Associate Professor
ksiren@loyola.edu

Education and Training

Post-doctoral training: National Institute on Deafness and Other Communication Disorders (NIDCD), National Institutes of Health (NIH) Intramural Research Training Award (IRTA) Fellow

Ph.D. in Speech Language Pathology, University of Kansas, Lawrence, KS
Graduate Honors Fellow

M.A. in Speech-Language Pathology, University of Kansas Medical Center, Kansas City, MO
Martha Kirkpatrick Scholar

B.A. in Speech-Language Pathology, University of Kansas, Lawrence, KS
Honors in Speech and Drama with highest distinction, Mary Miller Martin Memorial Scholar

Areas of Specialization

Dr. Siren’s areas of clinical and research interest include the acoustic analysis of speech and voice and the use of technology to remediate articulation and phonological disorders. Her scholarship also focuses on best practices in speech science education, with a particular focus on inclusive classroom strategies to facilitate learning of complex topics.

Selected Journal Articles, Proceedings, Book Chapters 

Siren, K. (2021). Podcasts as teaching tools to facilitate student discussion and reflection of 
   complex course material, ICERI2021 Proceedings, 14th International Conference of Education,     
   Research and Innovation, p. 9138-9143. ISBN: 978-84-09-34549-6. ISSN: 2340-1095.    

Siren, K. (2020). The best of both worlds: Expanding the depth and breadth of multiple-choice 
   questions. INTED2020 Proceedings, International Association of Technology, Education and 
   Development (IATED) Academy, p. 7173-7177. ISBN: 978-84-09-17939-8. ISSN: 2340-1079. 

Siren, K. (2018). Improving the learning potential of in-class examinations with preparatory 
   student collaboration. EDULEARN18 Proceedings, International Association of Technology, 
   Education and Development (IATED), p. 9949-9953. ISBN: 978-84-09-02709-5. 
   http://dx.doi.org/10.21125/edulearn.2018.2401

Siren, K. (2017). Improving the learning potential of take-home examinations with follow-up 
   student collaboration. EDULEARN17 Proceedings, International Association of Technology, 
   Education and Development (IATED), p. 6503-6509.  ISBN: 978-84-697-3777-4 
   http://dx.doi.org/10.21125/edulearn.2017.2480 

Siren, K. (2016). Honest learning with take-home examinations: A case for encouraging student 
   collaboration. EDULEARN16 Proceedings, International Association of Technology, 
   Education and Development (IATED), p. 3429-3434. ISBN: 978-84-608-8860-4 
   http://dx.doi.org/10.21125/edulearn.2016.1754

Siren, K. (2015). The relationship between peer teaching, student learning, and student 
   perception of course challenge.  EDULEARN15 Proceedings, International Association of 
   Technology, Education and Development (IATED), p. 6412-6415. ISBN: 978-84-606-8243-1. 

Siren, K. (2014).  Cleft Lip and Palate (chapter).  In M. Kerins (Ed.), Child and Adolescent 
   Communication Disorders: Organic and Neurogenic Bases.  San Diego, California: Plural  
   Publishing. ISBN13: 978-1-59756-656-8

Siren, K. (2014).  Spectrographic analysis as an indicator of perceived progress in speech 
   therapy.  Proceedings of Meetings on Acoustics. 18(1), 060008. 

SELECTED PRESENTATIONS

Siren, K. (2021). Teaching speech acoustics concepts in an undergraduate speech science course: 
   Are distributed or massed practice lab assignments more effective? Paper presented at the    
   181st Meeting of the Acoustical Society of America, November 29 – December 3, 
   Seattle, Washington.

Siren, K. (2021). Collaborative learning & student perception of course challenge in a speech 
   science course. Presented at the Annual Convention of the American Speech-
   Language-Hearing Association, November 18-20, Washington, D.C. 

Siren, K. (2021). Teaching speech acoustics with adaptable Praat labs. Paper presented 
   (virtually) at the 180th Meeting of the Acoustical Society of America, June 8-10.

Siren, K. (2018). First year graduate students’ knowledge regarding speech sound disorders.   
   Presented at the Annual Convention of the American Speech-Language-Hearing Association, 
   November 15-17, Boston, Massachusetts.

Siren, K. (2015). The clinical importance of speech disorders nomenclature. Presented at the 
   ASHA Schools Conference, July 10-12, Phoenix, Arizona.

Siren, K. (2014). Effectiveness of distributed vs. massed practice for application of learned 
   concepts in an undergraduate speech acoustics course.  Paper presented (virtually) at the 6th 
   International Conference on Education and New Learning Technologies, July 7-9, Barcelona, 
   Spain. 

Siren, K. (2013).  Measurable acoustic variants as predictors of progress in speech therapy.   
   Presented at the 166th Meeting of the Acoustical Society of America, December 2-6, San 
   Francisco, California.

Katz, S. & Siren, K. (2012).  Use of spectrographic biofeedback during speech therapy with 
   children. Presented at the Annual Convention of the American Speech-Language-Hearing 
   Association, November 13-17, Atlanta, Georgia.

Siren, K. (2012).  Tongue tip down production for /s/ in speech therapy.  Presented at the 
   Annual Convention of the American Speech-Language-Hearing Association, November 13-17, 
   Atlanta, Georgia.

Siren, K. & Katz, S. (2012). Spectrographic analysis as an indicator of perceived progress during 
   speech therapy. Presented at the 164th Meeting of the Acoustical Society of America, October 
   22-26, Kansas City, Missouri.

Siren, K. (2012).  Independent vs. instructor-guided student collaborative learning: an analysis 
   of student learning and the learning process during undergraduate speech acoustics lab 
   instruction. Paper presented (virtually) at the EDULEARN 4th Annual International 
   Conference on Education and New Learning Technologies, July 2-4, Barcelona, Spain.