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Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: These Perspectives (SIG 10) articles explore several issues related to student success. Sylvan, Brock, Perkins, and Garret examine prerequisites required by graduate programs in speech-language pathology across the United States. Roitsch, Murphy, and Raymer investigate the relationship between executive functions and academic outcomes in speech-language pathology graduate students. Richardson, Roberts, and Victor explore ways to predict the clinical success of graduate students studying speechlanguage pathology. Look, Shoemaker, Hoepner, and Blake discover benefits of engaging undergraduate students in research.
Credit(s): PDHs: 4.0, ASHA CEUs*: 0.4
Summary: In these Perspectives (SIG 10) Roos and Schreck examine the stress experienced by undergraduate students in communication sciences and disorders (CSD), including stress levels, reasons for stress, stress management, and knowledge/use of campus resources to address stress. Shah and Galantino address building the emotional intelligence of undergraduate students studying CSD through exercises completed in class. Sylvan, Perkins, and Tuglio study the experiences and perceptions of CSD students applying to master’s degree programs, including deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Finally, Crais and Savage present an examination of CSD graduates’ perceptions of their PhD program, including challenges they faced, facilitators for success, their preparation for research/teaching/job readiness, and ways PhD education might be improved.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: In these Perspectives (SIG 10) articles, Frazier, Whitby, Kucharczyk, Perryman, Thomas, Koch, and Bengtson focus on interprofessional education (IPE) as it relates to transition planning for students with significant disabilities. Musaji, Self, Marble-Flint, and Kanade examine the use of a translational model as a tool for identifying limitations of IPE research. Benigno, McCarthy, Reese, Wright, and Tewanger introduce a pilot study to examine the goals, outcomes, and skills attained by graduate students while participating in clinical experiences integrated with coursework.