Advisement

Advisement, Course Sequences, and Curriculum

SLP Majors Handbook

Three Main Paths to the Master of Science in SLP

"Traditional" B.S. in SLP - Pre-Professional Degree

BS in SLP Suggested Schedule

General Studies BS

"Converting" from Different Bachelor Degree Major

Advisement Considerations for Speech-Language Pathology Masters degree required:

Graduate Program Admission:

Major Course Sequence:

Permission Required and Minimum GPA to Enter Major:

Minimum Credit Hours to Enter Major:

Pre-Practicum Clinical Observations

Each Speech-Language Pathology student must complete 30 clock hours of directed observation of clinical evaluation and treatment procedures prior to enrolling in Practicum. Students should understand that while there is no required minimum for a given disorder or age group, students must observe a variety and range of clinical procedures related to each disorder area (regardless of age group) and each age group (regardless of disorders) as well as including evaluation and treatment procedures. For students completing this requirement in the UCO program, this process is administered through the Language Disorders course taken in the Spring semester of the Junior year or the second semester while completing prerequisite courses.

Protocol for Addressing Student Concerns

Given that we all - instructors, supervisors, and students - are human, it may be inevitable that misunderstandings occur. The UCO Speech-Language Pathology program is dedicated to preserving a relationship with its students that is based on caring, trust, honesty, and personal dignity. Whether it involves advisement, course examinations, or practicum grade assignment, it is important that all persons involved think through a situation that is of concern to identify the source of any miscommunication. Most such situations can be resolved by reviewing the steps that led to the misunderstanding. In any case, to resolve a problem appropriately, it is important that as a student, you understand the protocol for addressing your concerns. It may take more than one conversation and, in some cases, both parties may be served by having a third neutral party present to ensure accuracy and objectivity is maintained. Generally, the appropriate "chain of command" to address concerns would be as follows:

This protocol would begin by addressing the concern with the individual instructor or supervisor involved. If the problem is not resolved after the most sincere efforts, the concern could next be shared with the program director. (If the concern involves the program director, then either another faculty member or the department chairperson could be consulted; however, the program director, as with instructors and supervisors deserves the opportunity to respond directly to the concern.) If the program director does not satisfactorily address the concern, the student could then consult with the department chairperson. If the department chairperson is unable to resolve the concern, the student could then consider consulting with the dean of the college. If it is necessary to proceed beyond the college dean, graduate students could next discuss the situation with the dean of the graduate college. If necessary, following the dean of the graduate college, graduate students could then proceed by discussing the situation with a representative of Academic Affairs. Following unsatisfactory resolution with the college dean, undergraduate students could confer with Academic Affairs. If the situation warrants, the student could then contact the President's office. Ultimately, students have the option of contacting ASHA's Council on Academic Accreditation to address what they judge to be a significant concern.

In any case, every sincere effort should be made to first address the concern directly with the individual instructor or supervisor. This may be done with the simultaneous mediation of the program director, if necessary. This should be done in a way that seeks to resolve the misunderstanding - finding a solution is more important than assigning blame. It is rare that a problem is truly one-sided. Therefore, it is usually appropriate for the concerned parties to approach the resolution with some thought about how they may have contributed to the problem. If the problem can not be resolved on a one-to-one basis then the students should proceed to the next level in the protocol.

A central goal for all parties involved is to keep the problem in perspective. Does the concern actually warrant the stress on the student, the faculty, the program, and the university? Is the concern something that will make a significant difference to the student's academic or professional career or the program's integrity to such a degree that the distractions of prolonged discussions are warranted? In any case, our program is dedicated to preserving a relationship with students that is based on caring, trust, honesty, and personal dignity.

Student Conduct

Conduct as a student in a training program is viewed as a strong indicator of the integrity and honesty an individual will display as a professional after graduation. The program must, in several ways, vouch for and verify that each individual who graduates and obtains professional credential to work in the field of Speech-Language Pathology is in fact a person who can be trusted. Frequent access to clients' and patients' confidential and medical information, responsibilities for record-keeping and billing, and the ability to assess client progress objectively are among a variety of reasons it is important to demonstrate ethical behavior throughout one's career, beginning in school. Academic honesty is an essential characteristic that should be demonstrated in every aspect of classroom behavior, clinical activity, scholarly research, and off-campus experiences.

Academic dishonesty includes, but is not confined to: plagiarizing; cheating on tests or examinations; turning in counterfeit reports, tests, and papers; stealing tests or other academic material; knowingly falsifying academic records or documents of the institution; accessing another student's confidential academic records without authorization; disclosing confidential academic information without authorization; and turning in the same work to more than one class without informing the instructors involved; and submitting inaccurate records of clock hours. Again, this list is not comprehensive; any instance of unethical conduct that fits this pattern of misconduct can be considered academic dishonesty. Each student is expected to engage in all academic pursuits in a manner that is above reproach. Students are expected to maintain complete honesty and integrity in their academic experiences both in and out of the classroom. Any student deemed to have engaged in academic dishonesty will be subject to disciplinary action and possible dismissal from the program and university.

Please, refer to the UCO Office of Student Conduct for further information.

Verification of Knowledge and Skills Proficiencies

Beginning January 1, 2005, all masters graduates applying for the ASHA CCC are required to submit the verification form signed by the Program Director that indicates they have demonstrated the knowledge and skills required for the ASHA CCC. ASHA developed the ASHA Knowledge and Skills Assessment (KASA) instrument, which outlines the knowledge (concepts, principles, and terminology) and skills (procedures, applications, tasks, etc.) that are central to the conduct of our profession. Each student's development in professional knowledge areas and clinical skills is to be documented and maintained by the program. To serve this purpose, the UCO Speech-Language Pathology program has developed the Formative Assessment Document (FAD)to track each student's development in the knowledge proficiencies. This instrument is based on classroom performance, course artifacts, experiences with culturally diverse populations, and participation in professional meetings, among other requirements. The Basic Competencies Checklist has been used and has evolved since the 1980s to verify clinicians' proficiency in a variety of specific skills and procedures. Following each full semester, students will submit their FAD/BCC binder for tracking and verification by the Program Director. Completion of requirements contained in the FAD/BCC binder represents the knowledge and skill proficiencies required for the ASHA Certificate of Clinical Competence. The completed KASA verification form, signed by the Program Director is required when applying for the ASHA CCC.


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