Samantha Stiepan: A Lifelong Fascination With The Nuances of Hearing and Hearing Loss
Dr. Stiepan on Disability Pride
"Disability Pride, to me, means recognizing that our unique lived experiences are assets that drive professional excellence. There remains a persistent underrepresentation of disabled individuals in STEMM [science, technology, engineering, mathematics, and medicine] fields, often because access needs are treated as peripheral accommodations rather than proactive design principles. This is especially true in the communication sciences, where sensory and auditory access intersect with our research and care. In sharing my journey as a clinically-trained scientist with hearing loss I hope to underscore how inclusivity inherently improves the quality of our scientific endeavors."
We are happy to welcome Samantha Stiepan to the University of Minnesota Department of Speech-Language-Hearing Sciences! A Minnesota native, she brings a unique perspective as a hearing scientist and a person who has navigated life with hearing loss. Her research focuses on the inner workings of the cochlea, which is the delicate part of the inner ear that we use for hearing. In studying otoacoustic emissions, the tiny echoes that the ear produces naturally, Dr. Stiepan aims to develop more precise ways to identify where and why hearing loss occurs. Through this work, she hopes to move beyond standard hearing tests and create a future where hearing disorders can be caught earlier and treated with greater accuracy.
What brought you to the University of Minnesota?
I am excited to join the University of Minnesota’s academic community. My goal is to contribute by furthering our collective understanding of cochlear mechanisms and developing ways to apply this knowledge to the assessment of individual auditory function. Additionally, I plan to pursue externally funded research that builds upon my previous work, and I believe the resources and research culture at UMN provide an ideal foundation for that growth. My background and expertise align closely with the mission of my department, Speech-Language-Hearing Sciences, and I am eager to complement the department’s strong program in hearing science and disorders.
Additionally, as a Minnesota native, returning to my home state after more than a decade away feels deeply meaningful. Being closer to family and reconnecting with the community that first inspired my academic path adds to my excitement about joining the university.
What are your areas of specialty? How did you become interested in what you study and teach?
Trained as an audiologist and a hearing scientist, my research interests lie at the intersection of understanding the mechanisms of peripheral auditory function (the first physical processes of hearing that the outer, middle, and inner ear perform before sound signals reach the brain) and clinical applications.
I was first drawn into the field by my fascination with the nonlinear dynamics of the cochlea — how responses are compressed with minimal distortion, how stimuli interact competitively, and how tones can be generated even without external sound. These complex behaviors offer a powerful way to study cochlear function noninvasively through otoacoustic emissions, faint acoustic signals arising from the active cochlear process that serve as a window into auditory mechanisms.
My PhD and postdoctoral work, conducted under some of the most prominent researchers in hearing science, centered on improving the power and performance of otoacoustic emissions to study normal and disordered human cochlear function. Looking forward, I intend to continue applying my expertise in both physiological measures, like otoacoustic emissions, and perceptual tests to make diagnostics more sensitive to identifying, differentiating, and monitoring different types of cochlear hearing loss.
My introduction to hearing science began as a patient. At age eight, I was identified as having a moderately-severe hearing loss. When I received my first pair of hearing aids at age 11, everything changed — in its purest form, it felt like freedom. This experience sparked a lifelong fascination with the nuances of hearing and hearing loss. Having navigated the healthcare system firsthand, I developed an understanding of the challenges patients face and a desire to help others living with hearing loss.
Later, during my audiology clinical training, I became both fascinated and unsettled by the limitations and gaps in current diagnostics and treatments, which recalibrated my ambitions toward translational research that could bridge the gap between audiological discoveries and practical applications for patient care.
What questions and ideas are you most interested in exploring right now? What problems does your work seek to address?
My research interests center on finding ways to connect auditory functional assessment with cochlear mechanical processes (how the inner ear moves and works) in individuals with normal hearing and with hearing disorders.Gaining such insight is essential for improving the detection, prevention, and treatment of hearing loss, which drives my goal of conducting clinical research that bridges basic audiological discoveries with practical applications.
Moving forward, I aim to continue my postdoctoral work investigating the mechanisms underlying complex inner ear disorder: Ménière’s disease, characterized by fluctuating hearing loss, vertigo, tinnitus, and aural fullness. Although enlargement of the fluid spaces of the inner ear is widely considered a hallmark of the disease, the ways in which these structural changes alter auditory and vestibular function (systems connected within the labyrinth of the inner ear) and ultimately produce the symptoms experienced by patients remain poorly understood. I seek to address this gap by integrating physiological and behavioral measurements of auditory and vestibular function, including otoacoustic emissions, psychophysical measures of auditory tuning, vestibular evoked responses, and perceptual assessments like speech recognition and pitch perception.
By examining how these measures change in individuals with Ménière’s disease, I aim to identify relationships between inner-ear mechanics and clinically relevant symptoms. Ultimately, this research seeks to improve the interpretation of clinically available tests and contribute to more sensitive ways of detecting, characterizing, and monitoring inner-ear disease.
What courses are you currently teaching or looking forward to teaching soon? What's special about them?
This fall, I taught SLHS 4801 – Clinical Methods in Assessing Audiologic Function (undergraduate) and SLHS 5801 – Advanced Audiologic Assessment (graduate). Both courses focus on building a strong foundation in the evaluation of auditory function, but they do so at different levels of clinical depth and application.
In SLHS 4801, undergraduate students learn to describe the structure and function of the auditory system and relate various assessment tools to underlying anatomy and pathology. The course emphasizes proficiency in core audiologic procedures—otoscopy, pure-tone audiometry, tympanometry, and hearing screenings—and interpretation of audiometric data, including clinical reports. Students also begin developing introductory counseling skills and explore how audiologists provide care across diverse populations and age groups.
In SLHS 5801, audiology graduate students advance these foundational skills by applying them in real-world clinical contexts. Emphasis is placed on critical thinking and evidence-based decision-making, as students learn to justify assessment choices and interpret results.
This spring, I am teaching SLHS 4802 – Clinical Methods in Treating Auditory Disorders, which shifts focus to intervention and rehabilitation. Students gain practical knowledge of hearing aid fitting and verification, aural rehabilitation, and implantable auditory devices, including cochlear implants. The course highlights that aural rehabilitation extends beyond amplification, exploring its application across the lifespan and incorporating less commonly discussed elements that contribute to individualized care.
How have your personal and professional experiences shaped your approach to collaboration and communication in academic and clinical environments?
Thus far, my professional journey has encompassed interactions across research, clinical, academic, and community outreach settings. Collaborating in these different environments has strengthened my ability to communicate effectively and navigate complex situations.
Additionally, as a female academic with hearing loss, my journey has been uniquely shaped by the challenges related to diversity, equity, and inclusion and opportunities for growth. For example, experiencing barriers to communication firsthand has shaped the way I approach teamwork, encouraging patience, clarity, and mutual respect during collaborative work. All together, navigating these aspects of my identity has deepened my empathy and commitment to creating an equitable academic environment.
This story was edited by Avery Vrieze, an undergraduate student in CLA.
