Teaching, Learning, and Research Hub
This spring marks the 1-year anniversary of our “new normal.” It is a challenging remembrance for those of us who spent the past year juggling caregiving responsibility with full-time work, while feeling socially isolated and/or forgotten by society. Local governments debated capacity limits for restaurants and bars, and we wondered...
Audiology programs across the nation faced the same questions in mid-March 2020: What will we do now? How will we deliver excellent clinical education and serve our patients while conducting clinics and classes virtually? What learning opportunities will the students miss? How can students learn clinical skills best during this...
Following the lead of Joe Duffy (2016), I started asking graduate students in my motor speech disorders classes to imagine (a) what their clinical practice will look like in 10 years and (b) how technology will affect clinical practice. Invariably, these discussions include some version of artificial intelligence (AI) such...
Challenges In late February, when we first considered the potential impact of COVID-19 on clinical education, each wave of information contained profound implications for what might be coming. Each possibility seemed unbelievable- never before had clinical education as we knew it been essentially shut down. Two short weeks later, as...
Background Doctor of audiology (AuD) programs work with students for 3–4 years, providing them with the knowledge and skills needed to be successful professionals capable of delivering audiological services across the full scope of practice. Most academic programs developed ways to establish a student’s competence level before embarking on the...
Graduate programs in the discipline of communication sciences and disorders (CSD) are looking toward technology—specifically, simulations—to meet the clinical education needs of students (Dudding & Nottingham, 2018). This change is occurring at a time when programs are facing challenges of program expansion, availability of off-campus supervisors and preceptors, and expectations...
It is always a pleasure to connect with program directors as they consider the ways clinical education fits within the larger structure of a department’s mission and vision. Working in an educational environment has a real “student first” thrust to it, and, it is one that we all understand. Often,...
With the implementation date for the new Standards for the Certificate of Clinical Competence in Speech-Language Pathology fast approaching (September 2014), the Council for Clinical Certification in Audiology and Speech-Language Pathology (CFCC) would like to review and highlight some of the major changes in certification standards between the 2005 and...
Educational programs in Communication Sciences and Disorders (CSD) have at their core a dual and complementary mission: (1) to teach fundamental knowledge about normal and disordered communication and (2) to teach and assess clinical skills. Clinical placements in ‘real-world’ settings such as schools, clinics, hospitals, and nursing homes traditionally have...
Historically, university training clinics were established as the primary clinical training units of departments that offer graduate degree programs in speech-language pathology and audiology. These clinics serve as a valuable source of clinical exposure for students to clients of a wide variety of ages and disorders. Perhaps more important, they...
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for 241,000 members, certificate holders, and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students.
The ASHA Teaching, Learning, and Research Hub is a repository of resources to support academic, clinical and research education in communication sciences and disorders (CSD).
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