DEPARTMENT OF - Michigan State Universitycomdis/documents/CSDHandbook0809… · Web viewThe...
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DEPARTMENTAL HANDBOOK 2008-2009 The Department of Communicative Sciences & Disorders Michigan State University East Lansing, Michigan 48824-1220 Advancing Knowledge -- Transforming Lives Communication -- The Power to Change [email protected]
Transcript of DEPARTMENT OF - Michigan State Universitycomdis/documents/CSDHandbook0809… · Web viewThe...
DEPARTMENTAL HANDBOOK2008-2009
The Department ofCommunicative Sciences & Disorders
Michigan State UniversityEast Lansing, Michigan 48824-1220
Advancing Knowledge -- Transforming LivesCommunication -- The Power to Change
[email protected]/~comdis
(Revised: 8/9/08)
TABLE OF CONTENTS
Degree Programs Overview and Departmental Mission Statement........................................ 1
Bachelor of Arts Degree Program Summary...........................................................................3
Master of Arts Degree Program..............................................................................................5
Requirements for Admission to the M.A. Degree Program.........................................5
Provisional Admission Status.....................................................................................6
Graduate Curriculum and Course Work......................................................................6
Study Abroad............................................................................................................ 10
Advising................................................................................................................... 10
M.A. Degree Program Options.................................................................................11
Academic Standards for the M.A. Degree Program....................................................11
Requirements for the M.A. Degree...........................................................................12
Clinical Practicum Requirements..............................................................................12
Procedures for M.A. Degree Plan A (Thesis Option).................................................13
Procedures for M.A. Degree Plan B (Non-Thesis Option)..........................................14
Academic Review in the M.A. Degree Program.........................................................17
Verification of M.A. Degree Requirements................................................................17
Final Semester Enrollment........................................................................................17
Teacher Certification................................................................................................. 18
M.A. Degree Program Forms Listing.........................................................................19
Doctor of Philosophy Degree Program..................................................................................20
Requirements for Admission to the Ph.D. Degree Program........................................22
Requirements for the Ph.D. Degree...........................................................................23
Ph.D. Degree Program Forms Listing........................................................................26
Other Relevant Information
Faculty...................................................................................................................... 27
Scholarly Integrity in Research and Creative Activities..............................................27
Research Involving Human Research Participants......................................................31
Research Involving Animals...................................................................................... 32
Use of Clinic Patients as Research Participants..........................................................32i
Research Equipment and Labor.................................................................................32
Loaning of Equipment............................................................................................... 33
Conflict Resolution................................................................................................... 33
Course Evaluations.................................................................................................... 35
Student Records Policy.............................................................................................. 35
Time Limits for Graduate Degrees............................................................................36
Transfer of Credits.................................................................................................... 36
Financial Aid............................................................................................................ 36
Student Representation on Committees......................................................................38
Organizational Membership......................................................................................39
Participation in Symposia......................................................................................... 40
Interdepartmental Specializations..............................................................................40
Speech-Language and Hearing Screening..................................................................41
Independent Study..................................................................................................... 41
Diploma Cards.......................................................................................................... 41
Parking Permits......................................................................................................... 42
Student Travel Policy................................................................................................ 42
Physical Facilities...................................................................................................... 42
Clinical Practicum Education Resource Room...........................................................43
Departmental Web Site.............................................................................................43
Information Technology Support..............................................................................43
Employment/Job Opportunities................................................................................43
Use of Other Departmental Computers.....................................................................43
College Computer Laboratories................................................................................44
Computer Copyright Guidelines...............................................................................44
Telephones and FAX Machines................................................................................44
Copy Machines......................................................................................................... 44
Keys......................................................................................................................... 45
Office Supplies......................................................................................................... 45
Reporting of Damaged or Defective Equipment.........................................................45
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Use of Conference, Class, or Other Rooms................................................................45
Audiovisual Equipment............................................................................................. 45
APPENDICES
A -- Speech-Language Pathology M.A. Degree Academic Advising Form...............46
B -- Departmental ASHA-KASA Form...................................................................49
C -- Departmental ASHA-KASA Standard IV-G Summary Form............................65
D -- Master of Arts Degree Program Forms.............................................................68
E -- Certification as a Teacher of the Speech and Language Impaired......................76
F -- Ph. D. Degree Program Forms..........................................................................78
G -- ASHA Code of Ethics......................................................................................93
H -- Departmental Facilities....................................................................................97
I -- Departmental Personnel...................................................................................100
J -- Faculty Laboratories........................................................................................105
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Degree Programs Overview and Mission Statement
The degree programs offered by the Department of Communicative Sciences and Disorders, Michigan State University, focus on the study of both normal and disordered aspects of speech, language, voice, and hearing; and the application of such knowledge to the assessment and treatment of communication disorders. Disciplinary/professional areas addressed in the curriculum include: speech-language pathology, audiology, speech, and hearing sciences.
The Department offers an undergraduate program of study for the areas of speech-language pathology, speech and hearing sciences, and audiology leading to a Bachelor of Arts Degree. It also offers graduate study in speech-language pathology, and speech and hearing sciences leading to a Master of Arts, and a Doctor of Philosophy degree. (Currently an administrative enrollment moratorium has been placed on the Doctor of Philosophy degree program.).
Mission Statement
The mission of the Department of Communicative Sciences and Disorders is to focus on and advance the study of normal and disordered aspects of speech, language, voice, and hearing; and on the application of such knowledge to the assessment and treatment of communicative disorders. It strives for excellence in understanding speech and language processing in a multi-cultural society. It is advancing knowledge, and transforming lives by preparing leaders in communicative sciences and disorders through teaching, research, and service.
The undergraduate program is a liberal arts and sciences based one that is preparatory for graduate study in speech-language pathology, audiology and/or speech and hearing sciences. The master’s degree program is designed to provide academic and clinical knowledge and skill for those preparing to become professionally certified speech-language pathologists. The doctoral degree program is designed to provide broad and detailed academic and research experiences, knowledge, and skill for the preparation of teacher scholars in human communication sciences and disorders. In meeting its mission the Department strives to:
provide high-quality undergraduate pre-professional academic education and experiences in the discipline of human communication sciences and disorders for the areas of speech-language pathology, speech and hearing sciences, and audiology;
provide high-quality bachelor’s, master’s, and doctoral level academic, practicum, and research education and experiences in the discipline of human communication sciences and disorders for the areas of speech-language pathology, and speech, and hearing sciences;
provide a high-quality nationally accredited academic speech-language pathology program by meeting the accreditation standards of the Council on Academic Accreditation of the American Speech-Language-Hearing Association;
discover and apply knowledge as regards the bases, nature, assessment, and treatment of communication disorders vis-à-vis human communication sciences and disorders.
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Key components of the mission of Michigan State University which the Department uniquely addresses are: the discovery of practical uses for theoretical knowledge; the fostering of research and its application; the melding of professional and technical knowledge with liberal education; expanding knowledge as an end in itself as well as on behalf of society; emphasizing the application of information and contributing to the understanding of, and solutions for, societal problems.
The overall student learning goals of the Department are that the graduates of its degree programs will demonstrate an appropriate level of skill, knowledge, understanding, analysis/synthesis, application, and evaluation vis-à-vis:
the normal bases of human communication such that students will be able to describe, explain, discuss, interpret, etc. the normal processes of hearing, speech, voice, and language;
the nature and bases of human communication disorders such that students will be able to describe, explain, discuss, compare and contrast, interpret, etc. the various communication disorders of hearing, speech, voice, and language;
the assessment and evaluation of human communication disorders such that students will be able to describe, explain, discuss, demonstrate, compare and contrast, interpret, etc. the processes, procedures, tests, measurements, and instruments employed in the assessment and evaluation of communication disorders of hearing, speech, voice, and language;
the development and implementation of intervention plans and activities such that students will be able to describe, explain, discuss, demonstrate, compare and contrast, interpret, etc. the processes, procedures, tests, measurements, and instruments employed in the intervention for communication disorders of hearing, speech, voice, and language;
the evaluation and appropriate modification of intervention plans and activities such that students will be able to describe, explain, discuss, demonstrate, compare and contrast, interpret, etc. the processes, procedures, measurements, and instruments employed in the appraisal of intervention for communication disorders of hearing, speech, voice, and language;
the research base and methods of the discipline such that students will be able to describe, explain, discuss, compare and contrast, and interpret and rate the rationale, need, methods, and results of research in human communication sciences and disorders.
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Bachelor of Arts Degree Program Summary
The undergraduate degree program offered by the Department of Communicative Sciences and Disorders, Michigan State University, focuses on the study of both normal and disordered aspects of speech, language, and hearing and the application of such knowledge to the assessment and treatment of communication disorders. Disciplinary/professional areas addressed in the curriculum include: speech-language pathology, audiology, and speech and hearing sciences.
The undergraduate program prepares students for graduate study in human communication sciences and disorders, providing the necessary academic background for those students who wish to pursue their graduate education and professional certification in speech-language pathology and audiology. A teaching certification program is available for those who wish to pursue such an additional credential.
A Bachelor of Arts degree in Communicative Sciences and Disorders requires 120 credits with a minimum overall grade point average of a 2.0, and a minimum major grade point average of a 2.0. Of these 120 credits, 40 must be at the 300/400 level. In addition, 60 of the 120 credits need to be taken outside the College of Communication Arts and Sciences. A minimum of 39 credits and a maximum of 45 credits are required from within the Department of Communicative Sciences and Disorders. For actual undergraduate program language, refer to the Michigan State University Academic Program Catalog.
Required coursework falls into the four following areas: University, Major, Non-Major, and Electives. The following reflects the Undergraduate Program for students admitted to the College of Communication Arts and Sciences, Department of Communicative Sciences and Disorders.
1. University Requirements Integrated Studies (28 credits)
Integrated Arts and Humanities(IAH A and an IAH B Course)
Integrated Social Sciences(1 ISS 200 level and 1 ISS 300 level course)
Integrated Physical and Biological Sciences(1 ISP, 1 ISB, and 1 lab course)
WRA (formerly ATL) 110-195 (must have a minimum 2.0 or complete AL 201 in conjunction with IAH 201)
Math (3-5 credits) -- The University Math Requirement may be satisfied in any of the following ways:
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1. By completing MTH 114, MTH 106, MTH 110, MTH 116, MTH 124,
STT 200 or STT 201.
2. A score of 19 or higher on the proctored version of the MSU Math Placement Exam.
NOTE: Students must begin their math sequence with the course their Math Placement Exam score dictates. They continue sequentially taking courses until they complete one of the courses listed in #1 of this section.
2. Non-Major/Non-departmental Courses (16-17 credits)CSE 101 or 131LIN 200 or LIN 401PSY 101PSY 244, FCE 211PSY 295 or STT 200
3. Major Communicative Sciences and Disorders Courses (39-45 credits)CSD 203: Introduction to Communicative Sciences and DisordersCSD 213: Anatomy and Physiology of the Speech and Hearing Mechanism*CSD 232: Descriptive Phonetics*CSD 303 Hearing Science (3)*CSD 313 Speech Science (3)*CSD 333: Oral Language Development*CSD 334: Evaluation Procedures in AudiologyCSD 364: Evaluation Procedures in Speech
Language PathologyCSD 444: Aural RehabilitationCSD 463: Intervention Procedures in Speech-Language PathologyCSD 391: Guidelines for Clinical PracticeCSD Elective Credits to reach the minimum of 39 CSD credits
*Must have a 2.0 GPA across these four courses
4. ElectivesNecessary approved electives to reach 120 credits
As with all of the degree programs, the information presented here should be viewed as a general overview of the academic degree program information. It should not be viewed as the final authority on degree requirements. Students must consult their academic advisor to have their specific program of study approved.
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Master of Arts Degree Program
A primary goal of the Master of Arts Degree Program is to prepare students for professional careers as speech-language pathologists. This is accomplished by providing advanced, intensive academic and clinical experiences designed to develop broad and deep knowledge and skills regarding the science, theories, principles, and practices fundamental to communication sciences and disorders. The Master of Arts Degree program in speech-language pathology is nationally accredited by the Council on Academic Accreditation (CAA) of the American Speech-Language-Hearing Association (ASHA).
Typically, a student’s program of study consists of relevant course work, supervised clinical practicum in a minimum of 4-5 off-campus clinical externship sites, and either a master’s thesis (Plan A), or a “comprehensive” departmental final examination covering all areas of study in the discipline (Plan B). It is expected that all requirements for the M.A. degree normally will be completed within two years (i.e., 5 contiguous semesters). Although the completion of 400 clock hours of clinical practicum (i.e., 25 observation, 375 practicum (minimum of 325 at the graduate level)) is required for certification by the American Speech-Language-Hearing Association (ASHA), this practicum experience is not required for the M.A. degree as such. Nevertheless, students typically elect to complete the practicum component, because clinical certification may ultimately be necessary for professional/employment opportunities. Students should refer to the Departmental Clinical Practicum Handbook for further information on clinical clock hours and other aspects of the Program’s clinical practicum component.
As with all of the degree programs, the information presented here should be viewed as a general overview of the academic degree program information. It should not be viewed as the final authority on degree requirements. Students must consult their academic advisor to have their specific program of study approved.
Requirements for Admission to the Master’s Degree Program
1. Baccalaureate Degree - For admission to the master’s degree program, a baccalaureate degree or its equivalent in speech-language pathology, audiology, or a related field is necessary.
2. GPA - Adequate preparation in the major field and a grade point average of at least 3.0 for the last 60 semester credit hours are minimally required for consideration of admission on a regular basis. Individuals without adequate academic background may be required to complete such prior to consideration for admission to regular status.
3. Application - An official application, accompanied by an application fee, must be submitted to the University Office of Admissions.
4. Letters of Reference - Three letters of reference are to be completed and sent directly to the Chairperson of the Admissions Subcommittee (of the Graduate Studies and Admissions
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Committee). The Department supplies standard forms for this purpose. At least two letters must come from undergraduate instructors.
5. Transcript – Two official transcripts from all colleges and universities the student has attended must be submitted to the Department.
6. Related Departmental forms and information requests.
Provisional Admission Status
Any student who is admitted to the M.A. Degree program on Provisional Status due to a low admissions rating/review will be obligated to meet the criteria set forth on the Recommended Action for Admission to Graduate Studies Form. A student who does not meet the provisions specified on this form will be withdrawn from the program. Such a student is required to wait a minimum of nine months from the date of withdrawal before being eligible to re-apply to the Program. If the student re-applies, the Department may specify additional provisions to possible re-admission. Any student who is admitted to the graduate program on Provisional Status due to a low committee rating may not be dually enrolled as an undergraduate/graduate student. When the student admitted to graduate work on Provisional Status satisfactorily completes the necessary provisional work, the student's academic advisor should request the Graduate Studies and Admissions Committee to evaluate the student's performance to continue in the graduate program. Students who were accepted into the graduate program under a Provisional Status must satisfy the conditions stated on the Recommended Action for Admission to Graduate Studies Form before having their status changed to Regular Status.
Graduate Curriculum and Course Work
Courses at the 400-level or above may apply to a graduate degree with the approval of the student's academic advisor. Courses at the 400-level taken by a master’s degree student for the purpose of teacher certification (detailed below) may not be considered for graduate credit toward the M.A. degree. A minimum of four semesters of clinical practicum (CSD 883) must be taken if clinical certification is desired. Students also must have a minimum of one undergraduate or graduate course covering cultural/linguistic diversity; and they must have similar academic experience for the area of phonological disorders.
Required and elective course work offered by the Department to satisfy requirements for the master’s degree in speech-language pathology is listed below by typical semester of offering. Students should consult the relevant MSU publications for pertinent information on graduate education and degree requirements as well (e.g., Academic Programs Catalog and Description of Courses).
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FALL SEMESTERCourseNumber Credits Title
CSD 803 3 Research Methods in Communicative Sciences & DisordersCSD 813 3 Neuroanatomy & Physiology of Speech, Language & HearingCSD 823B 3 Motor Speech DisordersCSD 823D 3 Fluency DisordersCSD 823E 3 Assessment of Child Language DisordersCSD 823J 3 Medical Aspects of SLPCSD 890/990 Var Independent StudyCSD 883 3 Clinical Practicum in SLPCSD 914A/914B 4 Speech Production & Perception I/IICSD 991/992 3 Special Topics/Seminar in Communicative Sciences & DisordersCSD 994 1 Research PracticumCSD 899/999 Var Thesis/Dissertation Research
SPRING SEMESTERCourseNumber Credits Title
CSD 823A 3 Acquired Language DisordersCSD 823C 3 Voice DisordersCSD 823F 3 Language Intervention: Early StagesCSD 823I 3 Cognitive-Communicative DisordersCSD 823X 3 Augmentative CommunicationCSD 883 3 Clinical Practicum in SLPCSD 890/990 Var Independent StudyCSD 991 3 Special Topics in Communicative Sciences & DisordersCSD 994 1 Research PracticumCSD 899/999 Var Thesis/Dissertation Research
SUMMER SEMESTERCourseNumber Credits Title
CSD 823G 3 Language Intervention: Later StagesCSD 823K 3 DysphagiaCSD 823L 3 Counseling in Communicative DisordersCSD 823J 3 Manual CommunicationCSD 890/990 Var Independent StudyCSD 883 3 Clinical Practicum in SLPCSD 994 1 Research PracticumCSD 899/999 Var Thesis/Dissertation Research
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Required Courses
CSD 803: Research Methods in Communicative Sciences & DisordersCSD 813: Neuroanatomy & Physiology of Speech, Language & HearingCSD 823A: Acquired Language DisordersCSD 823B: Motor Speech DisordersCSD 823C: Voice DisordersCSD 823D: Fluency DisordersCSD 823E: Assessment of Child Lang DisordersCSD 823F: Language Intervention: Early Stages orCSD 843G: Language Intervention: Later StagesCSD 883: Clinical Practicum in SLP (minimum of 4 enrollments)
Note: Students are required to demonstrate knowledge and skills for the areas of phonological disorders, and linguistic/cultural diversity. They may do this by taking the following or equivalent courses at the undergraduate level, or at the graduate level. If taken at the graduate level, the credits count towards the student’s master’s degree.
CSD 433: Language Dialect Differences in Applied Contexts (or UG equivalent)CSD 473: Phonological Disorders in Children (or UG equivalent)
Elective Courses
CSD 823K: Assessment and Treatment of DysphagiaCSD 823I: Cognitive-Communicative DisordersCSD 823J: Medical Aspects of Speech-Language PathologyCSD 823X: Augmentative/Alternative CommunicationCSD 843F: Advanced Rehabilitative AudiologyCSD 843J: Manual Communication for Clinical SettingsCSD 823L: Counseling in Communication DisordersCSD 890: Independent Study CSD 991: Special Topics in Communication Sciences & DisordersCSD 992: Seminar in Communication Sciences & Disorders
PLAN A (thesis option):51 total credits24 required credits12 practicum 4 thesis credits11 elective creditsThesis Defense
PLAN B (non-thesis option):51 total credits24 required credits12 practicum credits15 elective creditsDepartmental Final Examination
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Typical Program Plan/Course SequenceFALL I SPRING I SUMMER I803 Research Meth Com Sci & Dis (3) 823A Acquired Lang Disorders (3) Elective (3)813 Neuroanatomy & physiology SLH (3) 823C Voice Disorders (3) Elective (3)823E Assess Child Lang Disorders (3) 823F Lang Interv: Early Stages (3) 883 Clinical Practicum in SLP (3)883 Clinical Practicum in SLP (3) 883 Clinical Practicum in SLP (3)
FALL II SPRING II (SUMMER II)823B Motor Speech Disorders (3) Elective (3)823D Fluency Disorders (3) Elective (3)Elective (3) (883 Clinical Practicum in SLP (3))883 Clinical Practicum in SLP (3) Departmental Final Examination
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Study Abroad
The Department also offers a Study Abroad program(s) typically in London, England, during the summer. This program is open to undergraduate and graduate majors.
Advising
At the time of acceptance into the graduate program, each graduate student (i.e., M.A. and Ph.D.) is assigned an academic advisor from a pool of faculty in the Department. The Department Program Director is responsible for initially assigning faculty members and student advisees. The Chairperson may have the responsibility of potentially changing advising assignments when such changes are deemed to be in the best interest of the Department, a given advisor, or a given student.
Students are expected to meet with their advisor at the beginning of their graduate program, and periodically throughout their program, to plan and evaluate their course of study. Changes in program plans should be made only after consultation with the academic advisor. The Departmental Speech-Language Pathology M.A. Degree Academic Advising Form (Appendix A), and the Departmental ASHA-KASA Form (Appendix B) should be used by speech-language pathology majors to plan their course of study, and to monitor their progress in completing the required academic course work for the M.A. degree and for ASHA certification. The completed forms are stored in students’ individual files. Students are also responsible for maintaining a copy of their own records.
After consultation, advisors and students are responsible for entering an initial set of undergraduate and graduate information on the forms that is accurate and reflective of the entire plan of study during the master’s degree program, as well as addressing pre-requisite, background, pre-professional, undergraduate academic experience. This data entry should preferably be completed within the first week of course work of the student’s master’s degree program. Once reviewed and initialed by both the advisor and advisee, a hard copy of the completed forms will be placed by in the student’s file. The advisor, in consultation with the advisee, is responsible for updating the information on an as-needed basis at the end of each semester. Each updated hard copy version will be placed in the student’s file by the Student Affairs Secretary. It is important to note that, in the typical case, a well-devised initial plan will require few changes over the course of the student’s graduate program.
Prior to the end of the semester in which the student is to graduate, the Student Affairs Secretary will ask advisors to provide a copy of the Departmental Speech-Language Pathology M.A. Degree Academic Advising Form (Appendix A), and the Departmental ASHA-KASA Form that reflect the completion of all academic requirements for each of their advisee’s M.A. degree and ASHA academic certification requirements. These final forms must be signed by the student and advisor. They will replace all previous versions, and become part of the student’s Departmental record documenting that all academic course work requirements have been met. In addition, students must ensure that completed copies of their individual ASHA-KASA Standard IV-G forms and the ASHA-KASA Standard IV-G Summary Form (Appendix C) are on file with the Student Affairs’ Office. Normally such forms need not be submitted to ASHA as part of its
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certification application process, as the Department is a CAA-ASHA accredited program. It should be stressed that students must keep their own copies of such documentation as well. A copy of the final forms will be given to the student upon request.
Master of Arts Degree Program Options
The M.A. degree program is offered under two options:
1. Plan A: This plan consists of required and elective course work, supervised clinical practica, and the successful completion of a thesis (as approved by the student’s thesis committee).
2. Plan B: This plan consists of required and elective course work, supervised clinical practica, and the successful completion of a “comprehensive” departmental final examination/evaluation based on the student’s acquired knowledge and skills as regards speech, language, hearing, and related areas of the discipline
The typical full-time residency for completion of a master’s degree under Plan A (thesis option) is five-to-six contiguous semesters. It is typically five contiguous semesters, including the summer semester for Plan B (non-thesis option). Students may need to elect longer residencies to gain requisite or additional academic, research, or clinical practicum experiences under either plan.
Each student is placed in the non-thesis program (Plan B) at the beginning of her/his M.A. program. If the student wishes to change to the thesis program, this may be done at any time, with the approval of the student's academic advisor and the Departmental Chairperson. Once transferred to the thesis program, however, the student may not transfer back to the non-thesis program. The student should be aware that no grade is assigned for thesis credits until the thesis is completed. Therefore, if one decides not to do a thesis after enrolling for thesis credit, the University does not provide a way for the student to receive a grade or credit for the work done, though payment for the credits will have been made. Consequently, the student is advised not to register for thesis credit until he/she is absolutely committed to completing the thesis.
Academic Standards of the Master of Arts Degree Program
Academic standards of the College of Communication Arts and Sciences apply to the M.A. degree program in Communicative Sciences and Disorders. Admission to regular status requires at least a 3.0 average in all work completed in the last 60 semester credit hours of undergraduate study. The student must also maintain a 3.0 average in all courses taken for graduate credit. When a student receives a grade below 3.0 in more than two courses taken for graduate credit at Michigan State University, the student is automatically withdrawn from the College. For example, three grades of 2.5 or below, would lead to an automatic withdrawal of the student. Students who fail to meet the standards expected by their major departments and the College may be withdrawn from graduate work at the end of any term.
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All courses taken by a graduate student at the 400 level or higher for graduate credit will be included in the number of grades under the 3.0 rule. Repeating a course in which a grade of less than 3.0 has been earned, and subsequently earning a grade of 3.0 or higher, does not eliminate the first-earned grade in the repeated course as one of the two grades below a 3.0 permitted under the College rules. Students who receive a grade below 3.0 in a course, and who wish to repeat that course, must have the approval of the major department and the Assistant Dean of graduate studies of the College. A graduate student withdrawn with three grades below 3.0 is required to wait a minimum of one academic year before being eligible to re-apply for admissions to a graduate program in the College of Communication Arts and Sciences. After one year, the student may be re-admitted, contingent upon re-taking and earning a 3.0 or better grade in one of the three courses in which a grade below 3.0 was earned. The course to be re-taken may be specified by the Department. All course credits, including those for which a grade of less than 3.0 was earned, may count toward the degree. However, a repeated course may not be counted twice. Following re-admission, any additional grade below 3.0 earned in any course numbered 400 or higher will result in permanent dismissal.
Requirements for the Master of Arts Degree
Degree requirements for Plans A (thesis option) and B (non-thesis option) are summarized below:
1. Plan A: At least 51 credits of course work, including 4 thesis credits (CSD 899), and the successful completion of an oral thesis examination are required for the M.A. degree under this plan. No more than 4 thesis credits can be applied toward the degree. Students electing to complete the ASHA clinical practicum requirements must complete a minimum of 400 clock hours of practicum (i.e., 25 observation, 375 practicum (325 at the graduate level)) to be eligible for clinical certification from the American Speech-Language-Hearing Association. In meeting the clinical practicum component, students will need to enroll for a minimum of 4 semesters of CSD 883.
2. Plan B: At least 51 credits of course work and successful completion of a “comprehensive” written and oral departmental final examination are required for the M.A. degree under this plan. Students electing to complete the clinical practicum requirements must complete a minimum of 400 clock hours of practicum (i.e., 25 observation, 375 practicum (325 at the graduate level)) to be eligible for clinical certification from the American Speech-Language-Hearing Association. In meeting the clinical practicum component, students will need to enroll for a minimum of 4 semesters of CSD 883.
Clinical Practicum Requirements
Students whose career goals include clinical work are expected to successfully complete requisite experiences in clinical practicum activities. By the end of the student's M.A. program, a sufficient number of clinical practicum clock hours should be acquired to meet ASHA's clinical certification requirements. In rare cases, a student’s M.A. degree program may need to be extended for the student to acquire the necessary ASHA clinical practicum hours, knowledge, and skills.
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Students are expected to perform at an acceptable professional, achievement level during their clinical practica experiences. The expectation is that students’ performance will be rated as equivalent to a grade of 3.0 or higher on the 4.0 scale.
Students should check periodically to make sure that copies of all their signed clinical clock hours and related forms, such as the Department ASHA-KASA Standard IV-G form, are in their Departmental folders. Students also must keep updated copies for themselves. All clinical clock hours used to meet the ASHA practicum requirement must be earned under the supervision of the clinical supervisory staff (including clinically certified faculty members) or the designated supervisor at an MSU-affiliated off-campus clinical practicum site. The student cannot receive certified clinical clock hour credit at an off-campus site without prior Departmental approval. Guidelines governing off-campus clinical placements are given in the Departmental Clinical Practicum Handbook.
Procedures for a Master of Arts Degree Thesis (Plan A/Thesis Option)
At some point early in a student's master’s degree program, she/he will meet with their academic advisor and other members of the faculty, as appropriate, to discuss and determine a specific thesis topic, a thesis advisor, and a thesis committee. This committee is composed of a minimum of three faculty members; two of which, to include the thesis advisor, must be regular faculty in the Department. The appointment of these persons is to be approved by the Departmental Chairperson via M.A. Program Form Request for Appointment of M.A. Thesis Committee (All necessary Departmental forms to be completed for the Master's thesis (see Appendix D) can be obtained from the Student Affairs Secretary.)
Before conducting the actual research for the thesis, the student must submit a prospectus to thesis committee members for their approval. This prospectus should include a discussion of the need for the proposed study, a summary of relevant literature, a description of plans for research participants, data collection and analysis, pilot data (as appropriate), and the planned format of the research report. A formal prospectus meeting must be held, in which the student presents the research plan to the thesis committee for its approval. Completing M.A. Form Results of M.A. Thesis Prospectus (Appendix D) indicates official approval of the plan. Students must have their project approved by the University Committee on Research Involving Human Subjects (UCRIHS), if it involves human research participants, and prior to beginning recruitment. (See additional information on UCRIHS presented in later sections.)
Working with the thesis advisor and the other members of the thesis committee, the student must prepare the thesis in accordance with the approved plan and the instructions in the University Guide to the Preparation of Master's Thesis, which may be obtained from the Graduate School. In general, the student should follow the guidelines of the Publication Manual of the American Psychological Association in the writing of the thesis as regards usage, style, and quality. The thesis committee, prior to final processing, must approve the content, form, and style of the thesis. The thesis advisor is responsible for approving necessary modifications in the thesis as recommended by the committee and for supervising its completion.
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Once the thesis has been tentatively approved as to content, quality, and form, but prior to its being bound, an oral examination will be conducted in a meeting of the student and thesis committee. Approval of the thesis must be indicated by a majority of the committee with the completion of M.A. Program Form - Results of M.A. Thesis Defense (Appendix D). The examination must be scheduled sufficiently early in the semester to permit the deposit of the corrected/edited and bound thesis in accordance with the pertinent University Calendar. Students should also see information on graduate education, master’s degree programs, and completion of a thesis in the relevant University Academic Programs publication.
All theses must be delivered unbound to the Office of the Graduate School and sent to University Microfilms to be microfilmed and bound. Students may elect to have additional bound copies (for the Department, themselves, etc.) made either by University Microfilms or by local sources prior to the submission of the original to the Office of the Graduate School. Any questions on the above should be directed to the Graduate School. The distribution of the thesis is as follows:
a. Original to the Graduate School (forwards its copy to Library)b. One copy to the Departmentc. One copy to the Advisord. One copy for the Dean's Officee. One copy for the Student
Procedures for Master of Arts Degree Departmental Final Examination (Non-Thesis Option)
1. Purpose - Successful completion of the Departmental Final Examination is a degree requirement for all M.A. degree candidates who elect the non-thesis option. The Department expects that students will integrate basic and applied material in human communication sciences and disorders. The purpose of the examination is to evaluate students’: 1) abilities to relate and apply terminology, concepts, theory and issues, 2) abilities to relate and apply facts, observations, and procedures, 3) skills in the analysis and integration of information, and (4) skills in critical thinking and evaluation. Although the Departmental Final Examination emphasizes a given student’s professional area (e.g., speech-language pathology), the student is expected to demonstrate knowledge of speech, language, hearing, and related areas as each pertains to his/her professional area.
2. Departmental Final Examination Schedule and Composition - Departmental Final Examinations are offered during the first half of fall, spring, and summer semesters, and are to be taken during the semester the student plans to graduate. The examination consists of a written and an oral component. An Examining Committee consisting of three members of the regular faculty evaluates the student's performance in both components. It should be noted that the oral portion of the exam is not necessarily limited to subject matter assessed during the written component of the exam.
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3. Orientation - Information for the purpose of orienting students to the Departmental Final Examination process will be disseminated several weeks before the written exam. Students should contact their academic advisor for additional information.
4. Request to take Departmental Final Examination – As determined by the Comprehensive Exam Committee, the Student Affairs Secretary will notify students of the dates and times that the Departmental Final Examination will be given each semester. Students who wish to take the exam must inform the Student Affairs Secretary.
5. Departmental Final Examination Process – The Departmental Final Examination Subcommittee of the Graduate Studies and Admissions Committee periodically reviews the examination process. When appropriate, the Graduate Studies and Admissions Committee initiates and implements modifications in examination policies, procedures, formats, and/or criteria. Although the Committee attempts to avoid implementing major changes that depart from the policies and procedures in effect at the time of students’ admission into the master’s program, changes will occasionally occur that necessitate departure from such earlier procedures and/or practices. Students must meet the requirements in effect when their individual Departmental Final Examinations are scheduled.
6. Examination Format – The examination consists of both written and oral components. The written component consists of three elements: 1) research evaluation, 2) definitions, and 3) essay questions. The in-house portion of the examination is administered across two half days (e.g., 8:30 a.m. - Noon each day).
Approximately three weeks prior to the first day of the in-house written exam, students will be given a research article to review and answer questions about in a take-home format. These questions may cover aspects of the research design, methods/procedures employed, and the findings and applications of the research. The student’s typed answers must be turned in to the Student Affairs Secretary according to the exam schedule given to students.
The in-house portion of the exam will be devoted to various essay questions and definitions. Students are to keep a copy of their answers for review prior to the scheduled oral examination.
An oral examination will be scheduled within a month following the written examination. Students must be available throughout this time period for the Department to schedule their oral examinations. During the first 20 minutes of the oral examination, the student may review, evaluate, correct, and/or expand his/her responses to the written examination. One page of notes (front and back) may be used as an organizational guide for the student; notes must not be read verbatim. During the next period of approximately 30 minutes, the examining committee will ask direct questions of the student. Following this, the student will be asked to leave the room to allow deliberation by the Committee. The student will then be informed of the outcome of the Departmental Final Examination. To allow
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sufficient time for the examination, individual sessions will be scheduled for approximately 90 minutes.
Outcomes of the Departmental Final Examination include Approval, Hold, or Disapproval. Approval status indicates that the student has satisfactorily completed the Departmental Final Examination to the satisfaction of the majority of the student’s Examining Committee. Committee members will sign appropriate Departmental forms and provide the student with a copy (see Appendix D).
Hold status is to be used only when the committee has minor concerns that do not require reconvening of the committee to re-evaluate the written or oral examination. The committee will require the student to complete additional work (e.g., readings, papers, observations) to achieve Approval status. Committee members will provide written information with regard to the nature of the task(s) to be performed, due dates and the faculty member(s) responsible for the evaluation. It is expected that students with a Hold status should be able to complete the necessary work to obtain an Approval status before the end of that semester. Once the task(s) have been satisfactorily completed, the student will receive a copy of the signed approval form. If the task(s) are not completed satisfactorily, the status will be changed to Disapproval. Disapproval status indicates that the student’s performance on the Departmental Final Examination was unsatisfactory.
A student with an initial Disapproval is eligible to re-take the examination. At the earliest, this would occur during the next semester at the regularly scheduled examination. The committee may stipulate specific requirements to be met by the student, including the taking or re-taking of a course, or courses, independent study, etc., before being allowed to take the examination a second time. A new examination committee will be formed prior to the time of the re-examination.
After two disapprovals on the M.A. degree Departmental Final Examination, (i.e., disapprovals on the initial examination and the resultant first re-examination), a student may petition the Department to re-take the exam for a final opportunity. This final opportunity must occur within the time limit specified by the University for completing the master’s degree. As with earlier examination disapprovals and re-examinations, the student may have to meet certain stipulations made by the most recent examination committee, such as the re-taking of a course, or courses, independent study, etc., before being allowed to re-take the examination for the final time.
7. Evaluation Process - Overall performance on the Departmental Final Examination is based on the evaluation of the student’s performance by the Examining Committee members. Each Examining Committee member evaluates the student on both the written and oral components of the examination, rating the student’s overall performance as Approved, Hold, or Disapproved. The Departmental Final Examination decision is determined by the majority opinion of the committee members.
8. Alternative Testing Accommodations - Students requiring special testing accommodations arising from a handicapping condition must be registered with MSU's Resource Center for
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Persons with Disabilities (RCPD). The Center is located in 120 Bessey Hall, where the telephone number (voice and TTY) is 353-9642 and the fax number is 432-3191. The email address is [email protected]. These accommodations will be developed through a joint effort of the student, the academic advisor, and the Resource Center. Except for any essential communications between the RCPD and the instructor, the RCPD will treat all communications confidentially.
Academic Review of Students in the Master of Arts Degree Program
The Department conducts an informal review of the academic, clinical, and research performance of each student in the master’s degree program. Academic advisors will inform students identified by such a review if they are not meeting program expectations, and will discuss with them a plan of action for improving their performance.
In addition to the informal review, the Department conducts a formal review of individual students when:
A student receives a grade under 3.0 in the major area, Clinical practicum performance is judged as inadequate, and/or A member of the faculty identifies the need for such a review.
Verification of Master of Arts Degree Requirements
The Department uses an Advisor's Warrant for Graduation Form (Appendix D) to verify that all requirements for graduation have been met. The Student Affairs Secretary sends this form to the academic advisor early in each student’s expected term of graduation. After completing it, the advisor will sign the warrant and return it to the Student Affairs Secretary.
Final Semester Enrollment
Students who are making use of University services of any kind relative to their degree programs must be registered for a minimum of 1 credit. For example, if in the final semester a student needs to complete only the Departmental Final Examination, that student will need to enroll for a minimum of 1 credit. If appropriate for the student's program, she/he may enroll minimally for 1 credit of CSD 890 as a P/N. The student’s academic advisor must approve this enrollment. This 1 credit of P/N will not count toward the degree, and does not require a special form describing specific course content. If a student is required to do makeup work toward completing the Departmental Final Examination requirement in a subsequent semester, the grading status must be extended to avoid payment of additional tuition and fees. The student is held responsible for requesting that their academic advisor process the grading extension.
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Certification Requirements for Teachers of the Speech-Language Impaired
Speech-language pathologists working in the schools contribute to the education of children across a continuum of service alternatives. This continuum includes: a) regular classroom, b) itinerant instruction, c) resource room services, d) full-time special classes, e) special schools, and f) non-school settings (e.g., homes, hospitals, developmental centers, and other institutions). The contributions that speech-language pathologists make to the education of students include identification, evaluation, consultation, and provision of intervention services for communication disorders. The caseload of speech-language pathologists in the schools may include students with hearing impairment, autism, emotional disorders, mental retardation, physical handicaps and other health-related problems, learning disabilities, as well as those children whose handicap may be limited to the communication disorder they demonstrate.
Primary professional certification for speech-language pathologists is accomplished through the American Speech-Language-Hearing Association via its Certificate of Clinical Competence (CCC). To be so certified, a candidate must possess a master’s degree in speech-language pathology from a program that is accredited by ASHA’s Council on Academic Accreditation (CAA). In completing the master’s degree, the candidate must demonstrate the successful completion of a specified academic program of study, as well as a specified program of clinical practica. Following the completion of the academic and practicum requirements, a candidate must successfully complete a clinical fellowship under the supervision of a certified speech-language pathologist, and successfully complete the ASHA national certification examination in speech-language pathology (i.e., Educational Testing Service (ETS) Speech-Language Pathology PRAXIS Examination).
In addition to a master’s degree in speech-language pathology and professional certification, speech-language pathologists who wish to work in Michigan schools also may possess a valid teaching certificate (in addition to any other certificate or license the professional may possess). Speech-language pathologists who work in the schools do not teach subject matter in a classroom. They may, however, work in the classroom with children who possess a communication disorder with the aim of improving students’ communication skills.
The teacher education credentialing is accomplished via college or university teacher-education programs that recognize speech-language pathology as a teacher education/certification major. Students who pursue teacher certification as a teacher of the speech and language impaired at Michigan State University major in Communicative Sciences and Disorders, complete an approved sequence of course work in teacher education, and complete an approved teaching minor. A recommended plan of study for such students is given in Appendix E. They must also pass the State Teaching Examination in basic skills, major, and minor areas. Upon completion of an approved master’s degree in speech-language pathology, students must request recommendation for teacher certification as a Michigan Teacher of the Speech-Language Impaired through the College of Education and the Department of Communicative Sciences and Disorders. Special requirements for certification as a Teacher of the Speech-Language Impaired are described in the section below on Interdepartmental Specializations.
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Master of Arts Degree Program Forms
A series of forms to be completed as appropriate, is utilized to monitor and assure student progress through the master’s program. These forms are presented in the Appendices A, B, C, and D. They are as follows:
Speech-Language Pathology M.A. Degree Academic Advising FormDepartmental ASHA-KASA Summary FormDepartmental ASHA-KASA Standard IV-G Summary FormRequest for Appointment of M.A. Thesis Committee (Plan A students only)Results of M.A. Thesis Prospectus (Plan A students only)Report of Individual M.A. Departmental Final Examination Committee (Plan B students only)Results of M.A. Departmental Final Examination (Plan B students only)Results of M.A. Thesis Defense (Plan A students only)Advisor’s Warrant for Graduation (all students)Checkout List (all students)
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Doctor of Philosophy Degree Program
A primary goal of the Department’s Ph.D. degree program is to prepare individuals to succeed as teachers/researchers/scholars in university or other professional settings. Sufficient flexibility exists within the doctoral degree program to accommodate most individuals. Prior to admission, a student is expected to declare a preliminary major/focal area of study in communication sciences and disorders (e.g., adult or child language impairments, fluency disorders, vocal pathology, speech-hearing sciences, etc.). Students work with a faculty advocate/advisor in making this decision. The faculty advocate is a member of the Department’s faculty who has discussed the student’s application/admission and academic plans with them, and has agreed to advocate for their admission into the program. (As with all of the degree programs, the information presented here should be viewed as a general overview of the academic degree program information. It should not be viewed as the final authority on degree requirements. Students must consult their academic advisor to have their specific program of study approved.)
For any doctoral student in the program, the following factors are emphasized:
Understanding of scientific inquiry, and internalization of sound scholarly values Knowledge of the structure of the discipline of communicative sciences and disorders, its
history, issues, methods, and trends Depth of knowledge in an area of specialization, including an ability to generate and
actively address important research questions in that area Proficiency in appropriate research, analytical, and technical skills Skills in communicating the results of research, including presentations at professional
meetings and publication in peer-reviewed journals Experience in courses pertaining to areas of substantive and methodological interests
The Department has certain obligations to graduate students, and conversely the students have certain obligations to the Department and to themselves. The most important of these are to maintain an environment in which there is mutual trust, respect, and integrity, and to strive to attain excellence in scholarship.
The Department will provide the student:
An environment in which scholarly attainment and conduct of meritorious scientific research can be achieved
Sensitivity and responsiveness to valid academic needs and desires, and the flexibility to make changes when warranted
Support and encouragement of creative original study and research
A periodic evaluation of the student’s program and, where applicable, a confidential rating of his/her performance.
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The student is expected to have the following goals and responsibilities:
To demonstrate a clear aptitude for, and sustained interest in, all aspects of the doctoral program such that all requirements for the doctoral degree will normally be completed in 4-5 years
To produce, during his/her doctoral program, research work that is worthy of publication, in recognition of the principle that publication is a fulfillment of the responsibility to share information with the scientific community
To strive for superior performance in academic, research, and other pursuits
To participate in Departmental seminars and colloquia
To participate, when possible and practical, in the teaching, research, and/or clinical programs of the Department as a means of training in these areas, and if applicable, to fulfill assigned responsibilities as a graduate assistant effectively.
Components of the Ph.D. degree program consist of the following:
1. Core - The Core component refers to course work and experiences fundamental to the study of human communication sciences and disorders. Students in the doctoral program must complete advanced course work in speech production and perception and related instrumentation as part of the Core. The exact details of the Core component are to be developed in concert with the student, the academic advisor, and the student’s Guidance Committee.
2. Research - The Research component includes course work and research experiences distributed across three components. The first component involves statistical and data analysis course work, the second component involves research design methodology, and the third component is research practicum (CSD 994) designed to provide preliminary experiential exposure to research methods in communication sciences and disorders. A student may earn a maximum of 12 credits in all enrollments for CSD 994 – Research Practicum. The exact details of the Research component are to be developed in concert with the student, the academic advisor, and the student’s Guidance Committee.
3. Major - Work in the Major includes course work and experiences that are thematically related to one another and germane to human communication sciences and disorders. The course work does not have to be from one academic department. The exact details of the Major component are to be developed in concert with the student, the academic advisor, and the student’s Guidance Committee.
4. Minor/Cognate - Each student must develop a thematically based Minor/Cognate area of study outside of the Department that is aligned with the discipline. The Minor/Cognate consists of an approved course of study, and does not have to be from one academic
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department. The exact details of the Minor/Cognate component are to be developed in concert with the student, the academic advisor, and the student’s Guidance Committee.
5. Comprehensive Examination - Upon completion of at least 80% of the student's academic program (generally based upon planned semester credit hours), which normally will take a minimum of two years of full-time preparation, a Ph.D. student may become eligible to take their doctoral comprehensive examination. The exact details of the doctoral-level Comprehensive Examination are to be developed in concert with the student, the academic advisor, and the student’s Guidance Committee.
6. Dissertation - As a final step toward completion of the Ph.D. degree, following successful completion of the doctoral comprehensive examination, the Ph.D. candidate enters the final phase of study -- the dissertation. The exact details of the Dissertation are to be developed in concert with the student, the academic/dissertation advisor, and the student’s Dissertation Committee.
7. Annual Review - Each Ph.D. student receives an annual review by the Graduate Studies and Admissions Committee. The academic advisor provides a written summary of the review to the student and a copy of the review — signed by the student and the Guidance Committee Chairperson — is placed in the student’s academic file.
Requirements for Admission to the Ph.D. Program
1. Master’s Degree - For admission to the doctoral program, a master's degree or its equivalent in speech-language pathology, audiology, or a related field is necessary.
2. GPA - Adequate preparation in the major field and a grade point average of at least 3.0 are minimally required for consideration of admission on a regular basis. Individuals without adequate background may be required to complete such background prior to admission to regular graduate status.
3. Application - An official application, accompanied by an application fee, must be submitted to the University Office of Admissions.
4. Letters of Reference - Three letters of reference are to be completed and sent directly to the Chairperson of the Admissions Subcommittee (of the Graduate Studies and Admissions Committee). The Department supplies standard forms for this purpose. Normally, at least two letters must come from graduate instructors.
5. Transcripts - Two official transcripts from all colleges and universities the student has attended must be submitted to the Office of Admissions.
6. Faculty Advocate - Ph.D. degree student applicants must have a Departmental faculty advocate as a condition of acceptance. Normally, but not always, the advocate serves as the student’s academic advisor, at least during the initial phase of the doctoral degree program. The faculty advocate/advisor may change at the discretion of the student or faculty in consultation with the Departmental Chairperson and the Graduate Studies and Admissions Committee. The student-faculty advocate relationship is generally developed out of early
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communications that the student has had with various faculty during the application/admission process.
Requirements for the Ph.D. Degree
1. Academic Requirements - There are no specified minimum academic-credit requirements for the Ph.D. degree in Communicative Sciences and Disorders. All Ph.D. students within the Department must identify a major focus area in communication sciences and disorders within the Department, and one or more minor/cognate areas, and complete a set of core, research, and other course work requirements as approved by the student’s Guidance Committee.
2. Residency Requirement - According to University policy, the student's first year of study must be made up of two consecutive semesters of full-time student status, within each of which at least six credits of graduate work must be completed successfully. At least one course each semester should be in the Department during this initial period of residency. The goal of this requirement is to assure that students become oriented to University and Department resources and facilities, and learn to utilize them effectively.
3. Formation of Guidance Committee - The student and his/her academic advisor/advocate, a regular Departmental faculty member, must develop a tentative academic program and select a Guidance Committee. An individualized plan of study will be determined by the student in consultation with his/her academic advisor and members of the Guidance Committee. This Committee shall consist of a minimum of four regular faculty members, two of whom must be from the Department, and at least one of whom must be from outside the Department. The plan of study must be approved by the Committee. Upon approval of the student's program and dissertation area, the Guidance Committee submits the Report of the Guidance Committee to the Dean of the College. This form must be approved and filed by the completion of 30 academic credits or by the end of the third semester of residence. Continued registration will be permitted only when the approved Report of the Guidance Committee is on file. This rule applies to full-time as well as part-time students.
4. Comprehensive Examination - Candidacy for the doctoral-degree comprehensive examination requires that at least 80% of the student's academic program be completed (generally based upon planned academic credit hours), which normally requires four to six semesters of full-time enrollment/preparation. A student’s Guidance Committee must be formally designated by at least one academic semester prior to commencement of the written examination. The student is expected to discuss with the Guidance Committee the format and areas of the examination. The written Comprehensive Examination may be taken any time throughout the year. Ordinarily the written examination will be completed within a period of approximately six weeks, and may include sit-down and/or take-home components. Although there are no predetermined limits on the length of the written exam, the Guidance Committee will abide by reasonable expectations as regards the format of the exam, the types of questions posed, and the academic needs of the individual student. An oral examination is conducted following the written portion of the examination. Normally, the oral examination can be expected to be one-two hours in length. These written and oral examinations will be evaluated by the Guidance Committee, and a report sent by the student's advisor to the Registrar's Office. The student may take the written examination a maximum of two times. If
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a student fails any or all parts of the examination the first time, the Guidance Committee: a) may advise the student not to take the examination again, b) will determine whether the student will write all or designated parts of the examination a second time, and c) will determine the amount of time that must elapse before the student may again write the examination. Students requiring special testing accommodations arising from a handicapping condition should be registered with MSU's Resource Center for Persons with Disabilities (RCPD). The Center is located in 120 Bessey Hall, where the telephone number (voice and TTY) is 353-9642 and the fax number is 432-3191. These accommodations will be developed through a joint effort of the student, the academic advisor, and the Resource Center.
5. Dissertation:
Dissertation Research - The dissertation is a piece of independent research conducted by the student with input and guidance from his/her dissertation advisor and Dissertation Committee. The student is responsible for the development, design, conduct, and writing of the research project. Dissertation research may take the shape of any number of experimental, quasi-experimental, descriptive, etc. designs employed in communication sciences and disorders. The expectation is that the dissertation research meets the scholarly research standards and practices of the discipline.
Before conducting the actual research, the student must submit a prospectus to the Dissertation Committee members for their approval. This prospectus should include a discussion of the need for the proposed study, a summary of relevant known literature, a description of research participants, plans for data collection and analysis, pilot data (as appropriate), and the planned format of the research report. A formal prospectus meeting must be held, in which the student presents the research plan to the committee for its approval. Students must have their project approved by the University Committee on Research Involving Human Subjects (UCRIHS) prior to the involvement of human research participants. (See additional information on UCRIHS presented in later sections.)
Working with the dissertation advisor and the other members of the Dissertation Committee, the student must prepare the dissertation in accordance with the requirements of the Department and the University. In general, the student should follow the guidelines of the Publication Manual of the American Psychological Association in the writing of the dissertation as regards usage, style, and quality. The dissertation committee, prior to final processing, must approve the content, form, and style of the dissertation. The dissertation advisor is responsible for approving necessary modifications in the document as recommended by the committee and for supervising its completion.
Once the dissertation has been tentatively approved as to content, quality, and form, but prior to its being bound, an oral examination will be conducted in a meeting of the student and the dissertation Committee. The examination must be scheduled sufficiently early in the semester to permit the deposit of the corrected/edited and bound dissertation in accordance with the pertinent University Calendar. Approval of the dissertation must be indicated by a majority of the committee. Students should also see information on graduate education, in the relevant University Academic Programs publication.
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Dissertation Advisor -The dissertation advisor need not be the student’s academic advisor/advocate, but in most cases it is. The dissertation advisor must be a regular member of the Departmental faculty. With the approval of the Departmental Chairperson, and the student’s academic advisor, and relevant faculty members, a student may have a joint or co-advisor for the dissertation. This arrangement should be noted on the student’s appropriate forms (e.g., Approval of Dissertation Proposal Form (see Appendix F).
Formation of Dissertation Committee - Once a student has decided on a dissertation topic, he/she, along with the dissertation/academic advisor, should select a Dissertation Committee. The Dissertation Committee members do not have to be the same individuals who comprise the student's Guidance Committee. Neither does the Chairperson of the Dissertation Committee (the student's dissertation director) have to be the Chairperson of the Guidance Committee (the student's academic advisor).
Payment for Dissertation Credits - All doctoral students must register and pay for a minimum of 24 credits of doctoral dissertation research (CSD 999) as part of the requirements for the degree. These 24 credits must be registered for in units or multiples of three credits. For each semester that the student conducts research for a dissertation, using university facilities and/or staff time, the student must register and pay for one or more units of research until payment has been made for 12 units. Such payment must be in addition to that for other course work. If a student completes all requirements for the doctorate prior to payment for 24 units of research, the student will be required to pay for the remaining units before obtaining the degree. Each unit of research will be considered equivalent to three course credits in determining a student's eligibility for health facilities, activities, books, graduate assistantships, fellowships, etc.
Dissertation Approval - At least six weeks before the end of the semester in which the student plans to graduate, the required copies of the dissertation and of the 350-word abstract are submitted to the Dissertation Committee via the committee Chairperson. The Dissertation Committee reads and evaluates the dissertation, completes Ph.D. Program Form Approval of Dissertation Proposal, and, at least four weeks before the end of this final semester, it conducts the final oral examination. By a time specified by the Graduate School, a report of Approval or Disapproval by the majority of the committee of the finalized dissertation is sent by the Dissertation Committee Chairperson to the Departmental Chairperson for "final certification" to the Registrar's Office.
Completion of Dissertation Forms – Departmental Ph.D. Program Forms: a) Results of Final Dissertation Oral Examination, and b) Record of Completion of Requirements for Doctoral Degree Candidates, must be completed following the conclusion of the doctoral dissertation and oral dissertation examination. (See Ph.D. Program Forms section below, and Appendix F.)
Submission of Dissertation - All dissertations must be delivered unbound to the Office of the Graduate School and sent to University Microfilms to be microfilmed and bound. Students may elect to have additional bound copies made either by University Microfilms (who will
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make extra photocopies of the original submitted) or by local binderies prior to the submission of the original to the Office of the Graduate School. Any questions on the above should be directed to the Graduate School (355-0300). Distribution of the dissertation is as follows:
Original to the Graduate School (forwards its copy to the Library) One copy to the Department One copy to the Advisor One copy for the Dean's Office One copy for the Student
Academic Review of Students in the Ph.D. Degree Program
The Graduate Studies and Admissions Committee annually conducts a review of the academic, clinical, work, and research performance of each student in the Ph.D. degree program. Academic advisors will inform students identified by such a review if they are not meeting program expectations, and will discuss with them a plan of action for improving their performance.
Ph.D. Program Forms
A series of 12 forms to be completed as appropriate, is utilized to monitor and assure progress through the doctoral program. These forms are provided in Appendix F, and are as follows:
FORM 1: Request for Appointment of Guidance CommitteeFORM 2: Report of the Guidance CommitteeFORM 3: Request for Changes in the Doctoral ProgramFORM 4: Request for Comprehensive ExaminationFORM 5: Results of the Comprehensive ExaminationFORM 6: Record of Comprehensive ExaminationFORM 7: Verification of a Master’s Thesis or EquivalentFORM 8: Approval of Dissertation ProposalFORM 9: Results of Final Dissertation Oral ExaminationFORM 10: Record of Completion of Requirements for Doctoral, Diploma, and Specialist Degree
CandidatesFORM 11: Ph.D. Yearly EvaluationFORM 12: Checkout List
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Other Relevant Information
Faculty
A list of Departmental faculty members and a brief description of their research and clinical interests are given in Appendix I. A description of research laboratories in the Department are provided in Appendix J. All members of the regular faculty are eligible to serve on master’s and doctoral degree students’ guidance or examination committees, academic advisors/advocates.
Scholarly Integrity in Research and Creative ActivitiesThe conduct of research and creative activities by faculty, staff, and students is central to the mission of Michigan State University and is an institutional priority. Faculty, staff, and students work in a rich and competitive environment for the common purpose of learning, creating new knowledge, and disseminating information and ideas for the benefit of their peers and the public. The stature and reputation of MSU as a research university are based on the commitment of its faculty, staff, and students to excellence in scholarly and creative activities and to the highest standards of professional integrity. As a partner in scholarly endeavors, MSU is committed to creating an environment that promotes ethical conduct and integrity in research and creative activities. Students should become familiar with the Guidelines for Integrity in Research and Creative Activities, found on the Graduate School webpage at http://www.msu.edu/~gradschl/all/ris04activities.pdf, and reprinted below from Michigan State University, Research Integrity, Vol. 7 No. 2 Spring 2004.
Innovative ideas and advances in research and creative activities have the potential to generate professional and public recognition and, in some instances, commercial interest, and financial gain. In rare cases, such benefits may become motivating factors to violate professional ethics. Pressures to publish, to obtain research grants, or to complete academic requirements may also lead to an erosion of professional integrity.
Breaches in professional ethics range from questionable research practices to misconduct. The primary responsibility for adhering to professional standards lies with the individual scholar. It is, however, also the responsibility of advisors and of the disciplinary community at large. Passive acceptance of improper practices lowers inhibitions to violate professional ethics.
Integrity in research and creative activities is based not only on sound disciplinary practice but also on a commitment to basic personal values such as fairness, equity, honesty, and respect. These guidelines are intended to promote high professional standards by everyone- faculty, staff, and students alike.
Key PrinciplesIntegrity in research and creative activities embodies a range of practices that includes:
Honesty in proposing, performing, and reporting research
Recognition of prior work
Confidentiality in peer review
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Disclosure of potential conflicts of interest
Compliance with institutional and sponsor requirements
Protection of human subjects and humane care of animals in the conduct of research
Collegiality in scholarly interactions and sharing of resources
Adherence to fair and open relationships between senior scholars and their coworkers
Honesty in proposing, performing, and reporting research. The foundation underlying all research is uncompromising honesty in presenting one’s own ideas in research proposals, in performing one’s research, and in reporting one’s data. Detailed and accurate records of primary data must be kept as unalterable documentation of one’s research and must be available for scrutiny and critique. It is expected that researchers will always be truthful and explicit in disclosing what was done, how it was done, and what results were obtained. To this end, research aims, methods, and outcomes must be described in sufficient detail such that others can judge the quality of what is reported and can reproduce the data. Results from valid observations and tests that run counter to expectations must be reported along with supportive data.
Recognition of prior work. Research proposals, original research, and creative endeavors often build on one’s own work and also on the work of others. Both published and unpublished work must always be properly credited. Reporting the work of others as if it were one’s own is plagiarism. Graduate advisors and members of guidance committees have a unique role in guiding the independent research and creative activities of students. Information learned through private discussions or committee meetings should be respected as proprietary and accorded the same protection granted to information obtained in any peer-review process.
Confidentiality in peer review. Critical and impartial review by respected disciplinary peers is the foundation for important decisions in the evaluation of internal and external funding requests, allocation of resources, publication of research results, granting of awards, and in other scholarly decisions. The peer-review process involves the sharing of information for scholarly assessment on behalf of the larger disciplinary community. The integrity of this process depends on confidentiality until the information is released to the public. Therefore, the contents of research proposals, of manuscripts submitted for publication, and of other scholarly documents under review should be considered privileged information not to be shared with others, including students and staff, without explicit permission by the authority requesting the review. Ideas and results learned through the peer-review process should not be made use of prior to their presentation in a public forum or their release through publication.
Disclosure of potential conflicts of interest. There is real or perceived conflict of interest when a researcher has material or personal interest that could compromise the integrity of the scholarship. It is, therefore, imperative that potential conflicts of interest be considered and acted upon appropriately by the researcher. Some federal sponsors require the University to
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implement formal conflict of interest policies. It is the responsibility of all researchers to be aware of and comply with such requirements.
Compliance with institutional and sponsor requirements. Investigators are granted broad freedoms in making decisions concerning their research. These decisions are, however, still guided, and in some cases limited, by the laws, regulations, and procedures that have been established by the University and sponsors of research to protect the integrity of the research process and the uses of the information developed for the common good. Although the legal agreement underlying the funding of a sponsored project is a matter between the sponsor and the University, the primary responsibility for management of a sponsored project rests with the principal investigator and his or her academic unit.
Protection of human subjects and humane care of animals in the conduct of research. Research techniques should not violate established professional ethics or federal and state requirements pertaining to the health, safety, privacy, and protection of human beings, or to the welfare of animal subjects. Whereas it is the responsibility of faculty to assist students and staff in complying with such requirements, it is the responsibility of all researchers to be aware of and to comply with such requirements.
Collegiality in scholarly interactions and sharing of resources. Collegiality in scholarly interactions, including open communications and sharing of resources, facilitates progress in research and creative activities for the good of the community. At the same time, it has to be understood that scholars who first report important findings are both recognized for their discovery and afforded intellectual property rights that permit discretion in the use and sharing of their discoveries and inventions. Balancing openness and protecting the intellectual property rights of individuals and the institution will always be a challenge for the community. Once the results of research or creative activities have been published or otherwise communicated to the public, scholars are expected to share materials and information on methodologies with their colleagues according to the tradition of their discipline.
Faculty advisors have a particular responsibility to respect and protect the intellectual property rights of their advisees. A clear understanding must be reached during the course of the project on who will be entitled to continue what part of the overall research program after the advisee leaves for an independent position. Faculty advisors should also strive to protect junior scholars from abuses by others who have gained knowledge of the junior scholar’s results during the mentoring process, for example, as members of guidance committees.
Adherence to fair and open relationships between senior scholars and their coworkers. The relationship between senior scholars and their coworkers should be based on mutual respect, trust, honesty, fairness in the assignment of effort and credit, open communications, and accountability. The principles that will be used to establish authorship and ordering of authors on presentations of results must be communicated early and clearly to all coworkers. These principles should be determined objectively according to the standards of the discipline, with the understanding that such standards may not be the same as those used to assign credit for contributions to intellectual property. It is the responsibility of the faculty to protect the freedom to publish results of research and creative activities. The University has
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affirmed the right of its scholars for first publication except for “exigencies of national defense.” It is also the responsibility of the faculty to recognize and balance their dual roles as investigators and advisors in interacting with graduate students of their group, especially when a student’s efforts do not contribute directly to the completion of his or her degree requirements.
Misconduct in Research and Creative Activities
Federal and University policies define misconduct to include fabrication (making up data and recording or reporting them), falsification (manipulating research materials, equipment or processes, or changing or omitting data such that the research is not accurately represented in the record), and plagiarism (appropriation of another person’s ideas, processes, results, or words without giving appropriate credit). Serious or continuing non-compliance with government regulations pertaining to research may constitute misconduct as well. University policy also defines retaliation against whistle blowers as misconduct. Misconduct does not include honest errors or honest differences of opinion in the interpretation or judgment of data.
The University views misconduct to be the most egregious violation of standards of integrity and as grounds for disciplinary action, including the termination of employment of faculty and staff, dismissal of students, and revocation of degrees. It is the responsibility of faculty, staff, and students alike to understand the University’s policy on misconduct in research and creative activities, to report perceived acts of misconduct of which they have direct knowledge to the University Intellectual Integrity Officer, and to protect the rights and privacy of individuals making such reports in good faith.
Standards of Scholarship and Professionalism
The faculty, staff, and students of the Department are members of an academic community joined in the pursuit of scientific and professional excellence. Our common purpose is to increase our individual and collective knowledge of the processes of normal and disordered communication, and to discover optimal ways to correct or ameliorate the adverse effects of disordered communication on the lives of individuals. This endeavor demands dedication to the highest standards of discipline, integrity, and creativity. These standards apply to all our efforts -- academic, research, and clinical/professional.
We are proud of the scholarly achievements -- scientific, academic, and clinical -- of our Department’s faculty, and of the reputations they have earned within the University community and state, as well as nationally and internationally. Our graduate students are invited and encouraged to share in that pride by establishing student-mentor relationships with one or more members of the faculty, and performing to the highest possible standards.
Further, students are encouraged to consult the ethical standards of the Code of Ethics American Speech-Language-Hearing Association (Appendix G), as well as MSU’s Graduate Student Rights and Responsibilities and MSU’s Guidelines for Integrity in Research and Creative Activities documents.
Scholarly Style in Writing
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Most scholarly fields develop preferred modes of formal communication, especially written communication. Particular modes become preferred because they simplify and expedite the exchange of information and ideas. Although the field of communication disorders is highly eclectic, our preferred communication modes are drawn largely from the behavioral sciences. These have been codified in the Publication Manual of the American Psychological Association, which summarizes organization of manuscript preparation, design of tables and figures, use of footnotes and citations in text and formats for reference lists. Although the APA Manual is primarily a guide to authors of papers submitted for publication in scholarly journals (including those of the American Speech-Language-Hearing Association), it contains much information of value to students preparing reports, term papers, bibliographies, and the like. Students are expected to obtain a personal copy of this manual (available at most local bookstores) and to use it in the preparation of term papers, reports, and other scholarly work submitted in fulfillment of course requirements. Individual instructors who may require departures from APA style will so notify students, either verbally or in writing (e.g., through course syllabi).
Communities survive or die on the basis of shared values. Among the most important of these in a scholarly community is respect for the intellectual enterprise of others. The behavioral reflection of this value is a readiness to acknowledge individuals for their original work, ideas, findings, and creative endeavors. Failure to provide such credit—knowingly representing the work or ideas of another as one's own—is plagiarism. Imitation may be "the sincerest form of flattery," but when it involves imitation of the work of another scholar, it is theft.
It is the policy of Michigan State University that no student shall knowingly plagiarize examinations, reports, term papers, or other work submitted for academic credit. Unless otherwise instructed, it is expected that all work submitted by individual students to instructors be solely their own. Proven violations of this policy may result in actions ranging from reprimand to expulsion.
Research Involving Human Research Participants/(Subjects)
Any research activity that involves the use of human participants must be approved before the collection of even preliminary data. The principal investigator must complete the necessary review process through the University Committee on Research Involving Human Subjects (UCRIHS), regardless of whether or not there is outside funding for the project. Information concerning the correct procedures and forms can be obtained through the student's advisor or thesis or dissertation director.
UCRIHS is an Institutional Review Board (IRB). Federal and University regulations require that all research projects involving human participants be reviewed and approved by an IRB before initiation. Under the regulations, research is defined as a formal investigation designed to develop or contribute to generalizable knowledge. A human research participant is an individual (1) from whom an investigator obtains data by interaction or intervention, or (2) about whom the researcher obtains confidential information.
Thereview process begins when an investigator submits a completed application to the UCRIHS office. UCRIHS assigns the application an IRB log number.
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Research Involving Animals
The use of vertebrate animals in research, teaching, and outreach activities is subject to state and federal laws and guidelines. University policy specifies that:
1. All vertebrate animals under University care will be treated humanely,2. Prior to their inception, all vertebrate-animal projects will receive approval by the All-
University Committee on Animal Use and Care (AUCAUC), and3. Michigan State University (MSU) will comply with state and federal regulations regarding
vertebrate-animal use and care.
A graduate student whose thesis or dissertation includes research involving vertebrate animals must provide the Graduate School with the approval number and a copy of the AUCAUC approval letter. If a principal investigator or project director believes that a particular animal project does not need to be reviewed, the secretary of the AUCAUC should be contacted. There are several AUCAUC policies related to exclusion. Graduate students should request a letter from the AUCAUC that indicates approval of the exclusion, which can be presented to the Graduate School along with the thesis or dissertation. Information concerning the correct procedures and forms can be obtained through the student's advisor or thesis or dissertation director.
Use of Clinic Patients as Research Participants
Departmental faculty, students, and others who may wish to use MSU Oyer Speech-Language-Hearing Clinic patients in research projects should, prior to initiating such research, secure the following:
1. Approval of the Clinic Director (Departmental Chairperson),2. Authorization of the appropriate faculty advisor and clinical supervisor,3. Informed consent of the patient(s) involved, and4. Authorization of UCRIHS, as appropriate.
Research Equipment and Labor
No Departmental funds are available for the direct payment of clerical assistance with student research projects. Use of equipment, supplies, services, etc., or funds for the purchase or rental of such, needed in connection with graduate student research may be supported by the Department within the limits of its resources provided the request for these funds is approved in advance by the student's advisor and the Departmental Chairperson. However, the likelihood of such financial support is not high, and students should be prepared to fund their course, thesis, and/or dissertation research activities entirely on their own. Pursuit of governmental, private, or university funding for research is highly encouraged, as appropriate. It should be understood that any equipment purchased on such funding belongs to the Department, and not to the student.
Loaning of Equipment
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From time to time, graduate students may wish to remove electronic or other equipment from the Department for research, clinical, or other purposes, to work with persons not employed by our Department. Generally, such equipment may not be removed without specific approval of an academic advisor and the Departmental Chairperson.
The following policies pertain to the use of Departmental equipment outside the Department:
1. Equipment and facilities assigned to the Department are intended for use by Departmental personnel for the instructional, research, and clinical activities of the Department. Use of such equipment and facilities by non-departmental personnel is contrary to Departmental policy.
2. Exception to policy may be made only when:
a. Use of Departmental equipment by non-departmental personnel constitutes clear benefit, negligible cost, and negligible risk to Departmental programs and activities.
b. Such use is short-term and does not conflict with the instructional, research, and clinical needs of Departmental personnel.
c. In cases requiring removal of equipment from Departmental facilities, such use is limited to portable devices.
d. Such use conforms to University policies and procedures regarding removal of inventoried property from the location to which that property is assigned.
e. A written request is filed with the Departmental Chairperson at least 48 hours prior to initial use, and the Chairperson grants the authorization. Where university-inventoried equipment is being removed by a student, written acceptance of responsibility and liability on the part of the student is also required.
Conflict Resolution
Questions pertaining to classroom assignments, performance, or grading should be raised with the course instructor. Students who are uncertain or confused as to policies or procedures with regard to course selection, requirements, or any of a number of other such issues, should see their advisors. Questions regarding assignments in particular practicum/internship sites should be directed to the appropriate Clinical Coordinator. Hearsay cannot be relied upon. Contact the appropriate individual by telephone, email, or personal visit to obtain accurate information. If a satisfactory solution is not reached, it is then appropriate to discuss the matter with the Departmental Chairperson, who can advise further actions or avenues of appeal.
Grievance Procedures
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The Department has adopted the University-approved grievance procedures for the resolution of disputes. The following is taken from the MSU Office of the Ombudsman:
A grievance involves a formal hearing before a panel of students and faculty to resolve a student's allegation of a violation of his or her academic rights, as set down in the AFR or the companion document for graduate students, called Graduate Rights and Responsibilities for Students at Michigan State University (GSRR). [Article 5 is found online at http://www.vps.msu.edu/SpLife/grr5.htm]
The AFR and the GSRR documents require departments, schools and colleges to develop grievance procedures consistent with these documents.
It is important to recall that the AFR and GSRR require a student in conflict with an instructor to attempt to resolve the dispute before filing a request for a grievance hearing. The student should start the process by meeting with the instructor and then with the department chair/school director and/or the Ombudsman. Most of the time, the parties to a dispute settle the issues during these discussions.
However, if a student remains dissatisfied with the outcome of these conversations, the student may submit a written request for a grievance hearing to the department chair/school director to whom the instructor reports. The letter must state the specific nature of the complaint and the redress, or remedy, the student seeks as an outcome of the hearing. (Note the word "request" and read on.)
Upon receiving a request for a grievance hearing, the unit administrator forwards the letter to the chair of the department/school hearing board. The hearing panel for cases involving graduate students is chaired by the department chair/school director or designee and is made up of an equal number of faculty and students. The hearing panel for cases involving undergraduate students is chaired by a faculty member and must include undergraduate students, though not necessarily an equal number of faculty and undergraduate students.
After receiving the written complaint, the hearing board can request a response from the instructor and then decide if the request for a hearing has merit. If so, the chair of the hearing board will schedule a hearing; if not, the hearing board can dismiss the case--a decision that the student can appeal to the college hearing board.
Both the student and the instructor are allowed to call on witnesses to appear at the hearing on their behalf, and they can seek an adviser to help them throughout the process. The advisers must be members of the MSU community—faculty, staff, or students.
If the student prevails at the initial hearing, the hearing board asks the department chair/school director to implement an appropriate redress to accommodate the student. If the instructor prevails at the hearing, the student can file a request to appeal the department/school hearing board's decision to the college-level hearing board.
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The Ombudsman is available to assist students, instructors and hearing boards through every stage of the grievance process. (retrieved, 7/13/05 www.msu.edu/unit/ombud/grievrequest.html)
Course Evaluation
The Michigan State University Code of Teaching Responsibility holds all instructors, including Graduate Assistants, to certain obligations with respect to course content, statements of course objectives and grading criteria, regular class attendance, published office hours, and timely return of examinations and term papers. This Code, including details about complaint procedures available to students who believe that their instructors have violated the Code, is printed in full in the Schedule of Courses and Spartan Life Student Resources Guide & Handbook.
All instructors, regardless of rank, must use a Student Instructional Rating System (SIRS) form in all classes (each term, each course). The Department utilizes the University’s electronic SIRS system for this purpose. All students are urged to participate in this important activity.
Instructors may also solicit open-ended comments to supplement the standard SIRS forms for more effective evaluation of a course’s contents. SIRS supplementary forms are available in the office of the Student Affairs Secretary. Students are free to complete either both or none of these forms. However, all students are strongly urged to complete SIRS forms for their courses. Faculty members cannot require or request that students identify themselves on the forms.
Instructors use results of course evaluations to evaluate and improve the content, organization, and effectiveness of future course offerings. Students’ evaluations of instructional practices are also used to make administrative decisions regarding future instructor assignments, course offerings, and course scheduling, etc.
Student Records Policy
The program maintains records concerning each student’s application materials, results of annual reviews, semester grade reports, completion of academic and practicum requirements, completion of Departmental Final Examination, and other materials considered necessary to document student progress. These materials are stored in files in the Departmental office, and only appropriate faculty and staff have direct access to them.
Each academic advisor maintains records concerning their student’s progress through the graduate program. These records may include such items as the program plan, correspondence with the advisee, and letters of reference.
Students may request to examine their own program files; this request should be directed to and approved by the student’s advisor, Program Director, or the Departmental Chairperson -- not to the Student Affairs Secretary. The only material that will be withheld is that which the student has clearly waived his or her right to examine, for example, confidential reference letters. (Other than the latter, files generally contain only records that students are likely to possess already, or
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of which they are allowed to possess copies.) Once students graduate, the program maintains a permanent file for a limited time.
Students are strongly advised that they also are responsible for maintaining records/files of their undergraduate and graduate academic, clinical practicum, externship, observational, evaluation, etc. experiences pertinent to their education, graduation, certification, and related areas, which, among other things, may assist in the documentation for future licensure and professional certification.
Time Limits for Graduate Degrees
1. For the M.A. degree, all requirements must be completed within five calendar years from initial enrollment.
2. For the Ph.D. degree, the Comprehensive Examination must be written within five years, and all requirements must be completed within eight years from the time of the student's first enrollment as a Ph.D. degree student.
Transfer of Credits
1. For the M.A. degree, a maximum of 10 credits may be transferred from other institutions, providing the work was completed within degree-earning time limits, and upon approval of the academic advisor, the Departmental Chairperson, and the Dean of the College.
2. For the Ph.D. degree, graduate work may be transferred from other institutions provided it is deemed appropriate to the student's program by the student’s Guidance Committee, and provided it was completed within the time limits approved for the earning of the degree at Michigan State University.
3. Students who have not been admitted to, or who have been recessed from the Department for academic reasons, will not be allowed to take courses through lifelong/continuing education status to satisfy graduate degree requirements.
Financial Aid
Whenever possible, the Department of Communicative Sciences and Disorders provides financial support for students enrolled in its graduate programs. Sources of support include the following:
1. Scholarships and fellowships funded by the university, foundations, government, and other agencies.
2. Assistantships, or student employment, funded by grants and contracts that have been awarded to the Department.
3. Assistantships, or student employment, funded by Departmental funds.
Departmental Guidelines for Financial Awards
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There are several guidelines that the Department follows in awarding its assistantships and student employment:
1. These awards are given to students who have skills that match the needs of the Department.2. Awards are generally made only within the first two years of a student’s enrollment in the
master’s program, or the first four years of enrollment in the doctoral program.3. The Department seeks to support doctoral students who are fully enrolled, continuously
resident, and actively engaged in their research training.
Graduate Assistantships
Availability -- A limited number of Graduate Assistant (GA) appointments may be available to graduate students as Teaching Assistants (TAs), Research Assistants (RAs), or Clinical Assistants (CAs). The latter appointments are available only to selected doctoral students who hold appropriate professional clinical certification. To be considered for any of these appointments, a student must be in good academic standing and receive the endorsement of one or more faculty members of the Department.
Relationship to Major Field -- A GA appointment is ordinarily made to a student in his/her major department. Should an appointee indicate intent to change departments during the course of the academic year, the Department will notify him/her that the appointment is subject to immediate review. For appointees who change departments, it will be presumed that the appointment will not be renewed for another year.
Period of Assistantship Appointment -- Appointments for assistantships are made on a semester-by-semester basis, and begin on the Monday of registration week and continue through the Friday of final exam week. Continuation of assistantships is subject to Departmental needs, availability of funding, and satisfactory supervisory evaluations. A Graduate Assistant Evaluation form is shown in Appendix F.
General Guidelines for Graduate Assistantship Appointments -- The University specifies that graduate students who are making satisfactory progress toward their degrees may be appointed as Graduate Assistants on a quarter-time, half-time, or three-quarter time basis. The Department generally appoints Graduate Assistants on a quarter-time basis.
Graduate assistantships are governed by the University and the Graduate Student Employees’ Union agreements. Students are encouraged to consult the most recent MSU-Graduate Employees Union Contract for information concerning the terms, levels, financial and fringe benefits, enrollment requirements, etc. as regards a Graduate Assistantship. Students should contact the Departmental Chairperson for further information. In addition, students may secure additional general information on Graduate Assistantships from the Graduate School Office.
Outside Employment -- Each student employed by the Department is expected to fulfill his/her assigned responsibilities to the satisfaction of the department faculty. Any non-university activity that may conflict with the responsibilities of a Graduate Assistantship must be made known to the Departmental Chairperson for approval of the continuation of the assistantship.
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Vacations -- Individuals holding Graduate Assistantships are expected to adhere to the vacation schedule followed by the University. Extended periods away from the University are strongly discouraged.
Graduate Office Scholarships
The College of Communication Arts and Sciences awards a limited number of Graduate Office Scholarships to the various departments on a semester-by-semester basis. Departments recommend students for these funds, based on availability. These awards, being based on scholarship, are made only to graduate students in excellent academic standing.
Other Forms of Financial Aid
A variety of funding information is available through the Graduate School. Information on various sources of funding is available in the office of the Student Affairs Secretary. Information is also accessible through the Graduate School’s Web site, which may be located via MSU’s main home page: www.msu.edu .
Payroll Checks
Payroll checks for graduate students receiving financial assistance will be distributed on the 15th of each month during their appointment period. If the 15th is on Saturday or Sunday, the checks will be distributed on Friday. The final payroll check of any person employed by the Department will be withheld until that person has cleared with the Chairperson of the Department all matters pertaining to the returning of keys and other property belonging to the Department.
Student Representation on Committees
Department Level-- The administrative affairs of the Department of Communicative Sciences and Disorders are governed by the Department’s Bylaws. These affairs are managed by a Chairperson (who also serves as Clinic Director), an Assistant Chairperson (if appointed), an Assistant Clinic Director (if appointed), a Director of Clinical Practicum Education (if appointed) and the collective body of faculty. The formal business of the Department is conducted by a variety of standing and ad hoc committees that make recommendations to the general body, which normally meets once a month during regular semesters of the academic year.
The standing committees of the Department are listed below, along with an indication of those on which graduate students have representation:
1. Academic Personnel Committee2. Clinical Affairs Committee (1 graduate student representative, 1 undergraduate student)3. Curriculum Committee (1 graduate student representative, 1 undergraduate student4. Department Advisory Committee
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5. Graduate Student Advisory Committee (2 M.A. level speech-language pathology students, 1 Ph.D. level student)
6. Graduate Studies and Admissions Committee (2 graduate students)7. International Affairs Committee (1 graduate student, 1 undergraduate student)8. Undergraduate Student Advisory Committee
College Level-- The Graduate Affairs Committee in the College of Communication Arts and Sciences advises on matters concerned with the graduate program and proposes to departments that they change their curriculum and their graduate requirements before these are submitted to the University Curriculum Committee. This Committee normally meets once per semester. Graduate Affairs Committee membership includes one faculty representative and one graduate student representative from each unit of the College. Graduate student members customarily are drawn from those who represent graduate affairs on Departmental committees, and are chosen by those committees.
The graduate student members of the College Graduate Affairs Committee, as a group, constitute the college Graduate Student Advisory Council, which consults with and advises the Dean on matters relevant to students.
The graduate student members of the College Graduate Affairs Committee also choose a graduate student (who may be one of their own members) to serve on the College Advisory Council. The Council serves as an open channel of communication among students, faculty, and the Dean.
University Level-- The Council of Graduate Students (COGS) represents the graduate student population to the rest of the University. The representative attends COGS meetings and reports back to the graduate students of the Department on those issues relevant to them. COGS generally meets about once a month. The graduate student representative to COGS is customarily a student representative on one or more of the department committees, and is chosen by the members of those committees.
Organizational Membership Graduate students are encouraged to join relevant professional organizations. These state, national, regional, and international organizations hold annual or semi-annual meetings for the dissemination of research, clinical, and other information of professional interest. In addition, most professional association memberships entitle members to subscriptions to one or more journals. Associations of interest to many Departmental majors are the National Student Speech-Language-Hearing Association (NSSLHA), the Michigan Speech-Language-Hearing Association (MSHA), and the American Speech-Language-Hearing Association (ASHA). These organizations often offer a reduced membership fee to students.
Membership of undergraduate and graduate students in the National Speech-Language-Hearing Association (NSSLHA) is encouraged to assist students in focusing on their career aspirations and professional development. NSSLHA membership provides opportunities to become involved in fundraising and other special projects aimed at advancing in numerous areas of (pre-) professional growth.
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Participation in Symposia
Each year the Department, as well as departments in related disciplines, sponsors on-campus professional presentations and/or symposia. Such activities are considered to be an integral part of the graduate-education experience. All graduate students are strongly urged to take advantage of these opportunities for scholarly development.
Interdepartmental Specializations
A variety of interdepartmental specializations are available to eligible graduate students. Most are offered to doctoral students, but some are available to master’s degree students who have goals for specialized careers. Programs that are potentially appropriate for Communicative Sciences and Disorders majors are the following:
Interdisciplinary Graduate Specialization in Infancy and Early Childhood Studies – This specialization was initiated in the fall of 1990 as a new area of specialization whose purpose was to promote interdisciplinary cooperation to provide an opportunity for graduate students to obtain a comprehensive and contemporary academic experience in the field of human infancy. The objectives of the program are to: (1) provide an opportunity for graduate students to obtain a comprehensive and contemporary academic experience in the field of human infancy, (2) help graduate students with an interest in human infancy to become sensitized to their professional obligations and responsibilities, (3) develop an intellectual environment that will foster the growth of research and teaching in the area of human infancy, as well as sensitize students to clinical, educational, and social policy issues related to early human development, and (4) increase public awareness of the critical importance of the early years of human development.
To enter the program, a graduate student in any of the 12 participating academic units, which include Communicative Sciences and Disorders, must petition the Coordinating Committee for acceptance into the specialization. Academic standing and adequacy of preparation in experimental design and statistical analysis are especially important criteria in the admissions process. The Coordinating Committee may require collateral course work.
Cognitive Science Program - This is an interdepartmental, transdisciplinary program whose aim is to offer an integrated cognitive science program. The program is administered by the Department of Psychology. Doctoral students in Communicative Sciences and Disorders may request formal acceptance into the program, or informally take course work with appropriate approvals.
Teacher-Certification Program - Students who major in speech-language pathology and expect to work in the Michigan school system as speech-language pathologists may elect to complete an ASHA-approved sequence of course work in Communicative Sciences and Disorders and Teacher Education. The teacher-education component of such a program requires them to complete an approved teaching minor at the undergraduate level. Upon completion of an approved master’s degree in speech-language pathology, they are recommended to be certified as Teachers of the Speech-Language Impaired. Basic requirements of the teacher-certification
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program can be found on the MSU Department of Education Web site at: http://ed-web3.educ.msu.edu/infostu/cert/certific.htm. A description of the certification program for Teachers of the Speech-Language Impaired, as well as the coursework requirements, can be found via: www.msu.edu/~comdis.
Speech-Language and Hearing Screenings
Undergraduate Level — Students enrolled in CSD 494 (Undergraduate Clinical Practicum) will receive a speech-language screening and a hearing screening, arranged by the course instructor(s). Students who fail any portion of the screening will be scheduled for a more complete evaluation and subsequent follow-up.
Graduate Level — Each student entering the master's program will be administered both a speech-language screening and a hearing screening, arranged by the instructor(s) of CSD 883. Students who fail either portion of the screening will be scheduled for a more complete evaluation and subsequent follow-up.
This process is intended to facilitate early identification/treatment of communicatively handicapping conditions while allowing the Department to arrange appropriate clinical practicum assignments. Results of this screening will not be used to disqualify students from the program, but they may affect a student’s clinical practicum experiences.
Independent Study
Forms for Independent Study (CSD 890/990) may be obtained from the Student Affairs Secretary and must be approved prior to registration. Appropriate topics for independent studies are generally limited to only those unavailable in the regular curriculum. These may take a variety of formats. All independent studies must have faculty or adjunct-faculty sponsorship. Independent study under the direction of individuals unaffiliated with the University is generally prohibited.
Diploma Cards
At the time of registration for their final semester, the student must fill out a diploma information sheet. No diploma can be ordered for a student who fails to complete a diploma information sheet at the proper time. If the student is off campus, the sheet may be secured by mail from the Registrar's Office.
Parking Permits
Any graduate student who is assigned an off-campus clinical placement qualifies to purchase a parking permit to park in the College of Communication Arts and Sciences Building parking lot. This permit does not allow parking in the Oyer or other campus lots, and known violations will be reported to the Department of Police and Public Safety (DPS). Names of students qualifying for the permit are supplied to DPS parking services by the Department. The student then contacts DPS parking services to purchase the appropriate parking permit.
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Student Travel Policy
Graduate students are encouraged to present papers, without financial subsidy, at local, state, national, and international meetings. Occasionally, graduate students may be authorized by the Department to travel through use of either internal or external funding support. Either form of authorized travel requires approval of the Departmental Chairperson.
The University requires—and prudence dictates—that the least expensive means of travel and per diem accommodations be utilized. University per diem rates are available from the Departmental Administrative Assistant.
University policy and regulations governing student travel are summarized as follows: Graduate students may be authorized to travel on University business and may be reimbursed for such travel. Air travel may need to be arranged through the MSU-approved travel agency. Graduate Student Travel Funding Criteria are summarized on the Web. In addition, graduate students may be assigned, and may drive University vehicles on authorized trips. When driving University vehicles, they are protected by the University’s liability insurance, but not medical coverage. Many students already have some form of hospitalization and accident insurance that may cover them (and their dependents) if they should be injured, disabled, or killed in a travel-related accident. University vehicles are for their authorized use, travel, location, travelers, passengers, etc. only.
The travel authorization portion of the MSU Travel Voucher should be submitted and approved prior to departure. The form provides evidence that the traveler is on University business, and may be critical in the event of an insurance claim, worker’s compensation claim, or other litigation. These forms are available from the Departmental Administrative Assistant.
Physical Facilities
The Departmental office, faculty offices, some graduate classrooms, and some of the Department’s research laboratories are located in the Oyer Speech-Language-Hearing Clinic Building. The physical facilities of the Department are listed in Appendix H.
Clinical Practicum Education Resource Room
The Departmental Clinical Practicum Education Resource Room contains various tests and measures employed in the evaluation of speech, language, and hearing impairments, to include a portable audiometer. It also contains various intervention materials for use by the Department’s professional staff and students.
Assessment and therapy materials must be returned to the Resource Room directly after use. All Resource Room materials must be properly logged out and in.
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Departmental Web Site
A Departmental Web site containing information on a variety of topics, including those in this Handbook, is accessible directly at: http://www.msu.edu/~comdis, and through the Web sites of the University (www.msu.edu) and the College of Communication Arts and Sciences (www.cas.msu.edu).
Information Technology Support
The College of Communication Arts and Sciences provides technical support to resolve operational problems with office, classroom, clinical, and laboratory computers within the Department. Such assistance must be directly requested by members of the faculty, office staff, or clinical supervisors; these services may not be requested directly by students.
Employment/Job Opportunities
Notices of job vacancies of potential interest to graduate students are received on a regular basis by the Department. These are posted on the Oyer Clinic bulletin board on a rotating basis, and subsequently filed in a notebook in the office of the Student Affairs Secretary, and/or emailed directly to students. The postings and notebook may be consulted by anyone who is interested, and may also be used by members of the faculty in assisting graduates who are not on campus. Students are also encouraged to use Placement Services on campus to keep abreast of job opportunities and may wish to consult the Department for employment opportunities. The Department periodically emails information on various employment opportunties.
Information for graduate students on resume and curriculum vita writing, job interviews, and job searches is available on the ASHA Web site (http://www.asha.org), and the MSU Graduate School site (http://www.msu.edu/unit/gradschl).
Use of Other Departmental Computers
No graduate student may use a faculty or Departmental office or research lab computer without the specific approval of the person to whom it is assigned, and in no case may such use be on a personal or sustained basis.
College Computer Laboratories
Computer laboratories maintained by the College, located in the Communication Arts and Sciences Building, may be used by Departmental students during open, unscheduled hours. The location and schedule for the various labs can be found at http://infotech.cas.msu.edu/labinfo.html.
Computer Copyright Guidelines
The following guidelines are provided as a common reference for all computer users:
43
1. Carefully read the terms and conditions that come with the software package.
2. A backup copy of a commercial computer program may be made for archival purposes. If the original is destroyed or damaged, you are required to re-purchase an original copy if you plan to continue using the program.
3. The following actions are prohibited: copying, giving away, or selling an adaptation or modification of a software program; making multiple copies of adaptations for institutional use; loading a program on more than one computer at a time if only one program is owned; or copying a program to avoid purchasing it.
Telephones and Fax Machines
The Department is charged for each local off-campus call, as well as long-distance calls. Telephoning or faxing by students from Departmental equipment is forbidden, whether for personal or professional reasons, except when specifically requested or authorized by a faculty member.
Copy Machines
The use of Departmental copy machines is available for faculty, staff, and graduate students only in connection with teaching, research, clinical, and other staff responsibilities. The copy machines are not available for student use unless the copying is related to Departmental business, and is specifically requested by Departmental faculty or other Departmental staff members.
Under the law that went into effect January 1, 1978, students may make only one copy of short works such as periodical articles, but may not make a single copy of an entire book if the book is commercially available. Instructors and library personnel may not make multiple copies of copyrighted works, including periodical articles, even though the copies are made for classroom use.
Keys
When a key is needed to either the Communication Arts and Sciences building or the Oyer Clinic, or to specific rooms in these buildings, it must be obtained from the Administrative Assistant. When there is no longer a need for the key, or when graduate students permanently leave the Department, all keys must be returned. Any lost key must be reported immediately. Duplication of University keys is strictly forbidden.
Office Supplies
44
The Department’s resources are limited. Every effort must be made to conserve supplies. Office supplies will be provided whenever they are essential to any of the Department’s missions. Graduate students with teaching, research, or clinical responsibilities must have the approval of their faculty or clinical supervisors to use office supplies needed to fulfill those responsibilities.
Reporting of Damaged or Defective Equipment
Any damaged or non-working equipment in a Departmental office or laboratory should be reported immediately to the appropriate faculty member, clinical supervisor, or Departmental staff.
Use of Conference, Class, and Other Rooms
The use of rooms must be cleared with the Administrative Assistant. Use of the clinic therapy rooms for routine therapy sessions must be approved by the Office Assistant, and use of these rooms during other times must not interfere with scheduled therapy.
Audiovisual Equipment
Teaching Assistants must take responsibility for ordering all transparency, slide, and computer projection equipment for classroom use in those courses and labs they personally instruct. This can be done by contacting the Instructional Media Center (IMC), at 353-3960, at least 24 hours in advance of need; otherwise, the Department may be charged. Some audiovisual equipment is owned by the Department, and may be used by faculty or graduate student instructors. Keys to audiovisual carts in the Communication Arts and Sciences Building may be obtained from the Student Affairs Secretary. Keys to audiovisual carts in the Oyer Clinic may be obtained from the Office Assistant.
45
APPENDIX A
SPEECH-LANGUAGE PATHOLOGY M.A. DEGREE ACADEMIC ADVISING FORM
46
47
48
APPENDIX B
DEPARTMENTAL ASHA-KASA FORM
49
Student: Advisor:
Term Graduate Program Initiated: Undergraduate Program: All students who will be applying for certification under the ASHA’s 2005 Standards for Certification in Speech-Language Pathology must use this form to track their acquisition of the knowledge and skills required for ASHA certification. Students must review and discuss the form with their advisor at the beginning of their graduate program of study, and update it at intervals throughout, and at the conclusion of their graduate program. It is expected that many undergraduate and graduate entries will appear in the course work and the clinical practicum columns, with some entries (lab, independent study, etc.), as appropriate, in the "Other" column.
Indicate in Column B whether each knowledge and skill was achieved. If a particular knowledge or skill was acquired through work completed in a specific course or courses, the course title, number, and academic program should be entered in Column C. If the knowledge or skills were acquired in clinical practicum, enter the title, number, and site of the practicum in Column D. Note in Column E the course or practicum number, title, brief description, and program if the knowledge or skill was acquired through other forms of experiences (e.g., lab, independent study, research, etc.).
At the conclusion of the graduate program, the student and advisor must review the KASA form, and complete the Verification by Program Director page. The Verification by Program Director page, appropriately completed by the student and academic advisor, and signed and verified by the program director, must accompany any application that is submitted for ASHA certification. Students are advised to retain a copy of the KASA in a safe place should they need to provide information to the Council for Clinical Certification at a later date (e.g., upon application for reinstatement should certification lapse).
Departmental Degree Requirements Completedo 51 graduate semester credit hours
o 4 terms of clinical practicum
o Linguistic diversity course work
o Phonology course work
o Departmental exam/thesis option
ASHA Certification Requirements Completedo 75 academic semester credit hours (min. 36 at graduate level)
o 25 hours of practicum observation
o 375 clinical practicum hours (min. 325 at graduate level) ________________________________________________________________________________________
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Department of Communicative Sciences & DisordersMichigan State University
ASHA Knowledge & Skills Acquisition Summary (ASHA-KASA) FormSpeech-Language Pathology
Standards III-A, III-B, III-C, III-D, III-E, III-F, III-G, & III-H
NOTE #1: Specification of Course Work
Coursework that will be required to meet individual standards is specified below according to Departmental/MSU course numbers for clarity. It is recognized that many M.A. SLP students will have earned their undergraduate degrees from other institutions and that some may have completed a portion of their graduate course work elsewhere. In these instances, the equivalency to Departmental/MSU courses will be determined and documented appropriately. A detailed listing of all Departmental undergraduate and graduate courses can be found via www.msu.edu/~comdis. A listing of all MSU courses is available at www.reg.msu.edu.
NOTE #2: Terminology
The following terms are used in this document to refer to specific undergraduate and/or graduate course requirements to be met by all students in the M.A. SLP program.
i. Undergraduate Foundations. Students are expected to have completed a set of courses at the undergraduate level that provide substantial academic foundations for the study of SLP, to include foundations in: (a) the basic sciences and mathematics; (b) the communication sciences; and (c) communication disorders. Students with an undergraduate major in Communicative Sciences and Disorders at MSU can meet these requirements through completion of the set of courses required for the major (see www.msu.edu/~comdis for a complete course listing). Students who complete their undergraduate programs at other institutions can meet the requirements through the demonstration of substantial equivalency to MSU courses, and/or through the completion of targeted coursework or other assignments to be specified by the student’s graduate advisor at MSU.
ii. Graduate Core Courses in SLP (The SLP Core). Students must complete all of the following core graduate courses as part of the M.A. program at MSU: CSD 803 (Research Methods); CSD 813 (Neuroanatomy); CSD 823A (Acquired Language Disorders); CSD 823B (Motor Speech Disorders); CSD 823C (Voice Disorders); CSD 823D (Fluency Disorders); CSD 823E (Assessment of Child Language); and either CSD 823F (Language Intervention: Early Stages) or CSD 823G (Language Intervention: Later Stages). A complete listing of these courses and their descriptions can be found via www.msu.edu/~comdis.
iii. The Phonology Requirement. A course in phonological disorders must be completed at the undergraduate level or at the graduate level.
iv. The Cultural/Linguistic Diversity Requirement. A course in cultural/linguistic diversity must be completed at the undergraduate level or at the graduate level.
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Standard III-A: The applicant must demonstrate knowledge of the principles of biological, physical, mathematic, and social/behavioral sciences.
Target Areas
Knowledge/ Skill Met?
(Date) Curriculum Practicum Experiences
Other (e.g. labs, independent study, research) (Include brief
description of activity)
● Biological sciences
One of the following: One HS AP-level biology course. One ISB (Integ Bio Sci) course. One undergraduate course in an area
of the biological sciences.Other:
CSD 213 Anat. & Phys. CSD 303 Hearing Science CSD 313 Speech Science CSD 813 Neuroanatomy & Phys.
● Physical sciences
One of the following: One HS AP-level physics course. One ISP (Integ Phys Sci) Course. One undergraduate course in an area
of the physical sciences.Other:
CSD 213 Anat. & Phys. CSD 303 Hearing Science CSD 313 Speech Science CSD 813 Neuroanatomy
● Mathematics
One of the following: One HS AP-level math course. Satisfaction of the MSU math
requirement (or equivalent).
● Social/Behavioral sciences One of the following:
One HS AP-level soc. sci. course.
One ISS (Integ Soc Sci) course.
PSY 101 Intro to Psychology. PSY 244 Developmental Psych.
Student meets Standard III-A:___________________________________Advisor/Date
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Standard III-B: The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases
Target Areas
Knowledge/ Skill Met?
(Date ) Curriculum Practicum Experiences
Other (e.g. labs, independent study, research,) (Include brief
description of activity)
Basic Communication Processes
● Biological
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 813 Neuroanatomy & Phys.
● Neurological
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 813 Neuroanatomy & Phys.
● Acoustical
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823C Voice Disorders.
● Psychological
a) Undergraduate Foundations andb) The SLP Core, to include all of the following:
CSD 823A Acq. Lang Disorders. CSD 823E Assess. of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.
● Developmental/Lifespan
a) Undergraduate Foundations andb) The SLP Core, to include all of the following:
CSD 823A Acq. Lang Disorders. CSD 823E Assess. of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.
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● Linguistic
a) Undergraduate Foundations andb) The SLP Core, to include all of the following:
CSD 823A Acq. Lang Disorders. CSD 823E Assess. of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.
● Cultural
a) Undergraduate Foundations,b) The SLP Core, andc) The Cultural/Linguistic Diversity Req.
Swallowing Processes
● Biological
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823K Dysphagia.
● Neurological
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823K Dysphagia.
● Acoustical
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823K Dysphagia.
● Psychological
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823K Dysphagia.
● Developmental/Lifespan
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823K Dysphagia.
● Linguistic
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823K Dysphagia.
● Cultural
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823K Dysphagia.
Student meets Standard III-B:________________________________________
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Advisor/Date
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Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following areas:
Target Areas
Knowledge/ Skill Met?
(Date ) Curriculum Practicum Experiences
Other (e.g. labs, independent study, research) (Include brief
description of activity)Articulation ● Etiologies
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823B Motor Spch Disorders.c) The Phonology requirement.
● Characteristics
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823B Motor Spch Disorders.c) The Phonology requirement.
Fluency ● Etiologies
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823D Fluency Disorders.
● Characteristics
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823D Fluency Disorders.
Voice and resonance, including respiration and phonation ● Etiologies
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823C Voice Disorders.
● Characteristics
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823C Voice Disorders.
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Receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening, reading, writing, and manual modalities
● Etiologies
a) Undergraduate Foundations andb) The SLP Core, to include all of the following:
CSD 823A Acq Lang Disorders. CSD 823E Asses of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.c) The Phonology requirement.
● Characteristics
a) Undergraduate Foundations andb) The SLP Core, to include all of the following:
CSD 823A Acq Lang Disorders. CSD 823E Asses of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.c) The Phonology requirement.
Hearing, including the impact on speech and language
● Etiologies
a) Undergraduate Foundations andb) The SLP Core.
● Characteristics a) Undergraduate Foundations and
b) The SLP Core.
Swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding; orofacial myofunctional)
● Etiologies
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823K Dysphagia.
● Characteristics a) Undergraduate Foundations,
b) The SLP Core, and
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c) CSD 823K Dysphagia.
Cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning
● Etiologies
a) Undergraduate Foundations,b) The SLP Core, andc) One of the following:
CSD 823I Cog-Com Disorders. CSD 823E Asses of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.
● Characteristics
a) Undergraduate Foundations,b) The SLP Core, andc) One of the following:
CSD 823I Cog-Com Disorders. CSD 823E Asses of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.
Social aspects of communication (challenging behavior, ineffective social skills, lack of communication opportunities)
● Etiologies
a) Undergraduate Foundations andb) The SLP Core.
● Characteristics
a) Undergraduate Foundations andb) The SLP Core.
58
Communication modalities (including oral, manual, augmentative and alternative communication techniques, and assistive technologies)
● Etiologies
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823X Aug. Com.
Other: CSD 843J Manual Com.
● Characteristics
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823X Aug. Com.
Other: CSD 843J Manual Com.
Student meets Standard III-C:___________________________________Advisor/Date
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Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders.
Target Areas
Knowledge/ Skill Met?
(Date ) Course Number and Title Practicum Experiences
Other (e.g. labs, independent study, research) (Include brief
description of activity)Articulation
● Prevention
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823B Motor Spch Disorders.c) The Phonology requirement.
● Assessment
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823B Motor Spch Disorders.c) The Phonology requirement.
● Intervention
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823B Motor Speech Disorders.
Fluency
● Prevention
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823D Fluency Disorders.
● Assessment
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823D Fluency Disorders.
● Intervention
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823D Fluency Disorders.
Voice and Resonance
● Prevention
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823C Voice Disorders.
● Assessment
a) Undergraduate Foundations andb) The SLP Core, to include:
CSD 823C Voice Disorders. ● Intervention a) Undergraduate Foundations and
b) The SLP Core, to include:
60
CSD 823C Voice Disorders.
Receptive and Expressive Language
● Prevention
a) Undergraduate Foundations andb) The SLP Core, to include all of the following:
CSD 823A Acq Lang Disorders. CSD 823E Asses of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.c) The Phonology requirement.
● Assessment
a) Undergraduate Foundations andb) The SLP Core, to include all of the following:
CSD 823A Acq Lang Disorders. CSD 823E Asses of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.c) The Phonology requirement.
● Intervention
a) Undergraduate Foundations andb) The SLP Core, to include all of the following:
CSD 823A Acq Lang Disorders. CSD 823E Asses of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.c) The Phonology requirement.
Hearing, including the impact on speech and language
● Prevention a) Undergraduate Foundations andb) The SLP Core.
● Assessment
a) Undergraduate Foundations andb) The SLP Core.
● Intervention
a) Undergraduate Foundations andb) The SLP Core.
Swallowing ● Prevention a) Undergraduate Foundations,
61
b) The SLP Core, andc) CSD 823K Dysphagia.
● Assessment
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823K Dysphagia.
● Intervention
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823K Dysphagia.
Cognitive aspects of communication
● Prevention
a) Undergraduate Foundations,b) The SLP Core, andc) One of the following:
CSD 823I Cog-Com Disorders. CSD 823E Asses of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.
● Assessment
a) Undergraduate Foundations,b) The SLP Core, andc) One of the following:
CSD 823I Cog-Com Disorders. CSD 823E Asses of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.
● Intervention
a) Undergraduate Foundations,b) The SLP Core, andc) One of the following:
CSD 823I Cog-Com Disorders. CSD 823E Asses of Child Lang. CSD 823F or CSD 823G Lang.
Intervention: Early or Later.
Social aspects of communication
● Prevention
a) Undergraduate Foundations andb) The SLP Core.
● Assessment
a) Undergraduate Foundations andb) The SLP Core.
62
● Intervention
a) Undergraduate Foundations andb) The SLP Core.
Communication Modalities
● Assessment
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823X Aug Com.
Other: CSD 843J Manual Com.
● Intervention
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 823X Aug. Com.
Other: CSD 843J Manual Com.
Student meets Standard III-D:___________________________________Advisor/Date
Standard III-E: The applicant must demonstrate knowledge of standards of ethical conduct
Knowledge/ Skill Met?
(Date) Course Number and Title Practicum Experiences
Other (e.g. labs, independent study, research) (Include brief
description of activity)
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 803 Researchd) CSD 883 Practicum
Other:
Student meets Standard III-E:___________________________________Advisor/Date
63
Standard III-F The applicant must demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practice.
Knowledge/ Skill Met?
(Date) Course Number and Title Practicum Experiences
Other (e.g. labs, independent study, research) (Include brief
description of activity)
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 803 Research
Student meets Standard III-F:___________________________________Advisor/Date
Standard III-G: The applicant must demonstrate knowledge of contemporary professional issues.
Knowledge/ Skill Met?
(Date) Course Number and Title Practicum Experiences
Other (e.g. labs, independent study, research) (Include brief
description of activity)
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 803 Researchd) CSD 883 Practicum
Student meets Standard III-G:___________________________________Advisor/Date
Standard III-H: The applicant must demonstrate knowledge about certification, specialty recognition, licensure, and other relevant professional credentials.
Knowledge/ Skill Met?
(Date) Course Number and Title Practicum Experiences
Other (e.g. labs, independent study, research) (Include brief
description of activity)
a) Undergraduate Foundations,b) The SLP Core, andc) CSD 883 Practicum
Student meets Standard III-H:___________________________________Advisor/Date
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Knowledge and Skills Acquisition (KASA) Summary FormFor Certification in Speech-Language Pathology
Verification by Program Director
The applicant for certification: Advisor:
□ Yes □ No Has a master's or doctoral degree. A minimum of 75 semester credit hours were completed in a course of study addressing the knowledge and skills pertinent to the field of speech-language pathology (Std. I)
□ Yes □ No Initiated and completed all graduate course work and graduate clinical practicum in an institution whose program was accredited by the CAA (Std. I)
□ Yes □ No Has completed a program of study (a minimum of 75 semester credit hours overall, including at least 36 at the graduate level) that includes academic course work sufficient in depth and breadth to achieve the specified knowledge outcomes (Std. III-A,B,C)
□ Yes □ No Possesses knowledge of the principles and methods of prevention, assessment and intervention for people with communication and swallowing disorders (Std. III-D)
□ Yes □ No Has demonstrated knowledge of standards of ethical conduct (Std. III-E)□ Yes □ No Has knowledge of processes used in research and the integration of research principles into
evidence-based clinical practice (Std. III-F□ Yes □ No Has demonstrated knowledge of contemporary professional issues (Std. III-G)□ Yes □ No Has demonstrated knowledge about certification, specialty recognition, licensure, and other
relevant professional credentials (Std. III-H)□ Yes □ No Has completed a curriculum of academic and clinical education that follows an appropriate
sequence of learning sufficient to achieve the skills outcomes in Standard IV-G (Std. IV-A)□ Yes □ No Possesses skill in oral and written and other forms of communication sufficient for entry into
professional practice (Std. IV-B)□ Yes □ No Has completed a minimum of 400 clock hours of supervised clinical experience in the practice
of speech-language pathology, including 25 hours in clinical observation and 375 hours in direct client/patient contact (Std. IV-C)
□ Yes □ No Has completed at least 325 clock hours while engaged in graduate study (Std. IV-D)□ Yes □ No Has been supervised by individuals holding a current ASHA Certificate of Clinical Competence
in the appropriate area of practice. The amount of supervision was appropriate to the student's level of knowledge, experience, and competence, and the supervision was sufficient to ensure
the welfare of the client/patient populations (Std. IV-E)□ Yes □ No Has gained knowledge of and experience with individuals from culturally/linguistically diverse
backgrounds, and with client/patient populations across the life span (Std. IV-F)□ Yes □ No The applicant has met the education program's requirements for demonstrating satisfactory
performance through ongoing formative assessment of knowledge and skills. (Std. V-A)
The program director verifies that the student has met each standard, and has successfully met the education program's requirements for demonstrating satisfactory performance through ongoing assessment of knowledge and skills.
Michael W. Casby, Ph.D., CCC-SLP Communicative Sciences & Disorders, Michigan State UniversityNAME PROGRAM
Professor and Program Director __________________________________________________TITLE Signature Date
65
APPENDIX C
DEPARTMENTAL ASHA-KASASTANDARD IV-G FORM
66
Communicative Sciences & DisordersMichigan State University
East Lansing, MI ASHA CCC Standard IV-G
Speech-Language Pathology
The applicant for certification must complete a program of study that includes supervised clinical experiences sufficient in breadth and depth to achieve the following skill outcomes. If the student’s level of performance is judged as good, proficient, or exemplary relative to initial CFY readiness, the supervising professional must initial and date the appropriate cells, and provide identifying information on last page.
Student Name:_____________________________________________
Articulation
Fluency
Voice & Resonance
Receptive &Expressive Language
Cognitive Aspects
Social Aspects
Communication Modalities
Swallowing
Hearing
Screening
Case history
Evaluation
Appropriate interpretation, recommendationsReport writing
Develop intervention goals & objectivesImplement appropriate interventionAppropriate use
of materials and instrumentationPrevention aspects
Measure & evaluate patient performance & progressModify plans, activities, etc. as appropriate
First Setting Second Setting Third SettingCommunicates effectively
Collaborates with others
Adheres to ASHA code of ethics & behaves professionally
Professional’s name (printed), ASHA number, and initials:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
APPENDIX D
M.A. DEGREE PROGRAM FORMS
M.A. Degree Program in Communicative Sciences & Disorders Michigan State University
Request for Appointment of M.A. Degree Thesis Committee
This is to request approval of the following personnel of the M.A. Degree Thesis Committee for:
____________________________________________________________:
1.
2.
3.
Advisor (if not a committee member) Date
APPROVED:
Departmental Chairperson
Original: Student Affairs SecretaryCopies: Student, Advisor
M.A. Degree Program in Communicative Sciences and DisordersMichigan State University
Results of M.A. Degree Thesis Prospectus Examination
This is to report that
on has_____ has not_____ (please check one) passed the M.A.
prospectus for the thesis on the Plan A Program.
The title of his/her thesis is:
Successful completion of the above examination indicates partial fulfillment of the requirements
for the M.A. degree.
Members of the Committee:
Chairperson Signature:
Name (typed):
Signature:
Name (typed):
Signature:
Name (typed):
Original: Student Affairs SecretaryCopies: Student, Advisor
M.A. Degree Program in Communicative Sciences and DisordersMichigan State University
Report of Individual M.A. Degree Departmental Final Examination Committee Member
has undergone Departmental Final Examination in
the professional area of:
.
Performance on the Written Examination (circle one):
1 2 3 4 5
Performance on the Oral Examination (circle one):
1 2 3 4 5
Decision:Approval Hold Disapproval
Comments:
Signature:
Name:
Date:
Original: Student Affairs SecretaryCopies: Student, Advisor
M.A. Degree Program in Communicative Sciences and DisordersMichigan State University
Results of M.A. Degree Departmental Final Examination
has undergone Departmental Final
Examination in the professional area of
.
Examining Committee’s decision:
Approval Hold Disapproval
THE FOLLOWING SECTION TO BE COMPLETED FOR HOLD STATUS ONLYThe following must be completed to the Committee’s satisfaction:
Submit to:Due date:
Committee Members
Chairperson’s Signature:
Name (typed): Date
Signature:
Name (typed): Date
Signature:
Name (typed): Date
Original: Student Affairs SecretaryCopies: Student, Advisor
M.A. Degree Program in Communicative Sciences and DisordersMichigan State University
Results of M.A. Degree Thesis Examination
This is to report that
on (date) has has not (please check one) passed the M.A.
thesis examination on the Plan A Program.
The title of his/her thesis is:
Successful completion of the above examination indicates partial fulfillment of the requirements
for the M.A. degree.
Members of the Committee:
Chairperson’s Signature:
Name (typed):
Signature:
Name (typed):
Signature:
Name (typed):
Comments:
Original: Student Affairs SecretaryCopies: Student, Advisor
M.A. Degree Program in Communicative Sciences and Disorders Michigan State University
Advisor’s Warrant for Graduation
The student named below will have met all of the following Departmental requirements for the Master of Arts degree and is eligible for graduation pending successful completion of current coursework:
__________ Minimum of 51 approved Semester Credit Hours (SCH) in major
__________ 24 required SCH in major
__________ 15 elective SCH
__________ 12 SCH of CSD 883 for students in clinical track
__________ 4 SCH of CSD 899 contributing to the 15 elective SCH (For students in thesis
track)
__________ Linguistic Diversity
__________ Phonological Disorders
__________ Other (specify)
Plan A Students (only)Successful completion of oral defense of thesis (enter date)
Plan B Students (only)Successful completion of Departmental Final Exam (enter date)
Student name:
To Graduate: (term/year)
Advisor: Signature
Name (typed) Date
M.A. Degree Program in Communicative Sciences and Disorders Michigan State University
Checkout List
Note: If the following checkout procedures are not completed, graduation may be delayed.
_____ 1. Return any Departmental keys in your possession to the Administrative Assistant.
_____ 2. Return any Departmental thesis/dissertations in your possession to the Student Affairs Secretary.
_____ 3. Consult with clinical coordinator to confirm documentation for clinical clock hours. This form must be initialed by clinical coordinator before being turned into the Student Affairs Secretary.
_____ 4. Pick up the ASHA clinical certification forms from the Student Affairs Secretary. Complete these forms and have them checked and signed by your advisor and the Departmental Chairperson. Keep a copy of the forms for your records.
_____ 5. Fill out the information at the bottom of this page and leave it with the Student Affairs Secretary.
_____ 6. Other:
Name Semester Graduating
Forwarding Address and Phone Number
Place of Employment and Title
Employer’s Address
APPENDIX E
REQUIREMENTS FOR CERTIFICATIONAS A TEACHER OF THE SPEECH-LANGUAGE IMPAIRED
PROGRAM OF TEACHER CERTIFICATION FORTHE DEPARTMENT OF COMMUNICATIVE SCIENCES AND DISORDERS
MICHIGAN STATE UNIVERSITYUniversity Requirements
Arts and Humanities (8) Writing (4)General Science (7) Tier II Writing Course (CSD 391, 344, or 364)Social Behavioral, and Economic Sciences (8)
Communicative Sciences and Disorders Major RequirementsCSD 203 Introduction to Communication Disorders (3) CSD 344 Eval. Procedures in Audiology (4)CSD 213 Anat-Phys Speech and Hearing (4) CSD 364 Eval. Procedures in Sph. and Lang. (4)CSD 232 Descriptive Phonetics (2) CSD 391 Guidelines for Clinical Practice (1)CSD 255 Speech and Hearing Science (5) CSD 444 Aural Rehabilitation (3)CSD 333 Oral Language Development (3) CSD 463 Intervention Procedures in SLP (3)
Outside-the-Major RequirementsCSE 101 Using Computers (3) PSY 101 Introduction to Psychology (4)
MTH 110 College Algebra and Finite Math (5)orMTH 116 College Algebra and Trig. (5)orMTH 103 and 114 College Algebra (3) and Trig. (3)orMTH 103 and 106 College Algebra (3) and Significance of Mathematics (3)orMTH 103 and STT 200 College Algebra (3) - Statistical Methods (3) orMTH 103 and STT 201 College Algebra (3) - Statistical Methods (4)
PSY 244 Developmental Psychology (3)orFCE 211 Child Development (3)
PSY 295 Data Analysis in Psychological Res. (3)orSTT 200 Statistical Methods (3)
LIN 200 Introduction to Language (3)orLIN 401 Introduction to Linguistics (4)Teacher-Certification RequirementsTE 150 Reflections on Learning (3) CSD 433 Lang. Dialect Diff. in App. Contexts (3)CEP 240 Diverse Learners (3) CSD 483 School-Based Comm. Disorders Prgm.
(3)TE 302 Learners, Learning and Teaching in Context (4)
Fall Semester OnlyTE 843 Reading, Writing, and Reasoning in Secondary School Subjects (3) Spring Semester Only
Teaching Minor RequirementStudents seeking teacher certification as a teacher of the speech and language impaired are required to complete an approved teaching minor.
Post-Bachelor's-Degree InternshipCompletion of a yearlong internship placement in a school setting: students attending MSU for their master's degree enroll in TE 501 and CSD 883 for the placement. Students attending a graduate program other than MSU's must have the equivalent of a yearlong school-based practicum placement approved by MSU.
Completion of a Master's Degree in Speech-Language PathologyTo complete the process of teacher certification students must complete a master's degree in speech-language pathology per State of Michigan regulations.
APPENDIX F
PH.D. DEGREE PROGRAM FORMS
Ph.D. Degree Program in Communicative Sciences and Disorders Michigan State University
Request for Appointment of Guidance Committee
The following faculty are willing to serve on (name) Guidance Committee and I request that they be appointed:
Departmental Faculty Department
Faculty Member(s) in Minors:
Student Signature Date
Recommended:
Chairperson, Committee Date
Approved:
Departmental Chairperson Date
Original: Student Affairs SecretaryCopies: Student
Chairperson Guidance Committee
Ph.D. Degree Program in Communicative Sciences and DisordersMichigan State University
REPORT OF THE GUIDANCE COMMITTEE - DOCTORAL AND OTHER PROGRAMS
See the catalog (Academic Programs) regarding composition of guidance committee and deadlines for its formation and for filing this report listing all degree requirements.
Ph.D___ D.M.A.___Name ____________________________________ Student No. _____________ Ed.D___ Ed.S.___
Last First Middle First Semester in Doctoral Program __________ 20 ______ Dept. ___________ Major ___________________________Bachelor of ________ ________ 20_____ ________ Master of __________ ________ 20_____ _______
Institution Major Institution Major
Tentative Dissertation Subject ______________________________________________________________________
Director _______________________ Languages or Course Substitutes______________________________________
Will the student's research involve the use of I understand it is necessary to obtain institutional review and approval prior to initiating any research involving the use of human or animal subjects or hazardous materials.human subjects or human materials? ___ Yes ___ No
warm-blooded animals? ___ Yes ___ No _________________________________________or hazardous substances? ___ Yes ___ No (STUDENT'S SIGNATURE) Mo/Day/Yr.
DOCTORAL PROGRAM
PLEASE PRINT OR TYPE AND CLUSTER BY FIELDDept. Course No. Title No.
CR Dept. Course No. Title No.
CR
Approved (Please print guidance committee members' names below signatures
Course Credits (in addition to at least 24 credits of 999) ___Comprehensive examination areas:
1. __________________________________________
ChairpersonMo/Day/Yr
The candidate expects to pass the Comprehensive Examination by __________________________ Semester; _____
2. __________________________________________
3. __________________________________________ _________________________________________________
4. __________________________________________ Student Mo/Day/Yr
5. __________________________________________ _________________________________________________
6. __________________________________________ Department Chairperson Mo/Day/Yr
_________________________________________________
College Dean Mo/Day/Yr
Ph.D. Degree Program in Communicative Sciences and DisordersMichigan State University
Request for Changes in the Doctoral Degree Program
The following changes in the formal program of are recommended:
State proposed changes, give reasons on an attachment (circle number).
1. Change in Chairperson or other committee members
2. Change in Minor
3. Change in other course work (specify changes)
4. Request for waiver from program requirements
Recommended Guidance Committee Members:
Chairperson, Guidance Committee Date
Departmental Chairperson Date
Dean DateCommunication Arts & Sciences
Original: Student Affairs SecretaryCopies: Student
Chairperson Guidance Committee
Ph.D. Degree Program in Communicative Sciences and DisordersMichigan State University
Request for Comprehensive Examination
I request that be given his/her Comprehensive
examinations during semester 20 .
1. The student has completed 80% of all formal doctoral program course work and should be admitted to the Comprehensvie examinations.
2. The student has not completed his/her requirements. His/her examinations must be delayed until the following requirements are completed:
The Guidance Committee recommends that the Ph.D. comprehensive examinations consist of the following areas and distribution. All of the faculty members should submit their comprehensive examination questions to the Student Affairs Secretary by: .
Area Faculty Member Hours Time Frame
Chairperson, Guidance Committee Date
Approved:
Departmental Chairperson Date
Original: Student Affairs SecretaryCopies: Student
Chairperson Guidance Committee
Ph.D. Degree Program in Communicative Sciences and Disorders Michigan State University
Results of the Comprehensive Examination
The comprehensive examination for (name) was completed on (date) . The Guidance Committee has evaluated the examination results and recommends that:
The student has passed unconditionally, and should continue work for the Ph.D.
The student has not passed. In order to be considered again, the student must complete these requirements:
These must be completed by (date):
The student has failed, and the Ph.D. program is to be terminated.
Chairperson, Guidance Committee Date Member
Member Date Member
Member Date
Approved:
Member
Departmental Chairperson Date
Original: Student Affairs SecretaryCopies: Student
Chairperson Guidance Committee
Ph.D. Degree Program in Communicative Sciences and Disorders Michigan State University
RECORD OF COMPREHENSIVE EXAMINATIONS FOR DOCTORAL DEGREE AND EDUCATIONAL SPECIALIST DEGREE CANDIDATES
Department of _________________________________________________
___ Check if this is areexaminationbecause of expiredtime limits.
Student's Name _____________________________________________ Student Number _______
Term and Year of First Course Counted toward this Degree _________
Result of Written Comprehensive Examinations:
Field Examiner(s) Examination DateMM-DD-YY
Passed or Failed
Result of Oral Comprehensive Examinations:
Field Examiner(s) Examination DateMM-DD-YY
Passed or Failed
Signed ____________________________________________________ _________________
Chairperson of Examination Committee Date
Signed ____________________________________________________ _________________Chairperson of Department Date
Signed ____________________________________________________ _________________Dean of College Date
Ph.D. Degree Program in Communicative Sciences and Disorders Michigan State University
Verification of a Master’s Thesis or Equivalent
(name) has fulfilled the Departmental requirement of successful completion of a research project before initiating his/her dissertation research. An abstract of the approved project shall be placed in the student’s folder. This pre-dissertation research requirement was satisfied by the following method:
1. Completion of an acceptable thesis from the Department of Communicative Sciences and Disorders.
2. Completion of an acceptable thesis from another department at Michigan State University or from another college/university that has been approved by three faculty from within our department.
3. Completion of an acceptable research project that has been approved by three faculty from within our department.
Approved:
Chairperson, Guidance Committee Date
Faculty Signature (if item 2 or 3 was applicable) Date
Faculty Signature (if item 2 or 3 was applicable) Date
Chairperson, Department Date
Original: Student Affairs SecretaryCopies: Student
Chairperson Guidance Committee
Ph.D. Degree Program in Communicative Sciences and DisordersMichigan State University
Approval of Dissertation Proposal
My dissertation proposal has been reviewed and approved by my Dissertation Guidance Committee. The proposal includes the following:
1. A tentative statement of the dissertation title, and the name of the dissertation director2. A general description of the dissertation topic, including a rationale for the study3. A description of the methodology which will be used in completing the study, the methods
and procedures to be used in collecting data, and a tentative outline of the analytic procedures to be used
Two copies of the proposal as approved accompany this form. One copy is for the Department and one copy is for the Chairperson of the Dissertation Guidance Committee.
Student Signature Date
Approved:
Departmental Chairperson Date Chairperson, Dissertation Guidance
Committee
Signatures of the Dissertation Guidance Committee:
Original: Student Affairs SecretaryCopies: Student
Chairperson, Dissertation Guidance Committee
Ph.D. Degree Program in Communicative Sciences and DisordersMichigan State University
Results of Final Oral Examination/Dissertation Defense
The Dissertation Guidance Committee examined the dissertation of Diane Ogiela on November 30, 2006. These are the results of the examination:
The dissertation is satisfactory for partial fulfillment of the requirements for the Ph.D. degree in Communicative Sciences and Disorders.
The dissertation is not satisfactory and the student must do the following:
The dissertation is rejected.We recommend:
Signatures:
Committee Chairperson Date
Committee Member Date
Committee Member Date
Approved:
Departmental Chairperson Date
Original: Student Affairs SecretaryCopies: Student
Chairperson, Dissertation Guidance Committee
Ph.D. Degree Program in Communicative Sciences and DisordersMichigan State University
Record of Completion of Requirements for Doctoral, Diploma, and Specialist Degree Candidates
Department of Communicative Sciences and Disorders
Student’s Name Student Number ____________
This is to certify that:
1. The above named student has completed, with satisfactory grades, or is currently enrolled in, all of the work prescribed by the Guidance Committee and that any deviations from the Guidance Committee report have been approved by the committee.
2. The doctoral dissertation entitled: Development of Telicity Interpretation: Sensitivity to Verb-Type and Determiner Type, has been reviewed and accepted, and that on (date)_November 30, 2006 the student passed an oral examination in defense of the dissertation.
3. The Student is recommended for certification for the:
degree Doctor of Philosophy or Diploma for Advanced Graduate Study
Education Educational Specialist Degree
Business Administration
Signed by the Guidance Committee: ____________________________ ___________Chairman Date
_________________________________ ____________________________ ___________
_________________________________ ____________________________ ___________
_________________________________ ____________________________ ___________
Dissenting opinions and signatures of dissenting examiners, if any:
Original: Student Affairs SecretaryCopies: Student
Chairperson, Guidance CommitteeDean’s Office
Ph.D. Degree Program in Communicative Sciences and DisordersMichigan State University
Ph.D. Degree Student Yearly Evaluation
Student:
Academic Year:
The results of the annual evaluation by the Graduate Studies and Admissions Committee are:
The above-named student has made satisfactory progress toward the Ph.D. degree during this year.
The above-named student has not made satisfactory progress toward the Ph.D. degree during this year.
Area(s) of strength:
Area(s) of concern:
Additional comments:
I have been informed of the Department’s evaluation concerning my progress in the Ph.D. program during the past year.
Student’s Signature Date
Chairperson, Guidance Committee Date
Original: Student Affairs SecretaryCopies: Student
Chairperson Guidance Committee
Ph.D. Degree Program in Communicative Sciences and DisordersMichigan State University
Checkout List
Note: If the following checkout procedures are not completed, graduation may be delayed.
_____ 1. Return any Departmental keys in your possession to the Departmental Administrative Assistant.
_____ 2. Return any Departmental thesis/dissertations in your possession to the Student Affairs Secretary.
_____ 3. If applicable, pick up the ASHA clinical certification forms from the Student Affairs Secretary. Complete these forms and have them checked and signed by your advisor and the Departmental Chairperson. Keep a copy of the forms for your records.
_____ 4. Fill out the information at the bottom of this page and leave it with the Student Affairs Secretary.
_____ 5. Other:
Name Term Graduating
Forwarding Address and Phone
Place of Employment and Your Title
Employer’s Address
Department of Communicative Sciences and Disorders Michigan State University
GRADUATE ASSISTANT EVALUATION FORM
This form, available on disk from the Student Affairs Secretary, is to be completed each term by the immediate faculty supervisors of students working for pay in one or more of the following capacities: Teaching Assistant, Research Assistant, Clinical Assistant, or other designated role. Copies to: evaluator, student (Graduate Assistant), student file, academic advisor, and Departmental Chairperson.
1. Student:
2. Term and Year:
3. Faculty Member/Supervisor: Name:
Signature: Date:
4. Type and extent of assignment (i.e., teaching assistant, 20 hrs/wk):
5. Nature of assignment (activities, schedule, assessments, etc.):
6. Nature of supervision (activities, schedule, assessments, etc.):
7. Comment on the quantity, rate, and quality of work done by the student with respect
to the assignment.
8. Note any positive or negative concerns about the student's performance.
How were negative concerns addressed?
9. Comment on the effect of the assignment upon the student's academic and/or professional
progress.
10. Do you recommend continued assignment? If not, please explain.
APPENDIX G
ASHA CODE OF ETHICS
APPENDIX H
DEPARTMENTAL FACILITIES
COMMUNICATION ARTS AND SCIENCES BUILDING
ROOM NUMBER ASSIGNED FUNCTION
5 Aural (Re)Habilitation Lab7 Hearing Aid Research Lab10-A Reverberation Chamber10-B Hearing Science/Sound Localization Research Lab10-C Anechoic Chamber16 Classroom18 Instructional Lab
OYER SPEECH-LANGUAGE-HEARING CLINIC
ROOM NUMBER ASSIGNED FUNCTION
B1 Counseling RoomB2 Counseling RoomB3 Equipment Storage AreaB4B5 Hearing Testing SuitesB6 Pediatric AudiologyB7 (Hearing Aid Repair and Fabrication)B8 Artificial Language LabB9 Ingham County ISD Adjunct SupervisorsB10 (Clinical Evoked Potentials Lab)B11 Fluency Disorders Lab – Paul Cooke, Ph.D.)B12
101 Departmental Main OfficeMargie Anderson, Departmental Office AssistantLinda Phillipich
102 Mail/Copy Room103 Nancy Bieber, Student Affairs Secretary104 Paul Cooke, Ph.D.105 Adjunct Office106 Departmental File Room107 Classroom108 Doctoral Student Offices109 Vocal Tract Performance Lab110 Observation Room111 Individual/Small Group Therapy Room112 Yash-Pal Kapur, M.D., Professor Emeritus113 Departmental/Student Computer Lab114 TBD115 TBD116 TBD
201 Faculty and Staff202 Resource Room203 Ida Stockman, Ph.D.204 Jerry Punch, Ph.D.206 Jose Benki, Ph.D.207 Katie Strong, M.A.208-205 Michael W. Casby, Ph.D.
Language Development/Disorders Lab 209 Individual Research/Therapy Suites210 Individual Research/Therapy Suites211 Individual Research/Therapy Suites212 Group Room213 Conference Room213 Graduate Student Room215 Peter R. LaPine, Ph.D.216 Office217 John Eulenberg, Ph.D.218 Jill Elfenbein, Ph.D.219 Brad Rakerd, Ph.D.
APPENDIX I
DEPARTMENTAL PERSONNEL
DEPARTMENAL FACULTY AND STAFF
BENKI, JOSE R., Ph.D., Assistant Professor.email: [email protected]: TBD
Research/Clinical Interests: Speech perception in normal and hearing impaired listeners, lexical access, phonological and phonetic neighborhood density, socio-phonetics, vocalaspects of telephone survey interviews.
Ph.D. University of Massachusetts 1998 - LinguisticsB.S., B.A. University of Texas 1992 - Electrical Engineering
& Liberal Arts
CASBY, MICHAEL W., Ph.D., CCC-SLP, Professor, Program Directoremail: [email protected]: www.msu.edu/~casby
Research/Clinical Interests: Language development, developmental language disorders, language-learning disorders.
Ph.D. University of Kansas 1980 - Speech-Language PathologyM.A. Minnesota State University 1976 - Speech-Language PathologyB.S. Minnesota State University 1974 - Speech-Language Pathology
& Psychology
COOKE, PAUL A., Ph.D., CCC-SLP, Associate Professor,email: [email protected]
Research/Clinical Interests: Therapeutic aspects of stuttering, including technological advances with electronic aids. Transfer and maintenance of speech behaviors. Distant SLP diagnostic/therapy services. Mind-body connection applied to communication disorders.
Ph.D. Purdue University 1980 - Speech PathologyM.S. Purdue University 1974 - Speech PathologyB.S. Michigan State University 1972 - Mathematics
ELFENBEIN, JILL L., Ph.D., CCC-SLP/A, Associate Professoremail: [email protected]
Research/Clinical Interests: Rehabilitative audiology, genetics of hearing loss, pediatric hearing evaluation, and cleft palate and related disorders.
Ph.D. University of Iowa 1986 - Speech Pathology and AudiologyM.A. University of Iowa 1975 - Speech Pathology and AudiologyB.S. SUNY at Albany 1973 - Speech Pathology
EULENBERG, JOHN B., Ph.D., Professor, Director of Artificial Language Laboratoryemail: [email protected] Site: www.msu.edu/~artlang/
Research/Clinical Interests: Augmentative communication, multi-lingual speech synthesis, child language development, applications of computers to speech science and speech-language pathology. Ph.D. University of California, San Diego 1972 - LinguisticsM.A. Harvard University 1967 - LinguisticsB.S. Massachusetts Institute of Technology 1964 - Humanities and Science
(Electrical Engineering and German Literature)
LAPINE, PETER R., Ph.D., CCC-SLP, Associate Professoremail: [email protected]
Research/Clinical Interests: Rigid oral endoscopy and flexible nasopharyngoscopy, videostroboscopic examination, acoustic and perceptual characteristics of human voice, anatomy and physiology of the peripheral speech mechanism, prosthetic vocal devices. Ph.D. Michigan State University 1983 - Speech-Language PathologyM.A. Northern Michigan University 1976 - Communication DisordersB.A. Michigan State University 1973 - Audiology and Speech Sciences
POTCHEN, E. JAMES, M.D., Acting Chairperson, Professoremail: [email protected]
PUNCH, JERRY L., Ph.D., CCC-A, Professoremail: [email protected]
Research/Clinical Interests: Digital hearing aids, hearing aid fitting procedures, diagnostic and rehabilitative audiology, hearing handicap.
Ph.D. Northwestern University 1972 - AudiologyM.S. Vanderbilt University 1967 - Audiology and Speech PathologyB.A. Wake Forest University 1965 - Psychology
RAKERD, BRAD, Ph.D., Professoremail: [email protected]
Research/Clinical Interests: Sound localization, speech perception, cognition and hearing impairment.
Ph.D. University of Connecticut 1982 - Experimental PsychologyM.A. University of Pennsylvania 1976 - Educational PsychologyB.A. Brown University 1974 - Psychology
SIERRA, ARLENE, Acting Assistant Chairperson. Assistant Professoremail: [email protected]
STRONG, KATIE, M.A. CCC-SLP, Instructoremail: [email protected]
Research/Clinical Interests: Neurogenic communication disorders including aphasia and cognitive disciplines.
M.A. Kansas State University 1993 - Speech Language PathologyB.S. Washington State University 1990 - Psychology
STAFF
ANDERSON, MARGIE, Departmental Office Assistant
BIEBER, NANCY, Departmental Office Assistant, Graduate Student Affairs Secretary
PHILLIPICH, LINDA, Departmental Office Assistant
APPENDIX J
FACULTY LABORATORIES
LANGUAGE DEVELOPMENT/DISORDERS LABORATORY
FACULTY: Casby LOCATION: 208-205ASB/OyerTELEPHONE: 353-8780/432-8201FAX: 353-3176EMAIL: [email protected]: http://www.msu.edu/~casby/LDL.html
GENERAL FUNCTION/FOCUS:
The Language Development & Disorders Laboratory (LDL) is concerned with research regarding normal and disordered language development in children. Research projects of the LDL have concerned developmental/descriptive studies, group experiments, single-subject experiments, narrative literature reviews, quantitative meta-analysis, lab/instrumentation-based research, etc. The LDL has computer hardware and software for statistical data analysis, computer-assisted language sample analysis, acoustical analysis of speech, presentation software, etc. It also houses audio and video recording equipment typically employed in research on child language. The Lab also has the capability of computer-based presentation of audio and visual stimuli, with the related capacity of computer-based response/data collection. Other resources of the Lab consist of a wide range of tests and measurements, and stimuli used in research on child language development and disorders. The Language Development & Disorders Lab houses SparTrans -- a computerized database of language samples from normal and language-delayed children. The LDL is connected to CHILDES – The Child Language Data Exchange, a national/international child language database and informational network for child language research as well.
SPEECH PHYSIOLOGY LABORATORY
FACULTY: CookeLOCATION: B 11 ASB/OyerTELEPHONE: 353-8788EMAIL: [email protected]
GENERAL FUNCTION/FOCUS:
1) to evaluate electronic aids that reduce stuttering behaviors and other communication disorders;
2) to evaluate cost effective means to provide speech-language pathology services via audio/video technology to distant sites;
3) to explore applications of the mind-body connection to communication disorders.
MAJOR EQUIPMENT:
Audio/video equipment for distant education, surface EMG, EEG, Galvanic Skin Response (GSR), and modular Coulbourn equipment.
SPECIAL STIMULI:
None
REHABILITATIVE AUDIOLOGY LABORATORY
FACULTY: ElfenbeinLOCATION: 5 CCASTELEPHONE: (517) 432-7087EMAIL: [email protected]
GENERAL FUNCTION/FOCUS:
This laboratory is part of the MSU Hearing Research Center. Much of the research is multi-disciplinary, involving researchers and clinicians from other MSU departments (e.g., Pediatrics and Human Development, Microbiology and Molecular Genetics) and from off-campus sites (e.g., the Laboratory of Molecular Genetics at NIDCD, NIH).
The focus of the work in this laboratory is on exploring 1) genetic etiologies of hearing loss in Michigan families, 2) genetic literacy and informed consent, and 3) communication skill patterns of children and adults with hearing losses. Recently, researchers from the MSU Hearing Research Center mapped a gene (DFNA20) for early onset, progressive, sensorineural hearing loss. Current projects include efforts to determine whether the function of that gene will help us to understand the development of presbycusis. Research concerning the relationship between language and psychosocial development in children with hearing loss is also ongoing.
This laboratory is used for pediatric audiologic rehabilitation programs during both the academic year and the summer. As a result, it is a clinical observation and practicum site for MSU students interested in rehabilitative audiology.
MAJOR EQUIPMENT:
This laboratory is equipped with a computer, laser printer, SALT software, a Madsen Orbiter audiometer with extended high frequency capabilities, an IHS OAE system, and a variety of GSI immittance instruments. Dr. Elfenbein’s office (218) Oyer contains a wall-mounted camera with remote control, FM microphone, two VCR units with monitors, and a collection of evaluation instruments for use in the assessment of communication skills of children who have hearing losses.
ARTIFICIAL LANGUAGE LABORATORY FACULTY: EulenbergLOCATION: 405 Computer Center (A.L.L. Main Lab)
407 Computer Center (A.L.L. Digital Electronic Lab, “The DELI”)TELEPHONE: 353-5399 (405 Computer Center — Main Lab)
353-6399 (407 Computer Center — “The DELI”)355-8300 (30 CAS — Developmental Image Processing Lab)353-4766 (Fax in 405 Computer Center)353-0870 (Communication Outlook in 405 Computer Center)
EMAIL: [email protected] GENERAL FUNCTION/FOCUS: The Artificial Language Laboratory (“ALL”), founded in 1972, is an interdisciplinary center for the study of the technologies that enhance human expression. This includes augmentative communication technology for non-speaking and/or non-writing persons, as well as tools for second-language learning and musical and artistic expression for persons with severe neurological, sensory, and physical disabilities. The ALL Has played a seminal role in the establishment of the field of augmentative communication. It
continues to maintain collaborative relationships with researchers and clinicians throughout the world.
Has published Communication Outlook, a quarterly international magazine devoted to communication aid technology, since 1978.
Works with school districts, government agencies, and individuals in Michigan and other states to develop training programs for educators and intervention programs for children and adults.
Maintains facilities for design and fabrication of computer-based research tools and customized communication systems.
Works with industry to develop and evaluate new technology. Develops hypermedia for enhancing the access to educational resources for individuals with
physical limitations and sensory handicaps. Collaborates on projects of multilingual technology for addressing multicultural
communication needs. Maintains files on current assistive technology, as well as historical archives embracing the
development of this technology since the early 1970s. Maintains a sizable video library comprising footage of evaluations, documentation of
technology and its application in schools and in the workplace, and documentary films and videos.
MAJOR EQUIPMENT: The ALL Has a number of laptop computers. Maintains facilities for Computer Aided Design of circuit boards.
Has several development systems for embedded microprocessors.. Has audio-visual equipment for documentation and computer graphics. Has facilities for digitizing speech and other audio signals and for spectrographic analysis. Maintains an up-to-date set of software in the areas of computer programming. Has multilingual font capability in languages of Africa and Asia, as well as European
diacritics. Maintains on-campus and off-campus facilities for professional machining of metals, plastic,
wood, and composite materials, including latheing, drilling, soldering, welding, etching, and anodizing.
Has facilities for making exact positive and negative molds of body parts and other shapes, for use in precise customization of input devices.
SPECIAL STIMULI: The ALL provides MSU students and faculty with a number of resources for administering linguistic stimuli to subjects in experimental research. DATA COLLECTION: The ALL Through its contacts with schools, hospitals, medical care facilities, and individuals, provides
MSU student and faculty researchers with access to many persons who use assistive technology to communicate. Records of lab projects are available to qualified researchers, within stringent limits of confidentiality and within the guidelines of research using human subjects.
Provides facilities for obtaining digitized computer files for human speech and other auditory stimuli.
Has video-capture capability and image-processing capability, as well as statistical software for analyzing digitized data, deriving transforms, convolutions, and other manipulations of data.
INFORMATION STORAGE:
The ALL provides facilities for storage on all major computer data and video formats.
DATA ANALYSIS:
The ALL Maintains a number of statistical analysis packages. Has a number of programs for analyzing and manipulating digitized sound files and
presenting spectrographic analyses in a variety of graphical forms.
VOCAL TRACT PERFORMANCE LABORATORY
FACULTY: LaPineLOCATION: 109 ASB/OyerTELEPHONE: 432-7044EMAIL: [email protected]
GENERAL FUNCTION/FOCUS: The instrumentation in this laboratory is designed to evaluate the processes of articulation, phonation, respiration, and prosody. The intent of the lab is to determine using quantitative measures the role of these various processes in voice production. The current emphasis of the lab is to study laryngeal imaging through flexible and rigid endoscopy and to analyze the acoustic parameters of phonation and resonance. MAJOR EQUIPMENT: Acoustics instrumentation including nasometry. Laryngeal imaging with flexible and rigid endoscopy using straight light and Kay stroboscopic generator.
HEARING AID RESEARCH LABORATORY
FACULTY: PunchLOCATION: 7 CCASTELEPHONE: 432-1646EMAIL: [email protected]
GENERAL FUNCTION/FOCUS:
This laboratory is used in investigations of the reliability and validity of digital hearing aid fitting procedures. Recently, the following topics have been investigated: (1) the role of binaural hearing in normal and hearing-impaired listeners on speech intelligibility in noisy backgrounds, (2) the role of loudness on the preferences of normal and hearing-impaired listeners for various frequency responses, and (3) the application of multimedia technology to the measurement of hearing handicap.
MAJOR EQUIPMENT:
Windows 2000 PC, with Microsoft Office Pro software and Internet access; Knowles Electronic Manikin for Acoustic Research (KEMAR), hearing aid analyzer; real-ear measurement system; and an assortment of calibration and monitoring equipment.
SPECIAL STIMULI:
Digitized speech and non-speech signals, including tones, clicks and noise, in addition to tape-recorded and compact disk-generated signals. Transducers include loudspeakers, conventional
earphones, insert earphones, and hearing aid receivers. Operations that can be applied to the signals include gating, filtering, amplification and attenuation, mixing, frequency shaping, compression, expansion, and output limiting.
DATA COLLECTION:
Equipment in the laboratory allows speech and non-speech signals to be generated under unaided and aided conditions, and objective and subjective auditory performance to be assessed. Performance indices include coupler output and gain, target real-ear gain, speech intelligibility, and listener preferences—based on criteria such as quality and intelligibility. Stimuli can be recorded via KEMAR, monaurally or binaurally, for subsequent playback, subject response, and analysis.
INFORMATION STORAGE:
Multi-GB hard disk, audiocassette tape recordings, digital audio tape (DAT) recordings, and laser printer for hard copy storage.
DATA ANALYSIS:
A variety of signals can be analyzed on-line and off-line in the frequency, amplitude, and time domains. Statistical analyses can be performed using SPSS on MSU's Computer Center mainframe. A variety of PC packages, including SPSS-PC, can be used for statistical analyses. Word processing (Microsoft Word), spreadsheet (Microsoft Excel), and database (Microsoft Access) capabilities are also available.
HEARING SCIENCE/SOUND LOCALIZATION RESEARCH LABORATORY
FACULTY: RakerdLOCATION: 10B CCASTELEPHONE: 353-8762EMAIL: [email protected]
GENERAL FUNCTION/FOCUS:
Two lines of collaborative laboratory-based research are conducted in this lab. One concerns sound localization, particularly as it takes place in rooms where listeners must cope with acoustic challenges posed by sound reverberation. In general, these studies are conducted in live rooms, most notable two acoustically special rooms—one highly reverberant, the other virtually anechoic—that are adjacent to this laboratory. The lab itself is equipped for the presentation of both analog and digitally generated sound, and for the collection of subject response data. Also available are tools for signal analysis, data analysis, graphics, and report writing.
The second line of research performed in this laboratory concerns measurement of the mental effort required to perceive speech. Key variables include the quality of the speech signal, the challenges of the listening environment, and the hearing abilities of the subject. Supporting this
work is instrumentation for audio-visual speech presentation, audio signal conditioning, multiple-choice response data collection, and reaction time measurement.
MAJOR EQUIPMENT AVAILABLE:
Audio and video recording equipment; microcomputer for data storage and analysis; standardized and non-standardized assessment instruments; audio and video tape library.
