Language Learning and Career Readiness Outcomes of an Undergraduate Speech Pathology Service-Learning Project

Authors

  • Lesley Graybeal University of Central Arkansas
  • Sunjung Kim Thao University of Central Arkansas
  • Mikelle Porter
  • Madeline Sims University of Central Arkansas

Abstract

While service-learning has numerous benefits for undergraduate students’ academic learning, professional skills development, cultural agility, and civic attitudes, examinations of service-learning in the context of preparing students for health professions in speech-language pathology have been limited (Bushman et al., 2021; Cooper et al., 2013; Diego-Lazaro et al., 2020; Kaf et al., 2011; Kong, 2014; Pace et al., 2019; Pakulski, 2011; Peters, 2011). This study examines outcomes from a service-learning partnership between an undergraduate speech-language pathology course and a local childcare center providing language development programing for preschool children. Data were collected through language learning session recordings as well as surveys and focus groups of the undergraduate students. Outcomes for preschool children included improved language skills in two of three measured areas of language development (total utterance and idea units); outcomes for college students included reinforcement of career goals, exposure to a professional setting, and development of career-related skills.

Author Biographies

Lesley Graybeal, University of Central Arkansas

Lesley Graybeal is Director of Experiential and Community-Engaged Learning at the University of Central Arkansas. She earned her BA and MA in English and PhD in Social Foundations of Education from the University of Georgia, and previously served as an English faculty member and the founding coordinator of the service-learning program at Wake Technical Community College in Raleigh, NC and director of service-learning at University of Central Arkansas.

Sunjung Kim Thao, University of Central Arkansas

Sunjung Kim Thao is an Associate Professor at the University of Central Arkansas. She received her PhD from the University of Florida. Her areas of research specialization include language, reading, and cognition in dyslexia and other learning disabilities, and she conducts research on the use of technology in assessment and intervention for individuals with language-learning disabilities. She is actively involved in literacy assessment/diagnostics and intervention at the UCA Speech-Language-Hearing Center and she leads the EyeRead lab for research on reading and learning.

Mikelle Porter

Mikelle Porter graduated magna cum laude from the University of Central Arkansas with a B.S. in Communication Sciences and Disorders in May of 2023. Mikelle was a member of the Norbert O Schedler Honors College where she conducted research on the psychological hardships of the Deaf/hard of hearing community and treatment for acquired neurogenic stuttering. Mikelle is now a graduate student and research assistant at the University of Central Arkansas where she is pursuing her Master of Science in Communication Sciences and Disorders.

Madeline Sims, University of Central Arkansas

Madeline Sims is a student in the Bachelor of Science program in Communication Sciences and Disorders at the University of Central Arkansas. Madeline has been a research assistant to Dr. Thao since July of 2023.

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Published

2025-06-24

Issue

Vol. 20 No. Summer (2025): The Journal of Service-Learning in Higher Education

Section

Articles

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