Teaching, Learning, and Research Hub
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...
Full professor is the highest faculty rank to which faculty can aspire at colleges and universities in the United States. However, unlike the tenure decision and promotion from assistant professor to associate professor, there is no firmly established or implemented timeline for promotion to this highest rank, nor are there...
During the 1960s, Everett Rogers (2003) studied the patterns of individual farmers as they faced a series of novel decisions related to pesticides and hybrid seeds. While farming seems far removed from the practices of speech-language pathology and audiology, the principles regarding the dissemination and adoption of innovative ideas and...
A variety of terms have been used to draw attention to the cooperation needed among stakeholders involved in providing interprofessional practice (IPP), and therefore to the need for interprofessional education (IPE) to prepare the future workforce (Odegard, 2006). The term interprofessional education has been defined as “a learning process in...
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...
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...
Health care reform is affecting our discipline. Four prominent themes provide a window into what’s to come—Outcomes Measurement, Learning Systems, Patient-Centered Care, and Transparency. Though the full impact of health care reform is not yet clear, it is important to consider the factors that are driving change, as mapping this...
Increasing student involvement in faculty research is a win-win proposition from many perspectives. Student assistance can greatly speed a faculty member’s ability to conduct research. It can encourage students to explore research careers for themselves. It builds student-faculty interaction, thereby improving the undergraduate educational experience and allowing students to develop...
The evidence-based practice movement has sought to tighten the link between research and practice. This movement has placed increased scrutiny on the quality and rigor of clinical practice research to ensure that the ‘tools of the trade’ are being objectively validated as having causal and beneficial effects on recipients. The Standard...
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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