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Professor Catherine Theys serves as Professor in the School of Psychology, Speech and Hearing, Faculty of Science, at the University of Canterbury, a position she assumed following promotion in 2026 after joining the institution in June 2014. She earned her PhD in Biomedical Sciences from KU Leuven, Belgium, in 2012, along with a Master's degree in Speech Pathology from the same university. Earlier in her career, she worked as a Speech Therapist at Leuven University Hospital and as a PhD student and Teaching Assistant at KU Leuven from 2005 to 2012. Her academic trajectory reflects a strong foundation in speech sciences, transitioning from clinical practice and experimental research in Belgium to leadership roles in New Zealand.
Catherine Theys specializes in research on speech production mechanisms, neurogenic and developmental stuttering, multi-sensory integration in speech perception, and communication disorders associated with neurological conditions like stroke, Parkinson's disease, and dementia. She directs the UC Speech Lab, contributes to the New Zealand Institute of Language, Brain & Behaviour, and serves as Deputy Director of the Child Wellbeing Research Institute. Her scholarship has secured Marsden Fund support in 2025 and produced influential publications, including 'Localization of stuttering based on causal brain lesions' (Brain, 2024), 'A crucial role for the cortico-striato-cortical loop in the pathogenesis of stroke-related neurogenic stuttering' (2013), 'A clinician survey of speech and non-speech characteristics of neurogenic stuttering' (2008), 'A one year prospective study of neurogenic stuttering following stroke: incidence and co-occurring disorders' (2011), and 'A DTI tractography study in pre-readers at risk for dyslexia' (2015). In teaching, she received the National Tertiary Teaching Excellence Award for over a decade of innovative instruction in Speech and Language Pathology programmes. As former Programme Director of the Master of Speech and Language Pathology, she implemented Te Poutama-guided curricula enhancing retention for Māori and Pasifika students through bicultural practices, authentic assessments, and community-engaged learning. She holds editorial roles, including on the Journal of Fluency Disorders board, and delivers public lectures on stuttering interventions.
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