CAA Accreditation Application

Faculty Data Collection Worksheet

Instructions:

·  Use this worksheet to collect data about faculty who are employed by the university and contribute to the FTE of the graduate accredited program.

·  Include full-time and part-time faculty and instructional and supervisory staff that contributed to the accredited graduate program during the most recently completed academic year.

·  Do not list practicum supervisors who are not employed by the university.

Faculty Member’s Name: / Robin Danzak, Ph.D.

Academic Rank:

Adjunct
Lecturer
Instructor
√ / Assistant Professor
Associate Professor
Full Professor
Emeritus
Other: / Specify:

Employment Status: (Employment status is based on the individual’s status assigned by the university.)

√ / Full-time
Part-time

What is the role of this individual to the graduate program? (Select all that apply)

Clinic Director
Clinical supervisor
Department Chair
√ / Instructional faculty
Program director
Other / Specify:

Indicate the program(s) for which this faculty member contributes a percentage of FTE. (Select all that apply)

Associates
√ / Bachelors
Masters Audiology
Masters Speech
Masters Sciences
Doctoral Audiology
Doctoral Speech
Doctoral Sciences

Tenure Status:

Non-tenured and not on a tenure track
√ / Non-tenured and on a tenure track
Tenured / Date granted:

Educational Background:

Provide the degree, institution, year granted, and major for all of the degrees earned by this individual holding a faculty appointment to the graduate accredited program and who is employed by the university.

Degree Earned / Institution Name / Year Granted
(mm/dd/yyyy) / Major
Ph.D. / University of South Florida / 2009 / Communication Sciences & Disorders
MA / Universidad de Concepción (Chile) / 2001 / Linguistics (Spanish)
BA / New College of Florida / 1997 / Art History/Hispanic Language & Culture

NOTE: When data entering information into the HES interface, some data will already be populated. Please verify this information and provide edits as needed. Information for additional degrees earned may be added.

Indicate major areas of research interest. (Select all that apply)

Accent Modification / Head and neck cancers/Laryngectomy
Articulation/phonological disorders / Hearing aids
Assistive listening devices / Hearing conservation
Audiologic (re)habilitation / Hearing disorders
Auditory/vestibular physiology / Interoperative monitoring
Augmentative/alternative communication / √ / Language acquisition
Autism spectrum disorders / √ / Language disorders
Balance disorders / √ / Learning disabilities
Brain-stem implants / √ / Linguistics/psychololinguistics
Central auditory processing / √ / Literacy
Cleft palate / Neurogenic communication disorders
Cochlear implants / Orofacial myfunctional disorders
Cognitive-communication disorders / Otoacoustic emissions
Counseling / Psychoacoustics
√ / Cultural and linguistic variables / Speech acquisition
Diagnostic/clinical processes / Speech disorders
Electrocochleography / Supervision
Electrophysiology / Swallowing disorders
Fluency / Tinnitus
Genetics / Universal newborn hearing screening
Hair cell regeneration / Voice Disorders
√ / Other: (Specify) bilingualism (language & literacy)

List publications, presentations completed within the past 3 years.

Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded.

Publications

·  Bahr, R. H., Silliman, E. R., Danzak, R. L., & Wilkinson, L. C. (in press). Bilingual spelling patterns in middle school: It's more than transfer. International Journal of Bilingual Education and Bilingualism.

·  Cervera-Rosado, H., Danzak, R., & Bokel, F. (in press). Multilingual collaborative expository text production by secondary school students from Yucatan and Florida. Practicas educativas desde las perspectivas del curriculo, la administracion la orientacion y la ensenanza de idiomas. Mérida, Mexico: Universidad Autónma del Yucatán.

·  Danzak, R. L. & Silliman, E. R. (in press). Writing development of Spanish-English bilingual students with language learning disabilities: New directions in constructing individual profiles. In B. Arfé, J. Dockrell, and V. Berninger (Eds.), Writing development and instruction in children with hearing, speech and oral language difficulties, Oxford University Press.

·  Danzak, R. L. (2012). BUT IT'S JUST ONE CENT! Middle school ELLs practice critical literacy in support of migrant farmworkers. Journal of Literacy and Social Responsibility, 5, 158-176.

·  Danzak, R. L., Wilkinson, L. C., & Silliman, E. R. (2012). Cultural-linguistic diversity and inclusion. In J. Arthur & A. Peterson (Eds.), The Routledge Companion to Education (pp. 263-273). Oxford, UK: Routledge.

·  Danzak, R. L. (2011a). Defining identities through multiliteracies: ELL teens narrate their immigration experiences as graphic stories. Journal of Adolescent and Adult Literacy, 55, 187-196.

·  Danzak, R. L. (2011b). The integration of lexical, syntactic, and discourse features in bilingual adolescents’ writing: An exploratory approach. Language, Speech, and Hearing Services in Schools, 42, 491-505.

·  Danzak, R. L. (2011c). The interface of language proficiency and identity: A profile analysis of bilingual adolescents and their writing. Language, Speech, and Hearing Services in Schools, 42, 506-519.

Presentations

·  Clark, S. P., Jimenez, L. M., Danzak, R., Vriend Van Duinen, D., and Hamilton, E. R. (October, 2013). Going Graphica: Diverse Contexts, Shared Purposes. Panel Presentation, National Council of Teachers of English (NCTE) Annual Convention. Boston, MA.

·  Danzak, R. L., Rajala, A., & Wilkinson, L. C. (August, 2013). The Challenge of “Real Life”: A Comparison of Adolescent New Literacy Projects in the U.S. and Finland. Symposium, 18th European Conference on Reading. Jönköping, Sweden.

·  Zavala, M., Danzak, R., Johnson, P., Hepner, E. (February, 2013). Saliendo Adelante: A Holistic Approach to Connect Migrant Farmworker Families to Community Services. Workshop, Duvall Family Studies Conference. Sarasota, FL.

·  Belvis, R. & Danzak, R. L. (February, 2013). Persuasive Writing Instruction in a Critical Literacy Framework for Middle School ELLs. Paper presentation, National Association for Bilingual Education (NABE) Annual Conference. Orlando, FL.

·  Danzak, R. L. & Wilkinson, L. C. (December, 2012). Writing for a Cause: Middle School ELLs Engage in Critical Literacy to Support Local Farmworkers. Paper presentation, Annual Conference of the American Reading Forum, Sanibel Island, FL.

·  Danzak, R. L., Silliman, E. R., & Bahr, R. H. (November, 2012). Critical Literacy & Persuasive Writing: Profiles of Bilingual Adolescents. Short course, American Speech-Language-Hearing Association (ASHA) Annual Convention, Atlanta, GA.

·  Danzak, R. L., & Wilkinson, L. C. (October, 2012). Los Estudiantes Bilingües y la Escritura Persuasiva: Una Integración de la Lectoescritura Crítica y el Lenguaje Académico (Bilingual students and persuasive writing: An integration of critical literacy and academic language). Paper presentation, Primer Congreso Nacional de Investigación y Desarrollo en Educación (First National Conference in Research and Development in Education), Universidad Autónoma del Yucatán, Mérida, México.

·  Mijangos Noh, J. C., Bokel, F., Danzak, R. L., & Wilkinson, L. C. (October, 2012). Problemas metodológicos, pedagógicos y teóricos de la educación bilingüe: Tres aproximaciones (Methodological, pedagogical, and theoretical problems in bilingual education: Three approximations). Educational conversation, Primer Congreso Nacional de Investigación y Desarrollo en Educación (First National Conference in Research and Development in Education), Universidad Autónoma del Yucatán, Mérida, México.

·  Danzak, R. L. & Wilkinson, L. C. (August-September 2012). The Evolution of a Bilingual: Diego’s Journey as a U.S. Student. Paper presentation, European Association for Research on Learning and Instruction (EARLI) SIG 10 & SIG 21 conference “Patchwork: Learning diversities”, Belgrade, Serbia.

·  Danzak, R. L. (December 2011). La escritura auténtica y el desarrollo del inglés académico por estudiantes hispanohablantes en los Estados Unidos (Authentic Writing and the Development of Academic English by Spanish-Speaking Students in the United States). Invited research talk, Universidad Autónoma del Yucatán, Facultad de Educación. Mérida, México.

·  Brea-Spahn, M. R., Danzak, R. L., & Bahr, R. H. (November, 2011). Writing Intervention for Bilingual Students: Finding the Yellow Brick Road. Seminar, American Speech-Language-Hearing Association (ASHA) Annual Convention, San Diego, CA.

·  Danzak, R. L., Wilkinson, L. C., & Silliman, E. R. (August, 2011). Graphic Stories: A Bridge to Academic Language for English Language Learners. Paper presentation, 17th European Conference on Reading: Literacy and Diversity, Mons, Belgium.

·  Danzak, R. L., Wilkinson, L. C., & Silliman, E. R. (May, 2011). Graphic Stories: Scaffolding Literacy for English Language Learners. Workshop, Annual Convention of the International Reading Association (IRA), Orlando, FL.

List grants awarded within the past 3 years.

Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded.

·  Fulbright Junior Research Award, Italy, Spring 2014

List activities related to clinical service delivery over the past 3 years.

Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded.

None

List clinical supervision experiences within the past 3 years.

Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded.

None

List professional development completed within the past 3 years. Provide the title/topic of activities (can include continuing education activities, attendance and professional meetings, completion of course work, in-services).

Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded.

Regular attendance to professional conferences in the areas of SLP, language, and literacy (see list of presentations above).

List professionally-related service activities for the past 3 years.

Note: Your response must not exceed 5000 characters. Please complete a word count on your response to ensure this limit is not exceeded.

·  On-going, as needed: Translate documents (e.g., flyer, permission forms, announcement) for Spanish-speaking parents regarding mentoring program at Manatee Elementary School/13th Ave. Dream Center, Bradenton

·  Feb. 21, 2012: Served as bilingual discussion facilitator for Manatee County Schools community event involving Manatee Elementary School and the 13th Ave. Dream Center (Community Center), Bradenton.

·  April 30, 2012: Served as judge for speech contest at Manatee Elementary School.

·  2011-2013: Beth-El Farmworker Ministry, Wimauma FL. Volunteered on-site and provided consulting/resources via email/phone as needed.

·  2011-2013: Bay Area Regional TESOL: Board member/webmaster (developed and maintains BART website,www.bartesol.org) (1-3 hours/month).

·  Ongoing: Mentorship/collaboration with Dr. Angela Izuagba, Department of Curriculum Studies, Alvan Ikoku Federal College of Education. Owerri, Nigeria: Developing Teachers’ Capacity for Teaching Pupils’ Initial Reading Skills. I assisted Angela with the preparation of grant proposal to International Reading Association and provided a letter of support of this project to IRA in November, 2011. The $4,000 grant was awarded to Dr. Izuagba’s team in March 2012. I continue to follow the progress of their project and support it however I can, e.g., reviewing student assessment materials.

·  Jan. 2013: Manuscript review for Educational Psychology. Article: Does purpose of text matter? Genre and its instructional implications for reading.

- May 14, 2011: Presented The Magical Mystery Brain Tour at the USFSM Middle Schools Girls STEM Summit: http://www.heraldtribune.com/article/20110515/ARCHIVES/105151034/0/todayspaper

- Sept. 21, 2011: Presented at COE Tech Fair, “Web Tools for Visual Literacy”

- Oct-Nov. 2011: Reviewed Shatz, M. & Wilkinson, L. C. (in press, to be published July 31, 2012). Understanding Language in Diverse Classrooms: A Primer for All Teachers. New York: Routledge. http://www.taylorandfrancis.com/books/details/9780415894449/

- March, 2011: Reviewed article for LSHSS: Narrative Writing in Children and Adolescents: Examining Lexical and Syntactic Development

2011: - Debbie Charna, reading coach Columbus School for Girls. Outreach and resources for critical literacy.

Provide the percentage (in decimals) of FTE breakout allocated to the graduate program for the most recently completed academic year (all through and including summer). Enter “0” where no time has been allocated for a particular area. The FTE reported below must represent only the percent of FTE contribution to the graduate accredited program. (For example: if a full-time faculty member contributes .25 to the undergraduate CSD program, then the total FTE contribution breakout to the graduate accredited program should equal .75)

N/A

Residential Program
Only / Distance
Education
Only / Satellite
Program
Only / Combined
Residential + other mode of delivery**
Classroom teaching / 60%
Academic and clinical program administration / 10%
Academic and clinical advising / 10%
Supervision
Research / 20%
Other (services on committees supporting the graduate program, NSSLHA advising)
Total *

* When entering data into the HES interface the total FTE will be system calculated. Be sure to verify this total is an accurate representation of this individual’s FTE contribution to the graduate program for which you are seeking accreditation.

**Please note that the “Combined Residential + other mode of delivery” column is for faculty that provide FTE to residential programs and either distance or satellite education simultaneously. It is not meant to be a “total” column. Total FTE will be calculated in the PDF confirmation file once the report is completed and submitted.

CAA Accreditation Application

Faculty Data Collection Form

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