Bonnie Halvorson-Bourgeois, MS, CCC-SLP
Bonnie Halvorson-Bourgeois '07, MS, CCC-SLP, is Assistant Professor in the Department of Communication Sciences and Disorders, and is Coordinator of Literacy Services in the Speech Language and Literacy Center (SLLC).
She teaches courses and provides clinical education for first-year MS graduate students and educators completing the Certificate of Advanced Study (CAS) in Language and Literacy. She specializes in spoken-written language relationships and Structured Literacy intervention methods for teaching foundational reading and writing skills. Bonnie is active in deepening her self-reflection and knowledge of power, privilege and positionality, and infusing anti-oppressive practice into clinical education. She has foundation-level training in Mindfulness-Based Stress Reduction (MBSR) and the Mindful Schools Curriculum, and infuses mindfulness practice in her work with students and clients.
BFA, Theatre, University of Regina, Canada
MS, Textile Conservation, University of Alberta, Canada
MS, Speech-Language Pathology, MGH Institute of Health Professions, Boston, MA
Young, I. M., Halvorson-Bourgeois, B., Maxwell, L., Nicholas, M., & Riotte, M. (2021). Anti-Oppressive Practice: An Integral Component of a Graduate Curriculum. Teaching and Learning in Communication Sciences & Disorders, 5(3), 4.
Halvorson-Bourgeois, B., Riotte, M., Lambrecht Smith, S., & Maxwell, L. (2020). Guiding Students' Clinical Writing and Critical Thinking: Utilizing Scholarly Teaching to Develop and Implement a Clinical Writing Rubric. Teaching and Learning in Communication Sciences & Disorders, 4(2), 3.
Luberto, C. M., Goodman, J. H., Halvorson, B., Wang, A., & Haramati, A. (2020). Stress and Coping Among Health Professions Students During COVID-19: A Perspective on the Benefits of Mindfulness. Global Advances in Health and Medicine, 9, 2164956120977827.
Halvorson, B., Zipse, L., & Haynes, C. (2013). Educating culturally competent clinicians: Using multiple perspectives to review curriculum content. ASHA Perspectives in Higher Education, 16 (2), 51-62.