The document outlines the Communicative Disorders Assistant program at a college in Ontario. The 1-year graduate certificate program prepares students to work under speech language pathologists and audiologists, implementing treatment plans for clients with communication disorders. The program includes courses in areas like language disorders, audiology, and clinical placements. Graduates find employment in settings like schools, hospitals, and private clinics assisting those with communicative disorders.
This pilot project examined the French language proficiency and confidence of 434 Grade 12 FSL students from Ontario who completed self-selected levels of the DELF exam and a student survey. The findings showed that students' written comprehension skills were the most advanced, while their oral comprehension and written production abilities could be improved. Students were most confident in their reading skills and least confident in conversing. They were more confident in receptive skills than productive skills, and more confident communicating with non-Francophones than Francophones. The findings provide insights into areas of strength and opportunities for improvement in students' proficiency and confidence to help enhance FSL education in Ontario.
The document evaluates the English undergraduate program at Taiz University in Yemen. It provides an overview of the program structure and content, identifying several weaknesses. The program has not been updated in 21 years and contains an imbalance between language/skills courses and literature courses. It focuses heavily on British literature and lacks relevance to students' professional needs. An online survey of recent graduates finds the program did not adequately prepare them for their current jobs. Recommendations are made to revise the program content and structure to improve relevance and prepare students better for the job market.
This document provides information about the Introduction to Advocacy course. The 3-credit elective course introduces undergraduate students to oral and written advocacy through problem-based learning. It consists of 5 segments covering the meaning of advocacy, legal research, written advocacy like legal briefs, oral advocacy preparation, and presentation skills. Students will work in teams throughout the term to address hypothetical legal issues in written reports and oral presentations, which will be assessed. The course aims to provide industry skills in advocacy, self-awareness, and communication to help students in their education and future careers. It will be assessed based on group written submissions and individual oral presentation assessments. No prerequisites are required.
Here is the course description and outline for the online course by Shirley Gutkowski and Patti DiGangi. The course is offered at WizIQ where you can enroll and pay. Join us won't you? Ensure your position and increase your productivity as well as your job satisfaction.
This document provides guidelines for various national student assessments conducted by the Department of Education in the Philippines. It outlines policies for early literacy and numeracy assessments in Grade 3, exit assessments in Grades 6, 10 and 12, and career assessments. It defines key terms, describes the purpose and use of results, test design and development processes, administration procedures, accommodations for students with special needs, and dissemination of results. The assessments are intended to evaluate learning outcomes, inform improvements, and ensure public accountability in the delivery of basic education.
Track 3. Evaluation in education and guidance
Authors: Carmen García Berdonés, Francisco David Trujillo Aguilera and Juan Carlos Tojar Hurtado
https://youtu.be/A3pyiyRDY6k
This document discusses various language teaching methods and their requirements for optimal learner input, including comprehensibility, interest, sequencing, quantity, affective filters, and tools for conversation. It analyzes grammar translation, audio-lingualism, cognitive-code learning, the direct method, the natural approach, total physical response, and suggestopedia. It also discusses applied linguistics research on comparing methods, alternatives to methods like using subject matter and conversation, comments on achievement testing, gaps in materials, and problems in language acquisition versus learning.
Recommendations to Mitigate the Challenges in Cambridge Language Testing Cent...inventionjournals
This paper states that if the University of Guayaquil creates the effective LTC, it would add more value of the educational services. However, the language assessment techniques and teaching process may create obstacles in providing effective educational services to the students. Nevertheless, by implementing effective strategies the university can overcome the challenges of the language testing process that would significantly benefit the students. To increase the effectiveness of the programs before installing it, teachers of the university must ensure about its reliability, validity, and authenticity. Additionally, the faculty of the university must examine how the program would help the university to achieve its long-term goal as well as short-term goals. Along with that, maintaining consistency in the test and evaluation method would ensure the reliability as well as validity of the result, which would in-turn increase the chances of acceptance of the outcomes of the program.
This pilot project examined the French language proficiency and confidence of 434 Grade 12 FSL students from Ontario who completed self-selected levels of the DELF exam and a student survey. The findings showed that students' written comprehension skills were the most advanced, while their oral comprehension and written production abilities could be improved. Students were most confident in their reading skills and least confident in conversing. They were more confident in receptive skills than productive skills, and more confident communicating with non-Francophones than Francophones. The findings provide insights into areas of strength and opportunities for improvement in students' proficiency and confidence to help enhance FSL education in Ontario.
The document evaluates the English undergraduate program at Taiz University in Yemen. It provides an overview of the program structure and content, identifying several weaknesses. The program has not been updated in 21 years and contains an imbalance between language/skills courses and literature courses. It focuses heavily on British literature and lacks relevance to students' professional needs. An online survey of recent graduates finds the program did not adequately prepare them for their current jobs. Recommendations are made to revise the program content and structure to improve relevance and prepare students better for the job market.
This document provides information about the Introduction to Advocacy course. The 3-credit elective course introduces undergraduate students to oral and written advocacy through problem-based learning. It consists of 5 segments covering the meaning of advocacy, legal research, written advocacy like legal briefs, oral advocacy preparation, and presentation skills. Students will work in teams throughout the term to address hypothetical legal issues in written reports and oral presentations, which will be assessed. The course aims to provide industry skills in advocacy, self-awareness, and communication to help students in their education and future careers. It will be assessed based on group written submissions and individual oral presentation assessments. No prerequisites are required.
Here is the course description and outline for the online course by Shirley Gutkowski and Patti DiGangi. The course is offered at WizIQ where you can enroll and pay. Join us won't you? Ensure your position and increase your productivity as well as your job satisfaction.
This document provides guidelines for various national student assessments conducted by the Department of Education in the Philippines. It outlines policies for early literacy and numeracy assessments in Grade 3, exit assessments in Grades 6, 10 and 12, and career assessments. It defines key terms, describes the purpose and use of results, test design and development processes, administration procedures, accommodations for students with special needs, and dissemination of results. The assessments are intended to evaluate learning outcomes, inform improvements, and ensure public accountability in the delivery of basic education.
Track 3. Evaluation in education and guidance
Authors: Carmen García Berdonés, Francisco David Trujillo Aguilera and Juan Carlos Tojar Hurtado
https://youtu.be/A3pyiyRDY6k
This document discusses various language teaching methods and their requirements for optimal learner input, including comprehensibility, interest, sequencing, quantity, affective filters, and tools for conversation. It analyzes grammar translation, audio-lingualism, cognitive-code learning, the direct method, the natural approach, total physical response, and suggestopedia. It also discusses applied linguistics research on comparing methods, alternatives to methods like using subject matter and conversation, comments on achievement testing, gaps in materials, and problems in language acquisition versus learning.
Recommendations to Mitigate the Challenges in Cambridge Language Testing Cent...inventionjournals
This paper states that if the University of Guayaquil creates the effective LTC, it would add more value of the educational services. However, the language assessment techniques and teaching process may create obstacles in providing effective educational services to the students. Nevertheless, by implementing effective strategies the university can overcome the challenges of the language testing process that would significantly benefit the students. To increase the effectiveness of the programs before installing it, teachers of the university must ensure about its reliability, validity, and authenticity. Additionally, the faculty of the university must examine how the program would help the university to achieve its long-term goal as well as short-term goals. Along with that, maintaining consistency in the test and evaluation method would ensure the reliability as well as validity of the result, which would in-turn increase the chances of acceptance of the outcomes of the program.
Proficiency Development through a Hybrid Course with e-Tandems Gabriel Guillén
E-tandems remains peripheral to the foreign language curriculum (O’Dowd, 2010, 2013), in spite of the proliferation of Language Learning Social Networks and research findings showing learners’ linguistic progress in tandem learning. Similarly, recent studies have shown that students taking hybrid courses reach comparable levels of oral proficiency to those taking traditional courses (Blake, 2008; Rubio, 2012). This study measures linguistic development through a 10 week hybrid course of intermediate Spanish with an e-tandem component, in contrast with a traditional Spanish course. Results showed similar overall proficiency development for both groups and a greater improvement in sentence mastery for hybrid students.
5 2016 tept-pst overview - teacher’s english proficiency test (tept) and pr...jhaymz02
The document summarizes the Teacher's English Proficiency Test (TEPT) and Process Skills Test (PST) in Science and Mathematics administered by the Department of Education. The TEPT is a 90 item, 1.5 hour test measuring English proficiency through subtests on structure, written expression, and reading comprehension. The PST is a 40 item, 1 hour test measuring basic science and math knowledge through 13 process skills. Both tests aim to identify training needs for teachers implementing the K-12 program, with the first administration targeting grades 7-8 teachers in SY 2015-2016.
The document summarizes the admission policy and procedures for a pre-school learning alliance training programme. It outlines three aims: to encourage a wide diversity of applications, ensure fair assessment of skills and experience, and follow the alliance's equality and diversity policy. Applicants undergo initial assessments of literacy and numeracy. Admission decisions consider qualification requirements, appropriate literacy and numeracy levels, work experience, enthusiasm, and commitment. Literacy and numeracy skills are important for roles in early years sectors. The document provides procedures for initial and diagnostic assessments and includes checklists to evaluate writing skills at different levels.
Developing pragmatic competence in iranian efl classroomsH A
1) The study examined how explicit teaching of opening and closing conversations affected the performance of Iranian EFL learners.
2) A treatment group of 32 students and a control group of 13 students participated in activities like role plays to practice openings and closings.
3) Pre- and post-tests involving role plays found that the treatment group utilized more elaborate openings and closings after instruction, supporting the effectiveness of classroom-based pragmatic instruction.
The vocational curricula have to be developed based on industry-specific competencies. The return on investment will be more through this process. Many fast-developing countries have developed curriculum design processes based on industry needs.
Criterion-referenced approach to language assessment prepared by Shaho HoorijaniShaho Hoorijani
The document discusses criterion-referenced approaches to language assessment. It provides background on why criterion-referenced models developed as a response to overreliance on norm-referenced tests. Key differences between criterion-referenced and norm-referenced tests are outlined, such as criterion-referenced tests measuring mastery of predetermined criteria rather than performance relative to peers. Examples of large-scale criterion-referenced language assessment programs are described, including the WIDA Consortium which created English language proficiency standards and the ACCESS test, and the Common European Framework of Reference.
The document summarizes key aspects of performance-based assessment for the Moroccan Baccalaureate English exam. It defines performance-based assessment and outlines the skills assessed, including reading, writing, speaking, listening, vocabulary, grammar, and language functions. It describes the sections of the exam, including comprehension, language, and writing sections. It provides details on test techniques, rubrics, and scoring criteria for evaluating students' performance.
This document provides an overview of the Seminario de Lingüística Aplicada course at Universidad Tecnológica de Pereira. The course is a 3 credit, 3 hour per week seminar that focuses on applied linguistics and its relationship to language teaching. Over the 15 week course, students will explore topics like bilingualism, language planning, approaches and methods in language teaching, and language testing. Assessment will include analysis papers, lesson plans, and an final oral presentation. The course aims to help students reflect on their professional development and apply linguistic theory to their teaching practice.
Developing A Closer Understanding of Academic Presentations - FolioPeter Levrai
This document summarizes discussions with university lecturers from various disciplines about what constitutes an effective academic oral presentation. The lecturers identified several key features: presentations should be logically structured, engage the audience, stay within the allotted time limit, and be based on solid research evidenced through citations and verifiable sources. A good presentation leads to further discussion of the topic. The document then reviews materials for teaching academic presentation skills to native English speakers and finds they do not adequately address features like conducting research, structuring presentations logically, or managing time effectively.
This document provides information about a Beginning Spanish II course offered in the Spring 2018 term. The course is 4 credit hours and meets Monday, Wednesday, and Friday at either 7:50-9:00am or 10:40-11:50am. Students will develop their Spanish communication skills through activities, assignments, and assessments focused on speaking, listening, reading, writing, and culture. Evaluation will be based on exams, homework, participation, and a final interview. The instructor's contact information and policies on attendance, academic honesty, and grading are also outlined.
This document is an official academic transcript from California University of Pennsylvania sent to Chad Walker. It provides details of Chad's education including his degree awarded, courses taken, grades received, and graduation information. The transcript is verified as authentic and includes identifiers to validate it was sent directly from the university to the intended recipient, Chad Walker.
O documento lista informações sobre vários meios de hospedagem em João Pessoa, incluindo nomes, endereços, páginas na internet, telefones, número de leitos e se estão cadastrados na Cadastur. São listados mais de 50 hotéis, pousadas e outros meios de hospedagem localizados principalmente nos bairros de Tambaú, Cabo Branco e Manaíra.
This document discusses the receptor binding affinities and associated therapeutic and adverse effects of various antipsychotic agents. It shows that different antipsychotics antagonize different receptor types including dopamine, serotonin, adrenergic, muscarinic, and histamine receptors to varying degrees. Antipsychotics with strong D2 antagonism have efficacy in reducing positive symptoms, while those with additional 5HT2A antagonism may help negative and cognitive symptoms. Strong binding at certain receptors also contributes to adverse effects like extrapyramidal symptoms, increased prolactin levels, weight gain, and sedation. The document provides a table comparing the receptor binding profiles and affinities of various antipsychotics.
Monica Holtzclaw has over 10 years of experience in management, administration, and patient care. She is currently the Manager of D&M group services LLC in Chicago, where she oversees business operations and employees. Previously, she worked as the Office Manager for Sharides Transportation, providing administrative support, bookkeeping, and coordinating client meetings. Holtzclaw also has experience as a Patient Care Technician at the Rehabilitation Institute of Chicago, where she assisted patients with activities of daily living and technical medical tasks under nurse supervision. She holds a B.A. in Psychology/Sociology from Trinity Christian College and several professional certificates.
This doctoral thesis examines pre-breakdown phenomena in solid and liquid insulation materials under fast transient electric fields. It presents experimental results on the pre-inception currents and inception voltages of cyclohexane, n-tridecane, and n-tridecane with additives when subjected to impulse voltages. Finite element modeling is used to determine the high-field conductivity of the materials based on the pre-inception currents. Density functional theory simulations provide insight into how the molecular ionization potential and excitation energies relate to the observed conductivity. The thesis finds that n-tridecane is a suitable model material for polyethylene and that the pre-breakdown processes are similar in the liquid and solid phases of the materials tested.
Slides for talk given at IWMW 1999 held at Goldsmiths College on 7-9 September 1999.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-sep1999/materials/content-management/
OneBusAway - New issue reporting flow in OneBusAway AndroidSean Barbeau
This presentation was created as an orientation to Hillsborough Area Regional Transit (HART) staff for how issues can now be reported via hte OneBusAway Android app, including management of issues related to stops and arrival times via the SeeClickFix issue management site (via Open311).
The Communication Disorders program at Truman State University provides advanced coursework and clinical experiences in assessing and treating speech, language, and hearing disorders. The program includes courses, clinical work at the on-campus clinic with children and adults, major projects demonstrating knowledge and skills, and off-campus internships. The program aims to recruit qualified students and prepare them to meet state and national needs through rigorous academic and clinical training with a focus on research, ethics, and respect for diversity.
Rachel Luna Peralta discusses recalibrating language assessment in the new normal created by the COVID-19 pandemic. She notes that the pandemic has disrupted education systems worldwide and exacerbated disparities. To make language assessment authentic, valid and reliable, teachers should use alternative assessments like performances, observations, portfolios and student-generated content. They should also leverage digital tools and be flexible, focusing on understanding over grades during this difficult time.
This document outlines the Personal Support Worker (PSW) program offered at several colleges in Ontario. The one-year certificate program prepares students to work as PSWs providing care to individuals in their homes or long-term care facilities. The program includes courses in anatomy, health challenges, supportive care, and two clinical placements. Graduates are qualified to work under supervision in retirement homes, nursing homes, and community agencies.
Proficiency Development through a Hybrid Course with e-Tandems Gabriel Guillén
E-tandems remains peripheral to the foreign language curriculum (O’Dowd, 2010, 2013), in spite of the proliferation of Language Learning Social Networks and research findings showing learners’ linguistic progress in tandem learning. Similarly, recent studies have shown that students taking hybrid courses reach comparable levels of oral proficiency to those taking traditional courses (Blake, 2008; Rubio, 2012). This study measures linguistic development through a 10 week hybrid course of intermediate Spanish with an e-tandem component, in contrast with a traditional Spanish course. Results showed similar overall proficiency development for both groups and a greater improvement in sentence mastery for hybrid students.
5 2016 tept-pst overview - teacher’s english proficiency test (tept) and pr...jhaymz02
The document summarizes the Teacher's English Proficiency Test (TEPT) and Process Skills Test (PST) in Science and Mathematics administered by the Department of Education. The TEPT is a 90 item, 1.5 hour test measuring English proficiency through subtests on structure, written expression, and reading comprehension. The PST is a 40 item, 1 hour test measuring basic science and math knowledge through 13 process skills. Both tests aim to identify training needs for teachers implementing the K-12 program, with the first administration targeting grades 7-8 teachers in SY 2015-2016.
The document summarizes the admission policy and procedures for a pre-school learning alliance training programme. It outlines three aims: to encourage a wide diversity of applications, ensure fair assessment of skills and experience, and follow the alliance's equality and diversity policy. Applicants undergo initial assessments of literacy and numeracy. Admission decisions consider qualification requirements, appropriate literacy and numeracy levels, work experience, enthusiasm, and commitment. Literacy and numeracy skills are important for roles in early years sectors. The document provides procedures for initial and diagnostic assessments and includes checklists to evaluate writing skills at different levels.
Developing pragmatic competence in iranian efl classroomsH A
1) The study examined how explicit teaching of opening and closing conversations affected the performance of Iranian EFL learners.
2) A treatment group of 32 students and a control group of 13 students participated in activities like role plays to practice openings and closings.
3) Pre- and post-tests involving role plays found that the treatment group utilized more elaborate openings and closings after instruction, supporting the effectiveness of classroom-based pragmatic instruction.
The vocational curricula have to be developed based on industry-specific competencies. The return on investment will be more through this process. Many fast-developing countries have developed curriculum design processes based on industry needs.
Criterion-referenced approach to language assessment prepared by Shaho HoorijaniShaho Hoorijani
The document discusses criterion-referenced approaches to language assessment. It provides background on why criterion-referenced models developed as a response to overreliance on norm-referenced tests. Key differences between criterion-referenced and norm-referenced tests are outlined, such as criterion-referenced tests measuring mastery of predetermined criteria rather than performance relative to peers. Examples of large-scale criterion-referenced language assessment programs are described, including the WIDA Consortium which created English language proficiency standards and the ACCESS test, and the Common European Framework of Reference.
The document summarizes key aspects of performance-based assessment for the Moroccan Baccalaureate English exam. It defines performance-based assessment and outlines the skills assessed, including reading, writing, speaking, listening, vocabulary, grammar, and language functions. It describes the sections of the exam, including comprehension, language, and writing sections. It provides details on test techniques, rubrics, and scoring criteria for evaluating students' performance.
This document provides an overview of the Seminario de Lingüística Aplicada course at Universidad Tecnológica de Pereira. The course is a 3 credit, 3 hour per week seminar that focuses on applied linguistics and its relationship to language teaching. Over the 15 week course, students will explore topics like bilingualism, language planning, approaches and methods in language teaching, and language testing. Assessment will include analysis papers, lesson plans, and an final oral presentation. The course aims to help students reflect on their professional development and apply linguistic theory to their teaching practice.
Developing A Closer Understanding of Academic Presentations - FolioPeter Levrai
This document summarizes discussions with university lecturers from various disciplines about what constitutes an effective academic oral presentation. The lecturers identified several key features: presentations should be logically structured, engage the audience, stay within the allotted time limit, and be based on solid research evidenced through citations and verifiable sources. A good presentation leads to further discussion of the topic. The document then reviews materials for teaching academic presentation skills to native English speakers and finds they do not adequately address features like conducting research, structuring presentations logically, or managing time effectively.
This document provides information about a Beginning Spanish II course offered in the Spring 2018 term. The course is 4 credit hours and meets Monday, Wednesday, and Friday at either 7:50-9:00am or 10:40-11:50am. Students will develop their Spanish communication skills through activities, assignments, and assessments focused on speaking, listening, reading, writing, and culture. Evaluation will be based on exams, homework, participation, and a final interview. The instructor's contact information and policies on attendance, academic honesty, and grading are also outlined.
This document is an official academic transcript from California University of Pennsylvania sent to Chad Walker. It provides details of Chad's education including his degree awarded, courses taken, grades received, and graduation information. The transcript is verified as authentic and includes identifiers to validate it was sent directly from the university to the intended recipient, Chad Walker.
O documento lista informações sobre vários meios de hospedagem em João Pessoa, incluindo nomes, endereços, páginas na internet, telefones, número de leitos e se estão cadastrados na Cadastur. São listados mais de 50 hotéis, pousadas e outros meios de hospedagem localizados principalmente nos bairros de Tambaú, Cabo Branco e Manaíra.
This document discusses the receptor binding affinities and associated therapeutic and adverse effects of various antipsychotic agents. It shows that different antipsychotics antagonize different receptor types including dopamine, serotonin, adrenergic, muscarinic, and histamine receptors to varying degrees. Antipsychotics with strong D2 antagonism have efficacy in reducing positive symptoms, while those with additional 5HT2A antagonism may help negative and cognitive symptoms. Strong binding at certain receptors also contributes to adverse effects like extrapyramidal symptoms, increased prolactin levels, weight gain, and sedation. The document provides a table comparing the receptor binding profiles and affinities of various antipsychotics.
Monica Holtzclaw has over 10 years of experience in management, administration, and patient care. She is currently the Manager of D&M group services LLC in Chicago, where she oversees business operations and employees. Previously, she worked as the Office Manager for Sharides Transportation, providing administrative support, bookkeeping, and coordinating client meetings. Holtzclaw also has experience as a Patient Care Technician at the Rehabilitation Institute of Chicago, where she assisted patients with activities of daily living and technical medical tasks under nurse supervision. She holds a B.A. in Psychology/Sociology from Trinity Christian College and several professional certificates.
This doctoral thesis examines pre-breakdown phenomena in solid and liquid insulation materials under fast transient electric fields. It presents experimental results on the pre-inception currents and inception voltages of cyclohexane, n-tridecane, and n-tridecane with additives when subjected to impulse voltages. Finite element modeling is used to determine the high-field conductivity of the materials based on the pre-inception currents. Density functional theory simulations provide insight into how the molecular ionization potential and excitation energies relate to the observed conductivity. The thesis finds that n-tridecane is a suitable model material for polyethylene and that the pre-breakdown processes are similar in the liquid and solid phases of the materials tested.
Slides for talk given at IWMW 1999 held at Goldsmiths College on 7-9 September 1999.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-sep1999/materials/content-management/
OneBusAway - New issue reporting flow in OneBusAway AndroidSean Barbeau
This presentation was created as an orientation to Hillsborough Area Regional Transit (HART) staff for how issues can now be reported via hte OneBusAway Android app, including management of issues related to stops and arrival times via the SeeClickFix issue management site (via Open311).
The Communication Disorders program at Truman State University provides advanced coursework and clinical experiences in assessing and treating speech, language, and hearing disorders. The program includes courses, clinical work at the on-campus clinic with children and adults, major projects demonstrating knowledge and skills, and off-campus internships. The program aims to recruit qualified students and prepare them to meet state and national needs through rigorous academic and clinical training with a focus on research, ethics, and respect for diversity.
Rachel Luna Peralta discusses recalibrating language assessment in the new normal created by the COVID-19 pandemic. She notes that the pandemic has disrupted education systems worldwide and exacerbated disparities. To make language assessment authentic, valid and reliable, teachers should use alternative assessments like performances, observations, portfolios and student-generated content. They should also leverage digital tools and be flexible, focusing on understanding over grades during this difficult time.
This document outlines the Personal Support Worker (PSW) program offered at several colleges in Ontario. The one-year certificate program prepares students to work as PSWs providing care to individuals in their homes or long-term care facilities. The program includes courses in anatomy, health challenges, supportive care, and two clinical placements. Graduates are qualified to work under supervision in retirement homes, nursing homes, and community agencies.
This document outlines an instructional plan for a 2-day, 14-hour workshop to introduce prospective students to the vocational nursing program at Advanced Medical School of Nursing. The workshop aims to provide an overview of the program expectations and demands, clinical skills, the curriculum, opportunities to meet faculty, and a tour of classrooms and skills lab. The rationale is to better prepare students for the program and reduce the high dropout rate by ensuring they understand what is required. The target audience is multi-ethnic adult learners interested in nursing careers. The plan details goals, instructional strategies, activities, technologies, and resources needed to implement the workshop over the two days.
5 prospective ma slp students, july 2020Dick Detzner
The document summarizes the speech-language pathology graduate program at the University of Illinois. It highlights that the program has a relatively small cohort of 25-30 clinical students per year so that faculty can know students personally. It also notes that faculty are national leaders in research and teaching excellence and bring clinical experience in diverse settings. The program provides clinical training across 6 semesters, including experiences in various settings like schools, medical facilities, and clinics to expose students to the full scope of the profession.
This document provides information about the Anesthesia Technology 1501 course at College of DuPage, including:
1. The instructors' contact information and course details such as dates, materials required, and method of instruction.
2. An overview of the course content including exploring the role of anesthesia technologists and their relationship to the healthcare team. The course objectives focus on understanding the anesthesia care team and the technologist's role and responsibilities.
3. Requirements for online participation including initial discussion posts, responses to peers, and assignment deadlines. Students are expected to maintain regular online presence and communicate with instructors about any absences.
The document provides an overview of the Distance Education And Learning (DEAL) training program. It introduces the lead instructors and facilitators and has participants introduce themselves. It then reviews the main pods in the Adobe Connect platform and how to use full screen mode. An overview of the DEAL program describes its structure across 4 sessions and a capstone. Session 1 objectives are then outlined on defining distance learning terminology, describing e-learning standards, researching technology tools, assessing learning styles, and critiquing distance trainings. Common terminology, quality e-learning standards, learning assessment, and examples of technology tools are then reviewed to prepare participants for the session.
MA admitted student open house, spring 2021Dick Detzner
This document provides information about an open house for a Speech-Language Pathology Master's program at the University of Illinois. It discusses what makes their program special, including a large faculty with diverse expertise, relatively small cohort sizes, and an outstanding education. It outlines the program structure, graduation requirements, clinical education experiences, and financial matters. Students will gain experience in a variety of clinical settings, including the university clinic, schools, medical placements, and more. The goal is for students to be exposed to the full scope of the speech pathology practice.
This document provides information about an English language course required for undergraduate students at the University of Panama. The course is justified by the importance of English as an international language for professionals and students. It is a one semester, 2 credit course composed of 4 modules taught through both face-to-face and online instruction. The course aims to develop students' language skills as well as cultural awareness through activities like presentations, discussions, and projects. Student assessment is based on tests, quizzes, presentations, and a final exam worth a total of 100% for the course.
Admitted student open house, spring 2020 ma slp, finalDick Detzner
This document summarizes an information session for an M.A. in Speech and Hearing Science at the University of Illinois. It highlights several strengths of the program, including its large faculty with diverse expertise, relatively small cohort size, and faculty recognition for teaching excellence and clinical experience. The program consists of coursework, clinical experiences, and a thesis option over two years. Clinical experiences include on-campus clinics as well as external placements in schools, medical settings, and other facilities. The degree prepares students for ASHA certification in speech-language pathology.
This document provides an assessment report of course outcomes and program outcomes for the Faculty of Applied Science at Inverities University. It begins with an introduction to outcome-based education and its importance. It then outlines the university's and applied science department's visions and missions. It describes the different levels of outcomes, including course outcomes, program outcomes, program specific outcomes, and program educational objectives. Finally, it discusses course outcome attainment and assessment methods.
Tools in Measuring Program and Learning Outcomes - A Guide in Designing a Mas...Reynaldo Joson
This document outlines the need to define program educational objectives, program outcomes, course-level learning outcomes, and session-level learning objectives to guide teaching, learning, and student assessment in medical education. It provides examples of objectives and outcomes for a Philippine medical school as required by CHED. The document also distinguishes between learning outcomes and learning objectives, and discusses using taxonomies like Bloom's to select assessment tools aligned with objectives and outcomes.
Paulina is interested in becoming a speech-language pathologist after being influenced by her aunt who works in the field. She researched the career history and requirements. Speech pathology focuses on treating speech and language disorders. It requires a master's degree along with clinical practice and licensing. Paulina's strengths in social skills and helping others make it a good fit. The document compares admission standards and costs for graduate programs at several universities. Paulina recognizes the work needed but is excited to help children through this career.
The document summarizes The Mary Stuart Project, which used problem-based learning supported by videoconferencing and a virtual community to teach occupational therapy students internationally. Students from Scotland and the US collaborated on a case study of a woman with multiple sclerosis. Evaluations found that students' clinical reasoning and understanding of international OT practice improved. Challenges included differences in educational systems and technology experience. Staff saw benefits of the international collaboration but suggested improving synchronization and addressing technical issues.
the basic education monitoring and evaluation framework (bemef).pptxAljennBetito3
This document outlines the Basic Education Monitoring and Evaluation Framework (BEMEF) established by the Department of Education in the Philippines. It defines the scope, objectives, guiding principles, and key concepts of the BEMEF such as theories of change. The BEMEF identifies intermediate outcomes and enabling mechanisms for basic education and provides examples of performance indicators to track progress. It is intended to guide M&E practices across DepEd units to ensure plans, policies, and processes contribute to organizational goals.
Competency-Based Language learning for EFL.pptxwddiraq
This document discusses competency-based language teaching (CBLT), an outcomes-based approach to language education. CBLT focuses on what learners can do with the language rather than how they learned it. It breaks language learning down into specific, measurable competencies. Advocates believe this approach individualizes learning, clearly defines expectations, and ensures students master competencies through continuous assessment. The document outlines eight key features of CBLT programs and reviews the theoretical perspective on language that CBLT is based on.
Principles and Theories of Language Acquisition and Learning (1).docxAireenJaneMartorilla1
1) The document is a course syllabus for ELS 102 Principles and Theories of Language Acquisition and Learning at Northern Negros State College of Science and Technology.
2) It outlines the course description, prerequisites, credit hours, learning outcomes, topics to be covered, teaching methods and assessments.
3) The major topics include theories of first and second language acquisition, factors that affect acquisition, and processes and issues in acquiring a first and second language.
Cognitivism as a means to teach it in a healthcare environment, are there alt...Jon Synnott
This document is a cover sheet for a submission to a Learning Theories module. It includes information such as the participant's name and student number, date of submission, type of submission, and module tutor name. It also lists the programme learning outcomes related to knowledge, know-how and skill, and competence for the MSc Applied eLearning programme. The submission checklist declares that the assignment has been proofread and meets formatting requirements.
Cognitivism as a means to teach it in a healthcare environment, are there alt...
CODAfrm M
1. CODA 2015-2016 Program Outline
Page 1 of 7
Printed: 2014-Oct-04
COMMUNICATIVE DISORDERS ASSISTANT
Program Outline
Major: CODA
Length: 1 Year
Delivery: 3 Semesters
Credential: Ontario College Graduate Certificate
Effective: 2015-2016
Location: Barrie
Start: Fall (Barrie)
Description
The Communicative Disorders Assistant Program prepares graduates to work in an
adjunctive capacity as supportive personnel to qualified Speech-Language Pathologists
and/or Audiologists in a variety of treatment settings. Emphasis is placed on preparing
graduates to conduct remediation programming after the Speech-Language Pathologist
or the Audiologist has completed the assessment and determined the treatment plan.
Based on a thorough understanding of physiological and functional speech/language
and hearing disorders, students develop programming skills and learn intervention
techniques to evoke and sustain communication behaviours. In addition students
become aware of vital behaviour and environmental factors that can potentially support
or erode the efficacy of treatment.
Career Opportunities
Graduates from the program find employment as supportive personnel (speech and
learning technicians, speech aides, and therapy assistants) serving children and adults
with communicative disorders and delays. They work in a variety of settings including
children's treatment centres, school boards, public health units, Local Health Integration
Networks (LHINs), Community Care Access Centres (CCACs), hospitals, early years
centres and private speech and/or audiology clinics. They work under the supervision
and direction of qualified Speech-Language Pathologists and/or Audiologists.
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Program Learning Outcomes
The graduate has reliably demonstrated the ability to:
implement remedial speech/language/hearing programs under the supervision of a
speech and language pathologist or audiologist;
collect, compute and display therapy data based on observational training;
perform routinely required maintenance procedures on therapy materials and
equipment;
prepare written and oral progress reports;
describe and illustrate sensitivity to underlying behaviour which contributes to
client dysfunction;
identify ancillary resources available to the communicatively disordered;
participate as a team member and demonstrate appropriate interpersonal skills;
perform activities in a professional and ethical manner.
The Program Progression:
Fall Intake - Barrie
Sem 1 | Sem 2 | Sem 3
-----------------------
Fall | Winter | Summer
2015 | 2016 | 2016
Admission Requirements:
- Post-secondary diploma or degree with emphasis in communication disorders,
linguistics, human anatomy and physiology, social sciences, or human services curricula.
Selection Process:
Applicants will be asked to submit and decisions will be based on a resume, academic
grades/transcripts of all post-secondary diploma and/or degree studies, a letter of intent
and two letters of reference.
Additional Information:
In addition to these requirements, applicants must also provide proof of a current
standard First Aid, C.P.R. Level "C" or "HCP" certification, and verification of
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immunization prior to the commencement of the preclinical course, "Introduction to
Theory and Practice," in semester 1.
Certain clinical placements will require students to have updated flu shots, TB testing
and Hepatitis B vaccination as well as a Vulnerable Sector Screening Police Record Check
including a check of the Pardoned Sex Offender Database. It is the student’s
responsibility to ensure he or she is eligible to participate in clinical placements. The
College assumes no responsibility for these matters and students should be aware that
tuition will not be refunded in the event that access to a placement is denied.
Graduation Requirements:
13 Mandatory Courses
2 Field Placements
Graduation Eligibility:
To graduate from this program, a student must attain a minimum of 60% or a letter
grade of P (Pass) or S (Satisfactory) in each course in each semester. The passing
weighted average for promotion through each semester and to graduate is 60%.
Mandatory Courses
CODA1000 Articulation and Phonology
CODA1001 Introduction to Audiology and Amplification Systems
CODA1002 Language Disorders In Children
CODA1003 Introduction to The Profession
CODA1004 Augmentative and Alternative Communication
CODA1006 Introduction to Communication Disorders in Adults
CODA1010 Stuttering, Fluency, and Voice
CODA1011 Language, Learning and Literacy
CODA1012 Augmentative and Alternative Communication: High Tech and Software
CODA1014 Communication Disorders in Adults
CODA1017 Introduction to Theory and Practice
CODA1018 Advanced Theory and Practice
CODA1019 Amplification Systems and Aural Rehabilitation
Field Placements
CODA1015 Field Practicum 1
CODA1016 Field Practicum 2
Course Descriptions:
CODA1000 Articulation and Phonology 42.0 Hours
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This course is designed to provide the student with theoretical background and skills
pertaining to treatment methodology in the areas of articulation and phonology.
Typical developmental milestones and sequences are studied along with disorders and
the intervention process. Activities and strategies reflective of a variety of treatment
approaches and current trends are explored as well.
CODA1001 Introduction to Audiology and Amplification Systems 42.0 Hours
This course examines the normal processes of the auditory mechanism as related to the
fundamentals of sound. Basic audiological measures are practiced and hearing disorders
are discussed. Practical introductory exposure to amplification systems is also provided.
CODA1002 Language Disorders In Children 42.0 Hours
This course provides the student with an overview of the development of typical
language. The nature of language disorders is explored with respect to the impact on
the child, the family and educational and treatment agencies. Language intervention
approaches, for both preschool and school-age populations, are presented.
CODA1003 Introduction to The Profession 28.0 Hours
This course is designed to introduce the students to the professions involved in
(re)habilitation, intervention, and prevention of communication disorders. Roles and
responsibilities of Communicative Disorders Assistants (CDA), Speech-Language
Pathologists (SLP) and Audiologists (AUD) are examined as well as affiliated and
professionally related organizations and regulatory bodies. The students are introduced
to a variety of guidelines and position statements regarding the utilization of supportive
personnel in the area of communication disorders. Practica orientation material is
presented during this course.
CODA1004 Augmentative and Alternative Communication 42.0 Hours
This course is designed to introduce augmentative communication and technologies
associated with the field of communication disorders. Characteristics of various
augmentative communication systems are examined and communication strategies
related to the needs of the users are explored. Also a variety of assistive technologies
are utilized and studied as related to the area of communication disorders.
CODA1006 Introduction to Communication Disorders in Adults 28.0 Hours
This course focuses on the communication disorders associated with the adult
population. Basic neuroanatomy and typical speech and language functions are
addressed along with changes in speech and language abilities due to the typical aging
process. Communication impairments due to aphasia and related disorders are
discussed in terms of cause, neuroanatomical basis and intervention principles and
techniques. Included in this discussion is the impact the communication disorder has on
the family and caregivers.
CODA1010 Stuttering, Fluency, and Voice 42.0 Hours
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This course provides the student with an introductory understanding of theoretical and
clinical issues related to stuttering, fluency and voice disorders. Intervention and
prevention methodologies are discussed and demonstrated, as well as techniques and
activities for facilitating transfer, maintenance and generalization.
P- CODA1007 Field Practicum 1 or P- CODA1015 Field Practicum 1 or P- CODA1008 Field
Practicum 2 or P- CODA1016 Field Practicum 2
CODA1011 Language, Learning and Literacy 42.0 Hours
This course examines the development of literacy beginning at infancy. The
developmental stages of reading and writing are discussed along with techniques used
to facilitate skill development. Also, a variety of intervention programs are reviewed, as
well as, approaches to promote literacy development for individuals where English is
not their first language.
P- CODA1007 Field Practicum 1 or P- CODA1015 Field Practicum 1 or P- CODA1008 Field
Practicum 2 or P- CODA1016 Field Practicum 2
CODA1012 Augmentative and Alternative Communication: High Tech and Software
42.0 Hours
This course enables the student to further develop and apply skills and knowledge
regarding augmentative and alternative communication (AAC) intervention procedures
and principles. Students develop competency in matching, adapting and fabricating
communication systems dependant on the needs, goals and abilities of the client. The
role of AAC in the development of literacy is also examined.
P- CODA1007 Field Practicum 1 or P- CODA1015 Field Practicum 1 or P- CODA1008 Field
Practicum 2 or P- CODA1016 Field Practicum 2
CODA1014 Communication Disorders in Adults 28.0 Hours
This course continues to focus on the communication disorders associated with the
adult population. Therapeutic intervention for speech and swallowing disorders
associated with acquired and progressive neurological impairments are discussed.
Traumatic brain injury, right hemisphere syndrome and dementia are examined in terms
of etiology, cognitive-linguistic features, intervention principles and the impact on the
caregiver. Discussion of therapeutic intervention strategies, individual and group
therapy, modification of the environment and caregiver education are also included.
P- CODA1007 Field Practicum 1 or P- CODA1015 Field Practicum 1 or P- CODA1008 Field
Practicum 2 or P- CODA1016 Field Practicum 2
CODA1015 Field Practicum 1 245.0 Hours
Practicum 1 is designed to provide the CDA student with his/her initial experience
working in an assistive capacity with registered Speech/Language Pathologist and/or
Audiologist. After successful completion of the first academic semester, the student will
spend a minimum of 245 hours at an approved agency, working under the supervision
of a Speech Language Pathologist and/or Audiologist. A series of behavioural
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competencies will be provided as a guideline to facilitate understanding of the student’s
learning objectives.
P- CODA1000 Articulation and Phonology and P- CODA1001 Introduction to Audiology
and Amplification Systems and P- CODA1002 Language Disorders In Children and P-
CODA1003 Introduction to The Profession and P- CODA1004 Augmentative and
Alternative Communication and P- CODA1006 Introduction to Communication Disorders
in Adults and P- CODA1017 Introduction to Theory and Practice
CODA1016 Field Practicum 2 245.0 Hours
As with Practicum 1, each student will spend a minimum of 245 hours at an approved
agency under the supervision of a registered Speech Language Pathologist and/or
Audiologist. The competencies for Practicum 2 may reflect different criteria, depending
on the nature of the placement, the agency and the specific population served:
audiology and/or speech language pathology; school board, hospital, private clinic,
agency; specific disorder (e.g. hearing impaired, language, articulation/phonology,
augmentative); pediatric and/or geriatric population.
P- CODA1000 Articulation and Phonology and P- CODA1001 Introduction to Audiology
and Amplification Systems and P- CODA1002 Language Disorders In Children and P-
CODA1003 Introduction to The Profession and P- CODA1004 Augmentative and
Alternative Communication and P- CODA1006 Introduction to Communication Disorders
in Adults and P- CODA1017 Introduction to Theory and PracticeP- , CODA1000
Articulation and Phonology
CODA1017 Introduction to Theory and Practice 28.0 Hours
In this course, students explore principles of treatment, programming, intervention
strategies and rehabilitation theory in clinical settings. Students will examine and apply
treatment methods such as evoking and sustaining communication, speech screenings,
hearing tests, and aural rehabilitation. In a clinical setting, students develop
observational skills, therapy implementation and practice data collection techniques to
document behaviour changes. To be scheduled in the clinic, students must submit a
standard First Aid certificate with CPR (Level C or HCP) and a fully completed Georgian
College immunization form and privacy training.
CODA1018 Advanced Theory and Practice 56.0 Hours
This course develops students' knowledgebase of the scope of practice within
professions which provide intervention of communication disorders. In the theory
portion of this course, students will comprehend advanced intervention and
rehabilitation theories and explore specific issues and disorders encountered while on
clinical practica, and current trends in the professions. In the clinic portion of this
course, students will consolidate their clinical experiences and apply advanced
intervention and rehabilitation skills.
P- CODA1007 Field Practicum 1 or P- CODA1015 Field Practicum 1 or P- CODA1008 Field
Practicum 2 or P- CODA1016 Field Practicum 2
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CODA1019 Amplification Systems and Aural Rehabilitation 42.0 Hours
This course examines a variety of amplification systems. Students practice
electroacoustical analysis check procedures, interpret the results, practice maintenance
procedures, and utilize problem solving techniques through the completion of practical
exercises based on these systems. Students also explore the use of industry specific
hearing care industry softwear systems. Intervention and (re)habilitative management
methodologies and philosophies are examined and discussed.
P- CODA1007 Field Practicum 1 or P- CODA1015 Field Practicum 1 or P- CODA1008 Field
Practicum 2 or P- CODA1016 Field Practicum 2
Course Description Legend
P = Prerequisite; C = Concurrent prerequisite; CO= Corequisite
Information contained in College documents respecting programs is correct at the time
of publication. Academic content of programs and courses is revised on an ongoing
basis to ensure relevance to changing educational objectives and employment market
needs. The college reserves the right to add or delete programs, options, courses,
timetables or campus locations subject to sufficient enrolment, and the availability of
courses.