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 8, Issue 3 (2024)
Scholarship of Teaching and Learning Research
Developing Problems with Strengths in Mind: Problem-Based Learning in Introductory CSD Courses
Laura E. Arrington, Stefanie Becerril, Leilani Iem, and Charlotte Clark
Preservice Augmentative and Alternative Communication Coursework Across 311 Speech-Language Pathology Graduate Programs
Brandon S. Eddy, Emily Sorensen, and Mariel Pinto
Reimagining Clinical Education Practices for Autism through the Multi-client Multilevel Mentorship Model
George W. Wolford and Schea Fissel Brannick
Exploring the Use of an Interprofessional Education Session for Speech-Language Pathology and Pharmacy Students
Sophia Werden Abrams, Heather MacPhee, Linnea Hodge, Justine Hamilton, and Ashwini Namasivayam-MacDonald
A Survey of Early-Career Speech-Language Pathologists: Determining Perceived Readiness for Clinical Management of Adults with Dysphagia After Completing Graduate School
Christine A. Lee, Ashwini Namasivayam-MacDonald, Zuleikha Wadhwaniya, Juliana McLaren, and Rebecca H. Affoo
Scholarly Teaching
Relationship Between Traditional Graduate Admission Criteria and Student Academic/Clinical Outcomes for Speech-Language Pathology Graduate Students
Jill Kumke, Phillip Nordness, and Tami Williams
Pilot Studies
How Literacy Coursework May Change the Perspectives of Preservice Speech-Language Pathologists: A Pilot Study
Robyn E. Becker
Student Family Navigators Promoting Language Development in Infants and Toddlers from Lower-Income Families
Abigail Delehanty, Lori Marra, Michelle Catao, Kelsey O'Connor, and Marisa Ricciardi
Student Voices
“You’re going to serve people from all different backgrounds”: CSD Students’ Perceptions of an Introductory Online Social Justice Program
Emma K. Williams, Monica L. Bellon-Harn, and Lekeitha R. Morris
“Beautiful Chaos”: Clinicians’ Learning Experience in Collaborative Theater Programming
Hannah Huff and Karen Whisenhunt Saar
- Board of Directors
Sarah M. Ginsberg, President,
Eastern Michigan University
Mark DeRuiter, Treasurer,
University of Pittsburgh
Colleen F. Visconti, Secretary,
Baldwin Wallace University
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
Margaret Blake, Assistant Editor,
University of Houston,
mtblake@uh.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
