Communication Sciences and Disorders

CSD News

Raúl Rojas, M.A., was selected as one of six recipients of the 2009 New Century Scholars Program Doctoral Scholarship, awarded by the American Speech-Language-Hearing Foundation.

CSD was recently highlighted in the Annual Report of the College of Health Professions and Social Work.  The pieces in the annual report focused on the Saffran Center for Cognitive Neuroscience directed by Dr. Nadine Martin and Kids Write and Create, a service learning project directed by Dr. Rena Krakow.  The report also profiled Kendal Growe, B.A., currently a student in the M.A. program in speech-language pathology at the University of Colorado.

Raúl Rojas, M.A., a doctoral student in CSD, has recently posted a blog entry on using Systematic Analysis of Language Transcripts (SALT) with Spanish-English bilingual children.

Dr. Nadine Martin was promoted to Full Professor.

Dr. Aquiles Iglesias will receive two awards from the American Speech-Language-Hearing Association.  First, he is to receive Honors of the Association at its convention in New Orleans.  This award is the highest honor a member can receive.  Second, he has been selected as an ASHA Diversity Champion, which recognizes members who have worked to advance multicultural infusion in our professions and ASHA, served as an advocate or championed the cause of multicultural issues, demonstrated respect and value for differing backgrounds and points of view, and/or have highlighted the impact of culture and/or language on speech-language pathology, audiology, or speech-language or hearing science.

Dr. Megan Dunn Davison received a 2009-2010 Advancing Academic-Research Careers (AARC) Award from the American Speech-Language-Hearing Association.

Dr. Carol Scheffner Hammer joined the faculty in the Fall 2009 as a Full Professor.  Dr. Hammer’s research focuses on (i) language and literacy development and disorders in bilingual children; (ii) cultural and environmental influences on language and literacy outcomes of children from diverse backgrounds, and (iii) parental beliefs about language and literacy development and disorders.