About the Cross Endowed Chair

Who is the Cross Chair?

Jennifer Friberg

Biography

Jennifer Campion Friberg earned her B.A. in Communicative Disorders from San Diego State University, her M.A. in Speech-Language Pathology from Indiana University, and her doctorate in Curriculum & Instruction at Illinois State University. After serving as a SoTL Scholar-Mentor for three semesters, Friberg was named the Cross Endowed Chair in the Scholarship of Teaching and Learning at Illinois State University in 2016. In this capacity, Friberg provides support, facilitation, and advocacy for SoTL research across campus and beyond.

Friberg joined the faculty of the Department of Communication Sciences and Disorders in 2005, first as a visiting professor, then as a member of the tenure-track faculty. Teaching primarily courses centered on child language development and disorders, Friberg also has overseen over 100 independent studies and has led two study abroad trips with her students. Prior to coming to ISU, Friberg was employed as a school-based speech-language pathologist in Peoria, Illinois, providing services to children of all ages.

Friberg’s interest in SoTL was born her first year at ISU when she attended an “Intro to SoTL” workshop and learned that she could have an active research agenda focused on teaching and learning. In the years since attending that workshop, Friberg has focused a great deal of her time on disciplinary SoTL advocacy, co-authoring the first text on SoTL and co-founding the first SoTL journal in her field. Friberg co-founded the SoTL Advocate blog and is the editor of Gauisus, ISU’s internal SoTL publication. She is the co-chair of the International Society for the Scholarship of Teaching and Learning’s Advocacy and Outreach committee and is the Chair of the Council on Academic Accreditation in Audiology and Speech-Language Pathology.

Away from work, Friberg can be found spending time with her family or planning her next travel adventure!

Journal Articles

Vinney, L. A., Friberg, J. C., & Smyers, M. (2019). Case-based perspective-taking as a mechanism to improve metacognition and higher-level thinking in undergraduate speech-language pathology students. Journal of the Scholarship of Teaching and Learning, 19(3), 91–104. doi:10.14434/josotl.v19i2.24006

Friberg, J. (2018). Small group brainstorming. Journal for Research & Practice in College Teaching, 3(2), 104–109.

Smyers, M., Friberg, J., & Vinney, L. A. (2018). Visions of the possible: Reflections on the faculty/student co-inquirer relationship. Teaching and Learning in Communication Sciences & Disorders, 2(1).

Arias, G., & Friberg, J. (2017). Bilingual language assessment: Contemporary versus recommended practice in american schools. Language, Speech, and Hearing Services in Schools, 48(1), 1–15. doi:10.1044/2016_LSHSS-15-0090

Ginsberg, S. M., Friberg, J., Visconti, C. F., DeRuiter, M., & Hoepner, J. K. (2017). On the culture of scholarship of teaching and learning. Teaching and Learning in Communication Sciences & Disorders, 1(1). doi:10.30707/TLCSD1.1Ginsberg

Friberg, J. C., & Harbers, H. (2016). Encouraging cross-curricular integration in communication sciences and disorders. Journal for Research & Practice in College Teaching, 1(1), 1–14.

Ginsberg, S. M., Friberg, J. C., & Visconti, C. F. (2016). Diagnostic reasoning by experienced speech-language pathologists and student clinicians. Contemporary Issues in Communication Science and Disorders, 43(1), 87–97.

Folkins, J. W., Friberg, J. C., & Cesarini, P. A. (2015). University classroom design principles to facilitate learning: The instructor as advocate. Planning for Higher Education, 43(2), 45–62.

Friberg, J., & Harbers, H. (2015). Cross-curricular learning in communication sciences and disorders: Leaving the silos behind. Gauisus, 3.

Ginsberg, S. M., Visconti, C. F., & Friberg, J. C. (2015). Millennial students and classroom communication. The Teaching Professor, 29(5), 4–5.

Friberg, J. C., Folkins, J. W., & Visconti, C. F. (2013). Using clinical and research activities to enhance the undergraduate experience. Perspectives on Issues in Higher Education, 16(2), 81–85.

Friberg, J. C. (2012). Using iPad technologies to support teaching and learning in CSD. Perspectives on Issues in Higher Education, 15(1), 16–21.

Friberg, J. C. (2010). Considerations for test selection: How do validity and reliability impact diagnostic decisions? Child Language Teaching and Therapy, 26(1), 77–92.

Friberg, J. C., & Lund, K. K. (2010). The effects of supplemental joint storybook reading on preschool students’ use of strident sounds: A preliminary investigation. Contemporary Issues in Communication Science and Disorders, 37(2), 174–180.

Friberg, J. C., & McNamara, T. L. (2010). Evaluating the reliability and validity of (central) auditory processing tests: A preliminary investigation. Journal of Educational Audiology, 16(1), 59–72.

Friberg, J. C., & Sawyer, J. (2010). The effects of guided notes on student learning: Students share their perceptions. Perspectives on Issues in Higher Education, 13(2), 58–62.

Friberg, J. C. (2008). The use of supplementary podcasting as an instructional tool in an online classroom setting. Perspectives on Issues in Higher Education, 11(2), 61–66.

Friberg, J. C., & Sawyer, J. (2007). Off and running: Establishing and maintaining an online course in speech-language pathology. Perspectives on Issues in Higher Education, 10(1), 9–12.

Books

Friberg, J. C., Visconti, C. F., & Ginsberg, S. M. (Eds.). (in preparation). Case studies in evidence-based education: A resource for teaching in clinical professions. Thorofare, NJ: Slack Publishing.

Friberg, J., & McKinney, K. (Eds.). (2019). Applying the scholarship of teaching and learning beyond the individual. Bloomington, IN: Indiana University Press.

Friberg, J. C., & Vinney, L. A. (Eds.). (2017). Laryngeal cancer: an interdisciplinary resource for practitioners. Thorofare, NJ: Slack Publishing.

Ginsberg, S. M., Friberg, J. C., & Visconti, C. F. (2012). Scholarship of teaching and learning in speech-language pathology and audiology: Evidence-based education. San Diego, CA: Plural Publishing.

Book Chapters

Friberg, J. C. (in press). Linking art and visual thinking strategies to teach clinical observation skills. In J. C. Friberg, C. F. Visconti, & S. M. Ginsberg (Eds.), Case studies in evidence-based education: A resource for teaching in clinical professions. Thorofare, NJ: Slack Publishing.

Friberg, J. C., & Vinney, L. A. (in press). Case-based perspective taking: A new active learning pedagogy. In J. C. Friberg, C. F. Visconti, & S. M. Ginsberg (Eds.), Case studies in evidence-based education: A resource for teaching in clinical professions. Thorofare, NJ: Slack Publishing.

Friberg, J. C., & Vinney, L. A. (in press). Establishing successful co-teaching relationships. In J. C. Friberg, C. F. Visconti, & S. M. Ginsberg (Eds.), Case studies in evidence-based education: A resource for teaching in clinical professions. Thorofare, NJ: Slack Publishing.

Friberg, J. C., & Little, S. P. (2020). Global language impairment in a preschooler with autism. In R. C. Branski & S. M. Molfenter (Eds.), Speech-language pathology casebook. New York: Thieme Medical Publishers.

Friberg, J. C., & Scharff, L. (2020). Structures and considerations for SoTL educational development. In R. C. Plews & M. L. Amos (Eds.), Evidence-based faculty development through the scholarship of teaching and learning (SoTL). Hershey, PA: IGI Global.

McKinney, K., Friberg, J., & Moore, M. (2019). Introduction to applying SoTL beyond the individual classroom: Overview, framework, and two examples. In J. Friberg & K. McKinney (Eds.), Applying the scholarship of teaching and learning beyond the individual. Bloomington, IN: Indiana University Press.

Vinney, L. A., & Friberg, J. C. (2017). The laryngeal cancer care team. In J. C. Friberg & L. A. Vinney (Eds.), Laryngeal cancer: An interdisciplinary resource for practitioners. Thorofare, NJ: Slack Publishing.

Ginsberg, S. M., Visconti, C. F., & Friberg, J. (2015). Teaching and learning in speech-language pathology and audiology. In T. Brown & B. Williams (Eds.), Evidence-based education in the health professions: Promoting best practice in the learning and teaching of students. London: Radcliffe Publishing.

History of the Cross Endowed Chair in the Scholarship of Teaching and Learning

Dr. K. Patricia Cross, a well-known scholar in the field of higher education, has generously endowed the Cross Chair in the Scholarship of Teaching and Learning (SoTL) at Illinois State University. Dr. Cross and her sister are Illinois State alums, and their father is a former Illinois State University professor. As far as we can ascertain, this is the first and only university-wide, endowed chair in the SoTL in higher education in the nation. This is a tremendous opportunity for Illinois State University.

The scholarship of teaching and learning is a key area in the higher education national scene and Illinois State is making a name for itself in this area. More importantly, the SoTL is valuable work. Its strength is that we will routinely use and apply what we find in our SoTL work to pedagogical, curricular, and institutional reform in our institution, and to share what we learn with others. SoTL work is implicitly part of, and can help us implement, our strategic plan, Educating Illinois. The heart of SoTL is its public and applied nature. The Cross Chair is a five-year term and the incumbent is selected via a national search. The Cross Endowed Chair reports to the Office of the Provost.

Kathleen McKinney served as the first Cross Chair from 2002-2016. Jennifer Friberg was named the second Cross Chair upon Kathleen's retirement in 2016, and currently serves in this role.

Roles of the Cross Chair

The goals of the Cross Endowed Chair in the Scholarship of Teaching and Learning are to conduct high quality work and achieve recognition in the following three roles. First, the Chair is to conduct his/her own research, teaching, and service. Usually the Chair teaches 1-2 courses per year in his/her department and engages in a SoTL research agenda related to the learning of students in his/her discipline.

The Chair also engages in SoTL and discipline-related service such as editorships, committee work, professional organization leadership, and so on. Second, the Chair is to support the SoTL work of others at Illinois State University and locally, as well as enhance the value and reward for SoTL work on campus. Thus the Office of the Cross Endowed Chair in SoTL provides, for example, consulting, workshops, writing circles, research grants, travel grants, an internal publication, as well as works with administrators on value and reward.

Finally, the Chair is the Illinois State University representative to the national and international SoTL field through membership, participation, and leadership in SoTL within his/her discipline beyond ISU and in multi-discipline SoTL organizations and activities.