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Criterion III
Evidence of Continuing Preparation of Study

Introduction

As an educator and researcher, I prioritize professional growth to stay at the forefront of my field. Participating in workshops, certifications, and professional learning opportunities ensures that I bring the latest evidence-based practices into my teaching and research. Serving as a co-chair for the Disability Alliance Affinity Group and co-creator and instructor for the CETL course Intersectional Universal Design for Learning signifies my commitment to fostering equity-focused pedagogy. Engaging in ongoing development allows me to refine my skills and expand my capacity to contribute meaningfully to my discipline, the campus, and the community. This, in turn, enhances my academic contributions and the experiences of my students and colleagues.

 

Evidence of Continuing Preparation and Study

I have continuously pursued professional development, attending national conferences like the ASHA Convention and completing coursework in anti-racism and clinical supervision. My professional memberships in ASHA, MNSHA, and Special Interest Groups and the ASHA ACE award reflect my commitment to maintaining current knowledge in my field. I renewed my Minnesota licensure, completed state training, and maintained alignment with best practices through CITI certification in research and teaching.

2024-2025

Evidence of Continuing Preparation and Study

As part of my ongoing commitment to inclusivity and equity in higher education, I have enrolled in a six-part webinar series titled "Community of Practice Webinar Miniseries" offered by the Minnesota Inclusive Higher Education Consortium (MIHEC). This series focuses on creating sustainable and accessible educational frameworks for students with intellectual and developmental disabilities. It aligns with my broader academic and professional endeavors, such as Camp Silver-Tongue!, the Disability Advocacy Caucus, and the Disability Alliance Affinity Group. These projects reflect a dedication to reshaping higher education through ethical and inclusive practices.


This series provides essential insights into structural, financial, and programmatic strategies for inclusive education. The instructors intend to foster a vision of academic spaces that honor dignity, self-determination, and equity. By integrating lessons from this series into my scholarship, I seek to advance practical, research-backed frameworks that advocate for disability inclusion in postsecondary settings.

 

This initiative builds on my established groundwork and guides my scholarly trajectory toward systemic transformation in higher education. It emphasizes justice, accessibility, and the amplification of marginalized voices.

  • Objective​​​​​​​​​​

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  • Planned Activity/Project​​​

  • Output/Deliverable​​​​​​

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  • Description

  • To expand my expertise in inclusive higher education practices to enhance equity and accessibility.

  • The potential development of a framework for inclusive education strategies at MNSU.

  • A report summarizing insights and recommendations.

  • The potential application of strategies to enhance Camp Silver-Tongue! and advocacy efforts.

  • This six-part webinar series provides foundational and advanced knowledge for designing inclusive higher education initiatives, focusing on structural, financial, and programmatic elements. Led by national experts, sessions cover critical topics such as person-centered planning, alternative admissions pathways, comprehensive transition programs, and peer support models. Participation in this series aligns with my ongoing scholarship and advocacy efforts, including Camp Silver-Tongue!, the Disability Advocacy Caucus, and the Disability Alliance Affinity Group. By applying the knowledge gained, I aim to create practical frameworks and strategies that foster equity, amplify marginalized voices, and transform systemic barriers in higher education. (To learn more about each webinar section, click here to learn more and see evidence of registration).

  • Reflection: To be determined.

  • Objective​​​​​​​​​​

  • Activity/Project​​

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  • Activity/Project​​​​​​​​​​​​

  • Description

  • Attend the November 2025 ASHA Convention

  • Attendance at the ASHA Convention as a Presenter and learner.

  • Present at a National Conference.​

  •  By the deadline in April 2025, submit to ASHA proposals for presenting at the conference.

    • A presentation on Data from Camp Silver-Tongue!

    • A poster presentation on the misconceptions of bilingualism and stuttering

    • ​A poster or technical session on digitizing the Strong Narrative Assessment Procedure (SNAP)

  • Reflection: To be determined.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

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  • Activity/Project​​​

  • Description

  • Maintain Professional Memberships in Four Organizations

  • Membership verifications documentation

  • I sustained memberships with ASHA and MNSHA and realigned my SIG affiliation from IPE/IPP to SIG 10 to better align with my academic focus. These memberships provide the resources and networking essential for professional growth.

  • Reflection: I maintain these affiliations to stay informed about advancements in the field. Shifting to SIG 10 allowed me to focus on higher education issues, aligning my memberships with my professional priorities.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

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  • Activity/Project​​​

  • Description

  • Maintain Licensure as a Speech-Language Pathologist in Minnesota

  • Updated licensure verification documentation

  • I fulfilled licensure renewal requirements by completing mandatory continuing education hours and ensuring compliance with legal and ethical practices.

  • Reflection: Maintaining licensure reinforces my commitment to ethical and evidence-based practices while supporting client safety. It also demonstrates ongoing professional competence and dedication to profession.

  • Objective​​​​​​​​​​​​

  • Activity/Project​​

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  • Activity/Project​​​

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  • Description

  • Complete a DEI Course During the 2024-2025 Academic Year

  • The potential development of a framework for inclusive education strategies at MNSU.

    • A report summarizing insights and recommendations.

    • The potential application of strategies to enhance Camp Silver-Tongue! and advocacy efforts.

  • This six-part webinar series provides foundational and advanced knowledge for designing inclusive higher education initiatives, focusing on structural, financial, and programmatic elements. Led by national experts, sessions cover critical topics such as person-centered planning, alternative admissions pathways, comprehensive transition programs, and peer support models. Participation in this series aligns with my ongoing scholarship and advocacy efforts, including Camp Silver-Tongue!, the Disability Advocacy Caucus, and the Disability Alliance Affinity Group. By applying the knowledge gained, I aim to create practical frameworks and strategies that foster equity, amplify marginalized voices, and transform systemic barriers in higher education.

  • Reflection: To be determined.

2023-2024

Evidence of Continuing Preparation and Study

I attended the 2023 ASHA Convention and completed the CREDIT Institute course on Confronting Anti-Black Racism in Communication Sciences and Disorders (earning 96% of the credits).

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Additionally, I maintained memberships in professional organizations and earned the ASHA ACE award for my continuing education efforts.

  • Objective​​​​​​​​​​

  • Activity/Project​​

  • Output/Deliverable​​​​​​

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  • Description

  • Attend the November 2023 ASHA Convention

  • Virtual attendance at the ASHA Convention.

  • Earned 1.95 ASHA CEUs in professional development, ethics, and supervision.

  • In November 2023, I attended the ASHA Convention virtually, focusing on staying current with field advancements. Sessions expanded my knowledge and supported meeting ASHA-directed continuing education requirements. Although virtual attendance limited networking opportunities, the experience enriched my professional skills.

  • Reflection: This opportunity enhanced my understanding of emerging research and trends while fulfilling my continuing education requirements. However, virtual attendance restricted networking, an area I aim to prioritize in future in-person conferences.

  • Objective​​​​​​​​​​

  • Activity/Project​​

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  • Activity/Project​​​

  • Description

  • Maintain Professional Memberships in Four Organizations

  • Membership continuation in ASHA, MNSHA, and SIGs 4 (Fluency) and 10 (Higher Education).

  • Membership verifications documentation

  • I sustained memberships with ASHA and MNSHA and realigned my SIG affiliation from IPE/IPP to SIG 10 to better align with my academic focus. These memberships provide the resources and networking essential for professional growth.

  • Reflection: I maintain these affiliations to stay informed about advancements in the field. Shifting to SIG 10 allowed me to focus on higher education issues, aligning my memberships with my professional priorities.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

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  • Activity/Project​​​

  • Description

  • Maintain Licensure as a Speech-Language Pathologist in Minnesota

  • Renewed state licensure through continuing education compliance.

  • Updated licensure verification documentation

  • I fulfilled licensure renewal requirements by completing mandatory continuing education hours and ensuring compliance with legal and ethical practices.

  • Reflection: Maintaining licensure reinforces my commitment to ethical and evidence-based practices while supporting client safety. It also demonstrates ongoing professional competence and dedication to profession

  • Objective​​​​​​​​​​

  • Activity/Project​​

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  • Activity/Project​​​

  • Description

  • Complete a DEI Course During the 2023-2024 Academic Year

  • Completed the CREDIT Institute course, “Confronting Anti-Black Racism in Communication Sciences and Disorders.”

  • Earned 3.65 ASHA CEUs.

  • I completed 96% of this comprehensive DEI course, gaining insights into racism’s impact on therapeutic relationships. Although time constraints prevented me from completing the final essay, the course profoundly influenced my teaching and advocacy.

  • Reflection: This course deepened my understanding of anti-racism in clinical practice. Despite challenges, I gained actionable strategies to foster teaching and client care equity.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

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  • Activity/Project​​​

  • Description

  • Participate in the Inclusive Classroom Book Club and CETL Courses

  • Engaged in the Inclusive Classroom Book Club and completed the “Creating Interactive Online Lectures” CETL course.

  • Book club discussion notes and a course completion certificate.

  • Book club discussions provided insights into inclusive teaching practices, while the CETL course enhanced my ability to create accessible, engaging online learning environments.

  • Reflection: These experiences enriched my understanding of DEI principles and advanced my teaching methodologies, ensuring greater accessibility for diverse learners.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

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  • Activity/Project​​​

  • Description

  • Facilitate professional development on Universal Design for Learning (UDL) by co-creating and instructing the “Intersectional Universal Design for Learning” course.

  • "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.

  • Reflection: Collaborating on this course strengthened my UDL and inclusive teaching expertise. The experience supported my commitment to equity and accessibility in education. It also fostered professional growth for participants and myself as a facilitator.

  • Objective​​​​​​​​​​

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  • Activity/Project​​​

  • Output/Deliverable​​​​​​

  • Description

  • Earn continuing education hours for licensure and to maintain ASHA credential

  • Various continuing education activities as described above.

  • I received the ASHA Award for Continuing Education (ACE) during the 2023–2024 academic year. This recognition from the American Speech-Language-Hearing Association honors professionals who commit to lifelong learning by earning 70 or more continuing education hours within three years. This award reflects my dedication to advancing my clinical expertise and staying current with best practices in communication sciences and disorders.

2022-2023

Evidence of Continuing Preparation and Study

I attended the 2022 ASHA Convention, earning 1.95 ASHA CEUs, and engaged in 29 continuing education hours on the subject of Cognitive Approaches to Stuttering at the Stuttering Foundationation's Eastern Workshop in Boston,

 

Additionally, I maintained memberships in professional organizations, including the American Speech-Language-Hearing Association (ASHA) and the Minnesota Speech-Language-Hearing Association (MNSHA). To align more closely with my professional goals, I shifted my ASHA Special Interest Division membership to SIG 10: Issues in Higher Education.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​

  • Description

  • Virtually attend the November 2022 ASHA Convention to stay current with research and enhance skills in specialty areas.

  • Attendance at the November 2022 ASHA Convention.

  • I attended the 2022 ASHA Convention virtually, earning 1.95 CEUs. While the virtual format limited networking opportunities, I gained critical updates in the field and fulfilled ASHA certification requirements.

  • Reflection: The convention expanded my knowledge and skillset, though I missed opportunities for professional networking. Moving forward, I plan to prioritize in-person attendance when possible.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​

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  • Description

  • Participate in the Stuttering Foundation Fellowship to gain expertise in treating individuals who stutter.

  • Stuttering Foundation Fellowship at Boston University.

  • I attended a week-long training focusing on cognitive approaches to stuttering treatment. The program included engaging with international peers and enhancing clinical skills.

  • Reflection: This was the most impactful continuing education experience of my career. I look forward to applying these insights in teaching, clinical practice, and presentations.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​

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  • Description

  • Maintain professional membership in national and state organizations and Special Interest Groups.

  • Continued memberships in professional organizations.

  • I sustained memberships in my national and state organizations, transitioning from ASHA SIG 8 to SIG 10 to better align with my academic focus.

  • Reflection: These memberships keep me connected to trends and allow me to refine my expertise through targeted professional affiliations.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​

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  • Description

  • Maintain licensure as a speech-language pathologist in Minnesota.

  • Fulfillment of licensure requirements.

  • I maintained my licensure by completing the required continuing education and adhering to professional standards.

  • Reflection: Maintaining licensure ensures I meet ethical and legal obligations, translating into higher-quality client care.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​

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  • Description

  • Attend one DEI-related course to enhance understanding of diversity and equity.

  • Participation in DEI continuing education.

  • I attended three DEI-focused trainings and co-chaired the Disability Alliance Affinity Group Symposium, which fostered discussions on disability awareness and inclusion.

  • Reflection: These experiences enriched my perspective on equity and inclusion, reinforcing my commitment to fostering culturally sensitive clinical and academic practices.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

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  • Output/Deliverable​​​​​​

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  • Description

  • Through targeted reading and discussions, build knowledge in statewide DEI and behavioral health initiatives.

  • Disability-Focused Book Club and Behavioral Health Discussions.

  • I joined the Disability-Focused Book Club and attended events featuring authors Emily Ladau and William Cooke, deepening my understanding of disability and behavioral health issues.

  • Reflection: These readings and discussions were transformative, fueling my aspirations to advance equity-focused initiatives and contribute to a more inclusive community.

2021-2022

Evidence of Continuing Preparation and Study

During the 2021-2022 academic year, I prioritized professional development through conference attendance, licensure renewal, CETL courses, and reading professional literature. These efforts ensured I remained informed about current trends and best practices, enhancing my teaching, clinical supervision, and student service.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​

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  • Description

  • Attend at least one professional conference, workshop, or webinar.

  • Attendance at professional development sessions.​

Certificates of attendance and workshop summaries.

    • DEI: ASHA 2021 Convention​

    • DEI: MNSHA 2022 Annual Convention

    • ASHA Continuing Ed Courses

    • CPR AED training

    • DEI: Culturally Responsive Practices Training

    • DEI: How to Become an ALly: How to Be Antiracist, Part I.

    • DEI: How to Become an ALly: How to Be Antiracist, Part II.

  • I attended the 2021 ASHA Convention, participating in sessions on equity, inclusion, and evidence-based practices within speech-language pathology. Additionally, I completed CPR AED training and earned a certificate in Culturally Responsive Practices to enhance my ability to engage diverse populations effectively. I participated in the workshop How to Become an Ally: How to Be Antiracist, Part II, which deepened my understanding of antiracist strategies in academic and clinical contexts. I also attended the MNSHA Annual Convention, where I engaged in workshops on fluency interventions and culturally responsive teaching practices, further informing my teaching and clinical supervision.

  • Objective​​​​​​​​​​

  • Activity/Project​​

  • Output/Deliverable​​​​​​

  • Description

  • Objective​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​

  • Description

  • Maintain or establish professional memberships.

  • Membership in professional organizations.

  • I maintained memberships in the American Speech-Language-Hearing Association (ASHA) and the Minnesota Speech-Language-Hearing Association (MNSHA). I also participated in ASHA Special Interest Groups (SIGs 4 and 14) to stay informed about the latest research and developments in fluency disorders and cultural diversity.

  • Maintain licensure as a speech-language pathologist in Minnesota.

  • Updated licensure documentation.

  • I renewed my Minnesota state licensure as a speech-language pathologist, meeting all continuing education and clinical practice requirements. This ensures my ability to supervise students and provide clinical services at the university and in the community.

  • Objective​​​​​​​​​​

  • Activity/Project​​

  • Output/Deliverable​​​​​​

  • Description

  • Attend one CETL course during the academic year.

  • Summit program and notes on sessions attended.

  • DEI: While I did not attend a CETL course, I participated in the Mental Health Is Health Summit hosted by the College of Allied Health and Nursing on March 30, 2022. The summit covered critical topics in mental health, including Dr. Thad Shunkwiler’s presentation on the Center for Rural Behavioral Health. Inspired by his vision, I became an affiliated faculty member to support the center's mission. This experience provided valuable insights into integrating mental health considerations into my teaching and clinical supervision. Also, for this objective, attending the Mental Health Is Health Summit proved to be a valuable alternative to CETL courses, offering insights into mental health and professional collaboration.

  • Reflection: My connection with the Center for Rural Behavioral Health is a significant outcome of this experience.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​

  • Description

  • Build my knowledge base in teaching, adult learning, interprofessional collaboration, and writing theory.

  • Reading professional literature.

  • List of books read.

  • DEI: I read The Heartbeat of Speech-Language Pathology: Changing the World One Session at a Time by Phuong Palafox (2019) and But My Speech Is Fine: True Stories of a Misunderstood Profession by Laurien Hermann (2021). These books are not yet integrated into my lectures, but they deepen my understanding of speech-language pathology practices and inspire ideas for future teaching applications.

  • Reflection: reading professional literature reinforced my understanding of speech-language pathology's evolving role, though further integration into my courses is needed.

2020-2021

Evidence of Continuing Preparation and Study

I actively engaged in professional development by attending the 2021 MNSHA Convention as a moderator and participating in multiple CETL courses. I completed mandatory state training and renewed my CITI certification for IRB purposes. These activities ensured that I remained up to date with best practices and current research in my field, allowing me to maintain my ASHA certification and Minnesota licensure.

  • Objective​​​​​​​​​​

  • Activity/Project​​

  • Output/Deliverable​​​​​​

  • Description

  • Attend the April 2021 MNSHA Virtual Convention.

  • Event moderation materials and correspondence.

  • I partially met this objective by moderating a virtual poster session during the April 2021 MNSHA Convention. Due to scheduling conflicts with my clinical supervision duties and technical difficulties, I could only participate briefly. This limited engagement hindered my ability to make professional connections, but the experience underscored the challenges of virtual networking during the pandemic.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​

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  • Description

  • Objective​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​

  • Description

  • Maintain or establish professional membership in four professional organizations.

  • Membership renewals and documentation.

  • I successfully maintained memberships in ASHA, the Minnesota Speech-Language-Hearing Association (MNSHA), and ASHA Special Interest Groups (SIGs 4 and IPE/IPP). These memberships provided access to the latest research and professional development resources, ensuring I remained current in my field.

  • Maintain licensure as a speech-language pathologist from the State of Minnesota Department of Health.

  • Renewal of Minnesota SLP license.

  • I renewed my Minnesota SLP license, which ensures my eligibility to provide clinical supervision and practice ethically. Maintaining licensure remains a critical component of my professional responsibilities.

  • Objective​​​​​​​​​​​​

  • Activity/Project​​

  • Output/Deliverable​​​​​​

  • Description

  • Objective​​​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​

  • Description

  • Attend two CETL courses during the academic year.

  • CETL courses and related professional development.

  • I exceeded this objective by completing two CETL courses and additional professional development. Training included HIPAA compliance, emergency preparedness, cultural humility, differential diagnosis, and video best practices. These courses enhanced my ability to engage students effectively and integrate best practices into my teaching.

  • Build knowledge in teaching, adult learning, interprofessional collaboration, and writing theory.

  • Reading professional literature.

  • Books read and professional reflections.

  • I partially met this objective by reading How to Be Human: An Autistic Man’s Guide to Life by Jory Fleming, The Master and His Emissary by Iain McGilchrist, and Race, Culture, and Disability by Fabricio Balcazar et al. While these works have yet to be fully integrated into my lectures, they expanded my perspective on autism, neuroscience, and rehabilitation science, reinforcing my evidence-based teaching philosophy.

2019-2020

Evidence of Continuing Preparation and Study

I attended the 2019 ASHA Convention in Orlando, where I focused on enhancing my clinical supervision skills. I participated in several sessions, including "The Necessity for Cultural Competence in Supervision" and "Using Standard Patients in SLP Clinical Education." These professional development activities helped me improve my teaching and clinical supervision approaches. I also maintained my membership in ASHA and worked toward my permanent Minnesota licensure as a speech-language pathologist, which the Board approved in March 2020.

  • Objective​​

  • Activity/Project​​

  • Output/Deliverable

  • Description

  • Attend at least one professional conference or workshop.

  • Attendance at the 2019 ASHA Convention.

  • I attended the 2019 ASHA Convention in Orlando, where I focused on clinical supervision skills and current trends in speech-language pathology. Sessions included “The Necessity for Cultural Competence in Supervision” and “Raising the Standard: Using Standard Patients in SLP Clinical Education.” These activities enhanced my ability to supervise students effectively and integrate evidence-based practices into teaching and clinical work.

  • Objective​​

  • Activity/Project​​

  • Output/Deliverable

  • Description

  • Additional Training

  • CETL First-Year Faculty Cohort Training

  • I participated in the CETL First-Year Faculty Cohort, attending sessions on university resources, research tools, and teaching strategies. This training equipped me with foundational knowledge to support my teaching and research at Minnesota State University.

  • Objective​​

  • Activity/Project​​

  • Output/Deliverable

  • Description

  • Additional Training

  • New Faculty Orientation

  • I attended New Faculty Orientation, gaining an overview of institutional expectations, resources, and support systems. This orientation laid the groundwork for my successful integration into the university community.

  • Objective​​

  • Activity/Project​​

  • Output/Deliverable

  • Description

  • Objective​​

  • Activity/Project​​

  • Output/Deliverable

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  • Description

  • Additional Training

  • Celebration of Research

  • I attended New Faculty Orientation, gaining an overview of institutional expectations, resources, and support systems. This orientation laid the groundwork for my successful integration into the university community.

  • Maintain or establish professional memberships.

  • Membership in professional organizations.

  • Memberships in ASHA and ASHA Special Interest Groups (SIGs).

  • I maintained an active American Speech-Language-Hearing Association (ASHA) membership and joined Special Interest Groups (SIG 1, SIG 4, and SIG 14). These memberships provided access to cutting-edge research, publications, and professional networks, essential for staying current in my field.

  • Objective​​

  • Activity/Project​​

  • Output/Deliverable

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  • Description

  • Objective​​

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  • Activity/Project​​

  • Output/Deliverable​​

  • Description

  • Maintain or establish professional memberships.

  • Membership in professional organizations.

  • I maintained an active American Speech-Language-Hearing Association (ASHA) membership and joined Special Interest Groups (SIG 1, SIG 4, and SIG 14). These memberships provided access to cutting-edge research, publications, and professional networks, essential for staying current in my field.

  • Establish and maintain licensure as a speech-language pathologist in Minnesota.

  • Licensure process and renewal.

  • I completed the licensure process, resolving documentation issues and maintaining consistent communication with the licensing board. Achieving full licensure ensures my compliance with professional standards and enhances my ability to serve the university and community effectively.

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