Dec 15, 2018  
2017-2018 University Catalog 
    
2017-2018 University Catalog [ARCHIVED CATALOG]

Speech-Language Pathology: Thesis Track, MS


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Communication Disorders and Sciences: Speech-Language Pathology Curriculum


Thesis Track


Thesis students may de-select up to 8 credit hours of select coursework (see courses listed with **asterick). De-selected courses may be audited; audited courses will appear on the student’s transcript. The selection of the courses to remove from a student’s program of study is done with the approval of the student’s advisor, taking into account the individual’s undergraduate background and graduate needs and experiences.

Enrollment in practicum may be reduced in the winter and spring terms of the second year. These practicum experiences will be scheduled either on campus or at select external sites to facilitate completion of the thesis. The decision to reduce time in practicum for one or both quarters is made in consultation with a student’s advisor and the clinical education manager. Students who reduce their practicum hours must be in frequent contact with the clinical education manager throughout their academic programs to monitor that the requisite contact hours needed for graduation are being attained.

Students who do not obtain the needed contact hours will register for additional credit during the following summer quarter so that this graduation requirement will be met. Thesis students who have completed the requisite clock hours and have achieved the skills outcomes for ASHA certification prior to the completion of their theses may be excused from further practicum or have their practicum hours reduced further at the time these requirements are met.

Year 1


Fall Semester

Spring Semester

Year 2


Hours Required for MS Degree: 67


Technical Standards for the Audiology and Speech-Language Pathology Programs


Rush University is committed to diversity and to attracting and educating students who will make the population of health care professionals representative of the national population.

Our core values - ICARE - Innovation, Collaboration, Accountability, Respect and Excellence translate into our work with all students, including those with disabilities. Rush actively collaborates with students to develop innovative ways to ensure accessibility and creates a respectful accountable culture through our confidential and specialized disability support. Rush is committed to excellence in accessibility; we encourage students with disabilities to disclose and seek accommodations.

The following technical functions are required of all students enrolled in the Audiology and Speech-Language Pathology programs:

Acquire Information

  • Acquire information from demonstrations and experiences in courses such as lecture, group, and physical demonstrations.
  • Acquire information from written documents and computer systems (e.g., literature searches & data retrieval).
  • Identify information presented in accessible images from paper, slides, videos with audio description, and transparencies.
  • Identify information presented in images from paper, slides, videos, and transparencies.
  • Recognize and assess patient changes in mood, activity, cognition, verbal, and non-verbal communication.

Use and Interpret

  • Use and interpret information from assessment techniques/maneuvers. Use and interpret information related to physiologic phenomena generated from diagnostic tools.

Motor

  • Possess psychomotor skills necessary to provide or assist in holistic Audiology and Speech-Language Pathology care and perform or assist with procedures and treatments.
  • Practice in a safe manner and appropriately provide Audiology and Speech-Language Pathology care and assessment in emergencies and life support procedures and perform universal precautions against contamination.

Communication

  • Communicate effectively and sensitively with patients and families.
  • Communicate effectively with faculty, preceptors, and all members of the healthcare team during practicum and other learning experiences.
  • Accurately elicit information including a medical history and other information to adequately and effectively evaluate a population’s, client’s or patient’s condition.

Intellectual Ability

  • Measure, calculate, reason, analyze, and synthesize data related to diagnosis and treatment of patients and populations.
  • Exercise proper judgment and complete responsibilities in a timely and accurate manner according to the Audiology and Speech-Language Pathology role.
  • Synthesize information, problem solve, and think critically to judge the most appropriate theory, assessment, or treatment strategy.

Behavioral

  • Maintain mature, sensitive, effective relationships with clients/patients, families, students, faculty, staff, preceptors and other professionals under all circumstances.
  • Exercise skills of diplomacy to advocate for patients in need.
  • Possess emotional stability to function under stress and adapt to rapidly changing environments inherent to the classroom and practice settings.

Character

  • Demonstrate concern for others.
  • Integrity, accountability, interest, and motivation are necessary personal qualities.
  • Demonstrate intent and desire to follow the Rush University and Audiology and Speech-Language Pathology Code of Ethics.

The technical standards delineated above must be met with or without accommodation. Students who, after review of the technical standards, determine that they require reasonable accommodation to fully engage in the program, should contact the Office of Student Disability Services to confidentially discuss their accommodations needs. Given the clinical nature of our programs time may be needed to implement the accommodations. Accommodations are never retroactive; therefore, timely requests are essential and encouraged. To learn more about accommodations at Rush University please contact:

Marie Ferro-Lusk, MBA, MSW, LSW
Manager, Office of Student Disability Services
Rush University
600 S. Paulina St. AAC 440
Chicago, IL 60612
(312) 942-5237
Marie_S_Ferro-Lusk@rush.edu

ASHA Requirements for the Certificate of Clinical Competence


The academic coursework and clinical education hours required by ASHA for the Certificate of Clinical Competence is described on the website of the American Speech-Language Hearing Association (www.asha.org). Each student is responsible for reviewing this information and his/her undergraduate and graduate course work to assure that the requirements will be met.  If a deficiency exists, it is best to identify it early so that appropriate plans can be made.  Students should review their coursework with their academic advisors during the first term of enrollment.

 

Students on thesis track will begin with Independent Study in Spring 1 and continue with Thesis credit Summer 1, Fall 2, and Spring 2.   Total thesis and independent study hours equals 6 credits.   Students may audit a maximum of 4 credit hours in Summer 1 and the remaining credit hours in Fall 2, so that auditing hours are <  6.  Therefore, credits required to graduate are equal for thesis and non-thesis students.

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