The American Speech-Language-Hearing Association defines interprofessional education (IPE) as “an activity that occurs when two or more professions learn about, from, and with each other to enable effective collaboration and improve outcomes for individuals and families whom we serve” (ASHA,
Problem-based learning (PBL) is a method of self-directed learning. The self-directed learning philosophy recognizes that, with some guidance and support, adult learners should be able to take responsibility for their own learning (Solomon & Baptiste, 2004). An overall goal of
In the early 2000s, ASHA began to promote the application of an evidence-based practice (EBP) model to the discipline of communication sciences and disorders (CSD). This triangular model addresses recommended contemporary practice in speech-language pathology but is flawed by design.
The Council of Graduate Schools (CGS) recently released a report titled Master’s Admissions: Transparency, Guidance, and Training (Okahana, Augustine, & Zhou, 2018). The report, which is based on a project supported by the Educational Testing Service (ETS), addresses three questions: What is
There is no doubt that the foundational information in communication sciences and disorders (CSD) gained during undergraduate studies sets the stage for success during graduate education and beyond. We recognize that a clinician who is steeped in the science of
Over the past several years, the ASHA Journals program has grown and developed quite a bit. This growth is in keeping with the rapidly changing scholarly publishing environment and in support of ASHA’s strategic goals to improve knowledge translation between
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
Critical thinking is recognized as an essential knowledge and skill for the preparation of our future professionals (see, e.g., ASHA, 2015). Instructors can help students develop these skills by explaining why critical thinking is important, providing opportunities to learn and
Clinical Research—It’s Relevant Audiologists are evidence-based practitioners. We are challenged to work in an evolving field with rapid advances in technology and changes in health care practices. It is imperative that clinicians remain abreast of current research in audiology to
In fall of 2016, the Academic Affairs Board (AAB) of ASHA interviewed 73 of the 76 directors of PhD programs in communication sciences and disorders (CSD) in the United States. The AAB report,Programs in Communication Science and Disorders: Innovative Models
ASHA publishes four peer-reviewed scholarly journals and one peer-reviewed scholarly review journal pertaining to the general field of communication sciences and disorders (CSD) and to the professions of audiology and speech-language pathology. These journals are the American Journal of Audiology; American Journal of Speech-Language Pathology; Journal of Speech, Language, and Hearing Research; Language, Speech, and Hearing Services in Schools; and Perspectives of the ASHA Special Interest Groups. These journals have the collective mission of disseminating research findings, theoretical advances, and clinical knowledge in CSD.
