May. 20, 2019
Teri Clemons’ teaching and research interests are in the areas of swallowing disorders and neurogenic communication disorders. She teaches in both the undergraduate and graduate programs. Her courses include Diagnostic Methods, Dysphagia, Advanced Dysphagia, Neurogenic Communication Disorders, School and Hospital Based Issues, and she also oversees the Diagnostic Team Clinic and the Concussion Care Clinic. Her research is focused on the topic of simulation-based medical education in the field of communication disorders. She incorporates simulation-based experiential learning tasks in her courses, as well as evidence-based assessment and treatment methods. She also weaves the integration of faith into her courses through topics such as ethical decision making in end of life care, cultural humility, the stigma of disabilities, and how we view others as being created in the image of God.
While teaching at the University of North Carolina at Chapel Hill, Tim Muehlhoff received his department's highest award for teaching and has been recognized by the International Communication Association for outstanding teaching. In his M.A. thesis, Muehlhoff developed a method of encouraging civil dialogue and perspective-taking between groups who perceive themselves as morally opposed with no room for, or interest in, connection. Extending his thesis research, his dissertation focused on a performative approach to enriching marital communication. His research interests also include social justice, gender, family communication, interpersonal communication and persuasion. Outside the classroom Muehlhoff and wife Noreen are frequent speakers at marriage conferences and seminars. His current project involves understanding the narratives of oppressed women in rural parts of New Delhi, India.
Suzanne Welty’s interests and experience are in remediation of autism spectrum disorder and spoken language disorders in children. Her specialty is providing evidenced-based interventions within the school setting to meet the communication, social and academic challenges that these children face. Welty teaches Research in Speech-Language Pathology for the M.S. in Speech Language Pathology and teaches Research in Communication Disorders and Speech and Language Development and Disorders within the undergraduate program. She utilizes case studies, current readings and discussions to encourage the development of critical thinking within her students, with an emphasis on clinical application of theoretical principles. When teaching research she focuses on writing as a process and equips students to present their research at state and national conferences in speech-language pathology. Welty counts it a privilege to engage students in prayer and reflection on the Word of God, which will equip them to grow as competent and compassionate professionals. She also encourages students to integrate scriptural principles as they analyze evidence and evaluate solutions to clinical and theoretical problems. Welty’s dissertation was entitled California Special Education Eligibility: Analysis of Trends from 2002-2010. She is interested in the scholarship of teaching and learning, specifically evaluating classroom pedagogy and instructional techniques when teaching research writing.