A Survey of Undergraduate Capstone Course Objectives in Communication Sciences and Disorders: Current Trends and Future Implications

PURPOSE: Undergraduate capstone courses are culminating experiences that allow seniors to integrate and demonstrate the knowledge and skills gained during undergraduate studies. To date, there are no published studies about capstone course standards/designs in the discipline of communication science...

Full description

Saved in:
Bibliographic Details
Published in:Journal of allied health 2017-12, Vol.46 (4), p.59E-65E
Main Authors: Magimairaj, Beula M., McDaniel, Kathy
Format: Article
Language:English
Subjects:
Behavioral Objectives
Capstone Experiences
Colleges & universities
Course Content
Course Descriptions
Curricula
Design
Education
Educational Change
Educational Practices
Learning
Learning Theories
RESEARCH ARTICLE
Research facilities
Research projects
School Holding Power
Student Interests
Students
Studies
Teaching
Undergraduate Study
Writing
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:PURPOSE: Undergraduate capstone courses are culminating experiences that allow seniors to integrate and demonstrate the knowledge and skills gained during undergraduate studies. To date, there are no published studies about capstone course standards/designs in the discipline of communication sciences and disorders (CSD). The purpose of this study was to determine what capstone experiences are considered critical for CSD undergraduates. METHOD: Faculty from CSD programs nationwide were asked to rankorder 15 potential learning objectives (suitable to a senior capstone) based on their relative importance from most important to least important. Some respondents provided feedback, which was optional. RESULTS: Sixty-four CSD faculty responded to the nationally distributed survey. The three highest ranked objectives for capstone courses were: written and oral communication proficiency, understanding of human communication, and understanding theories of learning from a multidisciplinary perspective. Undergraduate research experiences received the lowest rankings. CONCLUSION: Survey results and faculty feedback are discussed in the context of the standards expected of a capstone course, undergraduate requirements in CSD, and enhancing student interest in research. The degree to which students are being prepared for evidence-based practice, the doctoral shortage, and the challenges to master's programs are also discussed.
ISSN:0090-7421
1945-404X