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 1 (2024)
Scholarship of Teaching and Learning Research
Using AR to Teach AR: Learning Outcomes of a Guided, Augmented Reality Hearing Loss and Auditory Rehabilitation Simulation with SLP Graduate Students
Alice Henton and Mathew Vansant
Fostering Empathy in Communication Sciences and Disorders Through Interprofessional Simulation: Bridging the Gap Between Lecture and Practice
Cynthia A. Hovland, Carol Spears, and Melissa Volk
Boosting Confidence in Hearing Loss Services Through an Interprofessional Simulation led by Peer Instructors
Amanda Stead, Jordan Tinsley, Trent Westrick, Elizabeth Olson, Alexandra Alfieri, and Lauren Sams
Development of Interprofessional Socialization in a Multifaceted Live Action Clinical Role-Play Simulation for Speech-Language Pathology and Social Work Students
Cody Marie Busch, Jennifer Anderson, Lynn Gilbertson, and Sarah Hessenauer
The Minority Student Mentoring Group (MSMG) for CSD Students: Perspectives, Goals, and Outcomes Six Years After Inception
Iona Ringgold and Diana C. Emanuel
A 10-Year Retrospective Case Study of the Relation between Four Summative Assessment Measures in a Graduate Speech-Language Pathology Program
Lynne Cameron, Laurel Teller, Rebecca Throneburg, Nichole Mulvey, and Jill Fahy
Scholarly Teaching
Addressing Bias in SLP Problem-Based Tutorials through Critical Reflexivity, Curriculum Development and Instructor Training
Harmonie Chan, Courtney Tidd, Justine Hamilton, Deidre Sperry, and Michelle Phoenix
- 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,
Lamar University,
lmorris6@lamar.edu
Allison Sauerwein, Assistant Editor,
Southern Illinois University - Edwardsville,
allsaue@siue.edu
