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Communication Sciences and Disorders Advising Guide

Augustana College Communication Sciences and Disorders

All of our majors complete...

  • Academic coursework that is challenging and comprehensive
  • Diverse clinical experiences in our on-campus clinic
  • Service learning opportunities that are fun and award-winning
  • Innovative research projects that lead to presentations at international, national, state, and local conferences

CSD at Augie is a unique, well-balanced program designed specifically for the undergraduate student!

CSD at Augustana College:

  • Provides a solid foundation in communication acquisition
  • Provides basic principles and procedures for the identification and remediation of speech, language, and hearing impairments through a unique combination of course, clinical, and research experience
  • Introduces students to the professional roles and responsibilities associated with the disciplines of speech-language pathology and audiology through coursework and supervised clinical practicums
  • Involves and exposes students to local, state, and national associations, related professional organizations, and continuing education opportunities
  • Develops a student’s ability to think critically and reflectively to express oneself orally and in writing in a professional manner
  • Develops a student’s ability to adjust communication style to meet the needs of the listener/reader, as well as the situation
  • Requires student participation in community-based service learning events

CSD Faculty and Staff

 

Why CSD at Augustana?

The value of an Augustana degree in CSD is seen in student responses to our program and in the awards attained by our alumni!

  • The department’s preparation for academic, clinical, and research settings leads to a high rate of success in graduate school entry and performance. Since 1995, more than 96% of Augustana’s CSD majors who applied to graduate school were admitted into master’s programs across the U.S.
  • Approximately 50% of our graduates received teaching/research assistantships or fellowships to help defray the cost of their graduate studies.
  • Since 1995, 99% of CSD majors have earned their degrees within four years.
  • Approximately 50% of CSD majors study abroad; 30% graduate with a second major; 25% are members of band, choir, or theatre; and 25% are student-athletes.
  • Every CSD major interns as a student speech-language pathologist in our on-campus clinic for a minimum of three terms, accruing approximately 70 direct-care intervention hours that they carry into their graduate programs.
  • On a 5-point scale, graduating CSD majors gave the CSD Department very high ratings in all 10 areas surveyed. The highest ratings were for quality of instruction (mean of 4.98), graduate school preparation (mean of 4.98), and opportunities for independent study/research in CSD (mean of 4.93).
  • On a 5-point scale, graduating CSD majors stated that their skills in 22 diverse areas were enhanced by studying CSD. Our majors rated their skills in 10 areas as being dramatically improved as a result of their academic program in CSD. Those 10 areas included writing effectively; communicating orally effectively; leading and supervising tasks and groups; relating well to people of different races, nations, and religions; functioning effectively as a member of a team; developing awareness of social problems; identifying moral and ethical issues; developing self-esteem and self-confidence; making life choices based on personal values; and making contributions to society.

Unique, individualized, and hands-on learning experiences

Augie Choice

CSD majors use Augie Choice funding to participate in a variety of diverse internships, international study programs, and research experiences. It is their participation in these challenging experiences that help them to standout when they apply to graduate schools.

  1. Internships: Over the past five years, 12 CSD majors have completed five-week clinical internships in Australia, working in a variety of centers for individuals with disabilities.
  2. International Study: In the 2015-16 Winter Term, 15 CSD majors engaged in academic study and service learning in Cambodia with Augie professors from CSD, Sociology, and French.
  3. Research with Faculty: In the summer of 2016, Alexandra Watts ('17) studied for six weeks as a summer research intern with Dr. Perreau completing studies on listening effort and tinnitus.
Senior Inquiry

In the senior year, every CSD major completes a major research project that further prepares them for graduate study. Their participation in this rigorous work is one reason why our students are sought after by faculty in graduate programs.

Clare Kilbride('14) investigated prompt responsiveness in children with autism spectrum disorder. She presented her work at the American Speech-Language-Hearing Association Convention in Chicago in November, 2013. Clare received a scholarship for her submission that was ranked as a mentorious student presentation.

Quad Cities as a Learning Laboratory

As part of co-curricular outreach and course-linked service learning, our majors have provided service for several agencies that serve children, individuals with disabilities, and the aging population. Community partners have included the Autism Society of the Quad Cities, Hand-in-Hand, the Project Nest program for at-risk expectant mothers, In-Touch Adult Daycare, Rock Island and Moline Public Schools, and the ARC.

Service in CSD

The Augustana Student Speech-Language-Hearing Association (ASSHA) is an active student service group that is a local affiliate of the National Student Speech-Language-Hearing Association. In a typical year, ASSHA has upwards of 50 student members and a faculty adviser. The majority of members are Communication Sciences and Disorders majors, however, membership is open to any Augustana College student who is interested in human communication and communication disorders.

ASSHA members meet at least once monthly and regularly invite community members to speak about various professional, political, and academic issues of relevance to future speech-language pathologists and audiologists. Additionally, ASSHA members engage in major fundraisers each year and complete several hours of communication-related service projects throughout the academic year.

The group sponsors, organizes, and provides funding for major two annual events: a holiday party for children and families who receive services at the Augustana College Center for Speech, Language, and Hearing, and a large scale social event for young adults with disabilities. They also host an end-of-year banquet at which CSD students are honored for their departmental achievements and welcome alumni at an annual brunch and open house during Homecoming week. In 2007, the Augustana chapter was named Chapter of the Year by the National Student Speech-Language-Hearing Association.

In addition to service opportunities offered through the ASSHA group, several CSD courses offer service learning and course-related volunteer experiences. Past projects have involved CSD majors assisting in area respite agencies, tutoring local students in language and literacy, providing childcare for autism support groups, and interacting with residents in a skilled nursing facility.

CSD Advising

Advising is an integral and essential component of the CSD major. CSD faculty approach advising seriously and we expect our advisees to do the same. The relationship between a CSD adviser and advisee is purposeful and intentional, designed to serve our majors to graduation and beyond.

Declaring the CSD Major

If your first-year adviser is a CSD faculty member, he or she will let you know who your CSD adviser will be; it is likely that your first-year adviser will continue to serve as your CSD major adviser.

If your first-year adviser is not a CSD faculty member, please email the CSD Department Chair, stating that you will be declaring the CSD major and are requesting to have a CSD adviser assigned to you.

For the advising relationship to be fruitful, we expect each advisee to have accomplished the first-year advising goals, as listed below.

The student is able to:

  • Access and utilize resources such as the academic calendar, college catalog, and Arches
  • Read and use the Program Evaluation tool in Arches to monitor and plan academic progress
  • Locate and explain registration and financial aid policies and procedures relevant to first-year students
  • Locate and describe the Liberal Arts Core Curriculum requirements and identify courses that meet them
  • Know the resources available for academic and personal support
  • Describe the three broad categories of college-wide learning outcomes
  • Explain and provide examples of how activities in and outside of the classroom contribute to his or her individual learning experience
  • Give examples of what it means to be an engaged member of a community
  • Identify his or her strengths in the context of future goals
  • Take active ownership of his or her college experience
Sophomore Year in the CSD Major

You are expected to meet with your CSD adviser at least three times in the first year you are a CSD major. Once per term you will sign up for an individual meeting with your adviser to plan out the subsequent term’s course schedule. In one of those meetings, your adviser will help you sketch out your course schedules for your remaining terms at Augie. In spring term, you also will discuss CSD  graduate school requirements and expectations, as well as other options, in a group meeting that is followed by an individual meeting.

You can expect your adviser to:

  • Be available by email and phone, and in-person by appointment
  • Provide a safe and respectful space to ask questions, discuss your interests, and express your concerns
  • Understand and effectively communicate the CSD curriculum and graduation requirements
  • Work with you to assess your academic performance and areas of strength to ensure they are consistent with your plans
  • Assist you in gaining decision-making skills and skills in assuming responsibility for your educational plans and achievements
  • Help you identify connections between learning experiences in and outside the classroom
  • Provide referrals to other campus resources

Your adviser expects you to:

  • Check your Augustana.edu email account at least once per day and respond as needed
  • Sign up for advising meetings one time per term to discuss your upcoming course schedule
  • Bring this guidebook to every advising meeting
  • Bring a print-out of Evaluate Program to every advising meeting
  • Take primary responsibility for making your own decisions based on available information and advice
Junior Year in the Major

The junior year in the CSD major typically is the busiest for our majors because junior majors take both basic and applied courses, and begin to work as an intern in our on-campus speech, language, and hearing center.

You will meet one time per term with your adviser for course planning. In the spring, you also will discuss graduate school or other post-Augie plans in one group meeting that is followed by an individual meeting. You will receive a detailed handout about applying to graduate school in CSD, if applicable.

You can expect your adviser to:

  • Be available by email and phone, and in-person by appointment
  • Provide a safe and respectful space to ask questions, discuss your interests, and express your concerns
  • Work with you to assess your academic performance and areas of strength to ensure they are consistent with your plans
  • Support you in defining your academic, career and personal goals, and assist you in creating an educational plan that is consistent with those goals
  • Assist you in gaining decision-making skills and skills in assuming responsibility for your educational plans and achievements
  • Help you identify connections between learning experiences in and outside the classroom
  • Provide referrals to other campus resources

Your adviser expects you to:

  • Check your Augustana.edu email account at least once per day and respond as needed
  • Sign up for advising meetings one time per term to discuss your upcoming course schedule
  • Bring this guidebook to every advising meeting
  • Bring a print-out of Evaluate Program to every advising meeting
  • Take primary responsibility for making your own decisions based on available information and advice
Senior Year in the Major

The senior year is an exciting but stressful time in the CSD major that centers around your coursework, completion of your Senior Inquiry project, and graduate school/post-Augie applications.  Again, in fall and winter you will meet with your adviser to discuss your course schedules, and early in fall term you will schedule an individual meeting to finalize your graduate school/post-Augie plans.  In spring term, you are expected to “check in” briefly with your adviser about post-graduate plans, including graduate school notifications and job offers.

You can expect your adviser to:

  • Be available by email and phone, and in-person by appointment
  • Provide a safe and respectful space to ask questions, discuss your interests, and express your concerns
  • Work with you to assess your academic performance and areas of strength to ensure they are consistent with your plans
  • Support you in defining your academic, career and personal goals, and assist you in creating an educational plan that is consistent with those goals
  • Provide referrals to other campus resources

Your adviser expects you to:

  • Check your Augustana.edu email account at least once per day and respond as needed
  • Apply for graduation
  • Sign up for advising meetings one time per term to discuss your upcoming course schedule
  • Bring this guidebook to every advising meeting
  • Bring a print-out of Evaluate Program to every advising meeting
  • Take primary responsibility for making your own decisions based on available information and advice

CSD Requirements

CSD course requirements

To complete a Communication Sciences and Disorders major, it is necessary to complete the following CSD courses and internships (33 credits). Courses that also satisfy an Augustana General Education requirement are noted in brackets [ ].  No more than 40 CSD credits will count toward the graduation requirement of 123 credits.

Coursework required (21 credits)
CSD 265 Phonetics                            
CSD 280 (+lab) Speech and Language Development                
CSD 367 Language Disorders [Learning Community with ENGL 307]    
CSD 368 Speech Sound Disorders                        
CSD 370 Audiology                            
CSD 375 Anatomy, Physiology, & Science of Speech            
CSD 380 Anatomy, Physiology, & Science of Hearing

One of three courses required (3 credits)
CSD 470 Senior Inquiry - Research Essay                    
CSD 480 Senior Inquiry - Applied Research                
CSD 490 Senior Inquiry - Thesis                        
Or equivalent Senior Inquiry course completed in another discipline        
    
Two courses required (6 credits)
CSD 202 Communication: Components, Variations, and Disorders        
CSD 376 Aural Rehabilitation                        
CSD 440-02 Special Topics: Neurological and Organic Disorders
CSD 440-04 Special Topics: Neuroscience for CSD            

Practicums required (3 credits; courses are 1 credit each, labs are 0 credits)
CSD 304 (+lab) Internship  Beginning                        
CSD 305 (+lab) Internship  Intermediate                    
CSD 404 (+lab) Internship  Advanced                        
Note that these courses require that a student have a minimum cumulative G.P.A. of 3.0 prior to enrolling.
CORE or INT Internship in the community (1-3 credits; 3 total)

Optional courses
CSD 110 Sign Language (1 credit; can be taken any term; evening course)    CSD 441 Fluency Disorders (1 credit)                    
    
Supporting coursework required (21 credits)
PSYC 100 Introduction to Psychology [PS]                    
PSYC 216 Lifespan Development                        
PSYC 240 Statistics [Q]                            
PSYC 420 Child Psychopathology                        
ENGL 307 Linguistics [may be an LC with CSD 367]                
BIOL A biology course related to human or animal sciences (confer with your adviser!) [PN]    
CHEM/PHYS A course that carries a chemistry or physics prefix [PN]   

CSD Course Requirements: Two-year Plan for Students Entering the Major in Junior Year

To complete a Communication Sciences and Disorders major, it is necessary to complete the following CSD courses and internships (33 credits). Courses that also satisfy an Augustana General Education requirement are noted in brackets [ ]. No more than 40 CSD credits count toward the graduation requirement of 123 credits.

Coursework required (21 credits; courses are 3 credits each; labs are 0 credits)
S1 CSD 265 Phonetics
S1 CSD 280 (+lab) Speech and Language Development
F2 CSD 367 Language Disorders [Learning Community with ENGL 307]
F2 CSD 368 Speech Sound Disorders
S2 CSD 370 Audiology
W1 CSD 375 (+lab) Anatomy, Physiology, & Science of Speech
W1 CSD 380 Anatomy, Physiology, & Science of Hearing

One of three courses required (3 credits; student takes only 1 course)
S2 CSD 470 Senior Inquiry - Research Essay
S2 CSD 480 Senior Inquiry - Applied Research
S2 CSD 490 Senior Inquiry - Thesis
S2 Or equivalent Senior Inquiry course completed in another discipline

Two courses required (6 credits)
F1 CSD 202 Communication: Components, Variations, and Disorders
W2 CSD 376 Aural Rehabilitation
S1 CSD 440-02 Special Topics: Neurological and Organic Disorders           S1 CSD 440-04 Special Topics: Neuroscience for CSD

Practicums required (3 credits; courses are 1 credit each, labs are 0 credits)
W2 CSD 304 (+lab) Internship - Beginning
W2 CSD 305 (+lab) Internship - Intermediate
S2 CSD 404 (+lab) Internship - Advanced
Note that these courses require that a student have a minimum cumulative G.P.A. of 3.0 prior to enrolling.

Optional courses
W2 CSD 110 Sign Language (1 credit; can be taken any term; evening course)
W2 CSD 441 Fluency Disorders (1 credit)

Supporting coursework required (21 credits)
F2 PSYC 100 Introduction to Psychology [PS]
F2 PSYC 216 Lifespan Development
F2 PSYC 240 Statistics [Q]
F2 PSYC 420 Child Psychopathology
F2 ENGL 307 Linguistics [LC with CSD 367]
BIOL A biology course related to human or animal sciences (confer with your adviser!) [PN]
W2 CHEM/PHYS A course that carries a chemistry or physics prefix [PN]

Additional Coursework Suggestions

Audiology

Students interested in pursuing a career in audiology should consider taking the courses that follow.

ACCT 200 Fundamentals of Accounting
BUSN 308 Entrepreneurship for Non-Business Majors
BUSN 320 Marketing for Non-Business Majors
CALC 219 Calculus
PHYS 105 Acoustics
PSYC 220 Psychological Interventions
    
Speech-Language Pathology: Medical Setting

Students interested in pursuing a career as a medical speech-language pathologist should consider taking the courses that follow.

BIOL 255 Human Anatomy
FYI 103 Disability Studies
SOC 305 Social Gerontology
PSYC 220 Psychological Interventions
PSYC 248 Brain and Behavior
PUBH 100 Global Issues in Public Health
RCLG 326 Medical Ethics

Neuroscience

PSYC 248 Brain & Behavior
PSYC 317 Cognitive Neuropsychology
PSYC 343 Sensation & Perception (I)
PSYC 349 Physiological Psychology
PHIL 329 Philosophy of Mind
BIOL 358 Neuroanatomy

Other:

Non-Profit Leadership Development Certificate

The purpose of the Nonprofit Leadership Development Certificate is to help prepare liberal arts majors for leadership roles with non-profit organizations and to provide them with formal documentation of their competence for doing so. Like traditional academic programs, it will be structured and closely overseen by the faculty. Unlike traditional programs, a substantial fraction of the program content (as much as 500 hours of engagement) will occur in programs that do not lead to the award of academic credit or grades. We believe the program offers a valuable, rigorous experience and, at the same time, demonstrates the practicality of pursuing a liberal arts education.

CSD Clinical Coursework and Experiences

In addition to completing coursework in the major, each student becomes an active participant in the clinical program, as follows.

Sophomore Year: Students observe diagnostic and intervention sessions at the Augustana College Center for Speech, Language, and Hearing. Students also are encouraged to observe speech-language pathologists and audiologists in their home and QCA communities.

Junior & Senior Years: Students participate in supervised clinical practicums at the Center, working with clients who present a variety of speech-language-hearing disorders. While students address the numerous challenges facing their clients in intervention, they are supervised closely by certified and licensed CSD faculty.

Please note that admission to each of the three internship courses is granted only if a student has a minimum overall GPA of 3.0 at the time each course begins. Admission to internship is by written application submitted to the Center Director in the preceding term.


Schedule of CSD Classes Offered

It is suggested strongly that a student majoring in Communication Sciences and Disorders begin coursework during fall term, sophomore year. The typical sequence of classes is presented below.

SOPHOMORE YEAR

Fall: CSD 202

Winter: CSD 375

Spring: CSD 265, 280    

              
JUNIOR YEAR

Fall: CSD 367, ENGL 307 LC, CSD 368, Assist in Clinic

Winter: CSD 304, CSD 380, CSD 441

Spring: CSD 305, CSD 370

SENIOR YEAR
 

Fall: CSD 404, CSD 440-04, CSD 470/480/490*

Winter: CSD 376

Spring: CSD 440-02


CSD 110: Sign Language also is offered every term and may be taken one time during any term.

*CSD 470/480/490 are the departmental Senior Inquiry courses. At least one S.I. course will be offered each term. Students take only one S.I. course in CSD.

General Requirements for All Students

General Requirements

  1. 123 credits as defined by Augustana
    1. credits must be earned from Augustana
    2. The last 30 credits must be earned at Augustana
    3. 40 credits at the 300- 400 level
    4. No more than 40 credits from the same course code designation
    5. No more than 3 credits from physical education activities
    6. No more than 8 credits in music ensembles or internships
  2. 2.0 GPA overall, until clinical course overall GPA requirement of 3.0 takes effect            
  3. Major of at least 24 credits, with at least 9 credits of 300-400 level courses taken at Augustana.

First-Year Liberal Studies Sequence - 9 credits                                            

FYI 101

FYI 102

FYI 103

Christian Traditions - 3 credits

RELG 2XX                                                                                      

*Note that all 200 level Religion courses also carry a Learning Perspective

Learning Perspectives Requirements - 24 credits

One course (18 credits) in each perspective

Two courses (6 credits) with two different course codes in three perspectives

No more than two courses (6 credits) with same code overall.

  • PA:  Perspective on the Arts
  • PH:  Perspective on Human Values and Existence
  • PS:  Perspective on the Individual and Society
  • PL:  Perspective on Literature and Text
  • PP:  Perspective on the Past
  • PN:  Perspective on the Natural World

Learning Community Requirement - 6 credits

A pair of three-credit courses thematically/topically linked

*Note that CSD 367 (Language Disorders) and ENGL 307 (Linguistics), taught in fall term, are    required for the CSD major and typically are a Learning Community

Specific Requirements

  1. Physical Education - 2 credits                                 
  2. Foreign Language - 0-9 credits
  3. Investigative Lab (I) - 3 credits
  4. Quantitative Reasoning (Q) - 3 credits
  5. Global Diversity (G) - 3 credits
  6. Multicultural Diversity (D) - 3 credits

CSD Course Descriptions

Academic Courses
110 Sign Language (1)

Comprehension and expression of a basic vocabulary in sign language. English word order. Learn manual finger spelling. Develop a basic understanding of deaf culture.

202 Communication: Components, Variations, and Disorders (3)

Human and animal communication systems, communication variations including multicultural issues, communicative disorders and the impact of communication breakdown in individuals and society.


265 Phonetics (3)

Speech sound production, perception, and use in a variety of the world’s languages, with an emphasis on American English. Students learn phonetic transcription of normal, disordered, and dialectal speech using the International Phonetic Alphabet.


280 Speech and Language Development (3)

Development of phonology, semantics, syntax, morphology, pragmatics, and metalinguistics in children and adults. Speech and language universals and multicultural variations related to age, gender, race, and ethnicity. Language-based for reading development.


367 Language Disorders (3)

Identification and treatment of language disorders in children birth through adolescence. Multi-cultural variations.


368 Speech Sound Disorders (3)

Various speech disorders that can affect individuals throughout the lifespan. Review of competing theories of speech acquisition. Special populations and multicultural issues related to diagnosis and treatment of speech disorders and differences.


370 Audiology (3)

Introduces the rationale, structure and function of various auditory test batteries. Instruction in administering hearing tests and interpreting results.


375 Anatomy, Physiology, and Science of Speech (3)

Study the structure, function, and neurology of the mechanisms of respiration, phonation, articulation, and resonation. Examine the multidisciplinary nature of speech communication by applying principles from physics, biology, and psychology to speech. Students study topics such as physiology of speech and evolution of speech.


376 Aural Rehabilitation (3)

Principles and methods of teaching language and speech to hearing impaired individuals. Emphasis on total communication.


380 Anatomy, Physiology, and Science of Hearing (3)

Study the structure, function, and neurology of the mechanism of audition. Examine the multidisciplinary nature of audition by applying principles from physics, biology, and psychology to hearing.


440 Special Topics in Communicative Disorders (3)

Investigates advanced topics related to communication disorders. May be repeated for credit one time if the topic is different. Consult department for current topic. Prerequisite: junior or senior standing or consent of instructor.


441 Fluency Disorders (1)
This is a clinical methods course for communication sciences and disorders majors, designed to introduce principles of assessment and intervention, and relevant current research related to causation of fluency disorders. Students will explore various approaches to fluency intervention, including stuttering modification, fluency shaping, and integrated intervention approaches. Principles of counseling and cognitive behavioral therapy will be incorporated to allow students to develop a greater awareness and understanding of fluent vs. non-fluent speech, and empathy toward individuals with fluency disorders.


Research Courses
470 Senior Inquiry - Research Essay (3)
Advanced study of the research process and scientific writing in communication sciences and disorders. Students required to develop a research question and complete an extensive literature search, culminating in a scientific essay on a topic of narrow focus and an in-class presentation of research. Limited enrollment.

480 Senior Inquiry - Applied Research (3)
Advanced study of the research process and scientific writing in communication sciences and disorders. Students required to develop data-based clinical research questions; students to be placed in a community-based clinical setting in which answers to those questions can be investigated. This course will culminate in a research paper and an in-class presentation of research. Limited enrollment.


490 Senior Inquiry - Thesis (3) Advanced study of the research process and scientific writing in communication sciences and disorders. Students required to develop and complete a research project, culminating in a senior thesis. Limited enrollment.


Internship Courses
Please note that a minimum cumulative GPA of 3.00 is required of all students prior to enrolling in an internship course.

CSD-INTR-304 - Beginning (1)
Speech-language pathology diagnostic and intervention procedures. Ethical and multicultural issues. Clinical practice included.

CSD-INTR-305 - Intermediate (1)
Intermediate speech-language pathology diagnostic and intervention procedures. Ethical and multicultural issues. Clinical practice included.

CSD-INTR-404 - Advanced (1)
Study of advanced speech-language pathology diagnostics and therapeutic intervention. Ethical and multicultural issues. Clinical practice included.

Policies and Prerequisites for the CSD Program’s Three-Term Clinical Internship Program at Augustana College Center for Speech, Language, and Hearing

Prior to enrolling in CSD 304, students must complete the following prerequisites

  • 3.0 Cumulative Grade Point Average Students must achieve a 3.0 cumulative GPA by the start of the term in which they will begin their mentee experience and will maintain this GPA while enrolled in  CSD 304/CSD 305/CSD 404. Students who do not meet the 3.0 GPA requirement will meet with their major adviser and a CORE counselor to determine placement for a 3 credit off-campus internship experience.
  • Observation Hours Student clinicians must complete 25 observation hours beyond hours that are accrued as part of their Augustana CSD coursework. Prospective student clinicians must turn in to the Center Director fully completed RECORD OF UNDERGRADUATE SUPERVISED OBSERVATION HOURS and DIRECT OBSERVATION forms by the Tuesday of week 2 of the term in which the student is enrolled in CSD 304. Speech-language pathologists and audiologists whom are observed must hold the ASHA Certificate of Clinical Competence (CCC).   Students are responsible for securing their own observation sites and also are responsible for meeting all related requirements that individual sites have (e.g., fingerprinting, reading about site-specific regulations, etc.). Student observers should dress and behave professionally at all observation sites. They should also be punctual and engaging and demonstrate strong communication skills.

Note that students will receive credit for additional hours for observations completed as part of coursework in course such as CSD 202, CSD 367, CSD 368, and CSD 376.

  • Blood Borne Pathogens Training  CSD students in the fall of their junior and senior years must complete online blood borne pathogens training and pass a related quiz. The CSD Coordinator will email each student a link to follow to complete this requirement.
  • Background Check Prior to week 1 of their first term of clinical internship, students must complete a background check by submitting payment and completing documents related to this requirement. The CSD Coordinator will email each student a link to follow to complete this requirement. Students who have been convicted of felonies, who have violations that relate to children, or who have a record that would prevent them from securing professional licensure for speech-language pathology or audiology practice in the state of Illinois will not be allowed to complete a clinical internship.
  • HIPAA  Prospective student clinicians are required to view a presentation and read accompanying documents related to the Health Insurance Portability and Accountability Act of 1996 and pass with at least 75% accuracy a written quiz related to the material.
  • Clinical Mentoring Experience  Prior to enrolling in CSD 304, students must serve for at least one term as a mentee to a senior clinician for one client. Students must have a 3.0 cumulative GPA by the beginning of the term in which they complete their mentee experience. Mentees are expected to increase their involvement in the clients’ sessions from the beginning to the end of the term and to follow all Center policies.  Mentees who demonstrate unprofessional behavior or who do fail to demonstrate competency consistent with their level of experience may not be allowed to enroll in CSD 304.

Career Paths for CSD Majors

    Audiologist

    Speech-Language Pathologist

    Speech-Language Pathology Assistant

    Health Care

    • Health services administrator
    • Occupational therapist
    • Registered nurse
    • Physician’s assistant
    • Public health specialist
    • Clinical intake specialists
    • Public policy administrator
    • Intervention specialist
    • Surgery technician
    • Radiation technician
    • Occupational therapist/Physical therapist assistant

    Development, Promotion, and Sales of Clinical, Educational, and Healthcare Materials

    • Health-related public information
    • Educational materials, textbooks, reference books
    • Assessment and intervention materials and software
    • Hearing aids and assistive listening devices
    • Voice recognition and production systems
    • Accommodations for individuals with disabilities

    Education

    • Special educator
    • General educator
    • Early intervention specialist
    • School counselor
    • School administrator
    • Teacher of the deaf and hard of hearing
    • Special education teacher
    • Preschool teacher
    • ESL (English as Second Language) Teacher

    Entertainment

    • Assisting professional voice users and vocalists
    • Acting coach to develop dialects, mannerisms, and disorders

    Related Fields

    • Rehabilitation counselor
    • Group home staff
    • Community outreach worker
    • Public policy specialist
    • Employment search firm
    • Education or health law
    • Marketing and sales
    • Manager, executive, and administrator
    • Social worker
    • Family services
    • Advocate for individuals with disabilities
    • Autism specialist
    • ABA therapist
    • Vision/orientation/mobility therapist
    • Art therapist
    • Movement therapist
    • Interpreter for the deaf

    Graduate Programs

    There are approximately 240 graduate CSD programs in the U.S. We have had alumni graduate from CSD programs all across the country.

    Some Illinois programs

    • Eastern, Northern, Southern, & Western Illinois Universities
    • Illinois State University
    • Rush University
    • Midwestern University
    • University of Illinois

    Some other Midwestern programs

    • Western Michigan University
    • Truman State University
    • University of Indiana
    • University of Iowa
    • University of Kansas
    • University of Northern Iowa
    • University of Nebraska - Lincoln
    • University of Wisconsin

    And a few other examples

    • Purdue University
    • University of Arizona
    • University of Nebraska—Lincoln
    • University of Louisiana—Baton Rouge
    • University of Texas—Dallas

    Responsibilities of Speech-Language Pathologists and Audiologists

    Speech-language pathology and audiology are fascinating and diverse healthcare fields.

    According to ASHA (2007), speech-language pathologists and audiologists

    • Identify, assess, and provide treatment for individuals of all ages with communication disorders
    • Manage and supervise programs and services related to human communication and its disorders
    • Counsel individuals with disorders of communication, their families, caregivers, and other service providers relative to the disability present and its management
    • Provide consultation
    • Make referrals

    The practice of speech-language pathology includes

    • Screening, identifying, assessing,  interpreting, diagnosing, rehabilitating, and preventing disorders of speech (e.g., articulation, fluency, voice) and language
    • Screening, identifying, assessing,  interpreting, diagnosing, and rehabilitating disorders of oral-pharyngeal function (e.g., dysphagia) and related disorders
    • Screening, identifying, assessing, interpreting, diagnosing, and rehabilitating cognitive/communication disorders 
    • Assessing, selecting, and developing augmentative and alternative communication systems, and providing training in their use
    • Providing aural rehabilitation and related counseling services to individuals with hearing losses and their families
    • Enhancing speech-language proficiency and communication effectiveness (e.g., accent reduction)
    • Screening of hearing and other factors for the purpose of speech-language evaluation and/or the initial identification of individuals with other communication disorders

    The practice of audiology includes

    • Facilitating the conservation of auditory system function and developing and implementing environmental and occupational hearing conservation programs
    • Screening, identifying, assessing,  interpreting, diagnosing, preventing, and rehabilitating peripheral and central auditory system dysfunctions
    • Providing and interpreting behavioral and (electro) physiological measurements of auditory and vestibular functions
    • Selecting, fitting, and dispensing of amplification, assistive listening, and alerting devices and other systems (e.g., implantable devices), and providing training in their use
    • Providing aural rehabilitation and related counseling services to individuals with hearing losses and their families
    • Screening of speech-language and other factors affecting communication function for the purposes of an audiologic evaluation and/or initial identification of individuals with other communication disorders
    References

    American Speech-Language-Hearing Association. (2009). Language in Brief. Available from www.asha.org/clinicaltopics.                 

    American Speech-Language-Hearing Association. (2005). Roles of Speech-language pathologists in the identification, diagnosis, and treatment of individuals with cognitive-communication disorders. [Position Statement]. Available from www.asha.org/policy.

    American Speech-Language-Hearing Association. (2016). Scope of practice, speech-language pathology. [Scope of Practice]. Available from www.asha.org/policy.

    Additional Information

    Speech-language pathologists and audiologists must hold an advanced degree. They must obtain the Certificate of Clinical Competence from the American Speech-Language-Hearing Association and a state license where applicable. Also, professionals working in the public schools must meet certification requirements of the State Board of Education in the state in which they are practicing.

    To obtain more information about the fields of speech-language pathology and audiology, go to www.asha.org. From this home page, you also will find pages developed especially for students.

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    A critical nationwide need for speech-language pathologists has emerged in the last decade, and Augustana is ready to fill the gap. Starting in 2020, students can begin work on their master’s degree in speech-language pathology.

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