Case-based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students

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Lisa A. Vinney
Jennifer C. Friberg
Mary Smyers

Abstract

This case study addressed the authors’ efforts to design an 8-week small-group independent study (IS) experience that facilitated undergraduate speech-language pathology students’ (n=19) higher-level thinking and overall metacognitive awareness. We hoped to encourage both in order to improve students’ overall cognitive growth while enhancing their reflection about and knowledge of professional perspectives regarding the assessment and treatment of laryngeal cancer. To take on this challenge, we combined case-based learning (CBL) and perspective-taking (PT) pedagogies across the IS. Students completed the Metacognitive Awareness Inventory (MAI) pre- and post-IS, and written reflections after each of eight weekly discussion meetings. The MAI was quantitatively analyzed, while reflections were qualitatively coded using Bloom’s taxonomy. Findings indicated that metacognitive awareness significantly improved and that higher-level cognitive processing was increasingly evidenced across students’ IS experience. Results indicate the potential to maximize metacognition and cognitive processing by combining CBL and PT by the methods used here. Applications of combined CBL and PT to other disciplines and teaching and learning situations will be discussed along with the implications of our findings.

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How to Cite
Vinney, L., Friberg, J., & Smyers, M. (2018). Case-based Perspective-Taking as a Mechanism to Improve Metacognition and Higher-Level Thinking in Undergraduate Speech-Language Pathology Students. Journal of the Scholarship of Teaching and Learning, 19(3). https://doi.org/10.14434/josotl.v19i2.24006
Section
Case Studies
Author Biographies

Lisa A. Vinney, Illinois State University

Lisa Vinney, Ph.D., is an Assistant Professor of Communication Sciences and Disorders at Illinois State University in Normal, Illinois. Her teaching interests include assessment and treatment of the normal and disordered voice, vocal health education and preventative care, medical speech-language pathology, and counseling. Her research focuses on the role of self-regulatory capacity, personality, and task variables on vocal behavior modification, the influence of voice on impressions, and the scholarship of teaching and learning. 

Jennifer C. Friberg, Illinois State University

Jennifer Campion Friberg, Ed.D. is the Cross Endowed Chair in the Scholarship of Teaching and Learning and an Associate Professor of Communication Sciences and Disorders at Illinois State University in Normal, Illinois. She is the Associate Editor for Teaching and Learning in Communication Sciences & Disorders. Her teaching and research interests include language assessment, inter-professional practice in laryngeal cancer care, and the scholarship of teaching and learning. 

Mary Smyers, Illinois State University

Mary Smyers, B.S., is a graduate student studying speech-language pathology at Illinois State University in Normal, IL. Her interests include rhw scholarship of teaching and learning, inter-professional education for laryngeal cancer care, language and learning in school-aged children, and counseling.