Education

Ph.D., The University of Georgia, Communication Sciences and Disorders, 1993            

M.Ed., Florida Atlantic University, Communication Sciences and Disorders, 1989

B.A., Georgia State University, Speech/Theatre, 1985

Academic Employment

Associate Professor, (Tenured, 2007) Department of Communication Disorders, Louisiana State University Health Sciences Center, New Orleans, LA, 2004 - Present

Associate Professor, (Tenured), Full Graduate Faculty Status, Department of Speech Pathology and Audiology, The University of South Alabama, Mobile, AL, 2001 - 2004

Assistant Professor, Full Graduate Faculty Status, Department of Speech Pathology and Audiology, The University of South Alabama, Mobile, AL, 1997 - 2001

Assistant Professor, Department of Communication Sciences and Disorders, The University of Georgia, Athens, GA, 1993 - 1997

Departmental Duties

Teach courses in neuroanatomy, neurophysiology, neurogenic language and cognitive disorders.

Conduct scholarly activities.

Service to Department, School, and University.

Limited clinical supervision in the area of adult neurogenic communication disorders.

Co-Faculty Advisor, NSSLHA.

Coordinator of Comprehensive Examinations

School of Allied Health Faculty Assembly Representative

Senator, LSUHSC Faculty Senate

Preferred Research Activity

Research is primarily in the area of neurological functioning related to aging, aphasia, and symbol processing using both electrophysiological and behavioral methods

Recent Scholarly Activities

Rubin, S.S. & Davis, J.B. (February, 2004). Environmental symbol recognition of persons with and without aphasia, International Neuropsychological Society, Baltimore.

Ogburn Yeager, A.K. & Rubin, S.S. (February, 2004) Lexical and environmental stimuli processing in posterior aphasia, International Neuropsychological Society, Baltimore

Rubin, S.S. (2003, March). Current approaches in aphasia. Speech and Hearing Association of Alabama, Mobile, Alabama.

Rubin, S.S. (2003, March). Neuropsychological approaches to aphasia evaluation and treatment. Sir Charles Gairdner Hospital, Perth, Australia.

Rubin, S.S., & Johnson, C.M. (2002). Event-related potentials and word finding in college students with learning disabilities. Journal of Learning Disabilities, 35 (3), 257-267.

Patterson, J.P., Stierwalt, J.A., Rubin, S.S., Boles, L., & Purdy, M. (2002, November).  Graduate courses in aphasia: Pedagogical practices & formative assessment. American Speech-Language-Hearing Association, Atlanta, Georgia

Rubin, S.S., Staub, K.J., & Horvat, M. (2001). The effects of physiologic status on the auditory P300 event-related potential. Clinical Kinesiology , 55, 65-70.

Rubin, S.S. (2001, June). The other side of aphasia: A neuropsychological approach, Annual Convention of the Florida Language-Speech-Hearing Association (FLASHA), Orlando, Florida. 

Davis, J.B., & Rubin, S.S. (2000, November). Environmental symbol processing in aphasia, American Speech-Language-Hearing Association, Washington, DC.

Rubin, S.S., & Johnson, C.M. (1997, November).  Lexical access in college students with learning disabilities. American Speech-Language-Hearing Association, Boston, Massachusetts.

Rubin, S.S., Newhoff, M., Peach, R.K., & Shapiro, L.P. (1996). electrophysiological indices of lexical processing: The effects of verb complexity and age. Journal of Speech and Hearing Research, 39, 1071-1080.

Hasselkus, A., Rubin, S.S., & Newhoff, M. (1995). Effect of generating a semantic prime: The impact of age and cognitive impairment. American Journal of Speech-Language Pathology, 4, 148-151.

Thorburn, L.L., Newhoff, M., & Rubin, S.S. (1995). Visual processing in aphasia: A comparison study among reading comprehension, pantomime recognition, and iconographic symbol understanding. American Journal of  Speech-Language Pathology, 4, 174-179

Professional Duties

Chair, Board of Ethics. Academy of Neurogenic Communication Disorders and Sciences (ANCDS) (2004-2005)

Philosophy of Education

Learning is optimized by a supportive and exciting atmosphere in the classroom. The role of a professor is to help the student truly integrate information and apply their academic knowledge to their clinical endeavors. Learning (and education) must be fun, interactive, and intellectually stimulating.