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 In the Spotlight - State University of New York at FredoniaFredonia, New York Individual Faculty Member Faculty Spotlight: Bridget A. Russell, PhD, CCC-SLP  Dr. Bridget A. Russell received her Ph.D. from the State University of New York at Buffalo. She is currently an Associate Professor, a New York state licensed speech-language pathologist at the State University of New York College at Fredonia and the Director of the Speech Production Lab in the Youngerman Center for Communication Disorders, Fredonia, NY. Her research interests are in the areas of professional voice and voice/respiratory disorders affecting speech production. She, in cooperation with Buffalo Therapy Services, has developed and directs the Western New York Voice Consortiu. She is currently conducting research on voice therapy efficacy and treatment for paradoxical vocal fold movement with Buffalo Therapy Services and Kaleida Health Organization. She has presented at over 70 local, state and national venues and has published works in the Journal of Speech, Hearing and Language Research (JSHLR) and Voice and Speech Review. She has served as an editorial consultant for both JSHLR and Delmar Publishing Group as well as reviewed grants for National Science Foundation.Personal Teaching Philosophy The fundamental premise of my teaching/ learning philosophy is that everyone synthesizes information and learns in various ways. Learning is a process in which we adapt and ultimately mold the world around us to suit our needs. This process requires motivation which ultimately must come from the individual student and thus is a matter of choice. Therefore the first step in any learning process is choosing to make the effort. It follows that one of our roles as educators is to teach students to accept responsibility for their choices. All students inherently want to succeed academically, but some don't realize to what extent their choices govern their performance. Therefore, the teacher must convey this sense of responsibility and point out that the outcome of their actions is composed of the preceding steps. It is our responsibility as mentors and teachers to help the student to realize their part in the learning process and to ignite self awareness and a sense of accountability within each student. This awareness and sense of commitment originates from the style in which knowledge is disseminated. My philosophy of learning holds that students retain information best when; a) they are actively involved in and committed to what they are learning, b) the subject matter has relevance, and c) the teacher communicates important information clearly and in various ways. Therefore it is important to identify each student's knowledge base and be able to sculpt material that is both challenging and attainable. Also by presenting examples and illustrations in which the student is familiar can serve to improve motivation by relating personally to the individual. Therefore it follows that involvement; commitment and knowledge of subject-matter are strongly correlated in the process of teaching and learning. Lastly, I believe that instruction does not end when the class period ends. Effective teaching is also effective mentoring and must occur for personal and professional development of students. This is in part accomplished by incorporating moral and ethical issues into course curricula fostering personal development outside of the subject matter as well as outside the classroom. In order to encourage the mentoring of students throughout the semester, there are always available office hours to address individual concerns and questions that arise in class. Also by inviting my students to come and visit the Speech Production Laboratory, where I work on various research studies, allows visualization of active research in the field and experience the instrumentation first hand. Mentoring is also apart of the classroom experience, that is why I make an extended effort to initiate dialogue with students, to really listen to their ideas and to prompt a recognition on their part that their ideas have value and are worth developing. This allows us to become true mentors not simply information processors. Overall, I try to teach students to employ unique sorts of materials which will ignite their interests, foster a sense of responsibility and generate the same passion for learning that my family and past educators have fostered in me. These are the building blocks to a successful teaching/learning relationship. Research/Areas Interests
Undergraduate Courses: Speech and Hearing Mechanism (Anatomy & Physiology) Speech Science Independent Study Introduction of Communication Disorders Graduate Courses Research Design Voice Disorders Instrumentation for Communication Disorders Counseling for Persons with Communication Disorders Clinical Practice Favorite Textbooks Zemlin, W.R. (1998). Speech and Hearing Science: Anatomy and Physiology (4th Ed.). Boston: Allyn & Bacon. Dickson, D.R & Maue-Dickson, W. (1982). Anatomical and Physiological Bases of Speech. Butterworth-Heinemann: Boston. Colton, R.H., Casper, J.K. & Leonard, R. (2006). Understanding Voice Problems: A Physiological Perspective for Diagnosis and Treatment(3rd Ed.). Lippincott, Williams & Wilkins: Baltimore. Boone, D.R., McFarlane, S.C., & Von Berg, S.L. (2005). The Voice and Voice Therapy. Pearson: Boston. University Department of Speech Pathology & Audiology Mission Statement Program Philosophy/Mission The Department of Speech Pathology & Audiology seeks to prepare students to become competent contributors to the field by developing a foundation of knowledge and repertoire of effective clinical skills, demonstrating a positive attitude for learning, participating in a cooperative relationship with faculty and fellow students, and demonstrating ethical and professional behavior in the academic and clinical environment. The Fredonia Speech Pathology & Audiology program accomplishes teaching the professional knowledge and skills through the department's offering of four degree programs: the Bachelor of Science in Education (Speech and Language Disabilities), Bachelor of Arts (Communicative Disorders), Master of Science in Education (Speech-Language Pathology) and Master of Science (Speech-Language Pathology). Through these programs students are exposed to the knowledge and skills required for professional development including curricula covering: basic human communication, speech sciences and technology, speech-language and hearing disorders, theoretical and applied approaches to assessment and intervention and educational pedagogy. Research augments the instructional programs by ensuring faculty and staff awareness of and contribution to the currency of knowledge within the teaching areas. The department ensures and supports scholarly activity involving students in the creative process. Clinical practice and service to the community and college ensures that the students will obtain the practical training and experience fundamental to the practice of speech-language pathology and audiology. This is accomplished by providing outpatient diagnostic and treatment services to communicatively disordered clientele through the community accessible Henry Youngerman Center for Communication Disorders. In order to fulfill training goals, the program is built around two equally necessary component parts, the academic program and the clinical program. National accreditation from the American Speech-Language-Hearing Association (ASHA) is held for the Master's degree academic program and for the department's clinical program. The Mission of the department is consistent with the missions of the State University of New York (SUNY) and the State University of New York at Fredonia (SUNY Fredonia). The department fulfills a commitment to public service to the college and surrounding community, meets the College's Office of Research challenges, and holds to the standards of excellence in teaching set forth by the State University of New York. The three units are all committed to enhancing the academic experience for students through ongoing self-study, outcomes assessment, and concern for and attention to cultural diversity in the curricula. Program Description Prepare our students to become competent contributors to the field of Speech Language Pathology by
State University of New York at Fredonia Individual Development Awards Program: United University Professions "Energy Cost and Ventilation during Singing" Faculty Access to Computer Technology (FACT) Scholarship Conference on Instructional Technologies (CIT), SUNY Central Individual Development Awards Program: United University Professions "Improving Respiratory Function in Speech/Singing Using Pressure Threshold Devices" Scholarly Incentive Award - Office of Research and Creative Endeavors, SUNY Fredonia Professional Development and Seminar Grant - State University of New York College at Fredonia: College Foundation Professional Development and Quality of Working Life Grant - State of New York United University Professions State University of New York at Buffalo Mark Diamond Research Fund Grant, Office of the Vice Provost for Graduate Education - State University of New York at Buffalo New York State Education Department New York State Mission Review Summer Fellowship Mentor Award "Expiratory Training in Performers with Vocal Fatigue" Mission Review Funding for Student Research Assistant "Ventilation and Energy Cost During Singing" NIH Grant Submissions National Institutes of Health (NIH), National Institute on Deafness and Other Communication Disorders (NIDCD): Small Grant Program (R03)- $150,000 (Not Funded) Other Projects Women and Children's Hospital of Buffalo: Lung and Cystic Fibrosis Center & Buffalo Therapy Services, Kaleida Health Organization: "Paradoxical Vocal Fold Dysfunction Assessment & Treatment" Voice Consortium of Western New York (VCWNY): "Paradoxocal Vocal Fold Dysfunction: Respiratory Retraining Techniques" |