Innovative Curriculum Design in Communication Sciences and Disorders
Led by Dr. Carrie Childers, Professor Pam Holland, and Professor Kelly Rutherford, this study investigates a curriculum design that has been newly implemented within our department, as well as the student satisfaction and performance within the integrative learning design.
The purpose of this research study was to gain a more complete understanding of undergraduate CD students’ writing skills through their own self-report. Specifically, it aimed to: (a) investigate student’s perceived academic writing ability, (b) investigate student’s perceived field-specific (clinical) writing ability, (c) measurestudents’ attitudes toward writing, and (d)measure student’s access to and use of writing resources. It is hoped information from this study can lead to appropriate and effective writing interventions.
The purpose of this study was two-fold. The first was to measure students’ perceived stress level related to various factors within their specific program of study (e.g., workload, grades) as well as other factors (e.g., health, relationships, etc.). The second was to assess whether or not differences existed between CD and other HP students. The study consisted of a 14-item survey comprised of questions assessing the physical, emotional, and psychological effects students feel in relation to stress. Forty-five Communication Disorders students and 63 other general Health Professions students completed the survey. Results between the groups were compared descriptively.
Institutional Interdisciplinary Research
Interprofessional Education Study
Led by Professor Pam Holland, this study aims to compile curriculum-relevant information on the interprofessional education (IPE) process of Marshall University’s healthcare students.