Instructional Internships: Improving the teaching and learning experience for students, interns, and faculty
Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this s...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Indiana University Office of Scholarly Publishing
2015-06-01
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| Series: | Journal of the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/13090 |
| _version_ | 1819180875012636672 |
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| author | Abby L. Hemmerich Jerry K. Hoepner Vicki M. Samelson |
| author_facet | Abby L. Hemmerich Jerry K. Hoepner Vicki M. Samelson |
| author_sort | Abby L. Hemmerich |
| collection | DOAJ |
| description | Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate students' perceptions of teaching and learning following an Instructional Internship experience, where they served as teaching assistants for foundational knowledge courses in the major. Using a qualitative research design, we coded 31 participants' statements from pre- and post-internship essays and identified major themes and sub-themes.
Our results indicate that by participating in a teaching experience, students develop a deeper appreciation for the relationships between classroom pedagogy, their own learning, and clinical practice. While this study focuses on a pedagogical experience for undergraduate students in a Communication Sciences and Disorders program, the principles and results are generalizable to other professions that train students to provide clinical and educational services.
Keywords: teaching assistants, instructional interns, mentoring, doctoral shortage, undergraduates |
| first_indexed | 2024-12-22T22:21:17Z |
| format | Article |
| id | doaj.art-2fa29485857b47d098638d16d0db7145 |
| institution | Directory Open Access Journal |
| issn | 1527-9316 |
| language | English |
| last_indexed | 2024-12-22T22:21:17Z |
| publishDate | 2015-06-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of the Scholarship of Teaching and Learning |
| spelling | doaj.art-2fa29485857b47d098638d16d0db71452022-12-21T18:10:39ZengIndiana University Office of Scholarly PublishingJournal of the Scholarship of Teaching and Learning1527-93162015-06-0115310.14434/josotl.v15i3.13090Instructional Internships: Improving the teaching and learning experience for students, interns, and facultyAbby L. Hemmerich0Jerry K. Hoepner1Vicki M. Samelson2University of Wisconsin - Eau ClaireUniversity of Wisconsin - Eau ClaireUniversity of Wisconsin - Eau ClaireStudents training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate students' perceptions of teaching and learning following an Instructional Internship experience, where they served as teaching assistants for foundational knowledge courses in the major. Using a qualitative research design, we coded 31 participants' statements from pre- and post-internship essays and identified major themes and sub-themes. Our results indicate that by participating in a teaching experience, students develop a deeper appreciation for the relationships between classroom pedagogy, their own learning, and clinical practice. While this study focuses on a pedagogical experience for undergraduate students in a Communication Sciences and Disorders program, the principles and results are generalizable to other professions that train students to provide clinical and educational services. Keywords: teaching assistants, instructional interns, mentoring, doctoral shortage, undergraduateshttps://scholarworks.iu.edu/journals/index.php/josotl/article/view/13090teaching assistantsinstructional internsmentoringdoctoral shortageundergraduates |
| spellingShingle | Abby L. Hemmerich Jerry K. Hoepner Vicki M. Samelson Instructional Internships: Improving the teaching and learning experience for students, interns, and faculty Journal of the Scholarship of Teaching and Learning teaching assistants instructional interns mentoring doctoral shortage undergraduates |
| title | Instructional Internships: Improving the teaching and learning experience for students, interns, and faculty |
| title_full | Instructional Internships: Improving the teaching and learning experience for students, interns, and faculty |
| title_fullStr | Instructional Internships: Improving the teaching and learning experience for students, interns, and faculty |
| title_full_unstemmed | Instructional Internships: Improving the teaching and learning experience for students, interns, and faculty |
| title_short | Instructional Internships: Improving the teaching and learning experience for students, interns, and faculty |
| title_sort | instructional internships improving the teaching and learning experience for students interns and faculty |
| topic | teaching assistants instructional interns mentoring doctoral shortage undergraduates |
| url | https://scholarworks.iu.edu/journals/index.php/josotl/article/view/13090 |
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