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2017 CSD Education Survey opens July 25th and closes October 31st. Complete early and be eligible for random drawings for free registration to the ASHA and CAPCSD conferences!

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

Scholarship of Teaching & Learning

speech therapyScholarship of Teaching and Learning (SOTL)

General SOTL Knowledge: Evidence in SOTL

The scholarship of teaching and learning (SOTL) can be thought of as the systematic study and reflection of teaching and learning processes. SOTL work yields evidence to advance the practice of teaching and support the endeavor of learning. It is the evidence which emerges from SOTL which makes it true scholarship, rather than simply good teaching or scholarly teaching.

Within the field of communication sciences and disorders (CSD), there is an appreciation of the need for evidence to support decision making as evidence-based practice (EBP) has become a mainstay in clinical preparation and practice. Similarly, much in the way speech-language pathologists and audiologists must seek out evidence to support their clinical practice, academics have the same opportunity to use SOTL to select and apply evidence-based educational practices (EBE) to their course design and delivery. EBE exists for the same reason as EBP: to ensure best practices are employed to encourage favorable outcomes. In the case of SOTL and EBE, favorable outcomes can be measured by improvements in student learning.

While SOTL has largely been cross-disciplinary in nature, there is a need and precedent for discipline-specific SOTL work to be conducted, as well. While much can be learned through SOTL research from other disciplines, there are special interests within each profession which require distinctly different bodies of knowledge for instruction. This notion, described by Shulman (1987) as the establishment of pedagogical content knowledge, acknowledges the uniqueness of various fields of study while underlining the need for evidence to design successful learning experiences which compliment disciplinary needs. Within CSD, evidence obtained from SOTL work allows teachers to understand how to design high-quality, impactful learning opportunities for future speech-language pathologists and audiologists.



Dudding, C. C. (2012). Fostering communication in online CSD offerings. EBE Briefs, 1. Retrieved from www.speechandlanguage.com/wp-content/uploads/2012/11/EBE_briefs_FosteringComm.pdf

Hoepner, J. K., Clark, M. B., Sather, T., & Knutson, M. (2012). Immersion learning at aphasia camp. EBE Briefs, 1. Retrieved from www.speechandlanguage.com/wp-content/uploads/2012/11/EBE_briefs_ImmersionLearning.pdf

Purves, B.A., Petersen, J. & Puurveen, G. (2013). An aphasia mentoring program: Perspectives of speech- language pathology students and mentors with aphasia. American Journal of Speech-Language Pathology, 22, S370-S379.