Ask a Librarian

Threre are lots of ways to contact a librarian. Choose what works best for you.

HOURS TODAY

10:00 am - 3:00 pm

Reference Desk

CONTACT US BY PHONE

(802) 656-2022

Voice

(802) 503-1703

Text

MAKE AN APPOINTMENT OR EMAIL A QUESTION

Schedule an Appointment

Meet with a librarian or subject specialist for in-depth help.

Email a Librarian

Submit a question for reply by e-mail.

WANT TO TALK TO SOMEONE RIGHT AWAY?

Library Hours for Thursday, March 28th

All of the hours for today can be found below. We look forward to seeing you in the library.
HOURS TODAY
8:00 am - 12:00 am
MAIN LIBRARY

SEE ALL LIBRARY HOURS
WITHIN HOWE LIBRARY

MapsM-Th by appointment, email govdocs@uvm.edu

Media Services8:00 am - 7:00 pm

Reference Desk10:00 am - 3:00 pm

OTHER DEPARTMENTS

Special Collections10:00 am - 6:00 pm

Dana Health Sciences Library7:30 am - 11:00 pm

 

CATQuest

Search the UVM Libraries' collections

UVM Theses and Dissertations

Browse by Department
Format:
Print
Author:
Bitner, Brooke
Dept./Program:
College of Education and Social Services
Year:
2004
Degree:
Ed. D.
Abstract:
Off-campus internships account for much of the knowledge and clinical skills of speech language pathologists and are therefore regarded as one of the most critical components of graduate level pre-service education (Walger & Aldinger, 1984). Yet while a variety of sources have documented the need to provide training to field-based supervisors to ensure that students' internship experiences are of the highest quality (Barrow, 1990; Brasseur, 1989; Dowling, 1993; Dowling & Wittkopp, 1982; Holloway, 2001; O'Reilly & Renzaglia, 1994; O'Reilly, Renzaglia & Lee, 1994; Schuster & Stevens, 1991; Warger & Aldinger, 1984), it appears that few supervisors are in fact formally prepared to supervise students (McCrea & Brasseur, 2003; O'Reilly & Renzaglia, 1994; Shapiro, 1985, 1994).
While a lack of resources and commitment on the part of institutions of higher education for practicum supervision and supervisory duties among faculty members have been identified as potential challenges (Turner, Ludlow, & Wienke, 1987), the literature provides few clear explanations as to why graduate level training programs have not prioritized the implementation of formal training to field-based supervisors (Barrow, 1990; Brasseur, 1989; Dowling, 1993). Given the need to conduct a systematic exploration of the issue, the current study was designed to 1) explore the degree to which training in practicum supervision is being provided for field-based supervisors involved with graduate programs in speech-language pathology, and 2) identify institutional characteristics and other factors that serve as supports or barriers to implementation of programs designed to train field-based supervisors.
The study used a researcher-designed, web-based survey to identify the numbers of university programs offering training in supervision and describe the variation that exists therein. Off-campus internship coordinators at all American Speech and Hearing Association accredited universities in the United States were surveyed about the nature and importance of supervisory training being offered at their universities, as well as their perceptions of factors that either supported or impeded the provision of training. In addition, institutional characteristics were described and explored to determine the degree to which they related to the presence or absence of supervisor training programs. The results indicate that although 60% of the universities offered some type of training to off campus supervisors, only 10% actually required supervisors to be trained in supervisory techniques.
Off-campus coordinators identified a number of potential benefits to training, including increased satisfaction by all parties involved fewer difficulties requiring subsequent intervention by university personnel, and improved reputations among universities and departments. Respondents also indicated that the presence of training programs tended to be related to a higher quality of services provided by student clinicians both during graduate school and beyond graduation. A lack of funding for training, as well as lack of time and employer support for off-campus supervisors, were among the most commonly cited reasons for not offering supervisory training. The study concludes with a discussion of the fact that while the training of off-campus supervisors is perceived by university personnel to be of great importance, our universities continue to fail to commit the resources and time necessary to train individuals who are teaching our student clinicians.