ASHA 2009 Convention Program - (Page 128)

PROGRAM SESSIONS saturday, november 21, 2009 Academic and Educational Issues (SLP) 2067 SA 8:00AM-9:00AM, Seminar 1 HR, CC/244 We Are Family: Same Doctoral Program, Same Time, Different Careers Joneen Lowman, Bloomsburg U, Bloomsburg, PA; Kathy Thiemann-Bourque, Schiefelbusch Inst for Life Span Studies, Lawrence, KS; Julie E. Cleary, U of Memphis, Memphis, TN In this seminar, three women who graduated together with a PhD from a research 1 university will share three different career paths taken, and current workloads and research programs almost 10 years later. The purpose is to share research and teaching experiences related to options facing new graduates entering the field of communication disorders. Career choices related to postdoctoral positions, full-time research, or teaching and research positions will be presented, with opportunity for questions. SA 9:30AM-10:30AM, Seminar 1 HR, CC/244 Advancing Language & Literacy Services of Adolescent Students Lucy Hart Paulson, U of Montana, Missoula, MT; Lynne Koester, U of Montana, Missoula, MT; Donna Mell, U of Montana, Missoula, MT; Marion Nielson, U of Montana, Missoula, MT; Al Yonovitz, U of Montana, Missoula, MT Given the need for improved intervention services related to oral language and literacy among adolescents, a Web-based program, supported by a Title II grant, was designed and implemented to enhance the knowledge, assessment, and intervention skills for teams of speech-language pathologists and educators working with adolescents. A survey was completed before and after the course to identify changes in understanding and differences in assessment and intervention. This presentation will describe the survey results and curriculum. SA 8:00AM-10:00AM, Seminar 2 HR, CC/286-287 Imagining the Future of CSD Doctoral Education Celia Hooper, Sch of Hlth & Human Performance – UNC Greensboro, Greensboro, NC; John Ferraro, U of Kansas Med Ctr, Kansas City, KS; Nancy Creaghead, U of Cincinnati, Cincinnati, OH; Robert Mayo, U of North Carolina – Greensboro, Greensboro, NC This session was developed by the Convention Program Committee. The purpose of doctoral education should be to develop stewards of the discipline: people who can generate new knowledge and share ideas through application. Attendees will review the brief history of doctoral education and hear from a panel of department leaders regarding the current context of doctoral education and the ways in which our programs may not meet the needs of employers and society. Ideas for transformation will be suggested from participants and attendees. SA 8:00AM-9:00AM, Seminar 1 HR, CC/245 A Student-Guided Orientation to Group Practicum Inge Anema, SUNY New Paltz, New Paltz, NY; Danielle Castle, SUNY New Paltz, New Paltz, NY This session reports on the first phase of a studentdirected clinical education study. To compile an efficient but comprehensive orientation to an aphasia group practicum experience, a graduate student in the dual capacity of student clinician and research assistant consolidated materials from a variety of sources. The resulting orientation protocol consists of a DVD and an accompanying document. The second phase of the study, implementation and monitoring of the orientation, will be reported on separately. SA 10:30AM-11:30AM, Seminar 1 HR, CC/243 Internationalizing Speech-Language Pathology Curriculum: What We Need To Know Shannon Godsey, U of Minnesota – Duluth, Duluth, MN How does the U.S. system of speech pathology, specifically its standards and definitions of practice, translate across borders? Answers to these questions will provide a model for creating and implementing multicultural experiences for speech pathology students and expanding the practice internationally. spEECh-LanguagE pathoLogY saturday, november 21, 2009 SA 8:00AM-9:00AM, Seminar 1 HR, CC/260 FIRST YEARS: Distance Technology Brings the Classroom to You Kathryn Wilson, U of North Carolina – Chapel Hill, Chapel Hill, NC FIRST YEARS is a distance education program committed to enhancing the knowledge and skills of professionals in the fields of speech-language pathology, audiology, deaf education, and early intervention. This presentation will describe the features of this unique online professional development opportunity. Information will be shared about the application process, the five graduate level courses, and the mentorship where FIRST YEARS students work with experts in listening and spoken language development and intervention. SA 11:00AM-12:00PM, Seminar 1 HR, CC/245 Using Student Portfolios in Higher Education to Enhance Student Learning Holly Storkel, U of Kansas, Lawrence, KS; Jane Wegner, Schiefelbusch Speech-Language-Hearing Clinic, Lawrence, KS; Debora Daniels, U of Kansas, Kansas City, KS The goal of this presentation is to describe our experience developing a system of accountability for our MA speech-language pathology program. We conducted two pilot projects using student portfolios as a means of enhancing student learning and evaluating program success. This presentation will consider what makes a good student portfolio, how portfolios should be reviewed to enhance student learning, and how multiple portfolios can be integrated to identify program-wide strengths and weaknesses. SA 1:00PM-3:00PM, Seminar 2 HR, CC/243 Student Peer Mentoring in Clinical Training of Speech-Language Pathologists Greg Turner, U of Central Missouri, Warrensburg, MO; Blaine Duesing, U of Central Missouri, Warrensburg, MO; Teresa Kemper, U of Central Missouri, Warrensburg, MO; Carlotta Kimble, U of Central Missouri, Warrensburg, MO; Joni Turner, U of Central Missouri, Warrensburg, MO Adequate preparation in clinical supervision continues to be a concern for the fields of speech-language pathology and audiology as indicated in the most recent technical report on clinical supervision in speech-language pathology (ASHA, 2008). One particular set of knowledge and skills needed for clinical instruction is in the category of mentoring (ASHA, 2008). The purpose of this presentation is to introduce a peer mentoring program and the framework for evaluating the benefits of the program. SA 8:00AM-9:00AM, Seminar 1 HR, CC/275-277 Integrating Peer Supervision & Academic Knowledge in Graduate Student Education Patricia Seymour, California St U – Northridge, Northridge, CA; Catherine Jackson, California St U – Northridge, Northridge, CA At CSU-Northridge, the need for revising the methodology of the Teaching Clinic Method (TCM) was identified for a series of courses that combine academic instruction with clinical practice. This seminar introduces philosophical and procedural differences between the TCM and a Hybrid Teaching Clinic Academic Method. Clinical exercises that promote effectiveness of peer instruction within the new method will be demonstrated. Results from confidence surveys completed by graduate student clinicians will also be presented. SA 1:00PM-2:00PM, Seminar 1 HR, CC/262 Curriculum Enhancement via Deaf & Hard of Hearing Studies Minor Mary Jane Sullivan, University of NH, Durham, NH; Penelope Webster, U of New Hampshire, Durham, NH In 2006 at the University of New Hampshire, we introduced an innovative undergraduate minor in Deaf and Hard of Hearing Studies. The purpose of this presentation is to provide the rationale for establishing the minor, how it was designed to represent a variety of communication philosophies, its impact on the department and the university, and the student response. We will describe the minor courses and what we learned during the development and implementation of the minor. SA 1:00PM-3:00PM, Seminar 2 HR, CC/261 Developing Graduate Programs in Early AuditoryVerbal/Oral Intervention Todd Houston, Utah St U, Logan, UT; Christina Perigoe, U of Southern Mississippi, Hattiesburg, MS; Henry Teller, U of Southern Mississippi, Hattiesburg, MS Universal newborn hearing and early identification have increased the need for early intervention services for children who are deaf or hard of hearing. The lack of trained professionals to work with current technology and implement best practices has led to the development of new graduate programs to meet this need. Two programs-Utah State University and The University of Southern Mississippi--have developed unique approaches to preparing professionals. Successes and challenges will be discussed. SA 3:30PM-5:30PM, Seminar 2 HR, CC/260 Enhancing Skills as a Site Visitor Jane A. Baran, U of Massachusetts, Amherst, MA; Elaine Frank, U of South Carolina, Columbia, SC; Candace Ganz, Oregon Hlth & Sci U, Portland, OR; Rosalind Scudder, Wichita St U, Wichita, KS A session for current CAA site visitors, attendees will participate in facilitated group discussions to derive strategies for data collection and report writing during accreditation site visits. Attendees will develop best practices for assessing quality in academic and clinical education. Opportunities to improve interviewing techniques, systematic approaches to data collection and analysis, and technical writing skills will be afforded. ASHA 2009 x Exhibits & pro gr am sEssions guidE

Table of Contents for the Digital Edition of ASHA 2009 Convention Program

ASHA 2009 Convention Program
Contents
Convention Schedule-At-A-Glance
Convention Center Floor Plans
Commercial Exhibitors with Booth Numbers
Commercial Exhibitor Profiles
Career Fair Floor Plan
Career Fair Exhibitors with Booth Numbers
Career Fair Exhibitor Profiles
Short Courses
Audiology
Exhibitor Sessions
Speech-Language Pathology
Presenter Index
Notes
Submit Your Convention CEU's Online

ASHA 2009 Convention Program

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