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Doctoral courses devoted to teaching about pedagogy in communication sciences and disorders should take a broad view of their charge. Important student needs would be filled if classes included perspectives about (a) the role of the professor in higher education and how that role affects the professor's approach to teaching; (b) the need for future professors to begin developing a teaching style that fits their own personal characteristics; (c) the need to plan a career and learn about applying for academic positions; and (d) the need to educate doctoral students about academic values such as curriculum design, academic freedom, discipline-based advocacy, shared governance, engagement with the public, and the role of scholarship in society. This article reviews the personal experiences and styles of professors teaching doctoral students and provides resources for others who may wish to adopt a similar approach.

The Master Clinician Network is a project designed to make peer-reviewed examples of evidence-based clinical practice in speech-language pathology available for observation and critical discourse. The importance of clinical observation in communication sciences and disorders is discussed along with concerns regarding traditional methodology. An innovative approach is presented that includes an online social network designed to provide access to clinical videos, including results of a pilot project. These results are available at http://masterclinician.org.

This article describes how the use of a popular media character who survived a stroke (Grandpa Jim of the For Better or For Worse comic strip) was incorporated into classroom instruction on aphasia. Episodes about the character were reviewed and response questions were developed for 29 graduate students enrolled in an adult language disorders course. The assessment of Grandpa Jim's poststroke speech and language skills, his internal thoughts, his communication and emotional interactions with various family members and health professionals, and the behavioral and emotional reactions of family members were addressed in questions. Student reactions to this instructional format are presented.

Active learning theory is quickly becoming the instructional method of choice in today's higher education institutions. This article presents a description of 3 relevant group projects used in a junior-level Language Disorders in Children class. Student reflections on learning highlight the success and importance of relevant active learning instruction in undergraduate coursework in communication sciences and disorders programs.