For Clinical Assistant Professor Laura Schmitt, clinical care and educating the next generation of speech-language pathologists (SLPs) go hand-in-hand.

Schmitt, an SLP by trade, supervises cohorts of SLP graduate students as they undergo their neurological rotations. She also works with various organizations to provide dynamic experiences for students.

Learn more about Schmitt and her work in this Q&A.

Please describe your academic and professional journey before teaching at Iowa.

Across my career, I have worked primarily with individuals with neurogenic speech, language, and cognitive-communication disorders in a variety of settings, including skilled nursing facilities, inpatient rehabilitation, and outpatient clinics. In fall 2023, I joined the faculty at the University of Iowa. I now work primarily with individuals experiencing speech, language, and cognitive-communication challenges related to stroke, traumatic brain injury, and other neurological conditions such as neurodegenerative diagnoses and functional neurological disorders. I am fortunate to hold a position that allows me to remain engaged in direct clinical care while also contributing to the education and training of future SLPs. 

What made you interested in speech and hearing sciences? What is the most rewarding part of working in this field?

I first started exploring speech and hearing sciences as a senior in high school. My dad was the one to suggest communication sciences as an area of interest and encouraged me to shadow a local SLP. In doing so, I was introduced to aphasia [a neurological disorder caused by brain damage that impairs a person's ability to communicate], which really sparked my interest in the field.

There are so many aspects of this field that are rewarding. I get to support individuals regaining connection with their loved ones through communication. Sometimes, it means helping a patient say a loved one’s name, or “I love you,” to their partner for the first time after their brain injury.  Above all, getting to understand each patient’s individual goals and helping them work towards those goals is incredibly rewarding. 

Can you describe the work you do with Des Moines University and community clinics?

My connection with Des Moines University began when occupational therapy (OT) students virtually observed our aphasia reading club to learn about how to support individuals with aphasia. That grew into an OT collaboration lab in which OT and SLP students worked together to co-treat patients from On With Life, a post-acute neurological rehabilitation center in Ankeny, IA. From there, we expanded to include a collaboration event with physical therapy (PT) students, giving SLP students the opportunity to learn what neurological PT intervention looks like. We’re already planning another OT/SLP collaboration day to take place this fall!

Students and I have also volunteered at the Retreat and Refresh Stroke Camp, hosted by the United Stroke Alliance. In this setting, students engage with stroke survivors and their care partners in a dynamic, social environment, gaining perspective beyond the traditional therapeutic context and develop a deeper understanding of individual identities, interests, and lived experiences.

We also have the privilege of participating in University of Iowa Health Care’s multidisciplinary Parkinson's Disease Clinic. Through this experience, SLP graduate students not only gain insight about the role of SLPs in managing Parkinson’s Disease, but also learn alongside an amazing team of professionals in specialties like PT, OT, clinical pharmacy, geriatric psychiatry, social work, nursing, and neurology. 

Can you describe the work you and your clinical team do at Iowa? 

I supervise SLP graduate students during their neurological rotation, during which they gain experience in both acute care and outpatient settings. In the hospital, we evaluate and treat individuals in the early stages of recovery following neurological events such as stroke or traumatic brain injury. In the outpatient setting, we provide ongoing therapy for individuals with a range of communication needs, including aphasia, motor speech disorders such as apraxia and dysarthria, and cognitive communication difficulties. 

What made you want to explore clinical supervision? 

From early on in my training, I had a strong interest in eventually supervising at the university level. Throughout my career, I have taken every opportunity to supervise students during clinical outplacements, and I have consistently found it rewarding to support their professional growth. I love seeing students develop not only their clinical skills but also their confidence over time. While I do not teach a specific course, I serve as a clinical supervisor for around eight graduate students each semester during their neuro clinical rotation. 

What do you look forward to doing next? 

I look forward to continuing to build community and connections for individuals with neurogenic communication disorders. I am eager to strengthen and grow collaborative partnerships with other universities, programs, and clinical settings to further enhance interdisciplinary education at Iowa.