Volume 4, Issue 2 (2020)
Scholarship of Teaching and Learning Research
The Impact of Active Learning in a Speech-Language Pathology Swallowing and Dysphagia Course
Rebecca H. Affoo, Justin L. Bruner, Angela M. Dietsch, Ciara E. Nellenbach, Theresa M. Jones, and Mark E. Lehman
Communication Sciences and Disorders Faculty Perceptions of Interprofessional Education
Janine L. Schmedding-Bartley and Courtney Karasinski
Clinical Reasoning Skills in AAC Intervention Planning: Investigating the Expert-Novice Gap
Allison M. Sauerwein and Jane R. Wegner
Using Think-Alouds to Uncover Expert-Novice Gaps in AAC Intervention Planning Skills
Allison M. Sauerwein and Jane R. Wegner
Scholarly Teaching
Guided Online Case Scenarios Support Development of Clinical Decision-Making Skills in Speech-Language Pathology Master’s Students
Krystal L. Werfel and Gabriella Reynolds
Guiding Students' Clinical Writing and Critical Thinking: Utilizing Scholarly Teaching to Develop and Implement a Clinical Writing Rubric
Bonnie Halvorson-Bourgeois, Mary Riotte, Susan Lambrecht Smith, and Lesley Maxwell
Student Voices
Students' Perspectives Following Involvement in a Constraint Induced Aphasia Therapy Research Project
Bridget R. Dincher, Melissa McGrath, and Julie Griffith
Sarah M. Ginsberg, Editor,
Eastern Michigan University, sarah@tlcsdjournal.com
Jennifer C. Friberg, Associate Editor,
Illinois State University, jen@tlcsdjournalcom
Colleen F. Visconti, Advisory Editor,
Baldwin Wallace University, colleen@tlcsdjournal.com
Patrick Walden, Editor-at-Large,
St. John's University, patrick@tlcsdjournal.com
Jerry K. Hoepner, Editor-at-Large,
University of Wisconsin-Eau Claire, jerry@tlcsdjournal.com
Mark DeRuiter,
Business Advisor to the Editorial Board,
University of Arizona, mark@tlcsdjournal.com
Mardee Kohlmann, Manager,
Pediatric Therapy Associates, manager@tlcsdjournal.com
