His research, titled “The Gene VRK2 is Implicated in Genome-Wide Analyses of Stuttering, Language, and Rhythm Traits,” focused on findings from genetic analyses of stuttering involving the VRK2 gene. The project served as a continuation of previous research conducted by Dr. Pruett and his team, using earlier findings to investigate further how genetic variants may influence speech and language traits. 

“We conducted a large-scale genome-wide association study of stuttering, and one of the top genetic associations indicated a gene called VRK2,” said Dr. Pruett. “VRK2 was also a top association for independent genome-wide association studies of language and musical rhythm. We thought this was interesting because there are overlapping clinical associations between these traits. For example: both children and adults who stutter show greater variability on rhythm-based tasks and providing an external rhythm such as a metronome can temporarily increase speech fluency.” 

For Dr. Pruett, his research is more than an academic pursuit. As someone who stutters himself, he said his personal experiences have shaped his interest in understanding the condition and its underlying causes. 

“I stutter, and I’ve always had questions about stuttering, and that has motivated my research in the field,” said Pruett. “We’ve known that stuttering tends to run in families, and the heritability of the trait is fairly high, but we’ve had a difficult time understanding the exact genetic components that are responsible for that heritability.”  

Stuttering remains a relatively understudied area of research despite its impact on many individuals. “Stuttering is something that is a little bit of a niche area of research within genetics. It doesn’t get a whole lot of attentioncomparatively,” said Pruett. 

With the goal of further exploring the connection between speech, language and rhythm traits, the research primarily relied on data from genome-wide association studies. 

“Our main data sources were genome-wide association studies that were performed on stuttering, musical rhythm, resting state functional connectivity of classical language areas, and then Alzheimer’s related language decline. Then we did a variety of analyses to look and see how those genetic variants lined up for those traits,” said Pruett.  

This year marked his second time presenting at the conference, after previously attending in March 2022. As the only Florida State University (FSU) representative presenting this year, he said the experience highlighted the kind of research being conducted at the university. 

“I previously presented at this conference in March of 2022,” said Dr. Pruett. “It was good to represent Florida State and to show some of the work that we’re doing. And hopefully in the upcoming years, with the growth of FSU Health and the IPRD (Institute for Pediatric Rare Disease), this might be something that more FSU professors and students attend in the future.” 

As research surrounding the VRK2 gene continues to develop, Dr. Pruett believes the findings offer a promising step toward better understanding the sensory motor processes involved in speech, language, and rhythm. While the research is still in its early stages, the connections identified between these traits may help researchers further investigate the biological mechanisms behind stuttering and eventually contribute to future clinical interventions, though he emphasized that the findings are still far from being fully validated. 

“We are far away from validating those claims, but it opens doors for future novel interventions in that space,” said Dr. Pruett. “As FSU Health continues to grow, I feel like this is the space that I see myself in, providing a bridge between the basic science and the clinical world.” 

For Dr. Pruett, the pursuit of answers about stuttering is both professional and personal. As research into the VRK2 gene and related speech and language traits continues, he hopes to contribute to a deeper understanding of the condition while helping build connections between scientific discovery and clinical care. Through this work, he aims to advance knowledge in a field that has historically received limited attention and inspire future research that could benefit individuals who stutter. 

The SVI is an intensive training program that teaches vocology, the science and practice of voice habilitation, helping people develop, restore, or optimize their speaking and singing voices. SVI is designed to be flexible and inclusive, offering graduate credit for eligible students while fostering close interaction between faculty and participants from diverse professional backgrounds. 

“This institute is one of the very few programs that offer specialized education in this component of the field of Speech Language Pathology,” said Aubrey Donehoo. “It’s a rare opportunity to get that education because it’s not offered in many places.” 

Donehoo’s application was supported by letters of recommendation from Drs. Kim Crass and Dr. Richard Morris, both of whom she credits as influential mentors in her academic journey. 

“Dr. Kim Crass is a great role model for me in my career. She helped me understand the program and encouraged me to pursue new experiences,” Donehoo said. “Dr. Richard Morris has always believed in me more than I sometimes believed in myself. He was my thesis supervisor for my Honors in the Major thesis, being a strong mentor in the field of voice, and he’s given me tools to conduct research, be a strong student, and become a better presenter.” 

In addition to mentorship, Donehoo said her coursework, faculty support, and clinical experiences within SCSD helped shape her passion for vocology.

“There are specific courses and programs, such as the IDD practicum and the Honors in the Major thesis program, that gave me experiences I wouldn’t have had otherwise and helped me be successful in my endeavors,” she said. “The internship opportunities, involvement, and supportive faculty who go above and beyond for undergraduate students have been incredibly helpful.” 

As she prepares for the program in Utah, Donehoo said she is eager to deepen her knowledge of vocology while also reflecting on her educational journey and future goals. 

“Studying and working alongside graduate and doctoral students who are much more experienced than me will give me a better perspective on what a privilege it is to be a student and attend university,” she said. “That’s a perspective I’ll bring back to FSU, continuing to give back to the program.” 

Donehoo’s participation in the Summer Vocology Institute reflects both her academic dedication and her commitment to advancing her understanding of voice science. Looking forward to expanding her knowledge and perspective back to FSU, she hopes to continue contributing to her academic community and preparing for a future career as a speech-language pathologist. 

 “I think it’s an exciting opportunity for us,” said Dr. Patrick Merle, Director of the School of Communication. “It recognizes that we’re very intentional in placing research as a key priority for our school and are equally enthusiastic about engaging with others.”

The selection process for the host school each year is highly competitive, with units submitting proposals for consideration years in advance.

The submission process for having work accepted into the conference is equally competitive. Students, faculty, and scholars submit full papers, abstracts, and panel and teaching proposals for review by the organization. Through a rigorous blind-review process, the colloquium carefully selects the work that will be presented and peer-reviewed during the event.

Hosting the event on campus will allow participants to focus on their research and presentations without having to worry about logistical details associated with traveling to conferences. 

 “Practically speaking, they won’t have to seek funding to travel and lodging because it will be held here on site,” said Dr. Merle. “So, I’m hopeful that a lot of our students feel that they can submit something for the conference.”

Being selected to host the colloquium is both a notable achievement and an exciting opportunity for the School of Communication. Hosting an event of this scale, which brings scholars and students from across the region to the campus, will also allow the College of Communication and Information to showcase its research productivity. 

“I think it’ll be excellent to have people from across the country here with us so we can show them the campus and have rewarding discussions,” said Dr. Merle. “Scholarship is also about creating opportunities to engage in discussions with others and understand how we all study similar questions and how we can advance knowledge together.” 

Established in 2010, the Garnet & Gold Scholar Society recognizes students who complete learning experiences in three of five engagement areas: internship, international experience, leadership, research, and service. The society encourages students to build a well-rounded portfolio through meaningful involvement beyond the classroom, while also providing professional recognition that can strengthen graduate school applications and future career opportunities.

Recent inductee and Media and Communication Studies and Editing, Writing, and Media graduate Isabella Krukoski reflects on her experience in the society.

“I was introduced to the Garnet & Gold Scholar Society my freshman semester and immediately applied for it, so it was a full-circle moment being inducted my final semester at FSU,” said Krukoski. “I’m incredibly grateful that the program pushed me to get involved on campus, and I could reflect on all of those involvements at the end of my college career.”

To be inducted into the society at the end of their college career, students must meet a series of academic and engagement-based criteria. Undergraduate students are required to maintain a minimum 3.2 cumulative GPA, complete and document experiences in three of the five engagement areas, submit formal reflections for each selected area, and complete a final synthesis project connecting their experiences to their future academic and professional goals.

“The inductee must successfully complete their chosen areas of engagement. For me, I chose Internship, Service, and Study Abroad”, said Marissa Rouse, a recent inductee of the Garnet & Gold Scholar Society. “They must complete said section and write a reflection on what was learned. This will be reviewed and then either rejected or approved by the Garnet & Gold Scholar Society staff”. 

Induction into the society not only provides students with professional recognition but also encourages them to pursue meaningful experiences beyond the classroom. The different areas of engagement are designed to challenge students to expand their learning through internships, research, leadership, and international opportunities that foster both personal and professional growth.

“The things you learn in the classroom can largely feel conceptual until you actually apply them elsewhere,” said Krukoski. “Through Garnet & Gold Scholar Society, I learned a great deal about what works for me, what doesn’t, and what kinds of experiences I want to seek out post-grad.”

The structure is designed to provide a clear outline of the requirements that students must fulfill to be inducted. However, once students begin their involvement, they can encounter other challenges when it comes to completing the program’s criteria.

“It was definitely difficult at times, and I had to learn a lot about discipline and time management”, said Grace Elliott, a recently inducted member of the society. “But it pushed me to be intentional with my commitments and helped me grow so much throughout my time at FSU”.

The Garnet & Gold Scholar Society honored its final class of scholars this past spring for the 2026 graduating class. The society’s sixteen-year run of the program was successful in establishing its core values of experimental learning within FSU’s undergraduate curriculum. For Krukoski, Rouse, Elliott, and many others, the program provided an opportunity to connect classroom learning with real-world experiences that will continue to shape their professional journeys beyond graduation.

“I found out about this opportunity through Dr. Andy Opel, in his Immersive Video Production class,” said Chloe Mueller, who shared her favorite part about contributing to the project. “We really got to learn a lot about her background, and inspiration behind the project. Because of that, I felt like it was easier to understand her vision and help to create it.”  

Mueller explains the project aims to create a more immersive storytelling experience using 360° cameras. “Personal stories and personal backgrounds; to be in space and to see those experiences in a 360 perspective really brings you into the story and brings you into what she’s capturing”.  

Ashlee Hubert shares a similar sentiment about the chosen medium.  

“This was the first time I was brought in for a project as a production assistant and a 360-degree immersive expert,” said Hubert. “Seeing nia’s excitement as she reviewed the footage and imagined how to use it for her project made me feel more confident in my ability to work in film.” Her experience highlights how the project became a meaningful opportunity to grow both technically and creatively. 

“My main role was introducing her to the 360° camera and help nia feel comfortable using it,” she adds. “I also worked with her to film different shots that would translate well for the dome experience.” 

The team spent three days working on this project in Cape San Blas, Florida. Mueller stated it gave her the opportunity to expand her experience beyond camera work. “I was also able to help as a production assistant, which gave me valuable behind-the-scenes experience,” she said.  

The work will be displayed in August 2026 at the FSU Museum of Fine Arts’ Floating Metal exhibition. Hubert hopes the audience will notice the variety of media love uses to enhance storytelling.  

Digital Media Production students continue to turn classroom skills into professional storytelling that expands what’s possible in immersive media. 

Editor’s note: Per request, the name “nia love” should appear in all lowercase letters. 

Curtis founded Insight Studios in 2021 as an undergraduate student at FSU. The company focuses on marketing and video production that helps brands grow through strategic storytelling. 

A former digital media production student and member of FSU’s track and field team, Curtis balances both creative and operational responsibilities within the company. As executive producer, he oversees project development, assembles production teams, directs and produces visual content, and works with clients to create advertisements tailored to their audiences. The company’s work spans multiple industries, including national brands, nonprofit organizations, and local clients. 

“At first I followed the path of most videographers and thought I’d work with artists and make music videos and create films,” Curtis said. “I quickly realized that I preferred to work with companies, businesses, and organizations. I also started to realize how much I loved working with entrepreneurs.” 

Curtis shared that his father passed away a year before he started his company, which changed his perspective on life and its meaning. This inspired him to shift his career direction. 

“After his passing, I began to gravitate more and more to things I was passionate about as opposed to just going through the motions,” Curtis said. “In the back of our heads we all have the pressure of going into a career that guarantees financial stability, but at that point in my life, I was less concerned about that.” 

Insight Studios emphasizes cinematic marketing, helping organizations connect with their audiences in a meaningful way. The company first gained its footing in Tallahassee, working with many local businesses as well as departments within FSU and Florida Agricultural and Mechanical University. Since then, the company has expanded into central Florida. Curtis said the move, while initially challenging, ultimately helped elevate the business. 

“As much as I love Tallahassee, I know being in central Florida would allow for even more rapid growth, being close to a major airport and having the ability to get to north Florida and south Florida easily,” Curtis said. 

Curtis notes that understanding what you offer as a business and being able to adapt is key as an entrepreneur. While success and results are not guaranteed, adjusting one’s approach to eventually find a solution is the mindset he instills into his team. 

When discussing his approach to entrepreneurship, he highlights three core principles: professionalism, ownership, and passion. He explained that professionalism is especially important for young business owners trying to establish credibility with clients. 

“I believe passion is a superpower when you channel it,” Curtis said. “Most people have something they love to do so much that when they get into a flow state, they forget to eat, they forget to sleep, and they’re totally immersed in what they’re doing. That’s how I felt about the video production process.” 

Through Insight Studios, Curtis continues to demonstrate how creative media and strategic thinking can work together to support business growth. From his time at FSU to now leading his thriving production company, Gabriel Curtis exemplifies the CCI spirit of turning a creative passion into meaningful, career-defining work. 

Editor’s note: Article originally written by Francisco Garcia, and published by Nicole Frossard-Reis.

Morris joined the College of Communication and Information’s faculty in August of 1988 and spent his career in the School of Communication Science and Disorders, where he worked with students pursuing careers as speech-language pathologists and audiologists. His research focused on physiology, acoustics, and perception of speech and voice.

Throughout his career, Dr. Morris’ focus was simple: helping students become strong, confident clinicians.

“I am a person who came here to help students become the best SLP/AuD clinicians possible, to learn more about the physiology, acoustics, and perception of speech and voice, and to share what I learned,” Morris said. “In my mind, I have done this to the best of my ability. As I perceive it, I had and have no legacy.”

Despite his modest reflection on his impact, Morris highlights several accomplishments that he considers defining moments in his career. One was reimagining undergraduate education in Anatomy & Physiology and Acoustics of Speech and Hearing when he introduced weekly laboratory sessions. This allowed his students to engage more directly with the course material. Another accomplishment was expanding experiential learning in the graduate Voice Disorders course, where students not only practiced treatment techniques but also participated in laryngeal endoscopic observations of one another.

He also highlighted the creation of the Communication Science and Disorders summer session in London, which he developed alongside his wife, Jamie Morris. The international learning experience provided students with a chance to expand their knowledge of the communication science and disorders discipline while abroad. Alongside these accomplishments, Morris said some of his most meaningful growth came from the challenges he faced in the classroom.

“My biggest challenge was creating student interest in the undergraduate acoustics of speech and hearing course,” Morris said. “This course required that they developed their understanding of the physics of speech and do some relevant mathematical calculations.”

This challenge ultimately reshaped his approach to teaching. Morris incorporated more interactive methods across his courses, including essay-style exams which emphasized reasoning, and small group discussions so that all students had a voice in the learning process. From the beginning of his time at FSU, he encouraged students to attend office hours, often working individually with them until they could fully understand the course material.

Dr. Carla Wood, Director of the School of Communication Science and Disorders, reflected on his legacy and impact on students, sharing:

“I am deeply grateful for Richard’s mentorship and for the example he set as a colleague and leader. He generously gave support and encouragement to faculty and students alike. His sustained contributions have made a lasting difference in our program and to countless students.”

Beyond the classroom, Morris played a significant role in faculty development within the college. His work as Associate Dean for Academic Affairs and Faculty Advancement in the Dean’s office focused on faculty advancement and recognition, including organizing yearly orientation sessions for new faculty, and meeting individually with senior faculty to help them pursue professional recognition in their fields. He also worked closely with Associate Dean Ulla Bunz to support academic program development across the college.

Looking back, Morris said he takes pride in the students and colleagues he worked alongside throughout his career. He co-authored numerous national presentations and journal publications with students, collaborated on research projects with colleagues, and supported generations of SCSD students as they developed into clinicians.

“I am proud to have worked with a series of outstanding students over the years with whom I had the opportunity to make national presentations and have published articles in professional journals,” he said. “Similarly, I am proud to have the opportunity to work with some of my outstanding colleagues on research projects and to help move the School of Communication Science and Disorders forward.”

As he retires, Morris leaves behind a legacy not defined by a single achievement but by incremental impact; through his coursework, clinical learning opportunities, and a dedication to student growth.

“During his time at SCSD, Dr. Morris has made a profound impact on countless students, faculty, and colleagues through his thoughtful teaching, mentorship, and commitment to student success,” said Michelle Kazmer, Dean of the College of Communication and Information. “I count myself fortunate to have been his faculty colleague and am especially grateful for his leadership as Associate Dean these last three years. Whether he was teaching students, mentoring faculty, or helping strengthen the College as a whole, his impact will continue to be felt long after his retirement.”

View pictures from Dr. Morris’ retirement celebration here: https://cci.fsu.edu/dr-richard-morris-retirement-celebration/

Among the recipients, the College of Communication and Information (CCI) was represented by Dr. Zhe He, who received an award for Graduate Faculty Mentor, and Sooyeon Park, who received an award for Outstanding Teaching Assistant.  

 “We’re a competitive university to get into. We have some very high-standing doctoral programs, so the people who are here are already a very select group”, said Stephen McDowell, Interim Dean of The Graduate School and Assistant Provost for International Initiatives. “Then for a graduate student to be selected from amongst that pool for this special recognition, it is a significant thing.” 

 Nominees dedicate significant time and effort to earning recognition, and the selection process becomes even more rigorous once they are nominated. Nominees must demonstrate why they deserve to receive their category’s award through resumes, letters of recommendation, and other supporting materials. 

 McDowell said, “The nomination package includes several reference letters, a resume, and a statement of intention. It’s a lot of work for the nominators and the faculty who are being nominated.” 

 Apart from those organizing and presenting at the event, the recipients themselves are also acutely aware of just how competitive these nominations and awards are.  

 “I understand this is an extremely competitive process,” says Dr. He, “because every year only five to six faculty members will be chosen from all the colleges and all the departments across campus.” 

 To the students and faculty who are celebrated at the event, it is much more than an award. It is a symbol of their hard work and dedication to their research and students. 

The nomination itself serves as recognition of their impact, as recipients are nominated by the students and faculty who work most closely with them. 

 “It was absolutely very moving. I felt that my devotion to teaching had been seen and acknowledged. I felt a deep sense of gratitude for my colleagues and professors who supported me and wrote recommendation letters,” said Sooyeon Park. “And obviously, I am most grateful for my students who have built this teaching experience with me, and made me learn how teaching is a very invaluable experience for the teacher as well.”  

 Receiving an award of this stature extends far beyond the individual recipient, showing the importance of research, mentorship, and teaching across the university.  

 “It highlights the importance of mentorship in academia, not only in producing research but also in developing the next generation of scholars and leaders in the field”, says Dr. He.  

Through these awards, recipients are inspired to continue striving for excellence while pursuing even greater goals and aspirations.  

“It affirms that I’m on the right path,” says Park. “And more than a credential, it’s also a sign that the investment I made in students, the preparation and relationship building is genuinely lending, and that kind of motivates me to keep going.” 

The Office of Faculty Development and Advancement provides faculty with a sabbatical, to support research recognition, professional advancement, and academic growth. Among faculty awarded one-semester sabbaticals was Dr. Sana Tibi, whose research specializes in Arabic literacy. Her sabbatical focused primarily on improving Arabic literacy research and understanding how reading comprehension is developed in Arabic-speaking populations. She spent her time in England, presenting research across different universities, helping to expand her scholarly network.  

“The advantages of a sabbatical in England were twofold”, said Dr. Tibi. “It provided opportunities to engage directly with leading scholars in the field of literacy. Second, it offered multiple venues to present my own research, creating meaningful opportunities for international dissemination.” 

Throughout her career, her research contributions and advancements have been extensive, supported by numerous grants and awards, and expanded through publications, projects, and collaborations. Her work has included developing more effective reading comprehension assessment tools for Arabic-speaking populations. She feels that Arabic research can be overlooked at times, despite being one of the most widely used languages in the world.  

Her sense of purpose has remained central throughout her career and continues to guide her work today. 

“My motivation is deeply intrinsic and layered. At its core is a strong desire to make a meaningful impact, both scholarly and human”, said Dr. Tibi. “I became acutely aware of how underrepresented Arabic literacy was in mainstream reading research, and I felt obligated to help build a rigorous research base.” 

During her time spent in England, she was invited by the Child Development and Learning Center in the College of Education at Oxford University to present a talk on Arabic literacy and orthography. This presentation ultimately led to her contribution of a chapter on Arabic orthography in an edited volume currently in progress. She was also able to present her work at Bangor University and work closely with professors at Lancaster University. These discussions and exchanges expanded her understanding of reading comprehension and sparked new possibilities for adapting an existing multilingual literacy assessment tool. 

“These exchanges were valuable in sharpening distinctions between universal components of reading comprehension and those that are language-specific”, said Dr. Tibi.  

Her research has positioned her at the forefront of advancements in Arabic literacy, as she shapes assessments and developments within the field. However, her objectives when starting her research have since shifted as she moves forward in her work. 

“Early in my career, my primary goal was to establish myself as a rigorous researcher and educator in language and literacy development,” said Dr. Tibi. “To me, the shift has been from establishing a presence in the field to helping advance the field itself through my research, collaborations, and mentorship.” 

The support Dr. Tibi received early in her education also played a formative role in her research and motivates her to continue this important and influential work. 

“During my early childhood, my teachers and parents consistently reinforced the value of education, curiosity, and perseverance. That early encouragement shaped both my confidence and my work ethic,” said Dr. Tibi.  

Dr. Sana Tibi’s sabbatical work has created large advancements in Arabic literacy, yet she is cognizant of the work that still needs to be done.  

“These experiences collectively reinforced that my position in the field was not accidental and that continuing this work mattered”, said Dr. Tibi. “What keeps me pushing forward is the knowledge that there is still much to be done.”

The CCI students recognized are: Tatiana Garcia, Karlie Jackson, Margot McFadden, Alyson Mizanin, Megan Olivero, Samantha Randall, Vega Scholpp, Sydney Sherry, Jose Sigurani Rivera, Sydney Simon, Sela Teplin, Jacqueline Tinoco, and Emily Woo. 

CCI Dean, Dr. Michelle Kazmer, shared that “The Torchbearer 100 recognition represents the very best of Florida State University’s student community— leadership, service, resilience, and a commitment to creating meaningful impact. Within the College of Communication and Information, we are especially proud to see our students recognized for the many ways they use communication, creativity, and collaboration to strengthen both campus and community. Celebrating student leaders in this way not only honors their accomplishments, but also inspires other students to engage, lead, and recognize the value of their own contributions to the university and beyond.” 

Two CCI Torchbearer 100 honorees contemplated their leadership journeys and the impact they hope to continue making within the FSU community. 

Information technology student Jose Sigurani Rivera reflects on what contributed most to this recognition and the impact he has made within the FSU community. “I’ve always tried to leave systems better than I found them and make pathways clearer for those coming after me. To me, leadership is less about recognition and more about responsibility and being intentional with what you do, who you uplift, and how you create spaces where others feel supported, empowered, and prepared to succeed long after their time at FSU.” 

Communication and media studies student Alyson Mizanin shared advice to students who aspire to make a difference on campus. “My advice to CCI students is to leverage the talents you already possess and the skills you’relearning in class. Without fail, every single organization on our campus needs help with social media, brand development, communication strategy, website interface, and digital presence. Advertise yourself properly; you have everything you need already in your toolbox. Push yourself to learn and develop in these environments. They are what will propel you toward your future while keeping you grounded and interconnected at Florida State,” said Mizanin. 

From mentoring fellow students to strengthening campus organizations and creating meaningful opportunities for others, these Torchbearer 100 recipients demonstrate how leadership can create lasting change. Students like Sigurani Rivera and Mizanin serve as inspiration for students across Florida State University to engage, lead, and make a difference in their communities.