# data[].attributes.body
Hi Barbara,

I love that you are a dog mom! What kind of dog? Name, age? I don’t currently have a dog, but I wish I did!

I relate to your perspective on the importance of outside learning and critical thinking. I love when a student or CF has looked into the literature or other resources and brings questions to me. This kind of behavior shows me that they are truly interested in learning, and I know that I respond positively and put my all into that mentoring relationship. One thing I have been wondering is how to make sure I am still giving my best when I am working with a student who does not show this initiative. Of course, not every student I have wants to specialize in voice but I want to make sure I am still providing a quality experience.

Kind regards and see you soon!
Lauren

# data[].attributes.body
Hi Anusha,

Thank you for sharing about yourself! I loved learning about how you came to love the voice as a child.

I can relate to some of the items you mentioned regarding what makes supervising challenging and what helps you thrive. I also find it challenging when students have difficulty correcting documentation errors. I find that this is an area where I often have to make the same kinds of corrections many times, and it can sometimes feel like a student isn’t paying attention (though that perception may not be reality). In contrast, I feel like I rarely have to make a “correction” in direct patient care more than once. Since it seems like we may have similar experiences, I am wondering 1) is documentation just inherently harder for some students and 2) what can I be doing better to improve this learning process?

I also appreciate when a student can be open and honest in their assessment of me. It helps me cater to that student and it helps me for the next student. I agree that is also helps balance the power differential.

Kind regards and see you soon!
Lauren

# data[].attributes.headline
Hi!  My name is Maan Sukte and my pronouns are she/her.  I am originally from Myanmar where I am currently joining you.  I have been a speech language pathologist for over 20 years and for the last 10 years or so, I've been seeing many patients with voice and upper airway disorders.

# data[].attributes.subject
Hi!  My name is Maan Sukte and my pronouns are she/her.  I am originally from Myanmar where I am currently joining you.  I have been a speech language pathologist for over 20 years and for the last 10 years or so, I've been seeing many patients with voice and upper airway disorders.

# data[].attributes.body
I have experienced biases both negative and positive in my live and found myself "biased" though on rare occasion when I reflected on events or encounters at work.
I enjoy reading, going to the theatre and exploring new places and culture.
I value honesty, commitment, independence and compassion.

# data[].attributes.body
Great to meet you in advance of class tonight. I know of you as I am an alum of the SF State CSD program (2013). They are so lucky to have you! The program really needed a voice overhaul. I'm looking forward to getting to know you more.

Your model is completely different than mine and I am sure things have changed, but I wonder how much students currently have to "see how it's done". Granted this was many years ago, but I felt something my SFSU lacked at the time was a chance to see what evaluation, therapy, and documentation looked like. The only place I really ended up seeing this was in my school and medical placement. I'd love to talk more about this.

# data[].attributes.body
I completely agree with your thoughts on student's lack of communication in a supervisory relationship. Often times, I try to put myself in the student's situation and try to understand their thinking. One thing that I try to do is to remind myself of my student life. I ask questions to myself "What did I do when I was stuck in the research lab and did not get the data correct", "Should I go ask my mentor or just try to figure out myself". This hesitation and fear led to the lack of or no communication for me.

# data[].attributes.headline
I thrive in a supervisory relationship when:

# data[].attributes.subject
I thrive in a supervisory relationship when:

# data[].attributes.body
-students provide a honest and fair assessment of me, my mentoring and teaching skills, by keeping the power differentials away from the relationship
-students appreciate the time and effort I am taking to learn with them
-students have a similar passion towards voice, gender affirming care
-students are considerate of my personal space and life
-students acknowledge challenges and find ways as a team to overcome them

# data[].attributes.headline
I have difficulty with the supervisory relationship when...

# data[].attributes.subject
I have difficulty with the supervisory relationship when...

# data[].attributes.body
-mentees do not ask clarifying questions and take decisions on their own (often the decisions dont seem reasonable and good)
-mentees dont spend time on self-refection, and we fall into the same pit of making errors again and again, even after giving constructional feedback
-mentees seem to have opinions about everything and are unable to be flexible with their mindset
-mentees create barriers to their own learning
-I feel frustrated when students make the same type of errors again even after giving feedback multiple times (I see this more often in clinical documentation, when students write their SOAP notes and ITPs)

# data[].attributes.body
Email: anusha@sfsu.edu
Website: slhs.sfsu.edu/voicelab

# data[].attributes.body
Ongoing learner, compassion, kindness, self-belief and determination, inclusion

# data[].attributes.body
1. Singing and dancing
2. Reading (trying to read more on the way to work, as I commute using public transit, which I absolutely love:))
3. Traveling
4. Cooking (I like to try new dishes, can make some yummy tacos)
5. Hiking and cycling (would love to do more this year)

# data[].attributes.body
I am a millennial, South Asian Indian, female, heterosexual, cisgender, teacher, wife, mother, daughter, sister, mentor, middle class, vegetarian, able-bodied, multi-lingual, doctorate level of education

# data[].attributes.body
Hello everyone! My name is Anusha Sundarrajan and my pronouns are she/her. I am an Assistant Professor  in the department of SLHS at San Francisco State University. I am an early career SLP and entered academia in 2019. I am originally from India, born and raised in the Capital, New Delhi. I completed my bachelors and masters in Audiology and Speech, Language Pathology in India and moved to the United States for my PhD. I went to Purdue University for my PhD and worked with Dr. Preeti Sivasankar in her Voice Laboratory. I worked as a school based SLP for two years (both in India and in the US) and in private practice before joining academia. I live in the San Francisco bay area with my husband (who is also my middle-high school sweetheart) and our 3.5 year old daughter. In my position now, I teach the graduate seminar on Voice and Resonance to the 1st year masters students, co-supervise the gender affirming voice clinic with my colleague Oneida Chi, and mentor graduate and undergraduate students on voice research in my "Find Your Voice" research lab.

My interest in voice started early. As a child, I spent quite sometime learning a South Indian style of music, called Carnatic music. Because of this interest, I dived into the field of voice during my undergraduate education. I am still trying to continue to learn music, classes are on Zoom (not a super fun modality, but I love the "me time" while singing) :)

# data[].attributes.body
Hi Lisa--your model post really helped me thank you! Especially your Positionality and Values posts. You have a lot of insight about what works and doesn't work for you in your collaboration with supervisees.

# data[].attributes.body
Maura I appreciate your perspective as a supervisee and supervisor/mentor. It is important for the mentor and mentee to feel safe.

# data[].attributes.headline
I thrive in the supervisory relationship when…

# data[].attributes.subject
I thrive in the supervisory relationship when…

# data[].attributes.body
-the mentee has a genuine interest in voice disorders

-the mentee has lots of questions about clinical practice, decision-making, research, etc.

-the mentee seeks feedback when they are uncertain about a skill

-the mentee reflects on materials they have reviewed that either I have provided or they have sought on their own

I think I do my best mentoring when the student/mentee has questions about anything and everything. This allows our relationship and educational experience to be customized to the individual’s needs.

# data[].attributes.headline
I have difficulty with the supervisory relationship when…

# data[].attributes.subject
I have difficulty with the supervisory relationship when…

# data[].attributes.body
-mentees do not demonstrate interest in the population we’re working with

-mentees do not come prepared with questions

-mentees do not reflect on their strengths and areas for improvement

-I feel frustrated when I prepare materials for students to review (e.g. articles, videos, handouts) and these are not reviewed in a timely manner

In these situations, I feel like I am talking AT a student vs with a student, trying to impart what I know, but it is not a dynamic, engaged relationship.

# data[].attributes.body
Instagram: @lts.voiceslp
Email: lktimmons@gmail.com

# data[].attributes.body
Family, integrity, flexibility, growth/progress, curiosity, compassion (self compassion and for others)

# data[].attributes.body
-Knitting

-Reading

-Houseplants

-Camping

-CA central coast wine tasting

-Trying to get a tiny human to burp and take naps (this is the only hobby really happening these days)

# data[].attributes.body
I am a Millennial, white, middle class, cisgender, heterosexual woman originally from the Midwest (IL), now a Los Angeles transplant. I am monolingual, neurotypical, and able-bodied. I am married and a new mom. I have a master’s level education and a background in voice performance. I am striving to use personal privilege and power to promote JEDI in the field of SLP.

# data[].attributes.body
My name is Lauren Timmons Sund, my pronouns are she/her/hers, and I have been a voice-specialized speech pathologist for 5 years.

I came to the field of SLP through music. Shortly after finishing my bachelor of music in voice performance, I decided to return to school for a masters in speech pathology with the intent of specializing in voice. I’m currently the speech pathology director at the USC Voice Center in Los Angeles, and I teach the Voice Disorders course in our masters program at USC. I’ve co-mentored two clinical fellows and 5 graduate students. Our third clinical fellow just started. While I am early in my career myself, our institution has the ability to consistently host fellows and students, so I see it as a responsibility to offer these opportunities. That also means it is critical for me to hone my mentorship skills to provide the best experience I can to our mentees.

I am also a new mom to an 8 week old and learning how to balance professional and personal life! My husband is back at work, and I am working on my mentorship skills while on maternity leave - this was an opportunity I didn’t want to miss.

# data[].attributes.body
Liane-

I agree that it is difficult when the supervisee does not take direction in their own learning. From a personal standpoint, I feel like I can never get too much knowledge or experience, and am always in search of the same. I have found in supervising roles I need to take a pause at times and take personal bias out from the experience and ask direct questions.

"What do you need from me next?"
"What do you have questions about?"

If the answer to these questions is minimal, there is a problem! I have offered the carrier phrase, "I would like constructive feedback on my ability to 'blank,'" and start there.

-Barbara

# data[].attributes.body
Hi Jonelyn! My CF supervisor told me when I started with her that if she had to tell me the same thing more than twice, or if I had the same question more than twice, it meant I needed to learn in a different way. We would have a conversation about another way to learn the situation/scenario, so that it made enough sense to me that I could apply the knowledge in the next situation. Sure, that takes extra effort on both ends, but then it alleviates the repetitive question going forward.

I personally have created a CFY binder for the SNF setting, where I have taken CFs. In this I outlined basic knowledge, sample eval write ups, progress notes, test write ups, etc. I also include a section for each "diagnosis" with relevant research, treatment approaches, etc.  I go over the binder with the CF and then make it clear that I want them looking in the binder for help first, and if the answer is not provided, call me. I did not have this with my first CF and it has made all the difference for the two I currently have. Instead of getting basic level questions, they are using the binder to double check that their approach they want to use or their verbiage about a situation is in line with best practice or suggested phrases I included for documentation.  I just threw together information from what I had used when I was a CF and added in "training" material from onboarding SLPs to use the EMR, navigate the diet system at the facility, etc.  I image this system would word well with a graduate student as well, though I also did not have this created yet when I had one.

-Barbara

# data[].attributes.body
Hi Maura!

Thank you for reading my post and for your question about how I might discern times when a student is not understanding something after trying vs. just not making the effort initially.   Of course I don't have any foolproof strategy, but often the very nature and even the wording of the question will reveal if they have already tried to understand a concept.  For example, a question that seeks to clarify a particular point about a given topic (e.g., "I don't understand why this happens..." vs. "what is this?" or "could you define what xx is?"

Finally: At some point, I'd be glad to hear your thoughts on strategies for improving GAVT. We have provided this type of therapy, and I'm currently updating some of our assessment and treatment materials, so we should connect at some point!

# data[].attributes.body
I thrive in a supervisory relationship when a supervisee:
-gives honest feedback and gives me the opportunity to learn and improve my skills from their experience
-is excited to learn and try new things
-is able to self-direct their learning

# data[].attributes.body
I have difficulty with the supervisory relationship when a supervisee
-does not take ownership of their learning
-does not ask for help when they need it
-is there to "get the hours" and not engage in the experience

# data[].attributes.body
liane_grasso@urmc.rochester.edu

# data[].attributes.attachment_link.readable_text
UR Medicine Voice Center provides state-of-the-art evaluation and management of individuals with voice, swallowing and airway disorders such as laryngitis, vocal nodules, vocal polyps, paradoxical vocal fold motion disorder (PVFM) / vocal cord dysfunction (VCD), chronic cough and vocal cord paralysis. Our team of specialists includes both fellowship-trained ear nose and throat physicians, speech-language pathologists and singing specialists who have specialized training in diagnostic and therapeutic techniques and work collaboratively to diagnose and treat voice and breathing disorders. Our experts are committed to providing the best possible care and treatment for individuals with voice, swallowing and airway disorders utilizing the latest surgical, nonsurgical and in-office treatment techniques.

Specializing in adults and children with voice disorders

A voice disorder can be anything that changes the way you speak or sing. Voice disorders can impact your quality of life, change the way others see you and how you feel about yourself, if left untreated. If you are experiencing hoarseness, voice strain, raspy voice, pitch changes, or it takes more effort to speak or sing, we can help. We specialize in treating adults and children with voice disorders including laryngitis, chronic hoarseness, vocal cord nodules, vocal cord lesions, vocal cord polyps, and vocal cord cysts.

Using the latest techniques and therapies, we effectively treat less common voice problems such as spasmodic dysphonia, essential voice tremor, muscle tension dysphonia, aging voice, and throat cancer and voice box cancer. We also offer surgical options to improve vocal quality if you have vocal cord paralysis. Using microsurgery, a technique proven to provide the best voice outcome, we remove growths on the vocal chords. We identify the root of your voice disorder, treat it quickly and effectively, and improve your overall vocal health.

Pediatric Voice Therapy

Our team has several speech pathologists who work with children as young as 3 years of age with a diagnosed voice or breathing disorder caused by changes to the function of the larynx (voice box), such as vocal fold nodules, vocal fold paresis, and paradoxical vocal fold motion (PVFM) among others. Similar to therapies for adults, voice therapy is designed to reduced excessive trauma to the vocal cords and reinforce healthy voice production. Therapy sessions teach concepts through play, and are designed to train both the child and parent/caregiver so they may be reinforced successfully at home.

Gender Affirming Voice and Communication Therapy

Our goal is to provide the tools necessary to develop voice and communication skills that represent YOU. In therapy sessions, we teach and facilitate practice of those skills in a safe environment. Our treatment space is open to the sharing of the struggles and joys inherent in transitioning the voice. We honor the unique strengths and talents that you bring to the table and acknowledge the challenges you experienced to get here.
We offer therapy services addressing: for people anywhere on the gender spectrum whose communication does not represent them accurately
Therapy is offered in group and individual formats.

In order to address frequent insurance denials, we have created two community outreach vocal coaching groups for gender affirming voice therapy. These groups are free of charge and open to anyone whose insurance has denied our services.

SPEAK OUT! ® and The LOUD Crowd® For Patients with Parkinson's

SPEAK OUT! ® is a therapy approach for individuals with Parkinson's disease in order to improve their voice and swallowing by making speech an intentional action. SPEAK OUT! therapy includes 12 individual sessions across 4 weeks, before participants transition to The LOUD Crowd ®. The LOUD Crowd is a group therapy approach led by a speech-language pathologist, meeting once per week after completion of SPEAK OUT! individual sessions. This provides maintenance of skills learned throughout SPEAK OUT!, and is provided by the UR Medicine Voice Center completely free of charge to SPEAK OUT! graduates. It also provides accountability, encouragement, and support between members.

Exercises include speech, voice, and cognitive exercises, and are outlined in a SPEAK OUT! workbook. Participation in SPEAK OUT! and The LOUD Crowd, as well as consistent home practice, are shown to improve clarity of speech, ability to be heard by others, and quality of life throughout the progression of Parkinson's disease.

SPEAK OUT! and The LOUD Crowd were developed in Richardson, Texas at Parkinson Voice Project. For more information, you can visit their website HERE.

Tailored approach toward treating breathing problems

Common breathing problems treated by our team of specialists include airway stenosis, paradoxical vocal fold motion disorder and chronic coughing. Depending on the type of breathing problem, our specialists may recommend surgical intervention, medication or therapy programs designed to maximize airway opening, strengthen respiratory muscles or suppress coughing.

Evaluation & treatment of swallowing disorders

Swallowing disorders can be related to dysfunction in the mouth, pharynx or esophagus. Our team of specialists has specialized training in the evaluation and treatment of complex swallowing problems. We offer both Fiberoptic Endoscopic Evaluation of Swallowing (FEES), which can be complete in our outpatient clinic, and Modified Barium Swallow Studies, completed at the East River Road Imaging Center, to help evaluate the physiology of your swallow develop the treatment plan that is right for you.

Comprehensive team of voice disorder specialists

Fellowship-trained voice disorder specialists. We are the only voice center in Upstate New York with a comprehensive team of voice experts including ear, nose, and throat (ENT) physicians who are fellowship-trained in voice disorders.

Highly specialized speech pathologists. Our speech pathologists have specialized training to evaluate and treat patients with voice problems, swallowing disorders, breathing problems and complex conditions such as voice restoration after throat cancer. Our team also includes trained singing voice specialists who are experienced performers, singers, and singing teachers who understand the challenges of being a vocal professional. They bring empathy, clinical expertise, and an insider perspective to evaluating and improving your vocal health. They also provide specialized therapy to performers and singers.

Less invasive techniques. We use less invasive techniques including office-based laser surgery to treat a variety of vocal disorders. We offer a variety of surgical options for vocal cord paralysis. We also provide Botox injections for spasmodic dysphonia.

Coordinated care. Voice disorders may result from a variety of medical conditions, including allergies and asthma. We coordinate your care with the right specialists throughout our health system to ensure you receive the best therapies to minimize your symptoms, improve your voice, and optimize your recovery.

Treatment for all laryngeal conditions. Your voice box, or larynx, is responsible for your voice, your ability to swallow, and your airway or breathing passage. Our doctors and speech pathologists treat voice, upper airway breathing problems such as paradoxical vocal fold motion disorder (PVFM)/ vocal cord dysfunction (VCD), and swallowing.

Professional vocal performer services. We provide the highest level of expert care for all vocal performers, from elite professionals who need immediate voice care services to those who sing for enjoyment.

Better voice treatment decisions. Our ongoing research ensures you receive the best care for your vocal disorder.

# data[].attributes.attachment_link.description
The UR Medicine Otolaryngology (ENT) team are trained in non-surgical and surgical treatments of conditions of the ears, nose, throat, head and neck.

# data[].attributes.body
white, female, GenX, Puerto Rican, Italian, married, SLP, musician, middle class, masters educated, cis gender

# data[].attributes.body
Honesty, creativity, inclusion

# data[].attributes.body
I continue to participate in the arts in my community. I currently sing in a "masterworks" community chorus and study flamenco dance. I enjoy hiking, kayaking, and generally exploring western New York State. I'm slowly learning to enjoy the winters here.

# data[].attributes.body
I have been an SLP for the past ten years, specializing in voice.  I began my professional life as a musician and music educator, based in Boston.  But my professional path led me to vocal rehab, so I returned to school in my mid-30s for my SLP degree.  I now work in the UR Voice Center (part of the University of Rochester Strong Hospital) in Rochester, NY, as a full-time clinical provider, while also teaching a graduate course at Nazareth University and supervising clinical fellows and graduate clinicians.

# data[].attributes.body
I thrive in a supervisory relationship when student clinicians:

Feel safe and supported

Provide high-quality services

Explore or refine new skills by participating in new experiences

# data[].attributes.body
I have difficulty with the supervisory relationship when student clinicians:

Are reluctant to explore/experiment/try new things

Have low self-awareness

Don't communicate

Seem to not be responding positively to collaboration

# data[].attributes.body
Jen.Lewon@colorado.edu

303-818-7819

https://www.colorado.edu/slhs/jen-walentas-lewon

# data[].attributes.body
Creativity, inclusion, kindness, connection, curiosity, flexibility

# data[].attributes.body
Musical theater, singing, music, crafting/upcycling/sewing, dog & cat, movies, pickleball

# data[].attributes.body
white English-speaking woman in 50s, mom, partner, double masters, SLP, teacher, middle class, able-bodied, neuro-typical(ish), Coloradan, a/cis gender/sexual, she/they, non-religious

# data[].attributes.body
Clinical Assistant Professor at CU Boulder

Clinical Educator for 15 years at CU and 5 years at NAU (Flagstaff AZ)

Currently filling in as Interim Co-Director of Clinical Education at CU

Love clinical education because I get to work with clients and amazing student colleagues/collaborators

# data[].attributes.body
Hi Bruce!

I loved your point about having a passion for teaching, and your values, especially the “evolving” aspect of open mindedness! I imagine that those are two aspects of your personhood that go really well together, and I’m sure your students appreciate it as well!

One piece that made me think was your point about a student’s inadequate preparation presenting as a lack of “taking [it] seriously”/valuing the experience. I appreciate your perspective that clinical learning is a chance to take full advantage of the supportive environment/resources available to students, and I definitely agree with you there. I would be interested to learn more about how you determine whether or not a student is having difficulty understanding a concept versus “not taking [it] seriously,” as I’m sure you have valuable insights into this from both the clinical and academic sides of things.

Kind regards,

Maura Philippone (she/her)

# data[].attributes.headline
I thrive in the supervisory relationship when:

# data[].attributes.subject
I thrive in the supervisory relationship when:

# data[].attributes.body
As a supervisee: I feel safe and supported in asking questions. I do not feel shamed for not knowing something/trying to grow my knowledge beyond its current state. My supervisor is consistent in both their communication style and their expectations. My supervisor does not overtly compare me to other supervisees in our discussions.

As a supervisor/mentor: When the mentee has an open mind and a willingness to learn. When a mentee is open to positive outlooks, even when working through non-preferred/negative outcomes in an academic and/or clinical environment. When a mentee is driven to pursue extracurriculars/other opportunities for furthering learning and professional growth.

# data[].attributes.headline
I have difficulty with the supervisory relationship when:

# data[].attributes.subject
I have difficulty with the supervisory relationship when:

# data[].attributes.body
In the role of a supervisee, I have difficulty with this when I am guilted/shamed for not knowing something, particularly when the supervisor is asking a question without having reviewed my transcripts/resumes to verify if I have even studied the concept they are inquiring about. It is particularly frustrating when I will try to reach the target response/answer by verbalizing out loud that which I do know (in an effort to figure out which questions I need to ask/clarify), and the supervisor interrupts/dismisses this by again stating that I should already know the information. This is even more stressful when the supervisor repeatedly engages in this kind of dialogue, thereby making them someone with whom I would feel less comfortable with asking questions/having those discussions that are vital for learning.

While I have not been a supervisor in a clinical capacity, I have served as a mentor for the LGBTQ+CSDA. In that capacity, one very minor area of difficulty I encountered was a mentee who wanted to grow their network, but was very shy and was initially largely averse to things like creating a LinkedIn (even without using it to interact), reaching out to prospective people to shadow and/or prospective placements, etc. It was challenging at first to navigate their fears. Thankfully, we were eventually able to reach a point in our discussions where they noted that they were afraid of being outright rejected. We then had a conversation where I emphasized that, "The worst thing they could say is 'no,'" and that, even strongly-worded, it's just a no; however, the best thing(s) they could say have significantly more infinite possibilities. They let me know that this resonated with them, and within a week of that conversation they made a LinkedIn/started reaching out to connections.

# data[].attributes.body
LinkedIn: https://www.linkedin.com/in/mura-philippone

X (Twitter): @MauraEileen13

Instagram: @forwardfocus_on_voice

Email: philip33@msu.edu

# data[].attributes.body
- Honesty
- Authenticity
- Compassion
- Readiness to learn

# data[].attributes.body
- Learning French (Eternally wishing for 25+ hours in a day so I could have time to learn more languages at this point!)
- Being a (mostly) shameless voice enthusiast
- Reading (Shoutout to GoodReads, i.e.,  the only way I could possibly remember what I've read when someone asks me what my favorite book is!)
- Adventuring (one of the best parts about moving to new places is getting to explore all of the fun little spots in the area!)

# data[].attributes.body
I am currently entering into my "Michigander" era, a "zillenial," CCC-SLP, voice enthusiast, student-researcher, fluent English speaker with limited working proficiency in French (more of a sanity hobby), bisexual, cisgender woman. I am also a white person trying to continuously deepen my understanding of how my white privilege impacts my lived experiences, in order to make more informed decisions that can, hopefully, make for a better, more affirming, and more equitable world.

# data[].attributes.body
Hey y'all! My name is Maura Philippone (she/her). I am originally from central NY, I completed my bachelor's degree in ME, completed my master's degree in DC, my SLP-CF in WA, and I now reside in MI. I am a CCC-SLP and a first-year PhD student at Michigan State University.

I entered the SLP field largely inspired by an urge to do something after witnessing friends/community members who are trans continually face unkind words and harassment. One college tour I attended happened to give a presentation about their transgender voice and communication clinic, which was relatively uncommon at the time I was applying to undergraduate schools. This inspired me to use my passions for voice and communication to help my friends, and others facing similar injustices, get their voices back and feel more confident in their self-advocacy. I have done undergraduate/graduate thesis research investigating ways to optimize/improve GAVT interventions.

In my CF, I was fortunate to gain extensive experience working with individuals with Parkinson's disease in an outpatient setting. I repeatedly heard my patients expressing similar perspectives to my friends, with statements like, "My voice doesn't sound like me anymore," and "I used to be able to do [x], but now all I can do is sit home," etc. This made me wonder if similar optimizations that I had investigated in undergrad/grad school might be able to help this community as well.

At present, my PhD research focuses primarily on ways to optimize interventions for individuals with Parkinson's disease via techniques such as gamification/gameful design.

# data[].attributes.body
Due by Wednesday evening:
- Please address your peer

- Provide your thoughts for:
"Something you loved," "Something that made you think," "A question you still have," based on their Padlet post.
- Add salutations and your name

# data[].attributes.body
integrity, acceptance, creativity, growth, balance

# data[].attributes.body
I try to minimize time on social media. My linked in needs an overhaul.

Call/text (617) 877-4901
Email Jonelyn.langenstein@gmail.com or Jonelyn.langenstein@northwestern.edu

# data[].attributes.attachment_link.readable_text
Jonelyn Langenstein is a speech-language pathologist/singing voice specialist and Assistant Clinical Professor at Northwestern University in the Department of Otolaryngology-Head & Neck Surgery. Her areas of clinical expertise are in the evaluation and treatment of voice, upper airway, swallowing, and head and neck cancer rehabilitation. She completed her clinical fellowship at the Emory Voice Center and was part of the team at the University of California, San Francisco, Voice & Swallowing Center and Head & Neck Cancer Center before joining Northwestern in 2017. Prior to becoming a speech-language pathologist, she worked professionally as an opera singer after getting her masters in music in vocal performance at New England Conservatory.

Education

MS, Communicative Disorders - San Francisco State University

MM, Vocal Performance - New England Conservatory of Music

BA, Vocal Performance & Arts Administration - Whitworth University

BCS-S, Board Certification in Swallowing and Swallowing Disorders

# data[].attributes.attachment_link.title
Jonelyn Langenstein: School of Communication - Northwestern University

# data[].attributes.attachment_link.description
Jonelyn Langenstein is a speech-language pathologist/singing voice specialist and Assistant Clinical Professor at Northwestern University in the Department of Otolaryngology-Head & Neck Surgery. Her areas of clinical expertise are in the evaluation and treatment of voice, upper airway, swallowing, and head and neck cancer rehabilitation.

# data[].attributes.headline
I thrive in a supervisory relationship when: 

# data[].attributes.subject
I thrive in a supervisory relationship when: 

# data[].attributes.body
- Students are engaged, are prepared (or at least demonstrate they tried), and in a growth mindset.
- Students are thoughtful about their clinical experience and engage in dialogue.
- Hate to say it, but those who are just more comfortable with themselves. I’ll have to think about that one more, but there is something there for sure.

Reflecting back on those who demonstrated the above, I could feel myself helping them feel that sense of “belonging”.

# data[].attributes.headline
I have difficulty with the supervisory relationship when: 

# data[].attributes.subject
I have difficulty with the supervisory relationship when: 

# data[].attributes.body
- Students are there to check the box, putting forth the bare minimum to get through their placement.
- When students require a high level of repetition from me. Especially if this is in the form of basic instructions
- When students are unprepared despite being given adequate preparation time.
- When students have low self awareness of how they come across.

# data[].attributes.body
I used to have more before kids. Currently:
- surviving and trying to enjoy the time with my two kids, Callie (4) & Clyde (2)

Someday back to more:
- live music attendance
- cultivating wine knowledge (not just drinking!)
- letter correspondence
- travel (I am trying to get to all 50 states - I have 2 left!)

# data[].attributes.body
I am a 5th generation San Franciscan transplanted to Chicago, Eurasian, 4th generation Japanese American, mom, wife, retired professional opera singer turned SLP, double masters, middle class, urban, able-bodied, neuro-typical-ish, heterosexual, cis female, she/her/hers, monolingual though at one point had decent Spanish and Mandarin chops

# data[].attributes.body
I have been a practicing SLP for 10 years with expertise in voice, upper airway, and swallowing. I am an assistant clinical professor at Northwestern University with my clinical responsibilities dedicated to our otolaryngology voice clinic. My role as a faculty member includes supervising a new graduate student nearly every quarter while balancing a full-time patient caseload. That means I am currently supervising my 20th graduate student in 6 years. Although I have learned to streamline the process of ramping up a student in 11 short weeks to be an active team member in our busy voice clinic, I am very open to bettering my mentoring skills and opening my eyes to thing that have not really been on my radar.

# data[].attributes.headline
I thrive in a supervisory relationship when...

# data[].attributes.subject
I thrive in a supervisory relationship when...

# data[].attributes.body
You guessed it - when a supervisee is fully engaged.  In that situation, I know that my teaching efforts will make a difference.  I'm more inclined to do a more careful job of clinical teaching because I feel like my efforts will be put to good use, patients will be better served, and the student will grow professionally and maybe personally too. Even after 30 years, this this type of interaction brightens my day!

# data[].attributes.headline
I have difficulty with a supervisory relationship when...

# data[].attributes.subject
I have difficulty with a supervisory relationship when...

# data[].attributes.body
A supervisee fails to prepare adequately.  I feel that this indicates that the student is either overly confident or not sufficiently engaged in the process.  I consider clinical learning to be a unique learning chance where individuals have access to readily available information and support. I sometimes get discouraged when I have thoughts like "If they're not taking this seriously now, when they're just learning, when will they?"

# data[].attributes.body
I thrive when a mentee actively seeks out further education and/or knowledge on topics they are passionate about. I find this to be the most rewarding part of being a supervisor.

# data[].attributes.body
I have difficulty with the supervisory relationship when the mentee does not first try to utilize critical thinking skills or is looking for the correct answer rather than checking to see if their plan is evidenced-based or "on-par." I believe when given the answers without working for it, I personally do not gain knowledge from the situation and will in turn need assistance when a similar situation arises. I try to put this into my supervisory practice however often get push back.

# data[].attributes.body
Values
*commitment
*autonomy
*compassion
*wisdom

# data[].attributes.body
*glamping
*exploring new locations
*reading

# data[].attributes.body
I am an East Coast Born Midwesterner, millennial, speech-language pathologist, fluent in English and has some ability to communicate in Spanish, cis female, able-bodied, heterosexual, she/her/hers, master's level education, middle class, suburban, dog mom.

# data[].attributes.body
linkedin.com/in/bruce-poburka-45a260

bruce.poburka@mnsu.edu

MSU-Mankato CSD Program

# data[].attributes.body
Hi! My name is Barbara Morrison. My pronouns are she/her. I have been a practicing SLP for 5 years. Though I am undoubtfully in the early side of my career, I have been presented with numerous opportunities to advance my clinical practice, medical knowledge, and form meaningful collaborations within the medical community I serve.

I have supervised both a graduate student and a CF previously. I am currently supervising two CFs and contribute to onboarding new SLPs to our medical team. I work primarily in a split position between acute care and outpatient therapy, while keeping my hands in the SNF setting on the side.

The most meaningful work I have completed has been servicing a 15-bed ventilator unit at a SNF, for which I still hold a consultation role in. I am active in the "Tumor Boards" held by my health system's Hematology and Oncology departments as the advocate and voice in favor of early and preventative rehabilitation consults. I enjoy managing trach and TEP patients and giving people back their voice. I enjoy the challenge in the outpatient setting of assisting a patient manipulate their vocal quality until they are happy with their voice.

# data[].attributes.body
Honesty, honoring commitments, optimism, open mindedness (evolving!).

# data[].attributes.body
My hobbies are cycling (road, mountain, and fat tire), running, cooking, photography, watching college hockey.

# data[].attributes.body
I'm a husband, father, speech-language pathologist, professor, midwestern baby boomer, vegan, political moderate who leans left, white, middle class, Christian.

# data[].attributes.body
I'm Bruce Poburka.  My pronouns are he/him.  I am in the later stages of my professional career, which started out in 1986 when I was working as a Master's level SLP in Northeast Wisconsin.  There, I worked for 5 years in several settings, but the majority of my work was done in a larger hospital in the rehabilitation unit.  I also saw outpatients, and that is where I began to become more interested in voice disorders.  Subsequently, I returned to school (UW-Madison) and earned a Ph.D. in Voice Science.  Afterwards, I took my first academic job at Minnesota State University, Mankato where I have remained ever since!  My main areas of expertise are voice and upper airway disorders, dysphagia, and motor speech disorders.  Although I do engage in research, my main passion is for teaching.  I feel that it meshes well with several abilities that I have more or less have come to naturally.

# data[].attributes.headline
I thrive in a supervisory relationship when:

# data[].attributes.subject
I thrive in a supervisory relationship when:

# data[].attributes.body
I thrive as a supervisor when a student demonstrates true appreciation for the time I dedicate to their needs, as well as a sincere interest in learning more about voice, upper airway, and gender-affirming care.  I appreciate it when they take the initiative to move forward in their learning, frequently ask questions, and respond thoughtfully to the discussion posts and therapy reflections they share.  I feel like we can optimize learning for the supervisor and supervisee when we can minimize power differentials, collaborate to find solutions, and be transparent about challenges throughout their time as a supervisee.

# data[].attributes.headline
I have difficulty with the supervisory relationship when:

# data[].attributes.subject
I have difficulty with the supervisory relationship when:

# data[].attributes.body
I struggle with being objective when I feel like the student just wants to be given the answers. This occurs when the student gives “I don’t know” answers consistently in joint

problem-solving or questioning. I have also experienced a personal struggle in the supervisory relationship when a student’s expectation is more involved than expected.  For example, they want me to collaborate on a project that would include them to help them learn and gain more skills for their curriculum vitae but have not considered that I have my own work and projects that are a higher priority.

# data[].attributes.body
Please click the plus sign (+) under your name to elaborate on whatever you feel comfortable sharing in the following sections:

About Me
- Name
- Pronouns
- Additional information that you feel the rest of the class would appreciate knowing about you!

Positionality (Again include elements of your social identity you are comfortable sharing per the module 1 exercise)

Values

Hobbies

Find Me

I have difficulty with the supervisory relationship when:

- What can a supervisee do that will make you feel frustrated or unsure of yourself?

- What supervision scenario/s might make you feel uncomfortable or frustrated?

- Are there concrete things that happen to make you feel this way?

I thrive in a supervisory relationship when:

- What can a supervisee do that will make you feel like a really good supervisor?

- What supervision scenario/s might make you feel like everything is going very well?

- Are there concrete things that happen to make you feel this way?

Instructor example below:

# data[].attributes.body
Commitment, Grace
Thankfulness, Relationships, Making a Difference:

- Believing in commitment to family and teams
- Finding grace during life's struggles
- Seeking opportunities to make a difference
- Thankful for my village of support
- Striving for healthy relationships

# data[].attributes.attachment_link.title
2022-06-07 01_19_42-Música Que Aumenta Tu Energía Positiva, Eliminar Los Miedos De Tu Subconsciente,

# data[].attributes.body
Linked in: https://www.linkedin.com/in/lisa-butcher-598b0935/

X (Twitter): @LisaMNButcher

Instagram: the.opera.slp

Lions Voice Clinic: https://med.umn.edu/ent/patient-care/lions-voice-clinic

# data[].attributes.body
I love:
- Being a "voice geek"
- Spending time with family
- Walking our dog, Casper
- Checking out restaurants and food that are new to me
- Travel

# data[].attributes.body
I am a Minnesotan, xenneial, classically trained soprano, professional opera singer, lover of all musical styles, teacher/ coach, speech-language pathologist, part of the roughly "8%" of ASHA, Biracial/Black-Person of Color, German & Bajan, monolingual, cis female, able-bodied, heterosexual, she/her/hers, a supporter of the 2SLGBTQI+ community, Christian tradition, double masters level education, middle class, suburban, married with two biological White children…learning to be unapologetic.

# data[].attributes.body
Hello! My name is Lisa Butcher.  My pronouns are she/her.  I have been a voice specialty clinician at the University of Minnesota - Lions Voice Clinic for nearly 15 years, where I was recently promoted to Voice SLP Supervisor.  I am in the second year of the SLPD program through the MGH Institute of Health Professions.

My education includes master's degrees in music - voice performance and communication disorders.  I am also an NCVS-trained vocologist. I am a member of ASHA and SIG 3, 10, 11, 14, 18 (more active in some than others).  I am also a member of NBASLH, PAVA, NATS, and L'GASP.

I have also performed with the Minnesota Opera for several years and worked as "Teaching Artist" for the company during the 2006-2007 season.

Especially since the time of Mr. George Floyd's murder and the dramatic increase of gender/identity-affirming voice care clients with the launch of the M Health Fairview's Comprehensive Gender Care Program, I have worked to find and use my voice to promote change within my multiple areas of interest in voice.

I enjoy public speaking on topics I am passionate about and have most recently done so for "MN Voice," the Minnesota Voice Colloquium, Summer Vocology Institute, MNSHA and ASHA.

I will be presenting this year as an invited speaker at ASHA for a presentation titled: "Promoting Health Equity in Voice and Upper Airway: Tools to Reduce Bias in Clinic, Research, and Supervision," and the accepted abstract "Pursuing the SLPD: Individual Perceptions and Experiences".