To meet the needs of a diverse student population while addressing the knowledge and skills outcomes of the curriculum, faculty should develop a repertoire of instructional models. Research-based instructional models from the fields of education and health care have been developed to support various learner outcomes. Emphasis on evidence-based practice in the field of communication sciences and disorders should include increased study of research-based instructional practices in higher education. The present study examined the models of instruction currently implemented by professors in speech-language pathology graduate programs. Problem-based learning and induction were used most frequently, followed by direct instruction. Cooperative learning, memory strategy instruction, and role play were used less frequently. Results suggest that instructors are utilizing a variety of instructional models to meet learning outcomes. Implications for the use of models of instruction, as well as future directions for research, are discussed.
Alkin, M.C., & Christie, C.A. (2002). The use of role-play in teacher evaluation. American Journal of Evaluation, 23, 2009-218.
2.
American Speech-Language Hearing Association. ( 2003, March). Knowledge and skills acquisition summary form for certification in speech-language pathology. Rockville, MD: Author.
3.
American Speech-Language Hearing Association. ( 2007). Guide to graduate programs. Retrieved March 24, 2007, from http://www.asha.org/students
4.
Banyard, V.L., & Fernald, P.S. ( 2002). Simulated family therapy: A classroom demonstration. Teaching of Psychology, 29, 223-226.
5.
Bligh, D.A. ( 2000). What’s the use of lectures?San Francisco: Jossey-Bass.
6.
Bonwell, C.C., & Elison, J.A. ( 1991). Active learning: Creating excitement in the classroom . (ERIC Document Reproduction Service No. ED340272)
7.
Burton, L. ( 1996, November 8). Scientific processes across the curriculum . (ERIC Document Reproduction Service No. ED411163)
8.
CahnLin, L., & Chan, K. ( 2007). Integrating inter-disciplinary experts for supporting problem-based learning. Innovations in Teaching & Learning International, 44(2), 221-224. (ERIC Document Reproduction Service No. EJ757711)
9.
Carroll, E., Willimas, R.L., & Hautau, B. ( 2006). Cooperative learning contingencies: Unrelated versus related individiual and group contingencies. Journal of Behavioral Education, 15, 191-202.
10.
Cronbach, L.J. ( 1951). Coefficient alpha and the internal structure of the tests . Psychometrika, 16, 297-334.
11.
Fink, D. ( 2008). Evaluating teaching: A new approach to an old problem . Retrieved March 30, 2008, from http://www.finkconsulting.info/publication.html
12.
Franz, D.P., Hopper, P.F., & Kritsonis, W.A. (2007). National impact: Creating teacher leaders through the use of problem-based learning. National Forum of Applied Educational Research Journal, 20(3), 1-9.
13.
Gredler, M.E. ( 2001). Learning and instruction: Theory into practice (4th ed.). Upper Saddle River, NJ: Prentice Hall.
14.
Greenwald, M.L. ( 2006). Teaching research methods in communication disorders: A problem-based learning approach. Communication Disorders Quarterly, 27, 173-179.
Gurses, A., Acikyldiz, M., Dogar, C., & Sozbilar, M. ( 2007). An investigation into the effectiveness of problem-based learning in a physical chemistry laboratory course. Research in Science & Technical Education, 25(1), 99-113. (ERIC Document Reproduction Service No. EJ753588).
17.
Haynes, W.O., & Pindzola, R.H. (2004). Diagnosis and evaluation in speech pathology (6th ed.). Boston: Pearson.
18.
Joyce, B., Weil, M., & Calhoun, E. ( 2000). Models of teaching (6th ed.). Boston: Allyn & Bacon.
19.
King, P.E., & Behnke, R.R. ( 2005). Problems associated with evaluating student performance in groups. College Teaching, 53(2), 57-61.
20.
Lane, C., & Rollnick, S. ( 2007). The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005. Patient Education and Counseling, 67(1/2), 13-20. Retrieved January 8, 2008, from Science Direct database.
21.
Magliaro, S., Lockee, B., & Burton, J. ( 2005). Direct instruction revisited: A key model for instructional technology. Educational Technology Research and Development , 53(4), 41-56. (ERIC Document Reproduction Service No. EJ732692)
22.
MarketTools. (2007). Zoomerang . Retrieved January 8, 2008, from http://markettools.com/resources/files/DS_Zoomerang.pdf
23.
McKinney, K. ( 2004). The scholarship of teaching and learning: Past lessons, current challenges, and future visions. In C. Whelburg & S. Chadwick-Blossey (Eds.), To improve the academy: Vol. 22. Resources for faculty, instructional, and organizational development (pp. 3-19). Boston: Anker.
24.
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
25.
Morgan, R.L., Whorton, J.E., & Gunsalus, C. ( 2007). A comparison of short-term and long-term retention: Lecture combined with discussion versus cooperative learning. Journal of Instructional Psychology, 27, 53-58.
26.
Nestel, D., Calandra, A., & Elliott, R. ( 2007). Using volunteer simulated patients in development of pre-registration pharmacists: Learning from experience. Pharmacy Education, 7, 35-42.
27.
Powell, T., & Pannbacker, M. (2007, November). Toward an evidence-based education: A systematic review of pedagogy in speech-language pathology. Paper presented at the convention of the American Speech-Language Hearing Association, Boston.
28.
Pressley, M., Levin, J., & Delaney, H. ( 1982). The mnemonic keyword method. Review of Educational Research, 52(1), 61-91. Retrieved January 8, 2008, from PsycINFO database .
29.
Price, K.M. ( 2003). Daily planning for today’s classroom: A guide to writing and activity plans (2nd ed.). Belmont, CA: Thomson/Wadsworth .
30.
Prince, M., & Felder, R. ( 2007). The many faces of inductive teaching and learning. Journal of College Science Teaching, 36(5), 14-20.
31.
Rhem, J. ( 1998). Problem-based learning: An introduction. The National Teaching and Learning Forum, 8, 1. Retrieved January 8, 2008, from http://www.udel.edu/pbl/articles.html
32.
Scudder, R.R. ( 2006, May 5). The pedagogy of university teaching. Retrieved March 30, 2008, from http://www.asha.org/memebrs/phd-faculty-research/teach-tools/scudder.html
33.
Scudder, R.R., & Apel, K. ( 2006). Assessing learning in university teaching: Classroom assessment techniques. Perspectives on Issues in Higher Education , 9(1), 2-5.
34.
Strohmetz, D.B., & Skleder, A.A. ( 1992). The use of role-play in teaching research ethics: A validation study. Teaching of Psychology, 19, 106-108.
35.
Thompson, W.B., Vermette, P.J., & Wisniewski, S.A. (2004). Ten cooperative learning activities for the cognitive psychology course. Teaching of Psychology, 31, 134-136.
36.
Wohlert, A., & Kirsch, T. ( 2005, November 29). A mark of excellence: 40 years of academic accreditation. The ASHA Leader, pp. 6-7, 11.
