Individual Fellow Initiatives

This project focuses on training Clinical Audiology Doctoral students (AuD) to be clinically certified supervisors upon entering the field post-graduation. According to the American Speech-Hearing Association (ASHA), Texas ranks 48 out of 50 states for the number of clinically certified audiologists who are needed to supervise doctoral students in order for those students to have ASHA-approved hours (https://www.asha.org/siteassets/surveys/audiologist-and-slp-to-populati…).

The aim of my proposed project is then the integration of the seemingly disparate studies of law and
religion. The study of both is an important branch of comparative law and global legal history that I aim

The primary goal of this community-based service project is to provide experiential learning opportunities for undergraduates interested in statistics and data sciences while supporting the broader Austin-area community. Coordinating with local organizations, students enrolled in some of our SDS courses are gaining hands-on experience in data analysis while exploring authentic contexts. This innovative and collaborative effort provides a community-based model that allows students and local organizations to co-develop and answer real-world research questions.

The Peer Mentor Leadership Project (PMLP) empowers undergraduate students to explore and develop their leadership styles. Participants design and implement mentoring and leadership projects that align with their goals and values, while assessing the impact of their work. The program emphasizes introspection, reflection, and professional growth, helping students strengthen their resumes and leadership skills.

This initiative has been archived in compliance with University policies and legal requirements related to communications and web presence. If you have questions about this initiative, or any others, please reach out to the Center for Teaching and Learning for more information.

Mentored research defies the traditional higher education approach, which separates research and teaching into distinct activities. Instead, mentored research fully integrates faculty research activities and student learning. In this approach, researchers do not simply carry out their research in isolation with a paid set of PhD-level research assistants. Further, students do not simply learn from in-class lectures or more traditional out-of-classroom experiences, such as study abroad.

In my role as Undergraduate Advisor for the Department of Special Education, I oversee the five-semester Professional Development Sequence (PDS) for pre-service teachers majoring in special education. Students apply for this program in the fall of their sophomore year to begin in the spring with at least two courses taken as a cohort. Starting in the fall of their junior year, students take all their courses together as a cohort for their final four semesters. The cohorts create long-lasting professional and personal networks and –in my opinion –lead to stronger special education teachers.

Hands-on research experiences for undergraduates offer unique active-learning experiences with real-world questions. These experiences create communities and improve 4-year graduation rates. They may also help create a student body and alumni population that recognize the importance of the research mission of large R1 universities.