“Health literacy surveys have revealed that 1 in 3 adults in the U.S. has difficulty understanding basic health information,” Zraick says.

Zraick is a leading expert and advocate for health literacy in the discipline of communication sciences and disorders. In one of his research mentoring classes this fall, he and his students in the School of Communication Sciences and Disorders are exploring whether the artificial intelligence (AI) website ChatGPT can improve how healthcare information is created, conveyed and understood.

This is one of many projects at �鶹ԭ�� that is unlocking the future of AI. Explore more �鶹ԭ�� AI initiatives here.

The group is gathering existing materials from key websites that address common medical conditions faced by patients with communications disorders — information ranging from hearing loss to swallowing challenges to voice disorders. The content of this material is then entered into ChatGPT using prompts — text-based input, such as a question or instruction. Students develop and refine prompts that seek to simplify the language and apply readability formulas to assess if the new text is more readable — or not.

Upon completion of the project, the team will have evaluated and revised about three dozen web-based patient education documents.

They plan to submit their findings to a peer-reviewed journal next semester. The goal is to better understand if AI can be an effective tool for simplifying complex medical information and improving health literacy and patient education. Tools like ChatGPT, a large language model developed by OpenAI, may offer healthcare professionals new ways to efficiently deliver patient education materials. The technology may not only streamline the process but also enhance the clarity of information delivered to patients, improving understanding of their own health conditions and treatment plans and ultimately leading to better health outcomes.

One of the most promising applications of ChatGPT in patient education is its ability to simplify medical jargon and make health information more accessible to the public, Zraick says.

“If you give AI, for example ChatGPT, the correct prompt, it will either create, edit or suggest revisions to an existing document that you might be trying to create for a patient, or that exists for a patient or their family.”

This ability could allow healthcare professionals to quickly produce patient-friendly materials that meet readability standards recommended by institutions like the Institute of Medicine, which suggests health information be written at a fifth or sixth grade reading level​.

AI also has clear advantages in terms of speed. “You can ask ChatGPT to give you a script…that somebody with limited health literacy could understand, and it will do that in 20 seconds,” Zraick says.

He emphasizes that while AI serves as a helpful starting point, students still need to ensure the information is accurate and apply it in their interactions​. While AI tools like ChatGPT offer efficiency, they are not flawless and Zraick emphasizes that the role of the content expert remains crucial.

“We are the content experts, so I never trust ChatGPT 100%, but it’s a starting point. And then I look at it and review it for content,” he says.

Human review ensures that the information is not only accurate, but also contextually appropriate for the intended audience​.

Beyond simplifying language, AI can assist in evaluating the readability of existing documents.

“There’s no one readability formula that captures all kinds of documents. We usually use more than one formula to get a variety of metrics, and they tend to agree with each other,” Zraick says.

Materials that are easier to understand are also more actionable, increasing the likelihood that patients will follow through with medical advice.

For Kelly Clevenger, a School of Communication Sciences and Disorders senior, the project gave her an opportunity for a deeper dive into AI, something she had only used superficially for things like checking grammar for class assignments. As part of the project, she attended a “prompt engineering” workshop designed to fine tune her ability to leverage ChatGPT’s functionality.

“People kind of think it just runs itself, and I think something that people should realize is that you really need to have a good idea of exactly how you want it to work before you even start prompting,” Clevenger says. “If you don’t give it specific enough direction, it won’t give you exactly what you want.”

She notes that while the tool isn’t perfect, it significantly cuts down the time required, enabling researchers to focus on higher-level analysis and interpretation.

This is not Zraick’s first foray into the world of exploring the use of AI in health communications. This year, he and colleagues published an article in a journal of  American Speech-Language-Hearing Association examining the use of ChatGPT as a tool to teach students in communication sciences and disorders how to write in plain language. The researchers believe that AI tools hold promise; the tech can enhance students’ abilities as well as offer an interactive environment that encouraged active participation and critical thinking.

AI adds a new element for Zraick, who, for decades, has taught students about health literacy.  Some of his courses include class assignments that have students complete written assignments describing medical concepts using plain language and participate in role playing exercises that stress clear communication. His ongoing research is assessing how effective this work is and whether teaching new graduate clinicians to use plain language will enhance the clarity and actionability of their patient reports.

Students will one day serve different audiences as speech-language pathologists and audiologists, and there’s a difference between writing for professionals and for patients, Zraick says.

“If a student is writing a report or a treatment update for another healthcare provider, it’s a technical writing exercise,” he says. “But for patients, they need a plain language summary.”

Clevenger also underscores the challenges of using AI in research.

“You can’t just throw any dataset at it and expect good results,” she says. “We’ve been working on refining the prompts we use to get better, more accurate outputs from the model. It’s a learning process, but the more we work with it, the better it gets.”

As the use of AI in healthcare continues to expand, the focus will likely shift toward refining these tools to ensure even greater accuracy and relevance, Zraick says.

“Clinicians and educators have more tools to fine-tune skills and expand the skill set of a speech-language pathologist, or an audiologist, beyond the core content knowledge that they have to have,” he says. “It’s like practicing for the 22nd century, not just the 21st century.”

The episode included a contestant that was majoring in communication sciences and disorders. This field studies language science, hearing science, and speech and voice. Many graduates become speech-language pathologists or audiologists and work with a wide variation of communication disorders such as speech, language, and voice, and also work with patients with swallowing disorders.

“After learning a bit more about communication sciences, I started to take courses and fell in love with the field,” Conrad says. “I am passionate about my major because I love being able to help others.”

Research is important because it helps make for better speech-language pathologists, she says.

“Research matters greatly to me because I want to be able to help those who need it by having the capabilities to provide the best and most effective treatments possible,” she says. “Research is also important to the world at large because studies can provide data about different disorders and specific types of treatment that could help patients more effectively.”

Through her professors, Conrad got involved in research, which led her to the project she’s presenting at Student Research Week (March 29-April1), which is free, open to the public and ongoing in the Student Union.  We sat down with the Orlando native to chat about the research project and how that’s impacting his future career path.

Research Topic: How Aphasia Impacts Friendship: People with Aphasia’s Perspectives on Friendship Maintenance and Development After Stroke

How did you develop the idea for this research project?

This research project is a collaborative and multi-university project between �鶹ԭ��, FSU and Duquesne. Dr. (Lauren) Bislick from �鶹ԭ��, Dr. (Sarah) Wallace from Duquesne and Dr. (Elizabeth) Madden from FSU are the faculty members in charge of this project with help from research assistants at each university. They were interested in the impact of aphasia on friendships and social interactions and all hope that the results of the study can help implement new strategies that SLP’s can use to help improve and maintain friendships as well as quality of life.

What does your research examine and  how does it impact the community?

My research aims to understand the effects of aphasia on the friendships of individuals with aphasia. Aphasia is an acquired language disorder that can affect speech, comprehension, reading and writing, though it has no impact on a person’s intelligence. This study is especially important for individuals with aphasia as they struggle more in day-to-day life and lack of friendship can significantly reduce one’s quality of life. Due to the impact that aphasia has on friendship, we hope to find a way to improve quality of life through the results of this study while also reducing the stigma surrounding this disorder.

What should people know about your research?

The results of this study will contribute to a holistic understanding of the real-world impact of aphasia on friendships. Our collective goal is to aid in the creation of interventions the SLPs can use to help their patients with aphasia develop and maintain friendships, which will ultimately improve quality of life and social participation for these individuals.

What is your career goal?

My career goal is to become a speech-language pathologist and I would love to pursue becoming a traveling SLP in the future.

Health literacy allows you to be empowered about your health and medical care. If you are health literate, you can find key messages, understand those messages, act on the information you receive and remember that information so it continues to impact your behavior. But a study by the U.S. Department of Education found that 36 percent of people — more than 1 in 3 — scored as “basic” or “below basic” in terms of their health literacy. That means they might be able to circle a date on the calendar for their next clinic appointment but could not understand directions such as “Take one tablet every 12 hours with food” on their prescription bottle. People over age 65, those with lower socioeconomic status and education, and those whose first language is not English are at the highest risk for health illiteracy. That makes health literacy the biggest social determinant of health — those who cannot access health information have the poorest health outcomes.

Don’t think problems with health literacy could never happen to you. Studies show that 3 to 5 percent of college-educated adults have poor health literacy. Why? Those of us lucky enough not to have a chronic health condition may not have much experience with visits to healthcare providers, the medical jargon they can use, and the hand-outs of instructions we often receive after a visit. Plus, going to the provider can be stressful — you’re unsure what’s wrong, you don’t feel well, you’re anxious. Those emotions can impact your understanding of what you’re being told. College students often have limited health literacy because their parents took the lead in handling their healthcare needs before they left home. Parents asked all the questions, filled out all the forms and told their child when and how to take prescriptions. As one student recently told a Student Health Services provider, “When I filled out my medical history form, I had to call my dad. The only thing I could fill out was my name and address.”

What’s the solution? First, if you’re a patient, don’t leave your healthcare appointment without having answers to these three questions:

1. What’s wrong with me?
2. What do I have to do to take care of this problem?
3. Why do I have to do this? (What happens if I don’t take the action you’re recommending?)

Healthcare providers also play an important role in this effort. Are your handouts, website and marketing materials simple in terms of words and images? Or are they complex, wordy, overwhelming? Also, pay attention to the three cues that a patient isn’t understanding what you’re saying: Your patient asks no questions, asks too many questions or says nothing and leaves it to their companion – spouse, partner, child – to ask the questions.

One way providers can improve their patient communication is with the “teach back” method. After you tell a patient what you need them to do, ask them to tell you in their own words what they are supposed to do at home to care for their health problem. If they don’t give the right or complete answer, reteach the information and ask again. Research shows the “teach back” process adds less than a minute to most patient encounters and achieves tremendous improvement in patient satisfaction and adherence to prescriptions and other therapies, while reducing re-visits to the clinic and negative health outcomes. Teach-back is such a powerful tool that a study is currently underway on its use and effectiveness at Student Health Services. Results are expected soon.

Dealing with COVID-19 – and any health condition — is scary and unsettling. But it’s even more frightening if you can’t get – or understand — what you need to do to get better. That’s why we need to work together to improve health communications and health literacy.

Patients who are hospitalized due to COVID-19 are often put on ventilators to assist their breathing. Prolonged ventilator use puts a strain on the vocal cords and reduces respiratory muscle strength, which can impact breathing, speech and swallowing. Speech language pathologists are specialists in upper airway, aerodigestive and laryngeal function disorders and are a key part of patient recovery teams.

“This course provides up-to-the-minute information that fills a need in the education of both practicing clinicians, and students about to enter the field.” – Bari Hoffman Ruddy, associate dean of clinical affairs for the College of Health Professions and Sciences

“This course provides up-to-the-minute information that fills a need in the education of both practicing clinicians, and students about to enter the field,” says Bari Hoffman Ruddy, associate dean of clinical affairs for the College of Health Professions and Sciences, who co-designed the course with colleague Vicki Lewis, an instructor in the . “This specialized curriculum focuses on managing the potential medical issues patients may experience across the continuum of care. This course includes content that is not readily available and is ever-evolving as new data become available. We hope this course will yield workforce ready clinicians who are prepared to meet the challenges in today’s complex healthcare environment.”

Both Hoffman Ruddy and Lewis specialize in complex medical conditions with a focus on upper airway and disorders of the larynx (voice box) making them uniquely qualified to lead the course. Lewis has over 25 years’ experience in the acute care setting working closely with cardiothoracic surgery, otolaryngology, pulmonology and other medical specialists.

Due to the pandemic, the course delivery will be fully online. xStudents will be mailed simulation materials and medical supplies which will be utilized throughout the course. Students will engage in hands-on training in how to accomplish a range of procedures, such as tracheostomy care, speaking valve care, and infection prevention.

“This 3-credit hour master’s level course is available to current students in the graduate program in speech-language pathology and to clinical speech-language pathologists in the field interested in advancing their knowledge and skill set in medical speech-language pathology,” says Jennifer Kent-Walsh, interim director of the School of Communication Sciences and Disorder. “The course affords immediate engagement with content relevant to the post COVID-19 patient, and is expected to be an important steppingstone for future interdisciplinary healthcare course offerings in the College of Health Professions and Sciences at �鶹ԭ��.”

The course is offered in the Summer B term starting on June 23. Registration begins in early June.

“While COVID-19 will eventually be downgraded from a pandemic, what is here to stay is how we train our healthcare providers to respond to these types of situations,” says Hoffman Ruddy. “This pandemic has forever changed how we deliver care. The course will meet both the short-term needs of the healthcare industry and strengthen the curriculum of future healthcare professionals at �鶹ԭ��.”

Sophia had been very particular about the color choice for her new accessories. She did not want flesh-colored hearing aids, which might have been less noticeable. Sophia was never one to hide her gifts.

“I have one foot in the hearing world, and one foot in the deaf and hard of hearing world.” – Sophia Grilla, �鶹ԭ�� student

Sophia is proud to show off her hearing aids, which are now a snazzy purple, and also uses American Sign Language to communicate. She learned how to talk before she lost her hearing, so it is hard for the casual listener to discern any deficiencies in her speech.

“I have one foot in the hearing world, and one foot in the deaf and hard of hearing world,” Sophia says. “Sometimes I’m not considered deaf enough, and sometimes I’m not considered hearing enough.”

Communicating and Connecting with Others

Sophia has attended some of �鶹ԭ��’s ASL classes and begun formal instruction in ASL this month. The communication sciences and disorders student hopes to receive her interpreter certification while at �鶹ԭ��.

“She’s always been a child who has overcome and done things with a smile on her face,” says Franco Grilla ’92, Sophia’s dad a �鶹ԭ�� criminal justice grad. “I can’t even explain it. It’s amazing what she’s had to overcome, and you would never know it.”

This quest to find her place in the world became crystal clear in middle school when she started acting with Shakespeare with Heart, a collaboration between UCP of Central Florida, the Exceptional Education Department of �鶹ԭ�� and the Orlando Shakespeare Theater. Here, students with and without special needs work together to produce a Shakespeare play.

“Involved in these productions are people with Down syndrome, people with autism, and/or people who use wheelchairs. It’s just so amazing, gratifying, and beautiful to watch and be a part of,” Sophia says.

Sophia performed in numerous plays with the group, alternating between using her voice and using sign language. Once, she taught the entire cast sign language to the closing musical number. Through this experience, Sophia learned that being able to bridge the gap between the hearing, deaf and hard-of-hearing population was a gift.

Parents Use Their Faith and Experiences as Athletes to Persevere

Wendy, who studied health services administration, and Franco met at �鶹ԭ�� back in the ’90s when they were both student athletes. She was a cheerleader and he was the kicker for the football team.

Both say the lessons they learned as athletes helped them tackle life’s challenges: perseverance, hard work, trusting your coaches and the importance of teamwork. All these skills came in handy when finding the best care for their daughter.

They met their first “coaches” as parents when Sophia was born almost two months premature. Being first-time parents, they devised a game plan with the help of multiple healthcare professionals to help Sophia thrive.

Later, when Sophia was in preschool, they found another coach. Her teacher told Wendy and Franco that Sophia preferred to play independently and that sometimes her speech was “funny.” They brought these matters up at her next pediatric visit and asked the pediatrician for a referral to an audiologist.

Over the course of several months the Grillas pushed for answers. After many tests, Sophia received the diagnosis of mild-to-moderate progressive sensorineural hearing loss (SNHL).

According to the American Speech and Hearing Association (ASHA), a SNHL is the most common type of permanent hearing loss. Doctors told Wendy that the hearing loss was most likely unrelated to Sophia’s premature birth and could not be fixed by medicine or surgery. They recommended hearing aids for 4-year-old Sophia.

“From physicians, audiologists, speech-language pathologists, and deaf and hard of hearing itinerant teachers, this community of supporters is vital,” Wendy says. “We relied on this team of experts to help us bridge the gaps and provide the best care for Sophia.”

The Grillas realized that their daughter would benefit from speech therapy to help her overcome any deficits in that area. Sophia received speech therapy services for eight years.

Through it all, the Grilla family had faith in God’s plan for Sophia.  “His guidance was our best defense,” Wendy says.

Life Amplified

Sophia debuted her hearing aids at her father’s induction into the �鶹ԭ�� Football Hall of Fame.

Franco was wearing a new accessory too — a receiver that linked directly to Sophia’s hearing aids, so she could hear her father speak.

As Franco was introduced and started talking about his �鶹ԭ�� football career, a tiny — but mighty — voice came from the audience, “I hear you, Daddy!”

Sophia has been told that story ever since she can remember, but she says, “I don’t really remember when I got the hearing aids. They’ve just always been a part of who I am.”

While it might sound like a “fix” to wear hearing aids, users hear differently than their hearing peers.

“It can be hard to describe what the world sounds like to a person with hearing loss, because no two people hear exactly the same way,” says Linda I. Rosa-Lugo, an associate professor in �鶹ԭ��’s School of Communication Sciences and Disorders and the director of �鶹ԭ��’s Listening Center.

Rosa-Lugo met Sophia through community outreach events for deaf and hard of hearing individuals and their families. Rosa-Lugo noticed that Sophia was outgoing and welcoming to new families and cheerfully answered questions, many of which were regarding hearing aids.

Hearing aids are fine-tuned to each user’s specific hearing loss and only amplify sounds that are not naturally heard clearly.

“It’s never 100 percent perfect,” Rosa-Lugo says.  “There can be feedback and interference from ambient noise; there can be listening fatigue to the user because it can be difficult to keep background noise at bay.”

Listening to Her Calling

Sophia plans to major in communication sciences and disorders. Her ultimate goal? To become an audiologist.

She won’t be the first audiologist with hearing loss.

According to the American Speech and Hearing Association, advancements in hearing and assistive technology have made it possible for other individuals with hearing loss to enter the profession.

Sophia knows that her unique ability to relate to hearing loss will help others. But she says as she looks back over her life, she can see a path that had very little to do with her own will.

“This is God’s story through and through,” she says. “It’s amazing to look back and see where He’s been!”

Wendy says she hopes that Sophia can serve as an inspiration to others.

“She humbles me and makes my heart want to explode when I see her relating to other children who may have obstacles to overcome,” Wendy says. “I want other people to see that no matter what you can or can’t do, you can still have dreams and accomplish many great and wonderful things.”

Members of this particular group hail from Ecuador and Columbia, Haiti and Puerto Rico, France and Hungary. They speak Spanish, Creole, French and Hungarian. What they share is a desire to learn to speak English, which they are practicing with volunteers — many of whom are �鶹ԭ�� students.

“[Students are] not only learning the language, there’re learning what they need to know … in day-to-day life.” – Iman Al-Shabibi, LLC director and �鶹ԭ�� student

The Church’s Language Learning Center was started in November 2016 to address a need in the community for a growing immigrant and refugee population in the area, says pastor Megan Collins. The program runs from August through May with monthly subjects focusing on topics that are useful in everyday life, such as finance, transportation, health and education.

Unlike other language assistance programs, the center serves people who speak any language, rather than just one, and provides specialized assistance from volunteers at the start and end of each class. The lesson plans also includes some real-world practices, such as the annual field trip through Winter Park that allows students to learn how to use public transportation.

“What we follow is a method that is kind of loosely based on a model I learned about in my classes [at �鶹ԭ��,]” says Iman Al-Shabibi, the center’s director and a senior communications sciences and disorders major. “[We] try to get [students] immersed in it as much as possible. They’re not only learning the language, there’re learning what they need to know … in day-to-day life. That may not be what [others are] taught in a traditional classroom.”

Local Outreach

Shortly before the program celebrated its two-year anniversary, Al-Shabibi took over leadership of the center. She started volunteering there in 2017 after learning about the opportunity through the �鶹ԭ�� chapter of the , a pre-professional organization for students within her field.

For years, the association has provided members with opportunities to work with local elementary school students with autism spectrum disorder or Down syndrome. When the center reached out to the organization looking for volunteers, it was natural for its members to become involved.

“It’s really interesting to help people in my community and get to know people I normally wouldn’t talk to.” – Madison Buford, �鶹ԭ�� student

“I think it’s good to be connected to the community through NSSHLA,” says Madison Buford, a senior communication sciences and disorders major and NSSHLA member. “It’s really interesting to help people in my community and get to know people I normally wouldn’t talk to.”

Buford started volunteering in November and typically does so three times a month. Most recently she’s been working with two brothers, ages 13 and 11, from Mexico. But most often she works with young adults who want to learn English to find jobs and provide for their families. Buford has had her own challenges with adjusting to life in a foreign country.

“I studied abroad in Korea and went through a similar program there,” she says. “So I think it’s just really interesting to be able to do the opposite where I help people with English, and I really empathize with their struggle.”

Holistic Approach

In November and December, several students from �鶹ԭ��’s partnered with the center to lead sessions on nutrition and health. Lessons included how to find healthy foods at the grocery store, how to access healthcare services in Orlando, and even practicing how to talk about medical issues or concerns with practitioners.

“Different religions or societal upbringings can have a huge impact on a patient’s perspective on healthcare issues,” says volunteer Michael Mankbadi, a �鶹ԭ�� medical student who moved to the United States from Egypt when he was 5. “For example, different cultures often have various perspectives on end of life issues and understanding that perspective is essential for providing the right care.”

“Because I came to the United States so young, learning English came more naturally to me. … [But my parents] went through that culture shock of coming to a new country, not really knowing anyone and had to go through that process of learning a new language, learning a new culture.”

These are part of the reasons Mankbadi was interested in volunteering with the center, but his main motivation was to use his expertise to give back to the community. In turn, he’s become more mindful of how culture can impact medical treatment, and he’s working to line up �鶹ԭ�� volunteers to assist with the center’s nutrition and health units at the end of 2019.

Impacting Students and Teachers

No matter the level of their English skills, students are always welcome to the program. Some have arrived in the United States just days before their first session while others have been living in America for years.

“For me, [attending the center] is a good experience to meet American people who speak English with different accents so I can speak more fluently.” – Véronique Benouaich, LLC student

One dedicated student is Véronique Benouaich, who lived in France until she married and relocated to Florida five years ago. Benouaich practiced physical therapy for more than 20 years in her native country. With a new start in the U.S., she’s taken to pursuing a passion she’s always had: art. Benouaich volunteers at the Albin Polasek Museum in Winter Park and runs an art gallery selling works from Parisian artists out of her home.

“For me, [attending the center] is a good experience to meet American people who speak English with different accents so I can speak more fluently,” Benouaich says. “It’s important for me and my business, Art at Home, that I meet a lot of people, and I meet different people at the center.”

Since Benouaich started attending the center in September, Al-Shabibi says she’s improved greatly because she’s a dedicated learner. That quality has also helped Benouaich in her role as a teacher, which she fulfills as a French tutor to local middle and high school students. She even assists with new students at the center who are fluent in French.

“[Attending the center’s classes] helps me to explain to others in English the different grammatical issues in the French language,” she says.

Benouaich knows that teaching others another language requires a lot of patience, which Al-Shabibi has a lot of, along with a welcoming friendliness that makes many of the students at the center feel comfortable.

The Program’s Future

Al-Shabibi balances her easy-going nature during weekly classes with disciplined organization throughout the week to fulfill the program’s administrative needs, such as developing lesson plans, connecting with current and potential students, and applying for grants. She does this on top of managing her own studies and a teaching-assistant position at a K-12 school.

“You don’t need a lot to start it. You need a couple good people, good conversation and a passion for helping.” – Iman Al-Shabibi, LLC director and �鶹ԭ�� student

But she’s looking to do even more with the program by advocating for more initiatives like this in Central Florida.

“If we could have something like this [program] on every street corner then it would be doing its job,” Al-Shabibi says. “You’re dealing with people who may not have a car, who may not know how to use public transportation or who may have to walk. So when it’s difficult to get here, they won’t come.

After she graduates in the fall she hopes to stay on as director at the center, working full-time to further its mission. But even if more programs like this develop throughout the region without the center’s name, she says she’d be happy. In fact, she welcomes the idea of more organizations and people in the community helping others who are making their homes here.

“You don’t need a lot to start it. You need a couple good people, good conversation and a passion for helping,” Al-Shabibi says.

The Pegasus Professor award is the highest academic award a professor can receive at the �鶹ԭ��. During an entire career at �鶹ԭ��, faculty who are exceptional in every area — teaching, research and service — are recognized for their work. These awards are determined by the president, and recipients receive a $5,000 stipend and a $5,000 research grant.

Josh Colwell, Naim Kapucu, Tison Pugh ���Ի���Martine Vanryckeghem have been selected as the 2019 Pegasus Professors who have impacted students, fellow faculty and the community through their research and dedication to education.

Josh Colwell

Department of Physics, Florida Space Institute, College of Sciences

Josh Colwell has been interested in space exploration and science since he was a child. His mother likes to joke that he was bit by the space bug when she was eight months pregnant and saw the launch of Gemini 1. His career started in research, but after 17 years at the University of Colorado he came to �鶹ԭ�� to pursue his passion for teaching.

“One of my goals is to make science, physics and astronomy more accessible to people. I love seeing that light bulb moment with students.” — Josh Colwell

“One of my goals is to make science, physics and astronomy more accessible to people,” he says. “I love seeing that light bulb moment with students. I’m always looking for new ways to make complicated subject matters relatable and understandable.”

While Colwell loves his students, he’s also known for conducting experiments in what’s sometimes called the vomit comet — a plane that descends rapidly to create weightless conditions. Has he thrown up? Too often to count, but many of his students have fared better on the plane.

His research works to uncover the story of the solar system and the formation of habitable planets like Earth throughout the galaxy. Colwell has been involved in multiple NASA missions, most notably the Cassini mission that orbited Saturn 13 years sending back views of the ringed planet and its dozens of moons never seen before. He also hosts a podcast, Walkabout the Galaxy, which he calls “accidentally educational.”

His advice to students is simple: “Take advantage of the resources at �鶹ԭ��. Go see your teachers. They want to be asked questions, and they want to help you understand so you can succeed.”

Naim Kapucu

Director, School of Public Administration, College of Community Innovation and Education

Naim Kapucu came to �鶹ԭ�� in 2003 fresh off of his doctoral program at the University of Pittsburgh with his dissertation about emergency and crisis management during 9/11. His father wanted him to become a politician and eventually a governor, but he told his father he would one day become “a professor of governors,” specializing in public administration and policy.

While his work on 9/11 became well-known, Kapucu planned to never touch emergency-management research again, but the opposite happened after his move to Florida.

“My passion is being an academic, scholar leader and having a big vision for our school.” — Naim Kapucu

“I’ve focused on leadership and emergency and crisis management,” Kapucu said. “My passion is being an academic, scholar leader and having a big vision for our school.”

For the past four years, Kapucu has directed the School of Public Administration. He’s led creation of six new degree programs, including the fully online Masters in Research Administration, and has brought top journals in the field to �鶹ԭ��. Kapucu’s leadership and relationships put the school’s programs on the map. The school has two U.S. News & World Report nationally ranked graduate degree programs: No. 7 emergency management and No. 8 nonprofit management.

The Emergency Operations Center at �鶹ԭ�� was one of the first in the nation at a university – thanks to a grant that Kapucu helped secure.

“Coming to �鶹ԭ�� was the best decision I ever made,” he says. “I tell students, faculty and staff to be yourself, know yourself and let other people be themselves. Have a vision with a solid plan to accomplish your goals. But keep in mind: In the world of public administration and policy, a vision without execution is hallucination.”

Tison Pugh

Professor, Department of English, College of Arts and Humanities

Tison Pugh is best known among students for his Harry Potter studies class, but that’s not what he’s most proud of. He arrived at �鶹ԭ�� in 2001 after receiving his doctorate in English literature from the University of Oregon, and he has also published 19 books in 17 years.

“Two of the things I’m proud of is the minor in medieval and renaissance studies. And I was the founding faculty editor of the �鶹ԭ�� undergraduate research journal, The Pegasus Review,” Pugh says. “These are curricular initiatives that will still be available to students after I’m long gone.”

“I always stress to students that I love literature and that I love to read and study it.” — Tison Pugh

Pugh hopes his enthusiasm and love for literature shines through in his teaching, even for any resistant students. He believes the key to keeping students engaged is to tap into their passions.

“I always stress to students that I love literature and that I love to read and study it,” he says. “I don’t think I would be a good professor if I didn’t do that for my students. When they start reading, they find the hidden humor — and once they find it — they are addicted to it as well.”

Martine Vanryckeghem

Professor, School of Communication Sciences and Disorders, College of Health Professions and Sciences

Martine Vanryckeghem began her work in fluency disorders in Belgium, which has shaped her international career. A fluency disorder involves the interruption in the flow of speaking, and the most common one is stuttering. Vanryckeghem is an expert in how to diagnose and treat stuttering in children and adults.

Her research in fluency disorders has led her to co-author standardized diagnostic tests for children and adults that investigate the emotional, behavioral and cognitive effects stuttering can have on an individual. Her work has been translated, researched and published in 30 different countries.

“The tests provide an inventory and give a good idea of the different dimensions that surround the person who stutters,” she says. “An individual who stutters typically thinks negatively about him or herself and will use coping mechanisms to not stutter. The tests give the clinician a good assessment of the disorder and how to treat it.”

Vanryckeghem credits her late husband with a lot of her success. They met while he was in Belgium giving a workshop.

“�鶹ԭ�� made me an all-around citizen.” — Martine Vanryckeghem

“His high standards and scientific rigor served as a role model for me,” she says. “I have tried to continue to lead by that model and if I can use the Pegasus mythology, he was the wind beneath my wings.”

As for her students, Vanryckeghem hopes to make a small impact on their lives through academic and clinical instruction and research.

“�鶹ԭ�� made me an all-around citizen. I don’t see myself as only an academician or researcher, I see myself as a faculty team member and leader – a �鶹ԭ�� ambassador around the world,” she says.

, and Cathy Binger, a UNM associate professor of speech and hearing sciences, will study what level of instruction and intervention is needed for children with severe speech impairments to maximize the capabilities of commercially available apps that verbalize words for a user.

Apps currently on the market allow a user to select images in sequential order that represent the words the user wants to communicate, and the app then verbalizes that sentence.

“If a young child with unintelligible speech, or no speech at all, comes up to you with an iPad and starts speaking to you in full sentences, this creates a big mind shift about what that child is truly capable of doing,” said Binger.

However, there have been little to no evidence-based training options available for children to learn how to use these apps as communication tools. Kent-Walsh and Binger are changing this through their research.

“This grant is the culmination of many years of work and a lot of pilot data showing that it is possible to teach children to use picture symbol-based apps to communicate in grammatically accurate phrases and sentences,” said Kent-Walsh.

The goal of this research is to better understand how to support the development of children with severe speech impairments. Children with disorders such as Down syndrome, cerebral palsy or childhood apraxia of speech could benefit from this research, as well as any child whose communication needs are not being met. In the United States, about one in 12 – or about 8 percent – of children have communication disorders.

“When children can’t use their speech to communicate effectively, they often get frustrated and they may act out or shut down,” Binger said. “It can lead to all kinds of problems, like social issues and poor communication with family members. If these children are not provided with other ways to help them communicate, they also can end up with educational placements that may be inappropriate.”

Binger and Kent-Walsh’s new grant will focus on 3- and-4-year-old children who have severe speech impairments. At the onset, participating families will receive basic instruction in how to use the communication app, while some participants also will receive enhanced intervention sessions led by Binger and Kent-Walsh that are aimed at teaching them how to “speak” using the app. Results from each group will be compared to determine if the enhanced intervention had a positive effect on the child’s ability to communicate.

“We are thrilled to have come to a point where we are ready to roll out this intervention on a larger scale and track the communication performance of many children across states,” Kent-Walsh said.

The hope is that by providing these children with the necessary technology and instruction to more effectively communicate, they will be able to take full advantage of the same educational and social opportunities as their peers, which may, in turn, allow them to lead more fulfilling and successful lives.

The research will take place at �鶹ԭ��’s new (FAAST) Assistive Technology Demonstration Center in Research Park and UNM’s Speech and Hearing Clinic.

Kent-Walsh and Binger are seeking preschool-aged children with speech impairments to take part in this study (NIH#: R01DC016321) and a related study also funded by the National Institutes of Health (NIH#: R15DC014585). Those interested in participating at �鶹ԭ�� should contact Kent-Walsh at jkentwalsh@ucf.edu. Those interested in participating at UNM should contact Binger at cbinger@unm.edu.

A new �鶹ԭ�� Adaptive Community Project is seeking up to 70 participants to join sports teams, a theater production and/or a choir adapted to fit the needs of neuro-atypical conditions. Participants can join as many teams as they’d like for free.

The opportunity is open to greater Orlando residents and includes sitting volleyball, wheelchair basketball, softball, acting and script-writing positions in theater, and a choir for those with acquired speech disorders. Each activity will have modified equipment, such as beeping balls for those with visual impairments to detect where the ball is by sound, costumes made for those in wheelchairs, and more.

The Adaptive Community Project is an interdisciplinary effort developed and led by �鶹ԭ�� neuropsychologist and clinical associate professor Megan Sherod. Her goal is to give members of the local neuro-atypical community a new outlet to socialize and exercise.

“What’s lacking in the community is this type of resource and opportunity for people who weren’t born with neuro-atypical conditions, but who’ve acquired them through accident, injury or disease,” she said.

Oftentimes, those diagnosed with neurological disorders end up feeling socially isolated from the rest of the community, she said.

Sherod consulted with Robert Pritchard, a former �鶹ԭ�� football player who while at his home in Georgia, that led to speech and physical impairments. He helped guide Sherod in developing the sport aspect of the project.

Like Pritchard, survivors of strokes, traumatic brain injuries, spinal cord injuries, multiple sclerosis, West Nile Virus and other life-altering events that led to neurological disorders are the target of the program.

Participants will practice once a week for at least a semester, and will work up toward a tournament, concert or live theatrical performance.

Practices and script writing will begin by the end of September, but participants can join at any time. For more on how to join, see:

Through Sherod’s outreach, �鶹ԭ�� Psychology, Theatre, Music, Student Health Services, Communications Sciences and Disorders, Physical Therapy, Student Development and Enrollment Services, and the Recreation and Wellness Center have all chipped in space and equipment, faculty expertise or student volunteers. For instance, graduate students studying how to become speech language pathologists will assist each team with communication.

“Students who volunteer in this initiative will have a better understanding of how acquired neurological impairments are more than just a label or a diagnosis. It affects the survivor’s bodily functions, their engagement with family, friends and the community,” said Amy Engelhoven, a lecturer in Communication Sciences and Disorders and director of the Aphasia House at �鶹ԭ��.

More than 60 volunteers from �鶹ԭ��, including students, faculty and staff, are needed to help run the program. Volunteers of all abilities are welcome.

Jonathan Trufant, for instance, will volunteer as coach for the wheelchair basketball team despite having cerebral palsy.

“When I was a kid, I needed a disabled role model to show me I can function in society, too,” said Trufant, a �鶹ԭ�� psychology student. “It’s super important to have people within your community to connect with.”

A grant from the Office of the Quality Enhancement Plan at �鶹ԭ�� will help Sherod purchase adaptive equipment for the program.

It’s intended that the program will be offered year-round. Ultimately, Sherod hopes to enhance �鶹ԭ��’s partnership with the local neurological community.

Repeating from last year, the Counselor Education program earned �鶹ԭ��’s highest ranking, moving up a notch to No. 9 nationally. The program prepares students for careers as counselors and practitioners in schools, community mental health agencies, hospitals, institutions and private practice.

“This ranking exemplifies the hard work of our Counselor Education faculty and staff and the progress we have achieved,” said Pamela S. Carroll, dean of the College of Education and Human Performance. “What an honor to be listed in the top 10 in the nation in this field.”

The next highest �鶹ԭ�� rankings were No. 14 for the atomic, molecular and optical sciences programs in the College of Optics & Photonics, and No. 17 for the Nonprofit Management program in the College of Health and Public Affairs, a jump of eight places.

Two more programs in the College of Health and Public Affairs were ranked in the top 50 – Criminal Justice (26) and Healthcare Management (38) – and Industrial Engineering was ranked at No. 39.

Others in the top 100 were: Communication Sciences and Disorders (53), Public Administration (63), Computer Engineering (64), Materials Science and Engineering (65), Electrical Engineering (66), Civil Engineering (75), Environmental Engineering (75), Social Work (78), College of Engineering & Computer Science (82), Physics (85), Medical Research (88), Computer Science (90), College of Education & Human Performance (91), and Doctor of Nursing Practice (100).

The Best Graduate Schools 2017 edition will be available on newsstands April 5.

The U.S. News rankings were announced one day after The Princeton Review and PC Gamer magazine named �鶹ԭ��’s Florida Interactive Entertainment Academy the best video game graduate school in North America.