Year Awarded: 2006
College of Health and Public Affairs
Goals & Foundational Principles
Beyond striving to ensure that students learn the fundamental content of the courses I teach, my objectives as a university teacher are as follows: (a) to foster critical thinking skills; (b) to facilitate the acquisition of lifelong learning skills; (c) to help students develop evidence-based clinical problem-solving strategies; and (d) to prepare students to function as highly skilled and competent speech-language clinicians across the scope of practice and in my primary teaching area of augmentative and alternative communication(AAC) in particular. Furthermore, my overall teaching philosophy is based on two principles, which are supported extensively in the literature: (a) active student learning strongly influences student-learning outcomes; and (b) assessment procedures strongly influence student acquisition of knowledge.
Teaching & Assessment Methods
Given that undergraduate courses in speech-language pathology are necessarily weighted toward acquisition of foundational clinical concepts and knowledge, I use a combination of traditional lecture and problem-based learning formats in my teaching. All of my courses involve at least some WebCT components, giving students opportunities to download lecture note-taking guides and material