Books
Books
Lederer, S.H. (2021). Now You’re Peaceful and You Know it: A Little Breathing Book for Big Feelings. Indiana, PA: Dynamic Resources.
Lederer, S.H. (2018). I Can Say That. Indiana, PA: Dynamic Resources. (newly re-designed in paperback.)
Lederer, S.H. (2016). Hey, Hey Let's all Say! Indiana, PA: Dynamic Resources.
Lederer, S.H. (2015). I Can Play That (paperback). Indiana, PA: Dynamic Resources.
Lederer, S.H. (2014). I Can Do That (paperback). Indiana, PA: Dynamic Resources.
Lederer, S.H. (2014). I Can Do That. Indiana, PA: Dynamic Resources.
Lederer, S.H. (2010). I Can Play That. Georgetown, TX: Children's Publishing.
Lederer, S.H. (2008). I Can Do That. Georgetown, TX: Children's Publishing.
Lederer, S.H. (2006). I Can Say That. Georgetown, TX: Children's Publishing.
Lederer, S.H., Sanfilippo, M., & Soman, B. (2005). PreRead: A comprehensive emergent literacy program. TX: ProEd.
Chapters
Chapters
Lederer, S.H. (2012). StoryBook Yoga: Integrating shared book reading and yoga to nurture the whole child. In R. Goldfarb (Eds.). Translational Speech-Language Pathology and Audiology: Essays in honor of Dr. S. Singh. San Diego, CA: Plural Publishing.
Articles
Articles
Lederer, S.H., & Abruzzino, T.* (2020). We Are in a Book: Using Metafictive Picture Books to Facilitate Emergent Literacy Goals. Perspectives of the ASHA Special Interest Groups. (First published online 10/13/20). https://doi.org/10.1044/2020_PERSP-20-00074.(*FORMER GRADUATE STUDENT RESEARCHER)
Lederer, S.H. (2018). Teaching children with language delays to say or sign ‘more’: Promises and potential pitfalls. Young Exceptional Children, 21(1), 7-21. (First published online 12/28/15). doi.org/10.1177/1096250615621358.
Lederer, S.H. (2018). Mindful attention activities to support shared book reading. Young Exceptional Children, 21(4), 216-227. (First published online 7/13/17). https://doi.org/10.1177/1096250617720445.
Lederer, S.H., & Cerone, A.* (2017). Facilitating first words through shared book reading in young children with language delays. Special Education Research, Policy, and Practice, 1(1), 102-118.
Boyle, E., & Lederer, S.H. (2016). Facilitating Early Pragmatic Functions through
Shared Picture Book Reading: Principles to Practice. The Journal for a Changing World, 2 (Spring, Summer). Garden City, NY: Adelphi University.
Lederer, S.H. (2016). Ready, Steady, Go: Mindfulness practices for children. Posted 3/11/16. SpeechPathology.com, Article 3125. (Webinar transcript)
Lederer, S.H. (2015), Teaching children with language delays to say or sign ‘more’: Promises and potential pitfalls. Young Exceptional Children.
Lederer, S.H. & Battaglia, D. (2015). Using signs to facilitate vodcabulary development in childrenwith language delays. Infants and Young Children, 28(1), 18-31.
Lederer, S.H. (2014), Integrating best practices in language intervention and curriculum design to facilitate first words. Young Exceptional Children., 17(2), 32-43.
Lederer, S.H. (2013), Integrating best practices in language intervention and curriculum design to facilitate first words. Young Exceptional Children, online in advance of print.
Lederer, S.H. (posted 4-1-11), Finding and facilitating early lexical targets. www.speechpathology.com.
Erwin, E. & Lederer, S.H. (2009), Let’s Practice Yoga: The Promise and Practice of Yoga for Kids with Disabilities. PBS parent website (invited).
Lederer, S.H. (2009), First words, first books, and focused language stimulation. speechpathology.com.
Lederer, Susan (2007), First words: From theory to therapy. www.speechpathology.com, Posted 10/22/07.
Lederer, S.H., & Kogan, E. (2007), Collaborating with parents of young children with language delays. www.speechpathology.com, posted 1-22-07.
Conference Presentations
Conference Presentations
Lederer, S.H. (2024, March 28). Shared book reading: If you give a mouse some yoga [webinar]. In speechpathology.com webinar series.
Lederer, S.H. (2024, February 15). Shared book reading: If you give a mouse some mindfulness [webinar]. In speechpathology.com webinar series.
Robertson, S., & Lederer, S.H. (2023, April 20). Mindful strategies to promote resiliency in children with language impairments. Seminar to be presented at the annual meeting of the New Jersey Speech-Language-Hearing Association, Long Branch, NJ.
Robertson, S., & Lederer, S.H. (2022, November 18). Talk! Move! Imagine! Smile!: Mindful strategies to promote resiliency in children with language impairments. Seminar presented at the annual meeting of the American Speech-Language-Hearing Association, New Orleans, LA.
Lederer, S.H. (2022, February 25). Shared book reading 2.0. Full day workshop presented to the South Dakota Department of Education [online].
Robertson, S., & Lederer, S.H. (2021, November 18). We’re going on a book hunt: Choosing, using, and creating children's books for Early Intervention. Seminar presented at the annual meeting of the American Speech-Language-Hearing Association, Washington, D.C.
Lederer, S.H. (2021, June 1). Facilitating first verbs [webinar and transcript]. In speechpathology.com webinar series. Retrieved from https://www.speechpathology.com/slp-ceus/course/facilitating-first-verbs-through-shared-9735.
Lederer, S.H., & Robertson, S. (2020, November). We’re going on a book hunt: Choosing, using, and creating picture books for therapy. Proposal accepted for presentation at the annual meeting of the American Speech-Language-Hearing Association, San Diego, CA. (Covid-19 cancellation).
Lederer, S.H. (2020, September 8). Once upon a time: Reimagining shared book reading online [webinar and transcript]. In SpeechPathology.com webinar series. Retrieved from https://www.speechpathology.com/slp-ceus/course/once-upon-time-reimagining-shared-9400
Lederer, S.H. (2019, November 21). Facilitating First Verbs through Shared Book Reading. Seminar presented at the annual meeting of the American Speech-Language Hearing Association, Orlando, FL.
Lederer, S.H. & Abruzzino, T. (2018, November 15). We are in a book: Using metafictive picture books to facilitate emergent literacy goals. Seminar presented at the annual meeting of the American Speech-Language Hearing Association, Boston, MA.
Lederer, S.H. (2018, November 1). M is for Metafiction [webinar and transcript]. In SpeechPathology.com webinar series. Retrieved from https://www.speechpathology.com/slp-ceus/course/m-for-metafiction-using-metafictive-8631.
Abruzzino, T.*, & Lederer, S.H. (2018, April 24). Facilitating emergent literacy skills through shared book reading: Focus on metafiction. Poster presented at the annual Adelphi University Research Day conference. (*graduate student)
Lederer, S.H. (2018, April 17). Preschool language across the curriculum [webinar]. In Medbridgeeducation.com. Retrieved from https://www.medbridgeeducation.com/courses/details/preschool-language-across-the-curriculum-susan-h-lederer-speech-language-pathology-pediatrics.
Lederer, S.H. (2018, April 17). Intervention for single words through simple sentences [webinar]. In Medbridgeeducation.com. Retrieved from https://www.medbridgeeducation.com/courses/details/intervention-for-single-words-through-simple-sentances-susan-h-lederer-speech-language-pathology-pediatrics.
Lederer, S.H. (2018, April 17). Early word combinations: Assessment and therapy [webinar]. In Medbridgeeducation.com. Retrieved from https://www.medbridgeeducation.com/courses/details/early-word-combinations-assessment-and-therapy-goals-susan-h-lederer-speech-language-pathology-pediatrics.
Lederer, S.H. (2018, April 17). First words: Assessment and speech therapy goals [webinar]. In Medbrdigeeducation.com. Retrieved from https://www.medbridgeeducation.com/courses/details/first-words-assessment-and-speech-therapy-goals-susan-h-lederer-speech-language-pathology-pediatrics.
Lederer, S.H. (2018, April 3). Ready for storytime: A mindful approach [webinar]. In SpeechPathology.com webinar series. Retrieved from https://www.speechpathology.com/slp-ceus/course/ready-for-storytime-mindful-approach-8372.
Lederer, S.H. (2017, November 11). Mindful Attention Activities to Support Shared Book Reading. Seminar accepted for presentation at the annual meeting of the American Speech-Language-Hearing Association, Los Angeles, CA
Lederer, S.H. (2017, November 9). Facilitating First Words through Shared Book Reading: Integrating the Research. Poster presented for presentation at the annual meeting of the American Speech-Language-Hearing Association, Los Angeles, CA.
Lederer, S. H. (2016, November 18). Ready for Therapy: Mindfulness Practices to Support Executive Function/Self-Regulation. Seminar accepted for presentation at the annual meeting of the American Speech-Language-Hearing Association, Philadelphia, PA.
Lederer, S.H. (2016, November 19). Mindful Attention Activities to Support Shared Book Reading. Seminar accepted for presentation at the annual meeting of the American Speech-Language-Hearing Association, Philadelphia, PA.
Boyle, E., & Lederer, S.H. (2016, April 12). Facilitating Early Pragmatic Functions through
Shared Picture Book Reading: Principles to Practice. Poster presented at Adelphi University Annual Research Conference, Garden City, NY. (*student)
Lederer, S.H. (2016). Ready, steady, go:Mindfulness practices for children. In speechpathology.com. webinar.
Lederer, S.H. (2015). Storybook Yoga: Integrating Shared Book Reading & Yoga to Nurture the Whole Child. In ASHA. Denver, CO.
Lederer, S.H., Wennerholm, L., & Hesse, S. (2015). Effects of mindfulness practices on executive and cognitive-linguistic functions in an individual with Cerebral Vasculitis. In ASHA. Dencer, CO.
Cerone, A. & Lederer, S.H. (2015). The Effects of a Parent-Facilitated Shared Book-Reading Approach to Acquiring Early Verbs: A Pilot Study.(Winner, Social Sciences Graduate). In Adelphi University Research Day. Adelphi University, Garden City, NY.
Lederer, S.H. (2015). StoryBook Yoga [webinar]. In speechpathology.com.
Mathew, K., & Lederer, S.H. (2015). Take 5: The effect of yoga and deep breathing on the social discourse skills of an adolescent with pragmatic deficits. In Adelphi University Research Day. Adelphi University, Garden City, NY.
Lederer, S.H. (2014). Picture book-based intervention for early language and literacy goals. In NYS Speech-Language-Hearing Association. Saratoga, NY.
Lederer, S.H., Khamis-Dakwar, R., Visser, L., & Hoffman, J. (2012). Yoga and ADHD: A behavioral and ERP feasibility case study. In ASHA. Atlanta, GA.
Lederer, S.H. (2011). “Pretend I’m the princess”: Assessing and treating the language of pretend play. In TSHA. Houston, TX.
Lederer, S.H. (2010). Debating the first 10 words to target. In ASHA. Philadelphia, PA.
Lederer, S (2010). Pretend Play 2010. In Texas Speech-Language-Heraing Assoc. Fort Worth, TX.
Lederer, S.H. (2009). Planning a first lexicon: Lahey & Bloom (1977) revisited. In ASHA. New Orleans, LA.
Lederer, S.H. (2009). Finding and facilitating the first fifty words. In NYSSLHA. Saratoga, NY.
Litwack, J. & Lederer, SH (2008). The Linguistic and Gestural Interactions of Identical Twins with Down Syndrome: A Case Study. In ASHA. Chicago.
Lederer, SH & Arntson, R (2008). Beyond Brown Bear: The very best books and songs to facilitate early vocabulary development. In ASHA. Chicago.
Litwack, J & Lederer, S (2008). Linguistic and Gestural Interactions of Identical Twins with Down Syndrome: A Case Study. Winner: Outstanding Poster Contribution in the Social Sciences (graduate). In Annual Research Day. Adelphi.
Lederer, Susan (2007). First vocabularies of children with developmental delays. In ASHA. Boston.
Lederer, S. H. (2007). First words: From theory to therapy. In TSHA. Houston, Texas.
Lederer, S. H. (2006). First words: A comparison among children of varying abilities. In ASHA. Miami, FL.
Lederer, S.H. (1969). "Pretend I'm the Princess": Pretend play theory, assessment, and intervention. In speechpathology.com. online with proceedings.
Invited Presentations
Invited Presentations
Lederer, S.H. (2024, April-May). If you give a mouse some mindfulness: Shared book reading as a mindfulness practice [online interview]. Global Preschool Mindfulness Summit 2024, MindBe Education.
Lederer, S.H. (2023, February 9). Loving to teach; teaching to love. Experiential workshop presented at the Adelphi CEHS Alumni Relations workshop. (E. Kogan)
Lederer, S.H. (2022, March 17). The ABCs of emergent literacy. Two half-day workshops presented to SteppingStone Day School [online].
Lederer, S.H. (2021, December 8). Mindfulness and yoga workshop presented at a leadership first year seminar (L. Minicozzi and MJ McCarthy)
Lederer, S.H. (2020, June 2 & 3). What’s the story: Tips for online shared book reading. Asynchronous workshop presented to SteppingStone Day School [online].
Lederer, S.H. (2019, October 18). Love. Language. Literacy. Full day workshop presented to ARIN Intermediate Unit 28, Indiana, PA.
Lederer, S.H. (2018, December 12; 2019, March 21). The ABCs of emergent literacy. Half-day workshops presented to the teaching and teaching assistant staffs of SteppingStone Day School, Kew Garden Hills, NY.
Lederer, S.H. (2019 December 12; 2019, March 21;2018, December 13) The ABCs of emergent literacy. Half day workshops presented to the teaching/teaching assistant staff of SteppingStone Day School, Kew Garden Hills, NY.
Lederer, S.H. (2018, October 13). School of Education self-care workshop. Workshop presented at Adelphi University’s Spirit Weekend, Garden City, NY.
Lederer, S.H. (2018, April 19; May 7). Mindfulness meditation sampler. Workshops presented to Adelphi students in Work-Life Wellness certificate program, Garden City, NY.
Lederer, S.H. (2016, November 8). Language facilitation across the curriculum. Full day workshop to be presented to the Association for Children with Down Syndrome, Plainview, NY.
Lederer, S.H. (2016, May 6). Shared book reading based interventions for language and literacy. Full day workshop presented to the Capital Area Speech-Language-Hearing Association, Albany, NY.
Lederer, S.H. (2016, March 9). Ready to learn: Mini mindful activities for children with special needs. Teleconference for early childhood special educators. Yeled v’ Yalda, Brooklyn, NY.
Lederer, S.H. (2016, January). Ready, steady, go: Mindfulness toolbox for the SLP. Texas Region 10 Educational Service Center, Richmond, TX.
Lederer, S.H. (2015, May). Ready to treat: A mindfulness toolbox. Long Island Center for Speech, Commack, NY.
Lederer, S.H. & Sperling, I. (2015, February). C.O.R.E. Therapy: Creating Optimal Relationships and Environments. LISHA, East Meadow, NY.
Lederer, S.H.& Sperling, I. (2014, November). CORE: Creating Optimal Relationships and Environments in Intervention. SteppingStone Day School, Bronx, NY.
Lederer, S.H. (2014, October). Nurturing the whole child through shared book reading and yoga. John Gavras Center, Auburn, NY.
Lederer, S.H. (2014, May). Choosing books to facilitate early language and literacy goals. Continuing. speechpathology.com.
Lederer, S.H. (2014, January). Beyond MORE: Choosing and using signs to facilitate first spoken words. speechpathology.com.
Lederer, S.H. (2012, October). Language, literacy, and yoga. Central NYS Speech-Language-Hearing Association, Syracuse, NY.
Lederer, S.H. (2010, October). StoryBook Yoga: Facilitating language and literacy through movement. El Paso, TX.
Lederer, S.H. (2010, September). Almost everything you ever wanted to know about first words. Westbury, NY.
Lederer, S.H. (2010, April). Almost everything you ever wanted to know about first words. Westbury, NY.
Lederer, S.H. (2010, March). StoryBook Yoga: Facilitating language and literacy through movement. Mississippi.
Lederer, S.H. (2009, September). First words: From research to practice. Anchorage, AK.
Lederer, S.H. (2009, March). StoryBook Yoga: An integrated literacy and movement program for children with disabilities. Austin, Texas.
Lederer, S.H. (2008, January). The frist lexicon. speechpathology.com.
Lederer, S.H. (2008, January). Emergent literacy: From theory to therapy. LI Speech-Language-Hearing Association.
Lederer, S.H. (2007, November). How to talk and play with young children. NYC.
Lederer, S. H. (2007, June). Emergent Literacy: From theory to therapy. Austin, TX.
Lederer, S.H. (2007, May). StoryBook Yoga. NYC.
Lederer, S.H. (2002, April). Pretend Play: From Research to Practice. NYC, NY.
Theses Advised
Theses Advised
Graduate
Chair, Master’s research thesis, Katie Mathew (2013-2015)
o The effect of a yoga and breathing program on the executive functions of a 13 year old boy with ADHD.
o Presented Adelphi University Annual Research Day (2015)
Chair, Master’s research thesis, Alexandra Cerone (2013-2015)
o The effect of a parent-facilitated shared book reading approach to acquiring early verbs
o Winner, Social Sciences Graduate, Adelphi University Annual Research Day 2015)
Consultant, Master’s research thesis, Selene Gatsonis (2013)
o The effect of yoga on stuttering dysfluencies
Chair, Master’s research thesis, Jessica Litwack (2006-2008)
o Verbal and gestural communication in young twins with Down syndrome
o Winner Outstanding Graduate Research - Social Sciences, Adelphi University Annual Research Day, April, 2008)
Undergraduate
Chair, UG Honor’s thesis, Erin Boyle (2016)
o Choosing and using picture books to facilitate early pragmatic skills
o Presented, Adelphi University Annual Research Day (2016)
o Published Journal for a Changing World (2016)
Chair, UG Honor’s thesis, Kristen LaLima (2013)
o The effect of a yoga program on verbal impulsivity in an adolescent with Asperger's syndrome and ADHD
o Presented, Adelphi University Annual Research Day (2013)
Chair, UG Honor’s thesis, Katie Matthew (2013)
o The effect of singing, rhythmically-reading, and prose-reading picture book texts on the sustained attention and verbal participation of a four-year-old child with an Autism Spectrum Disorder
o Presented, Adelphi University Annual Research Day (2013)
Chair, UG Honor’s thesis, Kristin Gianfalla (2008)
o PreRead: A critical review
Chair, UG Honor’s thesis, Kerry Shields (2000)
o Collaborative pretend play
Projects Mentored
Projects Mentored
RESEARCH MENTOR
Doctoral
Chair, Julia Midlam (in progress)
Mindfulness practices in CSD
Committee member, Maura Duantono (degree conferred 5/16)
Communication functions of children with autism spectrum disorders (ASD) who use augmentative and alternative communication
Committee member, Cindy Arroyo (degree conferred 5/05)
Do Co-Occurrence Patterns Observed in Babbling and Early Speech Production Persist in Children with Developmental Apraxia of Speech?
Chair, Doctoral dissertation, Lori Overland (not completed); MaryAnn Sanfilippo (not completed). Committee member, Adele Bodlander (not completed);
Candidacy paper mentor: T. Thornton (2008); M. Sanfilippo (2010-2011); Maura Duantono (2013); Julia Midlam (2018).
Graduate
Mentor, Independent research project, Sara Krakowski & Samantha LoCascio (2020)
Using sensory materials to facilitate self-regulation in toddler language enrichment group
Mentor, Independent research project, Kathryn Ressa (2018)
PreRead: A critical review and recommendations
Mentor, Independent research project, Toni Abruzzino (2018)
Best picture books to facilitate emergent literacy skills: A rating scale.
Chair, Master’s research thesis, Katie Mathew (2013-2015)
The effect of a yoga and breathing program on the executive functions of a 13 year old boy with ADHD.
Presented Adelphi University Annual Research Day (2015)
Chair, Master’s research thesis, Alexandra Cerone (2013-2015)
The effect of a parent-facilitated shared book reading approach to acquiring early verbs
Winner, Social Sciences Graduate, Adelphi University Annual Research Day 2015)
Consultant, Master’s research thesis, Selene Gatsonis (2013)
The effect of yoga on stuttering dysfluencies
Chair, Master’s research thesis, Jessica Litwack (2006-2008)
Verbal and gestural communication in young twins with Down syndrome
Winner Outstanding Graduate Research - Social Sciences, Adelphi University Annual Research Day, April, 2008)
Undergraduate
Mentor, Independent Study, Rhea Singh (2022)
Shared book reading: From research to practice
Mentor, Independent Study, Zameena Jivraj (2021)
Interpersonal communication in HR: A grounded study
Mentor, Independent Research Project, Alaina Boyle (2019-2020)
Choosing picture books to support emergent literacy skills
Chair, UG Honor’s thesis, Erin Boyle (2016)
Choosing and using picture books to facilitate early pragmatic skills
Presented, Adelphi University Annual Research Day (2016)
Published
Journal for a Changing World (2016)
Chair, UG Honor’s thesis, Kristen LaLima (2013)
The effect of a yoga program on verbal impulsivity in an adolescent with Asperger's syndrome and ADHD
Presented, Adelphi University Annual Research Day (2013)
Chair, UG Honor’s thesis, Katie Matthew (2013)
The effect of singing, rhythmically-reading, and prose-reading picture book texts on the sustained attention and verbal participation of a four-year-old child with an Autism Spectrum Disorder
Presented, Adelphi University Annual Research Day (2013)
Chair, UG Honor’s thesis, Kristin Gianfalla (2008)
PreRead: A critical review
Chair, UG Honor’s thesis, Kerry Shields (2000)
Collaborative pretend play
Honors and Accomplishments
Honors and Accomplishments
Alumnus of distinction, New York University (2003)
Nominated Advisor of the Year by Adelphi Student Government (Spring 2003)
Nominated Professor of the Year by Adelphi Student Government (Spring 2001)
Selected role model for Adelphi's Woman in History Month (Spring 2001, 2002)
Selected Favorite Professor by Adelphi residence hall students (September 1999)
Litwack, J. & Lederer, S.H. (2008, April). Linguistic and Gestural Interactions of Identical Twins with Down Syndrome: A Case Study. Poster presented at Adelphi University’s Annual Research Day. Winner: Outstanding Poster Contribution in the Social Sciences (graduate).
Cerone, A. , & Lederer, S.H. (2015). The Effects of a Parent-Facilitated Shared Book-Reading Approach to Acquiring Early Verbs: A Pilot Study. Poster presented at Adelphi’s Annual Research Conference, Garden City, NY. (Winner, Social Sciences Graduate).
Mom's Choice Awards: I CAN SAY THAT (2007), I CAN DO THAT (2009), & I CAN PLAY THAT (2010)
Professional Activities
Professional Activities
Member, ASHA, NYSSLHA, LISHA
University Service
University Service
UNIVERSITY SERVICE
Faculty Excellence in Scholarship selection committee (2021; B. Wygal, Chair)
Taskforce on data analytics (2019; A. Blumberg, Chair)
Health Sciences Committee (2017-2018; A. Ward, Chair)
Presented two workshops on Mindfulness through Health Center in support of Momentum Work-Life Wellness Program (2018)
Assessment committee (2013-2017; L. Hoeffner, Chair)
EAB Student Success Collaborative Ambassador (2017-2018)
Senate Taskforce on Learning Objectives (2011-2012; 2013-2015; D.Thornburg, R. Axelrod, Chairs)
Student Counseling Center Advisory Board (2010)
Provost’s ad hoc committee on excellence in teaching (2007-2008)
Campus Planning Committee (2005-2008)
Senator (1997-2005)
At-risk committee (1997-2000)
Sponsored projects and grants senate committee (1997-1999)
SCHOOL OF EDUCATION SERVICE
NCATE/SOE Assessment (2003-2011; Fall 2016-present), Dispositions (2007-2008), and Field Committees (2003-2005)
Taskforce on RSA/SOE restructuring (2015; J. Schoepflin, Chair)
ELC Advisory Board (2008-2009; 2011-present; L. Ludlam, Chair)
Institute for Parenting Advisory Board (2004-present; M. Safyer, Chair)
Peer Review (2003-2005; 2008-2011; D. Thornburg, Chair)
Mission/vision (2010-2011)
SOE Advisory Board (2005-2008)
SOE Leadership (2006-2008)
SOE Retreat Conference (2002 Co-Chair; 2005; 2006)
Teacher Preparation (1998-1999; 2005-2006)
Academic Affairs (1997-2000)
SOE Dean’s Day Conference (1999 and 2000)
Accreditation (TEAC) (1999-2002)
Diversity (2002-2004)
Various search committees (faculty, assistant dean)
Chair, Communication Skills Taskforce (2000-2001)
Professional Development School (2001)
DEPARTMENTAL SERVICE
LEADERSHIP
Coordinator, UG program (2008-present)
Led program changes to incorporate new GEDs, prepare annual manual/bulletin, support recruitment efforts, conduct advisement and advisement training, chair curriculum committee, direct UG exit survey
Department Chairperson (2005-2008)
Led department through successful ASHA reaccreditation for SLP program and initial NCATE accreditation for teacher certification program
Facilitated $250,000 federal technology grant award (C. Arroyo; L. Raphael)
Managed department including scheduling, faculty loads, hiring/overseeing adjuncts, monitoring teaching reviews; budgets; graduate admissions and enrollment management; supervision of office staff, coordinators, and clinic director (annual evaluation); kept department student data (KASA) and students of concern; responded to all student inquiries and complaints; represented department on leadership team and other committees/events (e.g., Dean’s awards ceremony); conducted new student orientation; updated all bulletins and website; worked with Clinic Director to assign and oversee G.A.s
Coordinator, Teacher Certification Programs (2000-2005; author 2001 NYS TSSLD registration document; downstate consortium representative; co-author 2004 and 2001 (awarded) NYC Board of Education scholarship contract proposals; co-author 2002 NYS bilingual extension program registration; developed handbooks and trainings); represented AU at NYC DOE HEOSP meetings
ACCREDITATION COORDINATION AND PROGRAM REGISTRATION DOCUMENTATION
Coordinator, ASHA re-accreditation (2014-2016) (reaccredited for full 8 years)
Built and populated electronic exhibit hall
Redesigned all syllabus templates (25)
Updated all portfolio documentation forms (KASA, client studies, self-evaluations)
Put all course descriptions and program changes through Academic Affairs
Updated all written documents including website, manuals, MOODLE
Coordinator, ASHA re-accreditation (2006-2008) (reaccredited for full 8 years)
Co-author, ASHA reaccreditation application (w. R. Goldfarb)
Updated all documentation and built exhibit hall
Coordinator and Author, NCATE initial accreditation (2005-2007) (accredited)
Co-developed unit assessment plan, Pathwise assessment rubric, benchmark assignments/rubrics; trained faculty; led department through successful site visit
Author, NYS Teacher of Students with Speech and Language Disabilities Certification Application (2001) (approved)
Co-author (w. E. Roca), NYS Bilingual Extension Program Application (2002) (approved)
Co-author (w. Y. Serpanos), NYC Board of Education Scholarship Contracts (2001; 2004) (awarded)
Co-author (w. Y. Serpanos), National Teacher Education Accreditation Certification Brief Draft
OTHER DEPARTMENT SERVICE
Teaching mentor
MacDonald
Battaglia
Various faculty/clinic director search committees
Member, Chair search (2023-present)
Chair, Assistant/Associate Professor Search (2020)
Chair, Speech Communication Lecture line (2018)
Chai, Clinic Director Search (2014)
Graduate admissions reviewer (ongoing)
Chair, Undergraduate Curriculum Committee (2008-present)
Member, Graduate Curriculum Committee (2016)
Developed cohort model for Fall 2016; J. Schoepflin, Chair
Lead faculty in strategic planning/annual reviewing at annual spring retreat every year (2006-2016)
Chair, Portfolio committee (2006-2016)
Advisor, Graduate and Undergraduate students
Adjunct faculty mentor/course coordinator
Advisor, National Student Speech-Language-Hearing Association Chapter (2001-2005)
Co- representative, Higher Educational Opportunities in Speech-Language Pathology committee (HEOSP)/NYC Board of Education (2000-present)
Chair, Hy Weinberg Memorial Lecture Series (four lectures per year, 1999-2003)
Committee member: admissions, doctoral, HWCCD 15
th, 18
th & 20
th anniversary celebrations, self-study, ASHA reaccreditation and standards
Ongoing: various committees
Links provided to external websites, including personal faculty sites, do not imply an endorsement by Adelphi University of those sites, their content, or associated products and services.
