Teaching and Learning in Communication Sciences & Disorders (TLCSD) publishes articles that reflect current and exemplary scholarship of teaching and learning (SoTL) research in speech-language pathology and audiology. Articles submitted to TLCSD may also reflect current trends in the format of SoTL work, including original research, quantitative or qualitative in nature, reflective essays and case studies, both grounded in the literature. Recognizing the diverse experiences and perspectives of our readers and contributors, TLCSD strives to foster evidence-based educational practices that build capacity for all potential educators and students. We welcome inquiries to the Editor regarding the potential for unique and novel work that is related to the content of the journal.
Current Issue: Volume 10, Issue 1 (2026)
Scholarship of Teaching and Learning Research
Effects of Infused Instruction on Graduate Students’ Knowledge, Self-Perceptions, and Misconceptions of African American English Dialect
Virginia L. Dubasik, Tim Brackenbury, and Jasmine I. Wilson
Assessing Learning in Simulation Learning Experiences in Graduate Programs for Speech-Language Pathology: A Phenomenological Study
Robyn Walker and Casey Ozaki
Teaching Students to Identify and Adjust Linguistic Bias in Speech-Language Pathology Clinical Writing
Ann K. Holland, Mary Riotte, Abby "Po Jung" Lee, Angela Ayre, Sarah Friel, Mirza J. Lugo-Neris, and Laura L. Wolford
From Answers to Understanding: Bridging the Gap Between Multiple-Choice and Open-Ended Questions
Kathleen A. Siren
Benefits and Barriers: CSD Faculty Attitudes Toward Student Accommodations
Erika Squires, Lori A. Pakulski, and Celeste Domsch
Evaluative Trialing: A Grounded Theory of Preservice Speech-Language Pathologists’ Learning Processes with Speech-Generating Devices
Elizabeth M. Leatherman, Stacy Gasvoda, Jane R. Wegner, and Nancy C. Brady
Improving Speech-Language Pathology Graduate Student Confidence in Evidence-Based Practice
Courtney Olson and Carla Tierney-Hendricks
A Qualitative Job Posting Analysis from Missouri to Guide Competency-Based Curriculum in SLP Education
Megan Batzer
Transfer of Learning From Simulation to Clinical Practice: SLP Graduate Student Experiences in Medical Externships
Karen D. Villanueva, Kerry C. Mandulak, Amanda Stead, and Patrick Walden
Simulated Participant Engagement in Communication Sciences & Disorders Programs: A Scoping Review
Jason Konzelmann and Richard I. Zraick
Targeted Interprofessional Education (IPE) Curriculum for First-Year Speech-Language Pathology (SLP) Graduate Students
Cody Marie Busch
Action Steps Toward Equity in Communication Sciences and Disorders: A Program Evaluation of Student Self-Efficacy
Monica Bellon-Harn, Lekeitha Morris, and Mark Trahan
Pilot SoTL Studies
Procedure to Evaluate Artificial Intelligence (AI) Output for Educational and Clinical Tasks
Lynn Gilbertson, Cody Marie Busch, Jon Spike, Kaitlin DeMoss, and Jae Thompson
Development and Impact of a Review Course for the Praxis Examination in Speech- Language Pathology
Miriam Baigorri and George Pagano
Developing Critical Thinking Skills in Undergraduate CSD Students through a Case Study Project
Lydia R. Kruse and Windi Krok
From Stories to Speech: Cultivating Cultural Competence and Linguistic Awareness in Future SLPs
Alexis Lawton
Simulation using Aspiration Screening Tool and Bolus Testing for Graduate Nutrition and Dietetics Students
Kendrea Garand, Tracy Maluchnik, Trisha A. Cousins, Jonathan Beall, and James Coyle
Equity in Evaluation: Examining Grading Practices and Student Experiences in Speech-Language Pathology Education
Jennifer Essig
Scholarly Teaching
A Brief Case Report about Mentored Self-Reflection in a Communication Disorders Survey Course
Paul W. Cascella
Teaching Through Disruption: Trauma-Informed, Community-Engaged Learning in a Graduate CSD Course
Teresa L. Boggs
Revisiting a Service-Learning Component in AAC Coursework: Design, Logistics, and Practical Challenges
Juhi Kidwai, Mohammad Al Rjoob, Maria Claudia Franca, and Valerie E. Boyer
Tutorial
Supporting Neurodivergent Students in Communication Sciences and Disorders: Best Practices Integrating UDL and TILT in Academic Courses
Jacqueline A. Towson, Nancy McIntyre, and Alexis Cunha
Reflection on SoTL
CSDeep Learning Seminar: Connecting Students, Faculty, and Alumni to Promote a Creative Path to Success
Chao-Yang Lee and Emily Jones
Student Voices
Faculty and Student Perspectives on Course Collaborations within Communication Sciences and Disorders
Shanna R. Callewaert and Sarah M. Ginsberg
Learner-Centered Education as a Model for Promoting Client-Centered Care in Communication Sciences and Disorders
Shanna R. Callewaert and Sarah M. Ginsberg
An Exploration of Case-Based Teaching and Learning in AAC Courses: Student Data Analysis and Reflections on Engaging in Academic Research
Kayla Lorance, Claire Almos, Abigail Spudich, Alli Sauerwein, and Kristen Muller
Emerging Thinking/Directions
- Board of Directors
Sarah M. Ginsberg, President,
Eastern Michigan University
Mark DeRuiter, Treasurer,
University of Pittsburgh
Colleen F. Visconti, Secretary,
Baldwin Wallace University
Joann Benigno, Board Member,
Ohio University,
[email protected]
Jennifer C. Friberg-Fort, Board Member,
Illinois State University
Jerry Hoepner, Board Member,
University of Wisconsin - Eau Claire
Patrick Walden, Board Member,
Monmouth University
- Editorial Board
Colleen F. Visconti, Editor,
Baldwin Wallace University,
[email protected]
Patrick Walden, Associate Editor,
Monmouth University,
[email protected]
Joann Benigno, Assistant Editor,
Ohio University,
[email protected]
Tim Brackenbury, Assistant Editor,
Bowling Green State University,
[email protected]
Laura R. Chapman, Assistant Editor,
University of Scranton,
[email protected]
Jennifer C. Friberg-Fort, Assistant Editor,
Illinois State University,
[email protected]
Kerry Mandulak, Assistant Editor,
Pacific University,
[email protected]
Lekeitha Morris, Assistant Editor,
University of St. Augustine for Health Sciences,
[email protected]
David Rehfeld, Assistant Editor,
Kansas State University,
[email protected]
Allison Sauerwein, Assistant Editor,
Southern Illinois University - Edwardsville,
[email protected]
Laura Wolford, Assistant Editor,
MGH Institute of Health Professions,
[email protected]
