Open AccessFostering Clinical and Academic Faculty Collaborations to Improve Graduate Education
Author(s) -
Nicole M. Etter,
Aarthi Madhavan,
Elise Lindquist
Publication year - 2021
Publication title -
teaching and learning in communication sciences and disorders
Language(s) - English
Resource type - Journals
ISSN - 2689-6443
DOI - 10.30707/tlcsd5.2.1624983591.697369
Subject(s) - coursework , summative assessment , accreditation , medical education , capstone , graduate education , graduate students , quality (philosophy) , work (physics) , psychology , pedagogy , medicine , formative assessment , engineering , computer science , mechanical engineering , philosophy , epistemology , algorithm
Accredited graduate programs in Communication Sciences and Disorders (CSD) work to integrate academic coursework, a breadth of clinical experiences, and an overarching capstone project (e.g. summative assessment). The best graduate programs focus on integrating these three elements through high quality collaborations between academic and clinical faculty. These collaborations are fostered when clinical and academic faculty attempt to provide students with experiences that intersect academic, research, and clinical areas of speech language pathology. The purpose of this paper describes the collaborative efforts undertaken by the CSD department at the Pennsylvania State University. We present a model for collaborations in graduate education and discuss examples of our current integrative projects.