Faculty Spotlight: Dr. Megan Mahowald
Role:
Associate Dean in the College of Health and Education, Speech-Language Pathology (SLP) Program Director
What is your professional background, and what led you to Marymount?
I’m a speech-language pathologist by training. I practiced clinically for several years before pursuing my doctorate, driven by a desire to explore bigger questions about how we educate and prepare clinicians. After completing my Ph.D., I held faculty and leadership roles at Indiana University and later at Minnesota State University, Mankato, where I spent a decade as a professor and department chair.
In Minnesota, I led significant curriculum revision efforts and navigated major moments of change, including the rapid shift to online learning during COVID-19. I also spent time examining how our curriculum, admissions practices and policies could better support students and the communities we serve. That work showed me how transformative thoughtful program design can be, but it also revealed the limits of trying to innovate within an existing structure.
When the opportunity at Marymount arose to build a new SLP program from the ground up, it was exactly what I had been hoping for. The chance to design an innovative, forward-thinking program aligned with my passion for preparing clinicians who can serve diverse communities with skill and care.
What drew you to speech-language pathology in the first place?
In high school, I was torn between becoming a teacher or a doctor. Through a career exploration program, speech-language pathology kept appearing as a strong fit. After shadowing professionals in the field, I fell in love with it.
SLP blends education and health care. We teach, diagnose and work closely with individuals and families at a deeply personal level, because communication affects every aspect of life. I’ve always been especially drawn to the diagnostic process and to supporting children and families in the environments where they live and learn.
What makes Marymount’s Speech-Language Pathology program unique?
Most SLP programs across the country follow a similar structure that hasn’t changed much over time. Coursework is typically divided into isolated subject areas—for example, separate classes on language disorders, speech disorders or voice. In practice, however, clinicians don’t see communication challenges in isolation. Clients present complex, overlapping needs.
At Marymount, we designed the curriculum around the lifespan rather than isolated content areas. Students move through coursework focused on early childhood, school-age and adult populations, integrating all relevant areas of practice within each stage. This mirrors real-world clinical practice and helps students connect knowledge more naturally. We also align coursework directly with clinical placements. As students learn about a specific age group, they simultaneously complete clinical experiences in that same area. That immediate application strengthens learning and helps concepts truly stick.
Another distinctive element is our competency-based approach to grading. Rather than emphasizing competition or chasing grades, we focus on mastery and growth. Students clearly understand expectations and can revise their work to demonstrate competency. The goal is meaningful learning, not simply earning a letter grade.
Throughout the program, we intentionally prepare students to serve multicultural, multilingual and diverse communities. Inclusive and accessible practices are embedded across the curriculum, not confined to a single course, so that graduates are equipped to work thoughtfully and responsibly with individuals from all backgrounds.
What makes Marymount an ideal place to build this program?
Marymount’s location just outside Washington, D.C., fosters innovation and collaboration. Being in a region that values growth and forward-thinking initiatives aligns perfectly with the vision for this program. As a Hispanic-Serving Institution, Marymount reflects the linguistic and cultural diversity we want our students to be prepared to serve. The University’s commitment to accessible education and community engagement is deeply aligned with our program’s mission.
I’m also grateful for the leadership within the College of Health and Education. There is strong support for innovation, and the collaborative environment—including close connections with Nursing, Physical Therapy, Clinical Mental Health Counseling, Education and Psychology—creates rich interdisciplinary opportunities that mirror real-world practice.
What are your hopes for the program’s future?
In many ways, this program is a bold experiment, grounded in research and years of experience. My hope is that our graduates feel deeply supported, well prepared and confident as they enter the workforce.
Beyond strong exam results and job placement rates, I want our students to trust their ability to continue learning and growing throughout their careers. Communication sciences is an evolving field, and clinicians must evolve with it. I also hope this program contributes to shaping the future of speech-language pathology, encouraging practices that are responsive, culturally aware and centered on the individuals and communities we serve.
What advice would you give students looking to make the most of their college experience?
Build relationships. Connect with your professors, classmates and campus organizations. Those relationships create a sense of belonging and support that enhances every other part of the college experience. College is not just about coursework, it’s about community. The more students engage with the people and opportunities around them, the more meaningful their experience will be.
