Co-Authors

Stanley K. Ellis

University of Arkansas for Medical Sciences

Track

Research Proposal / Academic/Professional Development

Proposal Abstract

Sixty-nine Communication Sciences and Disorders (CSD) research doctoral programs were surveyed about PhD students’ introduction to the scholarship of teaching and learning (SoTL) and instructional pedagogy. Nineteen of the CSD programs responded, a 27.5% response. Nearly one-third of respondents stated that they did not infuse SoTL into their curriculum, while the remaining 69% declared that they integrated SoTL through a ‘course on teaching’. We report program demographic information with descriptive statistics. Our thematic analysis identified ‘courses/seminars’, ‘required’ and ‘experiential’ as major themes pertinent to instructional pedagogy. Implications for undergraduate, masters and clinical doctoral CSD students’ education will be presented.

Proposal Description

Sixty-nine PhD research doctoral program directors in Communication Sciences and Disorders (CSD) were surveyed about whether their programs infuse SoTL and formal instructional pedagogy We purposely did not define SoTL to understand how the programs, individually and collectively, define it. An analysis of program mission statements revealed program-defined student outcomes. All programs stated research was an intended outcome. Seven respondents said research was the only outcome, six added preparing students for academia, five added preparing students to teach, and one stated research, academia and teaching.

There were 19 (27.5%) useable surveys. Qualitative data analysis was a combination of the framework method and phenomenological approach. We used NVivo, a computer-assistive qualitative data analysis software, to analyze the qualitative data.

Six respondents indicated they do not infuse SoTL, 13 do. Of the 13, two stated “SoTL is presented in seminars”, ten indicated “see the pedagogy answer”, and one provided no description. Major themes identified for instructional pedagogy were ‘courses/seminars’, ‘experiential’, and ‘required’ (table in poster). We categorized programs according to student outcomes and matched their responses about the SOTL and formal pedagogy practices required of students. In terms of readying students to teach, while 100% of respondents offer experiential teaching, only 58% require student participation. Sixty-three per cent of respondents offer a formal course in instructional pedagogy, yet only 42% require it. (table in poster).

Without a stated definition of SoTL, we do not know how respondents interpreted the term; however, several respondents appear to equate SoTL and instructional pedagogy. Given these data and the growing emphasis on teaching and learning in higher education, further exploration into these disciplines’ introduction of SOTL to PhD students and preparation of those students to teach at the college level is warranted. Additional implications for undergraduate, masters and clinical doctoral CSD students’ education will be presented.

Session Format

Poster Session

Publication Type and Release Option

Presentation (Open Access)

 
Mar 30th, 9:00 AM Mar 30th, 9:45 AM

SoTL and University Teaching Education in Communication Disorders PhD Programs

Sixty-nine Communication Sciences and Disorders (CSD) research doctoral programs were surveyed about PhD students’ introduction to the scholarship of teaching and learning (SoTL) and instructional pedagogy. Nineteen of the CSD programs responded, a 27.5% response. Nearly one-third of respondents stated that they did not infuse SoTL into their curriculum, while the remaining 69% declared that they integrated SoTL through a ‘course on teaching’. We report program demographic information with descriptive statistics. Our thematic analysis identified ‘courses/seminars’, ‘required’ and ‘experiential’ as major themes pertinent to instructional pedagogy. Implications for undergraduate, masters and clinical doctoral CSD students’ education will be presented.