Executive Summary by Criterion for Tenure and Promotion
Demonstrated the Ability to Teach Effectively
Over the past several years, I have consistently refined and updated course materials across a variety of undergraduate and graduate courses, including CDIS 312 (Speech-Language Development), CDIS 402/403 (Child Language Disorders and Lab), CDIS 615 (Speech Sound Disorders), and CDIS 677 (Stuttering). I focused on incorporating anti-racist pedagogy and aligning my courses with the department's DEI initiatives and Minnesota State University's Equity 2030 goals. I introduced hands-on learning opportunities such as the Children's House observations and guest speakers to link theory with practice, which students have positively received. As reflected in their course evaluations, over 85% of my undergraduate students consistently meet or exceed course objectives. Most recently, through anonymous Qualtrics surveys, I conducted a thorough quantitative and qualitative analysis of all units within CDIS 402 and CDIS CDIS 403 to understand better how each unit is received.
Scholarly or Creative Achievement or Research
I have delivered numerous presentations at state and regional conferences, including the Minnesota State Speech-Language-Hearing Annual Convention and the Region 10 Speech-Language Pathology Institute. My research, aligning with student interest, focused on bilingualism and stuttering, Cognitive Behavior Therapy (CBT), and Solution-Focused Brief Therapy (SFBT) for stuttering. I have received grants such as 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. 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." This academic year, 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)”
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.
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 regularly write letters of recommendation and mentor students, such as Kayla Polanco, an undergraduate student, who presented her research on bilingualism and stuttering at the Undergraduate Research Symposium and the Minnesota Speech-Language-Hearing Convention. I mentor students on research projects, providing guidance on speech-language and learning, ensuring their academic and professional growth and success.
Service to the University and Community
My service contributions include the development and leadership of Camp Silver-Tongue! and the MNSU-Mankato Chapter of the National Stuttering Association's Support Group, which provides community support to people who stutter. As Co-Chair of the Disability Alliance Affinity Group, I have organized events that promote Equity 2030 and disability advocacy. Additionally, I served on several key committees, including the Curriculum Committee, Dean Search Committee, and the Interdisciplinary Practice and Research Committee. I helped shape policies and practices that benefit the university and the community. I am also the Search Chair for AA26031, a tenure-track assistant professor this academic year.
Appendix A: Yearly Criterion Summaries
2023-2024
The 2023-2024 academic year saw clear and genuine progress in teaching strategies, student engagement, and service initiatives. These accomplishments contributed to a well-rounded and impactful year, particularly in supporting mental health in the stuttering community and in addressing bilingualism and stuttering.
Demonstrated the Ability to Teach Effectively
This past year, I successfully refined course materials for multiple courses, including CDIS 312 (Speech-Language Development), CDIS 402/403 (Child Language Disorders and Lab), and CDIS 615 (Speech-Sound Disorders) and CDIS 617 (Stuttering). I integrated anti-racist pedagogy and aligned the courses with departmental DEI initiatives. Additionally, I incorporated real-world applications, such as the Children's House and guest speakers, which further enhanced student engagement and practical understanding. I received numerous unsolicited comments from students praising the value of the cumulative project, and I appreciated the smoother course delivery this year.
Scholarly or Creative Achievement or Research
This year, I delivered eight presentations, including two at the Minnesota State Speech-Language-Hearing Annual Convention: one on progressive stuttering treatment methods for children and a poster on Misconceptions Regarding Stuttering and Bilingualism. Three invited presentations for the Region 10 Speech-Language Pathology Institute included sessions on Childhood Apraxia of Speech, Speech Sound Disorder Intervention Strategies, and autism spectrum disorders. A presentation for the Mankato Area Lifelong Learners group titled "Voices and Silences: Understanding Stuttering."A lecture to the Disability Alliance Affinity Group on the intersection of disability and race 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.
Evidence of Continuing Preparation and Study
In the Spring of 2024, I completed 96% of the CREDIT Institute course titled "Confronting Anti-Black Racism in Communication Sciences and Disorders" (3.6 CEUs), which deepened my understanding of how race intersects with clinical practice. Additionally, I attended the ASHA convention and earned additional continuing education hours. These activities allowed me to earn the ASHA Award for Continuing Education (ACE) for the first time in my 34 years of practice. Achieving the ACE is a significant milestone in my career, reflecting my dedication to ongoing learning and professional growth. This accomplishment fulfills the ASHA-directed continuing education requirements and marks a personal achievement highlighting my commitment to lifelong learning. Lastly, I maintained memberships in professional organizations.
Contributions to Student Growth and Development
I advised 26 undergraduate students and wrote 12 letters of recommendation for students applying to graduate school or clinical placements. Kayla Polanco, an undergraduate student and advisee, presented her research on bilingualism and stuttering at the Undergraduate Research Symposium and the Minnesota Speech-Language-Hearing Convention. At the symposium, she earned an Outstanding Presentation Award.
Service to the University and Community
One of my major achievements this year was the successful launch of Camp Silver-Tongue!, a camp for children who stutter. I organized and oversaw the camp, which focused on building children's confidence, resilience, and communication skills through Cognitive Behavior Therapy (CBT), Solution-Focused Brief Therapy (SFBT), and traditional stuttering treatment techniques. Participants and their families provided positive feedback on Camp Silver-Tongue! One camper expressed a significant shift in their perception of stuttering. In addition, I continued to lead the MNSU, Mankato Chapter of the National Stuttering Association (Stuttering Support Group), which had an average of 6.3 participants per session. I serve as Co-Chair of the Disability Alliance Affinity Group, organizing events that promote Equity 2030 and disability advocacy.​​
2022-2023
During the 2022-2023 academic year, I made genuine progress in research, grant acquisition, and refining my teaching methodology while continuing to support student growth and development.
Demonstrated the Ability to Teach Effectively
During the 2022-2023 academic year, I revised and developed course materials for multiple classes, including CDIS 312 (Speech-Language Development) and CDIS 402/403 (Child Language Disorders and Lab). I adopted new textbooks aligned with the department's DEI initiatives and Minnesota State University Mankato's Equity 2030 goals, resulting in a smoother course experience for students. I incorporated hands-on learning opportunities, such as observations at the Children's House, which allowed students to link theory with real-world practice. I received 20 unsolicited comments from students praising the cumulative project in CDIS 312, emphasizing its value in helping them understand course material.
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 undergraduate and graduate students 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 digitized the Strong Narrative Assessment Procedure (SNAP), including follow-up tools.
Evidence of Continuing Preparation and Study
I attended the 2022 ASHA Convention, earning 1.95 ASHA CEUs, and engaged in continuing education in Cognitive Approaches to stuttering. Additionally, I maintained memberships in professional organizations, including the American Speech-Language-Hearing Association (ASHA) and the Minnesota Speech-Language-Hearing Association (MNSHA). I shifted my ASHA Special Interest Division membership to SIG 10: Issues in Higher Education to align more closely with my professional goals. 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 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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Contributions to Student Growth and Development
I advised 26 undergraduate students and wrote 12 letters of recommendation for students applying to graduate school or clinical placements. Kayla Polanco, an undergraduate student and advisee, presented her research on bilingualism and stuttering at the Undergraduate Research Symposium and the Minnesota Speech-Language-Hearing Convention. At the symposium, she earned an Outstanding Presentation Award.
Service to the University and Community
For a second year, I served on the Curriculum Committee for the College of Allied Health and Nursing, reviewing and approving over 300 curricular proposals, many of which aligned with DEI initiatives. Additionally, I actively participated in the Disability Advocacy Caucus. I helped organize and co-chair the Disability Alliance Affinity Group Symposium, contributing to the university's supportive and inclusive environment.
2021-2022 Summary
In 2021-2022, I focused on service-based research and further development of teaching materials, responding to evolving student needs and university-wide initiatives.
Demonstrated the Ability to Teach Effectively.
During the 2021-2022 academic year, I revised and developed course materials for CDIS 312 (Speech and Language Development) and CDIS 615 (Speech Sound Disorders). I updated syllabi, assignments, and learning activities to align with the department's DEI initiatives. One major challenge was adapting coursework for the pandemic, which included the inability to engage students directly with children at the Children's House for observations. I adjusted course materials to address this, ensuring students could still meet the learning outcomes. Course evaluations highlighted areas for improvement, particularly in course organization, and I have since planned adjustments for future semesters.
Scholarly or Creative Achievement or Research.
I focused on service-based projects, including establishing 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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Evidence of Continuing Preparation and Study.
I attended the 2021 ASHA Convention, earning 1.0 CEUs, and participated in other professional development activities, including CPR-AED training and anti-racism workshops. I also engaged in professional organizations to stay current with trends and evidence-based practices in communication sciences. I shifted my focus to further understanding Cognitive Behavior Therapy (CBT) and Solution-Focused Brief Therapy (SFBT) for stuttering treatment.
Contributions to Student Growth and Development.
I advised 22 students during the academic year, helping them with course selections, career decisions, and graduate school applications. I also wrote ten letters of recommendation for students pursuing graduate school and Clinical Fellowship Year opportunities. While the optional APP project saw limited engagement, I continued supporting students interested in pursuing research, especially in bilingualism and stuttering.
Service to the University and Community.
In 2021-2022, I played a pivotal role in restarting the MNSU National Stuttering Association (NSA) Support Group, which held monthly meetings for people who stutter, averaging 4-5 participants per session. I also served on the Dean Search Committee and the Curriculum Committee, which allowed me to actively contribute to the hiring process and ensure curriculum proposals aligned with college-wide goals. Additionally, I became an affiliated faculty member of the Center for Rural Behavioral Health, which opened opportunities for collaborative research on the intersection of mental health and communication disorders.
2020-2021 Summary
Throughout 2020-2021, I refined my teaching methods to serve students during a challenging year better while advancing my research and service to the university.
Demonstrated the Ability to Teach Effectively.
In 2020-2021, I developed course materials for CDIS 402 (Child Language Disorders), CDIS 403 (Child Language Disorders Lab), CDIS 617 (Stuttering), and CDIS 210 (Observation of Human Communication). I significantly revised these courses, overhauling the syllabi, lectures, PowerPoints, and methodology for administering labs, and I created guided video-quiz-lecture-series tutorials. These changes resulted in more structured, scaffolded instruction, and students benefited from clearer course expectations. I also revised course materials to ensure students met educational licensure standards in Minnesota. My experience during the pandemic allowed me to focus on flexibility and student-centered learning, with positive student outcomes.
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 an initial attempt at digitizing the Strong Narrative Assessment Procedure (SNAP) for wider clinical use and guest-lecturing on Childhood Apraxia of Speech for the graduate course CDIS 615.
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.
Contributions to Student Growth and Development.
I advised three graduate students on an APP project related to stuttering, though they ultimately chose a different focus. I also wrote 11 letters of recommendation for undergraduate and graduate students applying to graduate programs, Clinical Fellowship Year positions, and internships. Despite the challenges posed by the pandemic, I successfully supported my students, helping them navigate their academic and career paths.
Service to the University and Community.
I actively participated in the Interprofessional Practice and Research Committee and the Equity and Inclusion Task Force, contributing to university-wide diversity, equity, and inclusion initiatives. I also served on two selection committees within the Department of Speech, Hearing, and Rehabilitation Services, assisting faculty hiring for audiology and DEI-focused faculty positions. My contributions helped the department and college make informed, mission-aligned decisions.
2019-2020 Summary
During my initial 2019-2020 academic year at Minnesota State University, Mankato, I focused on improving student outcomes through revisions to course materials and expanding service initiatives within the community.
Demonstrated the Ability to Teach Effectively.
During 2019-2020, I focused on improving student outcomes in my courses, including CDIS 402/403 (Child Language Disorders and Lab). I used pre- and post-classroom assessments to measure student progress, and 85% of my students consistently achieved 90% or higher scores. I revised course syllabi and materials based on feedback to improve clarity and structure, which enhanced student engagement. In graduate courses such as CDIS 677 (Stuttering) and CDIS 688 (Multicultural Issues in Speech, Hearing, and Rehabilitative Sciences), all students achieved scores of 90% or higher, demonstrating mastery of the course content.
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Scholarly or Creative Achievement or Research.
I began a draft of my manuscript, "Issues of Ethical Practice in the Public Schools for Speech-Language Pathologists—Parent Perspective," ​Additionally, I began drafting a second article, "Models of Special Education Process Discourses from the Parent Perspective," for submission to the Journal of Theory and Practice in Education. I also made progress on curricular revisions for CDIS 402/403, aligning the courses with ASHA standards.
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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.
Contributions to Student Growth and Development.
I assisted undergraduate and graduate students with course planning and career guidance. I also worked with students on research ideas, helping them explore various topics in speech-language pathology. Although the pandemic disrupted some advising goals, I continued to support students and provide letters of recommendation to help them pursue advanced study and clinical positions.
Service to the University and Community.
I developed partnerships with faculty in the College of Allied Health and Nursing and established relationships with Bloomington Public Schools and Health Commons at Pond. These partnerships allowed me to secure access to clinical space and initiate speech-language services in the community. During the summer semester, I supervised students in providing telepractice services. I also served on the Interdisciplinary Practice and Research Committee, contributing to university initiatives focused on health and biomedical sciences.