Aims & Scope

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. We invite manuscripts which also fall within the umbrella of evidence-based education in CSD, including:

  • • Scholarship of Teaching & Learning Research: These articles represent new investigations of teaching and learning and could include original research or meta-analyses. Scholarship of Teaching & Learning Research articles clearly reflect a systematic approach to studying teaching and learning that is data-based (qualitative, quantitative, or mixed-methods) in nature.
  • Scholarly Teaching: Scholarly teaching articles report on the process or impact of a published SoTL studies. Scholarly teaching submissions extend the evidence base for teaching and learning in CSD. Submissions in this category may include meta-analyses or reports of applying SoTL research from CSD or other disciplines to a clinical/academic context. Tutorials outlining specific teaching/learning activities are acceptable given they include relevant ties to the literature.
  • Pilot Studies: Pilot studies represent emerging and developing research on teaching and learning. Submissions in this category should include an explanation of early results from the investigation and should give provide explanations for any limitations in the study as well as report on plans for next steps for the future.
  • Reflections on SoTL: Reflections on the SoTL research process that illustrate the complexity of SoTL research and the thought processes involved in any/all steps of this type of inquiry are welcome. Reflections on SoTL must have application to other researchers/settings in order to be considered for publication.
  • Student Voices: Student voices articles include original research, reflections on the SoTL research process, reflections on student experiences with evidence-based learning, or the reporting of pilot data. This type of manuscript is reserved for articles that feature a student as the first author/director of the submitted paper.