This article describes a cooperative learning approach for instructing communication disorders students about professional issues. We developed case studies characteristic of the complex professional issues encountered in employment settings. We assigned students to cooperative learning groups to examine their assigned case study; collect and learn about policies and documents impacting professional practice; select, analyze, and synthesize materials to take an ethical and defensible position on the issue; and prepare and present their position orally and in writing. Evaluations of the approach indicated that students met the instructional objectives for the activity. This article presents implications and suggestions for future use of the approach.
Get full access to this article
View all access options for this article.
References
1.
American Speech-Language-Hearing Association. ( 1993). Ethics: Resources for professional preparation and practice . Rockville, MD: Author.
2.
American Speech-Language-Hearing Association. ( 1997). Preferred practice patterns for the profession of audiology . Rockville, MD: Author.
3.
American Speech-Language-Hearing Association. ( 2001). Scope of practice in speech—language pathology . Rockville, MD: Author.
4.
American Speech-Language-Hearing Association. ( 2003). Code of ethics (revised). ASHA Supplement , 23, 13—15.
5.
American Speech-Language-Hearing Association. ( 2004a). Preferred practice patterns for the profession of speech—language pathology. Retrieved November 13, 2006, from http://www.asha.org/NR/rdonlyres/C589BA8F-5931-48AA-8E02-59CF989DC01F/0/v1PPPSLP.pdf
6.
American Speech-Language-Hearing Association. ( 2004b). Scope of practice in audiology. ASHA Supplement, 24, 27—35.
7.
American Speech-Language-Hearing Association. (n.d.a). Membership and certification handbook for audiology. Retrieved February 25, 2005, from http://www.asha.org/about/membership-certification/handbooks/aud/default.htm
8.
American Speech-Language-Hearing Association. (n.d.b). Membership and certification handbook for speech—language pathology . Retrieved February 25, 2005, from http://www.asha.org/about/membership-certification/handbooks/slp/default.htm
9.
American Speech-Language-Hearing Association. (n.d.c). Professional practice issues. Retrieved January 31, 2006, from http://www.asha.org/members/slp/practice-issues.htm
10.
American Speech-Language-Hearing Association. (n.d.d). Speech— language pathology exam content. Retrieved January 27, 2006, from http://www.asha.org/students/praxis/slp_content.htm
11.
Astin, A. (1997). What matters in college: Four critical years revisited . San Francisco, CA: Jossey-Bass .
12.
Barnes, L.B., Christensen, C.R., & Hansen, A.B. (1994). Teaching and case method (3rd ed.). Cambridge, MA: Harvard Business School Press.
13.
Beck, J.G., & Murphy, J. (1994). Ethics in educational leadership programs: An expanding role. Thousand Oaks, CA: Corwin Press.
14.
Bonwell, C.C., & Eison, J.A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University.
15.
Chabon, S., & Morris, J.F. (2004). A consensus model for making ethical decisions in a less-than-ideal world. ASHA Leader,918—19.
16.
Cotton, P., Smith, P., & Lait, M. (2002). The ethics of teamwork in an interprofessional undergraduate setting. Medical Education, 36, 1084—1110.
17.
Davis, B.G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
18.
Fiechtner, S.B., & Davis, E.A. (1992). Why some groups fail: A survey of students' experiences with learning groups. In A. Good-sell, M. Maher, V. Tinto , B. L. Smith, & J. MacGregor (Eds.), Collaborative learning: A sourcebook for higher education (pp. 59—66). University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment.
19.
Fisch, L. (1997). Triggering discussions on ethics and values: Cases and innovative variations. InnovativeHigher Education, 22(2), 117—134.
20.
Frazek, M. (2003, February 4). Ethics vs. legal jurisdiction [Electronic version]. ASHA Leader. Available at http://www.asha.org/about/ethics/ethics-jurisdiction.htm
21.
Gillies, R.M., & Ashman, A.F. (2003). Co-operative learning: The social and intellectual outcomes in learning in groups. New York: Routledge Falmer.
22.
Gonzalez, L.S., & Coleman, R.O. (1994). Ethics education: Students prefer case study approach . ASHA, 36, 47—48.
23.
Hallowell, B. (1997). Innovative teaching methods to enhance training in managed care issues. Journal of Allied Health, 26, 31—34.
24.
Hayward, L.M., & Cairns, M.A. (2001). Allied health students' perceptions of and experiences with Internet-based case study instruction. Journal of Allied Health,30, 232—238.
25.
Huffman, N.P. (2003, October 7). Employers, employees, and ethics [Electronic version]. ASHA Leader. Available at http://www.asha.org/about/ethics/Employment.htm
26.
Johnson, D.W., Johnson, R.T., & Smith, K.A. (1998). Active learning: Cooperation in the college classroom . Edina, MN: Interaction Book.
27.
Johnson, R.T., & Johnson, D.W. (n.d.). The cooperative learning center at the University of Minnesota . Retrieved January 26, 2006, from http://www.co-operation.org/index.html
28.
Jonassen, D.H. (2004). Learning to solve problems: An instructional design guide. San Francisco, CA: Wiley & Sons.
29.
Kentucky Board of Speech—Language Pathology and Audiology. (2001). Laws and regulations relating to the practice of speech—language pathology and audiology. Retrieved February 25, 2005, from http://finance.ky.gov/ourcabinet/caboff/OAS/op/splanpath/
30.
King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41, 30—35.
31.
McKeachie, W.J. (2002). McKeachie's teaching tips: Strategies, research and theory for college and university teachers (11th ed.). Boston: Houghton Mifflin .
32.
McWhaw, K., Schnackenberg, H., Sclater, J., & Abrami, P.C. (2003). From co-operation to collaboration: Helping students become collaborative learners. In R. M. Gillies & A. F. Ashman (Eds.), Co-operative learning: The social and intellectual outcomes of learning in groups (pp. 69—102). New York: Routledge Falmer.
33.
Miller, T.D. (2001). Professional liability in audiology and speech— language pathology: Ethical and legal considerations. In R. Lubinski & C. Fattali (Eds.), Professional issues in speech—language pathology and audiology (2nd ed., pp. 63—66). San Diego, CA: Singular.
34.
Pannbacker, M.D., Lass, N.J., & Middleton, G.F. (1993). Ethics education in speech—language pathology and audiology training programs. ASHA, 35, 53—55.
35.
Quarstein, V.A., & Peterson, P.A. (2001). Assessment of cooperative learning: A goal-criterion approach. InnovativeHigher Education , 26(1), 59—77.
36.
Resnick, D. (1993). Professional ethics for audiologists and speech— language pathologists. San Diego, CA: Singular.
37.
Rippin, A., Booth, C., Bowie, S., & Jordan, J. (2002). A complex case: Using the case study method to explore uncertainty and ambiguity in undergraduate education. Teaching in Higher Education, 7(4), 429—441.
38.
Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories. Philadelphia, PA: Society for Research into Higher Education & Open University Press.
39.
Shapiro, J.P., & Stefkovick, J.A. (2001). Ethical leadership in decision making: Applying theoretical perspectives to complex dilemmas. Mahwah, NJ: Erlbaum.
