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)
Recommended Citation
Smith-Olinde, Laura, "SoTL and University Teaching Education in Communication Disorders PhD Programs" (2017). SoTL Commons Conference. 47.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2017/47
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, Social and Philosophical Foundations of Education Commons
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.