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Criterion II
Scholarly or Creative Achievement
or Research

Introduction

My scholarship reflects the interconnected domains of the Boyer Model, particularly in advancing knowledge through discovery, integration, and application. I research stuttering, bilingualism, and evidence-based language assessment and interventions. This work generates insights that inform academic and clinical practices. My work emphasizes interdisciplinary collaboration, integrating innovative approaches to address v. Initiatives like Camp Silver-Tongue! demonstrate the application of research to real-world contexts. One camp goal was to translate theory into impactful, practical solutions. I contribute to advancing my discipline through scholarly inquiry, conference presentations, and publications. I aim to foster opportunities for innovative thinking and collaboration.

 

Scholarly or Creative Achievement or Research

From 2019 through 2024, I presented at numerous state, regional, and local conferences, including the American Speech-Language-Hearing Association, the Minnesota State Speech-Language-Hearing Annual Convention, the Region 10 Speech-Language Pathology Institute, the Mankato Area Lifelong Learners Society, and here on campus through the Disability Alliance Affinity Group.

 

My research has two primary focus areas: the first concerns stuttering. I have been working on projects with graduate and undergraduate students on bilingualism and stuttering, as well as Cognitive Behavior Therapy (CBT) and Solution-Focused Brief Therapy (SFBT) for stuttering. I have received the Stuttering Foundation Fellowship Grant, which enabled me to attend continuing education sessions at Boston University. I also led the development of Camp Silver-Tongue!, a camp for children who stutter.

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The second prong of my research concerns narrative production in school-age children. With undergraduate students, I am digitizing the Strong Narrative Assessment Procedure (Strong, 1988) to update and modernize the assessment procedure; at the same time, I am developing a mixed methods investigation of Sentence-Combining Activities on Oral-Language Development in School-Age Children.

 

I reviewed and edited significant sections of a textbook accepted for publication. The CREDIT Institute accepted and published my manuscript, "Existing in Academia with a Hidden Disability." I am submitting a manuscript on "Issues of Ethical Practice in the Public Schools for Speech-Language Pathologists—Parent Perspective." Also, with the support of co-authors, manuscripts submissions on the subjects of "Stuttering and Bilingualism: A Link or Misconception (Polanco, Strong);" "Stuttering and Hearing Loss: Understanding and Addressing Similar Challenges (Strong, Oeding, Sween)" and "Chapter 2 - Before Anything Else: Setting Up a Critical Pedagogy Space/Place (Description).(Chiou, Oeding, Strong)” are forthcoming.

Scholarly Activities and Projects by  Academic Year

2024-2025

Scholarly or Creative Achievement or Research

This academic year, I made significant strides in advancing my scholarship. I completed a thorough unit-by-unit quantitative and qualitative analysis of CDIS 402/403 for the current academic year to determine the strengths and weaknesses of each unit and how to manage and improve each course unit. In the Spring Semester, I plan to use the same process for CDIS 617, Stuttering, and CDIS 614, School-Age Language Disorders--Assessment and Intervention.

 

Additionally, I completed three out of four modules of the Strong Narrative Assessment Procedure (SNAP) digitization project with the support of undergraduate student Ruby Paul. A draft for a mixed-methods case study on improving oral and written language using sentence-combining materials, supported by undergraduate student Leah Henderson, reached near completion. I also finalized a draft article on Camp Silver-Tongue!, which I developed with undergraduate student Carly Brundies. These projects reflect my commitment to fostering student collaboration and advancing scholarship in speech-language pathology.

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Additionally, my colleagues and I continue to collaborate on a project that explores the overlapping social, emotional, educational, and professional challenges faced by individuals with stuttering and hearing loss. Despite their differences, both conditions involve stigma, misunderstanding, and barriers to effective communication. Our work emphasizes person-centered, comprehensive support strategies that integrate speech-language pathology, audiology, and mental health approaches. By involving graduate and undergraduate students in research and discussion, we aim to advance inclusive practices and improve outcomes for individuals navigating these communication disorders.

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  • Analyzing and understanding course feedback to improve CDIS 402/403 course delivery in all units.

  • CDIS 402 and 403 Course Analyses

  • These analyses demonstrate my commitment to the Scholarship of Teaching and Learning through systematic evaluation of student feedback to improve accessibility, engagement, and outcomes. They also align with the Scholarship of Integration by connecting classroom strategies with broader educational and clinical standards. Finally, by addressing gaps and emphasizing practical skills, this work reflects the Scholarship of Application, preparing students for real-world clinical practice. 

  • (For more details, see the supplemental document: Detailed Analysis of 402-403 Course Work Aligned with the Boyer Model.)

  • Reflection: Analyzing student feedback for CDIS 402 and 403 furthers my understanding, improving course accessibility and engagement. By aligning coursework with the Boyer Model, I connected classroom strategies to real-world clinical needs. This will ensure that students develop the practical skills necessary for their future careers. This process reinforces my commitment to evidence-based teaching and continuous course improvement.

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  • Description

  • Digitization of the Strong Narrative Assessment Procedure (SNAP)

  • Collaborated with undergraduate student Ruby Paul to digitize the SNAP modules.

  • The digitization project enhances the SNAP's accessibility and usability for clinicians and researchers. Paul's contributions were instrumental in advancing this project toward near-finalization, reflecting a shared commitment to innovative tools in speech-language pathology. (This project is cross-referenced under Criterion IV, 2024-2025.

  • Reflection: This project shows how technology can enhance and modernize tools for clinicians and how mentorship supports student learning.

  • Development of Sentence-Combining Research

  • Advanced a mixed-methods case study on sentence-combining materials to improve oral and written language development with support from undergraduate student Leah Henderson.

  • This project investigates how sentence-combining activities can enhance language skills. Henderson collaborated on research development and resource compilation, demonstrating the value of interdisciplinary student mentorship in advancing applied research. This Objective is cross-referenced under Criterion IV, 2024-2025).

  • Reflection: This project emphasized how practical strategies, such as sentence combining, can improve language skills and provided Leah with valuable research experience.

  • Camp Silver-Tongue! Research and Development

  • Worked with undergraduate student Carly Brundies to finalize a draft article on Camp Silver-Tongue!, a camp designed for children who stutter.

  • The research outlines the integration of Cognitive Behavioral Therapy, Solution-Focused Brief Therapy (methods), and speech therapy restructuring techniques (traditional methods) for children who stutter. Brundies' involvement highlights the collaborative efforts to advance scholarship in stuttering interventions while fostering student research engagement. This project is cross-referenced under Criterion IV, 2024-2025).

  • Reflection: This project demonstrated the value of combining research and clinical practice while highlighting Brundies' role in supporting the work.

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  • Write a reflective student-instructor ethics-focused article centered on the use of AI to complete scholarly work.

  • Turn a negative into a positive. Write a reflective ethics-focused article about a student's use of AI to complete a final paper. Using the Ethics of Care, Critique, Justice, and Our Profession, this article will be a student and instructor conversation and reflection. Working Titles are "Breakthrough" or "Facing Value Decisions."

  • The reflective essay "AI and Learning," examines how students can effectively use AI, specifically ChatGPT, in education. It emphasizes productive uses like receiving feedback on writing and generating speech outlines while warning against overuse. The author shares a personal experience from a Speech Language Development course with Dr. Strong. Facing a tight deadline and a heavy course load, the author submitted an AI-generated paper out of frustration. After receiving a second chance to rewrite the paper by hand, they recognized the importance of patience and genuine learning. The author advises students to put in the effort and write their work to achieve meaningful success. Dr. Strong will contribute to this work and submit it to, potentially, the ASHA leader, Issues in Higher Ed, or potentially, the Journal of Higher Education or The Journal of Ethics in Higher Education.

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  • Write a reflective student-instructor ethics-focused article centered on the use of AI to complete scholarly work.

  • Turn a negative into a positive. Write a reflective ethics-focused article about a student's use of AI to complete a final paper. Using the Ethics of Care, Critique, Justice, and Our Profession, this article will be a student and instructor conversation and reflection. Working Titles are "Breakthrough" or "Facing Value Decisions."

  • The reflective essay "AI and Learning," examines how students can effectively use AI, specifically ChatGPT, in education. It emphasizes productive uses like receiving feedback on writing and generating speech outlines while warning against overuse. The author shares a personal experience from a Speech Language Development course with Dr. Strong. Facing a tight deadline and a heavy course load, the author submitted an AI-generated paper out of frustration. After receiving a second chance to rewrite the paper by hand, they recognized the importance of patience and genuine learning. The author advises students to put in the effort and write their work to achieve meaningful success. Dr. Strong will contribute to this work and submit it to, potentially, the ASHA leader, Issues in Higher Ed, or potentially, the Journal of Higher Education or The Journal of Ethics in Higher Education.

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  • Write a collaborative article with colleagues.

  • Write a collaborative article with departmental colleagues, "Stuttering and Hearing Loss: Understanding and Addressing Similar Challenges." (Working Title) 

  • This collaborative project explores the overlapping social, emotional, educational, and professional challenges individuals with stuttering and hearing loss face. Despite their differences, both conditions involve stigma, misunderstanding, and barriers to effective communication. Our work emphasizes person-centered, comprehensive support strategies that integrate speech-language pathology, audiology, and mental health approaches. By involving graduate and undergraduate students in research and discussion, we aim to advance inclusive practices and improve outcomes for individuals navigating these communication disorders.

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  • Draft a collaborative book chapter proposal with colleagues.

  • Book chapter: Garden EnAGEment Recipe for Science & Technology Studies Communities for Critical Pedagogies in Undergraduate Education | An STS Teachbook Edited Volume  | Teachbook Submission Template | A filled Recipe Example   | Working Title, "Chapter 2 - Before Anything Else: Setting Up a Critical Pedagogy Space/Place (Description)"

  • I collaborated with colleagues to submit Growing Connections Through Multi-Sensorial Experiences in Garden EngAGEment for the STS Teachbook. In this proposal, I highlighted how I engage students in hands-on, sensory-rich garden activities to build meaningful connections with individuals with dementia. I focused on how sensory experiences—touch, smell, sight, sound, and taste—enhance communication and support person-centered care. This project also promoted interdisciplinary collaboration and emphasized the importance of cultural humility in healthcare education. Although publishers rejected the proposal, the process strengthened my commitment to experiential learning and inclusive teaching practices.

2023-2024

Scholarly or Creative Achievement or Research

This past academic year, I delivered eight presentations. Two were at the Minnesota State Speech-Language-Hearing Annual Convention, including one on progressive treatment methods for children who stutter and a poster on the misconceptions surrounding stuttering and bilingualism. I gave three invited presentations for the Region 10 Speech-Language Pathology Institute, including sessions on Childhood Apraxia of Speech, Speech Sound Disorder Interventions, and autism spectrum disorders. I also gave an invited presentation for the Mankato Area Lifelong Learners group entitled "Voices and Silences: Understanding Stuttering." I presented to the Disability Alliance Affinity Group on the intersection of disability and race and co-facilitated a CETL course on Intersectional Universal Design for Learning. I also initiated collaborative research with Dr. Kristi Oeding and Kari Sween, focusing on the impact of disability outcomes on individuals who stutter and those who are Deaf or Hard of Hearing. My ongoing work supports innovation in stuttering research and inclusive teaching practices.

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  • Disseminate information on progressive stuttering techniques as fulfillment of receiving the Stuttering Foundation Grant for the Eastern Workshop. 

  • Presentation: Minnesota State Speech-Language-Hearing Annual Convention

  • This presentation outlines innovative approaches for treating young children who stutter, integrating Cognitive Behavioral Therapy and Solution-Focused Brief Therapy. I present strategies to enhance resilience, reframe negative thoughts, and empower children and their families through strengths-based interventions. The content is directly linked to the objectives of Camp Silver-Tongue!, a summer program that fosters confidence and effective communication for children who stutter. This initiative highlights contributions to evidence-based clinical practice (Criterion II) and community engagement (Criterion V).

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  • Disseminate student led research

  • Poster Presentation: Minnesota State Speech-Language-Hearing Annual Convention andMNSU, Mankato Undergraduate Research Forum

  • This presentation explores the relationship between bilingualism and stuttering, challenging misconceptions that bilingualism is a risk factor for stuttering. It highlights the need for culturally responsive care, improved diagnostic tools, and enhanced training for speech-language pathologists working with bilingual individuals. I conducted the research in collaboration with an undergraduate researcher, Kayla Polanco. This work underscores its dual focus on advancing scholarly knowledge (Criterion II) and fostering student academic growth through mentorship and collaborative research (Criterion IV).

  • Create a student-led annotated bibliography on the relationship between bilingualism and stuttering

  • Annotated Bibliography

  • We investigated the relationship between stuttering and bilingualism via an annotated bibliography, focusing on improving diagnostic accuracy for bilingual individuals. The project highlights speech-language pathologists' challenges in addressing linguistic disfluencies and cultural considerations, advocating for enhanced research and training. The project, conducted in collaboration with an undergraduate researcher, Kayla Polanco, reflects mentoring contributions. This underlines its role in advancing scholarly knowledge (Criterion II) and student development (Criterion IV).

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  • Disseminate evidence-based practices to other professionals.

  • Invited Presentation -- Region 10 Speech-Language Institute: Childhood Apraxia of Speech

  • In this invited presentation at the Minnesota Region 10 Speech-Language Institute, I discussed Childhood Apraxia of Speech (CAS). I covered key topics such as symptomatology, differential diagnosis, and evidence-based therapy techniques, focusing on addressing prosody and motor speech challenges. Attended by speech-language pathologists from across Southern Minnesota, the session aimed to enhance clinical understanding and practical application of CAS interventions, contributing to advancing professional knowledge and practice (Criterion II).

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  • Disseminate evidence-based practices to other professionals

  • Invited Presentation -- Region 10 Speech-Language Institute: Evidenced Based Speech Sound Interventions

  • In this invited presentation at the Minnesota Region 10 Speech-Language Institute, I explored evidence-based interventions for treating speech sound disorders in children. Topics included articulation and phonological approaches, psycholinguistic and motor programming methods, and innovative digital tools. I focused on clinical decision-making and offered strategies for tailoring interventions to individual client needs. This work contributes to advancing professional knowledge and disseminating best practices in speech-language pathology, supporting Criterion II.

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  • Disseminate evidence-based practices to other professionals

  • Invited Presentation -- Region 10 Speech-Language Institute: Autism Spectrum Disorders and Related Issues

  • In this invited presentation at the Minnesota Region 10 Speech-Language Institute, I explored Autism Spectrum Disorders (ASD), emphasizing assessment strategies, social-communication deficits, and evidence-based intervention approaches. I provided practical insights into using internal and external treatment methods tailored to the unique needs of individuals with ASD. I highlighted best practices for addressing the diverse challenges they face. Speech-language pathologists from across Southern Minnesota attended the presentation.

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  • Disseminate information on stuttering to a lay audience.

  • Invited Presentation -- Mankato Area Lifelong Learners Group

  • In this presentation, delivered to the Mankato Area Lifelong Learners group, I explored the multifaceted nature of stuttering, including its causes, prevalence, and impact on quality of life. Topics ranged from core behaviors to emotional, social, and occupational challenges faced by individuals who stutter. I discussed traditional and progressive treatment methodologies, such as Solution-Focused Brief Therapy and Cognitive Behavioral Therapy. I emphasized holistic approaches to managing stuttering. This presentation supports Criterion II by advancing public understanding of stuttering and Criterion V through community outreach to promote lifelong learning and social engagement for older adults.

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  • Present information on the history of disability to colleagues.

  • Presentation: Disability Alliance Advocacy Group -- Disability Conversations Symposium: MNSU Disability Conversations: Radical and Common-Sense Approaches to Disability: Interwoven Histories: Disability and African American Treatment in the United States

  • Presented at the Disability Alliance Advocacy Group's Disability Conversations Symposium, I examined the intertwined histories of disability and African American treatment in the U.S. It traced the evolution of legislation from Plessy v. Ferguson (1896) to the Americans with Disabilities Act (1990), emphasizing parallels in advocacy against exclusion and segregation. The presentation explored current challenges in higher education, highlighting the importance of accessibility and equity. This aligns with Criterion II by contributing to scholarly discourse on systemic inequities and Criterion V through impactful community engagement and advocacy.

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  • Engage in a collaborative teaching and learning experience on the "Intersectional Universal Design for Learning" course through the Center for Excellence in Teaching and Learning (CETL)

  • "Intersectional Universal Design for Learning" course through the Center for Excellence in Teaching and Learning (CETL)

  • Four-session professional development certificate course

  • As a co-creator and instructor of the "Intersectional Universal Design for Learning" course for the Center for Excellence in Teaching and Learning, Jessica Schomberg and I integrated anti-racist and anti-ableist perspectives into Universal Design for Learning (UDL). We guided participants through strategies to redesign course content, create inclusive lesson plans, and address conflicting access needs. This activity represents a scholarly application of UDL principles and an innovative approach to fostering equity and accessibility in higher education (Criterion II). It also cross-references Criterion III, as it supported the professional growth of both faculty participants and myself as a facilitator.

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  • Write a collaborative article with colleagues.

  • Write a collaborative article with departmental colleagues, "Stuttering and Hearing Loss: Understanding and Addressing Similar Challenges." (Working Title) 

  • This collaborative project explores the overlapping social, emotional, educational, and professional challenges individuals with stuttering and hearing loss face. Despite their differences, both conditions involve stigma, misunderstanding, and barriers to effective communication. Our work emphasizes person-centered, comprehensive support strategies that integrate speech-language pathology, audiology, and mental health approaches. By involving graduate and undergraduate students in research and discussion, we aim to advance inclusive practices and improve outcomes for individuals navigating these communication disorders.

2022-2023

Scholarly or Creative Achievement or Research

I made genuine progress in research, including rewriting and resubmitting a grant proposal to the Stuttering Foundation of America, which resulted in a Fellowship Grant. This grant enabled me to attend Boston University for 29 hours of continuing education, focusing on Cognitive Behavior Therapy (CBT) and Solution-Focused Brief Therapy (SFBT) for individuals who stutter.

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Additionally, I collaborated with a graduate student to initiate research on bilingualism and stuttering, focusing on the intersection of these challenges in clinical practice. Also, with the original author's approval, I began digitizing the Strong Narrative Assessment Procedure (SNAP), including follow-up tools.

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  • Revise and resubmit Grant Application to the Stuttering Foundation of America

  • Submit Grant Application in order to attend the weeklong Eastern Workshop on Progressive Stuttering Stragies

  • At the Stuttering Foundation Eastern Workshop, I engaged in intensive, specialized training to strengthen my skills in evaluating and treating stuttering across the lifespan. I learned to apply evidence-based assessment tools, intervention strategies, and counseling techniques in clinical practice. Through hands-on activities, case study analyses, and collaborative discussions, I enhanced my ability to provide person-centered care. This training allowed me to address the emotional and social aspects of stuttering while developing effective, individualized treatment plans for clients.

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  • Engage in a collaborative research project with a graduate student who is a person who stutters.

  • Bilingualism and Stuttering collection of research and presentation to peers in CDIS 617.

  • Thomas Chang and I explored the complex relationship between bilingualism and stuttering in this presentation. We examined how factors such as synaptic overload, language processing demands, genetic predisposition, and environmental influences impact stuttering in bilingual individuals. We also discussed how brain structure differences between early and late bilinguals may affect speech fluency. Additionally, we addressed misconceptions among speech-language pathologists about bilingualism being a risk factor for stuttering, emphasizing the need for accurate assessment and culturally responsive intervention. Our goal was to expand understanding and reduce bias in clinical practices when working with bilingual populations.

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  • Digitize the Strong Narrative Assessment Procedure (SNAP), complete research, and write a proposal

  • Digitization of the SNAP and begin research on the relationship between oral narrative production and sentence-combining strategies to improve syntax growth.

  • A Mixed Methods Investigation of Sentence-Combining Activities on Oral Language Development
    William Eric Strong, Ph.D., CCC-SLP; Leah Henderson; Hannah Minet, B.A.; Brooke Sargent, B.A. In this mixed methods study, my team and I explored how rhythm, rhyme, and rap-based sentence-combining activities impact the oral language development of school-age children. We targeted students struggling with using conjoining words and measured their syntactic growth through story retellings and written assessments. Over 14 intervention sessions, participants engaged in structured activities to improve their sentence-combining skills. Our findings aim to demonstrate that integrating rhythm and rhyme enhances oral and written language proficiency, providing a creative and effective strategy for language development in children with and without identified language disorders. This underlines its role in advancing scholarly knowledge (Criterion II) and student development (Criterion IV).

2021-2022

Scholarly or Creative Achievement or Research

I focused on service-based projects, including efforts to establish Camp Silver-Tongue!, a camp for children and adolescents who stutter. I submitted two major grant proposals—one to the Palin Institute for Stuttering Therapy and another to the National Stuttering Association—but neither was funded. Despite this, I remained committed to developing Camp Silver-Tongue!, continuing the effort to secure funding, and refining the camp's curriculum. Additionally, I co-presented at the Minnesota Speech-Language-Hearing Association Annual Convention on ethical practices and special education processes.

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  • Submit and persist in revisions/resubmission of one manuscript for publication stemming from a completed dissertation to a peer-reviewed journal.

  • Focused activities on Boyer Model of Scholarship efforts.

  • While I did not submit a manuscript for revision and publication, I focused on activities aligned with the Boyer Model of Scholarship. These included two grant applications for Camp Silver-Tongue! and a professional presentation at the MNSHA Annual Convention. Though the grant proposals were not funded, they advanced my understanding of grant writing and stuttering therapy interventions.

  • Reflection: While I did not achieve all the proposed objectives, I successfully advanced the Boyer Model of Scholarship by focusing on grant writing and professional presentations. These activities strengthened my understanding of stuttering therapy interventions and community engagement. I set a plan for refining and resubmitting the grant proposals with the support of the university's grant office. I set a goal of advancing my scholarship goals in the coming year.

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  • Conduct a systematic study of teaching and learning processes to achieve optimal learning in an undergraduate course.

  • Classroom-based research preparation.

  • None for this period.

2020-2021

Scholarly or Creative Achievement or Research

This year, I made strides in service-based research, including submitting two major grant proposals, one to the Palin Institute for Stuttering Therapy and another to the National Stuttering Association. I collaborated on various service projects, including developing Camp Silver-Tongue for struggling children. Although I did not secure funding, I continued developing Camp Silver-Tongue! and pursued other avenues of support. ​Additionally, I worked on several academic initiatives, including digitizing my Strong Narrative Assessment Procedure (SNAP) for wider clinical use and guest-lecturing on Childhood Apraxia of Speech for the graduate course CDIS 615.

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  • Persist in revisions and resubmissions of manuscripts stemming from my completed dissertation.

  • Manuscript revisions and submissions.

  • I revised and prepared a manuscript titled "Issues of Ethical Practice in the Public Schools for Speech-Language Pathologists—Parent Perspective" for submission. This work reflects my commitment to advancing knowledge and advocating ethical practices in educational settings.

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  • Begin manuscript development for the Camp Silver-Tongue! program.

  • Camp Silver-Tongue! manuscript development.

  • I outlined a draft manuscript highlighting the theoretical and practical framework of Camp Silver-Tongue!, a program designed to provide equitable support to children who stutter. This draft captures the program's evidence-based approach and community impact.

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  • Submit and persist in securing grant funding for scholarly projects.

  • Grant proposal submission

  • I submitted two grant proposals to support Camp Silver-Tongue! and stuttering research. While the proposals were not funded, they improved my grant-writing skills and reinforced my plans for future submission.

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  • Submit and persist in securing grant funding for scholarly projects.

  • Grant proposal submission

  • I submitted two grant proposals to support Camp Silver-Tongue! and stuttering research. While the proposals were not funded, they improved my grant-writing skills and reinforced my plans for future submission.

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  • Submit and persist in revisions/resubmissions of one manuscript for publication stemming from a completed dissertation.

  •  Manuscript preparation and submission.

  • I drafted a manuscript titled Thoughts on Ethical Practice in a Pandemic for submission to an ASHA perspective journal or the ASHA Leader magazine. Although I did not fully meet the objective as written, I plan to develop this manuscript into a peer-reviewed article in the next academic year.

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  • Develop creative works aligned with the Boyer Model of Scholarship.

  • Development of instructional materials and guest lecture.

  • I created integrated video quiz tutorials for CDIS 403, enhancing student engagement and learning outcomes. I also delivered a guest lecture on Childhood Apraxia of Speech (CAS) for Dr. Bonnie Berg’s CDIS 615—Speech Sound Disorders course, demonstrating my commitment to advancing creative work within the field.

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  • Provide professional manuscript reviews.

  • Review and editing of a textbook manuscript for Pearson Publishing.

  • I reviewed and edited Telepractice: A Clinical Guide for Speech-Language Pathologists by Melissa D. Jakubowitz and Lesley Edwards-Gaither. This work contributed to the development of resources supporting telepractice in speech-language pathology.

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  • Revise clinical practice protocols.

  • HIPAA compliance revision for Health Commons at Pond.

  • Revised HIPAA documentation.

  • I revised HIPAA compliance protocols at Health Commons at Pond to ensure adherence to ethical and legal standards in telepractice services.

2019-2020

Scholarly or Creative Achievement or Research

In my first year at Minnesota State University, I initiated scholarly work on ethical practices in public schools for speech-language pathologists, drafting manuscripts for future publication. I also began developing Camp Silver-Tongue!, a camp for children who stutter and collaborated on aligning CDIS courses with ASHA standards. I attended the 2019 ASHA Convention, focusing on enhancing my clinical supervision skills to integrate evidence-based practices into my teaching and research.

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  • Description

  • Submit and persist in revisions/resubmissions of one manuscript for publication stemming from completed dissertation.

  • Manuscript Submission

  • I drafted an article titled Issues of Ethical Practice in the Public Schools for Speech-Language Pathologists—Parent Perspective and submitted it to co-authors for review and edits. I planned to submit the revised manuscript to the Journal of Speech-Language-Hearing Services in Schools. This work reflects my commitment to contributing to the field and establishing a publication record.

  • Objective​​

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  • Activity/Project​​

  • Output/Deliverable

  • Description

  • Design, submit, and persist to the approval of CDIS 402/403-course revisions to align with ASHA content standards.

  • Curriculum Revision Proposal.

  • Missed submission deadline for curriculum revisions.

  • I worked on revising CDIS 402/403 to create a cohesive and rigorous three-credit course, addressing ASHA standards and student feedback. Although I missed the submission deadline for 2019-2020, I planned to resubmit the proposal in the following academic year to align the courses with program and professional requirements.

  • Objective​​​​​​

  • Activity/Project​​

  • Output/Deliverable

  • Description

  • Additional Scholarly Activities

  • Camp Silver-Tongue! Planning

  • Program framework initiated.

  • I began developing the framework for Camp Silver-Tongue!, a stuttering intervention program that integrates evidence-based therapy approaches and supports underserved children who stutter. This initiative laid the foundation for future grant proposals and program implementation.

  • Objective​​​​​​

  • Activity/Project​​

  • Output/Deliverable

  • Description

  • Additional Scholarly Activities

  • Research Collaboration on Parent Perspectives

  • Developed second manuscript draft.

  • I initiated work on a second manuscript, Models of Special Education Process Discourses from the Parent Perspective, for submission to the Journal of Theory and Practice in Education. This research explores parent perceptions in the special education process, reflecting my dedication to advocacy and equity in education.

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