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. 

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/

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.”

This prestigious recognition is for Dr. Brown’s commitment to experiential learning and to leading the Child Communication Lab. She credits her time at SCSD for helping shape her mentorship, collaboration, and student-centered teaching philosophy. 

“My professional identity as an academic, as a researcher, as a faculty member was formed strongly through my experiences and my connections at Florida State University,” said Dr. Brown. “It was not just a strong doctoral program in content expertise and research expertise, but also in giving back to the field.” 

Brown says the recognition reflects not only her own journey as an educator but also the importance of intentional, high-quality instruction at every level of higher education. 

“Those awards represent the importance of instruction and high-quality instruction across all levels at a university.” 

This philosophy directly shapes her day-to-day role on campus. At UGA, Brown’s work centers on improving communication outcomes for young children through community-focused research and mentorship opportunities that engage students at every level of higher education. 

Much of Brown’s approach to mentorship and student engagement draws on the experiences she gained while conducting research at Florida State University. “My experiences with the Communication and Early Childhood Research and Practice Center as a doctoral student and research associate have been foundational in learning how to mentor and support students in research.” 

Brown said one of the most meaningful parts of her professional journey has been seeing the continued influence of FSU’s School of Communication Science and Disorders across universities, research collaborations, and leadership positions throughout the country. 

“We regularly find that so many of us are in various leadership positions at different programs across the country,” Brown said. “And we will comment on how well we were prepared for that because of our experiences at Florida State.” 

Reflecting on those lasting professional relationships and collaborations, Brown shared a phrase often repeated among fellow alumni: “All roads connect through Florida State.” Ultimately, Dr. Brown’s prestigious recognition not only celebrates her exceptional dedication to teaching but also highlights the lasting impact of her foundational years at FSU’s School of Communication Science and Disorders. 

“Exceptional teaching is at the heart of everything we do,” said Michelle Kazmer, dean of the College of Communication & Information. “These awards reflect our faculty’s deep commitment to student-centered learning, innovation inside and outside the classroom, and mentorship that extends well beyond graduation. We are incredibly proud of this year’s honorees and the lasting difference they make in our students’ lives and in the world.”

This year’s awards recognize faculty from across CCI’s schools and programs.

Among this year’s honorees, April Powell earned the University Teaching Award for Excellence in Online Teaching. A teaching faculty member in the School of Communication Science and Disorders (SCSD), Powell taught an online course, Anatomy and Physiology: Speech, Language, and Hearing. The class was recently certified as high-quality through FSU’s Online Quality Initiative.

Drs. Elizabeth B. Madden and Mia Lustria were both recognized with the University Teaching Award for Student-Centered Teaching and Mentoring. Madden, an assistant professor in SCSD, focuses on aphasia and neurogenic communication disorders, having previously received both university-level and departmental teaching awards. Lustria, part of the School of Information (iSchool), specializes in health informatics and health communication while also holding a leadership role in the Ph.D. in Information program.

CCI Associate Dean of Finance and Administration Ebrahim Randeree, who teaches in the iSchool, received the University Teaching Award for Outstanding Teaching in the Major. Randeree’s teaching interests include emerging technology and social media, strategic management and leadership, and health informatics.

Dr. Sana Tibi was honored with the University Teaching Award for Outstanding Teaching in the Major. Since joining SCSD in 2016, her teaching interests have centered around literacy development and disorders, dyslexia, reading assessment, language development, and introduction to communication disorders.

Two faculty members received the University Teaching Award for Outstanding Graduate Teaching: Drs. Elizabeth Ray and Jaejin Lee. Ray is an assistant professor with a background in integrated marketing communication. She brings industry experience as a former television news reporter and communications director. Lee, who joined FSU as a faculty member in 2012 and became a full professor in 2025, teaches courses focused on media consumer behavior, creative strategy, and the foundation of integrated marketing communication.

Additionally, Dr. Zhe He received the Graduate Faculty Mentor Award from the iSchool. A professor and director of the Institute for Successful Longevity, He’s teaching and research focus includes health informatics, data mining, machine learning, and database management systems.

College of Communication & Information Dean Michelle Kazmer shared her pride in the college’s nominees and winners.

“We are incredibly proud of these students and faculty for the leadership they’ve demonstrated across our university,” Kazmer said. “These award winners highlight the excellence of the College of Communication & Information and I’m extremely excited to see what they do next.”

Award winners included the following:

• Akansha Kharkwal – Dean of Students Award: The Dean’s Cup
• Alyson Mizanin – Outstanding Leadership and Service Award
• Mylah Tate – Sean A. Pittman Award
• Snailey Dol – Bob E. Leach Award
• Yasamin Khosh – Outstanding Leadership and Service Award
• Ebrahim Randaree – The Spotlight Award: Advisor of the Year
• STARS Alliance at FSU – Mary B. Coburn Organization of the Year

Kharkwal, a doctoral candidate in Health and Environment Communication, took home the Dean of Students: The Dean’s Cup award, which is awarded to up to three students who displayed commitment to the FSU community, strength of character, and alignment with the University’s mission. Her work focuses on health informatics, artificial intelligence, social media, digital health intervention design, media effects, strategic communication, and persuasion and behavior.

Two CCI students, Alyson Mizanin and Yasamin Khosh, were awarded the Outstanding Leadership and Service Award. Mizanin, a third-year Presidential Scholar, is currently the director of social media for the Florida State University Government Association, co-founder and editor-in-chief of PULSE at FSU, and the historian and social media manager for Presidential Scholars at FSU.

Khosh is a senior pursuing a dual degree in political science and media/communication studies. Her experience spans across strategic communications, spanning agency, fintech, and government environments.

Political science and media/communication studies double major Mylah Tate was awarded the Sean A. Pittman Award,which is given to a student for outstanding leadership to the FSU and Tallahassee communities, having significantly supported African American students. Tate is the Political Education Coordinator with the Black Student Union at FSU.

Snailey Dol, an undergraduate student pursuing a Science in Information Technology degree, won the Bob E. Leach Award, which is presented to a student for service-oriented leadership with a commitment to benefiting the lives of others. Dol has earned recognition on the Dean’s List and been awarded the CARE Student of Excellence Award in the past.

Among FSU faculty, CCI Associate Dean of Finance and Administration Ebrahim Randeree was awarded The Spotlight Award: Advisor of the Year. The honor is given to a volunteer employee advisor to recognize their dedication, mentorship, and guidance to a student organization. Randeree is the advisor to 12 student organizations within the College.

“Student success is a core goal of the university and the college and that starts with engagement on campus,” Randeree said. “Getting involved beyond the classroom and in the community is what makes FSU successful.”

The STARS Alliance at FSU was awarded the Mary B. Coburn Organization of the Year honor, which recognizes a registered student organization that significantly impacted the University through leadership, innovation, and service. The mission of STARS is to increase participation in information technology (IT) and computing. Their work focuses on projects and programs that start at the elementary level and progress through graduate school and into IT/computing careers. This year they completed over 175 events reaching 9,000 students on campus and in K-12.

The goal of the event is to foster dialogue; the mini-conference served as a platform for sharing ideas and strengthening connections across all levels of the program. Attendees had the opportunity to engage with a wide range of research while building relationships with peers in their field.

Among the attendees was SCSD undergraduate program coordinator and NSSLHA faculty advisor Dr. Kimberlee Crass, who emphasized the impact of the event.

“What stood out most was the strong sense of collaboration, not only between faculty and students, but also across undergraduate, master’s, and doctoral levels,” Dr. Crass said. “It was exciting to see students at different stages of their academic journeys working together, supporting one another, and contributing meaningfully to shared research efforts.”

She also explained how the event aligned with NSSLHA’s mission of promoting student engagement and professional development, noting that the environment encouraged mentorship and shared learning experiences.

“The event really embodied the mission of the NSSLHA by creating a space where students could actively engage in scholarly work and professional dialogue,” Dr. Crass said. “Students were not only presenting their research, but also developing skills in communication, critical thinking, and collaboration.”

She noted that the overall quality and professionalism of the projects were particularly impressive. She believes that each presentation reflected a strong commitment to research and demonstrated the effort put forth by participants across the board. Looking ahead, Dr. Crass believes the mini-conference will continue to influence the SCSD community by encouraging future collaboration.

“By bringing students and faculty from different levels, it encourages ongoing mentorship and opens the door for new research partnerships,” Dr. Crass said. “Events like this help build connections early on, which can lead to more interdisciplinary and collaborative projects in the future.”

When evaluating the overall value of the conference, she believes that it’s key to building a sense of community within the program.

“Events like the Research Rounds Mini-Conference highlight not only the academic strengths of our students and faculty, but also the collaborative spirit that makes our program so special,” Dr. Crass said. “It’s inspiring to see everyone come together to share ideas, support one another, and celebrate the work being done across all levels.”

“This event gives our college the opportunity to celebrate the Distinguished Alumni from our three Schools, and to confer Dean’s Laurels on those who have exemplified the vision and mission of the college at the highest possible level,” said Kazmer.

The Distinguished Alumni Award recognizes graduates who have achieved exceptional professional success while making meaningful contributions to their fields and communities.

Among the 2026 honorees is Dr. Dania Bilal, an information scientist and Patricia D. Williams Professor at the University of Tennessee-Knoxville. Bilal’s research focuses on human-AI interaction and human-centered design, and she is currently ranked among the top 2% of most-cited researchers worldwide. Joining her is Dr. Cindy McGovern, an internationally acclaimed speaker and bestselling author known as the “First Lady of Sales”. As the CEO of Orange Leaf Consulting and Academy, she works to redefine how people approach selling and personal branding. The third distinguished recipient, Dr. Mary Gorham-Rowan, serves as a professor at Valdosta State University. A proud Seminole alumna, her clinical research focuses on adult voice and swallowing disorders.

The Dean’s Laureate is a unique designation reserved for those who exemplify the values of the college and recognize sustained friendship over an extended time. This year’s recipients include Pablo Correa, an Associate Professor at the University of Saint Joseph, and a three-time FSU alumnus. A documentary filmmaker, Correa’s work includes documentation for the Emmett Till Memory Project and cinematography for the award-winning film Fannie Lou Hamer’s America.

Kaki Pope, owner of Audio Rehab Lab, was also honored for her 37 years of providing ethical hearing healthcare, and her consistent donations of hearing aids through FSU’s donation program.

Natalie Woods was recognized for her leadership as the former Branch Manager of the historic Western Library, where she led initiatives to digitize African American Archives and honor local community pioneers. Finally, Kimberly Amos-Tata was honored for over 30 years of dedicated student support at FSU, including her influential role as Assistant Director of Academic and Student Services for the School of Information. In her memory, the School of Information established a scholarship through the Florida Library Association.

Closing the ceremony, Dean Michelle Kazmer expressed her gratitude for the honorees. This year’s luncheon is a reminder of the lasting impact CCI graduates continue to make on the future of communication and information

Dean Kazmer said, “I am grateful each year for the time spent with our college’s treasured friends and humbled to hear about their truly amazing accomplishments.”

Led by Professors in the School of Communication Science and Disorders, Drs. Kristen Guynes and Casey Guynes, the program equips families with the skills to communicate effectively with their DHH children from the very start. The inspiration behind the series stems from a critical need to ensure that DHH children have early and meaningful access to language.

The inspiration behind the series stems from a critical need to ensure that DHH children have early and meaningful access to language.

“Within mainstream society, there is a widespread misconception that the utilization of sign language could hinder a Deaf or hard-of-hearing (DHH) child’s ability to maximize their spoken language skills. The underlying notion is that learning to listen, through hearing technology, and speak is such a challenging task for a Deaf child that they will inherently take to visual language more easily. Given what we know about language development and bilingualism, that is exactly what we do want—for every child to have uninhibited access to at least one naturally developing native language (whether it be spoken or signed),” Guynes said.

Research shows that over 95% of Deaf children are born to hearing parents, many of whom are unfamiliar with American Sign Language (ASL). Often, families are encouraged to prioritize spoken language first, instead of exposing themselves to ASL. This delay can have negative long-term effects in the future.

“Sadly, it is often not until those optimal spoken language outcomes are not realized that families begin to consider sign language for their Deaf and hard-of-hearing children. This phenomenon of language deprivation leads to so many DHH children entering school with such a significant language gap that it can be almost impossible to catch up,” Guynes said.

This ASL series was designed to address this gap early, which gave families the tools they needed to communicate effectively from the start.

“Essentially, if a child is going to, or even potentially, utilize sign language, the earlier they are exposed to it and the more language models they have, the stronger foundation they will have for native proficiency,” Guynes emphasized.

The program is supported by a dedicated team of student leaders who play a vital role in its success. ASL class sessions are led by Ananda Eaton, an FSU graduate and current Ph.D. student; Brianna Donaldson, an FSU graduate; and FSU undergraduate students Faith Collins, Hope Garrett, and Alexia Lambert. Their leadership helps guide families through the learning process and creates an engaging and supportive classroom environment.

In addition, FSU undergraduate students Grace LeCroy, Keira Eckhardt, Jackie Tinoco, and Rachel Stramanino organize and lead children’s activities during the sessions. These activities provide a safe and engaging space for Deaf and hard-of-hearing children—and their siblings—allowing parents to fully participate in the ASL classes without the need for additional childcare.

For many families, learning ASL has become a shared journey. Parents and children grow together in their communication skills, building stronger relationships along the way.

“When parents decide they are ready to embark on the journey of using visual language with their DHH children, they are often learning it right alongside them,” Guynes said.

Even if parents are non-native signers, when children have consistent exposure at home and interactions with signers, this can support children in developing the native-level skills they need.

Moments throughout the series have reinforced how meaningful this initiative is. Seeing families begin signing early is encouraging, and research shows that ASL not only does not hinder spoken language development but can actually support and improve it.

Beyond language, the program fosters a sense of community. The class series creates a space where both children and parents can connect with others who understand their journey. For DHH children, exposure to peers for social skill development are critical. Parents also have the chance to connect with other parents for a source of support.

Looking ahead, the long-term vision for this program is to continue impacting people through access and engagement.

“As the DHH/ASL Outreach Program has evolved, we now offer a regular rotation of classes and programs, with a sign language session being scheduled for every Fall and Spring semester moving forward. We also offer language and literacy groups, social events, and community workshops on a regular basis,” Guynes said.

This initiative has been a rewarding experience for Drs. Kristen Guynes and Casey Guynes, and they expressed how playing a part in many families’ journeys and bringing members of the Deaf community was an honor.

Ultimately, the “Family and Friends ASL Class” series represents more than education, but it represents empowerment. By providing the tools to families to effectively communicate, it helps ensure that DHH children grow up with access to language, community, and connection.