Communication Sciences and Disorders Advising Guide

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.
• CSD majors intern as student speech-language pathologists in our on-campus clinic for a minimum of two semesters, accruing up to 50 direct intervention hours that they carry into their graduate programs. Audiology students have the option of interning in our speech-language clinic or completing a community-based practicum selected in partnership with their audiology advisor. 
• 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 stand out when they apply to graduate schools.

1. Internships: CSD majors have completed five-week clinical internships in Australia, working in a variety of centers for individuals with disabilities.
2. International Study: Dozens of CSD majors have engaged in academic study and service learning in Cambodia with Augie professors from CSD.
3. Research with Faculty: CSD students have been able to work with faculty during the summer on research studies for the past 10 years.

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.

For example, Stephanie Kerno (’21) investigated empathetic and emotive expression in the narratives of adolescents with autism spectrum disorder. Stephanie’s research was accepted to be presented at the American Speech-Language-Hearing Association’s Convention.   

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, Clock, 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 advisor. 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 two major annual events: a holiday carnival for children and families who receive services at the Roseman Center for Speech, Language, and Hearing, and a major 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. ASSHA members also volunteer to administer Friendship Island, a no-curriculum friendship group for teens with autism spectrum disorder. 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.

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 advisor and advisee is purposeful and intentional, designed to serve our majors to graduation and beyond.

Declaring the CSD Major

Submit the electronic Program Change Form found at this link and a CSD advisor will be assigned to you. 

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

The student is able to:

• Access and use 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 advisor 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 advisor to plan out the subsequent term’s course schedule. In one of those meetings, your advisor 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 advisor to:

• Be available by email and office 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 advisor expects you to:

• Check your Augustana 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 a mentee in the Roseman Center for Speech, Language, and Hearing.

You will meet one time per semester with your advisor 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 advisor to:

• Be available by email and office 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 advisor expects you to:

• Check your Augustana 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 advisor 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 advisor about post-graduate plans, including graduate school notifications and job offers.

You can expect your advisor to:

• Be available by email and office 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 advisor expects you to:

• Check your Augustanaemail 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 course requirements

To complete a Communication Sciences and Disorders major, it is necessary to complete the following CSD courses and internships (44 credits). Courses that also satisfy an Augustana General Education requirement are noted in brackets [ ].

Major Coursework Required (38 credits)

• CSD-110    Introduction to Communication Sciences & Disorders (4 credits)
• CSD-205    Anatomy, Physiology, & Science of Speech (4 credits)
• CSD-210    Anatomy, Physiology, & Science of Hearing (4 credits)
• CSD-215    Phonetics (4 credits)
• CSD-220    Speech and Language Development (4 credits)
• CSD-305    Speech Sound Disorders (4 credits)
• CSD-310    Language and Literacy Disorders [D] (4 credits)
• CSD-315    Audiology (4 credits)
• CSD-405    Aural Rehabilitation (2 credits)
• CSD-410    Neural Bases of Human Communication (4 credits)

Research Coursework Required (6 credits)

• CSD-460    SI–Research Methods (2 credits)
• CSD-490    SI–Research Writing (2 credits) OR
  • Equivalent SI in another major (CSD approval required)

Internships Required (0 credits)

• CSD-415    Community Practicum 1
• CSD-420    Community Practicum 2 

OR

• CSD-425    Clinical Practicum 1
• CSD-430    Clinical Practicum 2

Supporting Coursework Required (20 credits)

• LING-100            Linguistics (4 credits)
• PSYC or SOAN  Any psychology, sociology, or anthropology social science course (4 credits)
• STATS                Any statistics course [Q] (4 credits)
• BIOL-130/140    Recommended; OR any BIOL course related to human or animal sciences (4 credits)
• PHYS-121          Recommended; OR -151 [PN] (4 credits) OR
  • CHEM-131    OR any CHEM course [PN] (4 credits)

Optional Coursework

• CSD-105    Sign Language (1 credit)
• PSYC-216  Human Development (4 credits) 

Study-Abroad Coursework Taught by CSD Faculty

• ISS-350    Ethical Service Learning (4 credits)
• ISS-352    International Service Practicum [PH, G, SL when combined with ISS-350] (2 credits)

Non-Major Coursework

• CSD-100    Human Communication and Disorders [PH] (4 credits)

Required CSD Major Coursework Schedule

It is suggested strongly that a student majoring in CSD begin coursework during fall term, first year. The typical sequence of classes is presented below.

First year coursework

Fall: CSD-110: Introduction to CSD (4)

Spring: CSD-205: A, P, & S of Speech (4)

Sophomore year coursework

Fall: CSD-210: A, P, & S of Hearing (4)

Spring: CSD-215: Phonetics (4); CSD-220: Speech & Language Develop (4)

Junior year coursework

Fall: CSD-305: Speech Sound Disorders (4); CSD-310: Language & Literacy Dis (4)

Spring: CSD-315: Audiology (4); [Mentee in Clinic (0)]

Senior year coursework

Fall: CSD-405: Aural Rehabilitation (2); CSD-460: SI-Research Methods (2)

CSD-415: Community Practicum (0) OR CSD-425: Clinical Practicum (0)

Spring: CSD-410: Neural Bases of Human Comm (4); CSD-490: SI-Research Writing (2)

CSD-420: Community Practicum (0) OR CSD-430: Clinical Practicum (0)

General Requirements for All Students

General Requirements: Summary

• 124 credits as defined by Augustana
  • 60 credits must be earned from Augustana
  • Last 12 credits applied to degree must be earned at Augustana
  • Minimum of 40 credits at the 300- and 400-level; no more than 4 credits in MULS, MUEN, and MUCH courses may contribute to this requirement
• No more than 40 credits with the same subject code designation may be applied to the degree-required minimum of 124; students who exceed the 40-credit maximum will need to exceed the required 124 credits minimum by the equivalent amount
• No more than 3 credits from physical education activities
• No more than 8 credits in music ensembles or IND/DIR
• No more than 12 credits in internships
• 2.0 GPA overall
• Major of at least 24 credits, with at least 8 credits of 300-400 level courses at Augustana

First-Year Liberal Studies Sequence: 8 credits

• FYI 101 (Fall, 4 credits)
• FYI 102 (Spring, 4 credits)
• OR equivalent Honors sequence

Learning Perspectives Requirements: 24 credits

• One course in each perspective
  • Perspective on the Arts (PA, 4 credits)
  • Perspective on Human Values and Existence (PH, 4 credits)
  • Perspective on the Individual and Society (PS, 4 credits)
  • Perspective on Literature and Text (PL, 4 credits)
  • Perspective on the Past (PP, 4 credits)
  • Perspective on the Natural World (PN, 4 credits)

Diversity Requirements: 8 credits

• Global Diversity (G, 4 credits)
• Diversity (D, 4 credits)

Quantitative Literacy Requirement: 4 credits

• Quantitative Literacy (Q, 4 credits)

Physical Education Requirements: 2 credits

• 2, 1-credit HEPE activity courses

Second Language Requirements: 0-8 credits

• Language 101 (4 credits)
• Language 102 (4 credits)
• OR equivalent (transfer course, placement test scores, etc.)

Reasoned Examination of Faith Requirement: 4 credits

• Reasoned Examination of Faith (REF, 4 credits)

Capstone Requirement: (0-8 credits)

• Senior Inquiry (variable # of credits based on academic major)

CSD Course Descriptions

Academic Coursework

CSD-100, Human Communication and Its Disorders, 4 credits, PH
Augustana Student Learning Outcomes: Disciplinary Knowledge, Critical Thinking, Intercultural Competency

The focus of this course is to examine linguistic, behavioral, physiological, and multicultural aspects of human communication and its disorders. Methods for observing communication behaviors and identifying disordered communication will be examined. Etiologies characteristics for a range of communication disorders will be presented. Non-CSD majors only.

CSD-105, Sign Language, 1 credit
Augustana Student Learning Outcomes: Disciplinary Knowledge, Intercultural Competency, Communication Competency

Comprehend and express a basic vocabulary in sign language. English word order. Manual fingerspelling. Develop a basic understanding of Deaf culture.

CSD-110, Introduction to Communication Sciences and Disorders, 4 credits
Augustana Student Learning Outcomes: Disciplinary Knowledge, Critical Thinking and Information Literacy, Intercultural Competency

Students in this course will learn about human communication systems and variations in communication, including cultural differences, with emphasis on the multiple aspects of disordered communication related to speech, language, and hearing deficits. Specific communication disorders will be examined. Students will also learn about the roles and responsibilities of the professions in the field of Communication Sciences and Disorders. CSD majors only.

CSD-205, Anatomy, Physiology, and Science of Speech, 4 credits
Augustana Student Learning Outcomes: Disciplinary Knowledge, Critical Thinking

The primary objective of the course is to provide students with an understanding of how humans produce speech. This will lead into the study of the human speech mechanism and how it works. The study of speech encompasses an array of interrelated scientific disciplines, including mathematics, physics, psychology, biology, medicine, and communication sciences and disorders. In this course, students will study the multidisciplinary nature of speech as we explore the topics of respiration, phonation, articulation, and resonation. Course includes a weekly lab.

CSD-210, Anatomy, Physiology, and Science of Hearing, 4 credits
Augustana Student Learning Outcomes: Disciplinary Knowledge, Quantitative Literacy, Communication Competency

The primary objective of this course is to introduce students to the hearing mechanism by examining its structure and function, and the acoustical properties of sound. We will discuss fundamental principles and theories of sound waves and their propagation in space, and will learn how sound is measured by solving problems using the decibel. We will discuss structures of the peripheral and central auditory system and the vestibular system, and explain their functions. Students will also differentiate the acoustical characteristics of sound (e.g., pitch vs. loudness) and explain how they contribute to auditory perception. Finally, we will discuss audio systems, including the functions of audio devices and how they process auditory signals.

CSD-215, Phonetics, 4 credits
Augustana Student Learning Outcomes: Disciplinary Knowledge, Critical Thinking and Information Literacy, Communication Competency

The primary objective of this course is to provide students with the science of speech production and perception. Students will learn the mechanisms involved in segmental and suprasegmental production in a variety of the world's languages. The study of these mechanisms includes the study of respiration, phonation, articulation, and resonation. The study of speech acoustics and acoustic analysis will be introduced and students will learn how to conduct basic analyses. Students will begin to learn the phonology of speech sounds in American English. Students also will learn to phonetically transcribe normal and disordered speech using symbols from the International Phonetic Alphabet. Development of both the art and science of IPA transcription will be fostered in this class. Course includes a weekly lab.

CSD-220, Speech and Language Development, 4 credits
Augustana Student Learning Outcomes: Disciplinary Knowledge, Critical Thinking, Quantitative Literacy, Intercultural Competency, Communication Competency, Intellectual Curiosity

The primary objective of this course is to explore multiple aspects of speech and language developmental milestones and language development theories. Students will discover distinctions between communication, speech, and language phenomena. They will consider how and why humans develop language and how factors such as socioeconomic status, intelligence, and language difference influence language and speech development. Typical speech and language development norms will be used to inform assessment and intervention decisions for children with atypical communication development. Weekly lab component will allow students to quantify, describe, and analyze language data.

CSD-305, Speech Sound Disorders, 4 credits
Augustana Student Learning Outcomes: Disciplinary Knowledge, Critical Thinking and Information Literacy, Communication Competency, Creative Thinking, Ethical Citizenship

The primary objective of the course is to provide students with an understanding of the various disorders of speech that can affect individuals throughout the lifespan. We only briefly will review normal speech development, and then will spend a considerable amount of time learning how to assess individuals with speech disorders. Following assessment, we will talk about intervention issues. A variety of special populations in which individuals exhibit a high incidence of speech disorders also will be presented, and we will explore multicultural issues related to assessment and intervention of disorders and differences of speech. We will discuss competing theories of speech acquisition, while learning how to evaluate theoretical approaches in assessment and intervention. Course includes a weekly lab.

CSD-310, Language and Literacy Disorders, 4 credits, D
Augustana Student Learning Outcomes: Disciplinary Knowledge, Critical Thinking, Quantitative Literacy, Intercultural Competency, Communication Competency, Intellectual Curiosity

The primary objective of this course is for students to gain understanding of the types, causes, and possible characteristics of child oral language and literacy disorders. Students will connect applied and theoretical linguistics and develop evidence-based procedures to identify, assess, and generate functional and measurable goals and related intervention plans for children with language disorders. They will use standardized test and qualitative language data to describe language development in children with language disorders and write professional clinical reports for children with disordered oral or written language. Students will apply the study of typical language development to children with language and literacy disorders. Throughout the course, concepts of the language-cognition relationship, special issues pertaining to culturally and linguistically diverse populations, and service delivery in various pediatric settings also will be explored.

Prerequisite: CSD-220.

CSD-315, Audiology, 4 credits
Augustana Student Learning Outcomes: Disciplinary Knowledge, Critical Thinking, Communication Competency

The primary objective of this course is to introduce students to the field of audiology that includes diagnosis and treatment of hearing disorders. We will also discuss the roles and responsibilities of hearing healthcare professionals working with patients with hearing loss, and summarize the important technologies that are used to assess hearing. Students will perform basic hearing testing and interpret their results through hands-on labs. We will discuss hearing disorders as they affect hearing and vestibular function, and investigate the effectiveness of treatments available to address hearing and vestibular dysfunction. A special emphasis will be placed on multicultural issues, including the Deaf culture.

CSD-405, Aural Rehabilitation, 2 credits
Augustana Student Learning Outcomes: Disciplinary Knowledge, Critical Thinking, Intercultural Competency, Ethical Citizenship

The primary objective of this course is to enable students to thoughtfully address questions and issues related to aural habilitation and aural rehabilitation. Emphasis will be placed on total communication, defined as the use of all available modalities (auditory, verbal, sign language/visual communication systems) to teach language and speech to individuals with hearing impairment. Students will also learn about relevant legislation related to the D/deaf and hard of hearing population. Course includes a field trip to the Illinois School for the Deaf.

CSD-410, Neural Bases of Human Communication, 4 credits
Augustana Student Learning Outcomes: Critical Thinking, Communication Competency, Creative Thinking

The primary objective of this course is to identify the structures of the central and peripheral nervous systems of the body, and how they connect and contribute to communication impairments. Students will apply principles governing brain function through case studies. Students will also be able to describe how development of neural systems occurs and how abnormalities produce developmental disabilities and neurological disorders affecting communication. We will review the major parts of a nerve cell and describe how electrical signals are conducted through the nervous system. Students will explain how blood is circulated in the brain and how involvement of cerebrovascular systems results in damage to the brain.

Research Coursework

CSD-460, Senior Inquiry–Research Methods, 2 credits
Augustana Student Learning Outcomes: Disciplinary Knowledge, Critical Thinking and Information Literacy, Quantitative Literacy, Communication Competency, Ethical Citizenship

The primary objective of this course is to examine scientific methods and research designs employed in CSD research and to review the process and importance of evidence-based practice in CSD. Issues related to population sampling, data collection methods, and statistical analyses will be covered. Special emphasis will be placed on the protection of human participants and research ethics. Students will develop a research question to be expanded upon in CSD-490: Research Writing.

CSD-490, Senior Inquiry–Research Writing, 2 credits
Augustana Student Learning Outcomes: Disciplinary Knowledge, Critical Thinking and Information Literacy, Communication Competency, Intellectual Curiosity

The focus of this course is to provide students with hands-on experience in the research process and advanced scientific writing. Students will conduct an extensive literature search and compose a scientific paper on a topic of narrow focus or develop a research study proposal based on the research question or topic developed in CSD-460. The course will culminate in a professional presentation of research. Students also will produce a reflective essay.

Clinical Coursework

CSD-415 and CSD-420 OR CSD-425 and CSD-430, Internship, 0 credits
Augustana Student Learning Outcomes: Critical Thinking and Information Literacy, Collaborative Leadership, Intercultural Competency, Communication Competency, Creative Thinking, Intellectual Curiosity

Students complete two community or clinical practicums. Determined on an individual basis in conference with advisor. Community Practicum students intern in a local agency to explore vocations outside of CSD, working primarily with CORE throughout the experience. Clinical Practicum students intern in our on-campus Center for Speech, Language, and Hearing. Clinical Practicum students learn in weekly seminars about professional practice issues, evidence-based practice, clinical documentation, the clinical supervision process, the ASHA Code of Ethics and Scope of Practice, and intervention planning.

Prerequisite: Approval by CSD advisor.

Undergraduate Internships in CSD Major

In addition to completing coursework in the major, each student becomes an active participant in the clinical program all four years in the major.

First and Sophomore Years
Students observe diagnostic and intervention sessions at the Roseman Center for Speech, Language, and Hearing. Students also are encouraged to observe speech-language pathologists and audiologists in their home and QCA communities and complete observations using Master Clinician Network.

Junior Year
Students continue to observe diagnostic and intervention sessions at our on-campus Roseman Center. In Spring Semester, students work as clinical mentees for one client, assisting a senior or graduate student clinician under the supervision of a certified and licensed CSD faculty member.

Senior Year
In the senior year, CSD majors have a choice of internship possibilities. Students decide to take a traditional path or an alternate path, as explained below.

Internship Options in CSD

Traditional Path: On-campus internship in the Roseman Center for Speech, Language, and Hearing

Traditional Path senior CSD majors desiring to enter vocations in speech-language pathology or audiology complete fall and spring semester clinical internships in the Roseman Center for Speech, Language, and Hearing, working with clients who present with a variety of communication disorders. While students address the numerous challenges facing their clients in intervention, they are supervised closely by certified and licensed clinical CSD faculty. Please note that admission to Clinical Practicum is granted only if a student has a minimum overall GPA of 3.0 at the time each experience begins. Admission to the clinical internship is by written application submitted to the Center Director in the preceding term. More detailed information regarding these requirements can be found below.

The Traditional Path can lead to: graduate school in a CSD program, graduate school in a CSD-related program and/or a career in an organization supporting individuals with disabilities, or in healthcare or education.

Alternate Path: Off-campus internship in a community-based organization or agency

Alternate Path senior CSD majors desiring to explore vocations in another discipline typically complete a community internship in a local agency. Students work with their advisor and CORE staff to identify an internship placement that will help them explore vocations of interest. A member in CORE supervises students throughout their community-based internships.

The Alternate Path can lead to: graduate school in a non-CSD program, a career in an organization supporting individuals with disabilities, or in healthcare or education and/or skills-based positions.

Policies and Prerequisites for Undergraduate Clinical Practicum Roseman College Center for Speech, Language, and Hearing

Prior to enrolling in clinic coursework (CSD-425 or CSD-430), students must complete the following prerequisites:

• Sign and comply with items listed on the Essential Functions document.

• 3.0 Cumulative Grade Point Average: Students must achieve a 3.0 cumulative GPA to enroll in clinical internship courses or graduate clinical seminars.

• 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-425. 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. Students may complete observations in-person or through Master Clinician Network. 

Note that students will receive credit for additional hours for observations completed as part of coursework.

• Blood Borne Pathogens Training: Prospective student clinicians must complete online blood borne pathogens training and pass a related quiz. The Clinic Coordinator will email each student a link to follow to complete this requirement.

• Background Check: Prior to week 1 of their first semester of clinical practicum, students must complete a background check by submitting payment and completing documents related to this requirement. The Clinic 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.

• Protect Children: Prospective clinicians must annually complete online Everfi safe interactions with children training and pass a related quiz. The Clinic Coordinator will email each student a link to follow to complete this requirement.

• HIPAA: Prospective clinicians must annually complete online HIPAA training and pass a related quiz. The Clinic Coordinator will email each student a link to follow to complete this requirement.

• Clinical Mentoring Experience: One semester prior to enrolling in the first clinic internship course, students must serve for at least one semester as a mentee to a senior clinician for one client. 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 clinic internship.

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
• 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 over 250 graduate CSD programs in the U.S. We have had alumni graduate from CSD programs all across the country.

Some Illinois graduate programs

• Augustana College
• 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
• St. Ambrose University

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.