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Communication Disorders Staff

Jo Shackelford, Ed.D., CCC/SLP

Jo Shackelford, Ed.D., CCC/SLP
- Associate Professor/Pre-SLP Program Coordinator


  • CD 280 Survey of Speech Pathology and Audiology
  • CD 481 Normal Speech and Language Development
  • SLP 489 Communication Disorders in Aging
  • SLP 507 Aphasia
  • SLP 514 Dysphagia
  • SLP 511 Neurology
  • SLP 513 Cognitive Linguistic Disorders
  • SLP 560 Medical SLP
  • SLP 572 Advanced Diagnostic Imaging
  • SLP 590 Clinical Internship
  • SLP 591 Clinical Externship


Dr. Shackelford is an Associate Professor in the Department of Communication Sciences and Disorders, and has been at WKU since 2006. She earned her M.A. at University of Maine at Orono, and her Ed.D. through WKU. She has extensive clinical experience in the field of speech-language pathology, and has worked in acute and subacute hospitals, a traumatic brain injury unit, public and private schools, and long term care settings. She has presented at state and national conferences.

Teaching Philosophy

I believe good teaching involves:

  • High expectations of students
  • Appreciating what students bring to the classroom in terms of life experience and personal insights
  • Creating an atmosphere of encouragement and support
  • Use of active teaching to get students engaged in learning
  • Using relevant assignments and examinations
  • Providing prompt feedback on student work
  • Providing opportunities for students to learn how to gather current information on their own to help them become life-long learners
  • Being approachable and capable of learning from students
  • Helping students develop strong critical thinking and decision-making skill

Research & Publications

Research is focused in three areas: post-secondary education pedagogy, interprofessional education, and traumatic brain injury.


  • Shackelford, J.L., Smith, L., Farrell, C.T., Neils-Strunjas, J. (in press). Interrelationships among resilience, PTSD, TBI, depression, and academic outcomes in student military veterans. Journal of Psychosocial Nursing and Mental Health Services.
  • Neils-Strunjas, J., Crandall, K. J., Shackelford, J., Dispennette, K., Stevens, L.R. & Glascock, A. (2018). Students report more positive attitudes toward older adults following an interprofessional service-learning course. Gerontology & Geriatrics Education, DOI: 10.1080/02701960.2018.1479262
  • Shackelford, J.L., & Cappiccie, A. (2016). The power of cross-disciplinary teams for developing first responder training in TBI. Journal of Professional, Continuing, and Online Education, 1(1), 1-17.
  • Shackelford, J.L., & Nale, S. (2016). Training police officers to differentiate traumatic brain injury from alcohol intoxication. Contemporary Issues in Communication Science and Disorders. 43, 154-163.
  • Evans, C., & Shackelford, J.L. (2015). Course of action is defined by juridical field in a case study of young professionals. International Journal of Liberal Arts and Social Science, 3(2), 15-27.
  • Shackelford, J.L. (2014). The speech-language pathologist’s role in end of life care. KSHA Communicator, 2(3), 4.
  • Shackelford, J.L. & Maxwell, M. (2013). Contribution of learner-instructor interaction to sense of community in graduate online education. Journal of Online Learning and Teaching, 8(4), 248-260.
  • Shackelford, J.L. & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner-learner interaction. International Review of Research in Distance and Open Learning, 13(4), 228-249.
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 Last Modified 10/8/18