UNDERGRADUATE KASA: LEARNING AND ASSESSMENT VIA PRESENTATIONS AND PORTFOLIOS

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UNDERGRADUATE KASA LEARNINGAND ASSESSMENT
VIAPRESENTATIONS AND PORTFOLIOS

• Christine Kosky, Ph.D. CCC SLP
• Professional Associate
• Communication Disorders
• Mercy College, Dobbs Ferry, New York
• American Speech-Language Hearing Association
• 2007 Annual Convention, Boston, MA

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ASHA KASA (2005) STANDARDS

• Demonstrate knowledge of
• 111- B the basic human communication processes
• 111- C communication disorders, cognitive and
  social aspects of communication
• 111 F Processes used in research and the
  integration of research
• principles into evidenced-based clinical
  practice.
• 1V- B Possess skill in oral and written or other
  forms of communication sufficient for entry into
  professional practice

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LEARNING

• to gain knowledge or understanding of, or
  skill by study, instruction, or experience.
• Merriam Websters Collegiate Dictionary
  (2003)
• 11 th edition.

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REFLECTION

• Reflection is the process by which we think
  about what we learn
• 
  Yancey, (2001)
• We learn to reflect as we learn to talk in the
  company of others
• To reflect, as to learn, we set a problem for
  ourselves, we try to conceptualize that problem
  from diverse perspectives the scientific and
  the spontaneous for it is in seeing something
  from divergent perspectives that we see it
  fully.
• Along the way we check and confirm, as we seek
  to reach goals that we have set for ourselves.
• 
  Yancey, (1998)

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CRITICAL THINKING

• Arons, (2004)critical thinking entails a
  series of 10 reasoning abilities of thought.
• Consciously raising the questions when studying
  some body of material or approaching a problem.
• What do we know.?
• How do we know..?
• Why do we accept or believe .?
• What is the evidence for .?
• Being clearly and explicitly aware of gaps in
  available information
• Recognizing when a conclusion is reached
  or a decision made in absence of complete
  information and being able to tolerate ambiguity
  and uncertainty

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CRITICAL THINKING

• 3. Discriminating between observation and
  inference, between established fact and
  subsequent conjecture.
• 4. Recognizing that words are symbols and not the
  ideas themselves.
• 5. Probing for assumptions (particularly the
  implicit, unarticulated assumptions) behind a
  line of reasoning.
• 6. Drawing inferences from data, observations, or
  other evidence and recognizing when firm
  inferences cannot be drawn.

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CRITICAL THINKING

• 7. Performing hypothetico-deductive reasoning,
  that is, given a particular situation, applying
  relevant knowledge of principles and constraints
  and visualizing, in the abstract, the plausible
  outcomes that might result from various changes
• 8. Discrimination between inductive and deductive
  reasoning
• 9. Testing ones own line of reasoning and
  conclusions for internal consistency and
  developing intellectual reliance
• 10. Developing self-consciousness concerning
  ones own thinking and reasoning processes.
  Bain, (2004)

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TAXONOMY OF SIGNIFICANT LEARNING OUTCOMES (Fink,
2003)

• Foundation knowledge specific to the course
• Skill in application of knowledge
• Skill in integration of knowledge
• Skill in acknowledging human dimension
• Skill in demonstrating a caring approach
• Skill in self-directed learning

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ADDITIONAL LEARNING OUTCOMES

• LOCATION OF INFORMATION
• AGENTS OF KNOWLEDGE
• REVIEWING/REVISING
• SOCIAL IN NATURE

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STUDENT FACULTY DIALOGUE

• Student contribution is important
• The learner has to know that he/she is important
• Faculty recognizes that the learner is important
• The learner has knowledge about how he/she learns
• The student has an investment in the outcome of
  the learning activity

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SIGNIFICANT LEARNING ACTIVITIES

• Presentations
• a) Case study research projects (Semester
  length)
• Courses Phonetics (Articulatory)
• Speech and Language
  Acquisition
• Undergraduate Program in Speech Language
  Pathology
• Department of Communication Studies, Iona
  College
• b) Research project (Semester length)
• Course Communication Disorders - Organic
• Undergraduate Program in Communication
  Disorders
• Mercy College

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RESEARCH

• The major objectives of scientific research are
  to describe variables, the hypothetical relations
  among them, the means of altering such relations
  through systematic forms of manipulation or
  control
• The purpose of research is to discover new
  knowledge by asking questions that can be
  answered through valid and reliable research
  methods
• Non experimental research is comprised of
  several types of studies in which the
  investigator observes and describes an outcome as
  it happens or has happened sometime in the past.
• True experiments are the strongest of the
  research designs because they include (1) random
  assignment of participants,
• (2) deliberate and active manipulation of
  independent variables, and
• (3) use of control groups as a basis for
  evaluating the influence of an
• independent variable
• 
  Maxwell and Satake, (2006)

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CASE STUDIES

• One approach in non-experimental research is
  the case study in which a single individual is
  studied and the findings reported
• Data-gathering techniques include
• Observation and recording of behavior
• Interviews with the case and significant others
• Results from clinical and laboratory tests
• Previous educational and medical assessments
• Progress reports
• Goal Focus on issues that maybe relevant to
  understanding future cases of a similar kind

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STUDENT CASE STUDY PROJECTS

• Iona College
• Courses Speech and Language Acquisition
• Phonetics
• Parameters
• Type and level of class
• Purpose of the case study
• Learning outcomes
• Criteria for assessment
• Assessment rubrics research paper abstracts
• Instructor review speech/language samples and
  analysis
• Peer review in-class poster session written
  comments
• Self-reflection a) immediately after the
  in-class poster session
• b) three months later
• Critical thinking generating questions about
  the participants speech/language development

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LEARNING OUTCOMES IN CASE STUDIES

• Learning Outcomes Learning
  Activity
• Foundation Knowledge
• Major developmental milestones Plot
  speech/language
• 
  development
• Skill in self-directed learning
• Selects appropriate resources Choose
  2 articles from peer-
• 
  reviewed journals
• Skill in integration of knowledge
• Describes and contrasts the
  Develop a table that includes
• purposes, participants, methods these
  components
• and results

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LEARNING OUTCOMES IN CASE STUDIES

• Learning Outcomes Learning
  Activity
• Demonstrates a caring approach
• Skills necessary for communication Relays
  information to parents
• with families
  including guidelines regarding
• 
  subject participation
• Acknowledging the human dimension
• Observes and describes the role
  Audiotape and analyze
• that children and families play in the
  speech/language samples
• development of speech and language
  (informal measures)

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LEARNING OUTCOMES IN CASE STUDIES

• Learning Outcomes Learning
  Activity
• Skill in integration of knowledge
• Describes the purpose, the
  Creates appropriate tables and
• participant, the method, and the
  writes a description of the
• results
  project
• 
  Generates two questions
• 
  about the participants speech
• 
  and/or language development.
• 
  Writes a reflection paper about
• 
  the research project
• 
  

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PROTOCOLS FOR THE CASE STUDY

• Tell the family that the audio recording is for
  this class project only
• You will keep the audio recording in a safe
  place.
• Tell the family that they can have the audio
  recording after you have completed the project
• Tell the family that the presentation is in-class
  only and that no identifying information will be
  included in the presentation

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ORGANIZATION

• Describe the case study and dates for each
  component to be completed
• Part 1 Locate articles from peer-reviewed
  journals (Instructor approval)
• - Summarize the articles Teach how to
  write a summary
• Part 2 Find a family willing to participate in
  the project
• - Complete audio taping, transcription,
  and analysis
• a) Phonetics
• 1. Phonetic transcription and
  analysis of the childs speech
• 2. Written report
• b) Speech and Language Acquisition
• 1. Analysis of the childs language
  e.g., protowords, MLU,
• vocabulary, early syntax
• 2. Written report
• 4. Part 3 In-class Poster Session

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RATIONALE FOR IN-CLASS POSTER SESSION

• Large number of students in the classes
• Grading papers
• In-class oral presentations mean that one student
  is talking and everyone else is sitting and
  filling out presentation forms
• Student presenter is excited
• Most students are sitting
• Minimal interaction student to student,
  faculty to student
• Large classes mean several class sessions
  devoted to oral
• presentations
• How much learning is occurring?

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IN-CLASS POSTER SESSION

• Designing a poster visual presentation
• What should we include?
• Oral presentation What should we say?
• Students develop learning outcomes What do you
  want the
• audience (your peers) to learn from your
  poster?
• Peer review provide written comments to each
  presenter
• - one positive comment
• - one suggestion for improvement
• Write a reflection paper concerning the case
  study project and
• presenting during the in-class poster
  session.

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STUDENT CONTRIBUTION

• Article Summary
• Develop a table purpose,
  participants, methods,
• results, and clinical implications
• In-class poster session became the final
  examination
• Allowed for more than 2 hours for the
  poster session

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FACULTY STUDENT DIALOGUE DURING THE IN-CLASS
POSTER SESSION

• Discussion with students allows faculty to focus
  on
• Critical Thinking E.g.,
• Asking questions about each students
  presentation
• Being aware of gaps in available
  information
• Discriminating between observation and
  inference
• Self-reflection Discussion assists in
  developing self-reflection
• Student Faculty Student Dialogue
• Commenting on each others posters and
  presentations fosters
• learning in a non- competitive
  atmosphere
• An In-Class
  Poster Session is Fun!!!

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STUDENTS COMMENTS IMMEDIATELY AFTER THE IN-CLASS
POSTER SESSIONS

• I enjoyed reading the bilingual research
  articles and relating them to the child that I
  used
• Presenting the poster boards and holding
  discussions in our class was a great way to learn
  more about other topics than just our own.
• Overall this project turned out to be
  helpful, educational and interesting. I
  especially enjoyed discussing my project
  personally with others and being able to give
  direct answers to individuals or small groups.

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PERFORMANCE-RELATED FEEDBACK

• Successful instruction nearly always includes
  performance- related feedback
• Questioning and responding are classical ways
• to provide feedback to both student and
  teacher.
• Brooks, Schraw, Crippen
  (2005)

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THE SPEECH AND LANGUAGE SKILLS OF A YOUNG CHILD
WITH MOSAIC DOWN SYNDROME

• Jen Adler
• Undergraduate
  Student
• Undergraduate Program in
  Speech-Language Pathology
• Department of Speech
  Communication Studies
• Iona
  College
• Kosky, C, Adler, J., Cianci, A.M. The speech
  and language skills of a young child with Mosaic
  Down syndrome. Poster session at The New York
  State Speech Language Hearing Association 2007
  Convention Buffalo, New York

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CASE STUDIES

• Together with lectures and labs, case studies
  assist students in acquiring content knowledge,
  process skills, and an understanding of the
  context and application of science to their daily
  lives.
• 
  Camill (2006)

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Undergraduate Program in Communication
DisordersMercy College

• Communication Disorders Organic
• Course syllabus was developed by Associate
  Professor Elizabeth Galletta, Ph.D
• Includes 3 part research project
• Literature review and research
  question,
• Method section
• Results section
• Students make 3 oral presentations as part of
  the research project
• Literature review and research question
• Method section
• Results section
• 
  Permission granted by Elizabeth
  Galletta, Ph.D

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RUBRICS FOR ASSESSMENT OF ORAL PRESENTATIONS

• Assessment of Content
• Assessment of Handout
• Assessment of Oral Presentation Skills

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SIGNIFICANT LEARNING ACTIVITIES

• Professional Portfolios (Semester length)
• Courses Anatomy and Physiology of the Speech
• Mechanism
• Speech Pathology 1
• Speech Pathology 2
• Undergraduate Program in Speech Language
  Pathology
• Department of Communication Studies
• Iona College

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COURSE PORTFOLIOS

• Four Parameters
• Type and level of class
• Purpose of the portfolio
• Audience for the portfolio
• Criteria for assessment
• - followed the format of the comment
  paper

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Courses and Content

• Anatomy and Physiology of the Speech Mechanism
• Knowledge of basic human communication
  processes
• - biological, neurological,
  psychological, and developmental bases
• Topic
• - Genetic and Non Genetic Syndromes
• Advantage
• - Expanding the knowledge base gives
  students a good foundation for future courses.
  E.g., Speech Pathology 2 cleft palate and
  craniofacial disorders

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Courses and Content

• 2. Speech Pathology 1
• - Knowledge of multilingual and multicultural
  issues, articulation and
• phonological disorders, receptive and
  expressive language disorders
• literacy and literacy disorders
• 3. Speech Pathology 2
• - Knowledge of stuttering and other fluency
  disorders, voice and
• resonance disorders, cleft palate and
  craniofacial disorders, neurogenic disorders of
  speech, and acquired receptive and expressive
  language disorders

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STUDENTS ROLES IN PORTFOLIOS

• Assume responsibility for documenting and
  interpreting their own learning
• - Collection
• - Selection
• - Reflection
• Archive their work e.g., homework, class
  projects, journals,
• presentations, peer review notes, research
  articles
• Students revisit or revise their work
• Revisiting past work
• Improve the earlier work
• Comment in a way that demonstrates their
  thinking around the work
• Students make their thinking visible

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FACULTYS ROLE IN PORTFOLIOS

• Give the rationale/purpose
• 2. Audience Students (Many students show
  the portfolios to friends
• and family
• Define the content
• Organization
• Assessment
• - Mid term semester review
  (instructor) comment paper
• - In- class peer review comment
  paper
• - Final format of the comment paper

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FACULTY STUDENT DIALOGUE

• In class discussion
• - Websites
• - National and local
  organizations/support groups
• - Personal stories National Public
  Radio, New York Times
• - Students relate to personal stories
• E.g., Williams Syndrome led to a
  student writing a research paper based on her
  familys experience of a child identified with a
  genetic syndrome who died soon after birth
• B) Using Blackboard - Discussion

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FORMAT OF A COMMENT PAPER

• Course Anatomy and Physiology of the Speech
  Mechanism
• Content and organization
• Preface
• Title page
• Content page
• Dividers with titles and labeled tabs
• Definition of a syndrome
• Descriptions of each syndrome
• Differentiating genetic from non-genetic
  syndromes
• Information from National Associations/Support
  Groups/Web sites
• One peer-reviewed article for each syndrome
• Personal Stories
• Glossary vocabulary -definitions and source

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FUTURE DEVELOPMENTSPORTFOLIOS

• HIERARCHY OF PORTFOLIOS
• a) First experience collect and
  organize
• b) Second experience collect,
  organize, and journaling
• c) Third experience metacognitive
  reflection on collection choices and organization
• 
  (Hagstom, F., McGehee, M., Aslin, L., 2006)
• ELECTRONIC PORTFOLIOS
• Web- based portfolio can be assessed
  using a 4- point rubric involving the main
  elements of content, organization, and ease of
  use.
• Ease of use is difficult because the
  students may not have had any experience in using
  this type of portfolio.

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REFERENCES

• Bain, K, (2004) What the best college
  teachers do. Harvard University Press
• Brooks, D.W., Schraw, G., Crippen, K.J.
  (2005) Performance related feedback The
  hallmark of efficient instruction. Journal of
  Chemical Education, 82, 641 644
• Camill, P. (2006) Case studies add value to
  a diverse teaching portfolio in science courses.
  Journal of College Science Teaching, 36, 2, 31 -
  37
• Fink (2003) Creating significant learning
  experiences An integrated approach to designing
  college courses. San Francisco. CA Jossey- Bass
• Hagstom, F., McGehee, M., Aslip (2006)
  Undergraduate KASA Requirements Starting with
  professional identity. ASHA Miami, FL
• Kosky, C. Adler, J. Cianci, A.M. (2007)
  The speech and language skills of a young child
  with Mosaic Down Syndrome. Poster session at The
  New York State Speech Language Hearing 2007
  Annual Convention, Buffalo, NY
• Maxwell, D. L.. Satake, E. (2006)
  Research and statistical methods in communication
  sciences and disorders. Thompson Delmar Learning
• Yancey, K.B. in Cambridge, B.L. (2001)
  Electronic portfolios Emerging practices in
  Student, Faculty, and Institutional Learning.
  American Association for Higher Education
• Yancey, K.B. (1998) Reflection in the
  writing classroom. Logan, UT Utah State
  University Press

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THANK YOU!

• to the students in the Undergraduate Program
  in Speech Language Pathology and Audiology at
  Iona College
• These significant learning activity projects
  came to fruition because of your input,
  motivation, and excitement.
• to the students in the Undergraduate Program
  in Communication Disorders at Mercy College.
• Thank you for your warm welcome, and your
  interest and desire to learn

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Contact informationckosky_at_mercy.edu