on the evidence-base of literature regarding effective teaching in much the same way that they are expected to rely on evidence-based practice as clinicians. By sharing what evidence-based education (EBE) methods are available, authors seek to increase the efficacy of clinical education in a variety of fields and at the same time, provide valuable insights to these faculty members as to how they can contribute to the growing body of evidence regarding teaching, often referred to as the scholarship of teaching and learning (SOTL). This text is a valuable resource for faculty and doctoral students teaching in communication sciences and disorders programs. The book introduces those in higher education to the concepts key to SOTL, how to use SOTL for professional development to improve learning outcomes, and how to begin engaging in SOTL.Coverage highlights how instructors can make use of existing SOTL research to improve teaching through the use of specific, evidence-based education strategies described in depth using specific classroom application vignettes.
Foreword by L. Dee Fink, PhD Foreword by Elizabeth McCrea, PhD Chapter 1: Good Teaching, Scholarly Teaching, and Scholarship of Teaching Fundamental Scholarship of Teaching and Learning Concepts Dual Professions Professional Educator Continuing Education A Framework of Educator Development Developing as Professional Educators: Working Toward Each Level Chapter 2: EBP in Clinical Practice versus EBE in Classroom Teaching Evidence-Based Practice as the Foundation for Clinical Service Delivery Evidence-Based Education as the Foundation for Classroom Teaching Linking to Levels of Evidence in EBP to EBE Why do we need EBE? Where do I Find the Evidence? Now What do I do? Chapter 3: The "Learner Centered-Active Learning" Paradigm Bloom's Taxonomy Learner-Centered Instruction Concluding Thoughts Chapter 4: Before You Teach: Course Design and Preparation Backward Design Evidence for Backward Design Applying Backward Design: A Practice Example Creating Significant Learning Evidence for Creating Significant Learning Application of Fink's Creating Significant Learning Concluding Remarks Chapter 5: Communication in the Classroom Instructional Communication Competence Immediacy and Clarity Teacher Transparency Social Presence Chapter 6: Engaging the Learner Collaborative Learning Techniques Problem-Based Learning Academic Service Learning Technology for Engaged Learning Chapter 7: Assessing Student Learning Overview of Assessment Assessment Approaches Tools for Assessment Chapter 8: Moving Forward Toward SOTL Why We Need to Support Good, Scholarly Teaching and SOTL Mechanisms of Support for Professional Development Toward SOTL Teachers Researching Teaching: Action Research for SOTL Ethical Considerations and SOTL Dissemination of SOTL Work Chapter 9: SOTL as Part of Your Research Agenda Planning Your SOTL Research Agenda The Value of SOTL on Your Campus? What Can Be Done? Final Thoughts Index
Uitgavejaar 2011
ISBN 9781597564298
Verschijningsdatum 1 nov. 2011
Omvang 192
Auteur(s) Sarah Ginsberg, Jennifer C. Friberg, Colleen F. Visconti
Bindwijze Paperback
Taal Engels
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