Course Overview

Stuttering is a graduate-level course providing an in-depth exploration of the description, etiology, assessment, and management of stuttering and related fluency disorders. This course combines theoretical knowledge with evidence-based clinical practices, fostering a comprehensive understanding of stuttering across the lifespan. Students critically examine research, therapeutic approaches, and counseling techniques, especially fluency disorders' diversity, equity, and inclusion issues.​

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Teaching Innovations

Integrated Ethical Framework.
The course emphasizes an ethical framework of care, critique, justice, and professionalism. Students apply these principles across all lessons, cultivating critical thinking about their actions and clinical decisions when working with individuals who stutter.

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Traditional and Progressive Clinical Practices.
While covering traditional evidence-based approaches to stuttering therapy, the course highlights the importance of progressive methodologies, such as Cognitive Behavioral Therapy (CBT) and Solution-Focused Brief Therapy (SFBT). These approaches encourage students to engage with clients holistically, addressing fluency therapy's emotional, social, and practical dimensions.

Experiential Learning and Real-World Applications.
The course connects directly to Camp Silver-Tongue!, the Mankato Chapter of the National Stuttering Association (NSA) Stuttering Support Group, and a primary clinical population I oversee in the clinic. Students wishing to earn clinical clock hours for Camp Silver-Tongue! participate in a competitive application process, ensuring only the most dedicated and committed students enhance their clinical skills while supporting individuals who stutter in a real-world context.

Focus on Diversity and Inclusion.
Topics include bilingualism, cultural considerations in stuttering therapy, and the mental health impact of fluency disorders. Students learn to assess and treat stuttering with a culturally responsive lens, addressing systemic inequities in clinical practice.

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Key Assignments

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Reflections.
Weekly reflections challenge students to synthesize class content, analyze research, and apply ethical frameworks to clinical scenarios.

Exams.
Four unit exams evaluate students' understanding of stuttering’s nature, causes, traditional management techniques, and contemporary best practices.

Thank-You Note.
Students write a formal thank-you note to guest presenters, demonstrating professional communication and gratitude.
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​Student Outcomes

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Students completing CDIS 615 understand the etiology and characteristics of stuttering and its impact on individuals across the lifespan. They gain proficiency in assessing and treating stuttering, including applying evidence-based therapies like Palin PCI, CBT, and SFBT. They also develop the ability to critique research and apply findings to clinical practice, fostering lifelong learning and professional growth. They cultivate cultural sensitivity, humility, and empathy. This reflection prepares them to address the diverse needs of fluency clients. With their background knowledge, they can develop clinical experience through Camp Silver-Tongue! and exposure to stuttering advocacy through the Mankato NSA Stuttering Support Group.

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​​Reflection

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CDIS 617 is my favorite graduate course to teach because it encapsulates everything I value in education: deep theoretical engagement, hands-on clinical application, and the opportunity to inspire future speech-language pathologists to approach stuttering with compassion, curiosity, and cultural humility. By tying coursework to experiential opportunities like Camp Silver-Tongue! and the Mankato NSA Stuttering Support Group, I foster a meaningful, multidimensional learning experience that equips students to make a lasting impact in fluency therapy.