Teaching Experience
Stony Brook University
I am currently serving at Stony Brook University as Professor, Grant Director, and content area specialist & instructor.
I teach through the School of Health Professions- Speech Language Pathology Department & Stony Brook University School of Professional Development/Linguistics Department.
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My current coursework includes:
-Speech Language Pathology Clinical in Schools
-Professional, Ethical & Multicultural Issues in Communication Sciences and Disorders
-Methods and Materials in TESOL I.
-Methods and Materials in TESOL II
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Additionally, I serves at the Grant Co-Director for Clinically Rich Intensive Teacher Institute (CR-ITI) Grant.
The grant is a five year grant from New York State that provides scholarships for up to 20 professionals (teachers and SLPs) each year to earn their TESOL or Bilingual Extension Certifications.
Course Descriptions
Speech Language Pathology Clinical in Schools
Professional, Ethical & Multicultural Issues in Communication Sciences and Disorders
Methods and Materials in TESOL I
Methods and Materials in TESOL II
This is a required clinical/seminar for students pursuing the TSSLD certification. Students will complete 50 clock hours of supervised clinical practice in a school setting. There will be a seminar which will meet once weekly and allow students-to discuss evidence based practice assessment and intervention in the school setting, models of service delivery, multicultural diversity, advocacy and outreach, classroom management, NYS Standards, educating family, collaboration with professionals, and reflect about their clinical experiences.
This course covers current issues and procedures related to the clinical practice of speech- language pathology. Topics include knowledge and skills related to certification and licensure, employment seeking skills, cultural linguistic diversity, and the clinical fellowship.
Theory and practical methodology of language and literacy instruction and assessment to children and adolescents for whom English is not their first language, in alignment with current state, national, and professional standards. Inquiry into instructional approaches, standard-based and data-driven lesson planning, reflective practices, in the teaching and assessment of speaking, listening, reading, and writing. Review and evaluation of resources and technologies.
Content-based language and literacy instruction and assessment to children and adolescents for whom English is not their first language, in alignment with current state, national, and professional standards. Teacher candidates design standard-based and data-driven curricular modules for teaching language through mathematics, the sciences, English language arts and the social studies, engage in reflective and collaborative practices, and evaluate web-based technologies.