Dr. Theresa Chisolm oral history interview

Dr. Theresa Chisolm oral history interview

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Dr. Theresa Chisolm oral history interview
Aragona, Mary
University of South Florida -- Library -- Digital Scholarship Services - Digital Collections -- Oral History Program


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interviewed by Mary Aragona.

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subfield code a U46-000042 USFLDC DOI0 245 Dr. Theresa Chisolm oral history interviewh [electronic resource] /c interviewed by Mary Aragona.500 Full cataloging of this resource is underway and will replace this temporary record when complete.1 600 Chisolm, Theresa650 Holocaust survivorsz Florida.Holocaust survivorsv Interviews.Genocide.Crimes against humanity.7 655 Oral history.localOnline audio.local700 Aragona, Mary710 University of South Florida Libraries.b Holocaust & Genocide Studies Center.University of South Florida.Library.Digital Scholarship Services Digital Collections.Oral History Program.730 Holocaust & genocide studies oral history projects.773 t USF Department of Communication Sciences and Disorders 50th Anniversary Oral History Project4 856 u http://digital.lib.usf.edu/?u46.4

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text Mary Argona (MA): And then I have a couple of questions to ask you, and you can let me know when youre ready.
Theresa Chilsolm (TC): Im ready.
MA: Okay. Can you state your name and your current position?
TC: My name isI dont know which one to give you. Theresa Chisolm, Terry Chisolm, I am vice provost for strategic planning, performance and accountability. And Im also a full professor in the Department of Communication Science and Disorders in the College of Behavioral and Community Science at the University of South Florida in Tampa.
MA: And, well, youre still a part of CSD. But can you tell me when you started and that whole journey?
TC: Sure. Its a long journey. Im one of the long ones. I actually ran into Peggy Ott today, who was the office manager in CSD. I know she was interviewed too. She works part time, still, in the office. I first heard about USF in the fall of 1987, when you were not even born yet, or maybe even a twinkle in your parents eyes in 1987. I was working as a research associate. I had finished my doctoral degree, and I was working as a research associate at the City University of New York, which is where Dr. Maxfield got his PhD. And Dr. Silliman will probably be someone you interview. Dr. Silliman was the chair of the department here; she had moved from New York. I knew who she was in New York. I didnt really know her. And the dean of thewe were in the College of Social and Behavioral Sciences, and the dean was a woman named Julia Davis. She was an audiologist. And Dr. Davis had contacted the chair of several programs around the United States saying they were looking for someone to come in as a tenure-track faculty member who had an interest in hearing loss and rehabilitation and habilitation. So it was mentioned to me that this might be a good position for me to apply to.
I had never heard of the University of South Florida. I had no idea where Tampa was on the map. I had never heard of Tampa, really, pretty much. But I decided that it would be an interesting job, so I would apply to see what it was like to go on a job interview because I hadnt gone on a job interview in a professorial role. And I came down in the spring of 1988. It was about February of 88, and then I got offered the job, and I started in August of 1988 as an assistant professor.
I stayed in the department. I became tenure associate professor. And then I stayed in the department, and I became a full professor, and then I stayed in the department, and I became department chair. I think that was like 2004, probably, that I became department chair. And then I left the department in about 2014 to take this position as a vice provost. And all along the way, I saw lots of changes in colleagues, in faculty, in programs. When I started, the department was calledit had just changed from being called communicology to communication science and disorders.
We had just moved away from having a five-year only program, where people didnt get a bachelors degree, to start the bachelors program. I taught the first undergraduate course in hearing science. I had to develop that course. They didnt have it before I came. So the very first year I came here, I believe, was the first year they had the undergrad program. And one of the courses I was charged with developing was hearing science at the undergrad level. So I developed that course. I was charged with developing several courses in oral rehabilitation for the graduate students. I also developed the undergraduate oral rehabilitation course that is being taught by Ms. Teegardin now. But I was the first person; that was the first course, but that course came a little bit later on. We didnt have that in the original undergrad program. We also developed a PhD [program]. When I came, the PhD program was part of [the] psychology [department]. We had a joint program with them, so I was involved in the development of that. And when I came, we also had our masters degree in audiology, which then became an AuD, so there were lots of curriculum activities over the years.
MA: Wow. My next question was, what was your role? But youve answered a lot of that already. Did you want to add anything else about that?
TC: When I came, there werent very many [of] what they call junior faculty. Most of the faculty had been here for quite a while. I think there was one other on-tenure, assistant professor the first year I came. But she left the next year. I cant remember her last name, but I think her name is Paula, and shes African American. I dont remember, which is unfortunate.
So pretty much, currently still at USF, nobody is associated with the department who was associated with the department when I came, except for Peggy Ott and also Nancy Muscato; she was here. She was a part-time, whoworking part-time as a clinical faculty member before I was here. But the year I came shed had her baby, her son, who is now an adult, so she was off that year but then came back. So literally, everybody elsewell, theres some new people now since I left and came here. But when I left the department in 2014 to take this position, everybody that was there I had a hand in hiring, some way or another, including Ms. Maldonado, who I met when our kids were about two years old. Actually, we were neighbors, and I actually got her to get a part-time job with us, which she eventually went from part-time, helping in audiology clinic, to now being the office manager.
MA: Wow.
TC: So I hired Jen Lister. That was when we started the AuD program; she came with that. So I hired pretty much everybody; I was involved in the hiring of everybody there.
MA: So you were the last professor left from your generation of professors, huh?
TC: Dont say it like that!
MA: Oh, okay.
TC: I dont think that Im the last professorIm the lasteverybody. Because there were a lot of full professors, et cetera, you know, people that were advanced, tenured and advanced, when I came here. We brought in new people. Dr. Bahr was one. And a lot oflike, Carolyn Ford, Dr. Bahr was not too long after. Im trying to think of who else was early 90s. Well, Nancy Muscato became full-time, Pat Carr was in the 90s sometime. So there were a lot of people that were my age that came in after me. But all the people who were, like, I would think of it as the generation before, and I was the beginning
MA: Yeah, I meant you were the beginning of a new generation.
TC: The new generation, yeah. And then we had people who were students that are now faculty, like Maria Brea and Kyna Betancourt. And Maria Brea-Spahn, Kyna Betancourt, Nathan Maxfield were all students that I was a faculty member here while, and, for some of them, chair. I saw [them] go through and come in and then come back around and be faculty. Im trying to thinkMichelle Arnold. Theres a couple of folks in audiology, two young women that I still have active research going on over in the department. We call it the auditory clinical trialsauditory rehabilitation clinical trials laboratory.
MA: Did you dowere you part of the project I heard about [when] interviewing someone else, I think, [where] theyre trying to make it so that children with cochlear implants can go down the slides?
TC: That one I dont know about.
MA: Yeah, I heard about that one, yeah, because apparently the static messes it up or something like that.
TC: I dont know whos doing that project. Thats a good one.
MA: So why did you choose USF CSD specifically, do you think, to come work here?
TC: This was the only position I applied for, and USF was a very different place at that time. It was not a Research I university. But, even back in 1987, 88, there was talk about that was the direction they wanted to go in. The job itself, before I came, I said I was working as a research associate in New York City. I grew up in New York City. But it was also very expensive to live in New York City. So, in addition to working fulltime as a research associate, I was adjunct teaching at Hunter College, a course a semester. I was doing, I think I had two or three consulting kinds of positions. One wasI had worked for a while as an educational audiologist. I would go back to the school that I had worked in and I took, like, once a month to do things for them. I was working for the New York Childrens Psychiatric Hospital once a month doing hearing testing for them. I reviewed compensation claims for the federal government.
So I had all these jobs, and I was doing clinic, I was doing research, I was doing teaching. And the job here allowed me to bring all that in and only have one job, instead of several jobs. And the dean was an audiologist in the same sort of area I was in, and, truthfully, my mentor said, Well, you could go to USF and you will be a big fish in a little pond. You can do that, or you can go to a big name like Vanderbilt and be a little fish in a big pond. Either way, youre going to be highly successful. And so, the lifestyle was appealing. It was much more livable than New York City, but it was one flight to New York, and it fit with my husband at the time. Everything sort of fit. It was an okay move. And so I became brave at the age of thirty-something and moved from New York to Florida and then kind of got spoiled (whispers) and I never left.
MA: Yeah, its pretty great here. What did the facilities in the surrounding area look like when you came?
TC: Ugly.
MA: Ive heard that, yes.
TC: Ugly. None of the pretty buildings on campus were here. It was prettybuildings all looked sort of like barracks. If you go over and look at the SOC building and BEH and Cooper Hall, those were the buildings that were here. BEH was our building that we were in. And the building, when I came here, was not called Behavioral Sciences Building; it was called Classroom Building A, the CBA building. And then they decided it needed a better name than Classroom Building A, and they decided to change it to Behavioral Sciences. But this woman who was the dean, Julia Davis, I remember being in a faculty meeting and her saying, Yes, well, we thought about calling itbecause its the Behavioral Sciences Buildingwe thought about calling is the BS Building, but we figured that wouldnt work, so were going to call it the BEH building.
So we were in that building. It wasnt terrible. I mean, it wasnt that old when we moved into it. I mean, it was old, but it wasnt that old. And the faculty that had been around really started a lot of the program, like David Shepherd and Jerry Crittenden for audiology and several of the other folks. Many of the folks who were here, when I came had been here since pretty much almost the beginning, like 67, 68, 69. You know, Arthur Guilford is going to be interviewed for this, and he was here rightthe department was not that many years old. So several of the faculty had been sort of founding faculty. And the founding faculty, youll hear stories somewhere along the way about the motel that we were in before we moved to BEH. So initially, the departmentI dont know when the move from theI think they called it No-tell Motel or something butand there were people here that will have remembered going to school there because I talked to them. So it was an old motel on Fletcher Avenue, and they literallythe observation was, like, peek-holes in the doors and stuff.
MA: Wow.
TC: And both psychology and CSD, which was called communicology, were in that motel. And so, the move to BEH was a good move. So it wasnt a horrible place when I came, but we were outgrowingeven when I got there, wed already outgrown it. So my labthere was no space for lab in the building, and I had to go over to the sociology building. In the basement was where they gave me some lab space. So a lot of us, when we came inbecause I think, like, Dr. Rogers came inDr. Lister, a bunch of people.
By the time they came, we knew we were building this new building because it took like, I think it was 8 or 9 years that the new building was in planning. So by the early 1990s, this new building was in the planning, but it takes a long time to get a new building. And the whole campus has changed since President Genshaft has come along. So since 2001, the campus has just really blossomed. Its a beautiful campus now. I mean, its a nice, beautiful campus and a beautiful area. It certainly wasnt that when I came. I also remember, when I came, I couldnt figure out why people didntIve told this story beforeI couldnt figure out why people didnt walk on the campus that much, and we didnt have a Bull Runner. And we had BEH, but one of the firstfirst semesters [that] Im teaching here, that undergraduate class in hearing science that I taught, we had 50 students in the class, which was just a shock to me because Id only ever taught classes that were about 12 to 15 students.
Fifty students and it was across the big parking lot. The big garage wasnt there. Theres a big garage, now, that people can park in. But it was all empty, and it was just empty space between us and the engineering buildingor the science building. And a couple of months into being here, Im walking across the parking lot after teaching the class, and the rain opened up. And I got so soaking wet that, by the time I got backbecause I didnt have an umbrella because I didnt expect thisI had to go home and change (whispers) because my underwear was wet. But anyway, so, I mean, it was just big empty spaces and lots of
MA: Lots of open.
TC: Lots of open nothing. No football team, school spirit waseverybody was very much commuter. We did have, in the grad program, some students from other places. But really, most of the students, I think I said this, we had a five-year program. So most of the students had come; they were here; their junior year, they applied for the program; senior year, one year of grad school. They never got bachelors degrees, which was a problem. So it was a very different, different place and a lot smaller.
MA: I dont know if you know Dr. Constantine
TC: Of course. He was a student. I taught him as an undergraduate.
MA: Yeah, I loved his interview. He told me about the BEH building. He kept calling it a man cave and how much he liked it. So yeah.
TC: He was anotherbecause hes not working here anymore.
MA: No, hes at Kentucky.
TC: Is he at Kentucky now?
MA: Yes.
TC: Oh, wow.
MA: Yeah.
TC: Because, when he left, he went into private practice. I didnt know hed ended up in Kentucky.
MA: Hes a professor there, I think.
TC: Um-hm?
MA: Um-hm.
TC: Thats amazing. See what you learn?
MA: Yeah, were learning a lot of interesting things, I think. Can you talk about what the atmosphere was like while you, I guess, from here to now, since youre still here?
TC: (laughs) I mean, its always been a good atmosphere, I think. Weve had our conflicts over the years, but notweve had a lot of growth. When I try to think about itIm in the hearing area in audiology, and one thing there was more of was integration between graduate audiology and speech-language pathology because the audiology students, they actually had to do language practicum when I first came here.
MA: Oh, interesting,
TC: But that was very common, in general, in a teaching area. And I actually supervisedwe would go out and have a [sic] audiology supervisor and a speech-language supervisor in screenings, for pre-school screenings, and I would supervise. The speech-path [sic] students would have to give the hearing screenings to the little kids, and the audiology students would have to do the language and speech screenings to the little kids. We also had, back when I came, there was some stress in trying to figure things out because, historicallyand I know this is back in the library record, too, from Arthur Guilfordbut historically, what we had was audiology, speech-language pathology, and then we had something called oral rehabilitation, which iswhich was deaf education. And we literally did have people who wed graduate with that degree, who became deaf educators. And Kathleen Sills is oneMs. Sills, who is a clinical supervisor, is one of the people who came through when we still had that. And when I came, it [sic] was a lot of change going on.
So we didntthey couldnt really have a separate oral rehabilitation program. So the idea had been to have audiology students who were also deaf educators. We only had two people graduate with that. And I said, Thats really stupid. The deaf educators should be speech-language pathologists. So then we had several students who graduated with both. And Ms. Sills was one speech-path and deaf-ed kind of competencies. So having those changes and constant changing can make people a little crazy. But it was good! It was all good change. So weve grown. Weve had growing pains. But its always been a great department to work for. And the students have always been wonderful. I mean, weve hadthe craziness was that we went from having 50 students in the undergraduate class, and within 4 or 5 years of me being here, we went from 50 to, likeand one time I think I had over 200 students in hearing science.
MA: Wow.
TC: And no GAs, no grad assistants, nothing. We used to laugh because, at that time, they were going through this, Well, you have to develop personal relationships with your students. And I was laughing; Id gone from 50 students to over 200, with no grad assistant, plus I had my grad courses, plus I had research. And you want me to have personal relationships with them? But the students here have always been wonderful and motivating and have just gotten continually wonderful and motivating over the years. And Im very proud that, while Id never heard of USF when I came here, Im very proud that our programs not only have state recognition, but they also have national recognition. And people know USF and the programs here in our department all around the country. And thats really cool.
And Ive seen lots of students do lots of great things. Fromstudents fromits kind of interesting because weve had studentsand the sad thing is you dont remember them all by name afterI cant imagine how many students Ive taught over the years. When you start getting intoIve been here 28 years. The smallest undergrad class I ever taught was 50, and Ive taught anywhere frombecause I taught the speech-path students a lot, too, over the years, and oral rehab classes as well as research classes. So up until about 2012, 2013, I taught regularly. You know, with then being a chairmaybe even, yeah, a little bit before that. Maybe 2010 I had to, so I couldnt teach classes anymore. But Ive had students contact me years later and say what a difference I made in their lives from some comment or something, or theyve gone on and gotten PhDs, or I run into them in the mall, and theyve become these great clinicians. You know, theyre satisfied. They have great lives. They give back to the community. So really, thats been the great part. So good colleagues and other faculty and really great students. Thats been the biggest.
MA: Yeah, thats the sense that Ive been getting from pretty much everyone who Ive been interviewing, which is nice to hear. Can you talk about who the major community partners were?
TC: Well, for me, the major community partners were the VA, for me personally. But I know that weve had a lot of other community partners, particularly in speech-language pathology. Hillsborough County Schools was always a big partner, but the other school districts were big partners too. Primarily for speech language pathology, Central Florida. Im more knowledgeable about the audiology ones. But the biggest for me, personally, the biggest community partner, and I know he was interviewed too, was Dr. Harvey Abrams at Bay Pines VA.  I ended up developing a very strong research career with Dr. Abrams. And were kind of known as building research together, and at one point, the VA had training for doctoral students.
So universities would partner with the VA for PhD student training, and we were one of only four of those training centers in the United States, and it provided funding for one student a year for three years. And one young woman, the person who is now the head of audiology and speech language pathology nationwide, Dr. Rachel McArdle. Rachel was mine and Harveys student, and we encouraged her to get a PhD, and she did. Ive done research with Rachel, and now shes a big, bigIm sure someones interviewing her, but shes a big shot. She is head of audiology and speech-language pathology for the nation. So like thats a huge job. So thats really cool that shes done that.
MA: Wow. Well, I hope someones interviewing her.
TC: Im sure they have. But if not, you should write Rachel McArdle down. Im sure they are. I know they interviewed Harvey because he asked me. He was here before me; he was an adjunct. So he had asked me, When did you get here, da-da-da? But he reached out. So Bay Pines [VA]which was weirdmore than Tampa [VA], but Tampa was a good community partner too. But we just hit it off, in terms of research.
MA: Yeah, Ive heard a lot about the VA. Everyone brings that one up.
TC: Well, historically, I mean, speech-language pathology and audiology in particular actually grew up in the VA system. And so, thatstypically, youll see a very close connection between VAs and programs and speech-language pathology and audiology.
MA: Yeah, the hearing loss post-World War I, right?
TC: Um, World War II.
MA: World War II, right.
TC: Yes.
MA: You talked a lot about who else was a part of the department, and you talked about how many students. But can you talk a little bit about the set-up of the program?
TC: Well, I think I did a little bit. But the program, like I said, before I cameright before I came, they only had a five-year program. So then, if a student wasnt going to make it in the five-year program, they got a degree in interdisciplinary social sciences. So right the year I came, that was the first year. And actually, we didnt have our own degree that we owned, but we did have a program in interdisciplinary social sciences with a specialization in speech-language hearing sciences. We had to get the state to approve a separate degree. So Im not sure how many yearsseven, eight years, the first seven, eight yearsthe students, in addition to taking the courses in the major, had to take Social Science Statistics, Introduction to Social Sciences and some other course.
But, once we got our own major, they didnt have to take those three. But, well, we still make them take Stats Pre, but they didnt have to take that Intro to Social Sciences and stuff. And we were in the College of Social and Behavioral Sciences. About two years after I got here, they decided they were going to merge all these separate colleges to become a large College of Arts and Sciences, so social and behavioral science, then we had a college of sciences, and we had a college of the arts, which is more like the humanities. They became this big arts and sciences, so we went from being in a college with five or six departments to being in a college with 30something departments. And then we got our own bachelors degree.
We really couldnt maintain the deaf education component. We didnt have the right faculty and stuff, but we sort of morphed into having undergraduate interpreter training instead of deaf education, which we still have. Its kind of a little weird. But, historically, thats where that came from. We did teach, always, a lot of American Sign Language classes. In fact, Dr. Crittenden, who was the person that was the deaf ed person when I came here, he had been influential in getting the state to accept American Sign Language as a foreign language in the university. So we had that. Speech path was always the bigger of the programs. The undergraduate program started to grow. I remember I was the NSSLHA faculty advisor for a while. And it was the funniest thing because the students always wanted to work with the faculty, and we always wanted to have these. We were not nearly as big. So we started having, like, a speaker series on Tuesday afternoons at 12:30, in order to make sureand not have any classes on Tuesdays at 12:30, which meant we had no classes Thursdays at 12:30. So wed have an hour and a half so the faculty could attend the speaker series that the NSSLHA students were putting on. Well, after a while, that just morphed away, and we began having faculty meetings at that time. And so, we could never get the studentsoh, it was crazy. We were in BEH. I think, why they called itsomeone else will have to tell you, the student room was called the fishbowl.
MA: Yes, I have heard about that.
TC: I know why it was called the fishbowl. Because we were in the secondin BEH, you can still see. You can go in. Theres a door here. This is the SOC building here. And this is the FAO building, Faculty Administration Building. And theres two double-doors down here that go right onto the second floor. And there is a room right here, and when I came here, that room was glass. And that was the student workroom. And thats where fishbowl came in.
MA: Interesting.
TC: And then we needed that room for something. And so, the student room went down on the first floor, but they still called it the fishbowl even though it went down on the first floor. We also found roomsthe room on the first floor, which was to the left of when you came in the building, that room was used as a classroom. In fact, that was the room where I gave my speech when I was here on my interview before I got hired. That classroom, they found out, had bad circulation. So that was not being used as a classroom, but that became the student workroom. And it just allwe were cramped for space when I got here already but not as cramped as we got as we got bigger.
MA: Im sure.
TC: SoI forgot what the question was. Im tired, so.
MA: Oh, its okay. It was about the programs.
TC: Yeah, so then we moved, and we had the masters programs. We didnt have our own graduate, PhD program, but we had a joint PhD with the psychologyWinifred Strange, I hope someone speaks to her. She was here at the time. She became my mentor in research. She was a speech scientist, the same as Dr. Rogers. In fact, Dr. Rogers kind of replaced Dr. Strange when she left. And Dr. Strange left, and she went up to teach in the program where I got my PhD and where Dr. Maxfield got his PhD, at the City University of New York. In fact, she had taught me and Dr. Maxfield as an undergraduate here, and then he went up. And so, she then knew him as a graduate student.
So the PhD was joint with psychology. Dr. Stranges husband, Dr. Jenkins, was a psychology professor, and Dr. Strange was here. She mentored me and helped me get federal grants. And then we were able, eventually, to get our own PhD program. And we also, then, did the transition to the AuD, which was a national transition, but we were one of the first. And at that point, there was only one other professor who was an audiologist here when I came. His name was Dr. Shepherd. Hes still alive, so someone is probably interviewing him.
MA: Oh they are.
TC: And Dr. Shepherd, he started the audiology program. And I was the second new audiology person. We never kind of hit it off too much. I mean, we werent mean. But when we went to the AuD program, he did not want to stay anymore. He didnt want to do that, so he retired.
MA: Too many changes probably.
TC: And we then hired Dr. Lister and someone named Dr. Hurley. So Dr. Lister, Dr. Hurley, and I, along with the clinical faculty at the timewhich were Nancy Muscato and Patricia Carr. There was another woman named Karen Richardsonthey also, then, went and got their AuD degrees, and we also did an AuD program for our community partners, some of whom youll interview for this. Susan and Greg Spirakisand Im sure theyre interviewingSusan and Greg actually interviewed me as students and then they graduated that June and then I started that August.
But, we had a class of community departmentsJohn Berardino, Janet Sullivan. I cant remember everybody who hadyou know the kind of supervisors for our studentsbut we created a program for them so they could get their AuDs and transition. So that was very exciting, being part of the AuD program. And its 15 years old now. I cant believe that. So, thats been great. But Jen came in 1999. Kathy Rogers came in 1999, right when we were starting that stuff.
MA: How have you seen communication sciences change over the course of your career?
TC: When I got into communication sciences, I found out about itI was in college. I was trying to figure out what to major in, and I had never heard about speech-language pathology and audiology, and I was trying to find a major. And then I was at a party one night, and this guy I knew, his sister was there, and she had just graduated with a degree in speech-language pathology. She was being recruited to go work in San Francisco, and they were paying off all her student loans. And I was putting myself through school, and I said, Wow, what is this speech-language pathology? Which, really, seems odd because I went to speech therapy in the schools when I was young because, in my th, I didnt have a voiced and voiceless th. I just had a voiceless th. So I didnt know that was a speech therapist. So I took a course; it was hearingno, what was it? It was phonetics. It was the first course I took. I fell in love with it, stayed in the major, thought I was going to get my bachelors degree and go work as a speech-language patholyou know in the schools. And that wasto give you how old I amthat was 1976, 77, 76. And they changedthis was in New York. And they changed the rules. They had just changed it, so that you couldnt work with a bachelors anymore
MA: I wondered what happened to everyone during that transition.
TC: You needed to have your masters degree. So then I thought, Well, I have to go to graduate school for my masters. So I applied to several programs, and I ended up with a graduate assistantship at Montclair State College in New Jersey, which was, for a kid from the Bronx, 30 miles outside the city. I would never have come from Jacksonville to Tampa. I got my degree there. But I did mya lot of people know this. I did my first semester in grad school in speech path, and I did language therapy withwell, back in those days, you did therapy as an undergraduate. You got clinical hours as an undergraduate.
So I worked with some kid with an articulation case, and I had hours with that, and I had hours in audiology before I graduated. I really kind of liked audiology, but I didnt like my professor because audiology was going through this thing where ASHA wouldnt allow audiologists to dispense hearing aids, which was crazy. And they were fighting. And then they allowed audiologists to dispense in the mid 70s, so the fields were changing.
So Dr. Goldstein and Dr. Bourgeois, kind of my contemporaries with you know, going through in the 70s and stuff like thatDr. Barr is a little bit younger than me. So I went and got my masters degree. I started speech path, and I did therapy with a little down syndrome kid and said, If I have to do this for the rest of my life, Im going to kill myself. And I really had liked audiology, so I switched to audiology, got my masters degree, but because I hadnt set out for audiology, I didnt graduate from the best program.
And in 1980, there were not jobs for audiologists in New York City. So I had done a lot at East Orange VA in New Jersey, and I dont know what book you guys use now for hearing science and audiology, but we used to use one by someone named Dr. Stanley Gelfand, and Dr. Gelfand had been my teacher for a lot of my classes. So heI had thought aboutoh, sorry, then Ill shut up.
But when I was an undergraduate, the veryone of the books I had was by Charles Van Riper. It was called Speech Correction. In the back of the book, it talked about the field of speech-language pathology and audiology, and it said that a lot ofit was mostly women practitioners, but the leadership was mostly men because women would enter the field, and they would go home and have babies and quit. So I said, Well, Im going to show them someday, which I didnt know that I really was going to show them someday. So, anyway, it was kind of a joke but I had thought about maybe getting a PhD, and then Stan Gelfand said, Yes, why dont you go to the PhD program in CUNY, City University of New York, and then you can do youryoull have the doctoral fellowship and that will be your CFY. Because we had to do clinical fellowship years then.
And then I said, But what if I hate the PhD? And he goes, Well, at the end, you get your license, itll be a lot easier to get a job. And if you hate it, you havent lost anything. So I said, Okay.  So I started in the PhD program. Then, after about two years, I decided I liked it and stayed. But I was working full time as an audiologist and stuff. So that was a big change. Those changes were when I was kind of young. I think one of the biggest changes, and one that I sort of regret, is that speech-path and audiology have gotten very apart from each other. We really are very close cousins, and if youre very interestedlike I amin habilitation and rehabilitation, people have sometimes joked about me and said Im a speech-language pathologist in an audiologists clothes.
And the parts that I like about audiin the 70s and 80s, if you read history of audiology, audiologists were a lot more interested in diagnostics and less interested, some of them, in the rehabilitation. And I came in being very interested in rehabilitation. So Ithe one part that I feel bad about our grad programs now is there is so little interaction between the two. And I think weve suffered a little bit from that on both sides. I think, luckily at USFthats other things that I was involved in. We were able to bring the Bolesta Center in here with Ms. Teegardin. And so, thats really the connection, a large connection, between audiology and speech-language pathology, when you talk about children with hearing loss.
So I know a lot about speech and language because Ive worked a lot with the pediatric population. My other passion is the geriatric population. But in my training, when I worked in a rehab hospital as an audiologist, I was expected to be able to go on the floor and screen for speech and language problems in older adults. And speech language pathologists need to be able to screen and tell if theres a hearing loss. So that pool has changed; AAA didnt exist. I actually have to go in a few minutes, but AAA didnt exist. That came about, really, just about its about as old as me. It started a year or two after I got here, so. And then, now, its the medical changes that have occurred in terms of reimbursements. Students really need to know how to function in an era when your services have to be reimbursed. Its made it more difficult, I think, sometimes to do the things we want to do. But it also shows weve had to learn that were really valuable, and we dont just give away what we can do. So those are some of the big changes.
MA: Okay Im going to combine the last two questions since you have to go. Do you want to talk about your favorite memories and any last words that youd like to leave behind?
TC: I thinkI mean, the memories I think I touched upon. But its just looking at it you know, seeing all the studentsone fun thing that some people mightwhen we first moved into the building and Dr. Gilford was great, and he gotif you ever look at the speech-language pathology side of the PCD building, it has nice, round walls and very good use of space. And you go on the psychology side, and theres one, long boring hall. The reason that we had such creative use of space and great use of space is Dr. Gilford. I really give it to him. So we all wore T-shirts at his birthdayI may have just thrown it outbut it said Frank Lloyd Gilford on it.
MA: Oh, thats funny.
TC: And so, some of the parties that we had when we first moved into the building were really kind of fun. And then when I became chair in 2004, when Dr. Gilford moved into it, my New York accent, they decided to make fun of [it], and they made all these T-shirts for my birthday, and it had like The Head on it or something. It was just, like, really funny, making fun oflike, (with heavy New York accent) Go ahead! or (with heavy New York accent) Its a no-brainer. And then, you know, they were making fun of my New York accent on that. So those kinds of things were fun. Getting the building was very exciting. That was a very exciting time.
Pictures of folks in hardhats walking through the planning of it and moving it. The excitement of new things. That was really great. And just the kids coming around on Halloween every year from the preschools, you see that, and thats a great memory. The AuD students, seeing them doing white coat ceremonies and starting that. And being able to hood all those students, when they graduate, hooding the PhD students, [and] seeing all the undergraduate students. I go to graduation a lot now. I didnt in the beginning. But when they cross the stagewhen I was teaching them, like, the last time I taught the undergraduates, I loved teaching that class. And I sat on stage when they all graduated, and seeing them all come across that, I knew. I didnt like writing 100 recommendation letters
MA: Oh, yeah. Im sure.
TC: That was quite a number of recommendation letters. But seeing those students come through, and then just seeing everybodys life go on. Knowingmy sons 24. When he was a baby, I brought him into work with me, and he practically grew up in the lab the first few years. Seeing everybody have children, Dr. Maxfieldseeing all that kind of stuff. Dr. Barrs kids are now graduating college, but they wereyou know, just seeing life of everyone has been really exciting, and still being. Peggy Ott, I ran into her today. And you dont see people want to sort of stay around and stay connected. But Dr. Tucker, Dr. Tucker graduated before I was born and shes still here working and volunteering and doing things. Its a great department.
MA: It sounds like youve had a really great career.
TC: Its been fun. I never planned anything. I like my job now. One of the things I really like is CSD doesis interdisciplinary. It truly, truly is. I mean, you guys need to know about physics. you need to know about anatomy and physiology
MA: Yeah, that was what attracted me to the field.
TC: You need to know aboutbut you also need to know about, like, linguistics, right. Its truly an interdisciplinarya wonderful discipline. I mean, I cannot say enough good things to young people about the two professions because theyre great opportunities to lead a very balanced life, unless youre crazy and work all the time, but most people are crazy. And its intellectually challenging. Its a great field to be in with a lot of different ways that you can grow and doand its such an unknown field.
MA: Yes, it is.
TC: So it just makes you crazy. But its kind of like hidden gems. Its such a great, great field to be in. So its been veryand it made me good for this position that Im in now. Because we are interdisciplinary, so colleagues in USF Health, colleagues in the College of Education, colleagues of Arts and SciencesI can always find ways to connect and communicate with them and have something in common. And thats just been awesome.
MA: Yeah. Im going to


COPYR I GHT NOT I CE This Oral History is copyrighted by the University of South Florida Libraries Oral History Program on behalf of the Board of Trustees of the Univ ersity of South Florida. Copyright, 1995 201 7 University of South Florida. All rights, reserv ed. This oral history may be used for research, instruction, and private study under the provisions of the Fair Use. Fair Use is a provision of the United States Copyright Law (United States Code, Title 17, section 107), which allows limited use of copyrighted materials under certain conditions. Fair Use limits the amount of material that may be used. For all other permissions and requests, contact the UNIVERSITY OF SOUTH FLORIDA LIBRARIES ORAL HISTORY PROGRAM at the Univ ersity of South Florida, 4202 E. Fowler Avenue, LIB 122, Tampa, FL 33620.


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