The purpose of this study was two-fold: (1) to ascertain how research doctoral programs in Communication Sciences and Disorders (CSD) characterize their own efforts to educate research doctoral students about teaching at the college/university level; and (2) whether and how programs introduce the “scholarship of teaching and learning” (SoTL) to PhD students. PhD program directors (N=69) were emailed a survey for descriptions of university teaching instruction and SoTL activities, with a 27.5% return rate (n=19). Quantitative and qualitative analyses were used. Identified themes included, “course or seminar”, “experiential” and “required”. One hundred per cent of respondents offer teaching experiences and 58% require student participation. Sixty-three per cent offer a teaching course while 42% require the course. It is unclear from the current data whether CSD PhD students are exposed to SoTL. Given the robust, cross-disciplinary literature on teaching and learning, the time may be right for a discussion on including teaching education and SoTL in CSD PhD programs.
SMITH-OLINDE, Laura and Ellis, Stanley K.
"Pedagogical Education Practices in Communication Sciences and Disorders PhD Programs: A Pilot Study,"
Teaching and Learning in Communication Sciences & Disorders: Vol. 2
, Article 5.
Available at: https://ir.library.illinoisstate.edu/tlcsd/vol2/iss1/5