CSD Academic Manual

This Policy and Procedure Manual is a compilation of policies which have been developed by the Department of Communication Sciences and Disorders and are specific to our program.  The policies have been developed in accordance with University Administrative Regulations [available at https://www.uky.edu/regs/administrative-regulations-ar] . These policies assist in compliance with the policies and guidelines of the University, College, Southern Association of Colleges and Schools, the American Speech-Language-Hearing Association (ASHA) http://www.asha.org/ and the Council on Academic Accreditation in Audiology and Speech–Language Pathology (CAA) https://caa.asha.org/.  They have been developed in recognition of the need to clearly communicate to students our responsibilities to other faculty, staff, and students, as well as to the future patients who will be treated by our graduates.

The manual is considered a dynamic document and thus updated periodically.  Individual policies will be modified or added based on revision of University, College, or Accrediting Body policies, or other identified need.  Modifications or additions may be brought forward by students to faculty who will discuss at a regularly scheduled faculty meeting.  As the governing body of the Department of Communication Sciences and Disorders, faculty must vote on any additions, deletions, or modifications.

Introduction

Mission Statement of the University of Kentucky: The University of Kentucky is a public, land grant university dedicated to improving people's lives through excellence in education, research and creative work, service, and health care. As Kentucky's flagship institution, the University plays a critical leadership role by promoting diversity, inclusion, economic development, and human well-being. The University of Kentucky is guided by its core values:
  • Integrity
  • Excellence
  • Mutual respect and human dignity
  • Diversity, Equity and inclusion
  • Academic freedom
  • Personal and institutional responsibility and accountability
  • Shared governance
  • A sense of community
  • Work-life sensitivity
  • Civic engagement
  • Social responsibility

Mission Statement of the College of Health Sciences: The mission of the University of Kentucky College of Health Sciences is to help people of the Commonwealth of Kentucky and beyond to gain and retain the highest level of health through creative leadership and productivity in education, research, and service.

Mission Statement of the Department of Communication Sciences and Disorders (CSD): The mission of the Department of Communication Sciences and Disorders is to serve citizens from all backgrounds in Kentucky and beyond by preparing graduates with the knowledge and skills needed to provide quality clinical services via in-person and telehealth modalities. We prepare students for leadership roles by serving the community and the professions with evidence-based clinical services, continuing education offerings, and exchange of information among practitioners in communication sciences and disorders. We promote, conduct, and support research that contributes to the understanding and management of communication and swallowing disorders.  The goals of the CSD program are an integral part of the mission of the institution and aim to; 1) put students first, 2) take care of our people, 3) inspire ingenuity, 4) ensure greater trust, transparency and accountability and 5) bring together many people into one community.  As such, these goals are reflective of and consistent with those of the College, and the University. Our core values are also consistent with those of the University and the College of Health Sciences and include integrity, excellence, mutual respect and human dignity, diversity and inclusion, academic freedom, personal and institutional responsibility and accountability, shared governance, sense of community, work-life balance and civic engagement. Finally, our mission, goals and core values reflect the requirements and recommendations set forth by the American Speech-Language-Hearing Association and the Council on Accreditation of Academic Programs in Communication Sciences and Disorders.

The UK Department of Communication Sciences & Disorders unequivocally deplores all forms of racism and will not tolerate any acts of hate and prejudice against persons of color and those from underrepresented minority groups within our department, college, or profession. We are dedicated to celebrating all voices, valuing all individuals, and working to build a more fair and inclusive environment for persons of color and for all individuals from underrepresented minority groups. We believe in the foundational notion that we are all greater when we work together to lift-up those who have been ignored and repressed for far too long.

The land that is occupied now by the CTW building that houses the CSD program was primarily Shawnee, Cherokee and Osage peoples’ land. We are grateful for this space and the people who resided here peacefully before they were forced to relocate.

Addressing Diversity, Equity & Inclusivity

UK College of Health Sciences

  • Scott M. Lephart, Ph.D., Dean (https://www.uky.edu/chs)
  • Find us on the campus map http://maps.uky.edu/campusmap/
  • Our College has 90 undergraduate students, 300 Masters students, 60 clinical doctorate students, and 40 PhD students.
  • There are 58 faculty members on UK’s campus and 406 community-based clinical preceptors.

Programs:

The UK Master’s Academic Program in Speech-Language Pathology is accredited by the American Speech-Language-Hearing Association Council on Academic Accreditation in Audiology & Speech-Language Pathology. The two year master’s degree program (approximately 60 credits) in speech-language pathology produces students that meet academic, clinical and research training requirements for the American Speech-Language-Hearing Association’s Certificate of Clinical Competence in Speech-Language Pathology. Additionally, students are eligible to apply for licensure in most states where licensure is required. Graduate coursework and clinical experiences target populations with communication disorders across the lifespan. The UK undergraduate degree in Communication Sciences and Disorders is a 4 year pre-professional degree with selective admission that leads to a Bachelor of Health Sciences (BHS). Undergraduate students complete 2 years of general studies and then apply in the sophomore year for admission to the program which begins in the fall of their junior year. UG coursework targets normal processes involved between both speaker and listener across the linguistic, physiological, and acoustic levels across cultures and throughout the lifespan. ​The image below illustrates the dynamic and integrated opportunity for expanded learning in our programs with ongoing clinical, research and academic initiatives. 

Director of Graduate Studies (DGS) Purpose: As a master’s program within the University, the master’s in CSD falls under the auspices of the Graduate School for monitoring of and adherence to acceptable academic performance. The current DGS is Dr. Janine Schmedding Bartley. The CSD DGS has responsibilities for the activities listed below.
  1. Manages admissions process for graduate students and serves as liaison to the graduate school 
  2. Chairs Student Progression Committee
  3. Maintains updates on program policy regarding student progression
  4. Initiates and monitors probationary/remediation status of students
  5. Coordinates and/or oversees development of plan to address probationary/remediation issues
  6. Oversees and coordinates referrals for student special issues (e.g., pregnancy, illness, family illness) in consultation with students’ advisors and Clinical Education team
  7. Oversees issues related to students meeting technical standards for the program
  8. Coordinates appropriate referrals in conjunction with students’ advisors
  9. Initiates action steps for any student disciplinary actions
  10. Coordinates student registration process and trouble-shoots as necessary
  11. Coordinates development and administration of final Comprehensive Exam and Pre-qualifying Exam
  12. Ensures students have completed all program requirements in preparation for graduation
  13. Mediates conflict among students/faculty if conflict of interest exists with Department Chair

The  University of Kentucky's CSD program is in full compliance with the Council on Academic Accreditation for Speech Language Pathology (CAA) standards through 2021. These standards cover many aspects of our program including Administrative Structure and Governance, Faculty, Curriculum (Academic and Clinical), Students and Assessment. A copy of the standards can be found here: https://caa.asha.org/wp-content/uploads/Accreditation-Standards-for-Grad...

 

Purpose: The University of Kentucky CSD Program is committed to maintaining or exceeding all standards established by the Council on Academic Accreditation in Audiology and speech-Language Pathology (CAA) which is a seni-autonomous body within ASHA that is responsible for formulating standards for accreditation fo entry-level professional preparation programs in speech-language pathology and audiology, evaluating programs and granting accreditation to programs that have met the standards.  ASHA is the national professional, scientific, and credentialing association for 186,000 members and affiliates who are audiologists, speech-language pathologists, speech-language-hearing scientists, audiology and speech-language pathology support personnel, and students. Students may submit formal complaints about a program by sending them to CAA, 200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700 or contacting them online. https://www.asha.org/Forms/Contact-ASHA/

Policy: The Department Chair is responsible for coordinating the Departments’s compliance with all expected standards and all faculty and staff are responsible for the actual compliance. The Department Chair may delegate portions related to data collection or reporting, however retains overall responsibility for these activities.

Department Chair

  1. Coordinates timely submission of required fees and documentation to the appropriate accreditation bodies
  2. Notifies accrediting bodies about substantive changes within the program or the University
  3. Assures access to applicable standards to all faculty and establishes expectation for compliance
  4. Delegates individuals to coordinate certain portions of requirements on behalf of the faculty
All Faculty and Staff
  1. Adhere to applicable standards and laws at all times
  2. Perform related tasks as delegated

State Licensure Reciprocity

Generally, states require persons working in any capacity in speech-language pathology or related professions to be licensed, certified or registered in the state. Students interested in working in another state should learn more about whether the CSD program will lead to licensure, certification, registration, etc. in each state.

 

Curriculum

Curricular Goals and Program Review: Goals and objectives incorporated into CSD coursework in both undergraduate and graduate courses is driven by the Council for Clinical Certification in Audiology and Speech-Language pathology (CFCC) which is a semi-autonomous credentialing body of ASHA. Six standards have been defined related to clinical and educational experiences that outline specific knowledge and skills necessary for students to obtain certification (Click here for ASHA Standards). These standards include content across several areas including: current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders including consideration of the anatomical/physiological, developmental and linguistic and cultural correlates. Principles of ethical conduct, evidence based practice, and adequate interaction and personal qualities are also described and incorporated throughout our curriculum.

Program Review Procedures Purpose: To assure a comprehensive and timely review of the program, our mission, philosophy, and goals will be reviewed in line with College Strategic Planning.

Policy: The program mission, philosophy, and goals will be reviewed annually by the full faculty at a faculty meeting. If significant modifications are suggested, a subcommittee will develop a proposal and report back at a subsequent faculty meeting where revisions will be considered for approval.

Procedure: Curriculum Committee Chair or Designee

  1. Plans agenda for Curriculum Retreat to include annual review of program mission, philosophy, and goals
Department Chair
  1. Facilitates review of materials for discussion
  2. For minor modifications, leads discussion and vote of faculty regarding the change
  3. If significant curricular modification is recommended by faculty, appoints an ad hoc committee to work on language while assuring consistency with professional standards, University and College mission
Faculty Members
  1. Participate in review and in ad hoc committees as assigned
  2. Propose specific amendments considering overall consistency with professional standards, University and College missions.
  3. Vote on amendments and adopt them if accepted

CSD faculty use a teaching method that incorporates several approaches including a Traditional Method (lecture, presentations and readings), along with a Constructivist Method (case histories, case studies, treatment plans) as well as a Collaborative Learning Method (group projects, simulations, discussions) so that students can complete assignments and assessments across multiple levels of knowledge and skills consistent with Bloom's Taxonomy. Academic knowledge and clinical skills are evaluated using both formative and summative assessment strategies. 

Curriculum for CSD Grad Students Who Enter Program in Summer

The Master’s program is typically completed in a total of six (6) semesters (Summer 1, Fall 1, Spring 1, Summer 2, Fall 2 and Spring 2. To graduate, students must earn a minimum of 64 credit hours. 

Typical Sequence of CSD Graduate Courses

Evidence Based Practice Syllabus Statement: It is a principle of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidence-based practice (EBP) in clinical decision making to provide high quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Faculty of the UK Department of Communication Sciences and Disorders intentionally incorporate principles of EBP in all coursework related to evaluation and management of communication disorders. Students are encouraged to assess all information related to clinical practice through an EBP filter that will:
  • recognize the needs, abilities, values, preferences, and interests of individuals and families to whom they provide clinical services, and integrate those factors along with best current research evidence and their clinical expertise in making clinical decisions;
  • acquire and maintain the knowledge and skills that are necessary to provide high quality professional services, including knowledge and skills related to evidence-based practice;
  • evaluate prevention, screening, and diagnostic procedures, protocols, and measures to identify maximally informative and cost-effective diagnostic and screening tools, using recognized appraisal criteria described in the evidence-based practice literature;
  • evaluate the efficacy, effectiveness, and efficiency of clinical protocols for prevention, treatment, and enhancement using criteria recognized in the evidence-based practice literature;
  • evaluate the quality of evidence appearing in any source or format, including journal articles, textbooks, continuing education offerings, newsletters, advertising, and Web-based products, prior to incorporating such evidence into clinical decision making; and
  • monitor and incorporate new and high quality research evidence having implications for clinical practice.

* Adapted from: http://www.asha.org/policy/PS2005-00221

Interprofessional Education Requirements & Rationale (iCATS)

All graduate students in the College of Heath Sciences (PA, CSD, and PT) are participating in an interprofessional (IP) education program called Interprofessional Communication and Team Skills (iCATS) in conjunction with other health care providers. Please review the material on this link for additional information. http://www.uky.edu/cihe/content/icats

iCATs has been coordinated by an interprofessional faculty group across health care colleges. The objectives of this program are described below and represent values that are consistent with our college’s mission statement and strategic plan, as well as ASHA’s code of ethics and the KY state license code of ethics. As a future clinician, you will engage in IP practice. Therefore, the CSD faculty members believe it is important to prepare you for such interactions. To achieve the objectives outlined below, you will participate in large and small group meetings as described in the attachment. Future monthly dates will be dependent on individual schedules.

  1. Values/Ethics for Interprofessional Practice: Work with individuals of other professions to maintain a climate of mutual respect and shared values.
  2. Roles/Responsibilities: Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patients and populations served.
  3. Inter-professional Communication: Communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease.
  4. Interprofessional Team/Teamwork: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient/population-centered care that is safe, timely, efficient, effective, and equitable.

 

Students

Funding Opportunities

The Department of Communication Sciences and Disorders has several sources for funding at the national, state, college, and division level

See the University of Kentucky graduate school website for current opportunities: http://gradschool.uky.edu/student-funding

See the College of Health Sciences website for current opportunities: https://www.uky.edu/chs/academics/financial-wellness/scholarships

The Department of Communication Sciences and Disorders maintains a bulletin board in our academic area that you can visit for current opportunities. Some examples of these include but are not limited to:

Department grant funding opportunities fluctuate, please check with the division director to learn more about current opportunities.

Technical Standards: College of Health Sciences

The College of Health Sciences promotes the broad preparation of students for clinical and professional practice in healthcare. Regardless of the health care discipline, students must demonstrate competence in those intellectual, physical and social tasks that together represent the fundamentals of professional practice. Applicants and students will be judged not only on their scholastic achievement and ability, but also on their intellectual, physical and emotional capacities to meet the full requirements of the curriculum and their respective academic programs at the undergraduate, graduate and professional levels. Admissions Committees are instructed to exercise judgment on behalf of the faculty to select the entering class, and in so doing, may apply a holistic review of candidates.
The University of Kentucky and program accrediting bodies require that the curricula provide a general professional education, which enables each student to deliver entry-level clinical and professional services. This requires the development of a broad array of basic knowledge, skills, and behaviors, appropriate to enabling self-directed learning to further professional development and deliver competent health care. The basic and applied science components of each program’s professional curriculum are designed to establish a core of knowledge necessary for clinical training. The clinical curriculum typically includes diverse experiences in ambulatory and in- patient settings. These experiences enable the learner to develop the ability to practice independently, without regard for any future choice of specialty. Each student is required by the faculty to pass each required course and clinical rotation in order to graduate.
The following technical standards specify those attributes that the faculty consider necessary for completing professional education within the College, enabling each graduate to subsequently enter clinical and professional practice. These standards describe the essential functions a student must demonstrate in order to fulfill the requirements of a general undergraduate, graduate, and/or professional education, and thus, are necessary for entrance, continuation, and graduation. The College of Health Sciences will consider for admission to a selected program any applicant who demonstrates the ability to perform or to learn to perform the skills specified in this document for that program. Any applicant with questions about these technical requirements is strongly encouraged to discuss the issue prior to the interview process. If an applicant has questions about accommodations, please contact the Disability Resource Center at 859-257-2754. Deficiencies in knowledge, judgment, integrity, character, or professional attitude or demeanor, which may jeopardize academic success and patient care, may be grounds for course/rotation failure and possible dismissal from the program.

Observation:
The CSD student must be able to:
• visualize and discriminate findings on x-rays and other imaging tests.
• read written and illustrated material.
• observe demonstrations in the classroom, including projected slides and videos.
• observe and differentiate changes in body movement.
• observe anatomic structure.
• observe placement and function of articulators (lips, tongue, teeth, hard and soft palate, chest wall, and respiratory system).
• discriminate numbers and patterns associated with diagnostic instruments and tests; and using basic instrumentation competently, such as audiometer, audio recorder, computer, and computer-based instruments for acoustic and aerodynamic analysis.
• identify and transcribe discrete and connected speech sounds.
• discriminate correct from incorrect speech production in the classroom or therapy environments, including audio and video recordings.
• identify and classify disordered vocal quality characteristics.
• identify dysfluencies in oral speech production.
• observe and differentiate changes in voice and speech sound production.

Communication:
The CSD student must be able to:
• provide speech and language models that are phonologically correct, fluent, grammatically correct, and pragmatically appropriate; and use appropriate voice quality and prosody.
• communicate timely and clearly with the health care team, caregivers, education team, or other relevant professional personnel.
• elicit a thorough history from patients and clients (graduate level only).
• provide concise and accurate instructions and feedback to patients, clients, and/or caregivers (graduate level only).
• communicate complex findings in appropriate terms to patients/clients and to various members of the individual’s care team (parents, spouses, care givers, fellow students, physicians, nurses, aides, physical therapists, occupational therapists, social workers, educators, psychologists, and others) (graduate level only).
Sensory and Motor Coordination and Function (graduate level only):

The CSD student must be able to:
• perform physical examination of speech musculature using vision, audition, palpation, and other diagnostic maneuvers.
• execute movements reasonably required to provide general assessment and intervention for patients using items such as: cell phones, iPads, computers, standard software for writing reports and making presentations, recording devices, visual imaging instruments, as well as hard copy assessments.
• perform these described functions with the stamina to complete them while on clinical rotations that involve a typical and reasonable length of a work-day and work-week. Class schedules will mimic many clinic schedules requiring students to attend classes at 8 AM and continue until 5 PM. Classes may extend into the evening when clinic or classroom spaces are available.

Conceptualization, Integration, and Quantification:
The CSD student must be able to:
• identify significant findings from history, physical examination, and diagnostic tests; provide reasoned description; and plan and conduct appropriate intervention, recalling and retaining information in an efficient and timely manner.
• incorporate new information from peers, teachers, other health care and/or educational professionals, and the scientific literature in formulating assessment and intervention.
• identify and communicate the limits of their knowledge to others when appropriate.
• interpret graphs describing biological or behavioral relationships and do other similar modes of data analysis.

Technical Standards for Students in the Department of Communications Sciences and Disorders

The mission of the Department of Communication Sciences & Disorders is to create innovative instructional programming, provide innovative evidence-based clinical experiences, and generate research opportunities that enhance the knowledge and skills of students preparing to enter professions related to speech, language and hearing disorders. By engaging in clinical practice, participating in service opportunities, assuming leadership responsibilities within our disciplines, exchanging ideas with practitioners, promoting, conducting, and presenting research that contributes to the understanding and management of persons with communication and swallowing disorders, we are able to serve persons in our Kentucky communities and beyond.

 To meet this mission, the CSD program has adopted a series of “Technical Standards” for all students enrolled in both CSD graduate and undergraduate programs. These technical standards reflect essential functions of being a student in our program. They require all students to exhibit the intellectual, emotional and physical skills needed to competently engage in the classroom or in client or patient care.

The following technical standards specify those attributes that the program faculty believe are essential functions that students must demonstrate if they are to fulfill the requirements of either an UG or graduate program in CSD. Thus, these standards constitute prerequisites for entrance into, continuation in, and graduation from the University of Kentucky master’s or bachelor’s degree programs. A  student  must  possess  aptitude,  abilities,  and  skills  in  five  areas: Observation, Communication, Sensory and Motor Coordination or Function, Intellectual- Conceptual Integrative and Quantitative Abilities and Behavioral Attributes

Observation

Students must be able to observe demonstrations and conduct experiments in the basic and applied sciences. A student must be able to observe a patient accurately at a distance and nearby, noting non-verbal and verbal signals. A student must be able to accurately record observations for later use. Specific vision-related requirements include, but are not limited to the following abilities: visualizing and discriminating findings on x-rays and other imaging tests; reading written and illustrated material; observing demonstrations in the classroom, including projected slides and videos; observing and differentiating changes in body movement; observing anatomic structure; observing placement and function of articulators (lips, tongue, teeth, hard and soft palate, chest wall and respiratory system); discriminating numbers and patterns associated with diagnostic instruments and tests; and using basic instrumentation competently, such as audiometer, audio recorder, computer, and computer-based instruments for acoustic and aerodynamic analysis. Specific hearing-related requirements include, but are not limited to the following abilities: identifying and transcribing discrete and connected speech sounds; discriminating correct from incorrect speech production in  the classroom or therapy environments, including audio and video recordings; identifying and classifying disordered vocal quality characteristics; identifying dysfluencies in oral speech production; and observing and differentiating changes in voice and speech sound production.

Communication

Students must be able to relate effectively with patients conveying a sense of compassion and empathy. Students must be able to communicate clearly with and observe patients in order to elicit information; accurately describe changes in mood, activity, and posture; and perceive verbal as well as non-verbal communications. Communication includes not only speech, but also reading and writing. The student’s education will present challenges in the volume and breadth of required reading and the necessity to impart information to others. Students must be able to communicate effectively and efficiently in oral and written English with all members of the health care and/or educational team and with patients and their families. Students must be able to provide speech and language models for assessment and intervention. Specific requirements include, but are not limited to the following abilities; communicating rapidly and clearly with the health care team, caregivers, education team or other relevant professional personnel ; eliciting a thorough history from patients and clients; providing concise and accurate instructions and feedback to patients, clients and/or caregivers; and communicating complex findings in appropriate terms to patients/clients and to various members of the individual’s care team (parents, spouses, care givers, fellow students, physicians, nurses, aides, physical therapists, occupational therapists, social workers, educators, psychologists, and others). Students must learn to recognize and promptly respond to emotional communications such as sadness, worry, agitation, frustration, and lack of comprehension. Each student must be able to read and record observations and plans legibly, efficiently, and accurately in documents such as patient or educational records. Students must be able to prepare and communicate concise and complete summaries of individual encounters and complex, prolonged encounters. Student must be able to complete clinical and diagnostic forms according to specified verbal or written directions in a complete and timely fashion.

Sensory and Motor Coordination or Function

Students must have sufficient sensory and motor function to perform physical examination of speech musculature using vision, audition, palpation and other diagnostic maneuvers. In general, this requires sufficient tactile discriminatory sense (touch and pain), proprioceptive sense (position, pressure, movement, stereognosis and vibratory), and motor control function.  A student should be able to execute movements reasonably required to provide general assessment and intervention for patients using items such as; cell phones, iPads, computers, standard software for writing reports and making presentations, recording devices, visual imaging instruments as well as hard copy assessments. The ability to perform these described functions must be coupled with the stamina to complete them while on clinical rotations that involve a typical and reasonable length of a work-day and work-week. Class schedules will mimic many clinic schedules requiring students to attend classes at 8 AM and continue until 5 PM. Classes may extend into the evening when clinic or classroom spaces are available.

Intellectual-Conceptual Integrative and Quantitative Abilities

These abilities include measurement, calculation, reasoning, analysis, judgment, numerical recognition and synthesis. Problem solving, a critical skill demanded of speech-language pathologists, must be performed quickly in patient care and educational situations. Students must be able to identify significant findings from history, physical examination, and diagnostic tests; provide reasoned description; and, plan and conduct appropriate intervention, recalling and retaining information in an efficient and timely manner. The ability to incorporate new information from peers, teachers, other health care and/or educational professionals and the scientific literature in formulating assessment and intervention is essential. Good judgment in patient assessment, diagnostic and therapeutic planning is essential. Students must be able to obtain and use information from other members of the educational and/or health care team in planning intervention. Students must be able to identify and communicate the limits of their knowledge to others when appropriate. Students must be able to interpret graphs describing biological or behavioral relationships and do other similar modes of data analysis.

Behavioral Attributes

Empathy, integrity, honesty, concern for others, cultural humility, commitment to lifelong learning, good interpersonal skills, interest and motivation are all required personal qualities that are required in the CSD program. Students must possess the emotional health required for full use of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the care of patients, clients and their families, and the development of mature, sensitive and effective relations with patients, clients and their families. At times, this requires the ability to be aware of and appropriately react to one’s own immediate emotional responses. Students must maintain a professional demeanor and organization in the face of heavy workload demands, scheduling difficulties, frustrated patients and family members, and overworked colleagues. Students must be able to develop professional relationships with patients, clients and their families and protect patient confidentiality. Students must be able to adapt to changing environments, to display flexibility, and to learn to function in the face of uncertainties inherent in the clinical problems of many patients. Students are expected to accept appropriate suggestions and criticism and, if necessary, respond by modification of behavior.

Candidates for the CSD program will be required to verify their understanding and ability to meet these technical standards, or that they believe, with or without certain reasonable accommodations, they can meet the standards. The University of Kentucky Disability Resource Center will evaluate a student who states he/she could meet the program’s technical standards with accommodation and confirm that the stated condition qualifies as a disability under applicable federal and state laws. If a student states that he/she can meet the technical standards with accommodation, UK will determine whether it agrees that the student can meet the technical standard with reasonable accommodation. This includes a review of whether the accommodations requested are reasonable, taking into account whether accommodations would jeopardize clinician/client safety or the educational process to the CSD student or the institution. This includes all observations, didactic education, clinical education, clinical experiences or other related experiences deemed essential for graduation.

My signature below certifies that I have read and understand the technical standards for selection listed above. With my signature, I attest that to the best of my knowledge I meet each of the standards described above with or without accommodation. I understand that if I am unable to meet these standards, I will not be admitted to the program. Furthermore, if I am unable to continue to meet these standards (with or without reasonable accommodation) for the duration of the program this may 1) extend my program of study, 2) require remediation for me to remain in the program or 3) prevent me from completing my program of study.

________________________________                                      _______________________________

Printed Name of Applicant                                                              Signature of Applicant

____________________________

Date

Academic Integrity

Purpose: In recognition that health care professionals must be held to the highest standards of ethics and responsibility, honesty and academic integrity are a fundamental requirement of the program.

Policy: All students will be expected to follow the UK Code of Student Conduct. (http://www.uky.edu/studentconduct/code-student-conduct). Lapses in academic integrity are not tolerated in the program and all cases will be vigorously investigated. Students who do not adhere to these standards will face disciplinary action according to University policy (https://www.uky.edu/Ombud/ForStudents_AcademicIntegrity.php) which may include failure in a course or dismissal from the program.

Procedures:
 

Actor Action
Faculty Members
  1. Respect students rights and responsibilities in all circumstances. http://www.uky.edu/StudentAffairs/Code/
  2. Notify students of expectations for honesty and academic integrity as part of 'New Student Orientation'.
  3. Design evaluative tools such that opportunities for cheating are minimized.
  4. Be active proctors during exams.
  5. In the event cheating, plagiarism, or similar acts are suspected, take immediate action according to University Policy. [See Student Rights and Responsibilities]
  6. Assign a failing course grade to any student who has been proven to be cheating, bring the issue to the attention of faculty and vote on whether the student may be permitted to repeat a course or complete a remediation as appropriate. (Refer to Program Progression Policy about course repetition and remediation for description of process)
Students
  1. Will follow the UK Code of Student Conduct described by the website provided above.
  2. Adhere to the expectations for academic integrity at all times.
Director of Student Affairs
  1. Available at all times to students should concerns regarding academic integrity arise.
  2. Assures that all procedures set forth in the Student Rights and Responsibilities are followed should concerns regarding academic integrity arise.

 

Professionalism and Program Expectations

Purpose: In recognition that speech-language pathologists must be held to the highest standards of professionalism, expectations exist for students, staff, and faculty.
Policy: Although specific behavioral expectations for students are delineated as part of each course syllabus, general behavioral expectations exist for the program. Faculty, students, and staff are expected to follow and model these behaviors.
Procedures: 

Actor Action
Students, staff, faculty
  1. Address all individuals with the proper level of respect.
  2. Adhere to confidentiality standards at all times [patient and academic confidentiality must be maintained].
  3. Strive to demonstrate behaviors in all academic and clinical encounters related to professionalism as described in the Rubric for Personal and Professional interaction skills.
  4. Complete required HIPAA Training.
  5. Arrive at scheduled classes and meetings promptly.
  6. Attendance at all scheduled classes is an expectation for students.
  7. If absence is necessary, follow the absence policy provided.
  8. Adhere to any applicable dress codes with consideration of activities and/or outside guests.
  9. Comply with all required best practice guidelines, policies, statutes, and regulation including (but not limited to):
  • University non-discrimination policy prohibits discrimination on the basis of race, color, religion, sex,  gender identity, marital status, beliefs, age, national origin, sexual orientation, or physical or mental disability.
  • Prohibition of sexual harassment.
  • Section 504 of the Rehabilitation Act of 1973
  • Americans with Disabilities Act
  • Drug-free Workplace Act of 1988 and the Drug-free Schools and Communities Amendment of 1989

 

Policy: Communication Sciences and Disorders Attendance Policy for Graduate School
Purpose: Students in Communication Sciences and Disorders (CSD) are expected and required to attend all CSD classes and clinical activities as defined by university guidelines. Excused absences (as defined by the University of Kentucky Bulletin (https://www.uky.edu/ombud/excused-absences) constitute the only legitimate reason for being absent from a class or a clinical assignment. All other absences are unexcused.

Students should not plan in advance to be absent from a class or a clinical assignment when such an absence would be considered unexcused. Examples of planned absences that would be considered unexcused are weddings, trips, SEC games, tournaments, and other similar events. Faculty plan activities assuming that all students will be in attendance and often cannot replicate specific learning experiences from clinic or from class. Therefore, they are under no obligation to provide or schedule make up work for students incurring planned unexcused absences. Students incurring planned unexcused absences are subject to penalties (grade or point reduction, failure of a course competency) as determined by the affected faculty.

The CSD faculty recognizes and is willing to consider possible exceptions to a planned absence that is unexcused. We recommend that students follow the process outlined below when considering a planned absence.

Actor Action
Students
  1. At least one month before the day of a planned absence, the student must submit in writing a request for this absence to the Department Chair.
  2. In addition students must present a plan to the affected faculty how they will make up the missed work or clinical assignments. 
  3. Students incurring non-approved, planned, unexcused absences from class or clinic will be subject to penalties delineated by the affected faculty member(s). 
Department Chair
  1. Distribute the student request to appropriate faculty members.
  2. Communicate with student and faculty about solution/decision.
Faculty
  1. Affected faculty members may decide to either approve or disapprove the absence.

  2. Inform student within 2 weeks about their proposed plan to make up missed work or clinical assignments. 

 

Professional and Personal Interaction Evaluation

Purpose: To enhance professionalism and personal interaction skills within the Department, the College, the University, and the Profession.
Policy: Professionalism is an integral part of CSD education which is taught explicitly and implicitly within the curriculum. Students and faculty are expected to adhere to the ASHA Code of Ethics and Standards of Practice and all University and College policies related to professional behavior. CSD faculty will  conduct formative (Abbreviated Professionalism Check) and summative assessments (CSD Professionalsim Evaluation Rubric) at different points of their academic program to monitor development of key professional standards across academic and clinical settings. 

Procedures:

Actor Action
All Faculty
  1. Model professional behavior at all times.
  2. Convey expectations for professional behavior from students as part of each course syllabus.
  3. If desired, may score professional behavior as part of the grading for the course if included in the Course Syllabus.
  4. Faculty will review and complete the abbreviated professionalism check in relation to all graduate students. Feedback will be compiled collectively. To be conducted at end of Summer and Fall of year 1 and as needed throughout program of study. 
  5. Consider professional behavior in the annual review of each student’s progress in the program through use of rubric below at faculty meeting. 
Director of Graduate Studies
  1. Assure that New Student Orientation includes a discussion of the following documents:

  • Health Sciences Student Professional Behavior Code
  • University Hospital Behavioral Standards in Patient Care
  • Abbreviated professionalism check and CSD Professional Rubric 
Advisors and Department Chair
  1. Department Chair and DGS will email all students about feedback in the format of the abbreviated professionalism check form at the end of Summer 1 and Fall 1 and as needed throughout their program of study. 
  2. Department Chair and DGS will meet with all students individually prior to going on rotations in Summer 2 of graduate school to review progress of professional behavior according to the CSD Professional Rubric.
Students
  1. Read the documents provided to gain an understanding of behavioral expectations.

  2. All students will self-reflect about their professionalism and personal qualities and compare won rating to those of faculty and or clinical supervisors. Products are to be uploaded in student portfolio under professionalism tab. 

  3.  Consistently work to embody professional behaviors.

 

Abbreviated CSD Professionalism Check 

Purpose: To conduct a formative assessment to monitor development of key professional standards across academic and clinical settings.

Policy: An abbreviated professionalism check will be completed on all first- and second-year students at specified time points and as needed during the student’s program of study.

Procedures:

Actor(s) Action When
All Faculty

1. Faculty will review and complete the abbreviated professionalism check in relation to all graduate students. Feedback will be compiled collectively.

End of Summer and Fall of year 1 and as needed throughout their program of study.
All Grad students 2. All students will self-reflect about their professionalism and personal qualities and compare own ratings to those of faculty. Products are to be uploaded in portfolio under Professionalism tab End of Summer and Fall of year 1 and as needed throughout their program of study.
Department Chair/Students 3. Feedback will be sent to all students from the department chair in the format of the abbreviated professionalism check form. At end of Summer and Fall of year 1 and as needed throughout their program of study
Select Faculty member 4. Any student with a “needs improvement” checked in any area will meet with the selected faculty member/department chair to discuss context of concerns and suggestions moving forward. As needed

 

Abbreviated Professionalism Check Form

  Criterion Meets expectations Needs improvement Example
1

Recognizes impact of non-verbal communication in self and others

Examples:

  • Eye contact, nodding, posture and facial expression
  • Recognize it in themselves, or must it be pointed out?
  • Accept responsibility for growth of non-verbal interpersonal skills?
     
2

Communicates with peers and instructors in a respectful and confident manner

Examples:

  • Uses active listening; restates, reflects and clarifies messages and encourages continued engagement
  • Accepts responsibility for growth of verbal interpersonal skills
     
3

Responds to in-person and electronic communication and digital media in a professional and timely manner

     
4

Takes responsibility for one’s own learning and actively seeks assistance when warranted

Examples:

  • Able to state strategies used to address their learning strengths and weaknesses
  • Implements recommendations
     
5

Is punctual, organized, and prepared for all clinical and classroom interactions

     
6

Thoroughly completes documents and other assignments on time.

     

 

CSD Professionalism Evaluation Rubric

Student Name:_____________________________________ Date:___________________

The purpose of this document is to help students entering clinical work in SLP to be aware of expectations of professional behaviors in the workplace. The intent is to evaluate students in the CSD graduate program twice during their program of study in the Spring of year 1 and year 2. Any “X” in the Never (1) or Sometimes (2) column indicates that this area needs improvement.

Several documents were reviewed in the development of this rubric for professional behavior which include; the American Speech-Language-Hearing Association (ASHA) Code of Ethics, Standards of Practice for SLP and Audiology (http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-... (2014)) and the Kentucky State Licensure Board Code of Ethics for Licensing of SLP’s and Audiologists. Together these documents suggest that professionalism is reflected in a number of common attributes and values such as altruism, equality, freedom, justice, dignity, truth and prudence. In accordance with ASHA Standard V-A and V-B, the applicant for certification must have completed a program of study that included experiences sufficient in breadth and depth to achieve the skills outcomes relative to Interaction and Personal Qualities as stated below.

Standard V-A: The applicant must have demonstrated skills in oral and written or other forms of communication sufficient for entry into professional practice. Standard V-B: Interaction and Personal Qualities (a) Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others. (b) Collaborate with other professionals in case management. (c) Provide counseling regarding communication and swallowing disorders to clients/patients, family, caregivers, and relevant others. (d) Adhere to the ASHA Code of Ethics and behave professionally
  Never
1
Sometimes
2
Usually
3
Always
4
Unable to
Observe
Communication: the ability to communicate effectively (i.e. verbal, non-verbal, reading, writing and listening) for varied audiences and purposes.
  • Demonstrates understanding of English language (verbal and written), uses correct grammar, accurate spelling and expression, legible handwriting when needed
         
  • Recognizes impact of non-verbal communication in self and others (eye contact, nodding, personal appearance, posture and facial expression)
         
  • Uses active listening; restates, reflects and clarifies messages and encourages continued engagement
         
  • Communicates with peers and instructors in a respectful and confident manner
         
  • Uses electronic communication and digital media efficiently  (timely, logical order, professional, appropriate grammar and length; appropriate use of social media and cell phone)
         
Interpersonal Skills: the ability to interact effectively with patients, families, colleagues and other health professionals and the community in a culturally and linguistically appropriate manner.
  • Demonstrates sensitivity to feelings ideas and opinions of others involved
         
  • Recognizes the emotions and bias that one brings to all professional interactions
         
  • Respects differences in personality, lifestyle, culture, and learning styles during interactions with all persons
         
  • Maintains confidentiality and professional boundaries in all interactions
         
  • Accepts responsibility for growth of interpersonal skills
         
Feedback - the ability to seek out and identify quality sources of feedback, reflect on and integrate the feedback and provide feedback for others.
  • Takes responsibility for assessing own performance on assignments
         
  • Accepts feedback with a positive attitude
         
  • Takes responsibility for actively seeking input or feedback
         
  • Takes ownership of  developing plans of action in response to feedback
         
Resource Management: the responsible management of time and resources effectively to obtain the maximum possible benefit.
  • Evidence of organization and preparation and review of each day’s activities including punctuality, completion and accuracy of assignments
         
  • Takes responsibility for planning for upcoming events 
         
  • Demonstrates flexibility and patience with challenges and processes, conflicts and uncertainty
         
  • Utilizes effective methods of searching for evidence for practice decisions
         
  • Organizes and prioritizes; takes responsibility for adjusting schedule as needed for the benefit of all constituents
         
Competence/Critical Thinking: the ability to recognize the need for information, to find and analyze information and to manage decisions.
  • Demonstrates positive attitude toward learning 
         
  • Takes responsibility for one’s own learning 
         
  • Demonstrates ability to locate key information
         
  • Consistently appears engaged and invested
         
  • Researches areas where own knowledge base is lacking to augment learning and clinical decision making 
         
Collaboration: the ability to recognize the need for information that is obtained by working together and fostering relationships with clients, families, colleagues or communities
  • Shows evidence of sharing ideas and knowledge with others
         
  • Participates in group work and actively contributes in class and clinic 
         
  • Takes responsibility for initiating and supporting  teamwork 
         
  • Accepts feedback from others during group work 
         
Comments 

 

 

 

 

 

 

 

Students scoring </=2 on any item will complete a written reflection of progress on items discussed  

Complaints and Forms
Purpose: To assure timely response to formal and informal complaints from students, while adhering to all College and University policies and regulations.
Policy: A process exists for students to register informal or formal complaints and to have them resolved in a timely and fair manner. There are both internal and external mechanisms in place to address any complaints.

When students have a complaint, they are encouraged to discuss concerns directly with the involved parties, but there may be situations when students are not comfortable doing so or when the individuals involved are unable to come to a resolution. Students may contact their academic advisor, director of graduate studies, clinic coordinator, or department chair about their concerns. These individuals will make every effort to resolve concerns, but depending on the nature of the concern students may also contact the following:

Internal Complaint Process
 

Actor Action
Student with concern or complaint
  1. Follows Issue Resolution Flow Chart based on whether or not the issue involves an academic issue. (See figure below)

  2. May involve the Ombudsperson or other CHS Office of Student Affairs personnel for assistance at any stage in the process.

  3. May consult with other faculty in an advisory capacity if advisor is unavailable or if the issue is of such a nature that a different faculty member may have greater insight.

  4. If the issue or complaint is not resolved, then a formal complaint/grievance should be filed with the Department Chair or the DGS.

Faculty
  1. Makes self available to student in a timely fashion to hear concerns with an open mind.
  2. Attempts to gather all relevant facts.
  3. Consults course syllabi, other faculty, Department, College and University policies as appropriate.
  4. Maintains expected level of confidentiality based on the issue.  Advises student that in general, issues may be discussed at a closed session of a Faculty Meeting.
  5. May consult a Dean of the College or staff in Office of Student Affairs, University, the Ombudsperson or the Legal Department if appropriate.
  6. If issue involves entire Division, brings the issue to the faculty at a regularly scheduled Faculty Meeting.  NOTE:  In the event of time-sensitive issues, may request a special Faculty Meeting for discussion.

Department Chair or Director of Graduate if issue is in conflict with the Department Chair

  1. Makes self available to student in a timely fashion to discuss any issues that have not been resolved by the initial process.
  2. Directs students to the flow sheet in the event the student goes directly to the Department Chair.
  3. Consults with faculty, advisor, or other involved parties in order to gather all facts.

  4. Utilizes other resources as appropriate.

  5. May consult a Dean of the College, the Office of Student Affairs, the Ombudsperson or the Legal Department if appropriate.

  6. If issue involves entire Department, brings the issue to the faculty at a regularly scheduled Faculty Meeting.  NOTE:  In the event of time-sensitive issues, may request a special Faculty Meeting for discussion.

  7. Serves as the final stage of the “within Department” resolution process.

  8. In the event the student does not feel the issue has been resolved, advises student of process for taking the next steps within the college or the university. 

 

External Complaint Process: ASHA Council on Academic Accreditation (CAA). In the event a student has an unresolved complaint about their CSD program, they may contact the CAA at the address below. Additional Procedures for Complaints against Graduate Education Programs” in CAA Handbook, Section XIII are also available online. (http://www.asha.org/academic/accreditation/accredmanual/section8.htm)  Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700

Academic Accredidation Flowchart

Click here to download the Formal Complaint Form

Additional Student Resources

Additional resources to help in solving student issues or concerns are available on campus. If the resource you need is not listed here, please ask us. 

University of Kentucky Academic Ombud
https://www.uky.edu/Ombud/

109 Bradley Hall

ombud@uky.edu

859.257.3737

University of Kentucky Graduate School
http://www.gradschool.uky.edu/

 Ezra Gillis Building, 502 Administration Drive

859.257.4613

University of Kentucky Disability Resource Center (DRC) 
http://www.uky.edu/DisabilityResourceCenter/

725 Rose Street MDS Bldg Suite 407

859.257.2754

Office of Institutional Equity and Equal Opportunity 
https://www.uky.edu/eeo/faqs

13 Main Building      

859.257.8927
Transformative Learning: Academic Coaching
https://www.uky.edu/acadcoach

Young Library

859-218-5667

University of Kentucky Counseling Center
http://www.uky.edu/StudentAffairs/Counseling/

201 Frazee Hall

859-257-8701

Presentation U - for assistance with multimodal communication presentations :  https://www.uky.edu/presentationU/

B 24 Young Library 

PresentationU@uky.edu

 

 

Actor

Actions

Student

It is the student’s responsibility to provide each faculty member within the semester course load acopy of their approved DRC accommodation letter.

It is the responsibility of the student to inform each faculty member in the respective courses if theyplan to utilize their approved accommodations for examinations no less than one week prior to the examination.

Faculty

It is the responsibility of the faculty to review student accommodation requests and determine whatis reasonable:

  • Does the accommodation fundamentally alter the program/course or lower standards?
  • Create a safety risk?
  • Be unduly burdensome financially or administratively?

It is the responsibility of the faculty to work directly with the administrative assistant to identify theplan for testing, please do not have the students reach out.

It is the responsibility of the faculty to then communicate the plan with the student(s) prior to theexamination date.

It is the responsibility of the faculty to provide the administrative assistant with at least one weeknotice of the examination.
It is the responsibility of the faculty to provide the administrative assistant with the method of theexamination (access codes for online testing or paper copy).
It is the responsibility of the faculty to provide the administrative assistant with the start and finishtime for each student according to their accommodation requirements.
If space is not available for each student to have an individual room, it is the responsibility of thefaculty to negotiate options for the students to test in the same room with ear plugs, or offer the DRC testing site.
Administrative Assistant It is the responsibility of the administrative assistant to identify space within the college to administerexaminations based upon student accommodation requirements.
If space is not available for each student to have an individual room, it is the responsibility of administrative assistant to inform faculty of the offerings and together identify a solution for testing(negotiate options for the students to test in the same room with ear plugs, or offer the DRC testing site).
It is the responsibility of the administrative assistant to actively proctor examinations (ensure students have approved materials in the room, leave door open for walk‐by proctoring, providestudent with time updates).
Access to Your Own Records

Policy: Access to your own records that are locked in filing cabinets in CSD academic unit.

Purpose: To provide students with access to documents that demonstrate your progress toward your degree and toward your knowledge and Skills delineated in the Standards for the Certificate of Clinical Competence.

Procedure:

Actor Action
Director of Graduate Studies / Administrative Assistant  Provide records as requested by students for the Academic, PESSKI, or clinical records to review. 
University Student Affairs 

The full policy concerning record requests at the University of Kentucky can be found at this web: http://www.uky.edu/StudentAffairs/Code/part5.html

 

Student Advising

Policy: All students will be assigned a faculty advisor upon entry into the CSD Master’s of Science program.

Purpose: To provide master’s students with one on one interaction with a CSD faculty member to discuss academic, clinical, and professional issues in a confidential manner and to provide documentation about student progress throughout program.
 

Actor Action
Student
  1. Will contact assigned faculty member to request an advising meeting. 
  2. Will schedule meetings three times during their program of study. 
Faculty
  1. Makes self available to student in a timely fashion for advising meeting and allows time for questions. 
  2. Reaches out to students of concern based on academic or clinical concerns 
  3. Faculty member informs students about advising process, paperwork (e.g., but not limited to PESSKI Tracking sheet, MSCSD Program Plan, elective options, option for thesis, preliminary and comprehensive exams). 
  4. Allows time for questions related to any area of student concern.
  5. Maintains expected level of confidentiality based on the issue/s that student shares. 

 

 

Advising Materials

Below is the link for the Knowledge and Skills Acquisition (KASA) Tracking Sheet. The purpose of this document is to track your ongoing progression within the CSD graduate program in relation to criteria for ASHA certification.

Knowledge and Skills Assessment (KASA)

 

UK Graduate School Policy on SCHOLASTIC PROBATION

When students have completed 12 or more semester hours of graduate course work with a cumulative GPA less than 3.00, they will be placed on scholastic probation. Students will have one full-time semester or the equivalent (9 hours) to remove the scholastic probation by attaining a 3.00 (overall) average. If probation is not removed, the student will be subject to dismissal from the Graduate School. In this situation, the Dean of the Graduate School will consult with the DGS prior to undertaking the dismissal action.   Students who have been dismissed from the Graduate School may apply for readmission after two semesters or one semester and the second summer term. Readmission is contingent upon the approval of the student’s program. Exceptions to this policy can be made only by the Dean of the Graduate School upon the recommendation of the DGS. Students on academic probation are not eligible to sit for the doctoral qualifying exam, or master’s or doctoral final examinations. Also, graduate students on probation are not eligible to receive tuition scholarships administered by the Graduate School.

Possible Elective Options for CSD Grad Students

Policy: CSD Grad Students are required to take a minimum of two 1-credit hour of elective/s as a part of the Master's Program. 

Purpose: To either explore a topic of interest in more depth or a related topic in more breadth. Below are descriptions of several elective options that may be used to fulfill this requirement.

Option 1: "Traditional" CSD Electives

What will you do and When?

  • You will take two 1 credit CSD electives in your program of study. One will occur during  Fall 2 and the other during Spring 2 semesters. CSD Faculty members have offered a series of "traditional" in-discipline CSD 1 credit electives on a variety of topics. These have included topics such as Laryngeal Videostroboscopy, Autism, AAC and Social Communication.  (5 students are needed to "make" a course and will be capped at 10 students). 

Who is eligible to participate?

  • Any CSD graduate student is welcome to register. Information is generally made available to students in Spring prior to Summer registration.

How to apply?

  • Students pre-register for these electives in the "traditional" method of registering for any CSD major course. 

Option 2: International Experience for CSD Graduate Students Study Abroad 

What will you do and When?

  • Students will register for CSD 789.  Students will develop an understanding of speech-language pathology and audiology services outside the United States and to increase their appreciation of diverse cultures. The dates for these trips vary year to year. 

Who is eligible to participate?
Any CSD graduate student. 

What will you do?
You will provide consultation or screening on CSD cases either at clinics or rehabilitation centers or schools and provide explanations about low tech augmentative communication strategies, provide education to clinic or rehabilitation center staff as needed and conduct hearing screenings and provide assistive listening devices as needed.

How to apply?
Contact Dr. Anne Olson for current application material (aolso2@uky.edu

Option 3: All 500 Level and Higher UK Courses including courses taken in conjunction with a training grant

What will you do and When?
CSD Graduate students can choose any 500 level course or higher (500, 600, 700 level courses) as an elective for the CSD Graduate Program. Any interesting course that will fit in your schedule and is 500 level or above can be used as a graduate elective.Courses that are provided through special grant funded initiatives would also fulfill the elective requirement (i.e. PREpARE, LINKs, SPEAC-IT, SPEAC-OUT, LEND).

Who is eligible to participate?
Any CSD graduate student is welcome to choose this option. Students who have been selected to participate in specific grant funded initiatives may also be eligible.

How to apply?
Students should contact Dr. Olson (aolso2@uky.edu) to determine if a course is appropriate and will fit in their schedule.

Option 4: Independent Study in CSD

What will you do and When?
Occasionally, a student or CSD Faculty member agree to participate together in an "independent" research, service, or educational project (CSD 789) for a varying number of credits, - usually 1-3 . A graduate student who has an idea for a project should make an appointment with a faculty member who has the expertise or interest to mentor the project. Conversely, faculty members may invite graduate students to assist in the faculty member's research, service, or educational project. It is important that graduate students understand that faculty members are not obligated to direct an independent study. Faculty members may or may not agree to mentor the student.

Who is eligible to participate?
Any CSD graduate student is welcome to choose this option if a faculty mentor agrees to supervise the independent study.

How to apply?
Students with questions should contact Dr. Olson who will explain the process required for seeking a mentor (aolso2@uky.edu) and for the required independent study contract.

Block Exams

Block Exams
 
Policy: All exams during your program of study will follow a block exam format. 
 
Purpose: The purpose of a block exam schedule is to provide students a chance to focus only on academic content. This means that clinic activities will not be conducted during this block time. Students will also be provided with one study day before exams. Exams will take place approximately at 5 or 6 week intervals. Quizzes are allowed during non-block exam schedule.
 
Actor Action
Students
  1. Will prepare for block schedule exam by ensuring availability to take exam at the scheduled time.

Department Chair
  1. Will identify the block schedule exam in conjunction with the administrative assistant.

  2. Will inform all faculty about block schedule and identify one of the affected faculty members to coordinate the exams (room, time and day).  

Clinic Director
  1. Will inform all clinic personnel and supervisors about block exam schedule.

  2. Clinic will be canceled at the scheduled times. 

Faculty
  1. Will give exams on the appointed day. 

  2. Will communicate with other faculty members about scheduling needs. 

 

Examinations
Proficiency examinations
CSD students may need to periodically complete proficiency examinations. Such examinations may be conducted to document proficiency related to an identified ASHA standard or skill. CSD faculty reserves the right to conduct such examinations as needed. 
Preliminary Examination
All CSD graduate students will be required to take a preliminary examination at the end of their first year in the program (beginning of their 4th semester). This will be a multiple choice exam covering material from courses taken in the first three semesters of the program, in addition to content from prerequisite courses that cover normal processes related to speech and hearing. Students will need to “pass” this exam with a score of 70% of greater to be permitted to take the comprehensive exam in their 6th semester of the program. Students may retake the qualifying exam up to three times before the end of the 4th semester. Those students not passing the preliminary exam by the time they have reached the end of their 4th semester may require a remediation or repeat plan that will extend their program and/or be cause for dismissal.
Comprehensive Examination
All CSD graduate students will be required to take the ASHA Praxis and submit a score to the Department Chair no later than the first week of March in the 6th semester of the program. Additionally, students will be required to pass a written comprehensive exam (except for those students completing a Master’s thesis). Students must pass the preliminary exam before being permitted to take the comprehensive exam which will be given during the students 6th semester of enrollment. Students will be informed about the format of these comprehensive exams by the end of their 4th semester so that they can adequately prepare.
 

 

Department of Communication Sciences and Disorders Graduate Thesis Option

What does the Thesis involve?

The Master’s Thesis involves completion of an independent original research project that has the potential to be publishable (either written or oral presentation). It is expected that the student will complete the following:

            Develop a novel research question

            Develop the proposal document that is submitted with an IRB (if needed) and includes:

                        -Introduction

                        -Review of the Literature

                       - Research Questions and Hypotheses

                        -Methods

            Final thesis document - Contains all information from the proposal document, and:

                       - Results

                        -Discussion

                        -Clinical Implications/Conclusion

Several options to a traditional experimental thesis format are possible and can be discussed with your advisor. These may include but are not limited to a systematic review, an observational study, a secondary analysis of existing data, a case study, analysis of data available in a databank or case series etc.  

Why should I do a thesis?

Completion of a thesis will strengthen your ability to ask clinical questions and seek evidence-based answers.  This will have a positive impact on your clinical skills as it will sharpen your ability to critical think and find answers to clinical challenges. Of course, this experience will also help develop your research abilities.  Further, if you have interest in doctoral training in the future, completion of a thesis will help you develop beginning research skills before starting a doctoral program.  In fact, though certainly not always the case, some programs require doctoral students to complete a thesis early in their program if they have not done so at the Master’s level.
 
How do I go about deciding whether or not to do a thesis?

There are many ways that you can approach this decision.  The first question you must ask yourself is this: are you an independent thinker and worker? It is expected that your faculty advisor will serve as a guide, but the journey into the research realm will primarily be your responsibility? Some students have obtained assistance on their thesis tasks from undergraduate students completing a research practicum. This has proved to be very successful for both graduate and UG students. You may wish to meet with CSD faculty to discuss the possibility of completing the thesis.  Often, faculty members have ideas for theses they would like to see completed.  In those cases, it is simply a case of seeing if your interests match those of the faculty. 

You will also be learning about the research process in CSD 701 in the fall term.  This will provide an excellent opportunity to decide if the research track is for you.  You will learn about different types of research questions and research design (single subject design or single case studies, or group designs, etc.). In this course everyone will complete a Critically Appraised topic (CAT) that might be extended into a bigger project for a thesis. You might want to talk to interested faculty members at that time and try out your ideas.

Completion of a Master’s thesis is a very rewarding experience. The thesis option is not for all students and should not be viewed as a way to avoid comprehensive examinations, but we certainly encourage interested and qualified students to pursue this option. Completion of a thesis will require an intense, ongoing commitment. Students devote many hours engaged in the writing and re-writing process. If you have a strong interest in a particular topic, are an independent worker, are flexible enough to handle unexpected problems and delays, and know how to set and follow timelines, you may be a good candidate for a thesis. The Department has access to some funding to support students in their research, but this award is not automatic and should not be assumed. Please speak with your advisor about funding needs.  Additionally, the Graduate School offers some limited funds, but these are available on a competitive basis.

Once I decide to start, can I change my mind?

Yes, at any time you may opt to take comprehensive exams in lieu of the thesis. In addition, if you are not making progress or are unable to meet established timelines, your faculty advisor and committee members may determine that you should stop the research process and prepare for comprehensive exams.  If this happens, you will be provided sufficient notice to prepare for the exam.  Students are typically aware of their progress and recognize when they are not meeting expectations and timelines.

What is a typical timeline?

Below is an example of an optimal sequence for completing the requirements of the these  that assures  you to finish in the spring term of your second year.

 

Summer or Fall term – 1st year:     Discuss thesis ideas with faculty member/s

                                                        Select faculty advisor

                                                        Select committee members

Spring term – 1st year:                   Complete Proposal (literature review and research questions)

                                                        Schedule a committee meeting

                                                        Submit proposal to the Institutional Review Board (as applicable)

                                                        Begin organization and location of subjects (as applicable)

Summer term – 2nd year:               Begin data collection

Fall term – 2nd year:                      Complete data collection

                                                        Complete data analyses

Spring term – 2nd year:                  Complete final written document

                                                        Prepare theses defense presentation

                                                        Schedule final defense of project

                                                        Submission of Electronic Document to Graduate School.

Keep in mind that the earlier you begin, the more flexibility you have.  Even if you don’t plan to start data collection right away, an early decision of whether or not to do a thesis will allow you ample time to do the literature review, determine your research questions and develop your proposal.

Who can serve as a faculty advisor or committee member?

Each committee must be comprised of at least three faculty members and at least one of the members must have full graduate faculty status. Faculty members with full graduate status are Drs. Andreatta, Lowman, Meulenbroek, Olson, Page, Schmedding-Bartley, Cooley Hidecker, Suiter and Angadi. The primary thesis advisor does not have to have full graduate faculty status, but at least one individual with full status must be a member of your committee.

What are some topics from the past?

  • Annaliese Norris: Assessment in Pediatric Feeding
  • Hannah Schlaak: Training e-Helpers to use Telepractice in the School Setting 
  • Emma Calvert:  Impact of NICU Design on Feeding Outcomes in Pre Term Infants
  • Nicole Waugaman: Legibility of Communicative Writing and Drawing in Persons with Aphasia
  • Emily Goggin: Impact of Dysphagia on Quality of Life in Caregivers of patients with ALS 

Can I review past projects?

Faculty advisors have copies of thesis projects that they have chaired.  UK electronic theses and dissertations are available as a stand-alone database at this URL:https://uknowledge.uky.edu/commdisorders_etds/

OK, - I'm interested, - now what do I do?

Students must declare their interest by submitting the attached Master’s Thesis Initial Report to Dr. Olson prior to the last day of classes in the 1st fall term. A copy of this form will be placed in your student file. To complete the form you must have identified a topic area and a faculty member willing to serve as chair for the project. If you decide after the initial due date, you may submit a petition to complete a thesis, with decisions made on a case-by-case basis.

Students in their second year of the graduate program may take off one day per week from their clinical rotation for the semesters that they are registered for CSD 768 in consultation with their thesis advisor and clinical instructor. 

For students who have chosen the thesis option, there will be an evaluation of progress at the end of the first spring term.  Students who are not making satisfactory progress will be required to sit for comprehensive examinations in the second spring term. 

We have instituted these policies in an effort to guide you to the best choice for you.  Not all students are suited to the thesis option; for many, the comprehensive examination is a more appropriate route.  If you are uncertain which option is better for you, please consult with your academic advisor.

All theses are electronically submitted at UK. The format of the document is stipulated by the graduate school and they provide additional resources to help you understand more about the process of submitting a thesis. The timing of the submission is specified and all dates must be followed carefully. For more information please see:  https://gradschool.uky.edu/thesis-dissertation-preparation

 

Additional Forms

CSD Master's Thesis Initial Report Form

Below is the download link for the CSD Master's Thesis Initial Report Form

CSD Master's Thesis Initial Report Form

Student Acknowledgement of Responsibility

Below is the download link for the Acknowledgement of Responsibility Form

Student Acknowledgement of Responsibility

Incoming Grad Student Contact Sheet

Below is the download link for the Program Deadlines Check-sheet by Semester Form

Program Deadlines Check-sheet by Semester

CSD 789 Independent Study Form

Below is the download link for the CSD 789 Independent Study Form

CSD 789 Independent Study Form