Speech, Language, and Hearing Sciences Courses
At the completion of this course, students will have a general understanding of speech-language pathology and audiology as it relates to the culture of disability. Specifically, they will read, think, synthesize, and reflect on information related to social and educational practices, laws, and accessibility to services.
At the completion of this course, students will have a general understanding of speech-language pathology and audiology as it relates to the culture of disability. Specifically, they will read, think, synthesize, and reflect on information related to social and educational practices, laws, and accessibility to services.
This course will introduce students to speech, language, hearing and swallowing disorders. Principles of rehabilitation and consideration of employment setting within communication sciences and disorders will be included.
This course covers the study of the principles of phonetics and their application to speech production, with a focus on English.
Detailed study of the anatomical and physiologic foundations for articulation & resonance, to include embryology, genetics, and foundations of the nervous system.
Detailed study of the anatomical and physiologic foundations for swallowing and voice.
Detailed study of the bases of speech and hearing, including anatomy, physiology, and neurology.
Structured observational activities for students prior to their enrollment in a practicum course in speech-language pathology. Open to SLH majors only.
This course is designed to provide students with knowledge of the normal development of phonology, morphology, syntax, semantics, and pragmatics in children's communication. Through a combination of lectures, readings, films, slides, practical data collection assignments and interaction with the instructor, students will gain knowledge of typical language development in multicultural environment, and aspects of atypical language development. This course should give students a basic understanding of the acquisition, theory, and environmental influence of language in order to enhance their ability to be effective decision-makers when evaluating normal and atypical language.
This course will provide the student with an understanding of the physical aspects of sound and how it is processed physiologically through the human auditory system. In addition, the student will become familiar with the anatomy of the hearing mechanism.
This course covers the physical basis of speech, including respiration and phonation, articulation, and the physical aspects of sound transmission.
Supervised clinical experience in audiology including hearing evaluation and rehabilitation across the lifespan.
Undergraduate independent study with faculty members. This course emphasizes critical thinking, promotes active research and/or clinical engagement, and encourages peer collaboration. This course also promotes leadership and advocacy in the area of communication science and disorders.
An introductory course in neuroscience as it relates to the field of speech-language pathology. Students will be able to explain the anatomy and physiology of the brain, explain functions associated with structures in both the central and peripheral nervous systems, appreciate the nature and scope of neurogenic impairments, and understand brain abnormalities and neurological illnesses.
Undergraduate independent study with faculty members for students enrolled in Honors College. This honors course emphasizes critical thinking, promotes active community and clinical engagement, and encourages peer collaboration. This course also promotes leadership and advocacy in the area of communication science and disorders.
This course will focus on developing competent and empathetic professionals considering career opportunities in educational and healthcare settings. Professional standards including education and certification requirements will be outlined for those seeking careers in US and international contexts. Prevention, assessment, and treatment will be explored across settings in a global context. The impact of Interprofessional Collaborative Practice (IPP) on client outcomes will be discussed and used to pose solutions to sustainable educational and healthcare challenges.
This course is designed to prepare students majoring in Speech, Language, and Hearing Sciences with a foundational understanding of school-based speech language pathology practice, including legal, ethical, assessment, and service delivery considerations within educational settings. Through lecture, experiential learning opportunities, class discussions, and reflections, students will gain valuable professional insight into speech-language pathology practice across educational settings.
This course will focus on developing competent and empathetic professionals considering career opportunities in educational and healthcare settings. Professional standards including education and certification requirements will be outlined for those seeking careers in US and international contexts. Prevention, assessment, and treatment will be explored across settings in a global context. The impact of Interprofessional Collaborative Practice (IPP) on client outcomes will be discussed and used to pose solutions to sustainable educational and healthcare challenges. Honors students will investigate additional assignments centered around innovative initiatives that will add value to clinical practice in local and global settings.
This course provides a basic introduction to the principles, methods, and techniques of quantitative and/or qualitative research in speech, language and hearing sciences and related fields. The class will cover the fundamentals of the scientific method and scientific inquiry, ethical considerations in research, basic methods of quantitative and qualitative data collection, and strengths and weaknesses of various data collection methods. The precise topic of the course will be a current ‘hot topic’ within communication sciences and disorders research, within the expertise and research area of the instructor. Students can take the course up to 5 times (15 credit hours), with a different topic covered in each class. The course is designed to make students informed consumers of scientific research through discussion, analysis, and hands-on practice in laboratory and other research settings. Students enrolled in this course must also be on the roster of a research laboratory within the Department of Speech, Language and Hearing Sciences.
Language is a system of symbols that we use to communicate. The power of this system enables us to share the contents of our minds with other people who share that language. The evolution of language has profoundly shaped the lives of human beings, enabling our species to transmit knowledge from one generation to the next. This accumulated knowledge over time and space has allowed humans to proliferate as a species. New words are added to a language as new ideas emerge. The psychology of language is the study of the processes by which we as human beings generate grammatical sequences of linguistic symbols for comprehension by the listener.
The focus of this course is communication in individuals on autism spectrum, including in-depth analysis of the characteristics of autistic individuals across the lifespan, variability in language development, social relationship development, and instructional methods and interventions for individuals with autism spectrum disorders. The course examines interdisciplinary assessment approaches, trends in diagnosis, parent partnerships, and inclusive practices, such as research-based interventions in the areas of communication, play, social-emotional development, sensory motor issues, and health care.
This course is meant to be a gentle-but-fast introduction to conducting research in Speech, Language and Hearing Sciences. The goals of it is to help students position themselves to contribute to research in speech, language and hearing sciences, construct the plan for completing a thesis during their Master’s studies in SLHS, and develop practical research skills (conducting a systematic literature review, designing a study with attention to possible biases, analyzing data, and writing for professional audiences). Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
This course explores the assessment, diagnosis, and management of hearing loss in adults. Students will gain foundational knowledge in behavioral and objective test procedures, hearing technologies, and adult aural rehabilitation. Emphasis is placed on clinical decision-making and understanding the broader social and individual impacts of hearing loss.
This course will introduce students to the diagnosis and treatment/patient management of hearing loss. The normal auditory system will also be discussed. As part of these goals, the anatomy, physiology, and pathology of the normal and impaired auditory system will be included in the presented lectures.
This course examines the implications of hearing loss across the life span, assistive technology including hearing aids and implantable devices, and the underlying principles and evidence-based approach to intervention in the discipline of auditory (re)habilitation.
Supervised clinical experience in audiology including hearing evaluation and rehabilitation across the lifespan. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of this course. This proficiency will include the ability to write coherent, logical, and carefully edited clinic reports and prose with higher-level critical thinking skills, such as analysis and synthesis.
This course is designed to provide undergraduate students with quality clinical practicum experiences involving assessment and treatment of individuals across the lifespan. Students will develop clinical documentation skills, and learn to synthesize clinically relevant information and data using higher-level critical thinking skills. Writing proficiency within this discipline is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course. This proficiency will include the ability to write coherent, logical, and carefully edited clinical reports with higher-level critical thinking skills, such as analysis and synthesis.
This course examines the relationship between language and society, with a primary focus on regional variation and social variation resulting from the interaction between various social constructs such as gender, class, culture, and ethnicity, with an emphasis on how variation might impact a clinical setting. It will also examine the linguistic ramifications of language contact and change, again with an emphasis of a clinical setting. The class will explore the nature of conversational interaction. Finally, students will consider language attitudes and how notions of power and prestige influence societal evaluations of language varieties, again emphasizing the clinical implications of said attitudes and notions.
This course is designed to provide undergraduate SLHS seniors with clinical topics and professional tools needed to be successful in their first year of clinical practicum and beyond. Each week, students will participate in experiential learning labs that will provide hands-on learning and connection to real world SLP clinical experiences. Through this course students will gain insight into positive professional practices and skill sets, learn how to collaborate with diverse organizations and professions, and gain insight into their own interests, passions, and values. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division will not earn a passing grade, no matter how well the student performs in other areas of this course. This proficiency will include the ability to write coherent logical, and carefully edited clinical documentation and prose with higher-level critical thinking skills, such as analysis and synthesis. This course earns the “W” designation for the core.
This course is designed to provide undergraduate students with quality clinical practicum experiences involving assessment and treatment of individuals across the lifespan. Students will develop clinical documentation skills and learn to synthesize clinically relevant information and data using higher-level critical thinking skills. Additional Honors requirements include formation of a comprehensive treatment guide for an assigned evidenced-based intervention approach/technique. Writing proficiency is required for a passing grade in this course. A student who does not write with the skill normally required of an upper-division student will not earn a passing grade, no matter how well the student performs in other areas of the course.
This course will introduce students to the principles and practices of audiological assessment and intervention for infants and children. Topics include diagnostic test procedures, early hearing loss detection and intervention, amplification, and the impact of hearing loss on communication development. Emphasis is placed on clinical reasoning and interdisciplinary collaboration in pediatric care.