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Dr. Jerry K. Hoepner serves as Professor and Assistant Chair in the Department of Communication Sciences and Disorders at the University of Wisconsin - Eau Claire's College of Health and Human Sciences, where he has taught full-time since 2007 after beginning part-time in 2003. His roles include Student Engagement Coordinator and CSD Ambassadors Advisor, with clinical supervision remaining integral to his work. His educational foundation includes a Ph.D. in Communication Sciences and Disorders from the University of Wisconsin - Madison, an M.S. in Communication Sciences and Disorders from UWEC, a B.S. in Psychology from Minnesota State University - Mankato, and an A.A. from Bethany Lutheran College. He holds ASHA Certification (CCC-SLP) and Wisconsin State Licensure. Dr. Hoepner's research pioneers video self-modeling interventions, counseling methodologies, and healthcare perceptions for individuals with acquired cognitive-communication disorders, particularly traumatic brain injury (TBI) and aphasia. His innovative work encompasses the Chippewa Valley Aphasia Camp, Thursday Night Poets collective, and TBIconneCT/FUNconneCT social communication interventions. As co-founder of ASHA SIG20 for Counseling in CSD and the UWEC CSD SoTL Lab, he bridges scholarship with clinical practice while editing Teaching and Learning in Communication Sciences and Disorders . His publication trajectory reveals intensifying focus on qualitative analysis of patient experiences, project-based rehabilitation techniques, and counseling integration within SLP practice, with recent work examining poetry interventions, telehealth delivery, and sociolinguistic assessment frameworks. His distinguished recognition includes: ASHA Fellow designation (2021) UW System Regent's Teaching Excellence Award (2020) CAPCSD Distinguished Contribution Award (2023) Aphasia Access President's Award (2023) Multiple mentoring and scholarly honors Dr. Hoepner has mentored countless undergraduate research projects and graduate committees while securing federal TBI grants. His clinical leadership extends through Aphasia Access podcast contributions and statewide intervention programs that transform rehabilitation paradigms. His laboratory initiatives—including the SoTL Lab and project-based brain injury groups—embody his commitment to experiential learning, where students engage in camp immersion, clinical apprenticeships, and community-driven research that reshapes neurorehabilitation practices.

• Cognitive-Communication Disorders
• Aphasia Rehabilitation
• Traumatic Brain Injury Rehabilitation
• +5 more

Margaret Greenwald serves as Associate Professor and Ph.D. Coordinator in the Department of Communication Sciences and Disorders (CSD) within Wayne State University's College of Liberal Arts and Sciences. Previously department chair (2014-2020), she is a Licensed and Certified Speech-Language Pathologist (CCC-SLP) recognized in 2022 as Wayne State's Outstanding Graduate Mentor in the health sciences. Her academic credentials include: M.A. in Speech-Language Pathology (University of Florida) Ph.D. in Communicative Sciences and Disorders (University of Florida) Post Doctoral Research Training in Cognitive Neuropsychology (University of Maryland, Department of Neurology) Dr. Greenwald's research centers on adult neurogenic communication disorders , specializing in aphasia, traumatic brain injury, and stroke rehabilitation through cognitive neuropsychology. Her work employs Magnetoencephalography (MEG) to map brain-behavior relationships during language and musical processing tasks, revealing critical insights for rehabilitation. She actively bridges clinical practice with neuroscience to develop evidence-based interventions. Analysis of her recent publications shows consistent focus on neuroimaging applications for understanding language disorders, with growing emphasis on telepractice implementation and the cognitive effects of musical training. Her work demonstrates strong translational value, connecting basic neuroscience to clinical rehabilitation protocols while maintaining rigorous methodological standards. Her scientific recognition includes: Outstanding Graduate Mentor in the Health Sciences, Wayne State University (2022) As an educator, Dr. Greenwald teaches graduate courses in aphasia, neuromuscular speech disorders, research methods, and doctoral seminars, plus undergraduate speech-language pathology instruction. She supervises doctoral research as Ph.D. coordinator and mentors students through clinical research projects. Her teaching integrates current neuroscience findings with clinical practice standards. She maintains active professional engagement through memberships in the American Speech-Language Hearing Association (ASHA), Academy of Aphasia, and International Neuropsychological Society, contributing to both clinical guidelines development and research community advancement.

• Adult neurogenic communication disorders
• Cognitive neuropsychology
• Stroke rehabilitation
• +3 more

Scott Barnes is Head of the Department of Linguistics and Course Director of the Master of Speech and Language Pathology at Macquarie University. He leads the Macquarie Linguistics Conversation Analysis Lab with Joe Blythe, supervising research on communication disabilities, speech pathology assessment, and cross-linguistic interaction analysis. His teaching focuses on acquired communication disorders, language analysis, and speech pathology foundations. Barnes researches acquired communication disabilities (aphasia, TBI) using conversation analysis and interactional linguistics. Key interests include: Everyday communication practices in clinical populations Turn-taking and repair organization across languages Multimodal interaction analysis Speech pathology assessment frameworks Cross-cultural communication disorders His publications demonstrate consistent focus on clinical conversation analysis, with recent work examining: Therapeutic interactions in mental health settings Multimodal communication in Mandarin and Indonesian contexts Auditory processing in post-stroke communication Repair strategies in dysarthria and aphasia As external accreditor for Speech Pathology Australia (2021-2026), he shapes professional education standards. He directs multiple active grants including projects on bilingual education, communication breakdowns in noise, and voice visualization technology.

• Acquired Communication Disabilities
• Aphasia
• Conversation Analysis
• +5 more

Dr. Elisa Pellegrino is a senior Post-Doc in Phonetics at the Department of Computational Linguistics , affiliated with Zeppelin University and the Digital Society Initiative of the University of Zurich . Her research focuses on voice individualization, vocal accommodation, and the role of speaker-specific information in speech temporal variability. Role: Senior Post-Doc in Phonetics University: Zeppelin University School: Faculty of Arts and Social Sciences Department: Department of Computational Linguistics Email: elisa.pellegrino@uzh.ch Research Interests: Prosody and speech rhythm in native and second language acquisition Vocal accommodation in cross-dialectal interactions Speaker individuality and forensic phonetics Age-related speech temporal variability Speech disorders and Parkinson’s disease Applications of speech technology in linguistics and education

• Phonetics
• Computational Linguistics
• Prosody
• +7 more

Professor Natalie Ciccone is a Professor in Speech Pathology at Edith Cowan University's School of Medical and Health Sciences. She joined ECU in 2009 after working in Speech Pathology programs at Curtin University since 1999. Professor Ciccone is currently involved in two NHMRC-funded projects: a multi-centre randomized control trial of very early intervention for people with aphasia after stroke and an exploration into communication disorders after stroke and traumatic brain injury in Aboriginal peoples in Western Australia. Her educational background includes a Doctor of Philosophy in Human Communication Science from Curtin University of Technology (2003) and a Bachelor of Science in Speech & Hearing Science from the same institution (1996). Professor Ciccone's research focuses on neurogenic communication disorders, particularly aphasia intervention, clinical decision making, communication difficulties after stroke in Aboriginal Australians, and the use of discourse in the analysis and treatment of aphasia. Her work bridges clinical practice with culturally responsive care, emphasizing the importance of understanding communication disorders within specific cultural contexts, particularly for Aboriginal populations. Analysis of her recent publications reveals a strong emphasis on culturally responsive rehabilitation for Aboriginal Australians with brain injuries, early intervention for aphasia after stroke, treatment fidelity in clinical trials, and innovative educational approaches in speech pathology. Her work shows a consistent trajectory toward addressing health disparities and developing culturally safe rehabilitation practices. Member of the Editorial Committee for the Journal of Clinical Practice in Speech Language Pathology Active participant in national and international speech pathology and allied health conferences Professor Ciccone has supervised numerous research students, including PhD candidates and Master's students, with projects focusing on aphasia rehabilitation, simulation-based learning, and culturally responsive care. Her research projects have secured substantial funding from organizations including the National Health and Medical Research Council, Department of Health WA, and the Perron Institute for Neurological and Translational Science. She has led projects totaling over $8 million in research funding, with current projects focusing on AI-driven virtual character simulation for aggression de-escalation training and enhancing rehabilitation services for Aboriginal Australians after brain injury. Professor Ciccone maintains active clinical connections, having worked as a speech pathologist in acute and rehabilitation hospital settings as well as community-based clinics in Perth and Darwin, primarily working with patients with communication and swallowing difficulties following stroke and head injury.

• Aphasia
• Neurogenic communication disorders
• Stroke rehabilitation
• +6 more

Erika S. Levy is a Professor of Communication Sciences and Disorders at Teachers College, Columbia University, and Director of the Speech Production and Perception Lab. She holds affiliations with the Biobehavioral Sciences and Communication Sciences and Disorders programs at Teachers College. Her expertise lies in cross-language speech production and perception, communication disorders in bilingual populations, and treatment efficacy for dysarthria associated with conditions like cerebral palsy and Parkinson's disease. Education: Ph.D. in Speech and Hearing Sciences, CUNY Graduate Center M.A. in Speech-Language Pathology (CCC-SLP), Lehman College M.A. in Linguistics, New York University B.A. in Psychology, Wesleyan University Research Focus: Dr. Levy's work investigates bilingual speech production, dysarthria treatment across languages, and the acoustic correlates of speech intelligibility. She emphasizes culturally responsive interventions for multilingual populations and neurogenic communication disorders. Recent Research Trends: Her recent articles explore hybrid approaches to dysarthria treatment, acoustic predictors of speech intelligibility in pediatric and neurologic populations, and the impact of international training programs on speech-language interventionists. Her work bridges clinical practice with cutting-edge acoustic analysis and multilingual considerations. Labs & Teams: She leads the Speech Production and Perception Lab , which focuses on advancing understanding of speech mechanisms and developing evidence-based treatments for communication disorders.

• Speech-Language Pathology
• Neurological Disorders
• Multilingual Communication
• +3 more

Allison Hilger serves as Assistant Professor and Coordinator of Undergraduate Study in the Department of Speech, Language, and Hearing Sciences at the University of Colorado Boulder, where she joined in 2020 as an ASHA-certified speech-language pathologist with clinical experience in Chicago. Education: Ph.D. from Northwestern University Research Interests: Dr. Hilger investigates impaired speech production in neurological disorders, specializing in how prosody (pitch, loudness, and timing) is affected in conditions like ataxic dysarthria. Her work examines auditory feedback mechanisms in speech adjustments for both healthy speakers and those with motor speech disorders, utilizing translational approaches to bridge clinical practice and research. Current projects focus on prosody and auditory feedback deficits in ataxic dysarthria through the CO Motor Speech Lab. Labs and Teams: She directs the CO Motor Speech Lab, which conducts empirical research on motor speech pathophysiology and develops evidence-based evaluation and treatment protocols for speech disorders.

• Motor Speech Disorders
• Speech Production
• Prosody
• +4 more

Stacey Rimikis is a Clinical Assistant Professor and Director of the Master of Science Program in the Department of Communicative Sciences and Disorders at New York University's Steinhardt School. She holds a Ph.D. from NYU Steinhardt, an M.A. in Speech-Language Pathology from Queens College (CUNY), and a B.A. from NYU's Gallatin School of Individualized Study. Her clinical and research expertise focuses on acquired neurogenic communication disorders, including aphasia and neurocognitive disorders. Her research examines language processing mechanisms in both impaired and unimpaired populations, with recent work exploring phonological patterns' impact on morphological impairment and semantic processing's role in lexical retrieval. Dr. Rimikis is a certified speech-language pathologist (ASHA) specializing in adult and geriatric communication and swallowing impairments. She is licensed in New York State and actively contributes to clinical education through her directorship of the Master of Science program.

• Neurology
• Speech-Language Pathology
• Cognitive Science
• +3 more

Ignatius Nip is an Associate Professor and Director at the School of Speech Language and Hearing Sciences at San Diego State University. His research focuses on speech motor control and development in individuals with neurogenic speech disorders such as dysarthria in cerebral palsy, Parkinson's disease, and head and neck cancer survivors. PhD in Communication Disorders (University of Nebraska-Lincoln, 2007) MSLP in Speech-Language Pathology (University of Alberta, 2001) BA in Speech Science (University of British Columbia, 1999) Research spans speech physiology , kinematic analysis , and neurogenic motor control . Recent studies examine pronoun comprehension in developmental disorders, deep-brain stimulation effects on speech, and articulatory patterns in cerebral palsy. Certifications include ASHA Certificate of Clinical Competence (2007-2021) and California Speech-Language Pathology License (2011-2021) . Publications appear in journals like Child Development and Journal of Speech Language and Hearing Research .

• Speech Motor Control
• Neurogenic Speech Disorders
• Dysarthria
• +5 more

Dr. Anna Rosenkranz is a researcher at the Institute for German Linguistics, specializing in Clinical Linguistics at Philipps-Universität Marburg. She holds a visiting professorship at the Department of Educational and Rehabilitation Sciences, University of Cologne (2024-2025), focusing on language disorders in neurologically impaired populations. Her career spans institutions including Ruhr-Universität Bochum and University of Reading, with a PhD in Linguistics (2015). Current affiliations: Philipps-Universität Marburg (since 2019), University of Cologne (2024-2025) Education: PhD Linguistics (Bochum), MA Speech Science (Marburg), BA Linguistics (Bochum) Rosenkranz's research bridges clinical linguistics and neuropsychology, focusing on: Executive function contributions to word retrieval in aphasia Complex semantic processing in cognitive communication disorders Diagnostic tools for subtle post-brain-injury communication deficits Psycholinguistic models of verbal fluency in psychiatric and neurological conditions Digital participation barriers for speech-language impaired individuals Her work emphasizes practical applications in speech therapy, including the development of the KomplexSem test and FAVRES-D assessment. Recent publications analyze digital accessibility challenges, semantic processing, and cognitive-linguistic interactions across conditions like schizophrenia and dementia. Professional activities include: Co-developer of cognitive-communication screening tools (CCCABI-DE, KomplexSem) Coordinator of continuing education programs (2022-2024) Keynote speaker at international workshops on language production and neurorehabilitation Contributor to BMBF-funded projects on 'small disciplines with high potential'

• Clinical Linguistics
• Psycholinguistics
• Aphasia
• +5 more

Janet L. Hawley is an Associate Clinical Professor in the Department of Speech, Language, and Hearing Sciences at the University of Arizona. She holds a ClinScD from Rocky Mountain University of Health Professions, an MS from the University of Arizona, and a BA from the University of California, Santa Barbara. Her clinical expertise focuses on neurogenic communication disorders in adults, including aphasia, traumatic brain injury, and speech disorders related to neurological diseases. She specializes in transgender voice therapy, voice disorders (e.g., LSVT program), and accent modification. Dr. Hawley coordinates the Aphasia Program and facilitates off-campus practicum placements for graduate students. She also serves as the department’s privacy officer and participates in UA’s HIPAA advisory committee. Dr. Hawley’s clinical experience includes managing an interdisciplinary brain injury treatment program and working in medical settings. She teaches courses such as SLHS 499/599 (Independent Study), SLHS 511 (Introduction to Clinical Practice), and SLHS 458/558/658 (Clinical Studies). She chairs the department’s graduate student awards committee and developed a university accent modification course. Her contributions have been recognized with the 2003 U of A Team Award for Excellence in the Protection of Privacy Program. Her work bridges clinical education, patient care, and institutional compliance, emphasizing both clinical practice and academic mentorship.

• Neurogenic communication disorders
• Traumatic brain injury treatment
• Aphasia
• +4 more

Dr. Alaina Davis is a tenured Associate Professor and Chair of the Department of Communication Sciences and Disorders at Howard University. She holds a Ph.D. from Howard University (2014), an M.S. in Speech-Language Pathology from Southern University and A&M College (2009), and a B.A. in Communication Disorders from the University of Houston (2005). Education: Ph.D. (2014), M.S. (2009), B.A. (2005) Her research focuses on cognitive-communication disorders from traumatic brain injuries, with a specialization in sport-related concussion and culturally responsive clinical practices. She examines return-to-learn/play/activity protocols for student-athletes and addresses health disparities in concussion management for racially diverse populations. The 2024-2023 publications highlight her work on cultural sensitivity in neurorehabilitation , racial bias in sports medicine , and cognitive learning styles affecting speech-language pathology education. Her research spans from clinical frameworks for meta-therapy to anti-racist pedagogy in communication sciences. Scientific Awards: Provost's Distinguished Service Award (2021), Certified Brain Injury Specialist Trainer (2019), multiple HU Summer Research Fellowships Dr. Davis directs the Cognitive-Communicative Skills Clinic and Research Lab (CCC Skills) and serves as Lead SLP on the Howard University Concussion Management Team. She co-chairs a 2024 ASHA-funded grant on culturally adapted rehabilitation and hosts the podcast Life, Language, & Lyrics , emphasizing holistic approaches to communication disorders.

• Neurologically Based Communication Disorders
• Traumatic Brain Injury
• Sport-Related Concussion
• +6 more

Dr. Joanne Steel is a Lecturer in Speech Pathology within the School of Health Sciences at the University of Newcastle, Australia. She is a Certified Practising Speech Pathologist with over ten years of clinical and research experience working with adults in acute, inpatient and outpatient hospital settings and the community. Dr. Steel is also the co-founder of BRAINSPaN (Brain Impairment Clinician and Researcher Peer Network), a multidisciplinary network with over 700 members across Australia that facilitates knowledge sharing between clinicians and researchers in the brain impairment field. Dr. Steel earned her Doctor of Philosophy and Bachelor of Speech Pathology (Honours) from the University of Newcastle, where she was awarded the University Medal in 2010. Her academic journey has been focused on improving outcomes for adults with acquired neurogenic communication disabilities, particularly after traumatic brain injury or stroke. Dr. Steel's primary research area is the assessment and treatment of cognitive and social communication disorders after traumatic brain injury (TBI), with a specific focus on management for people with severe injury in the early stages of recovery. Her work addresses the complex challenges of assessing communication changes following brain injury, which requires close collaboration with both the affected individuals and their family members. A significant portion of her research has examined how to improve narrative discourse abilities (such as telling stories and giving explanations) for people with TBI, recognizing that impairment in this fundamental social skill negatively impacts relationships and employment opportunities. Her research program demonstrates a clear progression from foundational work on cognitive communication assessment during post-traumatic amnesia to the development of innovative assessment methods and interventions for narrative discourse after TBI. Recent work focuses on visual discourse elicitation materials, speech-language pathologists' clinical practices, and the development of narrative discourse interventions for patients in early recovery stages. This research aligns with UN Sustainable Development Goal 3 ("Good Health and Well-being") through its focus on improving communication outcomes for people with traumatic brain injury. Dr. Steel's scientific recognition includes the University Medal from the University of Newcastle (2010). She has secured multiple research grants, including the SHS Research Support grant (2024), Faculty of Education and Arts New Staff Grant (2021), and conference travel grants to present her work at national and international conferences. As an educator, Dr. Steel has developed two core courses in the Speech Pathology program and coordinates and lectures in courses covering adult language disorders, adult speech disorders, clinical practice, and research review. She currently serves as Principal Supervisor for a PhD student researching "Speech Pathology Intervention For Cognitive Communication Disorders Post-Traumatic Brain Injury Within Inpatient Rehabilitation Settings." Her research collaborations include work on the SafetyCatch app for hospital communication safety, the international TBIBank Grand Rounds digital health resource, and her co-founded BRAINSPaN network. Through BRAINSPaN, Dr. Steel has created a sustainable platform for multidisciplinary collaboration in brain impairment research and practice. The network has successfully increased multidisciplinary collaboration, knowledge sharing, and skill development around cognitive rehabilitation, with members reporting significant benefits from connecting with this professional community.

• Adult neurogenic communication disability
• Cognitive communication
• Discourse analysis
• +3 more

Dr. Anna Rumbach is a Senior Lecturer in Speech Pathology at the School of Health and Rehabilitation Sciences within the Faculty of Health, Medicine and Behavioural Sciences at The University of Queensland. She maintains an active research program while contributing significantly to speech pathology education and clinical practice. Dr. Rumbach completed all her academic qualifications at The University of Queensland, including a Bachelor of Science, Masters (Coursework) of Speech Pathology Studies, Postgraduate Diploma in Higher Education, and a Doctor of Philosophy. Her research spans multiple critical areas in speech pathology with particular emphasis on voice disorders (especially among professional voice users like fitness instructors and video game voice actors), dysphagia management across various clinical contexts including stroke recovery, subarachnoid hemorrhage, and thermal burn injuries, and innovative approaches for maintaining speech in Parkinson's disease through her PD Check-In program. Her work consistently bridges clinical practice with evidence-based approaches to improve patient outcomes in communication and swallowing disorders. Analysis of Dr. Rumbach's recent publications reveals a strong trajectory of impactful research addressing emerging clinical challenges. Her work demonstrates increasing focus on innovative areas such as video game voice actors' vocal health, advanced treatments for laryngeal dystonia, and longitudinal studies of recovery following neurological events. Her research methodology spans systematic reviews, prospective cohort studies, clinical trials, and program development, with strong interdisciplinary collaboration across neurology, rehabilitation medicine, and speech pathology. Advance Queensland Women's Research Assistance Program (2021-2023) Queensland Legacy Board Grant for food service industry workers' perspectives of dysphagia (2020-2022) UQ Early Career Researcher grant for developing an asynchronous telepractice application for vocal rehabilitation (2018-2024) As a dedicated educator and supervisor, Dr. Rumbach currently mentors PhD students working on voice disorders in daily life and video game voice actors, while having successfully guided numerous students through research on dysphagia following subarachnoid hemorrhage, pediatric chemical ingestion injuries, Parkinson's disease communication, and other critical areas. She is recognized as a media expert in burn injury, swallowing disorders, and professional voice use, contributing her expertise to public understanding of these important health issues.

• Speech Pathology
• Voice Disorders
• Dysphagia
• +5 more

Abigail Lewis is a Senior Lecturer (Clinical Education) at Edith Cowan University’s School of Medical and Health Sciences. She serves as Clinical Coordinator for all placements in the Bachelor of Speech Pathology program and teaches units including SPE2210 Impact of Communication and Swallowing Disorders, SPE1101 Professional Standards and Competencies, and SPE4244 Disability and Communication. Education: Graduate Certificate of Higher Education (Edith Cowan University, 2012) Master of Health Science (Developmental Disability) (University of Sydney, 2011) Bachelor of Medical Science (Speech) (UK, 1989) Her research focuses on clinical education, professional identity development in speech pathology students, simulation-based learning, ePortfolios for competency development, reflective supervision training, and AAC implementation. She has published in journals such as Journal of Teaching and Learning for Graduate Employability , Journal of Clinical Practice in Speech-Language Pathology , and Journal of Interprofessional Care . Scientific Awards: HERDSA Fellowship (2015) OLT Citation for Outstanding Contributions to Student Learning (2017) Vice-Chancellor’s Staff Award (2013) Executive Dean’s Award (2012) WA Clinical Supervision Awards Finalist (2015) ECIA Excellence Award (2009) She has secured grants from AGOSCI Inc ($1,000, 2019), Speech Pathology Australia ($52,338, 2017), and Health Workforce Australia ($22,796, 2012). Her clinical work spans 25+ years in the UK and Australia, including senior roles at Therapy Focus (autism specialist, clinical standards officer).

• Clinical Education
• Professional Identity Development
• Simulation-Based Learning
• +3 more