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Criterion IV
Contributions to Student Growth and Development

Introduction

I view student growth and development as integral to my academic mission. Through mentorship and innovative teaching practices, I empower students to excel in clinical and academic settings. My efforts include involving students in initiatives like the MNSU-Mankato Chapter of the National Stuttering Association or Camp Silver-Tongue!, where they gain firsthand insights into supporting individuals who stutter. I also provide graduate students with leadership opportunities, fostering their professional skills and preparing them for future careers. By scaffolding learning and embedding DEI principles in my courses, I ensure that students develop the knowledge, empathy, and critical thinking required to thrive as practitioners and advocates.

 
Contributions to Student Growth and Development

I have consistently provided academic advising to undergraduate and graduate students, helping them navigate their academic journeys and career decisions. I also regularly write letters of recommendation and mentor students on research projects. I provide guidance on speech-language and learning, ensuring their academic and professional growth and success.

2024-2025

Contributions to Student Growth and Development. 

In 2024-2025, I continued to support student growth and development through collaborative research and mentorship. With the assistance of undergraduate student Ruby Paul, I completed three out of four modules of the SNAP digitization project, contributing to its near-final form. Undergraduate student Leah Henderson collaborated on developing an annotated bibliography and a research proposal for a mixed-methods case study concerning improving oral and written language development utilizing sentence-combining materials. Additionally, Carly Brundies supported the development of a draft article on Camp Silver-Tongue!, emphasizing the program’s impact on children who stutter. My advising efforts this year underscore a dedication to equipping students with research and professional skills that prepare them for success.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

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  • Output/Deliverable​​​​​​

  • 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 II).

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

2023-2024

Contributions to Student Growth and Development. 

For 2023-2024, I advised 26 undergraduate students and wrote 12 letters of recommendation for graduate school and clinical placements. My mentorship of Kayla Polanco culminated in her continued success in presenting research on bilingualism and stuttering. These contributions emphasize my commitment to guiding students toward academic achievement and professional readiness.

  • Objective​​​​​​​​​​

  • Activity/Project​​

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  • Output/Deliverable​​​​​​

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  • Description

  • Mentorship of Undergraduate Student

  • Poster Presentation: Bilingualism and Stuttering: A Link or a Misconception

  • This project involved mentoring an undergraduate student, Kayla Polanco, in preparing a professional conference poster presentation on the intersection of bilingualism and stuttering. We examined diagnostic challenges speech-language pathologists face, particularly the reliance on monolingual diagnostic guidelines and the need for culturally responsive care. The collaboration gave Kayla hands-on experience in research synthesis, academic writing, and public presentation. It fostered critical thinking and professional development in communication sciences and disorders (Cross-referenced with Criterion II)

  • Reflection: Mentoring Kayla provided an opportunity to guide research synthesis, academic writing, and public presentation. This experience strengthened my mentoring skills and expanded my knowledge of bilingual stuttering research.

  • Objective​​​​​​​​​​

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  • Activity/Project​​​

  • Output/Deliverable​​​​​​

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  • Description

  • Guide an undergraduate researcher in developing an annotated bibliography on bilingualism and stuttering.

  • Annotated Bibliography:  Bilingualism and Stuttering: A Link

  • This project involved guiding an undergraduate researcher, Kayla Polanco, in compiling and critically analyzing literature on the relationship between stuttering and bilingualism. The annotated bibliography emphasized key findings on disfluencies, cultural considerations, and diagnostic discrepancies, advocating for improved SLP training and diagnostic tools. The mentorship included skill-building in literature reviews, academic writing, and analytical reasoning, contributing to the student’s academic and professional growth while supporting the advancement of scholarly research in the discipline (Cross-referenced with Criterion II).

  • Reflection: Mentoring Kayla strengthened my ability to support students in critical analysis and academic writing. It reinforced the importance of developing culturally responsive research in our field.

  • Objective​​​​​​​​​​​

  • Activity/Project​​​

  • Output/Deliverable​​​​​​​​​​​

  • Description

  • Inclusive Teaching Practices

  • CETL Course: Creating Interactive Online Lectures

  • Participated in the Inclusive Classroom Book Club and completed a CETL course. These activities emphasized strategies for creating an inclusive learning environment and advancing DEI initiatives.

  • Reflection: Through this participation, I gained insight into inclusive teaching methods and strengthened my ability to support diverse learners.

  • Objective​​​​​​​​​​​

  • Activity/Project​​​

  • Output/Deliverable​​​​​​​​​​​

  • Description

  • CDIS 695 Graduate Practicum Supervision

  • Supervised Practicum for Graduate Students

  • Detailed logs and formal evaluations

  • Supervised graduate students at the Center for Communication Sciences and Disorders, focusing on clinical skill development and ethical practices. Maintained structured feedback and goal-setting sessions to support student progress.

  • Reflection: This year’s supervision reinforced the importance of consistency in mentoring. It allowed me to foster professional growth and uphold a positive, inclusive learning environment.

2022-2023

Contributions to Student Growth and Development. 

I advised eight undergraduate students and wrote 15 letters of recommendation for graduate school and Clinical Fellowship Year applications. I also supported a graduate student, Thomas Chang, in initiating a research project on bilingualism and stuttering. I continued to mentor students on academic and career decisions, guiding elective courses, research opportunities, and career development.

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  • Objective​​​​​​​​​​

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  • Activity/Project​​

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  • Output/Deliverable​​​​​​

  • Description

  • Advise and support one CDIS graduate student pursuing an optional APP/Thesis project on bilingual stuttering.

  • Mentorship of graduate student on a bilingual stuttering research project.

  • None for this period.

  • I supported Thomas Chang in developing a bilingual research project on stuttering. However, he chose not to complete the optional APP/Thesis requirements. For additional details, see Criterion II—Unexpected Achievement, Item 3.

  • Reflection: Despite the unmet objective, this experience emphasized aligning student goals with departmental opportunities and highlighted areas to enhance my mentorship strategies.

  • Objective​​​​​​​​​​

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  • Activity/Project​​​

  • Output/Deliverable​​​​​​

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  • Description

  • Advise CDIS undergraduate and graduate students on academic, career, and personal development topics.

  • Individual and group advising sessions.

  • Eight in-person advising meetings and twelve alternative-format meetings with undergraduate students

  • Through in-person and alternative-format advising sessions, I supported students in their academic and career planning, offering guidance on course selection, research opportunities, and professional development. These meetings fostered informed decision-making and ownership of their educational paths.

  • Reflection: Advising is key to helping students succeed. Supporting students, addressing their concerns, and celebrating their achievements built stronger connections in our department and reinforced my role as a mentor.

  • Objective​​​​​​​​​​

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  • Activity/Project​​​

  • Output/Deliverable​​​​​​

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  • Description

  • Write letters of recommendation for students pursuing graduate school, employment, and scholarships.

  • Drafting and submitting letters of recommendation.

  • I wrote fifteen letters of recommendation for students applying to graduate programs, Clinical Fellowship positions, and scholarships. Despite managing a heavy workload, I promptly completed all letters to meet student deadlines.

  • Reflection: Balancing recommendation letter requests with other academic responsibilities was challenging. To streamline this process, I plan to use a tracking system and graduate assistant support in the upcoming academic year.

2021-2022

Contributions to Student Growth and Development. 

​In 2021-2022, I held 22 advising appointments with undergraduate and graduate students, focusing on academic and career guidance. To enhance the advising process, I improved tracking systems and implemented surveys to understand better and support student needs. I wrote 15 letters of recommendation for graduate school, employment, clinical placements, and scholarships. During this year, I also restarted the MNSU National Stuttering Association Support Group, hosting monthly meetings that involved clients, students, and community members. These meetings provided essential support to participants while offering graduate students practical experiences through their involvement. Although shifting program requirements required me to discontinue my focus on optional Alternative Plan Papers or Thesis projects, I reflected on the importance of streamlining methods for tracking student interactions and gathering feedback to strengthen advising relationships and outcomes.​

  • Objective​​​​​​​​​​

  • Activity/Project​​

  • Output/Deliverable​​​​​​

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  • Description

  • Advise CDIS graduate students on APP projects or other topic

  • Advising graduate students.

  • I did not meet this objective due to programmatic changes that made APP projects optional. No students chose to complete an APP or thesis project under my guidance. Given this shift, I discontinued this subgoal in subsequent plans.

  • Objective​​​​​​​​​​

  • Activity/Project​​

  • Output/Deliverable​​​​​​​

  • Description

  • Advise CDIS undergraduate and graduate students

  • Academic advising.

  • Pre- and post-assessment data and lecture materials.

  • I conducted 22 advising appointments during the academic year, assisting undergraduate and graduate students with class selection, career guidance, and other academic concerns. While I received positive feedback from students via email, I did not implement a formal assessment survey, limiting my ability to measure the success of these advising interactions.

  • Objective​​​​​​​​​​

  • Activity/Project​​

  • Output/Deliverable​​​​​​

  • Description

  • Write letters of recommendation.

  • Letter writing for various student needs.

  • I authored 15 letters of recommendation, including 10 for undergraduate students applying to Master’s programs, 1 for a graduate student’s employment application, 1 for clinical placement, and 3 scholarship letters for a single student. While I fulfilled student needs, I recognized the need for better tracking and planning to manage recommendation letters more effectively in the future.

2020-2021

Contributions to Student Growth and Development. 

During 2020-2021, I advised students through a challenging academic year, focusing on flexibility and resilience. I provided mentorship for research projects, particularly in stuttering and bilingualism, and guided students in career decisions and graduate school applications. Despite the pandemic's challenges, I wrote 11 letters of recommendation and supported three graduate students initiating an APP project on stuttering.

  • Objective​​​​​​​​​​

  • Activity/Project​​

  • Output/Deliverable​​​​​​

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  • Description

  • Advise undergraduate and graduate students.

  • Advising students.

  • Scheduled advising appointments and emails documenting interactions.

  • I advised 24 undergraduate and graduate students, providing academic guidance, career planning, and support for navigating coursework during the pandemic. My efforts ensured that students remained on track for timely degree completion and professional readiness.

  • Objective​​​​​​​​​​

  • Activity/Project​​

  • Output/Deliverable​​​​​​​​

  • Description

  • Write letters of recommendation.

  • Letter writing for students.

  • I authored 16 letters of recommendation for graduate school applications, scholarships, clinical placements, and employment opportunities. These letters emphasized students’ strengths and readiness for advanced professional and academic endeavors.

  • Objective​​​​​​​​​​

  • Activity/Project​​

  • Output/Deliverable​​​​​​​​

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  • Description

  • Foster student research interests and professional growth.

  • Mentorship of student research projects.

  • Research collaboration with graduate studentsinterested in stuttering and an APP.

  • I supported graduate student research efforts on topics such as stuttering. These projects encouraged students to engage with evidence-based practices and prepare for presenting at local and regional conferences. However, the two students changed course and focused on a different topic with another faculty member.

  • Objective​​​​​​​​​​

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  • Activity/Project​​

  • Output/Deliverable​​​​​​​​

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  • Description

  • Restart the National Stuttering Association (NSA) MNSU, Mankato Stuttering Support Group

  • MNSU NSA Stuttering Support Group.

  • Monthly meetings with community and student participation.

  • I re-established the National Stuttering Association Support Group, hosting monthly virtual meetings attended by students, clients, and community members. These sessions provided practical experience for graduate students and a safe space for individuals who stutter to share and grow.

2019-2020

Contributions to Student Growth and Development. 

In my first year, I advised undergraduate and graduate students on course planning and career goals, ensuring they remained on track despite pandemic challenges. I supported students in developing research ideas and wrote multiple letters of recommendation for graduate programs and Clinical Fellowship Year placements. My efforts laid a strong foundation for academic and professional growth among my students.

  • Objective​​

  • Activity/Project​​

  • Output/Deliverable

  • Description

  •  Advise potential students and CDIS majors assigned to me.

  • Academic Advising.

  • Advising sessions and development of MavPlan

  • Met with one undergraduate student to develop a MavPlan and provided guidance to three graduate students on research projects and academic progress. Supported students in navigating their academic journeys and career goals.

  • Objective​​

  • Activity/Project​​

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  • Output/Deliverable

  • Description

  • Program Committees

  • Serve on program committees for students working on theses or APPs.

  • Not achieved during the 2019-2020 academic year.

  • Shifting program requirements and fewer students pursuing APP or thesis projects prevented me from meeting this objective. I redirected my efforts to advising and supervising students, providing support through alternative means.

  • Objective​​

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  • Activity/Project​​​

  • Output/Deliverable

  • Description

  • Supervise diagnostic and therapeutic experiences of assigned students.

  • Clinical Supervision.

  • Supervised assigned graduate student clinicians, monitoring lesson plans, observing diagnostic and therapeutic sessions, and reviewing diagnostic and final reports. Achieved an average evaluation score of 4.0 or higher for supervised graduate students.

  • Objective​​

  • Activity/Project​​

  • Output/Deliverable

  • Description

  • Additional Activities and Contributions

  • Letters of Recommendation

  • Wrote letters for graduate school applications, employment opportunities, and clinical placements, supporting students' professional growth.

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