Preparing Future
Speech-Language
Pathologists

CLINICAL EDUCATION

I prepare future speech-language pathologists through clinical education grounded in evidence, authentic application, reflective practice, and meaningful communication. My goal is to develop clinicians who think critically, translate research into practice, and advocate for equitable communication access across clinical and educational settings.

View Teaching Philosophy

WHY I TEACH

I believe clinical education should prepare learners for the realities of professional practice—not simply help them master content. My goal is to create learning experiences that encourage critical thinking, clinical reasoning, collaboration, and reflective practice so future clinicians feel confident translating evidence into meaningful care.

Whether I'm teaching graduate students, mentoring clinicians, or designing professional learning, I strive to create environments where learners feel psychologically safe to ask questions, wrestle with uncertainty, and connect theory to authentic clinical experiences.

TEACHING INTERESTS

Clinical Education

  • Clinical Education

  • Clinical Supervision

  • Adult Learning

  • Instructional Design

Pediatric Practice

  • AAC

  • Assistive Technology

  • Language & Literacy

  • Pediatric Speech-Language Disorders

Professional Practice

  • Evidence-Based Practice

  • Implementation Science

  • Inclusive Education

  • School-Based Practice

GRADUATE SCHOLARSHIP & ACADEMIC PREPARATION

My doctoral studies have expanded my preparation in clinical education, instructional design, implementation science, leadership, and organizational improvement.

CLINICAL EDUCATION & ADULT LEARNING

  • Scholarship of Teaching and Learning (SoTL)

  • Adult Learning Theory

  • Clinical Education

  • Instructional Design

  • Authentic Assessment

  • Universal Design for Learning

IMPLEMENTATION SCIENCE

  • Lean Six Sigma

  • Process Improvement

  • Quality Improvement

  • PDSA Cycles

  • Systems Thinking

  • Knowledge Translation

LEADERSHIP

  • Organizational Leadership

  • Health & Education Policy

  • Strategic Planning

  • Change Management

  • Professional Learning

  • Clinical Decision Making

CURRENT DOCTORAL SCHOLARSHIP

AAC Curriculum for Special
Education Teachers

My current doctoral culminating project focuses on designing an evidence-informed professional learning curriculum that prepares special education teachers to embed augmentative and alternative communication throughout authentic classroom routines.

The project integrates Universal Design for Learning, the SETT Framework, implementation science, and the Scholarship of Teaching and Learning to create professional learning experiences that support sustainable classroom implementation and meaningful communication access.

Rather than focusing solely on AAC knowledge, this work examines how instructional design can strengthen long-term implementation and improve educational outcomes for students with complex communication needs.

My approach to clinical teaching emphasizes authentic learning experiences, reflective practice, and progressive independence. I strive to create learning environments where students feel psychologically safe to ask questions, think critically, and develop the clinical reasoning skills needed for ethical, evidence-based practice.

Through graduate clinical supervision, mentorship, and individualized feedback, I encourage learners to integrate research with real-world clinical decision-making. My goal is to prepare clinicians who are not only knowledgeable and technically skilled, but also curious, reflective, and confident in their ability to continue learning throughout their careers.

CLINICAL TEACHING & SUPERVISION

PROFESSIONAL EDUCATION IN ACTION

300+

Educators and clinicians trained last year

20

School districts represented

15+

Years of pediatric clinical experience

Professional learning has included regional education service centers, school districts, state and national conferences, graduate clinician mentorship, and multidisciplinary coaching. Learning experiences emphasize case-based instruction, collaborative problem-solving, implementation planning, and evidence-based clinical decision making.

Preparing Clinicians Who Change Practice

Meaningful education extends beyond information delivery. My goal is to prepare clinicians who think critically, collaborate effectively, advocate for communication access, and continue refining their practice throughout their careers.

Connect About Clinical Education