An Exploration of Case-Based Teaching and Learning in AAC Courses: Student Data Analysis and Reflections on Engaging in Academic Research

Authors

• Kayla Lorance, Southern Illinois University EdwardsvilleFollow
• Claire Almos, Southern Illinois University EdwardsvilleFollow
• Abigail Spudich, Southern Illinois University EdwardsvilleFollow
• Alli Sauerwein, Southern Illinois University EdwardsvilleFollow
• Kristen Muller, University of Arkansas for Medical SciencesFollow

Abstract

Case-based learning is a beneficial pedagogical approach because it offers opportunities for students to apply constructs and frameworks and to develop clinical reasoning and decision-making skills. Clinical cases have been used to explore students' clinical reasoning skills in AAC research studies; however, few instructors have published about the use of case-based learning in their AAC courses. Thus, this study aimed to understand how and why faculty and instructors use case-based learning in graduate-level AAC courses as well as their recommendations for colleagues.

A total of twelve faculty participated in the study by completing an interview. Qualitative data analysis was completed. Themes related to participants purpose for using case-based learning, how participants incorporated case-based learning in their courses, and their recommendations related to case-based learning are presented in the Results. Student reflections are shared as well as implications of the study for faculty and instructors.

Recommended Citation

Lorance, K., Almos, C., Spudich, A., Sauerwein, A., & Muller, K. (2026). An Exploration of Case-Based Teaching and Learning in AAC Courses: Student Data Analysis and Reflections on Engaging in Academic Research. Teaching and Learning in Communication Sciences & Disorders, 10(1). DOI: https://doi.org/10.61403/2689-6443.1453