Collom, Zeth E.2020-07-152020-07-152020-03-05https://hdl.handle.net/11310/303Data Collection Methodology: Mixed: quantitative using instructor questionnaires pre and post-course; qualitative using comments from questionnaires and course evaluations. Expected Findings: Preliminary analyses indicate: 1) flipped classroom activities have significant impact on student self-efficacy in treatment but not assessment; and 2) easily accessible content such as podcasts for homework activities have greater impact than professional conferences.Self-efficacy is positively correlated with clinical performance. There are few studies investigating if specific pedagogical approaches influence speech-language pathology graduate students' self-efficacy in a particular domain of service provision or strategy use. This study investigated if a flipped classroom's activities increased student reported self-efficacy for augmentative-alternative communication clinical skills across several subdomains using pre- and post-course questionnaires developed by the instructor. Preliminary analysis indicates that students' self-efficacy improved for treatment skills but not in assessment and foundational knowledge. Also, qualitative analysis indicates that pair-explore-share activities using podcasts made a greater impact than a formal professional conference in a particular AAC approach.en-USPresentation