Doctor of Philosophy (Ph.D.)
Curriculum and Teaching-Specialization in Cultural Studies
University of North Carolina Greensboro
2009
See all Profiles
Staff
Staff
Robin C Eury, Ph. D., CCC-SLP ( she/her/hers)
Howard University Speech and Hearing Clinic Director
Department/Office
- Speech & Hearing Clinic
School/College
- School of Communications
Biography
Robin C. Eury, Ph.D., CCC-SLP is director of the Speech and Hearing Clinic in the Cathy Hughes School of Communications at Howard University, where she leads clinical operations, student training and community engagement initiatives. Since joining Howard in 2021, she has overseen the clinic’s service delivery and experiential learning programs, while teaching graduate-level clinical practicum and research courses in communication sciences and disorders. Her work centers on culturally responsive clinical education, supervision and service delivery.
Eury brings more than two decades of experience as a speech-language pathologist, educator and clinical supervisor. Prior to her appointment at Howard, she held faculty roles at North Carolina Central University, including clinical associate professor and clinical supervisor, where she trained graduate clinicians and supported community-based partnerships. She has also practiced in public school systems and clinical settings, providing speech-language services across diverse populations. Her scholarship includes publications and presentations focused on cultural competence, supervision and clinical training in speech-language pathology, with contributions to professional journals, conferences and edited works.
Education & Expertise
Education
Master of Education (M.Ed.)
Communication Disorders
North Carolina Central University
1996
Bachelor of Arts (B.A.)
Speech Communication
University of NC at Chapel Hill
1988
Expertise
Cultural Competence in Speech-Language Pathology Clinical Education and Service Provision
Academics
Academics
Clinical Practicum I and II, Practicum in Speech Pathology
Accomplishments
Accomplishments
Howard University Service Excellence Award-Ownership, 2026
ASHA ACE Continuing Education Award, 2024
Alpha Nu, DKG Connie Dineen Membership Award, 2024
Service Award-NBASLH Praxis Review, 2018
Publications and Presentations
Publications and Presentations
Predicting Competency in Graduate Clinical Training
Predicting Competency in Graduate Clinical Training in Journal of the National Black Association of Speech-Language and Hearing, 14(1), 62-80
Graduate programs in communication sciences and disorders (CSD) are charged with the responsibility of providing quality clinical training experiences that promote each student’s growth and development toward achieving the knowledge, skills and professionalism critical to achieving clinical competence. Further, graduate programs must engage in evaluative and predictive monitoring of each student’s growth toward achieving the prescribed competencies. The purpose of this study was to determine whether specific clinical skillsets used to evaluate graduate students can predict success toward achieving clinical competency. This pilot quantitative correlational study examined pre-existing final (end of the semester) data of 103 first-year graduate clinicians. The Student Clinical Evaluation was the instrument of choice, utilizing data spanning 10 years. This study examined the correlational relationships between sections and/or questions on the Student Clinical Evaluation instrument.
Assessment of Cultural Responsiveness in Speech-Language Pathology
Assessment of Cultural Responsiveness in Speech-Language Pathology in Journal of the National Black Association of Speech-Language and Hearing, 12(2), 58-78
All practicing speech-language pathologists (SLPs) are required to demonstrate cultural competence when engaged in ethical clinical practice as a board certified practitioner. While graduate training programs are required to provide a curriculum that addresses Multicultural/Multilingual Issues (MMI; e.g. academic and clinical experiences), SLPs have expressed a lack of confidence in their delivery of culturally competent services to diverse populations. The purpose of this study is to examine the self-reported frequency with which SLPs use culturally responsive strategies as a result of their graduate training experience. A 45-item electronic survey was disseminated to SLPs holding a Certificate of Clinical Competence who indicated whether they had completed an MMI-dedicated course during their graduate studies.
A Framework for Developing Cultural Competence in Speech-Language Pathology: A Tutorial
A Framework for Developing Cultural Competence in Speech-Language Pathology: A Tutorial in Journal of the National Black Association of Speech-Language Pathology, 12(2), 9-19
Accredited academic and clinical education programs in speech-language pathology must reflect current knowledge, skills, technology, and scope of practice. The diversity of society must be reflected throughout the curriculum (CAA, 2014). We present a framework for infusing cultural and linguistic information throughout the curriculum to facilitate the development of cultural competency in graduate students. In addition to infusing culturally and linguistically diverse approaches into the graduate curriculum, we describe several examples of focused initiatives including a bilingual speech-language pathology track and opportunities for students to study abroad to conduct research and provide speech and language services in China and in the Dominican Republic. By infusing multicultural issues throughout the academic and clinical curricula, the framework that we present is designed to prepare speech-language pathologists to effectively serve all populations.