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From: Charlie Osborne
Date: 03 Oct 2007
Time: 08:51:21 -0500
Remote Name: 143.236.35.203
While a good deal of time is directed towards being clinically relevant in the classroom, there remains the challenge of including the necessary components of knowledge into lecture and discussion. As I reflect on how my teaching of the course has evolved over the years, I find that I am including knowledge (elements of theory, definitions, development of stuttering, evidence-based practice, etc.) into the discussions of application and skills. One advantage of the recent changes in ASHA standards that I have found is that I think more in these terms, knowledge and skills, and I express these in the form of behaviorally defined objectives. A few years ago, I also revised my class in to a hybrid course; including the traditional face-to-face interaction along with the electronic venue, (we use Desire to Learn, D2L). D2L has allowed me to place guest lectures online, to participate in threaded discussions with students online, and more. Every syllabus is a work in progress, subject to revision the following year (I teach the Fluency Disorders course once each academic year). Judy Kuster has my syllabus from last year posted at this address if you’re interested in checking it out. http://www.mnsu.edu/comdis/kuster/teaching/syllabi/syllabi.html