Computer Literacy in Communication Disorders.
START DATE: September 7, 1995
END DATE: November 17, 1995
2. Information on contact person
Shelley B. Brundage, Ph.D.
Department of Communication Disorders
720 S. 4th avenue
Education Building, Room A216
Phone: 255-2092
Fax: 255-4237
email: SBRUNDAGE@TIGGER.STCLOUD.MSUS.EDU
3. Other participants
Margery Whites, Ph.D
Department of Communication Disorders
720 S. 4th avenue
Education Building, Room A216
Phone: 255-2092
Fax: 255-4237
email: MWHITES@TIGGER.STCLOUD.MSUS.EDU
4. Project Summary
Computer literacy is an increasing need in the field of speech language pathology. Students in the SCSU CDIS department have had little systematic exposure to computer technology. The purposes of this project are: to improve computer literacy in CDIS students, to increase students' knowledge of and competency with computer technology specific to CDIS, and to discover the uses of computers at other CDIS departments around the country. Hands-on interaction with computers will be part of course instruction and clinical experience. Evaluation of student learning will take the form of portfolios of completed assignments. Faculty will broaden their knowledge of computer use in CDIS departments through analysis of a questionnaire sent to all CDIS departments in the country.
5. Project problem, statement of need
Background: The field of speech-language pathology
The fields of speech-language pathology and audiology are concerned with the diagnosis, assessment, and treatment of adults and children with communication disorders (CDIS). In order to accurately diagnose and treat persons with CDIS, speech-language pathologists (SLPs) must have a broad base of knowledge in a variety of diverse but related areas. For example, SLPs must exhibit competency in: a) normal and disordered speech, phonologic, and language development in children, b) speech perception, c) hearing loss and its effects on speech and language production, d) how stroke and other types of brain damage effect swallowing, speech, language and cognition, e) developmental disfluencies and how these differ from stuttering disfluencies, and f) voice and vocal pathologies. This is not an exhaustive list of the areas in which SLPs are expected to be competent. As such, the field of speech-language pathology spans many topic areas, and is truly an "interdisciplinary" field within itself.
Computer-based technologies and the field of speech-language pathology
As the time demands upon SLPs increase, computer based assessment and treatment programs have been developed to help SLPs manage their time more efficiently. These computer programs allow SLPs to serve more patients in the same amount of time, and to improve documentation and recordkeeping regarding the efficacy of treatments they provide. The field has seen an explosion of computer applications for academic tutorials, computerized diagnostic techniques for analysis and scoring of language and speech performance, and computerized therapy programs for use with a wide variety of clients (see Budget for a list). Speech-language pathologists also use computers when writing clinical reports and when tracking client progress over time. Thus, computer literacy is fast becoming a pre-requisite for jobs in speech-language pathology.
Speech-language pathology, computers, and students at SCSU
Students in the department of Communication Disorders (CDIS) are in-training to become speech-language pathologists. Due to the increased reliance on computer based technologies in the workplace, students in training programs need to have exposure to and experience with these technologies as part of their training. To date, students in the Communication Disorders department at St. Cloud State University have had little systematic exposure to computer applications within this discipline.
The equipment that has been directly available to students is one outdated Apple IIe which was purchased around 1985 and which recently "died". As of April 1995 an IBM 386 SX computer was made available for student use. Unfortunately, this computer does not have any software relevant to CDIS. This unsystematic experience with computers is beginning to have a negative impact on our students. Recently, off-campus internship supervisors have begun to state that our students do not have the knowledge or experience with computers necessary for the workplace.
The CDIS department has been aware of the need to update traditional training methods. During a departmental retreat in 1993, the need for a computer laboratory was discussed. One of the aspects of the 1993 Vision Statement for the Department is to explore new models of training to better prepare students for the twenty-first century. A computer laboratory would be a way to do this as it would help to provide alternate teaching methods. Additionally, one of this grant's participants (MMW) has attended computer tutorials at American Speech, Language, and Hearing Association (ASHA) convention on various forms of computer assisted instruction and research applications. Papers presented at ASHA focussed primarily on new software available for assessment, diagnosis, treatment, or research on communication disorders. None of the papers addressed the status quo regarding computer laboratories, or laboratory and classroom use of computers at institutions across the country with CDIS departments. As such, we do not know how our department compares to others around the country of similar size in terms of computer access for students.
Undergraduate courses in the CDIS department at SCSU average approximately 45 students per quarter; graduate classes in the department typically contain 15 students per quarter. Ninety-five percent of CDIS students at SCSU are women. The range of computer literacy exhibited by CDIS students runs from students capable of setting up databases to those who cannot find the "on" button. We would like to give these women exposure to and experience with computer-based technology so that they will be competent speech-language pathologists upon graduation.
6. Goals of the Project
1. To increase basic computer literacy in CDIS students
2. To increase knowledge of computer technology specific to communication disorders
3. To demonstrate competency in the use of computer based technologies specific to CDIS
4. To describe the nature of computers and computer use in CDIS departments across the country
7. Objectives of the project
To increase basic computer literacy in CDIS students (goal one), students will:
a) Demonstrate the ability to interact with a computer, including: turning it on and off, getting into specific software programs, and manipulating files within these programs
To increase knowledge of computer technology specific to communication disorders (goal two) students will:
a) Summarize in a written paper, the nature of the computer technology available to persons in CDIS (see budget for list of software choices)
b) Join two listservs pertaining to CDIS for two weeks. They will summarize the discussions on the listserv in a report written in WordPerfect.
To demonstrate competency in the use of computer based technologies specific to CDIS (goal three) students will:
a) Successfully complete computer assisted instructional tutorials on 1) the decibel, 2) brain anatomy, and 3) developmental sentence scoring.
b) Accurately use computer based analyses of diagnostic evaluation tools, such as the Boston Diagnostic Aphasia Examination and Systematic Analysis of Language Transcripts
c) Accurately use one computer-based treatment program
d) Write a clinical report on their client, using WordPerfect
To describe the nature of computers and computer use in CDIS departments across the country (goal three), the principle investigators will:
a) Learn how other CDIS departments across the country are integrating computers into their curricula and clinics
8. Steps and activities
To increase basic computer literacy in CDIS students (goal one):
1. Students in CDIS 637 (Dysphagia), CDIS 426 (Neural Bases of Speech and Language), and CDIS 459/559 (Introduction to Language) will be required to successfully complete the following activities under the supervision of either a faculty member or graduate assistant:
a) Turn on an IBM/clone computer
b) Open the WordPerfect program
c) Create a file in WordPerfect
d) Type a sentence in WordPerfect
d) Save the file
e) copy the file onto a diskette
f) Print the file
g) Turn off the computer
To increase knowledge of computer technology specific to communication disorders (goal two):
1. Students in CDIS 636 (Diagnostics) and CDIS 459 (Introduction to Language) will log on to the computer and view up to five different diagnostic and treatment applications available in the laboratory. Students will also review written documentation pertaining to these programs. At least one of these will be summarized by the student in a one-page written paper.
2. Students in CDIS 634 (Cleft Palate) will be required to sign on to the listserv my-face@sjuvm.stjohns.edu and read the discussions for two weeks. Students will write a summary and reaction paper (in WordPerfect) about the discussions. In order to complete this assignment, students must successfully remove themselves from the listserv by the end of the quarter.
3. Students in CDIS 639 (Dysphagia) will be required to sign on to one of two listservs: cnet-dil@listserv.arizona.edu (neurogenic CDIS) or stroke-l@ukcc.uky.edu (cerebrovascular disease) for two weeks. Students will write a summary and reaction paper (in WordPerfect) about the discussions. In order to complete this assignment, students must successfully remove themselves from the listserv by the end of the quarter.
To demonstrate competency in the use of computer based technologies specific to CDIS (goal three):
1. Successful completion of, "Programmed learning on the decibel" is a course requirement for CDIS 441 (Hearing and Hearing Disorders). Students in this class will be required to answer a series of questions pertaining to the decibel in order to document completion of this program
2. Students in CDIS 461 (Language Assessment and Intervention) will complete computer assisted instruction on Developmental Sentence Scoring (DSS). Students will complete a series of questions regarding DSS, with a goal accuracy of 75% or above.
3. Students in CDIS 426/526 (Neural Bases of Speech and Language) will complete an ADAM software tutorial on brain structures important for speech and language. They will then view these same structures in two-dimensional workbooks. Students will write a reaction paper comparing the two methods for visualizing the brain. Examinations throughout the quarter will test student's understanding of the structures in the tutorial.
4. Graduate students enrolled in clinical practicum will select and accurately use one computer-based treatment program with a professor or graduate assistant posing as a hypothetical client.
5. Graduate students enrolled in clinical practicum will write a clinic report using WordPerfect.
To describe the nature of computers and computer use in CDIS departments across the country (goal three), the principle investigators will:
a) Develop a questionnaire to be mailed to CDIS departments that asks for information about computers, computer use, and student access to computers in departments of varying sizes (See attached copy of this questionnaire)
b) Mail the questionnaire to the 200 CDIS departments in the USA
c) Collate the responses and summarize the information provided by the cooperating institutions
9. Project Evaluation
Student Learning:
1. Student self-ratings. Student self-ratings of familiarity with and competency with computer based applications will be given at the beginning and the end of the quarter.
2. Compilation of a portfolio. Each student will document their completion of each project by compiling a portfolio to be handed in at the end of the quarter. These portfolios will be given to the principle investigators for final evaluation.
Accurate completion of each project will be required as part of the student's course grade.
SBB and MMW will monitor student progress throughout the quarter, and will evaluate the finished products for completion of computer-relevant assignments.
SBB and MMW will meet with each student individually at least once during the quarter.
3. Portfolio assessment. Using the goals of this grant as a guide, portfolios will be assessed on the following parameters:
* Demonstrated competency in basic computer operation
* Accuracy of information regarding computer based applications in communication disorders
* Completeness of information regarding computer based applications for treatment of communication disorders
Faculty Learning:
Responses to the computer use questionnaire will be tallied and grouped according to the number of faculty and students in each department. Comparisons of departments similar in size to SCSU will be made regarding computer resources available. A list of the most frequently used software will be generated. Results of the questionnaire will be shared with the cooperating institutions.
Q7: Scientific and Qualitative Literacy Grant #SQL-13 Computer Literacy in Communication Disorders.
Shelley B. Brundage, Ph.D., and Margery M. Whites, Ph.D.
Goals of the Project
1.To improve basic computer literacy in Communication Disorders (CDIS) students
2. To increase knowledge of computer technology specific to communication disorders
3. To demonstrate competency in the use of computer based technologies specific to CDIS
4. To describe the nature of computers and computer use in CDIS departments across the country
Progress to date
Over the summer we ordered computers, software, and equipment to set up our departmental computer lab. We also wrote class assignments that incorporated computer use into certain fall quarter courses.
As of September 21, 1995 most of the software has arrived but the computers have not. Despite this problem CDIS students have made progress on goals #1 and #2 above. Students in CDIS 639 are currently completing an assignment that requires them to use electronic mail and to sign on to a computer bulletin board that discusses clinical issues related to CDIS. Many of the 32 students in this class have successfully completed the assignment; the bulletin board has generated some interesting and informative class discussions. Student response to this project has been overwhelmingly positive.
As soon as the computers arrive students in CDIS 426/526 will begin an assignment to demonstrate their competency in using WordPerfect (goal #1). To date the 37 students in this class have completed computer use questionnaires that allow us to evaluate their current level of computer literacy.
We have completed a questionnaire to send to the 200+ communication disorders departments across the country. This questionnaire addresses departmental computer use and will be sent out early next week.
Shelley B. Brundage, Ph.D., and Margery M. Whites, Ph.D.
Computer Literacy in Communication Disorders. Q7 Scientific and Quantitative Literacy Grant
How did students assess the experience Students in CDIS 639: Dysphagia Diagnosis and Management were required to complete an assignment using electronic mail (see Appendix A). Eleven of the 32 students in this class filled out computer use questionnaires at the end of the quarter. Eight of these ten students learned to use email because of this class assignment. Student response to this assignment was positive. Much peer teaching occurred as well; students who were more familiar with email and listservers helped those who were new to the Internet. Many of these students continued to use email after the conclusion of the class. Students in CDIS 426/526: Neural Bases of Speech and Language filled out computer use questionnaires at the beginning of the class. They were excited about a departmental computer lab, and were especially interested in software that would be useful for clients in our clinic. Students realize that computer literacy is a part of the jobs they will have, and they are motivated to learn about computers during their college training. Students are getting impatient, however. Our lab is not yet open for use by all students in the department due to problems listed below.
How did faculty assess the experience We give this experience a positive rating overall. We are excited about this new addition to our department. Our excitement makes students excited. Without this funding we would not have been able to purchase the amount and diversity of software that we did. We plan to incorporate the various software programs into CDIS courses next Fall.
On-going discussions between institutions We mailed over 200 questionnaires to other CDIS departments across the country regarding the use of computers in their training programs (see Appendix B). Over 50% of the respondents returned questionnaires to us. Many cautioned against opening computer labs for business without first drafting rules and testing procedures to ensure that students know how to use computers. These warnings caused us to reevaluate when the lab will be used; we currently have a computer science student working with us to draft rules and testing procedures. These respondents also suggested that certain computers be dedicated to certain activities; for instance, one computer just for clinical report writing, two just for classroom and clinic use with clients.
How was learning affected in the short and long terms Most student learning has been short term. We have one graduate student who is using the computers to analyze data for her master's thesis. Three graduate assistants are using the lab to help faculty prepare for an upcoming state-wide convention for which two faculty members serve as co-chairs. One of the software packages is being used as part of the treatment program of a client in our departmental speech and hearing clinic. One student has used the aphasia software as a demonstration in CDIS 635: Aphasia. In the long term we hope to increase student awareness and use of computers. Computers are an integral part of the job, and therefore their use should be taught in undergraduate and graduate school.
How were objectives of learning affected Students in our department are beginning to "get their feet wet" in the computer world. Three classes (CDIS 461, 639, and 648) required students to use computers as a course assignment. Students learned how to use email. Students signed on to a listserv (clinical grandrounds list) and wrote reaction papers about the discussions. Students completed the computer assisted instructional tutorial on Developmental Sentence Scoring. Students used cognitive retraining software to aid in the treatment of a client with traumatic brain injury.
Challenges and Benefits to collaborative efforts Collaborative projects provide faculty with a look at the "big picture" and can help prevent faculty in small departments from becoming isolated. These types of projects usually engage faculty interest and keep us moving forward. The biggest challenge to these types of projects occurred when faculty had neither the time nor the expertise to deal with problems that arose. When this happened the project ground to a halt.
Future Work Now that most of the software has been installed, we can begin to focus on how to incorporate it into various CDIS classes. We have purchased software that will be used and/or demonstrated in each of the following classes: Aphasia, Language Intervention, Cleft Palate, Diagnostics, and Voice Seminar. In terms of "cross disciplinary" use, many of the software packages are appropriate for more than one CDIS course. Some examples include using the ADAM software in both the Anatomy and Neural Bases classes, and using various diagnostic software in the diagnostics class as well as in the disorders classes that correspond to the software (for instance, the Boston Diagnostic Aphasia Examination software could be used in Aphasia class as well as Diagnostics class). Absearch software will be used in research class and in any other class that requires a research paper. Continuing to educate our departmental peers regarding computers and computer use will allow each of us to get a better feel for what the others are doing. Hopefully the presence of the computer lab will stimulate discussions among faculty regarding how the lab should be used. The presence of software for use in research should stimulate discussions of potential research projects.
Budget A copy of the budget for this project is provided in Appendix C. We spent all but $62.00 of the award (and some of this may be spent as more questionnaires continue to come in via post paid mail).
Chronology, problems, and solutions The chronology of events went something like this:
May-June 1995: Ordered equipment and supplies; faculty
enthusiasm high
July 1995: Wrote curriculum assignments
August 1995: Faculty frustration builds as equipment is not
arriving
Sept-Oct 1995: New billing system adopted by MNSCU. Equipment
ordered in June has yet to be put out on bid, further
delaying arrival of computers.
Software arriving at rapid rate, but no
computers to install it on
Students in CDIS 426 fill out computer use questionnaires, and receive computer assignment
Students in CDIS 639 complete email and listserv assignment using computer labs on campus
Wiring for Internet hookup installed; must wait for computers to arrive for final hookup
Questionnaire sent to 200 CDIS departments around the country
Faculty and student frustration builds
Data entry for master's thesis begins using old departmental computer with very little disk space left
New computers finally arrive at end of October
Nov.-Dec 1995 Computer assignment for CDIS 426 cancelled;
impossible to get 35 students into lab before
end of quarter
Installed software, some did not work.Grad assistants begin using computers at direction of faculty members
Computers used in treatment of one client. February 1996 Hired computer science student with
departmental workstudy money to assist in getting lab up and running.
Faculty less frustrated, can see lab up and running in near future
The delay in receiving the computers really hampered our ability to complete this project in a timely manner. It would have been nice if the business office had informed us that the computers did not go out on bid in June. We were also victims of incredibly unfortunate timing: right when our computer crisis happened the business office was dealing with a new accounting and billing system. When the business office realized how long we had been waiting for these computers they were very helpful and moved our order quickly. We have also had problems when neither investigator had the expertise to solve some of the software and hardware problems inherent in setting up a computer lab. Our solution to this problem was to hire a computer science student to install virus detectors and sound cards, troubleshoot software problems, and write rules for computer use.
Information to facilitate the director's report to the Steering Committee Realistic goals: The goals for our project were realistic. The project required that we specify computer competencies in measurable ways, and we did so. We were unable to evaluate all of the competencies specified due to time constraints and equipment ordering difficulties. State of the art methods: Many students used electronic mail for the first time as a result of this project. They were exposed to the many wonders of the Internet, and some even developed a healthy appreciation for all the junk that is out there, as well as for the gems. Data collection: We used a questionnaire to assess the state of computer use in CDIS departments around the country. The amazing 50% return rate suggests that this is an important and current issue that needs to be addressed. Many respondents asked for copies of our findings. We plan to submit these findings for presentation at a national conference later this year.
Budget: We requested but did not receive release/reassigned time for this project. The budget allowed us to purchase equipment, and this is great. We found that we did not have enough time to deal with the problems that occurred in setting up the computer lab. We needed the release time. Timetable: The timetable was too short. Developing, using, AND evaluating methods to improve student learning is difficult in just ten weeks, when it is placed on top of other teaching and service duties. Use of institutional resources: We were fortunate to have institutional resources at our disposal. Our graduate assistants copied information and coordinated the mailing of the questionnaire. The mailroom got the questionnaire out rapidly. Campus-wide computer support was essentially nonexistent. We waited months for electrical wiring to be installed, and students sent over by the computer center were not helpful in solving our problems. Our secretarial staff helped with envelope stuffing and general clerical help. Finally, our department chair authorized the use of departmental workstudy monies to hire a computer science student to assist us in lab set-up.
APPENDIX A
CDIS 639: Dysphagia Diagnosis and Management Fall Quarter 1995 Dr. Brundage
Directions for E-Mail and Dysphagia Listserv Assignment
DUE: October 2, 1995
Purpose. The purpose of this assignment is to guide you through what may be your first interaction with email, and to increase your comfort level and familiarity with the Internet. Specifically, when you have completed this assignment you will know how to send and receive messages via electronic mail (email), and how to subscribe to, read, and unsubscribe to an electronic mailing list that discusses topics related to communication disorders.
Directions.
1. Read Kuster & Kuster (1995). Finding treasures on the interet: Gopher the gold. Asha, February 1995, pages 43-47 (Available in front office).
2. To obtain an email address. Go to the Beehive in ECC 103 and request an email address. They will have you fill out forms and return later to pick up your address. They will assign you an email address.
3. Obtain and read the handouts entitled "Using the VAX" and "E-mail made easy" from the Beehive staff. You may also want a copy of "Introduction to the VAX."
4. To subscribe to a listserv (mailing list). Subscribe to one of the following mailing lists (listservs):
Discussion of neurogenic CDIS: cnet-dil@listserv.arizona.edu
Discussion of cerebrovascular disease: stroke-l@ukcc.uky.edu
Discussion of TBI & neurologic disabilities: tbi-sprt@sjuvm.bitnet
Discussion of "the clinical process": grndrnds@wvnvm.wvnet.edu
Directions on how to subscribe to these lists is available on the accompanying handout.
5. Requirements for completion of this assignment.
Send me a short email message. My address is SBRUNDAGE@TIGGER.STCLOUD.MSUS.EDU
Read and remember the short message that I return to you
Sign on to a listserv and read the discussions for 1-2 weeks.
Write a short paper that summarizes the following: * Your level of knowledge about the Internet before and after completing this assignment * Your comfort level with the Internet before and after completing this assignment
* Your reactions to the Internet and the availability of all this information, and any potential problems that you foresee with Internet use
* A brief summary of the discussions that you read on your mailing list and your reactions to what was said * Usefulness of the assignment
* Suggestions for improvements or changes in this assignment for next time
* At the end of your paper state a) the contents of my email message to you, and b) which listserv you subscribed to, if you have not mentioned it in the paper already
6. Troubleshooting. Every SCSU student pays a computer use fee as part of their student fees. This allows you access to FREE workshops on how to use email, the vax, the Internet, and many other topics. Take advantage of these workshops. You can sign up for them in the Beehive. Some CDIS students already use email; they can serve as resources if you get stuck. If all else fails, come and ask me!
CDIS 639: Dysphagia Diagnosis and Management Fall Quarter 1995 Dr. Brundage
Information about Email and Mailing Lists
In recent years a phenomenal amount of information has become available via computers and the electronic "information superhighway." This electronic network (called the "Internet") allows one to send messages to fellow professionals, to participate in roundtable discussions about topics of professional interest, and to access certain professional materials and journals. The Internet can also be a source of frustration to the unfamiliar user, and can eat up amazing amounts of time if you are not guided through your first interaction with it. To help reduce this frustration I have tried to describe email and mailing lists below; when writing this handout I assumed that the reader had very limited knowledge of the Internet. Mailbox analogy. Consider, if you will, your mailbox at home. Your mailbox has an address which is known to many people. Everyday the mailman delivers various types of mail to you and puts it in your box. A typical delivery might include a letter from Mom, a VISA bill, and three magazines (Sports Illustrated, Gourmet, and People). All of these people can send you mail because they have requested that you give them your mailing address. If they did not have your address, the letters, bills, and magazines would not get to you. Keep this in mind as we discuss email and mailing lists below. Email addresses.
The "e" in email stands for "electronic" and email is just another way of receiving mail. The only difference is that a computer serves at the mailman. In order to send and receive email you must have an address. These addresses come in a certain format, analogous to your mailbox address's street number, street name, and zip code. Email addresses must contain your name, and the location of your electronic "mailbox." Most universities have a large, campus-wide computer system that handles electronic mail; the portion of this computer that handles email must also appear in your address. Finally, computers like to know the nature of the location of your electronic mailbox (such as if you work at an educational institution or a commercial business), and this is also included in your address. For example, my email address is:
SBRUNDAGE@TIGGER.STCLOUD.MSUS.EDU. The "SBRUNDAGE" is my name (duh). The "STCLOUD.MSUS" part tells you that my address is located at St Cloud State in the Minnesota state university system. The "TIGGER" part tells you that the portion of the SCSU campus-wide computer that handles email is called "Tigger" (other parts of the computer include "Eyeore"). Finally, the "EDU" part tells you that my address is affiliated with an educational institution. Let's go back to the mailbox analogy for a minute. Once you have an address you can tell it to your friends and they can send you letters. It's the same with email. Once you have your email address you can receive messages from others with email addresses. You can also send messages to others. The Beehive handout explains the commands necessary to send email messages to others.
Mailing lists/listservs. Recall that your home mailbox also contained a few magazines. Electronic listservs are analogous to these magazines, so let's consider what you did when you subscribed to Sports Illustrated. To subscribe to SI you wrote to the magazine's subscription department, gave them your address, and requested that you begin receiving the magazine. Shortly thereafter issues of SI showed up in your mailbox. You were content to read each issue privately until they announced that they were going to publish 6 "swimsuit" issues per year. This seemed like an excessive number to you, so you decided to write a letter to the editor. When you mailed your letter you notice that the address to the editor was different from the address that you used to subscribe to the magazine. This is not too surprising, given that the editor probably does not know much about how to subscribe to the magazine; she is more interested in the content of the magazine. A few issues later your letter shows up in the "letters to the editor" column and therefore is read by everyone who gets the magazine. Your letter sparks a debate amongst the readership, and eventually the magazine is convinced that one swimsuit issue per year is enough. Let's apply this analogy to mailing lists or "listservs" as they are called in the computer world. Every listserv has two addresses: one to deal with subscriptions (the called the "listserv address"), and another address for use when people want to send commentary to the entire group of readers (the "list address").
Understanding the distinction between these two types of addresses is fundamental. Listserv addresses are similar to magazine subscription addresses; when you want subscribe to the mailing list, or drop your subscription, you write to the subscription department. List addresses are similar to those used to write to the magazine editor. If you send a message to the list address it will go out to all of the persons on the list. Subscribing to a mailing list. If you want to subscribe to a mailing list, you write the listserv address and request that your name be added to the list. So, when signing onto the stroke-l mailing list use the "listserv@ukcc.uky.edu" address. Messages sent to this address go directly to the computer that manages the list, and not to all the members on the list. If all goes well, the listserv computer will send you a welcome message, and you will begin to receive messages.
When you write to the listserv address you must tell it that you want to subscribe. For example, if I wanted to join the stroke-l list below, I would write to listserv@ukcc.uky.edu and my message would say "subscribe Shelley Brundage." Do not attempt to subscribe to the mailing list by sending a subscription message to the "stroke-l@ukcc.uky.edu" address (this is the list address for the stroke-l mailing list), as this will go out to all subscribers, and will not result in the addition of your name to the mailing list. Using the list address for this purpose is like writing a letter to the editor to subscribe to Sports Illustrated. Once you have subscribed to an electronic mailing list your name will remain on the list until you tell the listserv to remove it (see next paragraph). You do not have to subscribe each time you turn on your computer.
Signing off of a mailing list. As with magazines, computer mailing lists can get boring, and you may want to discontinue your subscription. Unlike magazine subscriptions that will stop when you cease to pay for them, email mailing lists are free. Therefore, in order to get off the mailing list you must tell the computer that you wish to do so. To "unsubscribe" to a mailing list you must write the listserv address again and request that your name be taken off the list. The text of your message might say, "Unsubscribe Shelley Brundage."
Sending messages to the entire list. This activity is not required for your class email assignment, but I put it here in case you wish to send comments out to the entire list (e.g., write a letter to all subscribers). Let's say you want to start a discussion on discharge planning on the grndrnds mailing list. To do this, you would write to "grndrnds@wvnvm.wvnet.edu" and state your interest in this discussion topic. A few notes here. Remember that what you write and how you write it, will be read by many people: professionals, other students, patients, and caregivers. Therefore, your messages to the list should exhibit the utmost professionalism and courtesy. Other readers will judge you by the way in which you write your messages. I suggest writing out what you want to say before sending it to the list. This saves you from editing "on line."
Mailing List Topics. There are many mailing lists pertinent to CDIS (see Kuster article). Interestingly, there is not an electronic mailing list for dysphagia! The mailing lists below are ones that I think are the most pertinent for this class.
Discussion of neurogenic CDIS: cnet-dil@listserv.arizona.edu
Discussion of cerebrovascular disease: stroke-l@ukcc.uky.edu
Discussion of TBI & neurologic disabilities: tbi-sprt@sjuvm.bitnet
Discussion of "the clinical process": grndrnds@wvnvm.wvnet.edu
APPENDIX B
Computer Use Questionnaire Sent to National CDIS programs
22 September 1995
Dear Colleague,
We need your help! We are planning to set up a computer lab for Communication Disorders students. Currently at St. Cloud State University, there are seven labs for campus-wide use and a few that specific departments/colleges have set up for their students. At this time, there is no lab specifically for students in the CDIS major. Please fill out the enclosed questionnaire so that we can get an idea as to what other departments are doing and to help us in our planning. Sincerely,
Margery M. Whites, Ph. D. Department of Communication Disorders St. Cloud State University
COMPUTER LABORATORY QUESTIONNAIRE
I. Departmental demographics:
1. Number of faculty in department _______
2. Type of program: (Please circle) a. SLP only
b. Audiology only
c. SLP and Audiology
3. Number of students in program: a. undergraduate_____
b. graduate_____
II. Students and computers:
1. Do you have computers available for student use within the department?
a. yes
b. no
2. If NO, what access do students have to computers?
a. computer lab for all students on campus
b. they own their own
c. Other?_______________________________________________________
3. If YES, location of computers:
a. In a lab within the department
b. In a lab in the same building as the department
c. In a lab in the same building, shared with other departments
d. In a multi-use or other room within the department
e. Faculty offices
f. Other:_______________________________________________________
4. Number of computers available for students in your department:___________
5. Are students in your program required to use computers for class projects, clinic reports, etc.:
a. yes
b. no
6. Type of computers available: (circle all that apply)
Brand Name: Type: (e.g. 486SX)
a. IBM __________ f. Epson __________
b. Compaq __________ g. Macintosh __________
c. DEC __________ h. Apple __________
d. Zenith __________ i. Other (List): ___________
e. Gateway __________ ___________________
7. Printers available to students in your department:
Brand name: Number :
a. Okidata ________ e. Other (List): __________ ________
b. Epson ________ __________ ________
c. Hewlett-Packard ________
d. Apple ________
8. Type of printers:
a. typing wheel c. ink-jet
b. dot-matrix d. laser
9. One printer is hooked up
a. to each computer
b. to every two computers
c. to several computers in a network
d. Other:_______________________________
10. There are computer hook-ups to
a. campus mainframe
b. campus mini-computer
c. department mini-computer
d. no hook ups
e. Other:_______________________________
11. For printing, students
a. supply their own paper
b. use departmental paper for free
c. use departmental paper for a fee
per semester/quarter--fee: ____
per sheet--fee:____
12. How are computers used in your department? (circle all that apply)
a. by professors for research and classes
b. classroom demonstrations
c. tutorials for students to support classroom instruction (e.g., phonetics, Developmental Sentence
Scoring, etc.)
d. to make students aware of computerized diagnostics as part of university coursework
e. to make students aware of computerized therapy materials as part of university coursework
f. used by students in clinical diagnostics
g. used by students in therapy
h. used by students for research
i. clinical, e.g. students keep track of clinical clock hours, student typing of clinical reports
13. What general-usage commercially-produced software is used in your computer lab?
Word-processing: Data-Base:
a. Microsoft Word for DOS a. Filemaker Pro
b. Microsoft Word for Windows b. Paradox
c. WordPerfect for DOS c. Other________________
d. WordPerfect for Windows
e. WordPerfect for Mac Statistics:
f. MacWrite a. Epistat
g. WriteNow b. EcStatic
h. Microsoft Word for Mac c. SigmaStat
i. Other_________________ d. SPSS-PC
e. Minitab
f. Other_________________
Spreadsheet:
a. QuattroPro Other Programs:
b. Excel a. Claris Works
c. Lotus b. Aldus Pagemaker
d. Other__________________ c. Other___________________
14. What commercially-produced software specific to Speech-Language Pathology and Audiology are used by
communication disorders' students?
Diagnostics
a. Computerized Profiling
b. SALT
c. Voice Evaluation
d. Other_________________
Diagnostics - Computerized Test Scoring
a. Boston Diagnostic Aphasia Examination
b. Western Aphasia Battery
c. Test of Auditory Comprehension of Language-Revised
e. Woodcock-Johnson
f. Other_________________
Research
a. Absearch
b. Other__________________
Tutorials/Demos
a. ADAM
b. Developmental Sentence Scoring
c. Understanding Decibels - Parrot Software for Audiology
d. Other__________________
Clinical Therapy
a. Child Language
b. Cognitive Rehabiliatation
c. Aphasia
d. Voice/Nasality
e. Hearing
f. Fluency
g. Learning Disabilities
h. Other__________________
15. What self-generated software do you use in your lab?
a. Hypercard
b. Other. List:________________________________________
16. What kind of computer support services do you have?
a. repair from campus support staff
b. departmental technician
c. departmental programmer
d. Other:__________________________________________________
17. What are the most successful aspects of computers used by students in your department?
18. What are some pitfalls in setting up and maintaining computers for student use?
19. Other comments you would like to make:
20. Please include your name and address if you would like the results of this survey.
Thank you very much for your time in filling out this questionnaire.