Dr. Strong’s Approach to Classroom Teaching

Dr. Strong’s approach to teaching is influenced by her experiences as a student, instructor, and a person. She believes that there is a strong interaction between the environment, the student, and the teacher in adult learning. She sees value in developing a learning community in which students feel safe to be challenged and take risks, while instructors model valued behaviors and embrace the diversity of all learners. The teaching methods she uses include simulation, case-based learning, group work, self-reflection, and connecting knowledge learned on campus to community resources. I also value using technology in the classroom. Additionally, she is passionate that that we must be open to learning from people living with communication disorders as they are experts in the firsthand life experience of what it is like to have challenges communicating. In preparing students for professional work, Dr. Strong places importance on active learning opportunities and include hands on competencies where students can demonstrate putting their knowledge into action to solve clinically based problems.

Dr. Strong currently teaches the following courses:

CSD 439 Diagnostic and Intervention Methods in Speech-Language Pathology

This lecture course integrates the clinical interaction process with clinical principles and techniques. Together we explore topics related to scope of practice, cultural and linguistic diversity, ethical practice and evidence-based decision making related to assessment and intervention in speech-language pathology.

CSD 432WI Clinical Communication in Speech-Language Pathology

Dr. Strong created this course after witnessing the challenges students had communicating in clinical interactions in graduate school. Communication skills are essential to being a successful speech-language pathologist. This course is an opportunity for you, as an undergraduate student, to develop your skills in learning to communicate as a professional. Data from cases are to develop a student’s written and orals skills so that they are an effective communicator when corresponding with clients, families, physicians, teachers, and other key stakeholders. Students who have taken this course report they gain confidence in their communication upon entering clinical graduate programs.

CSD 540 The Engaged Clinician: Our Behavior Matters

Dr. Strong created this course to help students embrace the power of true partnerships with the people they provide services to, clients and families. Clinical engagement is a cornerstone in maximizing therapeutic outcomes with clients. This course explores core principles of engagement and offers course you an opportunity to develop and refine your skills in entering partnerships with clients, families, and their caregivers. The course has a heavy emphasis on empathy, listening, and reflection.

SLP 717 Aphasia and Right Hemisphere Disorders

This course is designed to study the disorder area of aphasia and right hemisphere disorders in adults. The course emphasizes understanding of the etiology, assessment, diagnosis, and treatment related to language impairment secondary to brain damage. Emphasis will be placed on the Life Participation Approach to Aphasia and counseling persons with aphasia and their families. Meaningful treatment outcomes and their measurement will be stressed. Case studies, videos, podcasts, and other web-based resources will be used to foster use of technology in clinical work.

SLP 749 Clinical Practicum in Speech-Language Pathology

As part of her teaching duties, Dr. Strong provides clinical instruction in the Carls Center for Care and Education. Her caseload is primarily adults with acquired neurogenic communication disorders such as aphasia, apraxia, and dysarthria due to stroke, traumatic brain injury or other disorders. Together we embrace the Life Participation Approach in partnering with our clients and families living with chronic communication disorders. Student clinicians assigned to Dr. Strong’s clinical rotation participate in weekly team meetings to case conference, problem solve, and learn together. Student clinicians under her supervision also complete weekly reflections related to their clinical experiences.