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James Mennell Oral History CollectionAudio recording of the interview of Chester Yard in 1980.
1980
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Digitized versions of formerly framed publicity photographs hung on the wall of Rocky's Grille. Most of the performances were at Xtremes: The SRU Nightclub, hosted by the University Program Board.
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Digital photograph of a plaque reading: Slippery Rock University's Past Performers at Xtremes Nightclub: Xtremes The SRU Nightclub Wall of Fame
1991
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ROCKvoices Oral History ProjectVideo clip from the interview of Dick Wukich conducted on March 30, 2021.
2021
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ROCKvoices Oral History ProjectTranscript of the interview of Dick Wukich conducted on March 30, 2021.
2021
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ROCKvoices Oral History ProjectAudio recording of the interview of Dick Wukich conducted on March 30, 2021.
2021
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Slippery Rock University in the Sixties Oral History CollectionTranscript of the interview of Russell Wright on August 16, 1992.
1992
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Slippery Rock University in the Sixties Oral History CollectionAudio recording of the interview of Russell Wright on August 16, 1992.
1992
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Exploring the Perceptions of School-Based Speech-Language PathologistsLegal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities....
Show moreLegal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities. Therefore, the purpose of this qualitative research study was to investigate speech-language pathologists’ perceptions of workload management within the public-school setting. The contents of this narrative systematically describe federal and state legislative actions pertaining to professional responsibilities and the conceptual frameworks that are often used to evaluate personal and job-related workload implications. A purposeful sampling approach allowed the co-investigator to assemble a team of eight school-based speech-language pathologists, currently employed in public-school districts located in Southwestern Pennsylvania, who met an explicit set of criteria relevant to the premise of the investigation. Participants were interviewed and data was analyzed utilizing descriptive coding followed by NVivo coding in order to identify major themes and patterns in regard to the following research questions: What workload responsibilities do school-based speech-language pathologists perceive as the most demanding? How do school-based speech-language pathologists describe the relationship between perceived workload demands and job performance? How do school-based speech-language pathologists view the impact of perceived workload demands on their body, mood, and/or behavior? Four major themes emerged from the data and indicate the following: SLPs have a clear understanding of the terms caseload and workload in regard to school-based speech and language support services; Workload obligations perceivably cause SLPs to encounter psychological and physical implications, including stress, anxiety, and frustration; Workload obligations perceivably impact SLPs’ ability to meaningfully provide therapeutic services; and the roles and responsibilities of school-based SLPs are perceivably misinterpreted and/or misunderstood by educational stakeholders, including administrators, teachers, and parents. Findings from this study may contribute to future professional development initiatives, caseload dissemination methods, and the growing body of literature related to the topic.
Show less2021
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exploring the perceptions of school-based speech-language pathologistsLegal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities....
Show moreLegal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities. Therefore, the purpose of this qualitative research study was to investigate speech-language pathologists’ perceptions of workload management within the public-school setting. The contents of this narrative systematically describe federal and state legislative actions pertaining to professional responsibilities and the conceptual frameworks that are often used to evaluate personal and job-related workload implications. A purposeful sampling approach allowed the co-investigator to assemble a team of eight school-based speech-language pathologists, currently employed in public-school districts located in Southwestern Pennsylvania, who met an explicit set of criteria relevant to the premise of the investigation. Participants were interviewed and data was analyzed utilizing descriptive coding followed by NVivo coding in order to identify major themes and patterns in regard to the following research questions: What workload responsibilities do school-based speech-language pathologists perceive as the most demanding? How do school-based speech-language pathologists describe the relationship between perceived workload demands and job performance? How do school-based speech-language pathologists view the impact of perceived workload demands on their body, mood, and/or behavior? Four major themes emerged from the data and indicate the following: SLPs have a clear understanding of the terms caseload and workload in regard to school-based speech and language support services; Workload obligations perceivably cause SLPs to encounter psychological and physical implications, including stress, anxiety, and frustration; Workload obligations perceivably impact SLPs’ ability to meaningfully provide therapeutic services; and the roles and responsibilities of school-based SLPs are perceivably misinterpreted and/or misunderstood by educational stakeholders, including administrators, teachers, and parents. Findings from this study may contribute to future professional development initiatives, caseload dissemination methods, and the growing body of literature related to the topic.
Show less2021
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Slippery Rock University in the Sixties Oral History CollectionTranscript of the interview of Carl Woodling on July 29, 1991.
1991
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Slippery Rock University in the Sixties Oral History CollectionAudio recording of the interview of Carl Woodling on July 29, 1991.
1991
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Xtremes Publicity Photograph CollectionDigitized copy of the Wilma Carroll Publicity Photograph
1994
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ROCKvoices Oral History ProjectVideo clip from the interview of Bill Williams conducted on June 25, 2013.
2013
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ROCKvoices Oral History ProjectTranscript of the interview of Bill Williams conducted on June 25, 2013.
2013
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ROCKvoices Oral History ProjectAudio recording of the interview of Bill Williams conducted on June 25, 2013.
2013
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Slippery Rock University in the Sixties Oral History CollectionAudio recording of the interview of Marie Wheaton on November 2, 1994.
1994
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ROCKvoices Oral History ProjectVideo clip of the interview of Robert Watson conducted on January 11, 2021.
2021
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ROCKvoices Oral History ProjectTranscript of the interview of Robert Watson conducted on January 11, 2021.
2021
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ROCKvoices Oral History ProjectAudio recording of the interview of Robert Watson conducted on January 11, 2021.
2021