I have a background in orthopedagogical sciences (a cross between psychology, pedagogical sciences and special ed) and a PhD in communication disorders. For the last 35+ years I have been researching motor and neural processes involved in the onset and maintenance of stuttering (both developmental and acquired), which has given me a good understanding of neuroanatomy and neurophysiology.

I joined the Department of SLP in 1998 after completing a dual Master’s (Linguistics & Speech-Language Pathology) and PhD (Experimental Psychology) degree at the University of Nijmegen in the Netherlands. My research is in the area of speech motor control and I was a Canada Research Chair in that area from 2004 until 2014. In 2014 I became the Chair of the Department and I had that position for the maximally allowed time of 10 years. 

There are so many favourite moments that it is hard to choose. I really love it when students engage with the material in class and bring their previous coursework and learning about anatomy or physiology to the lectures. I love it when students think critically about what I teach because we all want our students to have the skills to critically analyze existing knowledge and scientific discovery. One of the joys of teaching in our program is the high calibre of students that I get to interact with. Each student had to work hard to be admitted into the program and as a result are highly motivated to learn so that they can apply their knowledge when working with clients during their clinical placements and post-graduation.

I quickly realized how challenging my course can be for incoming students, especially those without a background in speech science. It's a difficult course to teach because it's not just about basic concepts, but over time, it sinks in and forms a foundation that students use in their clinical practice, whether in speech or swallowing or other settings. It’s always gratifying to hear that the course helped build that foundation, even if it took a while to fully "click." Ultimately, I’m motivated by the students who return later and tell me how they applied the course in their practice. That reminder helps me stay motivated to support Unit 1 students through the challenges of the course.

Have an open mind – you’d be surprised that even in a foundational course like human anatomy, there are still many questions and unknowns, and the knowledge continues to develop. Ask yourself how you think the course content can be applied in other courses, or even in your future work with people who experience communication disorders. You may not always see a direct link in which case you could explore further on your own or ask questions. Just thinking about it will help you better understand the relevance of what sometimes may sound like pretty abstract and remote concepts. 

I encourage reading the recommended literature. Even if you don't read it right away, it can be valuable to revisit later because they provide a broader background of topics, whereas in class it is more focused. In terms of speech sciences, there's a vast range of literature available, but for those particularly interested, it’s helpful to find a specific area within the broader field to focus on. To add on, joining/volunteering in a research lab can be a great way to deepen your knowledge as it not only builds your understanding but also helps you figure out whether a particular area is the right fit for you.

You have worked hard to be a student in our program. As faculty and staff we are here to help you on your journey of becoming an SLP. Believe in yourself. You may run into challenging obstacles or difficult academic or personal situations that may make learning more difficult at times. You are not alone.

An advice from me is to never despair, even when things get difficult. Motivation is key — not just academically, but clinically as well. I also encourage you to let your voices be heard at all levels — exercise your knowledge as professionals and advocate for the people you serve.

I graduated from Western's SLP program in 2000. My M.Sc., thesis (Western, London), Ph.D., thesis (U of T, Toronto) and Post Doctoral work (McGill, Montreal) were focused on stuttering and motor learning research. I have practiced as a speech language pathologist with preschoolers, school aged children and adults for 25 years in various settings. I have taught a variety of SLP courses over the last 19 years in 7 different universities in 3 different countries.

I'm a registered SLP and PhD candidate at the Bilingual and Multilingual development lab BAM! at the University of Toronto. I completed my MHSc at McGill University and practiced full-time for seven years, primarily in school contexts before returning to graduate here at UofT. My research focuses on developing clinically informed early literacy screening tools that can reduce bias in testing for bi/multilingual kindergarteners, but I am also interested in and study clinical decision-making practices and issues of equity diversity and inclusion in our field.

Sometimes, after a student has taken my course and goes on to practice as a colleague, they email me and let me know that something they learned in the class was useful to them. They say they “felt prepared”, “knew what to do” or “how to approach a problem” or “used materials they had made themselves in class”. While it is gratifying to hear student feedback like “you made learning fun and interesting”, my favourite aspect of teaching is getting confirmation that I helped a student be more prepared to do their job well. My favorite moments in class, when I feel the most satisfaction, are not when I am talking, but when the whole room is “buzzing” because the students are fully engaged in small groups to role play or work through a case study and getting prepared for the real thing.

Choosing one moment as a favourite would be a challenge, so I listed a few. First, I really appreciated how many and how often students would stay after class to chat about course content, clinical practice, their future placements and research in our field. It was really heartening to see so many students so excited and curious about all things SLP. I was also so grateful that so many students participated in class and laughed at my silly jokes. Even though it can be tough to sustain attention in an afternoon course, I always felt like the vibes were good. Lastly, I was so impressed with how everyone showcased their grasp of the theoretical content and flexed their developing clinical reasoning skills on our final case-based exam. It was a tricky case, and their thoughtful answers really demonstrated how much they learned over the semester, which of course was the whole point!

I felt well prepared to teach this course as I taught it for many years when I was an Associate Professor in MN. I spent many years developing hands-on, inquiry-focused labs, case studies and dissection projects when I taught the course before in the US. Anatomy has always been a favourite interest of mine, and I am always awed by the human body’s amazing ability to heal and adapt. I especially want to acknowledge professor Luc De Nil’s support and mentorship when I was preparing course materials.

Both my clinical and research experience align with and inform my approach to teaching the course. I naturally draw on examples from my own practice because I think it is valuable for students to hear and discuss cases that illustrate theoretical concepts in action. I hope to highlight the many intersecting factors that shape development and how and why we do certain assessments over others.

My best advice is to focus on deepening your understanding of patients and the patient experience. The ability to listen to your patient’s story, walk a day in their shoes, see the world through their eyes and take their perspective will allow you to see how you can empower them to heal themselves. Seize opportunities to gain insight and experience into the patient experience (stutter in public, spend a day in a wheelchair, use an AAC device to communicate for outing, attend a self-help group, read books and see movies by patients). Adopt the approach of cultural and clinical humility and learn from each unique patient. The patient is the “centre” of the clinical universe, not the clinician or “course content”.

My first suggestion would be to really maximize your experience in your placements and ask your CEs questions. Making connections between what was discussed in class and what happens in the real world is a great way to consolidate that knowledge. Another option for those wanting to go even further would be to seek out research opportunities in our department as a research assistant, volunteer or work study student. There are many labs and many ways to get involved and it's a great way to learn more about any area of interest. My last piece of advice would just be to stay curious. As students and eventually as practitioners, the best way to keep learning is to keep wondering and asking questions.