Speech-Language Pathology, MS

• CMSD 2001 Speech Anatomy & Physiology
• CMSD 2002 Speech and Hearing Science
• CMSD 2003 Language Acquisition
• CMSD 2004 Phonetics
• CMSD 2010 Observation and Clinical Procedures
• CMSD 3000 Audiology 1
• CMSD 3001 Neuroscience Fundamentals
• CMSD 3006 Aural Rehabilitation

Dr. Monica L. Bellon-Harn has been a certified, licensed speech-language pathologist since 1993 and university professor since 1996. She and her husband Dr. Bill Harn have worked in the same department since that time and look forward to continuing at Piedmont. Across her work as a professor, she has kept one foot in clinical practice and enjoys bringing real-world clinical experiences into the classroom and including students in clinical research. She has published over 65 peer-reviewed research articles, many of which have included undergraduate and graduate students as co-authors. Her research focuses on intervention and service delivery issues related to child speech and language disorders and mentorship of undergraduate and graduate students. Recently, her research has extended to consumer health informatics and digital therapeutics.  

She came to Piedmont University in 2021 and her favorite things about Peidmont are the great people, awesome community, and the beautiful location! When she is not in the classroom or clinic you may find her running, writing or having fun with her children and grandchildren.

Click here to view Dr. Bellon-Harn's publications.

Dr. William E. Harn has been a professor of Speech-Language Pathology since 1987.  He has been a faculty member and department chair at Texas Tech University, Western Carolina University, University of Southern Mississippi, and Lamar University.  From 2013 to 2020 he served as Dean of Graduate Studies at Lamar University. He has delivered research presentations to the American Speech-Language-Hearing Association, International Congress of Phonetic Sciences, International Congress for the Study of Child Language, and the Symposium for Research in Child Language Disorders. He has served two terms as a site visitor for the Council on Accreditation of the American Speech-Language-Hearing Association.

He enjoys playing classical guitar and running road races from 5Ks up to half-marathons.  He is also an avid student of languages and is currently learning French and Swedish.

Ingrid Hinkley has been a licensed, certified speech-language pathologist since 1997. She has served as a clinical supervisor and educator in university clinics and medical externship sites since 2004. She has been a practicing clinician in hospitals, nursing homes, outpatient facilities, physician’s offices, and home health care organizations. Ms. Hinkley has also established two private practices specializing in elective and therapeutic services for adults with speech, language, voice, and swallowing needs. She has a passion for sharing her clinical knowledge and experience with others. Her ambition is to prepare and support new and future speech-language pathologists in succeeding with their career aspirations.

Ms. Hinkley spends her free time going to movies, hosting game nights, visiting family and friends “up north” and making plans to build a cat sanctuary when she retires.

Amanda graduated in 2003 from Georgia State University with a Bachelor of Arts degree in Communication Across the Lifespan. She received her Master of Science degree in Communication Disorders in 2005 from Western Kentucky University, where she was a member of the Gamma Beta Phi Honor Society (GPA in top 20% of her class). She is certified by the American Speech-Language Hearing Association (ASHA), licensed by the State of Georgia, a member of the Georgia Speech-Language Hearing Association (GSHA), and has her Certificate of Clinical Competence (CCC).

Amanda has worked in the field of Special Education and Speech-Language Pathology since 1999. She specializes and has extensive training in Childhood Apraxia of Speech (CAS), phonemic awareness, phonological/articulation disorders, and Gestalt Language Processing/Natural Language Acquisition (GLP/NLA). She founded and has been the Clinical Director of Motor Mouth Therapy Services since 2007, a neurodiversity affirming pediatric practice in Gwinnett County, GA.

In her free time, Amanda enjoys spending time with her husband, 3 wonderfully crazy children, and Ziggy the Therapy Doodle.

Amy was born and raised in Brunswick, Georgia. She received her B.S.Ed. in Communication Sciences and Disorders from the University of Georgia in 1995. She attended the University of Memphis as a research assistant and helped Dr. Karen Pollock launch the Memphis Vowel Project. After receiving her master’s degree in 1997, she married her high school sweetheart and worked in long term care facilities, public schools, and home health care. In 2006, she began a 15-year career in Hall County Schools where she was a special consultant for Response to Intervention, apraxia treatment, and new therapist training. In 2021, Amy became the executive director of the Northeast Georgia Speech Center in Gainesville, Georgia. She joined the faculty of Piedmont University in January 2024. Amy resides in Flowery Branch, GA with her husband and delights in painting, yoga, and spending time with her two college-aged daughters.

Dr. Anne Bothe Marcotte earned her Ph.D. in Speech and Hearing Sciences at the University of California, Santa Barbara, in 1993. From 1995 until her retirement in 2022, she served as a faculty member and in multiple administrative roles at the University of Georgia, where she currently holds the title of Professor Emerita. She was awarded Fellowship in the American Speech-Language-Hearing Association in 2015.

Dr. Marcotte’s research and publications focused primarily on the nature and treatment of stuttering in children and adults. Her teaching at the University of Georgia addressed clinical and professional procedures, multicultural issues in speech-language pathology, and speech disorders, among other topics, for students at all levels. She was recognized as an Active Learning Leader by the University of Georgia Center for Teaching and Learning in 2023.

In addition to teaching for Piedmont University, Dr. Marcotte currently works as an Instructional Aide in the Adult Education Division at Athens Technical College, helping instructors and students in the high-school equivalency program and in the English for Speakers of Other Languages program. She also provides online and home-health speech-language pathology services to clients through her small private practice. When she can, she runs, kayaks, reads, bakes, and devotes an admittedly silly amount of time to decorating “Turtle World” in her backyard

Stacy Campbell graduated in 2005 from East Carolina University and has worked as a licensed and certified speech-language pathologist since that time. She served the birth to three population in the Charlotte, North Carolina area during the early part of her career, while utilizing coaching strategies and routine based interventions in home-based therapy sessions. Stacy became well-versed in language development and pediatric dysphagia treatment during this time, as well as managed clinical fellows and licensed SLPs.

In 2016, Stacy began traveling throughout the United States, working in a variety of pediatric and geriatric settings, including a neonatal intensive care unit and early childhood special education center. She returned to the southeast in 2021 and has been a full-time employee of the Habersham County School System since that time.

Stacy enjoys hiking, yoga, traveling, and gardening. She remains passionate about early childhood speech identification and intervention.

Ashley Powell is a native of Northeast Georgia. She graduated from Piedmont University in 2020 with a Bachelor of Arts degree in Psychology with a concentration in Counseling. After graduating from Piedmont University Ashley spent time working at the Family Resource Center of Northeast Georgia located in Clarkesville, GA. She also spent two years as a Pre-k teacher at Level Grove Preschool. As an alumna of Piedmont University, she is so excited to be back on campus working with students and community members in the new Piedmont University Speech and Language Clinic.
In her free time, Ashley enjoys hiking, reading, and most of all spending time with her husband, 2 sons, and their family dog Finleigh.

CMSD Mission Statement at Piedmont University

The Department of Communication Sciences and Disorders engages and empowers a diverse student population in the acquisition of knowledge and skills in communication sciences and disorders and swallowing across the lifespan. Through innovative and interactive curriculum design, faculty mentored research, evidence-based clinical service delivery, and dedicated outreach to the community, students will be prepared to provide high-quality, culturally diverse and responsive services and serve as leaders in the field.

Master of Science (MS) in Speech-Language Pathology Program

Vision Statement at Piedmont University

The MS in Speech-Language Pathology aims to address the academic and clinical needs of graduate students by providing rich learning opportunities that integrate theory and research with the best clinical practices. The program is dedicated to fostering professional excellence that will benefit the quality of life of persons with communication disorders and swallowing as well as advancing knowledge in the discipline.

MS Speech-Language Pathology Program Goals and Objectives

In order to meet Program Goal 1 (i.e., Prepare students to apply knowledge and skills in communication sciences and disorders and swallowing to meet the accreditation standards of CAA as well as Georgia state licensure requirements), the program will meet the following objectives.

Objective 1: Develop innovative curriculum and teaching methods across all CAA standards

Objective 2: Provide clinical opportunities to train evidence-based practice and service delivery

Objective 3: Coordinate externship sites and supervisors for a full array of scope of practice externship sites

In order to meet Program Goal 2 (i.e., Develop students’ ability to synthesize and apply evidence-based knowledge for diagnosis and treatment of communication disorders and swallowing used in professional practice), the program will meet the following objectives.

Objective 1: Provide perspectives from leading researchers in targeted areas

Objective 2: Embed outcomes related to analysis, synthesis and evaluation of research for integration into evidence-based clinical practice across the curriculum

Objective 3: Embed outcomes related to prevention, assessment, and intervention for persons with communication disorders and swallowing across the curriculum

In order to meet Program Goal 3 (i.e., Provide students with opportunities to develop effective oral and written communication skill levels necessary to interact with clients, family, and other collaborators during all professional correspondence), the program will meet the following objectives.

Objective 1: Coordinate oral and written communication competencies with externships

Objective 2: Execute activities designed to meet the clinical colloquium and grand rounds requirement

Objective 3: Execute activities designed to meet the professional portfolio requirement

In order to meet Program Goal 4 (i.e., Prepare students to demonstrate knowledge of trends and professional issues in the field, principles, and practices for cultural and ethical considerations, as well as principles and practices of scientific research), the program will meet the following objectives.

Objective 1: Provide contemporary perspectives from diverse populations of students and professionals

Objective 2: Execute activities designed to meet the professional portfolio requirement