Co-Authors

Stanley K. Ellis

University of Arkansas for Medical Sciences

Track

Research Proposal / Academic/Professional Development

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.

Session Format

Poster Session

Publication Type and Release Option

Presentation (Open Access)

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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.