The SPARC Award is offered as part of ASHA's Strategic Objective to Increase Research Commitment. The goal of SPARC is to foster students' interest in the pursuit of PhD education and careers in academia in order to fill faculty/researcher vacancies in communication sciences and disorders (CSD). It allows students to prepare for successful PhD education and exciting careers in research and teaching. The SPARC Award gives students an opportunity to participate in teaching and research with guidance from a mentor and travel to enhance teaching and research exposure. The SPARC has been awrded since 2004.
Meghan Baer, Emerson College
Primary Mentor: Ruth Grossman
Victoria Bhardwaj, James Madison University
Primary Mentor: Erin Clinard
Melissa Bruce, University of Illinois at Urbana–Champaign
Primary Mentor: Marie Channell
Emily Fisher, University of South Carolina–Columbia
Primary Mentor: Suzanne Adlof
Haley Hayashi, California State University, East Bay
Primary Mentor: Michelle Gravier
Erin Hernon, James Madison University
Primary Mentor: Erin Piker
Sarah Jones, University of Illinois at Urbana–Champaign
Primary Mentor: Raksha Mudar
Allison Leslie, Marquette University
Primary Mentor: Sarah Grace Dalton
Darchayla Lewis, Hampton University
Primary Mentor: Jessica Sullivan
Gabrielle Monge, New York Medical College
Primary Mentor: Monica McHenry
Kendra Peffers, Michigan State University
Primary Mentor: Courtney Venker
Matthew Phillips, University of Connecticut
Primary Mentor: Emily Myers
Favio Saabedra, Marquette University
Primary Mentor: Sarah Grace Dalton
Cassandra Stall, University of Cincinnati
Primary Mentor: Aimee Dietz
Briana Acevedo, Florida State University
Hannah Barton, Rush University
Isabella Carino, University of Oregon
Abbey Carlson, Rush University
Soundarya Daliparthy, University of Texas at Dallas
Marcelina Grochulska, James Madison University
Danielle Marshall, Texas Christian University
Samantha Power, University of Wyoming
Mairin Srygley, Loyola University Maryland
Blythe Vickery, University of South Carolina
Marissa Castaldo, University of South Carolina
Briana Cox, Purdue University
John Gallagher, San Diego State University
Karen Gitlin, San Diego State University
Andrew Keltz, New York Medical College
Michelle Kryc, University of Cincinnati
Ciara Nellenbach, Central Michigan University
Austin Northcutt, Purdue University–Fort Wayne
Amanda Ortiz-Alvarez, University of New Mexico
Anne Marie Pasternock, University of Iowa
Lauren Rosano, Emerson College
Kyra Skoog, Temple University
SPARC 2019 awardees accomplished the following select presentations and publications as a result of their SPARC participation.
Gallagher, J.F., Melendrez, L., DeTar, S., & Pruitt-Lord, S.L. (2019, November 21–23). Enhancing student clinical training through interprofessional education and practice [Technical clinical session]. American Speech-Language-Hearing Association Convention, Orlando, FL, United States.
Gitlin, K., & Pruitt-Lord, S. (2020, March). Cognitive-communication disorders and the juvenile justice system. Proposal accepted to the California Speech Language Hearing Association Conference, Sacramento, CA, United States (Conference canceled).
Keltz, A., & McHenry, M. (2020, May 27–31). Steam and/or semi-occluded vocal tract exercise as morning vocal warm-up strategy [Oral presentation]. Virtual Voice Symposium, Philadelphia, PA. https://www.youtube.com/watch?v=KlLeHaQpwas
Kryc, M., Dietz, A., & Rampe, B. (March 2020). AAC for people with aphasia: Demonstration of a novel feature matching toolkit [Conference presentation]. Ohio Speech-Language Hearing Association Convention, Columbus, OH, United States.
Nellenbach, C., Hagaman, J., Chomchai, J., Rogus-Pulia, N., & Affoo, R. (2020, March). Effects of endoscope placement in the hypopharynx on swallowing-related measures in healthy adults [Conference presentation]. Dysphagia Research Society Annual Meeting.
Northcutt, A. J. (2020, April). Maximizing the diagnostic accuracy of language sample analysis in children with language impairment [Honors presentation, Purdue University] https://www.pfw.edu/offices/honors-program/events/showcase
Pasternock, A. (2020, February 6–8). Quantifying motor stability in singing and speech production: An investigation in rate and loudness manipulations [Poster presentation]. Illinois Speech-Language-Hearing Association Conference, Rosemont, IL, United States.
Rosano, L., & Wisman Weil, L. (2020, November 19–21). A parent-focused intervention program for a preschooler with language disorder: A case study. Proposal accepted to the American Speech-Language-Hearing Association Convention, San Diego, CA, United States (Conference canceled).
Skoog, K., & Maas, E. (2020, November 19–21). Predicting intelligibility: An investigation of speech sound accuracy in childhood apraxia of speech. Proposal accepted to the American Speech-Language-Hearing Association Convention, San Diego, CA, United States (Conference canceled).
Gallagher, J.F., & Hoover, J.R. (2020). Measure what you treat: Using language sample analysis for grammatical outcome measures in children with developmental language disorder. Perspectives of the ASHA Special Interest Groups, 5(2), 350–363.
Keltz, A., & McHenry, M. (2020). Steam and/or semi-occluded vocal tract exercise as morning vocal warm-up strategy. Journal of Voice. https://doi.org/10.1016/j.jvoice.2020.08.037
Ortiz-Alvarez, A. D. (2020). A phenomenological investigation of the contextual variability and anticipation of stuttering [Master’s thesis, University of New Mexico]. UNM Digital Repository. https://digitalrepository.unm.edu/shs_etds/25
Pasternock, A. (2020). Quantifying motor stability in singing and speech production: an investigation in rate and loudness manipulations [Master’s thesis, University of Iowa]. Iowa Research Online. https://doi.org/10.17077/etd.005574
Skoog, K., & Maas, E. (2020). Predicting intelligibility: An investigation of speech sound accuracy in childhood apraxia of speech. CommonHealth, 1(2), 44–56.
Werfel, K., Reynolds, G., Hudgins, S., Castaldo, M., Lund, E. (2021). The production of complex syntax in spontaneous language by 4-year-old children with hearing loss. American Journal of Speech-Language Pathology, 30(2), 609–621. https://doi.org/10.1044/2020_AJSLP-20-00178