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 9, Issue 2 (2025)
Scholarship of Teaching and Learning Research
An Interdisciplinary Early Intervention Learning Community for Undergraduate Students
Ciera M. Lorio, Hannah Rudkin, Christina Rauwolf, and Luminita Hartle
Interdisciplinary Digital Health and Learning Survey Across Speech-Language Pathology, Technology, and Interior Design: Implications for Training in Rehabilitation and Aging-In-Place Practices
Jennine M. Harvey-Northrop, Isaac Chang, Gabriela Fonseca Pereira, and Megan Cuellar
The Effects of In-Depth Exposure to the Lived Experience of Aphasia on Student Learning
Brianne Roos, Gretchen Szabo, Tami Brancamp, Elizabeth Hoover, Chaleece Sandberg, and Tom W. Sather
An Escape Room to Cultivate Interprofessional Skills: A Mixed Methods Study
Rita Lenhardt, Blair Carsone, Dianna Lunsford, Melissa Goodman, and Andrew Caswell
The Effect of Blended Training on AAC Strategy Use by Pre-Service Educational Professionals
Cheri Dodge Chin, Stephanie M. Schaaf, Jennifer Gaylord, and Melissa Pebly
Case-Based Learning for Dysphagia Continuing Education: Participant Perceptions on Facilitators and Barriers
Kalea Jones, Sarah Szynkiewicz, Grayson Hill, Courtney Broadfoot, Kendrea L. Garand, and Memorie M. Gosa
Quality, Suitability, Understandability, Actionability, and Readability of Patient Education Materials: Baseline Findings from SLP Graduate Students
Bonnie K. Slavych, Greg Williams, Lauren Siemers, Lauren E. Jones, and Alana Mantie-Kozlowski
Problem-Based Learning in Speech-Language Pathology Programs: A Scoping Review
Michelle P. Phoenix, Roohit Grewal, Kayla Brissette, Maya Albin, and Minseo Kim
Scholarly Teaching
Foundations of Interprofessional Practice: The Development of a Keystone Course for an Interprofessional Collaborative SLP, PT, and OT Curricular Sequence
Kathleen M. Youse, Jill D. Black, and Wendy L. Wachter-Schutz
Student Voices
Experiential Learning and Autism: An Undergraduate’s Journey
Emma K. Walker, Jennifer C. Dalton, and Dawn C. Botts
- 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,
benigno@ohio.edu
Jennifer C. Friberg, 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,
cviscont@bw.edu
Patrick Walden, Associate Editor,
Monmouth University,
patrick@patrickwalden.com
Jennifer C. Friberg, Assistant Editor,
Illinois State University,
jfribe@ilstu.edu
Joann Benigno, Assistant Editor,
Ohio University,
benigno@ohio.edu
Tim Brackenbury, Assistant Editor,
Bowling Green State University,
tbracke@bgsu.edu
Esther S. Kim, Assistant Editor,
University of Alberta,
esther.kim@ualberta.ca
Kerry Mandulak, Assistant Editor,
Pacific University,
mandulak@pacificu.edu
Lekeitha Morris, Assistant Editor,
University of St. Augustine for Health Sciences,
lmorris1@usa.edu
Allison Sauerwein, Assistant Editor,
Southern Illinois University - Edwardsville,
allsaue@siue.edu
Laura Wolford, Assistant Editor,
MGH Institute of Health Professions,
LWolford@MGHIHP.edu
