Purpose Community-engaged learning, often practiced through service-learning pedagogy, has been shown to have numerous benefits for both students and communities in communication sciences and disorders undergraduate and graduate programs. While service-learning typically involves students applying their knowledge and learned skills to help satisfy an expressed community need, the recent shift to online learning combined with shuttered community partner organizations may make some practitioners hesitant to pursue the pedagogy. This tutorial reviews the literature on service-learning, its use in online learning, and ways in which faculty in higher education can re-imagine and prioritize community engagement during and after the COVID-19 pandemic. Conclusions Continued community-engaged learning, whether through virtual, hybrid, or in-person practice, is still an essential component of a liberal education that can help students practice clinical skills, develop cultural humility and cross-cultural knowledge, gain an understanding of social inequities and health care disparities, and build positive relationships with their community. There are ways for faculty to re-imagine service-learning course delivery in order to maintain the virtues of higher education, sharpen clinical skills, and develop civic engagement among students.

No abstract

No abstract

Purpose: Given the critical influence of professionals' beliefs on practice, this pilot study was designed to investigate the extent to which the Beliefs and Attitudes in Deaf Education (BADE) scale ( Clark et al., 2013 ) could offer insight into the influence of a course in cued speech (CS) on preservice teachers' attitudes and beliefs. Method: This study used a retrospective pretest/posttest design. Before the course, participants responded to a brief demographic questionnaire and then completed the BADE. At the conclusion of the course, they took a retrospective BADE postsurvey. Results: Results indicated shifts in perspectives across the instructional approaches examined. Additionally, we found that our cross-perspectives analysis of the data brought researcher bias to the fore in enlightening ways, highlighting the value of collaborative research in our field. Conclusions: As a pilot study of the use of the BADE to investigate the ways in which a course in CS can influence preservice professionals' attitudes and beliefs, this investigation has revealed that a single course in the approach can influence students' perspectives not only on CS but also on a range of instructional approaches used in deaf education. As an unintended case study on the ways in which researcher bias influences empirical investigations, this investigation holds promise as a means of shining a spotlight on epistemological issues that are often discussed but rarely empirically analyzed in our field.

No abstract