As a faculty member, one of the most fulfilling aspects of my role is advising students who choose to undertake independent studies or a thesis. As a faculty advisor, I strive to offer guidance, support, and valuable insights to these students throughout their educational journey. It is truly commendable to witness the dedication and hard work these students put into their independent studies, especially considering their already busy course load while majoring in Communication Sciences and Disorders (CSD).
In this regard, I would like to shine a spotlight on three exceptional students who undertook independent studies focused on cultivating culturally and linguistically responsive care within the field of speech-language pathology. Their commitment to furthering our understanding of this important aspect of care is truly remarkable, and their contributions are highly valued. These students have exemplified a passion for promoting inclusivity and providing the best possible care to individuals from diverse linguistic and cultural backgrounds.
During her senior year as an undergraduate CSD student, Jessica Lopez created and facilitated a student-led Journal Club on Multilingualism in CSD. The goal of the journal club was to discuss scholarly peer-reviewed journals with her peers to promote understanding and interest in multi-lingual speech-language pathology. Lopez was charged with reviewing various peer-reviewed journals related to multi-lingual speech-language pathology and selecting one for each monthly journal club meeting held during the fall 2023 term. For each meeting held, Lopez introduced the authors (professional background) and presented a summary of the article and discussion questions to encourage active engagement by attendees. Lopez submitted an IRB proposal to incorporate a research study on participants’ perceptions of the journal club’s impact on their understanding and interest in multi-lingual speech-language pathology. After an entire year of hard work and perseverance, Lopez’s efforts have undoubtedly paid off. She presented a portion of the data analyzed at the undergraduate research symposium in the spring.
Lopez’s creation of a student-led Journal Club on Multilingualism in CSD exemplifies her initiative and leadership skills. By facilitating discussions on scholarly articles and promoting understanding and interest in multilingual speech-language pathology, Lopez has fostered an environment for engaging learning and knowledge exchange among her peers.
During the fall 2023 semester, CSD Undergraduate student Emily Zingerman’s independent study centered on curating a diverse young children’s literature library. Upon reviewing evidence-based research, particularly the work by Harris and Owen Van Home, titled “Turn the Page, Speech-Language Pathologists: Adequate, Authentic, and Accurate Representation as a Consideration in the Selection of Picture Books for Use in Treatment,” Zingerman used suggested strategies to develop a checklist of 10 characteristics for ensuring the three A’s in young children’s literature. Zingerman reviewed 30 books centered on diverse communities and lived experiences (e.g., ethnicity, religion, cultural practices, gender identity, worldview, language differences, bilingualism, experiences of refugees, mental health, racial differences, and diverse ability skills, to name a few). For each book reviewed, Zingerman completed the aforementioned checklist and a written report that included a summary of the author, the illustrator, the story, and her review. Zingerman was passionate about this opportunity and intentionally identified a wide range of diverse representations in young children’s literature.
Zingerman’s independent study showcases her dedication to addressing representation and diversity in speech-language pathology treatment. Her thorough review of books from various communities and lived experiences demonstrates her commitment to ensuring adequate, authentic, and accurate representation in young children’s literature.
Driven by her curiosity and passion for the field, Sarah Pechtl, a dedicated graduate student in the speech-language pathology program, embarked on a remarkable endeavor to explore the diverse range of bilingual speech-language pathology (SLP) graduate programs across the country. The culmination of her diligent research and efforts is the creation of the Bilingual Speech-Language Pathology Graduate Schools Manual. The comprehensive manual provides invaluable information for students interested in pursuing a specialization in bilingual speech-language pathology. It offers detailed insights into the various requirements of each bilingual SLP graduate program, as well as information on federal and state agencies in Illinois responsible for regulating bilingual services in education and health care. Pechtl’s work enables aspiring bilingual speech-language pathologists to compare and select graduate programs that align with their individualized needs and empowers them to make informed decisions about their educational journey.
Pechtl’s endeavor to explore and compile information on bilingual speech-language pathology graduate programs across the country is a testament to her curiosity and passion for the field. Accessible here, The Bilingual Speech-Language Pathology Graduate Schools Manual she created serves as a valuable resource, enabling aspiring bilingual speech-language pathologists to make informed decisions about their educational journey
The dedication, hard work, and outstanding achievements of these exceptional students in their independent studies are truly commendable. They have exemplified a deep passion for their respective areas of focus within the field of speech-language pathology. I am truly grateful to have had the opportunity to mentor and advise these exceptional students. Their passion, dedication, and contributions to the field of speech-language pathology are highly valued and will undoubtedly make a lasting impact. I am excited to see the continued growth and successes of Jessica Lopez, Emily Zingerman, and Sarah Pechtl as they continue to excel in their respective endeavors. The outcome of these projects exemplifies CSD students’ commitment to cultivating culturally and linguistically responsive care in the field of speech-language pathology.
Dr. Lidia Huerta is an assistant professor in the Department of Communication Sciences and Disorders
