Standard II: Faculty

Standard 2.0 Faculty

2.1 Faculty Sufficiency-Overall

The number and composition of full time program faculty are sufficient to deliver a program of study that

(2.1.1) allows students to acquire the knowledge and skills required in Standard 3.0,

(2.1.2) allows students to acquire the scientific and research fundamentals of the discipline,

(2.1.3) allows students to meet the program's established goals and objectives,

(2.1.4) meets the expectations set forth in the program's mission and goals,

(2.1.5) is offered on a regular basis so that it will allow the students to complete the program within the published time frame.

The following  sources of data support our maintenance of these standards:

  • Continuing Education Faculty. All full-time faculty have met or exceeded ASHA standards for continuing education.

  • Full-time Faculty CVs. All tenure-track academic faculty hold research doctorates (Prof. Korykowska is ABD and plans to complete her doctorate in Spring of 2019) and actively participate in ongoing research and publication.

  • Additional information regarding education and background can be found on the faculty website.

  • Links to selected works for each full-time faculty member can be seen in the SHU Library Digital Commons. Digital commons houses not only published papers and chapters, but conference presentations, and other materials the faculty member wishes to share.

Individual Digital Commons pages for each faculty are given below.

Faculty Member

Digital Commons URL

Robin Danzak

Jill Douglass

Ciara Leydon

Jamie Marotto

Ellen Massucci

Rhea Paul

Christina Pino

Taryn Rogers

Marta Kortakowski

Start date at SHU fall 2018

Marla Severence

Start date at SHU fall 2018

  • All but one of our faculty hold the CCC, nine in SLP and one in Audiology. Those who hold the Cs have all engaged in full-time clinical work at some point in their career, and all have engaged in clinical activities outside their SHU responsibilities within the last five years. Our Clinical Education faculty is especially deeply experienced in clinical practice; two of them have more than 25 years of full-time experience in the field, two have more than ten years, and Dr. Marotto has five years of full-time practice. Dr. Danzak, who does not hold the CCC, has experience as a school teacher and continues to work in school settings through her research and service learning experiences she manages for students. These backgrounds ensure that students have access not only to academic information from the faculty but also to practical, clinical insights that enhance their learning.

  • Our curriculum is organized so that all core courses in the Master's program are offered twice per year. This allows students who might need to make up or repeat a course to do so without having to wait a full year until the course is offered again.

  • Our classes are organized into two cohorts, so that most courses students take contain only 20 members. This allows for more participation, more opportunity for faculty to get to know student strengths and needs and to ensure through assessment that all meet program expectations, mission, and goals.

2.2: Faculty Sufficiency Institutional Expectations

The number, composition, and workload of the full-time program faculty are sufficient to allow faculty to meet expectations with regard to teaching, research, and service of the sponsoring institution.

The following sources are selected to demonstrate compliance with Standard 2.2:

  • Sacred Heart University's Tenure and Promotion policies can be found within the Faculty Handbook in section 6.2 p. 39-46.

Faculty at SHU can be hired on either a tenure-track or a Clinical track. Standards for tenure apply only to those hired on a tenure track, generally only those with research doctorates and classroom teaching responsibilities. Promotion standards for tenure-track faculty are also detailed in this section of the Faculty Handbook.

  • Promotion: Clinical track. In order to apply promotion standards to the unique position of Clinical Educators, the Promotion and Tenure Committee developed a distinct committee for evaluating the  promotion applications of faculty on the Clinical track. Clinical track faculty can be promoted through the same ranks as the tenure-track (Instructor, Assistant Prof., Associate Prof., Prof.). However, since their qualifications and job descriptions differ from those of tenure-track faculty, applications for promotion for faculty on the Clinical track are evaluated by other Clinical faculty members, who are more aware of the unique duties and contributions of Clinical faculty members. These procedures are discussed in the Faculty Handbook section 6.1, p. 36-39.

  • Promotion and tenure: Tenure-track faculty. SHU faculty on the tenure-track may apply for 3 credits of release from teaching each year, to provide time to devote to research and scholarly activities. These requests are evaluated yearly by the Department Chair and Dean and are contingent upon the achievement of the goals in this area agreed on by the Chair with each tenure-track faculty member the previous year. In the SLP Department, every full-time tenure-track faculty  have been awarded this release time each year so far.

  • Professional development funds. All full-time faculty are eligible for professional development funds of up to $1000 from the Office of the College Dean each year to allow them to present work at conferences, and obtain continuing education. The Department has been able to increase these funds with revenue from our online post-baccalaureate program, so that, so far, all faculty have been able to obtain all the funds they request for disseminating their work and engaging in continuing education.

The Principal Occupation of SHU Faculty Handbook is stated on p. 22 of the Faculty Handbook:

"The primary responsibility of a faculty member is to render to the University the most effective service possible and to devote his/her full working time to the University. A faculty member is appointed with the expectation that he/she will be principally occupied with the academic growth and development of students during all terms of the academic year. Teaching, scholarship, and service at the University shall normally be the primary concern and occupation. At the same time, consulting and other outside activities of a professional nature are encouraged by the University where such activities give the faculty member experience and knowledge valuable to professional growth and development (see Section 4.2.7). These activities may help the member of faculty make worthy contributions to knowledge, or contribute to instructional programs, or otherwise make a positive contribution to the University of the community."

Thus, while teaching is considered the primary responsibility of faculty, time is allowed for the pursuit of scholarly and service activities, which are also considered in promotion and tenure decisions. General guidelines, provided to SHU SLP faculty in the SLP Faculty Handbook are as follows:

  • Credit load. CHP policy calls for a credit load of 24 credits for full-time 9 mo. Tenure-track faculty, and 27 credits for full-time 12 mo. Clinical faculty.

  • Release from teaching. Full time Tenure-track faculty may apply for 3 credits of release from teaching each year (all Full time Tenure-track faculty have so far been granted this release each year).

  • Faculty availability. SHU SLP faculty are expected to be on campus at least four days/week, in order to insure their availability for University service, and to hold office hours for a total of 6 hours/week on at least three different days, in order to insure their availability for students advising.

Advising. Instructions for advising are found in the SLP Faculty Handbook. Students are assigned to advisors upon entry into the program. Students remain with the same advisor for the full length of their graduate program. Each graduate student is assigned both an academic and a clinical advisor. Graduate advisors will meet with their advisees at each of the following time points:

  • First month of each semester
  • Nov. of Fall semester
  • April of spring semester for 3 year and CFY students only. At each meeting, the advisor should:
    • Ensure each student is registered for appropriate classes and clinical placements;
    • Review planned program of study
    • Review grades from previous semester to ensure student is meeting Department requirements
    • Discuss and review elective courses and specialty certificates.

Advisors complete an advising form at each meeting (Appendix 8 in SLP Faculty Handbook). The completed form is placed in the student’s file following each appointment, and retained until the student graduates. Advisors also check end of term grades for each advisee to determine if they are maintaining a GPA of 3.0 and have no grade below B-. The Professional Performance Committee checks grades at the end of summer term. 

NB: It should be noted that since our program accepted its first graduate students in 2014, Robin Danzak of our Tenure-track faculty was promoted to Assoc. Prof. and received tenure. Ciara Leydon, hired as an Assoc. Prof., has also been awarded tenure. Ellen Massucci and Christina Pino, both hired as Clinical Instructors, were both promoted to Clinical Ass't. Professors. Thus our experience at SHU suggests that our program enables faculty to meet expectations with regard to teaching, research, and service sufficiently to earn promotion and tenure.

2.3: Faculty Qualifications

All faculty members (full-time, part-time, adjuncts), including all individuals providing clinical education, are qualified and competent by virtue of their education, experience, and professional credentials to provide academic and clinical education as assigned by the program leadership.

In addition to the above documents, demonstrating the general qualifications of all SHU SLP faculty, we have built our program to ensure that all areas of SLP practice are taught and supervised by faculty with expertise particular to each area. The distribution of expertise within our faculty is outlined below.


Area of Experience

Area of Research

Teaching/Supervisory Assignments

Rhea Paul, CCC-SLP, Ph.D., Prof., Department Chair

Child language, autism

Child language, autism


SLP 510: Child Language Disorders 0-5

SLP 530: School-based SLP Practice

SLP 514: Screening and Dx I

SLP 515: Screening and Dx II

SLP 600: Autism, AAC and Severe Disorders

SLP 680: Education of Students with ASD

SLP 690: Capstone

Robin Danzak, Ph.D., Assoc. Prof.

School-age language Cultural competence

Multicultural/multilingual reading and writing

SLP 525: Topics in Cultural and Linguistic Diversity

SLP 530: School-based SLP Practice

SLP 570: Intro. To Rsch. and EBP

Jill Douglass, CCC-SLP, Ph.D., Ass't. Prof.



SLP 500: Speech Sound Disorders

SLP 502: Clinical Practicum I

SLP 580: Disorders of Fluency

SLP 690: Capstone

Ciara Leydon, CCC-SLP, Ph.D. Assoc. Prof.

Medical SLP

Dysphagia, Voice

SLP 512: Intensive Clinical Workshop in Voice/Swallowing

SLP 550: Dysphagia

SLP 585: Voice and Velopharyngeal Disorders

SLP 610: Medical SLP

Marta Korytkowska, CCC-SLP, ABD, Ass't. Prof.

Neurogenic communication disorders


SLP 511: Intensive Clinical Workshop

SLP 540: Neurogenic Communication Disorders I

SLP 560: Neurogenic Communication Disorders II

SLP 514: Screening and Dx I

Taryn Rogers, M.A. CCC-SLP, Clinical Ass't. Prof., Director of Clinical Education

Pediatric medical SLP


SLP 501: Practicum Seminar I

SLP 507: Practicum Seminar IV

SLP 514: Screening and Diagnostics

SLP 610: Medical Specialty Course – Adult

SLP 699: Special Topics in Communication Disorders III

Supervision and coordination of medical placements

Ellen Massucci, M.A.,  CCC-SLP, Clinical Ass't. Prof., Coordinator of School-based Placements

School-based SLP Practice


SLP 501: Practicum Seminar I

SLP 502: Clinical Practicum I

SLP 601: Practicum Seminar V 

SLP 602: Clinical Practicum V Student Teaching

Supervision and coordination of school-based placements

Christina Pino, M.A.,  CCC-SLP, Clinical Ass't. Prof.

Skilled nursing facilities


SLP 503: Seminar II

SLP 505: Seminar III

SLP 507: Practicum Seminar IV

SLP 508: Clinical Practicum IV

Supervision of medical and specialty placements

Marla Severance, M.A.,  CCC-SLP, Clinical Ass't. Prof.

School-based SLP Practice



SLP 501: Practicum Seminar I

SLP 503: Seminar II

SLP 505: Seminar III

SLP 513: Intensive Clinical Workshop in Neurogenic Disorders

SLP 514: Screening and Diagnostics

SLP Supervision of school-based placements

Jamie Marotto, Au.D.,  CCC-AUD, Clinical Ass't. Prof., Director, Audiology Clinic



SLP 520: Aural Rehab.

Supervision of hearing screening and aural rehabilitation

All required academic courses in the SHU SLP graduate program are normally taught by full-time Ph.D. faculty, except in cases of illness or leave of absence for a particular faculty member. Some elective courses are taught by highly experienced community clinicians with expertise in AAC, autism, or medical SLP.

Supervision is primarily provided by full-time clinical faculty. Adjunct clinical educators are hired as needed to provide 1:4 supervision for all clinical practica. All adjuncts providing supervision have at least three years of clinical experience, hold the CCC-SLP, and participate in continuing education. They are continually monitored by the Director of Clinical Education to ensure they continue to meet CAA standards.

2.4 Faculty Continuing Competence

All faculty members maintain continuing competence and demonstrate pursuit of lifelong learning.

ASHA Continuing Education transcripts spanning the last 5 years for all faculty, except Dr. Danzak and Prof. Korytkowska. Prof. Korytkowska is an ABD doctoral student at NYU and therefore is not yet required to document continuing education. Dr. Danzak is not does not hold the CCC-SLP, and therefore does not file her continuing education with ASHA. However, during the last five years, she was selected for a Fulbright Junior Fellowship in Padua, Italy, in which she participated for four months. She also participated in the SHU Digital Learning Summer Workshop, published 10 articles and 3 book chapters, and presented at 11 international and 10 national conferences.