The New Standards: Impact onThe New Standards: Impact on CurriculumCurriculum

Making Curricular ChoicesMaking Curricular Choices

Two Important ChangesTwo Important Changes

• No specific coursesNo specific courses

• No specific sequenceNo specific sequence

Three Bases for Making ChoicesThree Bases for Making Choices

1.1. Continua of Educational StylesContinua of Educational Styles– Continua, not dichotomiesContinua, not dichotomies– Overlapping, interactive, synergisticOverlapping, interactive, synergistic

2.2. Meshing with Accreditation StandardsMeshing with Accreditation Standards

3.3. Considerations for ChoicesConsiderations for Choices

These Can’t Possibly Be All These Can’t Possibly Be All the Continua, Standards, the Continua, Standards,

and Considerationsand Considerations

Continuum: Linear – CyclicalContinuum: Linear – Cyclical

• LinearLinear– Things are learned in order. Things are learned in order. – Earlier knowledge and skills are Earlier knowledge and skills are

“prerequisite” to later. “prerequisite” to later. – Later knowledge and skills assume mastery Later knowledge and skills assume mastery

of earlier.of earlier.

• CyclicalCyclical– Knowledge and skills are introduced and Knowledge and skills are introduced and

reintroduced several times. reintroduced several times.

– Blurred line between “earlier” and “later.”Blurred line between “earlier” and “later.”

Linear-Cyclical Example: Linear-Cyclical Example: Phonological Rule DevelopmentPhonological Rule Development

• LinearLinear– Topic is presented in a (probably Topic is presented in a (probably

undergraduate) course, undergraduate) course, e.ge.g. “Speech and . “Speech and Language Development.”Language Development.”

– Later courses and practicum may mention the Later courses and practicum may mention the topic, but knowledge is largely assumedtopic, but knowledge is largely assumed

Phonological Rule Development (cont’d)

• CyclicalCyclical– Multicourse sequence, “Language Development and Multicourse sequence, “Language Development and

Disorders:”Disorders:”– Topic is introduced early. Students then:Topic is introduced early. Students then:– Observe children with phonological disorders.Observe children with phonological disorders.– Read more about disordered phonology.Read more about disordered phonology.– Read more about normal development.Read more about normal development.– Compare normal and disordered development.Compare normal and disordered development.– Start to work Start to work (i.e. (i.e. practicum) with children with practicum) with children with

phonological disorders.phonological disorders.– Evaluate current literature on the topic.Evaluate current literature on the topic.

Continuum: Decontextualized – Continuum: Decontextualized – ContextualizedContextualized

• DecontextualizedDecontextualized– Knowledge and skills are “packaged”Knowledge and skills are “packaged”– No reference to other knowledge and skillsNo reference to other knowledge and skills– Up to the student to incorporate previously Up to the student to incorporate previously

decontextualized knowledge and skills. decontextualized knowledge and skills.

• ContextualizedContextualized– Knowledge and skills presented and gained Knowledge and skills presented and gained

within a set of circumstanceswithin a set of circumstances

Decontextualized – Decontextualized – Contextualized Example: Contextualized Example: Acoustic Cues for Speech Acoustic Cues for Speech

PerceptionPerception• DecontextualizedDecontextualized

– Topic learned (or at least presented) in a Topic learned (or at least presented) in a (usually undergraduate) course, (usually undergraduate) course, e.g. e.g. “Speech “Speech and Hearing Science.”and Hearing Science.”

– No reference to disordered speech production No reference to disordered speech production or perception (“normal process”).or perception (“normal process”).

Acoustic Cues to Speech Perception Acoustic Cues to Speech Perception (cont’d)(cont’d)

• ContextualizedContextualized– Topic presented in various courses in the Topic presented in various courses in the

context of relevant disorders.context of relevant disorders.– Examples are courses with information about Examples are courses with information about

hearing loss, auditory processing disorder, hearing loss, auditory processing disorder, speech audiometry.speech audiometry.

Continuum: Analytic-SyntheticContinuum: Analytic-Synthetic

• AnalyticAnalytic– A process of breaking down knowledge and A process of breaking down knowledge and

skills into components.skills into components.

Analytic-Synthetic ( cont’d)Analytic-Synthetic ( cont’d)

• SyntheticSynthetic– A process of putting knowledge and skills A process of putting knowledge and skills

togethertogether– Forming a GestaltForming a Gestalt

Analytic-Synthetic Example: Analytic-Synthetic Example: Various Speech, Language, and Various Speech, Language, and

Hearing DisordersHearing Disorders• Very Analytic:

– A sequence of (0.5-credit) modules for each disorder. Students register for only one or two modules at a time. For voice disorders, for example, modules on:

• Acoustic description of disordered voice• Medical aspects• Instrumental Analysis• Therapy principles and methods• Practicum with voice-disordered clients

– Each module includes formative and summative assessment

Various Speech, Language, and Hearing Various Speech, Language, and Hearing Disorders (cont’d)Disorders (cont’d)

• A Synthetic “Aural Rehabilitation” CourseA Synthetic “Aural Rehabilitation” Course– A multicourse sequence (or one really long A multicourse sequence (or one really long

course)course)– Problem-based formatProblem-based format– In depth information on all relevant topics (to In depth information on all relevant topics (to

be determined)be determined)– Information integrated for all relevant disorders Information integrated for all relevant disorders

(e.g. hearing loss, articulation, language)(e.g. hearing loss, articulation, language)– Practicum is interwovenPracticum is interwoven

Continuum: Yang – Yin Continuum: Yang – Yin

• Yang. The masculine. Characterized by:Yang. The masculine. Characterized by:– IndividualityIndividuality– SeparatenessSeparateness– CompetitionCompetition

• Yin. The feminine. Characterized by:Yin. The feminine. Characterized by:– InclusivenessInclusiveness– ConnectednessConnectedness– CooperationCooperation

Be guided by yin. Be guided by yin. Embrace yang.Embrace yang.

Thus achieve harmonyThus achieve harmony Lao TsuLao Tsu

A Few Accreditation IssuesA Few Accreditation Issues

• Standard 3.1. The curriculum is sufficient Standard 3.1. The curriculum is sufficient to allow students to meet the SCCC.to allow students to meet the SCCC.– Curriculum must meet all remaining process Curriculum must meet all remaining process

standards (e.g. total practicum hours)standards (e.g. total practicum hours)– Must include all knowledges and skills Must include all knowledges and skills

specifiedspecified– Students must demonstrate mastery of Students must demonstrate mastery of

knowledge and skills by both formative and knowledge and skills by both formative and summative assessmentsummative assessment

Accreditation Issues (cont’d)Accreditation Issues (cont’d)

• Standard 3.5. The curriculum reflects an Standard 3.5. The curriculum reflects an appropriate learning sequence.appropriate learning sequence.– The new SCCC do not specify a sequenceThe new SCCC do not specify a sequence– Are there sequences other than the traditional Are there sequences other than the traditional

that are “appropriate?”that are “appropriate?”– We need a research base to answer the We need a research base to answer the

question.question.

Considerations for Curricular Considerations for Curricular ChoiceChoice

• Institutional and programmatic cultureInstitutional and programmatic culture– Consider WHO will be making the decisions.Consider WHO will be making the decisions.

• ResourcesResources– HumanHuman

• How many?How many?

• What talents and abilities?What talents and abilities?

• What teaching styles?What teaching styles?

Consideration (cont’d)Consideration (cont’d)

• ResourcesResources– FiscalFiscal

– PhysicalPhysical

Considerations (cont’d)Considerations (cont’d)

• Administrative SupportAdministrative Support

• Student Body (Student Body (e.g. e.g. full-time/part-time)full-time/part-time)

• Instructional Delivery (Instructional Delivery (e.g.e.g. on-campus/distance education)on-campus/distance education)

These Can’t Possibly Be All the These Can’t Possibly Be All the Continua, Standards, and Continua, Standards, and

ConsiderationsConsiderations

Thank you .

Jay