جست‌وجوی استاد و پژوهشگر

Clare Eastwoodمشاهده پروفایل

مدرس

• Voice Disorders
• Speech Pathology
• Voice Therapy
• +۳ مورد دیگر

Dr. Clare Eastwood is a Certified Practising Speech Pathologist (CPSP) and owner of Southern Sydney Voice Therapy. She currently lectures at Western Sydney University in voice and voice disorders, delivering evidence-based care within a supportive clinical environment while collaborating with clients, families, and medical professionals. Her educational foundation includes a PhD from The University of Sydney (2021), specializing in muscle tension voice disorder treatments. Professional development is maintained through continuous training in VoiceCraft, Accent Method, and Myofascial Release techniques. Research and clinical interests span voice pathology including nodules, polyps, cysts, sulcus vocalis, granulomas, vascular lesions, puberphonia, muscle tension dysphonia, vocal fold paralysis, Parkinson disease (LSVT), presbyphonia, spasmodic dysphonia, paradoxical vocal fold motion, and chronic refractory cough. Specialized expertise extends to transgender voice modification for gender diverse and non-binary clients. Professional affiliations include Speech Pathology Australia, Australian Voice Association, Laryngology Society of Australasia, and Australian Professional Association for Trans Health. She holds certifications in VoiceCraft, Accent Method, Myofascial Release, and Lee Silverman Voice Treatment (LSVT) for Parkinson Disease. While actively teaching Speech Pathology students at Western Sydney University, no specific graduate advisees, research grants, or laboratory teams are documented in the source material.

Diane Ferrero-Paluzziمشاهده پروفایل

دانشیار

• Health Communication
• Clinical Communication
• Narrative Storytelling in Healthcare
• +۳ مورد دیگر

Diane Ferrero-Paluzzi serves as Associate Professor in the Communication Sciences and Disorders Department and Associate Dean of the School of Arts & Science at Iona University. Her teaching portfolio includes narrative and storytelling in healthcare, clinical communication, cognitive communication and aging, and interpersonal communication for healthcare professionals. Her academic credentials feature: Ph.D., Southern Illinois University Carbondale, 2002 M.A., University of Maine, Orono, 1998 B.A., Hofstra University, 1995 Research centers on health communication with emphases on physician-patient relationships, communication apprehension, and narrative storytelling in aging contexts. Current initiatives include finalizing a Biopsychology and Communication textbook and developing nature/animal-based storytelling interventions for chronic illness healing. Specializations span head/neck cancer communication, cognitive disorders, and biopsychology/neuroscience of communication. Her publication history reveals consistent interdisciplinary focus, merging clinical practice with biopsychological frameworks across oncology, audiology, and psychotherapy domains. Key trends include technology-mediated communication tools and narrative medicine applications. Scientific recognition includes: Bill Gove Scholarship from the National Speakers’ Association Through the Iona University Speakers' Center—which she founded—she mentors students and community members in public speaking and communication anxiety management. Her clinical work as vocal coach and accent modification specialist extends this mentorship into healthcare communication settings. The Speakers' Center operates as a dedicated hub for communication skill development, integrating mindfulness techniques and clinical expertise to address both academic and professional communication challenges.

Betty Yuمشاهده پروفایل

استاد

• Bilingualism
• Linguistic Disability Justice
• Raciolinguistic Discrimination
• +۳ مورد دیگر

Dr. Betty Yu is a Professor in the Department of Speech, Language, and Hearing Sciences at San Francisco State University. Her work critically examines the intersections of race, language, disability, and institutional practices affecting multilingual children with autism and other neurodivergent identities. She holds certifications including the Certificate of Clinical Competence in Speech-Language Pathology and is a Hanen-certified speech-language pathologist. Yu serves on the advisory board of the Asian Pacific Islander Speech-Language-Hearing Caucus and co-edits the Journal of Critical Study of Communication and Disability . Education: Ph.D. Special Education, UC Berkeley/SFSU Joint Program (2009) M.A. Speech-Language Pathology, NYU (1999) B.A. Linguistics, UC Berkeley (1996) Her research focuses on linguistic disability justice, critiquing raciolinguistic discrimination and ableist systems in clinical practices. Key themes include bilingual child development, neurodiversity frameworks, and anti-racist pedagogy. Recent work challenges pathologization of language variation and promotes inclusive policies for multilingual autistic populations. Awards: 2013 Distinguished Achievement Award (CA Speech-Language-Hearing Association) 2008 Spencer Foundation Fellowship Recognized as SFSU's Distinguished Doctoral Student (2009) Yu's grants and collaborations emphasize community-based participatory research, particularly with Asian American and Pacific Islander communities. She has advised on media projects addressing heritage language preservation and autism advocacy, including NPR's Code Switch podcast episode Lost in Translation . Her lab integrates critical theory with clinical practice, developing culturally responsive assessment tools and decolonizing speech-language pathology education. Current projects explore neurodivergent communication through multimodal AAC systems and anti-ableist language policies in schools.

Leah Fabianoمشاهده پروفایل

استاد

• Speech Sound Disorders
• Bilingual Language Acquisition
• Equitable Assessment Methods
• +۳ مورد دیگر

Leah Fabiano, PhD, CCC-SLP, is a Professor and Director of the Doctor of Philosophy program in Communication Science and Disorders at the University of Pittsburgh's School of Health and Rehabilitation Sciences. Her work focuses on developing equitable diagnostic methods for bilingual children with speech sound disorders, with strong commitments to social justice and dismantling structural inequities in academia. Education: Postdoctoral Fellowship, Center for Research in Language, University of California San Diego/San Diego State University PhD in Communication Sciences, Temple University MS in Speech-Language Pathology, SUNY Fredonia BS in Speech-Language Pathology, SUNY Fredonia Research Focus: Dr. Fabiano leads research on reducing misdiagnosis of speech disorders in bilingual Latinx Spanish-English speaking children. Her lab develops culturally responsive assessment protocols that differentiate typical bilingual development from clinical disorders. She pioneers methods examining language interaction effects, sociolinguistic influences, and cross-linguistic transfer in phonological acquisition. Publication Trends: Recent articles (2020-2024) demonstrate three key themes: 1) Critical analyses of assessment bias and raciolinguistic ideologies in clinical practice, 2) Empirical studies on phonological transfer patterns in Spanish-English bilinguals, and 3) Methodological innovations for equitable service eligibility determination. Her work consistently integrates sociolinguistic frameworks with clinical applications. Awards: Fellowship of the Association, ASHA (2024) Edith Sayer Auslander Emerging Visionary Award (2021) Excellence in Diversity Award, CAPCSD (2018) Academic Leadership: Dr. Fabiano directs a research lab focused on bilingual phonological acquisition and trains graduate students in culturally responsive clinical practices. She has led institutional reforms in graduate admissions through holistic review processes at Hispanic-serving institutions.

Julie Behrmanمشاهده پروفایل

استادیار بالینی

• Speech-Language Pathology
• Pediatric Speech and Language Disorders
• Auditory Processing Disorders
• +۴ مورد دیگر

Julie Behrman serves as a Clinical Assistant Professor in the Department of Communication Sciences & Disorders at the University of Wisconsin-Milwaukee since August 2022, following her role as an Ad Hoc Clinical Educator from January 2020 to August 2022. Her educational background includes: MS in Speech Pathology, Marquette University, 1999 BA in Theology, Marquette University, 1984 With over two decades of clinical experience, Dr. Behrman specializes in pediatric speech/language disorders, auditory processing deficits, learning disabilities, and feeding/swallowing disorders in infants and children with feeding aversions. She also provides adult services in accent modification and gender-affirming voice therapy, demonstrating extensive clinical versatility across age groups and communication disorders. She is an active member of the American Speech-Language-Hearing Association (ASHA) and currently supervises first-year graduate students in voice and fluency clinical experiences at UWM's on-campus clinic, emphasizing her commitment to training future speech-language pathologists.

• Language Ideologies
• Sociolinguistics
• Language Attitudes
• +۳ مورد دیگر

Mia Halonen is a Senior Researcher at the Centre for Applied Language Studies (SOLKI), University of Jyväskylä. She investigates language ideologies, accent perceptions, and societal gatekeeping in language assessment, with her work applied in university teaching and public discourse. Her research addresses how attitudes impact speakers in institutional contexts like citizenship tests. Research Focus: Halonen's work centers on unpacking language-based biases in high-stakes evaluations. Key areas include: Accent perception in Finland's National Certificates of Language Proficiency (YKI) Stereotyping in oral proficiency assessments Language testing as a citizenship gatekeeping mechanism Sociolinguistic analysis of public signage and interaction norms Publications: Her 15 most recent articles (2018-2024) demonstrate consistent themes: language assessment fairness, ideological critique of testing regimes, sociolinguistic identity construction, and discourse analysis methodologies. Works frequently employ mixed-methods approaches combining statistical analysis with critical discourse studies. Leadership: She directs the Research Council of Finland project 'Broken Finnish': Accent perceptions in societal gatekeeping (2018-2024), which has generated significant datasets on language proficiency evaluations. Collaborates with research groups including: Finnish Network for Language Education Policies Language Campus Multiliteracies for Social Participation (MultiLEAP)

• Speech Pathology
• English Proficiency
• Intelligibility of Multilingual Speakers
• +۲ مورد دیگر

Dr Helen Blake is an Adjunct Fellow in speech pathology at the University of Technology, Sydney (UTS), working within the Graduate School of Health in the Faculty of Health. As a certified practicing speech pathologist, she has held significant roles including leading the Speech Intelligibility Clinic at the University of Newcastle and contributing to Speech Pathology Australia's national position paper and clinical guidelines for Working in a Culturally and Linguistically Diverse Society. Her professional background includes previous experience as a standardisation officer in Air Traffic Control, which informs her work in Intelligibility Enhancement for multilingual speakers. Helen's research focuses on English proficiency, intelligibility, and participation of multilingual speakers in Australia, with particular emphasis on university students and humanitarian migrants. Her work utilizes the World Health Organization's International Classification of Functioning, Disability and Health (ICF) as a conceptual framework. She has published extensively on topics including intelligibility enhancement protocols, culturally responsive practice, and the impact of English proficiency on social integration and professional success. Her recent publications demonstrate a clear trajectory toward understanding and improving communication outcomes for multilingual individuals in English-dominant environments. Her research spans clinical interventions, sociolinguistic analysis, and workforce development within speech-language pathology. She has developed the Intelligibility Enhancement Assessment and Intervention Protocols, which have been validated through single-case experimental designs with promising results. Helen is actively involved in clinical education and has adapted her approaches to telepractice during the COVID-19 pandemic. Her funded research projects focus on building multilingual speech research and enhancing engagement with the global community. She has also contributed to international expert panels, including membership on the International Expert Panel on Multilingual Children's Speech. In her teaching and supervision, Helen focuses on speech sound disorders, linguistics (particularly phonetics, phonology, and morphology), and clinical education/placements. Her work bridges theoretical understanding with practical clinical applications, emphasizing culturally responsive approaches to speech-language pathology practice.

Abby Hemmerichمشاهده پروفایل

استاد

• Voice Disorders
• Speech-Language Pathology Education
• Cultural Competence
• +۳ مورد دیگر

Abby Hemmerich serves as Professor and Department Chair in the Department of Speech, Language, and Hearing Sciences at the University of Wisconsin-Eau Claire's College of Health and Human Sciences, where she has been employed since January 2011. Her academic credentials include: Ph.D. in Speech & Hearing Science from the University of Iowa M.S. in Communication Sciences & Disorders from the University of Wisconsin-Eau Claire B.S.E. in Communication Sciences & Disorders from the University of Wisconsin-Madison Her research concentrates on evidence-based practices for voice disorder treatment, efficacy of voice therapy methodologies, cultural sensitivity enhancement in clinical practice, and interprofessional education frameworks. She actively develops pedagogical strategies for speech-language pathology instruction with emphasis on online learning environments and accent modification techniques. Dr. Hemmerich holds the American Speech-Language Hearing Association Certificate of Clinical Competence and Wisconsin State Speech-Language Pathology License, providing clinical supervision in voice disorders while teaching specialized coursework. Her professional background includes acute care and outpatient services at Mercy Medical Center-North Iowa and home health practice in Milwaukee during doctoral studies.

Colleen Conroyمشاهده پروفایل

استادیار

• Gender Studies
• Voice Training
• Theatre Arts
• +۳ مورد دیگر

Colleen Conroy is an Assistant Professor at the University of Wisconsin–Madison's School of Education. Her work focuses on interdisciplinary voice training, particularly in gender affirmation and vocal performance. She holds expertise in theatre voice techniques, regional accents, and educational media development. Research & Awards Recipient of Seed Project Grant (Baldwin Wisconsin Idea Endowment, 2020) for gender affirming voice training initiatives Secured multiple grants from Wisconsin Alumni Research Foundation for projects on accents archives and gendered voice perception Teaching & Outreach Developed workshops on vocal gender affirmation for underserved communities Conducted presentations at VASTA, Igala11, and Society for Cinema and Media Studies conferences

Geoffrey Greenmanمشاهده پروفایل

استادیار بالینی

• Accent Modification
• Literacy
• Speech-Language Pathology
• +۳ مورد دیگر

Geoffrey Greenman is a Clinical Assistant Professor at The George Washington University's Department of Speech, Language and Hearing Science, where he supervises graduate student clinicians in accent modification and literacy. His literacy rotation provides services to pediatric and adult clients across the Washington, D.C. Metro area. Trained in specialized literacy interventions, he also serves as the department's ASHA continuing education coordinator. Previously, he worked with Fairfax County Public Schools, supporting children with intellectual, emotional, and learning disabilities. Professional Affiliations: American Speech-Language-Hearing Association Speech and Hearing Association of Virginia Arlington, Virginia PROMPT Study Group

María Rosa Brea-Spahnمشاهده پروفایل

دانشیار بالینی

• Multilingualism and Disability
• Linguistic Ideologies in Speech-Language Practices
• Social Justice in Education
• +۳ مورد دیگر

Dr. María Rosa Brea-Spahn is a Clinical Associate Professor and Director of the Bilingual Extension Track at New York University’s Steinhardt School of Culture, Education, and Human Development. She holds a Ph.D. in Cognitive Neural Sciences from the University of South Florida, with a minor in Language Science. Her work bridges multilingualism and disability, focusing on challenging linguistic hierarchies in clinical and educational settings. She has practiced as a bilingual speech-language therapist and clinical instructor, emphasizing training graduate students in culturally responsive practices. Roles: Director of Bilingual Extension Track (2017-present) Affiliations: NYU Steinhardt, ASHA member Education: Ph.D., Cognitive Neural Sciences & Language Science Minor, University of South Florida (2017) Professional credentials: CCC-SLP (Speech-Language Pathology) Research: Dr. Brea-Spahn’s work critiques linguistic ideologies that pathologize multilingualism and disability. She explores: Standardized language assessment inequities Liberatory languaging frameworks Intersection of disability justice and language policy Her community-based projects include pop-up museums and critical pedagogy initiatives that center marginalized voices. Awards: 2022 NYU Steinhardt Teaching Excellence Award 2021 ASHA Multicultural Affairs Recognition 2020 NYU MLK Jr. Faculty Award 2015 USF Community Engagement Award Teaching & Advocacy: Known for student-centered approaches, she co-leads projects like the "Liberating Languaging" museum and co-edits Journal of Critical Study of Communication and Disability . Her work emphasizes: Anti-oppressive clinical practices Disability justice frameworks Decolonizing speech-language pathology

• Second Language Acquisition
• L2 English Pronunciation
• Intelligibility of Non-Native English
• +۷ مورد دیگر

Marie Garnier is a Maîtresse de Conférences (Assistant Professor) at the Département des Études du Monde Anglophone (DEMA), Université Toulouse – Jean Jaurès (UT2J), and a member of the Centre for Anglophone Studies (CAS). She holds a PhD in Linguistics (2014) and specializes in second language acquisition, particularly focusing on the intelligibility and writing challenges of French speakers learning English. Agrégation externe d'anglais (2008) CAPES externe d'anglais (2008) Doctorat en Linguistique (2014), UT2J/UT3, co-supervised by Dennis Philps and Patrick Saint-Dizier Her research centers on second language acquisition, with specific interests in L2 English pronunciation intelligibility, error detection and correction in non-native writing, and the application of linguistic methods to improve technical communication. She has conducted interdisciplinary research combining linguistics and computer science, particularly in the context of automated error correction systems. Her recent publications show a strong trend toward systematic and scoping reviews in L2 pronunciation research, as well as continued work on argumentation and language use in technical domains. The articles span fields such as applied linguistics, phonetics, computational linguistics, and requirements engineering, reflecting her interdisciplinary approach. She has served on the editorial boards of journals such as Anglophonia and Recherche et pratiques pédagogiques en langues - Cahiers de l'APLIUT , and has co-edited special issues on argumentation. She is also the webmaster for the CAS website. Marie Garnier has advised or collaborated with researchers such as Saandia Ali and Linda Terrier. She has received no explicitly mentioned scientific awards or grants in the provided texts. She is not noted as part-time, retired, or former staff, and there is no indication she is not alive. Her work is affiliated with multiple institutions, including UT2J, IRIT (Institut de recherche en informatique de Toulouse), CNRS, and the Toulouse Mind & Brain Institute, highlighting her collaborative and interdisciplinary research profile.

Emily Phillips-Pereiraمشاهده پروفایل

استادیار مدعو

• Speech-Language Pathology
• Rehabilitation Sciences
• Child Language Development
• +۳ مورد دیگر

Emily Phillips-Pereira is an Adjunct Assistant Professor in the Department of Rehabilitation Sciences and Wellness at the University of New Haven's School of Health Sciences. She joined the university in Spring 2023, teaching the dysphagia course for the Speech Pathology program. Her research focuses on Ultrasound biofeedback for speech articulation errors Residual speech sound disorders Child language development Dysphagia management in adults Apraxia intervention Accent modification Her recent publications highlight applications of ultrasound biofeedback in remediating speech errors, with keywords spanning speech therapy, motor control, and developmental linguistics. Emily's work emphasizes clinical translation and interdisciplinary collaboration.

David Dykeمشاهده پروفایل

مدرس ارشد

• Control Engineering
• Signal Processing
• Robotics
• +۶ مورد دیگر

David Dyke is a Senior Lecturer in Robotics Engineering and Automation at the Department of Computing, Staffordshire University. Previously, he held positions at the University of Birmingham, University of Wolverhampton, and served as an External Examiner at Sheffield Hallam University (2014–2019) and Teesside University/MDIS Singapore (from 2019). He is a Chartered Engineer (CEng), Member of the Institution of Engineering and Technology (MIET), Senior Member of IEEE (SMIEEE), and Fellow of the HEA (FHEA). He earned his BEng (Hons) in Electronic and Electrical Engineering (1993) and PhD in Electronic and Electrical Engineering (1997) from the University of Birmingham, followed by a Post-Doctoral Research Fellowship there until 1999. Additional qualifications include a Postgraduate Certificate in Teaching and Learning in Higher Education (2002). His research interests focus on the social implications of technology and technology-society interactions, alongside technical areas like control engineering, signal processing, robotics, and AI/ML applications in engineering systems. He has supervised PhDs in AI/ML for object detection and power systems design, and actively invites candidates researching AI/ML in control and engineering contexts. He has led numerous international collaborations, including KTP projects and National HE STEM Programme initiatives, and managed the Engineering Provision at Asia Pacific University (Malaysia) until 2019. His professional roles include IET Academic Accreditor since 2015, reviewing and accrediting engineering programs at institutions like the University of South Wales, Edinburgh Napier, and Coventry University. He has also contributed to curriculum development for overseas engineering programs in Sri Lanka and Singapore.

Eric Reidمشاهده پروفایل

استادیار

• Speech Disorders
• Autism Spectrum Disorders
• Speech Perception
• +۴ مورد دیگر

Eric Reid, PhD, CCC-SLP, is an Assistant Professor of Communication Sciences and Disorders at Loma Linda University's School of Allied Health. He holds a Bachelor’s degree in Music, a Master of Science in Communication Sciences and Disorders, and a Ph.D. in Rehabilitation Science. His teaching focuses on Phonetic Transcription, Speech & Hearing Science, Instrumentation, and Instruction in American English Dialects (accent modification). Reid’s clinical emphases include dialect instruction, moderate-severe autism spectrum disorders, and speech sound disorders in school-age and older populations. His research interests span instrumental analysis of speech production (physiological and acoustic), speech perception, and phonological patterns influenced by L1-L2 language interaction. Current projects investigate socioemotional outcomes of accent modification and the background knowledge required for clinical proficiency at the allophonic level. No scientific awards or grants are explicitly listed in the provided text.