Lauren Bland, Ph.D, CCC-SLP
Office: Academic Complex 108-H
- CD 500 - Research Methods in Communication Disorders
- CD 503 - Advanced Diagnostic Procedures in Speech Pathology
- CD 506 - Dysfluency
- CD 510 - Seminar Professional Issues
- CD 512 - Seminar in Phonology
- CD 570 - Administration and Supervision in Speech Language Pathology
- CD 589 - Special Topics
service delivery models, clinical supervision, professional issues, higher education pedagogy
Lauren E. Bland earned degrees from Murray State University, University of Louisville and University of Cincinnati. Before coming to WKU, she held faculty positions at the University of Louisville and Jackson State University. While most of her professional clinical experience has been in the school setting in Kentucky and Ohio, she has also worked in early intervention. She has taught courses in Professional Issues, Counseling, Diagnostics, Articulation, Child Language and Fluency. Active in the Kentucky and Mississippi Speech Language and Hearing Associations, she has served on three ASHA Convention program committees. She served on the National Student Speech Language and Hearing Association Executive Council from 2000-2006 and is currently a site visitor for the Council on Academic Accreditation in Audiology and Speech-Language Pathology. She has served as a peer reviewer for journals, books, and continuing education programs.
"Learning is a social process that occurs through interpersonal interaction within a cooperative context. Individuals, working together, construct shared understandings and knowledge." Johnson, D., Johnson, R., & Smith, K. Active Learning: Cooperation in the College Classroom, Edina, MN: Interaction Book Co., 1991.
Students learn best in environments that are challenging, stimulating, interactive and encouraging. To develop such an environment that is valuable to students, my teaching needs to reflect those things that I value. Those things that taken together can represent my teaching philosophy:
Interaction - A student learns best when he or she is actively engaged in the classroom activities. I feel that the learning experience is more effective if there active dialog between the speaker and the listener.
Critical thinking - In a clinical profession like speech-language pathology, it is impossible to teach every student about every clinical situation he or she might face. Consequently my job is to teach the student how to think about a variety of situations, not necessarily how to respond to a particular situation. In class, students will frequently be asked to develop solutions, lists or ideas.
Collaboration - The practice of speech-language pathology is not a solo practice. While we may be the only professional in the therapy room, we are not the only person in the room. The persons we treat, and their families, really are team members with us. Students need to learn how to work effectively as a team member. Learning how to learn from clients, families, related professionals and other speech-language pathologists is an essential skill.
Diversity - There is more than one way to learn. There is more than one thing to learn. In a class, there is certainly more than one person from whom the learning can be derived. There are a lot of ways to do something right and do something well. Through a variety of learning activities that should match different learning styles, learners from all backgrounds and styles can be reached.
Research- A well prepared speech-language pathologist has a strong foundation in theory and research. There needs to be an evidence base for the clinical practice in which we engage. Consequently, I strive to ensure that there is always some type of research component to each class I teach.
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