button2-survey button2-jobs button2-conference

Social Media Links

What's New

2016 CSD Education Survey had a 93% return! Mark your calendars for late July to participate in the 2017 survey that will collect data for the fall 2016 through summer 2017 academic year. Thank you for your participation.

2017 CAPCSD Conference Registration is now OPEN!! Click HERE

The 2014-2015 CSD Education Survey Reports, including National Aggregate and Individual State Aggregate Reports, are available. Click Here for more information.

Foundations of Clinical Education

Click Here for more information!

SOTL Position Paper

Scholarship of Teaching and Learning

Council on Academic Programs in Communication Sciences and Disorders
Position Paper on the Scholarship of Teaching and Learning
in Communication Sciences and Disorders

Committee Members: Jennifer Friberg (SoTL Committee Chair), Sarah Ginsberg (Vice President of Academics and Research, Ex-Officio), Carol Cardinale-Dudding (Vice President for Standards, Credentials, and Clinical Education), Wendy Quach (member at-large), Laura Smith-Olinde (member at-large)

Scholarship of Teaching and Learning in Communication Sciences and Disorders
Audiologist Ernest Boyer (1990) defined four types of scholarship engaged in by university faculty. Three of these represent traditional scholarship conducted historically by college and university faculty: the scholarship of discovery (original research which advances the knowledge base of a discipline), the scholarship of integration (research which makes connections across disciplines, researchers, and eras), and the scholarship of application (research which applies findings from research for practical application). Boyer’s fourth type of scholarship was termed the scholarship of teaching (later expanded to become the scholarship of teaching and learning) and focused on the effectiveness of teaching as the “highest form of understanding” (Boyer, 1990, p. 23).

The scholarship of teaching and learning (SoTL) is defined as the combination of three components: rigorous study of teaching and/or learning, peer review of these studies, and public dissemination of findings to advance pedagogical practice (Shulman, 2004). To this end, SoTL places the focus of education on the learner, investigating the effectiveness of pedagogical approaches to support the transfer of discipline-specific knowledge. McKinney (2007) indicated that SoTL should not be mistaken for high quality teaching (teaching which promotes student learning) or scholarly teaching (teaching using a scholarly approach). Rather, SoTL should be limited to include work encompassing a systematic study of questions important to both teaching and learning.

Within CSD, graduate training programs promote evidence-based practice (EBP) as the gold standard of clinical practice (American Speech-Language-Hearing Association, 2004). Just as EBP enhances clinical work, evidence-based education (EBE) should enhance teaching in the college and university classroom (Ginsberg, Friberg, & Visconti, 2013). SoTL is the vehicle for the formation of EBE, allowing effective, evidence-based educational practices to be disseminated to a wide audience of faculty who then engage in scholarly teaching to enhance their students’ learning. Thus, the value of SoTL for CSD programs is that discoveries from SoTL-based inquiries produce knowledge enhancing the preparation of future speech-language pathologists and audiologists, allowing optimal professional preparation in both academic and clinical settings.

Understanding that individual colleges and universities have the capacity to interpret scholarly productivity to align with their own unique mission and vision statements, CAPCSD recognizes each of the above types of scholarship, including SoTL, as providing a substantive contribution to the evidence-base for both clinical and educational practices in CSD. As such, CAPCSD would encourage recognition of each of these research types when assessing the scholarly productivity of CSD faculty.

American Speech-Language-Hearing Association. (2004). Report of the joint coordinating committee on evidence-based practice. Retrieved from http://www.asha.org/uploadedFiles/members/ebp/JCCEBPReport04.pdf#search=%22evidence%22
Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, N.J.; Carnegie Foundation for the Advancement of Teaching.

Ginsberg, S., Friberg, J., & Visconti, C. (2013). Scholarship of teaching and learning in speech-language pathology and audiology: Evidence-based education. San Diego: Plural Publishing.

McKinney, K. (2007). Enhancing learning though the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco: Jossey-Bass.

Shulman, L. S. (2004). Teaching as community property: Essays on higher education. San Francisco: Jossey-Bass.