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Comparing Massed and Distributed Course Formats: Effects on Outcomes in a Graduate Augmentative and Alternative Communication Course
No full textThe effects of massed versus distributed learning have been well studied in the verbal and motor learning literature, with findings suggesting enhanced outcomes from distributing learning over time. However, some studies have found limited evidence to support enhanced outcomes from distributed learning when applied to an entire academic course. The effects of course scheduling on student learning in speech-language pathology graduate coursework have received limited attention. This study compared learning outcomes between a one-week massed format and an eight-week distributed format in an online two-credit augmentative and alternative communication graduate-level course. Learning outcomes were assessed before students enrolled, immediately after completing the course, and 5-months and 9-months after course completion. Quantitative measures included a custom assessment evaluating higher-level learning skills, student-reported confidence in various areas, and final grades. Students in the distributed course achieved higher grades, though no differences in learning were found as a function of the learning format on the custom assessment. Students in both course formats reported higher confidence in subdomain skills following the course. Future research should further examine the effects of course scheduling on student learning in Communication Sciences and Disorders and its impact on the psychosocial well-being of students and faculty
Educating Future Nurse Practitioners and Physician Associates on Pretreatment of Swallowing in Head and Neck Cancer
No full textHead and neck cancer treatment frequently results in long-term severe swallowing deficits, often requiring feeding tube dependency. Patients who have completed swallowing exercise programs before and during cancer treatment experienced more positive swallowing outcomes, but most patients are not referred for swallowing intervention early enough in their care to prevent long-term deficits. This student research project aimed to measure health profession students’ knowledge of swallowing pretreatment for head and neck cancer patients and to investigate the impact of an educational module developed and presented by a Communication Sciences and Disorders graduate student to improve knowledge and awareness of this clinical issue. This study utilized a quasi-experimental pretest/posttest design involving two participant groups: 49 physician associate students and nine nurse practitioner students. The graduate student presented educational modules to each student group, focusing on swallowing pretreatment for patients with head and neck cancer. Data analyses revealed significant increases in both groups’ posttest scores compared to their pretest scores. The results indicate that the educational module increased interprofessional knowledge regarding swallowing pretreatment for patients with head and neck cancer. Future studies should investigate the impact of the educational module on clinical practice
Guitar Studio & Ensemble: April 21, 2025
No full textKemp Recital Hall
April 21, 2025
Monday Evening
7:30 p.m
Spring Concert: April 27, 2025
No full textCenter for the Performing Arts
April 27, 2025
Sunday Afternoon
3:00 p.m
[LELE] Early Careers in Mathematical Biology Mathematical Analysis of Exposure-Dependent Transmission with Environmental Reservoirs
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