Get Your SoTL Study Started

Description

This webinar will address the what, when, how, and why of conducting the scholarship of teaching and learning (SoTL) at your institution. Teaching and learning problems can be studied systematically in a multitude of ways. To highlight that notion, presenters will describe SoTL, present teaching and learning problems, discuss different ways in which those problems could be studied, and identify various data sources, methods, and data analysis strategies. Potential resources to overcome challenges in conducting SoTL will also be discussed.

Learning Objectives: 

• Define and describe SoTL.
• Identify one teaching and learning problem and at least one approach to systematically study it.
• Identify potential resources /challenges for completing their SoTL work.

Agenda

7:00-7:05 p.m. ET - Intro, Disclosures, and Goals
7:05-7:10 p.m. ET - Defining SoTL
7:10-7:15 p.m. ET - Identifying Teaching/Learning Problems
7:15-8:00 p.m. ET - Approaches to Systematic Study in SoTL
8:00-8:20 p.m. ET - Finding Resources to Engage in SoTL
8:20-8:30 p.m. ET - Wrap up and Q&A

Speakers

Jennifer C. Friberg, Ed.D., CCC-SLP
Illinois State University

Dr. Jennifer Friberg is the Interim Director for the Center for Teaching, Learning and Technology, the Cross Endowed Chair for the Scholarship of Teaching and Learning, and a Professor of Communication Sciences and Disorders at Illinois State University. She is the founding Associate Editor for Teaching and Learning in Communication Sciences & Disorders, and is the co-editor of the recently published book, Evidence-Based Education in the Classroom: Examples from Clinical Disciplines. Friberg’s SoTL interests center on advocacy, mentorship, and learning that occurs outside of the traditional classroom setting.

Disclosures

Financial: Employed by Illinois State University. Dr. Friberg receives royalties from Plural Publishing, Indiana University Press, and Slack Inc., for books on topics related to the scholarship of teaching and learning. Dr. Friberg is receiving an honorarium from CAPCSD for presenting this webinar. 

Non-Financial: None

Sarah M. Ginsberg, Ed.D., CCC-SLP
Eastern Michigan University

Sarah M. Ginsberg is Professor of Speech-Language Pathology at Eastern Michigan University.   She was the founding Editor of Teaching and Learning in Communication Sciences & Disorders (TLCSD).  She is the Editor of Xerostomia: An Interdisciplinary Approach to Managing Dry Mouth and co-author of Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education.  Her work has appeared in the Journal of Scholarship of Teaching and Learning, and The Teaching Professor.

Disclosures

Financial: Employed by Eastern Michigan University. Dr. Ginserberg is receiving an honorarium from CAPCSD for presenting this webinar. 

Non-Financial: Business Advisor to Teaching and Learning in Communication Sciences and Disorders, a peer-reviewed journal that publishes content related to this presentation.

Jerry K. Hoepner, Ph.D., CCC-SLP
University of Wisconsin - Eau Claire

Dr. Jerry Hoepner is a Professor at the University of Wisconsin - Eau Claire. He teaches courses in anatomy and physiology, neuroanatomy & neurophysiology, acquired cognitive disorders, dysphagia, and counseling. Jerry co-facilitates three community-based brain injury groups and the Chippewa Valley Aphasia Camp. His research addresses video self-modeling interventions for persons with acquired language or cognitive disorders and their everyday partners, aphasia camp outcomes for campers and students, motivational interviewing, counseling methods and training, undergraduate research outcomes, course-embedded clinical experiences, and instructional pedagogies. He is a founding editor of Teaching and Learning in Communication Sciences and Disorders.

Disclosures

Financial: Employed by University of Wisconsin - Eau Claire. Dr. Hopener is receiving an honorarium from CAPCSD for presenting this webinar. 

Non-Financial: Dr. Hoepner serves on the Board of Directors and Editorial Board of TLCSD. 

Colleen F. Visconti, Ph.D., CCC-SLP
Baldwin Wallace University

Colleen F. Visconti is a Professor and Program Director for the Speech-Language Pathology program at Baldwin Wallace University. She is the current Editor and co-founder of Teaching and Learning in Communication Sciences & Disorders. She is co-author of Evidence-Based Education in the Classroom: Examples from Clinical Disciplines; and Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education.  Her current research focuses on service-oriented study abroad, peer review and peer mentoring, and evidence-based educational practices.

Disclosures

Financial: Employed full-time by Baldwin Wallace University. She receives royalties for two books on teaching and learning: Evidence-Based Education in the Classroom: Examples from Clinical Disciplines (2021 - SLACK Inc.); and Scholarship of Teaching and Learning in Speech-Language Pathology and Audiology: Evidence-Based Education (2012 - Plural Publishing).  She is also receiving an honorarium from CAPCSD for this presentation. 

Non-Financial: Dr. Visconti is the current Editor and co-founder of the open-access journal - Teaching and Learning in Communication Sciences & Disorders. 

Patrick R. Walden, Ph.D., CCC-SLP
St. John's University

Dr. Walden is an Associate Professor and the Director of the M.A. in Speech-Language Pathology Program in the Department of Communication Sciences and Disorders. He is a nationally certified Speech-Language Pathologist with research interests in leadership and administration in the professions, scholarship of teaching and learning, and disorders of voice and speech in adults. He joined St. John's University in 2008. Dr. Walden has served extensive roles in leadership, management and human resource development in healthcare. With research funding from The Voice Foundation as well as ASHA’s Special Interest Groups, he has completed research focused on auditory-perceptual voice evaluation, Speech-Language Pathologists’ informal learning in medical environments as well as pedagogical/andragologic approaches to education in acoustics and clinical supervision.

Disclosures

Financial: Dr. Walden receives a salary from St. John's University. He is also receiving an honorarium from CAPCSD for this presentation. 

Non-Financial: Dr. Waldon is an unpaid Executive Board Member and Editorial Board Member of the Teaching and Learning in Communication Sciences and Disorders journal.

CEUs