The PSU AAC Leadership Project has seen an outstanding combination of hard work, intellectual creativity, commitment, and perseverance. Here are just a few of the many examples that provide clear evidence of the high quality of the AAC doctoral scholars at Penn State, and what has been achieved together:
– 100% of the doctoral scholars are involved in research projects to advance understanding and improve outcomes for individuals with complex communication needs.
– To date, the doctoral scholars have presented a total of 89 peer-reviewed papers at state, national, or international conferences, with a further 15 papers submitted for presentation at leading national conferences.
– The doctoral scholars have a total of 26 papers resulting from their research published in peer-reviewed journals or submitted for publication, with as many currently in preparation for submission to peer-reviewed journals.
– The doctoral scholars have submitted a total of 6 grants to date to improve outcomes for individuals with complex communication needs.
– 100% of the doctoral scholars have completed or are in the process of completing mentored teaching experiences.
– They have taught two or more courses per doctoral scholar, averaging about 140 students taught per doctoral scholar to date.
– 3 of the doctoral scholars have graduated to date and a further 4 are on track to graduate in 2016. All 7 of these graduates have secured employment as university faculty conducting research, research-based teaching, and evidence-based service delivery to improve services and results for individuals who require AAC and their families.
Truly: Wow! Huge congratulations to the doctoral scholars who have made this happen!
It is amazing to think about the collective impact towards advancing knowledge and improving practice in so many areas – language development, literacy learning, emergent literacy/ story book reading, AAC system design, emotional development, transitions, social media, peer interactions, play, comprehension, language input, vocabulary learning, family-centered services/ family systems theory, advocacy and societal issues, parent /partner training, professional training, AAC assessment, service delivery, implementation science, and the work continues!