In continuing to delineate the departmental requirements for scholarship and how I have met those, below I provide the additional requirements that must be met for products other than publications, if included in the tenure/promotion application:

                                      The remaining 2 or 3 products [of the 5] can also include:
                                                   a) Presentations of a paper or poster at                                                          a peer-reviewed conference at a state or national level
                                                   b) Obtaining a grant for research activity
                                                   c) ONE of the remaining products can include:
                                                        i. Research writing that was submitted but not accepted
                                                        ii. Publication in a non-peer
                                                            reviewed, academically related publication

presentations of papers or posters at peer-reviewed conferences

Of the various venues for scholarship, presentation of posters and papers at conferences is the most enjoyable to me.  I thrive on the interaction with and feedback from others interested in the same topics that I am.  From those interactions have emerged partnerships that have helped me, and are helping me, develop as a scholar.  My engagement in research having to do with bilingualism and  issues in service delivery to culturally and linguistically diverse populations began as interactions at state and national conferences.

Below (retrieved from my CV) I provide a list of papers and posters presented at peer-reviewed national (denoted with *) and state conventions.  The posters were of research developed and presented with graduate student researchers.

In all I have presented three papers at national conventions and five papers or posters at state conventions.   Note:  The sum of the total of publications (3) and  peer-reviewed presentations (8) demonstrates that I have met  the departmental scholarship expectations.

*Austin, L. & Taylor, D. (2013). Scaffolding Clinical Experiences for First-Year Graduate Students.  A paper presented at the annual conference of the Council for Academic Programs in Communication Sciences and Disorders, Phoenix, Arizona, April 19.

Bloomer, L., Nicks, A., Smith, N., and Austin, L. (2013). Reliability and Validity of the Narrative Scoring Scheme for Evaluating Spanish Narratives:  Introduction, Character Development, & Referencing.  A poster presented at the annual convention of the Texas Speech-Language-Hearing Association, Dallas, Texas, March 8.

Rodriguez, C.,Siegler, E., and Austin, L. (2012). Reliability and Validity of the Narrative Scoring Scheme for Evaluating Spanish Narratives:  Mental State Characteristic.  A poster presented at the annual convention of the Texas Speech-Language-Hearing Association, San Antonio, Texas, March 10.

*Austin, L. (2011).  Designing and Utilizing Dynamic Assessments in School-Based Practices:  A Tutorial.  A paper presented at the annual convention of the American Speech-Language-Hearing Association, San Diego, California, November 18.

Austin, L., Garcia, M., & Reguero, J.  (2011). Self-perception of L1 Skills in Bilingual Speakers: A Comparative Outcomes Study,  A poster  presented at the annual convention of the Texas Speech-Language-Hearing Association, Houston, Texas, March 2011.

Austin, L., Klein, B., & Palmer, M. (2010). Specialized Training for Licensed SLPs in Service Provision to Bilingual/CLD Populations, A poster presented at the annual convention of the Texas Speech-Language-Hearing Association, Ft. Worth, Texas, March 2010.

*Austin, L. (2009). Bilingual Spanish-English Speakers and L2 (English) Accent, Verb Production, & CALP, A paper presented at the annual convention of the American Speech-Language-Hearing Association, New Orleans, Louisiana, November 21.

Austin, L. (2009). Difference or Disorder?  Using Dynamic Assessment with Culturally and Linguistically Diverse Populations.  A 3 – hour invited short course presented at the annual convention of the Texas Speech- Language- Hearing Association, Austin, Texas, April 3.

publications in  non-peer reviewed, academically related publications

Other professional writings:  although these writings are not counted among the products of scholarship satisfying the requirements for tenure, they are listed here as further evidence of scholarly activity.

–Columns authored in the bimonthly news magazine of the Texas Speech-Language-Hearing Association,  The Communicologist, as member of the CLD Task Force (2003 – 2010); (see affirmation of authorship below)

Letter from Gina Glover_TSHA VP for Professional Services_affirmation of column authorship

• Response-to-Intervention, Speech Services, and Students from CLD Backgrounds (April, 2009)
• Texas SLPs and Cultural/Linguistic Diversity: Good to Go? (August 2010).

–Texas Speech-Language-Hearing Association (co-author as a Task Force member) (2010):  Implementation guidelines for speech impairment with an articulation disorder:  Cultural and linguistic diversity companion.  These guidelines were reviewed by the Executive Board and posted for use by the membership. (See affirmation of authorship below).

Letter confirming coauthorship of CLD Articulation Guidelines Update

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