School of Speech, Language, Hearing and Occupational Sciences Faculty & Staff

Julie Wolter

Affiliate, Dean of Health & Sciences, Gonzaga University

Contact

Email
Julie.Wolter@umontana.edu
Office Hours

Appointment by email.

Julie A. Wolter, PhD, CCC-SLP, Health Sciences Dean at Gonzaga University

Dr. Wolter is an affiliate Professor of the School of Speech, Language, Hearing and Occupational Sciences at the University of Montana and a recognized Fellow of the American Speech Language and Hearing Association. Dr. Wolter directs the Language Literacy Essentials in Academic Development (LLEAD) Lab where she currently collaborates nationally and internationally on language and literacy research with researchers at Massachusett's General Hospital's Institute of Health Professions (Boston), University of Toronto, Dalhousie University (Nova Scotia), Royal Halloway University (London), Florida State University (Tallahassee), University of South Carolina (Columbia), and Boise State University (Idaho). She serves as a) co-Principal Investigator on a multi-site longitudinal R01 grant funded through the National Institutes of Health (National Institute of Deafness and other Communication Disorders) focused on studying language influences on dyslexia in children with developmental language disorder; and b) Principal Investigator (PI) and Director for the UM Online University Training for Rural and Equitable Accessibility in Communication Habilitation and known as UM-OUTREACH funded through the U.S. Department of Education’s Office of Special Education and Rehabilitative Services. Prior to her faculty appointment at the University of Montana in 2015, Dr. Wolter served on faculty for 10 years at Utah State University where she formerly served as the Chair of the Speech-Language Pathology Division, in the Department of Communicative Disorders and Deaf Education. Dr. Wolter’s past role as a certified speech-language pathologist fuels her teaching and research interests in the areas of preschool and school-age language-literacy development.  Additionally, she is interested in evidence-based practice/implementation science and interprofessional collaborations focused on improved services for children with language and literacy deficits and increasing SLP training and clinical service accessibility in rural areas. Dr. Wolter has authored multiple clinical and research papers, presented at state, national, and international levels, and has published in a variety of venues such as peer-reviewed journals and edited books and is an internationally recognized expert in language and literacy including the area of dyslexia.

Dr. Wolter studies the multiple linguistic or language skills of phonological awareness (i.e., awareness of the sound system of language), morphological awareness (i.e., understanding of the meaningful units in language such as suffixes and prefixes), orthographic awareness (i.e., knowledge about spelling patterns and rules) and vocabulary, as they relate to how children with and without language and literacy disorders develop reading and writing skills. Her research program focuses on the following overall objectives:

  1. Cultivate specific and sensitive early literacy assessment measures that may predict and identify children at risk for future literacy failure.
  2. Determine how specific language skills such as phonological awareness, morphological awareness, and orthographic awareness affect literacy success in children with and without language literacy disorders.
  3. Develop efficacious and effective treatment programs to facilitate literacy development in children with and without language literacy disorders. 

Dr. Wolter’s research and scholarship is and has been supported through the National Institute on Deafness and Other Communication Disorders of the National Institutes of Heatlh, United States Department of Education, Montana Office of Public Instruction, and the American Speech Language Hearing Association.

 

Curriculum Vitae
View/Download CV

Education

Carroll College, Helena MT (no degree) 1992-1995,  Western Washington University, Bellingham, B.A. Speech Language Pathology & Audiology 1997 Western Washington University, Bellingham, M.A. Speech Language Pathology 1999 Wichita State University, Kansas, PhD Areas of Specialization: Child Language-Literacy Development Counseling in Communicative Disorders 2005

Courses Taught

Evidence-Based Practice, Research Methods, Interdisciplinary Perspectives on Language and Literacy; Child Language Development, Early Language Assessment and Intervention, School-Age Language & Literacy Development, School-Age Language Assessment and Intervention, Phonology, Counseling, Applications of Evidence-Based Practice in Clinical Settings, Constructivist Approaches to Clinical Intervention, Learning Theory,  Clinical Processes.

Research Interests

Language

Literacy

Reading

Writing

Language Impairment

Dyslexia

Interdisciplinary collaboration

Evidence Based Practice

Interprofessional Education

Implemntation Science

Projects

Current Project 1:

Multiple Linguistic Influences on Children with Language Impairment ( R01 National Institute on Deafness and Other Communication Disorders of the National Institute of Health)

Given that the basic foundational skills required to read and write language are also those required to understand and produce spoken language, it is not surprising that those children with DEvelopmental Language Disorders also often have a literacy deficit. The linguistic skills such as the ability to form, store, and access complete mental graphemic representations of written words in memory (initial orthographic knowledge acquisition) and the ability to manipulate and combine the smallest units of language capable of carrying meaning (morphological awareness) may significantly and uniquely contribute to early literacy success for children with DLD. A specific aim of this research is to determine whether or not children with and without DLD demonstrate the use of these early language skills and whether this uniquely influence reading and spelling abilities in children with DLD. Ultimately, these findings may lead to a more all-encompassing early predictive literacy screening measure for those children with DLD and dyslexia.

 

Current Project 2

Dynamic Assessment/Intervention and Morphological Awareness

Morphological awareness has been found in children as early as first grade and related to literacy success (Wolter, Wood, D’Zatko, 2009; Lawrence & Apel, 2011). Dynamic assessment of children's MA may be a useful measure in determining whether young, primary school-age children have some explicit MA abilities and whether this skill is related to early literacy abilities. Moreover, the instructional scaffolds presented via a dynamic assessment measure may help to facilitate early elementary literacy skills. A dynamic assessment was developed and adapted for children in third grade (Wolte & Pike, 2015) and preschool (Wolter & Gibson, in preparation) and is currently being tested in early elementary school children to determine whether a) dynamic assessment of MA is related to reading and spelling achievement, b) dynamic assessment of MA reveals a range of  performance levels, and c) performance on a dynamic assessment task of MA may be significantly improved with dynamic scaffolding. Results may lead to future research to improve assessment and treatment practices for children with and without language and literacy deficits.

Field of Study

Speech-Language Pathology

Language

Literacy

Dyslexia

Developmental Language Disorder

Publications

RESEARCH REFEREED PUBLICATIONS (GOOGLE SCHOLAR: 1187 CITATIONS; H-INDEX 16; I10-INDEX 23):
Peer Reviewed Publications (* denotes work completed with a graduate or post-doc student

  • Radville,K. Komesidou, R., Wolter, J.A., Ricketts, J., (in press). The home literacy environments of children with developmental language disorder before and after COVID-19 school closures, Open Science Framework preprint.

  • *Komesidou, R., Feller, M.J., Wolter, J.A., Ricketts, J., Rasner, M.G., Putman, C.A., & Hogan, T.P.(2021). Educators’ perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia. Journal of Research in Reading. DOI: 10.1111/1467-9817.1238Wolter J.A., & Green, L. (2021). Supporting foundational and disciplinary literacy success for adolescents with LLD: An applied morphological awareness strategy approach. Perspectives on Language Learning and Education, 1-14.

  • *Alonzo, C., Komesidou, R., Wolter, J.A., Ricketts, J., & Hogan, T. (2022). Building sustainable research-practitioner partnerships in school systems: A case study. American Journal of Speech, Language Pathology.

  • *Wolter, J. A., Gibson, F. E., & Slocum, T. A. (2020). A dynamic measure of morphological awareness and first-grade literacy skill. Language, Speech, and Hearing Services in Schools, 51(3), 617-639.

  • Collins, G., Wolter, J. A., Meaux, A. B., & Alonzo, C. N. (2020). Integrating morphological awareness in a multilinguistic structured literacy approach to improve literacy in adolescents with reading and/or language disorders. Language, Speech, and Hearing Services in Schools, 51(3), 531-543

  • Collins, G. & Wolter, J.A. (2019). Morphological Awareness Strategies to Promote Academic: Success at Tier I through Interprofessional Collaboration. Perspectives on Language Learning and Education, Academic: Success at Tier I through Interprofessional Collaboration. Perspectives on Language and Learning Education, 4, 781-789.

  • Collins, G. & Wolter, J.A. (2018). Facilitating Postsecondary Transition and Promoting Academic Success through Language/Literacy-Based Self-Determination Strategies, Language Speech Hearing Services in the School, 49, 176-188.

  • Collins. G. & Wolter, J.A. (2017). Using multilinguistic strategies to improve decoding in older school-age students in a contextualized and motivational approach. Perspectives on Language Learning and Education, American Speech Language Hearing Association, 2, 105-112. doi:10.1044/persp2.SIG1.1

  • Wolter, J.A., & Collins. G. (2017). Meaning and Reading: Using Morphological Awareness To Support Struggling Students. Perspectives on Language and Literacy, International Dyslexia Association 43.17-22.

  • *Squires, K. & Wolter, J.A. (2016). The effects of orthographic pattern intervention on spelling and reading performance of students with reading disabilities: A best evidence synthesis. Remedial and Special Education. doi:10.1177/0741932516631115.

  • *Gibson, F. & Wolter, J.A. (2015).  Morphological awareness intervention to improve vocabulary and reading success in children with language literacy impairment. Perspectives on Language Learning and Education, 22 (4),147. doi:10.1044/lle22.4.147

  • *Wolter, J.A., & Pike, K. (2015). Dynamic assessment of morphological awareness in third grade children. Language Speech and Hearing Services in the Schools, 46, 112- 126.

  • Wolter, J.A. (2014). Imageability and transparency in morphological awareness: A study of how third-grade children made lemonade from lemon. Topics in Language Disorders. 34 (3), 228- 239.

  • Wolter, J.A., & Dilworth, V. (2013). The effects of a morphological awareness approach to improve language and literacy. Journal of Learning Disabilities, 47, 76-85.

  •  Wolter, J.A., & Green, L. (2013). Morphological Awareness Intervention and School-Age Language and Literacy Deficits: A Case Study, Topics in Language Disorders, 1, 27-41.

  • Wolter, J.A, Self, T., & Apel, K. (2011). Initial mental graphemic representation acquisition and later literacy achievement in children with language impairment: A longitudinal study. Journal of Learning Disabilities, 44, 543-555.

  • Wolter, J., Corbin-Lewis, K., Self, T., & Elsweiler, A. (2011). An evidence-based practice model across the academic and clinical settings. Communication Disorders Quarterly. 32, 118-132.

  • Wolter, J.A., & Apel, K. (2010). Initial acquisition of mental graphemic representations in children with language impairment. Journal of Speech, Language, and Hearing Research, 53, 179-195.

  • Wolter, J.A. (2009). A systematic research review of word study treatment practices for the speech-language pathologist. Evidence-Based Practice Briefs, 3, 43-58.

  • *Wolter, J.A., Wood, A., & D’zatko, K. (2009). The influence of morphological awareness on first-grade children’s literacy development.  Language, Speech, and Hearing Services in the Schools, 40(3), 1-13.

  • Wolter, J.A. (2007).  Morphological awareness intervention: Considerations for evidence-based practice.  Perspectives on Language Learning and Education, 14(1), 6-8. 

  • Apel, K., Wolter, J.A., & Masterson, J.J. (2006). Orthotactic and phonotactic probability factors in fast mapping in children’s spelling. Developmental Neuropsychology, 29(1), 21-42.

  • Wolter, J.A., DiLollo, A., & Apel, K. (2006). A narrative therapy approach to counseling: A model for working with adolescents and adults with language-literacy deficits. Language, Speech, and Hearing Services in the Schools, 37,168-177.

  • Wolter, J.A. (2005). Summary of special interest division 1 student research grant: A multiple linguistic approach to literacy remediation. Perspectives on Language Learning and Education, 12(3), 22-25.

  • Apel, K, & Wolter, J.A. (2004). ASHA and evidence-based practice.  Perspectives on Issues in Higher Education, 5(3), 21-23.

  • Apel, K, & Wolter, J.A. (2004). The school-based speech-language pathologist’s piece of the EBP pie. Perspectives on Issues in Higher Education, 5(3), 3-6.

 

Editor Reviewed Publications

  • Wolter, J.A. (in press). Spelling and Word Study: A guide for language-based assessment and intervention. In T. Ukrainetz (Ed.) School-Age Language Intervention: Evidence Based Practice 2nd Edition. Austin, TX: Pro-Ed.
  • Meaux, A., Wolter, J.A., & Collins, G. (2020). Morphological Awareness as a Key Factor in Language- Literacy Success for Academic Achievement. Language Speech and Hearing Services in the Schools,46, 112- 126.
  • Collins, G. & Wolter, J.A. (2019). Speech-Language Pathologists’ Role in Promoting Student Participation in Interprofessional Transition Planning Teams. In J. Bakken (Eds). Advances in Special Education. New York.
  • Daigle, D., Wolter, J.A., Berthiaume, R., & Noeimia, R. (2018). Classroom Practices in Morphological
    Instruction. In R. Berthiaume, D. Daigle, & A. Desrochers, (Eds.), Morphological Awareness and Literacy Development: Current Issues and Research. New York: Routledge.
  • Wolter, J.A., & Nelson, N. K. (2016). From the Editors: Considering language and meaning through the lens of the comprehension looking glass. Topics in Language Disorders. 36 (4), 305-306.
  • *Wolter, J.A., & Gibson, F.E. (2015). Morphological awareness assessment and intervention to improve language and literacy, Seminars in Language. 36 (1), 31-41.
  • Wolter, J.A. (2015). Spelling and Word Study:  A guide for language-based assessment and intervention. In T. Ukrainetz (Ed.) School-Age Language Intervention: Evidence Based      Practice (pp. 527-564). Austin, TX: Pro-Ed
  • Wolter, J.A., & Timler, G.R. (2014). Issue Editor Foreword: Focus on Meta Skills. Topics in Language Disorders. 34 (3), 191-196.
  • *Wolter, J.A. & Squires, K. (2013). Spelling: Instructional and intervention frameworks. In C.A. Stone, E.R. Silliman, B.J. Ehren, & G. Wallach, (Eds.), Handbook of Language Literacy: Development and Disorders, 2nd Ed (pp. 602-615). New York: Guilford Press.
  • Wolter, J.A. (July 1, 2013). Overheard: Know your morphemes. The ASHA Leader, retrieved from http://www.asha.org/Publications/leader/2013/130701/Overheard.
  • Apel, K., Wolter, J.A., & Masterson, J.J. (2012). Mental Graphemic Representations. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning (Vol. 5, pp. 2185-2186). New York: Springer.
  • Foley, B. & Wolter, J.A. (2010). Literacy intervention for transition-aged youth: What is and what could be. In McNaughton, D., & Beukelman, D. (Eds.), Language, Literacy, and AAC Issues for Transition- Age Youth (pp. 35-68).  Baltimore, MD: Brookes.
  • Wolter, J.A. (2007). Assessment and diagnosis of adolescents and young adults:  Spoken language disorders. In A. Kamhi, J.J. Masterson, & K. Apel, (Eds.), Clinical Decision Making in Developmental Language Disorders (pp. 55-76). Baltimore, MD: Brookes.
  • DiLollo, A., & Wolter, J. A. (2004). A story is worth a thousand words: Qualitative research in communication disorders. The ASHA Leader, 9(11), 4-17.
  • Wolter, J. A., & Strattman, K. (2003). Seeking a balanced approach to reading remediation. Word of Mouth, 15(2), 6-9.

Clinical Books

  • Wolter, J. A., & Voss, V. (2004). Tall Paul: An Interactive Reading-Rhyming Book. Eau Claire, WI: Thinking Publications.
  • Wolter, J. A., & Voss, V. (2004). Muddy Buddies: An Interactive Reading-Rhyming Book. Eau Claire, WI: Thinking Publications.

Instructional Materials and Books

  • Wolter, J.A. (2008). Oral Language Instruction for Grades K-1, Overview and Language Modules (2nd ed.). Salt Lake City, UT: Office of Education.
  • Wolter, J.A. (2008). Oral Language Instruction for Grades 2-3, Overview and Language Modules (2nd ed.). Salt Lake City, UT: Office of Education.
  • Wolter, J.A. (2007). Oral Language Instruction for Grades K-1, Overview and Language Modules. Salt Lake City, UT: Office of Education.
  • Wolter, J.A. (2007). Oral Language Instruction for Grades 2-3, Overview and Language Modules. Salt Lake City, UT: Office of Education.

Dissertation

Wolter, J. A. (2005). The effects of orthotactic probabilities on orthographic fast-mapping in kindergarten children with and without typical language abilities. Dissertation Abstracts International, 66 (09), 3255. (UMI No. 3189245)

Invited Presentations

  • Wolter, J.A. (2021, October). Student Professionalism and Setting the Bar High. Council for Academic Programs in Communicative Sciences and Disorders, Portland OR.
  • Wolter, J.A. (2022, March). Language Awareness and Literacy Success for Adolescents, American Speech Language Hearing Association Virtual Conference.
  • Wolter, J.A. (2021, October). Language Awareness and Literacy Success for Adolescents, American Speech Language Hearing Association Virtual Conference.
  • Wolter, J.A. (2021, February). Language and Literacy Intervention for School-Age Children with Dyslexia. An invited presentation if the New Zealand Better Start Science Challenge, Virtual international conference.
  • Wolter, J.A. (2020, October). Language and Literacy Intervention for School-Age Children with
    Dyslexia. An invited symposium presentation at the annual Montana Speech Language Hearing Association, Virtual annual conference.
  • Wolter, J.A. (2020, November). Daring Leadership Meets Immunity to Change. How Our Avoidance of
    Vulnerability and Competing Self-Commitments May Be Contributing to Our Ability to Lead Change, University of Montana/Clearwater Women’s Leadership Initiative, Lubrecht State Experimental Forest.
  • Wolter, J.A (2020, March). Language Awareness and Literacy Success: Effective Assessment and Intervention for Students with Language and Literacy Deficits. An invited symposium presentation at the annual Utah Speech Language Hearing Association, Salt Lake City, Utah.
  • Hart, P. & Wolter, J.A. (2019). Strategies to Improve Program Assessment in CSD. An invited symposium presentation for the annual American Speech Language Hearing Association, Orlando, FL.
  • Wolter, J.A (2019, April). Morphological Awareness Assessment and Intervention: An Evidence Based Case for Unpacking Language and Literacy. An invited symposium presentation at the annual Idaho Speech Language Hearing Association, Meridian, ID.
  • Wolter, J.A., & Collins, G. (2018, November). Using a Morphological Awareness Approach to Promote School-Age Language and Literacy Success: A Guide to Interprofessional Collaboration. A symposium presentation at the annual MSHA Convention, Helena, MT.Wolter, J.A (2017, November). Language Links to Classroom Success: An SLPs Guide to
  • Contextualized Language Intervention. An invited symposium presentation at the annual American Speech Language Hearing Association, Los  Angeles, CA.
  • Wolter, J.A (2017, October) Contextualized Language Intervention; An SLP’s Guide. A symposium presentation at the annual Montana Speech Language Hearing Association, Missoula, MT.
  • Wolter, J.A., & Collins, G. (2017, March). Interprofessional Collaborative Practice: Methods that Bridge the Generational Gap. An invited symposium for the Communicative Sciences and Disorders Interprofessional Conference, Missoula, MT.
  • Wolter, J.A. (2017, January). Morphological Awareness and Language Literacy Intervention, Part I and II. An invited symposium for the Courage to Risk Conference, Colorado Springs, CO.
  • Wolter, J.A. (2017, January). Language and Literacy Connections and Collaborations. An invited symposium for the Courage to Risk Conference, Colorado Springs, CO.
  • Wolter, J.A. (2016, April). Contextualized Language Intervention: What’s in a Story. An invited symposium for Saint Mary’s College, Notre Dame, IN
  • Wolter, J.A. (2016, October). Meaning and Reading: Using Morphological Awareness To Support Literacy Success with Struggling Students. An invited symposium for the International Dyslexia Association Annual Conference, Orlando, FL.
  • Wolter, J.A. (2016, July). Morphological awareness: developing meaningful roots to grow language and literacy success. An invited symposium for LETRS - Language Essentials for Teachers of Reading and Spelling virtual symposium. Voyager Sopris Learning Education Services.
  • Wolter, J.A. & Muñoz, K. (2016, April). Program Directors 101: Issues of Change and Responsivity. An invited presentation for the annual conference of the Council for Academic Programs in Communication Sciences and Disorders, San Antonio TX.
  • Wolter, J.A. (2015, May). Student Professionalism and Evidence-Based Implementation. An invited presentation for the annual Supervision Conference for Metropolitan New York Council of University Clinic Directors in Communicative Sciences and Disorders sponsored by Adelphi University, Long Island, NY.
  • Wolter, J.A. (2015, March). Contextualized School-Age Language Intervention: Techniques for Making in Count, Part I and II. An invited symposium for the California Speech Language Hearing Association, Long Island, CA.
  • Wolter, J.A. (2015, April). Intervention for Oral and Written Language Disorders in School-Age Children, Part I and II. An invited symposium for the Michigan Speech Language Hearing Association, Lansing, MI.
  • Wolter, J.A. (2014, May). Strategies and Techniques for Facilitating Student Professionalism. An invited presentation for the Annual Clinical Supervision Symposium sponsored by Florida State University, Tallahassee, FL.
  • Schupbach, J., & Wolter, J.A. (2014, April). Developing Professionalism Potential in Students. An invited presentation for the annual conference of the Council for Academic Programs in Communication Sciences and Disorders, Orlando, FL.
  • Wolter, J.A. (2013, October). Morphological Awareness and School-age Language Success. An invited presentation for the Cache County School District, North Logan, UT.
  • Wolter, J.A. (2013, October).  Semantic and Literacy Development Through Morphological Awareness. An invited presentation for the Adolescent Language and Literacy Online Conference hosted by American Speech Language Hearing Association, Rockville, MD.
  • Wolter, J.A. (2013, September). Morphological Awareness Intervention and the Core Curricular Standards in the Schools. An invited presentation for the Logan City School District, Logan, UT.
  • Wolter, J.A. (2013, March).  Semantic and Literacy Development Through Morphological Awareness. An invited presentation for the Adolescent Language and Literacy Online Conference hosted by American Speech Language Hearing Association, Rockville, MD.
  • Wolter, J. A. (2012, November). Contextualized Language Intervention and the CORE Curricular Standards: Making Language Therapy Count. An invited workshop presentation for the Davis School District Speech Language Pathologists hosted by Davis School District, Salt Lake City, UT.
  • Wolter, J.A. (2012, October). Morphological Awareness: The Language Literacy Link. An invited presentation for the Reading Comprehension Literacy Symposium hosted by University of Canterbury, Christchurch, New Zealand.
  • Wolter, J.A. (2011, June). School-Age Language and Literacy Intervention: Promoting Functional Relevance. An invited workshop presentation for the Summer Seminars hosted by Utah State University, Logan, UT.
  • Wolter, J. A. (2010, March). The scholarship of research and teaching: Steps toward the bigger goal.  An invited panel presentation for the Utah State University Women and Gender Research Institute Brown Bag Presentation Series.   
  • Redle, E., Bridgitt, P., Wolter, J.A., Knightly, C., Pearson, B., &  Smith-Hammond, C. (2009, November). Evidence-based practice: Experiences and strategies from clinical settings. An invited symposium presentation for the annual American Speech Language Hearing Association, New Orleans, LA.
  • Wolter, J. (2008, February).   Preparing for the third year review: Grassroots tips from faculty who've been there. An invited panel presentation for the Utah State University Vice Provost for Faculty Development and Diversity Workshop.   
  • Wolter, J. (2008, October). Oral language facilitation in the classroom. An invited presentation for the Utah State Office of Education Principals’ Institute, Logan, UT.
  • Wolter, J. (2008, June). Oral language assessment and integration in the K-3 classroom. An invited presentation for the Utah State Office of Education Oral Language Institute, Salt Lake City, UT.
  • Wolter, J. (2007, December). Oral language facilitation in the classroom. An invited presentation for the Utah State Office of Education Principals’ Institute, Salt Lake City, UT.
  • Wolter, J. (2007, July). Kindergarten and first grade oral language assessment and integration in the classroom. An invited presentation for the Utah State Office of Education Oral Language Institute, Ogden, UT and South Jordan, UT.
  • Wolter, J. (2007, July). Second and third grade oral language assessment and integration in the classroom. An invited presentation for the Utah State Office of Education Oral Language Institute, Ogden, UT and South Jordan, UT.

Professional Presentations (* denotes work completed with a graduate student)

  • *Komesidou, R., Hogan, T., Wolter, J.A., Ricketts, J., Rasner, M., & Putman, C. (2022). Connecting reading research and practice: identifying need and implementing interventions: Leveraging researcher-practitioner partnerships to implement school-based screenings for reading disorder. Symposium entitled ‘Connecting Reading Research and Practice: Identifying Need and Implementing Interventions’ Society for Scientific Studies of Reading Annual Convention, Newport Beach, CA.
  • Wolter, J.A. & Hogan, T.(2021). Assessment and Treatment of Children with Dyslexia, Poor Reading Comprehension, and DLD: The Not-So-Simple View, A symposium presentation at the annual ASHA Convention.Philadelphia, PA.'
  • Wolter, J.A., Collins, G., & Meaux, A. (2021). Multilinguistic Intervention and Morphological Awareness: Techniques for Promoting Contextualized Language and Literacy Success, A symposium presentation at the annual ASHA Convention. Philadelphia, PA.
  • Collins, G., Wolter, J.A., & Meaux, A. (2019). An Intensive Language-Literacy Clinical Program: A Feasibility Outcomes Study A symposium presentation at the annual ASHA Convention, Orlando, FL.
  • Wolter, J.A., Collins, G. & Whitmire, K. (2018). Distance Telepractice Training in Rural Settings: A Best Practice Model. A symposium presentation at the annual ASHA Convention, Boston, MA.
  • Collins, G., Wolter, J.A., & Leyhe, A. (2018). Incorporating Morphological Awareness Across the Curriculum: SLP-Teacher Collaboration to Deliver High-Quality Tier-1 Instruction. A symposium presentation at the annual ASHA Convention, Boston, MA.
  • *Gibson, F. & Wolter, J.A (2018). A Comparison of Static versus Dynamic Measure of Morphological Awareness in First Grade Children. A poster presentation at the annual ASHA Convention, Boston, MA.
  • Daigle, D.; Wolter, J.A.; Berthiaume, R, & Ruberto, N. (2018, July). Classroom Practices in Morphological Instruction. With R. Berthiaume, D. Daigle, A. Desrouchers, L. Duncan, J, Kirby in symposium entitled ‘Morphological Processing And Literacy Development: Current Issues and Research.’ Society for Scientific Studies of Reading Annual Convention, Brighton, England.
  • Wolter, J.A. (2018, July). Conclusions of Morphological Processing And Literacy Development: Current Issues and Research. With R. Berthiaume, D. Daigle, A. Desrouchers, L. Duncan, J, Kirby in symposium entitled ‘Morphological Processing And Literacy Development: Current Issues and
    Research.’ Society for Scientific Studies of Reading Annual Convention, Brighton, England.
  • Adloff, S., & Hogan, T., & Wolter, J.A. (2017, November) Towards the Understanding &Improvement of Word Learning in Children With Language or Reading Impairment. A symposium presentation at the annual ASHA Convention, Los  Angeles, CA.
  • Gibson, F., & Wolter, J.A (2017, November) A Dynamic Screening of Morphological Awarenessin Kindergarten Children: A Preliminary Validation. A poster presentation at the annual American Speech Language Hearing Association, Los  Angeles, CA.
  • Collins, G., & Wolter, J.A (2017, November) Providing Tier II Literacy Support in ElementarSchool and In an Intensive Summer Program. A symposium presentation at the annual American Speech Language Hearing Association, Los  Angeles, CA.
  • Wolter, J.A. (2017, July). A systematic review of metalinguistic approaches to promoting disciplinary literacy; Looking at the road ahead. With G. Berninger, E. Silliman, R. Bahr, & L. Wilkinson, in symposium entitled ‘The Academic Register and Disciplinary Writing of Students with Language Learning Impairments.’  Society for Scientific Studies of Reading Annual Convention, Halifax, Canada.
  • *Gibson, F., & Wolter, J.A (2017, July) A Dynamic Screening of Morphological Awareness and Early Literacy Achievement. With E. Seggers, A. Bellissimo, K. Krenca, & S. Shakory, in symposium entitled ‘Dynamic Learning and Assessment.’  Society for Scientific Studies of Reading Annual Convention, Halifax, Canada.
  • *Quemart, P., & Wolter, J.A., Deacon, H., & Xi Chen, B. (2017, July) Development of Morphological Representations a Cross Linguistic Study. With N. Dawson, D. Duff, S. Adloff, & M. McKeown, in symposium entitled ‘Individual Differences in Word Learning.’  Society for Scientific Studies of Reading Annual Convention, Halifax, Canada.
  • Wolter, J.A., Ukrainetz, T., & Ross, C. (2016, November).  The Game Is Still the Aim: Writing Contextualized Goals & Monitoring Progress in the Schools. A symposium presentation at the annual American Speech Language Hearing Association, Philadelphia, PA.
  • *Gibson, F., & Wolter, J.A (2016, November) A Dynamic Screening of Morphologic Awareness in Kindergarten Children: A Preliminary Validation. A technical session presentation at the annual American Speech Language Hearing Association, Philadelphia.
  • Wolter, J.A. (2016, July).  Orthotactic Influences on Children’s Written Word Learning in Children with Language Impairment. With H. Joseph, S. Adlof, L. Baron, & J. Ricketts, in symposium entitled ‘Oral and Written Word Learning in Special Populations: Dyslexia, SLP, and Second-Language Learners.’  Society for Scientific Studies of Reading Annual Convention, Porto, Portugal.
  • *Wolter, J.A. & Gibson, F. (2016, July). Early Spelling Development and Children’s Sensitivity to Morphological Patterns. With R. Tucker, E. Commissaire, N. Verhaet, & E. Sparks, in symposium entitled ‘Processing Spelling Patterns: Early and Ongoing Use of Morphological and Orthographic Patterns Across Reading Development.’  Society for Scientific Studies of Reading Annual Convention, Porto, Portugal.
  • Wolter, J.A., & Nelson, N. (2015, November). From Test to Context: How to Inform Contextualized Intervention Without Teaching to the Test. A symposium presentation at the triennial Intermountain Speech-Language-Hearing Association, Denver, CO.
  • *Gibson, F., Wolter, J.A (2015, November) A Dynamic Measure of Morphological Awareness in Young Children: A Feasibility Study. A technical session at the annual American Speech Language Hearing Association, Denver, CO.
  • Wolter, J.A. (2015, July). Orthographic Knowledge and Morphological Awarenes and the Relation to Literacy Success in Children With and Without Language     Impairment. With N. Conrad, G. Georgiou, K. Apel, & H. Deacon, in symposium entitled ‘Orthographic Processing.’  Society for Scientific Studies of Reading Annual        Convention, Hawaii.
  • Wolter, J.A., & Squires, K. (2014, November). Orthographic knowledge and literacy success in children with poor reading abilities. A poster presentation at the annual American Speech Language Hearing Association, Orlando, FL.
  • Wolter, J.A., & Schupbach, J. (2014, November). Professionalism and generational differences in graduate student training. A symposium presentation at the annual American Speech Language Hearing Association, Orlando, FL.
  • *Wolter, J.A., Gibson, F., & Edrington, C. (2014, November). Multiple linguistic awareness and  literacy in students with language impairment. A poster presentation at the annual American Speech Language Hearing Association, Orlando, FL.
  • *Wolter, J.A., Farquharson, K., Covington, N.V., Wang, J., & Hogan, T. (2014, July). Orthographic probability and neighborhood density across development using the child orthographic probability calculator (COPcalc). Society for Scientific Studies of Reading Annual Convention, Santa Fe, NM.
  • Wolter, J.A. & Green, L. (2013, November). Word Detectives: Using Morphological Awareness to Improve Language & Literacy. A symposium presentation at the annual American Speech Language Hearing Association, Chicago, IL.
  • * Wolter, J.A., Blaiser, K., Holdaway, A. & Rice, B. (2013, November). Orthographic Fast-Mapping in Preschool Children With & Without Hearing Loss. A poster presentation at the annual American Speech Language Hearing Association, Chicago, IL.
  • * Wolter, J.A., Rice, B., Holdaway, A., & Niedrich, J. (2013, November). Initial Word-Learning in Storybooks: Semantic, Orthographic, & Phonological Representations. A poster presentation at the annual American Speech Language Hearing Association, Chicago, IL.
  • *Green, L., Wolter, J.A., & Carpenter, C. (2013, November) A Study of Morphological Awareness Development: Preliminary Findings Across Grades 1-5. A poster presentation at the annual American Speech Language Hearing Association, Chicago, IL.
  • *Wolter, J.A., & Squires, K. (2012, November). Word Study Intervention: Multilinguistic Techniques for Promoting Language Literacy Success. A symposium presentation at the annual American Speech Language Hearing Association, Atlanta, GA.
  • *Wolter, J.A., Pike, K., & Lennell, C. (2012, November). Dynamic Assessment of Morphological Awareness & Early Literacy Achievement. A poster presentation at the annual American Speech Language Hearing Association, Atlanta, GA.
  • Wolter, J.A., Blaiser, K. & Elsweiler, A. (2012, November). Professionalism in the Clinical Setting: A Graduate Student Training Model. A poster presentation at the annual American Speech Language Hearing Association, Atlanta, GA.
  • *Sanders, N., Blaiser, K., & Wolter, J.A., (2012, November). Early Literacy Development of Preschool Children With Hearing Loss.  A poster presentation at the annual American Speech Language Hearing Association, Atlanta, GA.
  • Wolter, J.A. (2012, July). Dynamic Assessment of Morphological Awareness in Third-Grade Children. With J. Carlisle, A. Goodwin, & R. Wagner, A. Pasquarella in symposium  entitled ‘Probing the relationship between morphology and literacy: New paths towards a nuanced model of reading.’ Society for Scientific Studies of Reading Annual Convention, Montreal, CA.
  • Blaiser, K. & Wolter, J.A. (2012, March). Early Literacy Development in Preschool Children with Hearing Loss. A Poster session presented at the annual convention of the Early Hearing Detection and Intervention, St Louis, MO.
  • *Rice, B., Anderson, A., Beck, A., Hawkes, K., Hicken, S., Wolter, J.A., & Blaiser, K. (2012, January). Language and Literacy in Preschool Children with Hearing Loss. A Poster session presented at the Research on Capitol Hill, Salt Lake City, UT.
  • Green, L., & Wolter, J.A. (2011, November). Morphological Awareness Intervention: Techniques for Promoting Language and Literacy Success. A symposium presentation at the annual American Speech Language Hearing Association, San Diego, CA.
  • Wolter, J.A., Ukrainetz, T., Ross, C., & Andrus, J. (2011, November). School-Age Language Intervention: Writing Meaningful Goals and Monitoring Progress. A symposium presentation at the triennial Intermountain Speech-Language-Hearing Association, Salt Lake City, UT.
  • *Schussler, K., Hogan, T., Wolter, J.A., Vanderveen, N. (2011, November). Innovation in Orthographic and Morphologic Learning: Beyond Phonological Awareness. A symposium presentation at the annual American Speech Language Hearing Association, San Diego, CA
  • Wolter, J.A., Ukrainetz, T., Ross, C., & Andrus, J. (2011, October). Writing meaningful goals     and monitoring progress in school-age language. A symposium presentation at the    triennial Intermountain Speech-Language-Hearing Association, Salt Lake City, UT.
  • Wolter, J.A. (2011, July). Dynamic Assessment of Morphological Awareness and Literacy. Poster session presented at the annual convention of the Society for Scientific Studies in Reading, St. Petes, FL.
  • *Wolter, J.A., Atwood, B., Barger, H., Martin, N., & Pike, K. (2010, November). Dynamic assessment of morphological awareness and third-grade literacy achievement. Poster        session presented at the annual convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
  • *Wolter, J.A., Curtiss, S., Farquharson, Schussler, K., Robinson, L., & Fleming, C. (2010, November). Leadership principles: Applications and perspectives from the trenches. A symposium presentation at the annual American Speech Language Hearing Association, Philadelphia, PA.
  • Wolter, J.A., Ehren, B., Proly, J., Nelson, N., Apel, K., Scott, C., Malani, M. D., Murza, K.,  Gillon, G. (2010, November). Perspectives on disciplinary literacy: A discussion forum.    An invited symposium presentation at the annual American Speech Language Hearing Association, Philadelphia, PA.
  • Wolter, J.A., Self, T., & Apel, K. (2010, July). Initial mental graphemic representation      acquisition and later literacy achievement in children with language impairment. With K. Nation, T. Hogan, A. Vaessen, & N. Cone, in symposium  entitled ‘The development of    orthographic-phonologic relations in children with varying word reading abilities, spoken language skills, or both.’  Society for Scientific Studies of Reading Annual  Convention, Berlin.
  • Corbin-Lewis, K., Wolter, J.A., & Elsweiler, A. (2009, November). An academic-clinical evidence-based practice model: Student and clinical educator outcomes. Poster session presented at the annual convention of the American Speech Language Hearing Association, New Orleans, LA.
  • *Wolter, J.A., & Wilson-Fowler, E. (2009, October). Morphological awareness assessment and   instruction. A symposium presentation at the annual Washington Speech-Language-Hearing Association, Blaine, WA.
  • Wolter, J.A., & Apel, K. (2009, June). Orthographic fast-mapping and literacy success for fourth-grade children with and without language impairments. Poster session presented    at the annual convention of the Society for Scientific Studies of Reading, Boston, MA.
  • *Wolter, J.A., & McGarry, S. V. (2008, November). Morphological awareness and literacy achievement in first-and second-grade children. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Chicago, IL.
  • Wolter, J.A., Self, T., & Apel, K. (2008, November). Orthographic fast-mapping and fourth grade literacy achievement: A longitudinal study. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Chicago, IL.
  • Wolter, J.A. (2008, October). Morphological awareness assessment and instruction: A school SLP’s guide. A symposium presentation at the triennial Intermountain Speech-Language-Hearing Association, Salt Lake City, UT.
  • *Hanson, M. & Wolter, J.A. (2007, October). Linguistic factors influencing second graders’ morphological awareness. Poster session presented at the triennial convention of the Intermountain Speech-Language-Hearing Association, Salt Lake City, UT.
  • *Wolter, J.A., Hanson, M., Wood, A., & Marble, L (2007, November) Effects of multiple-linguistic word study spelling instruction in third-grade children. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.
  • *Wolter, J.A., & Hanson, M. (2007, November). Linguistic factors influencing morphological awareness measures. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.
  • Hinckley, J., DiLollo, A., & Wolter, J. (2007, November). Intervention & the life story: Clinical examples across the lifespan. Presentation at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.
  • Wolter, J.A., Corbin- Lewis, K., & Elsweiler, A. (2006, November). An evidence-based practice model across the academic and clinical settings. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Miami, FL.
  • * Wood, A. & Wolter, J.A., (2007, March). Second grade children’s morphological awareness abilities. Poster session presented at the annual convention of the Utah Speech-Language-Hearing Association, St. George, UT.
  • *Wolter, J.A., Wood, A. (2006, November). The influence of morphology on second grade children’s spellings. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, Miami, FL.
  • Wolter, J.A. (2006, March). Language and literacy: The reading and spelling connection. A presentation at the annual meeting of the Utah Speech-Language-Hearing Association, Ogden, UT.
  • Wolter, J.A., & Apel, K. (2006, February). Probability effects on the orthographic fast-mapping of kindergarten children with and without language impairments. Paper presented at the Thinking Publications Online Language Conference 2006, Eau Claire, WI.
  • Wolter, J. A., & Apel, K. (2005, November). Orthographic fast-mapping in children with and without typical language abilities. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, San Diego, CA.
  • Wolter, J. A., Champley, J., Guy, S., Taylor, S., Kelman, M., & Scott, C. (2005, November). A model for fostering fun in the academic work setting. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, San Diego, CA.
  • *Apel, K., Weathersby, E., Edwards, E., & Wolter, J. A., & (2005, November). A pilot project for improving college students’ word study skills. Poster session presented at the annual convention of the American Speech-Language-Hearing Association, San Diego, CA.
  • Self, T. & Wolter, J.A. (2004, November). Am I the supervisee you thought I would be? Paper presented at the annual convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
  • Wolter, J. A., & Apel, K. (2004, November). A morphologically-based literacy intervention with second grade students. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
  • Wolter, J. A., DiLollo, A., & Apel, K. (2004, November). Narrative counseling with an adult with language-literacy deficits. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Philadelphia, PA.
  • Wolter, J. A., & DiLollo, A. (2004, June). Constructing a literate identity: Ideas for speech-language pathologists. A symposium presentation at the biennial conference of the North American Personal Construct Network, Memphis, TN.
  • Apel, K., Wolter, J.A., & Masterson, J. J. (2003, November). Probability effects on preschoolers' fast-mapping of orthographic information. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Chicago, IL.
  • Apel, K., & Wolter, J. A. (2003, November). Orthographic frequency and ambiguity effects on fast-mapping and novel spellings. Poster session presented at the American Speech Hearing Association annual convention, Chicago, IL.
  • Kelman, M., Wolter, J.A., & Apel, K. (2003, November). A theory-guided multiple linguistic approach to spelling instruction. Poster session presented at the American Speech Hearing Association annual convention, Chicago, IL.
  • Wolter, J.A., Apel, K., Apel, G., & Patyk, S.  (2003, October).  Fast-mapping of novel spellings: Orthographic frequency and ambiguity effects.  Poster session at the annual meeting of the Kansas Speech-Language-Hearing Association, Wichita, KS.
  • Apel, K., & Wolter, J.A. (2002, October). Narrative assessment and intervention: The whole story. A presentation at the annual meeting of the Kansas Speech-Language-Hearing Association, Overland Park, Kansas.
  • Apel, K., & Wolter, J. A. (2002, October). Counseling in communicative disorders: A road less traveled. A presentation at the annual meeting of the Kansas Speech-Language-Hearing Association, Overland Park, Kansas.

Funded External and Internal Grants and Contracts

  • Off, C. & Wolter, J.A. (co-Principal Investigator) (2022). Clinical Education in Rural Montana. Department of Education Discretionary Grant under the Individuals with Disabilities in Education Act through Montana Office of Public Instruction Grant. $160, 000.00
  • Wolter, J.A. (Principal Investigator) Meloy, L. Co-Principal Investigator (2020-2021). ClinicalServices and the DeWit RiteCare Speech-Language Hearing Clinic. Scottish Rite Foundation.$32,000.00
  • Wolter, J.A. (Principal Investigator) Meloy, L. Co-Principal Investigator (2019-2020). Clinical Services and the DeWit RiteCare Speech-Language Hearing Clinic. Scottish Rite Foundation. $32,000.00\
  • Wolter, J.A. (Principal Investigator) (2018-2021). Clinical Education in Rural Montana. Departmeof Education Discretionary Grant under the Individuals with Disabilities in Education Act through Montana Office of Public Instruction Grant. $480,000.00
  • Hogan, T. (Principal Investigator) & Wolter, J.A. (co-Principal Investigator/Mentor) (2018- 2021). Diversity Supplement for Alonzo C. Post-Doctoral Student. Orthographic Influences
    on Word Learning in Children with Language Impairment. Supplement to Parent R01A ward through National Institute on Deafness and Other Communication Disorders of the
    National Institute of Health. $317,000
  • Hogan, T. (Principal Investigator) & Wolter, J.A. (co-Principal Investigator) (2018- 2023 and scored 99%ile). Orthographic Influences on Word Learning in Children with Language
    Impairment. R01 Award through National Institute on Deafness and Other Communication Disorders of the National Institute of Health. $3,200,000
  • Wolter, J. A. (Consultant/Expert Researcher) (2018-2022). Dynamic Assessment in Emergent Bilingual Learners. Chen, X. Ludo, Eliane, Pasquarella, A., and Hong, G. Social Sciences and Humanities Research Council of Canada.
  • Wolter, J. A. (Consultant/Expert Reviewer) (2017-2021). Morphological Awareness Test for Reading and Spelling - Apel, K. (PI). Institute of Education Science, Special Education Research Topic: Reading Writing Language Development, Goal: Assessment.  $1,500,000 (years 2017-2021)
  • Wolter, J.A. (Principal Investigator) (2017-2018). Clinical Education in Rural Montana. Department of Education  Discretionary Grant under the Individuals with Disabilities in Education Act through Montana Office of Public Instruction  Grant.  $160,000.00
  • Wolter, J.A. (Principal Investigator) (2016-2017). Clinical Education in Rural Montana. Department of Education  Discretionary Grant under the Individuals with Disabilities in Education Act through Montana Office of Public Instruction  Grant.  $160,000.00
  • Wolter, J.A. (Principal Investigator) (2016-2019). Project Access. U.S. Department of Agriculture Rural Utilities Services Distance Learning and Telemedicine Grant.  $195,312.
  • Wolter, J.A. (Principal Investigator) & Blair, M. (years 2016-2021) . University of Montana Online University Training for Rural and Equitable Accessibility in Communication Habilitation (UM-OUTREACH) program: Number 84.325; K-3—ED-GRANTS-102214-004 Office of Special Education Programs: Personnel Preparation in Special Education, Early Intervention, and Related Services. $1,250,000
  • Munoz, K (Principal Investigator), Wolter, J.A. (Co-Investigator), & White, K. (Co-Investigator) (years 2015-2020) Personnel Development to Improve Services and Results for Children with Disabilities CFDA: Number 84.325; K-3—ED-GRANTS-102214-004 Office of Special Education Programs: Personnel Preparation in Special Education, Early Intervention, and Related Services. $1,250,000  (moved to another University and no longer Co-I)
  • Wolter, J.A. (Principal Investigator) (2012-2016). Multiple-Linguistic Influences on Literacy in Children with Language Impairment. PAR-10-055 R03 Award through National Institute on Deafness and Other Communication Disorders of the National Institute of Health. $419,000.
  • Wolter, J.A. (Principal Investigator) & Blaiser K. (2011-2012). Orthographic Fast Mapping in Children with Cochlear Implants.  Research Catalyst Award Utah State University. $20,000.
  • Wolter, J. A. (Consultant/Contributing Faculty) (2009). Interdisciplinary Doctoral Program to Promote Evidence-Based Language and Literacy Practices - Slocum, T. & Gillam, R. (Co-PIs). U.S. Department of Education, Office of Special Education and Rehabilitation, Preparation of Leadership Personnel.  January, 2010 - December, 2014. $799,99
  • Wolter, J.A. (Principal Investigator for contract) (2007).  Oral Language Modules and Videos to Promote Integration of Classroom Oral Language Instruction for Grades K-3- Utah State Office of Education September 2006- May 2008. $66,760

Affiliations

American Speech Language Hearing Association

Specialized Skills

Externally-Funded Grant Experience:

First-hand experience with the demands of proposal preparation. Solid understanding of the support infrastructure necessary to help faculty succeed. Comfortable and experienced in mentoring and supporting faculty in the pursuit of obtaining external grant resources. Understanding of what is necessary to prepare, submit, and be successfully funded on a competitive grant proposal. Externally-funded grant experience ranges from being a PI on grants through the Montana State Office of Public Instruction and a federally funded PI on applied and basic research grants in agencies such as the National Institute of Health (recently achieved a perfect score on a new submission at NIH for a R-01 $3.6 million award with an international research team) and U.S. Department of Education to develop improved assessment and treatment methods for children language and literacy deficits. Developed and secured multiple Personnel Preparation grants ($1.25 million each) to fund initiatives to train and provide training for students to become certified to serve children with special needs (communication disorders, Deaf/Hard of Hearing services) in rural areas through the U.S Department of Education’s Office of Special Education Preparation’s (OSEP) Program. Secured U.S. Department of Agriculture grant ($240,000) to procure distance-education technology for rural training and telehealth intervention for my College ($70,000 for college) and partner education sites including area rural districts and colleges in Montana’s Native American tribal communities. Actively serve as a collaborator and consultant with other experts of education and human sciences nationally through currently funded grants with the Institute of Education Sciences and American Speech Language Hearing Association Foundation and collaborate internationally with research in Canada, France, England, New Zealand through related external funding mechanisms (e.g., Social Sciences & Humanities Research Council of Canada).

 

Professional Experience

POST-DEGREE EDUCATION AND LEADERSHIP EXPERIENCE
Leadership Institutes and Development Programs (*indicates nomination by peer/leaders and competitive acceptance)
• Harvard Leadership Manager Development Program* 2019
• Professional Fundraising for Deans and Academic Leaders, Advancement Resources 2017
• National Council for Academic Programs in Comm Sciences and Disorders Leadership Academy* 2015
• Office of Research and Sponsored Support, External Funding Institute, Utah State University* 2014
• Office of Research Proposal Writing Institute, Utah State University* 2011
• American Speech Language Hearing Association Leadership Institute*

Leadership and Innovation:
• Experienced with leadership training in higher education administration at the university and national levels • Known for excellence in communications, budget management, faculty and staff mentorship, and leading positive and adaptive change • Leader and supporter of innovative change with a track record on new learning initiatives including online/distance programming • Skilled at representing and providing support across the full depth and breadth of the academic disciplines and facilitating shared governance processes • Sincere appreciation and enthusiasm for all areas of teaching, research, scholarship, creative endeavors, and meaningful service • Educated in, experienced at, and personally committed to promoting an agenda that aligns with an interdisciplinary and innovative foci • Professionally motivated by advancing faculty, staff, and administration initiatives through leadership that enables innovative and effective ideas to further the organization’s mission • Comfortable finding unique and mutually-agreeable solutions that benefit all stakeholders • Skilled at creating space for group accountability and conflict resolution • Committed to bringing together disparate perspectives and views to develop unified plans, initiatives, action items, and communications • Focused understanding of trends and signals in higher education to create new strategic initiatives for a sustainable future.
Online and Distance Education Expertise:
• First-hand experience running complex, accredited distance programming, with experiential learning components • Deep knowledge about the demands and needs of online and distance program management and coordination within an academic unit and across the university system • Solid understanding of the online and distance support infrastructure necessary to help students, staff, and faculty succeed • Comfortable and experienced in mentoring and supporting stakeholders in determining the viability and sustainability of online and distance programming • Understanding of what is necessary to develop, plan, and successfully launch new, sustainable, and competitive online and distance programming at UM and in the region and nation • Extensive experience with securing and managing large-scale external (federal, state) funding to provide new innovative distance programming with regional partners
Partnership Collaborations:
• Developed, directed, and secured large-scale U.S Department of Education funding ($1.25 million) for UM-OUTREACH the UM-Online University Training for Rural and Equitable Accessibility in Communication Habilitation that provides distance, synchronous-broadcast, graduate-accredited programming for scholars in regional rural and tribal nations with related experiential learning • Partner with Montana Office of Public Instruction Supervision Grant to train Montana health professionals for experiential learning field experiences (approximately 60 active state partners) • Oversaw directorship of DeWit RiteCare Speech, Language, Hearing Clinic to coordinate and provide in-person and telehealth community and university-student speech, language, literacy, and hearing services • Collaborate through informal consultative work and formal partnership contracts with continuing education and direct clinical services for regional school districts and clinics (approximately 100 state and national partners) • Codevelop, implement, and virtually provide continuing education across state of Montana, Boston Public Schools, Worcester (Massachusetts) School District, and London schools, as part of international partnership established as part of dyslexia and developmental language disorders multi-site research funded through the National Institutes of Health • Serve the UM mission of addressing rural needs by redeveloping/innovatively collaborating to develop and redesign a distance, undergraduate and graduate credit and noncredit training programming in collaboration with State Offices of Education and Health • Consult with collaborator University of Canterbury as part of New Zealand Better Start Science Challenge

ADMINISTRATIVE EXPERIENCE
Associate Vice Provost for Innovation and Online Learning (Sept 2021-present) Univ. of Montana
Responsibilities: Lead the UMOnline team of approximately 21 FTE staff at UMOnline to serve the instructional design, learning management system, eLearning and academic innovation needs of the University of Montana. Serve as an Academic Officer for the University of Montana to inform and support policy and curriculum decisions to best serve innovation practices and distance education at UM. Coordinate UM systems and work collaboratively with UM colleges, units, and administration to support and launch online/blended/digitally-enhanced UM on- and off-campus programs. This includes management with UMOnline team and leadership of the following areas for distance programming:

  • academic student and faculty support, management, and systems
  •  student recruitment,
  • admissions /financial aid/registrars processes,
  • scheduling/ interdisciplinary course planning
  • online course design
  • learning management systems, technology & contracts
  • related assessment and outcomes data

• Work with campus partners that includes those in the Accelerate Montana Rural Initiative and/or Offices of Research, Registrars, Student Success, IT, Faculty/Staff Senate,
• Engage faculty, staff, and administrators across UM, including Online Program Management partners to create and meet shared goals.
• Develop and provide resources, data, market analysis, and budget analysis/expertise to support new and innovative digital program development including online strategic enrollment
initiatives.
• Collaborate with colleges, finance, and UM administrators to develop startup funding proposals for new online programs that (1) transform students’ lives; (2) are in demand by learners; (3) are
financially healthy; and (4) align with strategic planning goals.
• As colleges and units launch a portfolio of online and/or digitally blended programs, work with stakeholders to shape a coherent, overall strategy that integrates work-based learning, career development, and associated general/liberal arts education.
• Work with UMOnline experts and UM colleges and units to develop and launch new and innovative noncredit offerings.
• Create and direct a centralized system and process for establishing stackable programming and certificates for new learner degree pathways;
• Coordinate with units and partners to ensure federal regulation standards compliance of distance and online programming for licensed programs according to State Authorization Reciprocity
Agreement laws.
• Develop and refine academic processes, incentives, and interdisciplinary pathways needed to support online program innovation.
• Work with UMOnline experts and UM leaders/partners to build a repository of central resources and curate cross-school supports to improve new online/blended/digitally enhanced program
development.
• Develop/manage digital badges and related microcredentials with stackable programming

School Chair (2019-21) Speech, Language, Hearing & Occupational Sciences, College of Health;
Department Chair (2016-19) Comm Sciences and Disorder, College of Education; Univeristy of Montana
Responsibilities: Provided leadership for approximately 20.0 FTE faculty, professionals, staff, and temporary adjuncts for the Department/School of Speech, Language, Hearing, & Occupational Sciences and the associated DeWit Speech, Language, Hearing Clinic. This School houses undergraduate (online, on-campus) Communicative Sciences Disorders Leveling Certificate / Bachelor’s Degree, Speech-Language Pathology/Audiology-Assistant Certificate and graduate (distance remote, oncampus) Masters of Speech-Language Pathology, and PhD Speech, Language, & Hearing Sciences. Coordinate with the faculty/state to develop, implement, and continually improve students' distance and campus options to become certified speech-language pathologists to serve state critical shortage needs.
Key Achievements:
• Led transition of Department of Communicative Sciences and Disorders in Phyllis J. Washington College of Education and Human Sciences to the new School of Speech, Language, Hearing, and Occupational Sciences in the College of Health
• Secured Western Regional Graduate Program Status for SLP MS and SLHS PhD programs for western regional states - to increase recruitment pool diversity
• Coordinated with faculty to increase graduate program application rates (~25% increase in applications) and expanded graduate openings to meet Montana needs.
• Improved national ranking: SLP Grad Program from unranked (2015) to ranked (109 of 250). Distance program moved to rank of top 15% of all distance grad. programs in US
• Developed, established with OCHE/Board of Regents, and launched new PhD SLHS, online CSD Bachelors, online/on-campus SLP-A/Leveling certificate
• Established Occupational Therapy Doctoral Program BOR approval and American Council Occupational Therapy Education Candidacy and online bridging program
• Led successful reaccreditation site visit (2019) with achieved perfect score with national Council for Academic Accreditation in Audiology and Speech-Language Pathology.
• Directed successful full external review of Communicative Sciences and Disorders academic programs that resulted in transitioning clinical staff to nontenure track faculty.
• Developed COVID unit policies and successfully planned and implemented the safe and simultaneous delivery of remote, face-to-face, and online academic programming across more than 220 undergraduate and graduate students, including the pivoted development of clinical simulations for clinical learning and delivery of clinical teletherapy.
• Successfully unit general state funding by 54% annually with an overall 93% increase in budget to serve the regional needs to address critical shortages through expanded and accessible
programming
• Grew annual external funding from $130,000 to more than $6,400,000 in 5 years and served as PI, CoPI on associated Department of Education and NIH grants and mentored faculty.
• Clinic Developed and implemented electronic billing/documentation system, revised and expanding existing community contracts, HIPAA practices, and adopted new clinical billing practices and reimbursement policies according to new Medicare/insurance laws
• Engage in development and fundraising activities for the unit, including the recent increase of clinic foundation funding and student scholarships.

Division Chair (2011-15) Communicative Sciences Disorders and Deaf Education, College of Ed; Utah State University
Responsibilities: Led and directed 15.0 faculty with the Speech-Language Pathology Division and worked with Head to facilitate ~ 40 faculty and staff across Departmental Speech-Language Pathology, Audiology, and Deaf Education Divisions. The programs under my leadership included undergraduate
(online, on-campus), Communicative Sciences Disorders Bachelor Degree, Masters of Speech- Language Pathology. Coordinated with Director of PhD in Speech Language Pathology Strand with Interprofessional Disability Disciplines PhD degree in College of Education.
Key Achievements:
• Transitioned Outreach SLP program to a distance-broadcast two-year remote distance education degree to serve the rural training needs of state of Utah.
• Successfully led and directed five-year documentation, policies, and procedures for the Speech- Language Pathology Division that led to successful re-accreditation.
• Contributed to the development of Interprofessional Disabilities Disciplines PhD Program (funded $799,996 through U.S. Department of Education).
• Led departmental SLP faculty to implement strategic planning and increase scholarship productivity, develop evidence-based practice processes, and increase national presence.
• PI or CoPI of approximately $2 million in external funding in research and training initiatives in last five years of position.
• Mentored and established junior faculty including National Institute of Health and Department of Education external funding.

 

Honors / Awards

Post-Degree Education: 

 Harvard Leadership Manager Development Program*

2019

Professional Fundraising for Deans and Academic Leaders, Advancement Resources

2017

Council for Academic Programs in Communicative Sciences and Disorders Leadership Academy*

2015

Office of Research and Sponsored Support, External Funding Institute, Utah State University*

2014

Office of Research Proposal Writing Institute, Utah State University*

2011

American Speech Language Hearing Association Leadership Institute*

2009