Volume 3, Issue 2 (2019)
Scholarship of Teaching and Learning Research
Narratives of Expert Speech-Language Pathologists: Defining Clinical Expertise and Supporting Knowledge Transfer
Natalie F. Douglas, Katie Squires, Jackie Hinckley, and Erline V. Nakano
The Gendered Experiences of Male Students in a Speech-Language Pathology Graduate Program: A Multi-Case Study
Jairus-Joaquin R. Matthews and Derek E. Daniels
“That’s So Much More Important than the Grades”: Learning Client Centered Care through Experiential Learning at Aphasia Camp
Esther S. Kim and J. Renzo Garcia
Cognitive Dissonance of Graduate Students During Clinical Sessions of a Literacy Program: Types of Episodes and their Resolution
Pam Britton Reese and Ludwika Aniela Goodson
Bridging the Gap: An Approach to Facilitating Integrated Application of Neuroanatomy and Neurophysiology in Graduate-Level Speech-Language Pathology Across the Semester
Jennine M. Harvey-Northrop and Lisa A. Vinney
Creating Head Space: Using Spaced Retrieval Practice to Teach Cranial Nerves to Graduate SLP Students
Rachel K. Johnson, Anne Michalek, and Corrin Richels
Toward the Development of a Quick, Reliable Assessment Tool for Reflective Journals
April Garrity, Casey Keck, Janet L. Bradshaw, and Keiko Ishikawa
Reflection on SoTL
Developing and Using a Rubric to Provide Feedback and Improve CSD Clinical Writing
Laura B. Willis and Lindsey Piazza
Sarah M. Ginsberg, Editor,
Eastern Michigan University, [email protected]
Jennifer C. Friberg, Associate Editor,
Illinois State University, jen@tlcsdjournalcom
Colleen F. Visconti, Advisory Editor,
Baldwin Wallace University, [email protected]
Patrick Walden, Editor-at-Large,
St. John's University, [email protected]
Jerry K. Hoepner, Editor-at-Large,
University of Wisconsin-Eau Claire, [email protected]
Mark DeRuiter,
Business Advisor to the Editorial Board,
University of Arizona, [email protected]
Mardee Kohlmann, Manager,
Pediatric Therapy Associates, [email protected]
