OUTLINE FOR SUBMITTING PROPOSALS TO REVISE PROGRAMS. I. Rationale The graduate Speech-Language Pathology program was reaccredited in 8/09 by the

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1 Program Revision Guidelines EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS OUTLINE FOR SUBMITTING PROPOSALS TO REVISE PROGRAMS Use this outline to prepare proposals to revise existing programs, including undergraduate majors and minors and graduate degree programs and certificates. Proposals for revising programs should be submitted in narrative form, using the following outline. Guidelines are on the following page. PROGRAM NAME AND SUBJECT CODE: SPEECH LANGUAGE PATHOLOGY ELSL/SESL/SLIC/SPEE REVISED PROGRAM NAME AND SUBJECT CODE (IF APPLICABLE): DEGREE: BACHELOR S DEPARTMENT(S)/SCHOOL(S): SPECIAL EDUCATION COLLEGE(S): EDUCATION CONTACT PERSON: SARAH GINSBERG CONTACT PHONE: X2672 CONTACT REQUESTED START DATE: TERM FALL YEAR 2010 I. Rationale The graduate Speech-Language Pathology program was reaccredited in 8/09 by the American Speech-Language-Hearing Association s (ASHA) Council on Academic Accreditation (CAA). The changes that are listed below and in the attached course revision forms are a reflection of both the specific mandates of the CAA to alter courses and the philosophical shift that the ASHA & CAA are expressing as the direction of graduate programs in our field. As a program, we have also benchmarked peer institutions to be sure that our changes are consistent with comparable graduate programs. The CAA review of our program indicated that they believe that the majority of disorder courses, those addressing pathology rather than normal communication, and clinical methods should reside in the graduate program. We are submitting the Program Revision for the graduate program at the same time as Program Revision for the undergraduate program. The CAA mandated shift of several undergraduate courses to the graduate program (see Program Revision for graduate program) necessitated that we review and update the undergraduate program. As with the graduate program, we benchmarked a number of undergraduate peer institutions that offer this program. The changes below and attached reflect the philosophical shift of emphasizing less pathological communication processes and clinical methodology, to a focus on normal development, normal aging, and normal communication sciences. We are hoping to implement the changes as of Fall Miller, Program Revision Guidelines Sept. 09

2 Program Revision Guidelines II. Description of Program Catalog Description: The professional entry-level credential in speech-language pathology is the master s degree in the field. Successful completion of this course of study, in the context of other program requirements, with respect to K-12 teacher licensure, satisfies the undergraduate portion of the requirements for the professional entrylevel credential at the master s degree level. This program leads toward, but does not satisfy, the requirements for recommendation to the Michigan Department of Education for K-12 endorsement as a Teacher of Students with Speech and Language Impairment. This program of study meets all requirements of the Council for Exceptional Children and of the American Speech-Language-Hearing Association. The Michigan Test for Teacher Certification (MTTC) covering this field is #57, Speech and Language Impairment. Prospective teachers may select Secondary or Elementary Certification. A minor from the respective approved lists is required in either instance and students must pass the certification test related to the minor. In addition, those selecting Elementary Certification must pass the Elementary Education certification test, #83. Those selecting the health care track have a choice among a different group of minors. Certificate in Speech Pathology The American Speech-Language-Hearing Association issues Certificates of Clinical Competence to individuals who present satisfactory evidence of their ability to provide independent clinical services to persons who have disorders of communication (speech, language and/or hearing). An individual who meets these requirements may be awarded a Certificate in Speech Pathology or in Audiology, depending upon the emphasis of his or her preparation. Note: The program at Eastern Michigan prepares individuals to meet the requirements in speech pathology only. Specific requirements may be obtained from the advisers in speech pathology. As only the Professional Studies are changing, those are the only ones included here. No changes to teacher certification programs will occur. SPHI 392 Introduction to Audiology 2 cr SPHI 394 Aural Habilitation Rehabilitation 3 cr SPSI 332 Acoustic Phonetics Speech Science 2 cr SPSI 334 Applied Phonetics 2 cr SPSI 336 Physiologic Phonetics: Anatomy and Physiology 3 cr SPSI 337 Language Acquisition 3 cr SPSI 340 Phonological and Articulation Disorders 3 cr SPSI 342 Language Disorders in Children 3 cr SPSI 343 Clinical Methods in Speech-Language Pathology 2 cr SPSI 347 Management of Acquired Neurogenic Communication Disorders 3 cr SPSI 452 Voice 3 cr SPSI 454 Stuttering 3 cr Professional Studies: 25 hours Miller, Program Revision Guidelines Sept. 09

3 Program Revision Guidelines III. Revision Catalog Description: No Changes As only the Professional Studies are changing, those are the only ones included here. No changes to teacher certification courses will occur. [Changes in bold/underline] SPHI 392 Introduction to Audiology 3 cr SPHI 394 Aural Habilitation Rehabilitation 3 cr SPSI 332 Acoustic Phonetics Speech Science 2 cr SPSI 334 Applied Phonetics 2 cr SPSI 335 Introduction to Communication Disorders 3 cr SPSI 336 Physiologic Phonetics: Anatomy and Physiology 3 cr SPSI 337 Language Acquisition 3 cr SPSI 341 Speech, Language and Phonological Disorders in Children 3 cr SPSI 347 Normal Aging & Health Issues in Speech Pathology 3 cr SPGN 461 Classroom Management & Intervention Strategies for Students with Disabilities 3 cr RDNG 300 Early Literacy 3 cr Professional Studies: 31 hours This small increase in credit hours from 25 to 28 provides students with stronger preparation for graduate education, which is required for entry-level work, than they previously received under the previous program. In addition to the removal of most pathology oriented courses, the addition of the two courses SPGN 461 and RDNG 300 reflect the current demands on professionals in our field working with children and in the schools. As speech-language pathologists are expected to be adept at working with children who have behavioral issues, such as those with autism, and with children who have literacy issues, we feel it is incumbent upon us to prepare our students for working with these children. The Course Revisions and New Course Forms for the above changes are attached as Appendix C. IV. Impact The only revision that will impact any other program is the increase from 2 to 3 credits of SPHI 392. A letter of support from the Hearing Impairment Program is attached to that Course Revision form. Attached here in Appendix D are the letters of support from the Teacher Education/Reading faculty who teach RDNG 300 and the Special Education faculty who teach SPGN 461. Miller, Program Revision Guidelines Sept. 09

4 Program Revision Guidelines V. Budget There will be no budget impact as there is no significant change in the number of courses being offered. The departments of Special Education and Teacher Education have indicated that they are able to accommodate the undergraduate speech-language pathology students without additional faculty. VI. Action of the Department/College 1. Department/School: Vote of faculty: For Against Abstentions (Enter the number of votes cast in each category.) I support this proposal. The proposed revision can cannot be implemented within the affected Department(s)/School(s) without additional College or University resources. Department Head/School Director Signature 2. College/Graduate School: A. College I support this proposal. The proposed program can cannot be implemented within the affected College without additional University resources. College Dean Signature B. Graduate School (Graduate Program Revisions ONLY) Graduate Dean Signature VII. Approval Associate Vice-President for Academic Programming Signature VIII. Appendices A. Market Analysis/Needs Assessment B. Mandates C. Request for New/Revised Course Forms D. Letters of Support from Impacted Departments E. Cost Analysis (Complete only if the revision cannot be implemented without additional University resources. Fill in Estimated Resources for the sponsoring department(s). Attach separate estimates for other affected departments.) Miller, Program Revision Guidelines Sept. 09

5 Program Revision Guidelines Estimated Resources: Year One Year Two Year Three Faculty / Staff $ $ $ SS&M $ $ $ Equipment $ $ $ Total $ $ $ Miller, Program Revision Guidelines Sept. 09

6 Program Revision Guidelines NOT APPLICABLE APPENDIX A NOT APPLICABLE APPENDIX B COURSE REVISION FORMS: SPHI 392 SPSI 347 APPENDIX C NEW COURSE FORM SPSI 341 APPENDIX D LETTERS OF SUPPORT HEARING IMPAIRMENT PROGRAM SPECIAL EDUCATION TEACHER EDUCATION/READING PROGRAM Miller, Program Revision Guidelines Sept. 09

7 EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS TYPE OF REVISION: (CHECK ALL THAT APPLY.) Course Number/Subject Code Course Title REQUEST FOR COURSE REVISIONS XX Credit Hours XX Course Description Prerequisite/Corequisite Restriction DEPARTMENT/SCHOOL: SPECIAL EDUCATION COLLEGE: COE CONTACT PERSON: LIDIA LEE CONTACT PHONE: CONTACT REQUESTED START DATE: TERM FALL YEAR 2010 DIRECTIONS: COMPLETE SECTION A AND SECTIONS B1a, B2a, B3a B4a, B11, B12 AND B13. COMPLETE ONLY THE REMAINING PARTS OF SECTION B THAT CONCERN THE REVISIONS CHECKED ABOVE. FOR ASSISTANCE CONTACT THE COURSE AND PROGRAM DEVELOPMENT OFFICE. A. Rationale for Revision: Due to revised accreditation standards in both the program areas of hearing impaired (CED) and speech language pathology (ASHA), modifications of the course content need to be made to satisfy the program needs. Consequently, both areas have agreed to change this course to a 3 credit course to include extended content and depth of understanding. B. Course Information 1. a) Subject Code and Course Number: SPHI 392 b) (If new) Subject Code and Course Number: 2. a) Course Title: Introduction to Audiology b) (If new) Course Title: 3. a) Credit Hours: 2 CR b) (If new) Credit Hours 3 CR c) (If new) Briefly describe how the increase/decrease in credit hours will be reflected in course content. Content addition for the 1 credit includes the following: - Review the parameters of sound and how it is measured and quantified - Include anatomy and physiology of the auditory system, and common pathologies of the auditory system - Include a session on the basic knowledge of hearing aids and assistive devices - Include a session on classroom acoustic enhancement 4. a) Catalog Description: Medical and surgical treatment of pathologies of the ear. Hearing screening tests, basic audiometric testing procedures and audiometric interpretation. b) (If new) Catalog Description (Limit to approximately 50 words): Miller, Course Revision, Sept. 09

8 revised course description to reflect course content: This course provides an overview of the fundamental concepts of acoustics, anatomy and physiology. The pathologies of the auditory system, the basic audiological assessment techniques and audiometric interpretation; hearing screening and various rehabilitative measures will be discussed. 5. Method of Delivery (Check all that apply.) a. Standard (lecture/lab) a. Standard (lecture/lab) 6. Grading Mode On Campus X Off Campus On Campus X b. Fully Online b. Fully Online c. Hybrid c. Hybrid Off Campus Normal (A-E) X Credit/No Credit Normal (A-E) X Credit/No Credit 7. (Complete only if prerequisites are to be changed.) List and Prerequisite Courses by subject code, number and title. Students must complete prerequisites before they can take this course. : : 8. (Complete only if corequisites are to be changed) List and Corequisite Courses by subject code, number and title. Students must take corequisite courses at the same time as they are taking this course. : : 9. (Complete only if concurrent prerequisites are to be changed.) List and Concurrent Prerequisite Courses by subject code, number and title. Students must take concurrent prerequisites either before or at the same time as they are taking this course. : : 10. (Complete only if course restrictions are to be changed. Complete only those sections that pertain to the restrictions that are to be changed.) List and Course Restrictions. Course Restrictions limit the type of students who will be allowed to take the course. a. Restriction by College: Check if course is restricted to those admitted to specific college. College of Business: College of Education: College of Business: College of Education: b. Restriction by Majors/Programs: Check if course is restricted to those in specific majors/programs. Miller, Course Revision Sept, 09 Page 2 of 4

9 Yes No If Yes, list the majors/programs Yes No c. Restriction by Academic/Class Level: Check all those who will be allowed to take the course as part of their academic program. Undergraduate All Undergraduates Freshperson Sophomore Junior Senior Second Bachelor Post. Bac. Tchr. Cert. Graduate All Graduates Certificate Master s Specialist Doctoral UG Degree Pending Low GPA Admit All Undergraduates Freshperson Sophomore Junior Senior Second Bachelor Post. Bac. Tchr. Cert. All Graduates Certificate Master s Specialist Doctoral UG Degree Pending Low GPA Admit Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate Credit. Only Approved for Graduate Credit undergraduate courses may be included on graduate programs of study. for Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register 600-level courses d. Departmental Permission: (Note: Department permission requires the department to enter authorization for every student registering.) Yes No Yes No 11. List all departmental programs in which this course is Required or a Restricted Elective. Program SPED: Hearing Impaired program Required X Restricted Elective Program SPED: Speech Language Impaired program Required X Restricted Elective 12. Is this course required by programs in other departments? Yes No X 13. If Yes, do the affected departments support this change? Yes No Miller, Course Revision Sept, 09 Page 3 of 4

10 If Yes, attach letters of support. If No, attach letters from the affected department explaining the lack of support, if available. 14. Will the proposed revision increase/decrease credit hours in any program? Yes X (1CR) No If Yes, list the programs and provide an explanation for the increase/decrease, along with a copy of the revised program that includes the new credit hour total. For undergraduate Speech Language Impaired program: see comprehensive packet submitted For undergraduate Hearing Impaired program: see attached letter of support from Program Coordinator C. Action of the Department/School and College 1. Department/School Vote of faculty: For Against Abstentions (Enter the number of votes cast in each category.) 2. College Department Head/School Director Signature College Dean Signature 3. Graduate School (if Graduate Course) Graduate Dean Signature D. Approval Associate Vice-President for Academic Programming Signature Miller, Course Revision Sept, 09 Page 4 of 4

11 EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS REQUEST FOR COURSE REVISIONS TYPE OF REVISION: (CHECK ALL THAT APPLY.) Course Number/Subject Code Course Title X X Credit Hours Course Description Prerequisite/Corequisite Restriction DEPARTMENT: SPECIAL EDUCATION/SPEECH PATHOLOGY PROGRAM COLLEGE: EDUCATION DEPARTMENT CONTACT: SARAH GINSBERG PHONE: X2672 CONTACT DIRECTIONS: COMPLETE SECTION A AND SECTIONS B1a, B2a, B3a B4a, B11, B12 AND B13. COMPLETE ONLY THE REMAINING PARTS OF SECTION B THAT CONCERN THE REVISIONS CHECKED ABOVE. FOR ASSISTANCE CONTACT THE COURSE AND PROGRAM DEVELOPMENT OFFICE. A. Rationale for Revision: In an effort to stay up to date with current methods and current educational practices, SPSI 347: Management of Acquired Neurogenic Communication Disorders will shift its focus from a methods oriented course, which was consistent with the old model of speech pathology education wherein undergraduate students completed clinical practica, to the new model in which undergraduate students are not required to complete clinical experiences but rather receive a strong foundation in normal communication sciences and aging. Changes to this course will also reflect the increased focus of the field on healthcare. B. Course Information 1. a) Subject Code and Course Number: SPSI 347 b) (If new) Subject Code and Course Number: 2. a) Course Title: Management of Acquired Neurogenic Communication Disorders b) (If new) Course Title: Normal Aging and Health Issues in Speech-Language Pathology 3. a) Credit Hours: 3 cr. b) (If new) Credit Hours c) (If new) Briefly describe how the increase/decrease in credit hours will be reflected in course content. 4. a) Catalog Description: This course is designed to introduce the student to the diagnosis and treatment of acquired neurogenic communication disorders, including aphasia, apraxia of speech, dysarthria, right hemisphere impairment and cognitive communication disorders. Miller, Course Revision, Sept. 09

12 b) (If new) Catalog Description (Limit to approximately 50 words): This course is designed to introduce students to the impact of normal aging on communication disorders. Structures and models for service delivery associated with speech pathologists serving geriatric patients will also be taught. 5. Method of Delivery (Check all that apply.) No changes. a. Standard (lecture/lab) a. Standard (lecture/lab) On Campus Off Campus On Campus Off Campus b. Fully Online b. Fully Online c. Hybrid c. Hybrid 6. Grading Mode Normal (A-E) Credit/No Credit Normal (A-E) Credit/No Credit 7. (Complete only if prerequisites are to be changed.) List and Prerequisite Courses by subject code, number and title. Students must complete prerequisites before they can take this course. : : 8. (Complete only if corequisites are to be changed) List and Corequisite Courses by subject code, number and title. Students must take corequisite courses at the same time as they are taking this course. : : 9. (Complete only if concurrent prerequisites are to be changed.) List and Concurrent Prerequisite Courses by subject code, number and title. Students must take concurrent prerequisites either before or at the same time as they are taking this course. : : 10. (Complete only if course restrictions are to be changed. Complete only those sections that pertain to the restrictions that are to be changed.) List and Course Restrictions. Course Restrictions limit the type of students who will be allowed to take the course. a. Restriction by College: Check if course is restricted to those admitted to specific college. College of Business: College of Business: College of Education: X College of Education: X Miller, Course Revision Sept, 09 Page 2 of 4

13 b. Restriction by Majors/Programs: Check if course is restricted to those in specific majors/programs. Yes X Yes X No No If Yes, list the majors/programs Speech Language Pathology c. Restriction by Academic/Class Level: Check all those who will be allowed to take the course as part of their academic program. Undergraduate All Undergraduates Freshperson Sophomore Junior Senior X Second Bachelor Post. Bac. Tchr. Cert. Graduate All Graduates Certificate Master s Specialist Doctoral UG Degree Pending Low GPA Admit All Undergraduates Freshperson Sophomore Junior Senior X Second Bachelor Post. Bac. Tchr. Cert. All Graduates Certificate Master s Specialist Doctoral UG Degree Pending Low GPA Admit Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate Credit. Only Approved for Graduate Credit undergraduate courses may be included on graduate programs of study. for Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register 600-level courses d. Departmental Permission: (Note: Department permission requires the department to enter authorization for every student registering.) Yes Yes No X No X 11. List all departmental programs in which this course is Required or a Restricted Elective. Program Required Restricted Elective Program Required Restricted Elective 12. Is this course required by programs in other departments? Yes No Miller, Course Revision Sept, 09 Page 3 of 4

14 13. If Yes, do the affected departments support this change? Yes No If Yes, attach letters of support. If No, attach letters from the affected department explaining the lack of support, if available. 14. Will the proposed revision increase/decrease credit hours in any program? Yes No If Yes, list the programs and provide an explanation for the increase/decrease, along with a copy of the revised program that includes the new credit hour total. C. Action of the Department/School and College 1. Department/School Vote of faculty: For Against Abstentions (Enter the number of votes cast in each category.) 2. College Department Head/School Director Signature College Dean Signature 3. Graduate School (if Graduate Course) Graduate Dean Signature D. Approval Associate Vice-President for Academic Programming Signature Miller, Course Revision Sept, 09 Page 4 of 4

15 Request for New Course EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS REQUEST FOR NEW COURSE DEPARTMENT/SCHOOL: SPECIAL EDUCATION COLLEGE: EDUCATION CONTACT PERSON: BILL CUPPLES CONTACT PHONE: , X 2674 CONTACT REQUESTED START DATE: TERM FALL YEAR 2010 A. Rationale/Justification for the Course In our recent re-accreditation site visit the ASHA site visitors stated that the undergraduate program should be revised to reflect information about the basic sciences of speech and language pathology. Disorders courses should be taught at the graduate level. This new course replaces the former SPSI 340 (Phonological and Articulation Disorders) and SPSI 342 (Language Disorders in Children), both of which were intensively focused on pathology, or disorders. This new course provides undergraduate students with a needed overview of the disorders of speech and language in children the faculty feels students need to be introduced to at the undergraduate level, while significantly decreasing the time and credits spent at the undergraduate level focusing on this content. B. Course Information 1. Subject Code and Course Number: SPSI Course Title: Speech, Language and Phonological Disorders in Children 3. Credit Hours: 3 4. Repeatable for Credit? Yes No X If Yes, how many total credits may be earned? 5. Catalog Description (Limit to approximately 50 words.): Issues in the theoretical bases of speech, language and phonological disorders in children. Review of nature and diagnosis of these disorders in children. 6. Method of Delivery (Check all that apply.) a. Standard (lecture/lab) X On Campus X b. Fully Online c. Hybrid/ Web Enhanced Off Campus 7. Grading Mode: Normal (A-E) X Credit/No Credit 8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.) SPSI 332 Acoustic Phonetics SPSI 334 Applied Phonetics SPSI 336 Physiologic Phonetics SPSI 337 Language Acquisition Miller, New Course Sept. 09

16 New Course Form 9. Concurrent Prerequisites: Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject Code, Number and Title.) 10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course. (List by Subject Code, Number and Title.) 11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent course has already been taken. (List by Subject Code, Number and Title) 12. Course Restrictions: a. Restriction by College. Is admission to a specific College Required? College of Business Yes No College of Education Yes No X b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course? Yes X No If Yes, list the majors/programs ELSL/SESL/SLIC/SPEE c. Restriction by Class Level Check all those who will be allowed to take the course: Undergraduate Graduate All undergraduates All graduate students X Freshperson Certificate Sophomore Masters Junior X Specialist Senior X Doctoral Second Bachelor UG Degree Pending Post-Bac. Tchr. Cert. Low GPA Admit Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate Credit. Only Approved for Graduate Credit undergraduate courses may be included on graduate programs of study. for Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register 600-level courses d. Restriction by Permission. Will Departmental Permission be required? Yes No (Note: Department permission requires the department to enter authorization for every student registering.) Miller, New Course Sept. 09 Page 2 of 5

17 New Course Form 13. Will the course be offered as part of the General Education Program? Yes No If Yes, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this course is NOT approved for inclusion in the General Education program, will it still be offered? Yes No C. Relationship to Existing Courses Within the Department: 14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes X No If Yes, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum. Program ELSL/SESL/SLIC/SPEE Required X Restricted Elective Program Required Restricted Elective 15. Will this course replace an existing course? Yes X No 16. (Complete only if the answer to #15 is Yes. ) a. Subject Code, Number and Title of course to be replaced: This new course replaces the former SPSI 340 (Phonological and Articulation Disorders) and SPSI 342 (Language Disorders in Children) b. Will the course to be replaced be deleted? Yes X No 17. (Complete only if the answer #16b is Yes. ) If the replaced course is to be deleted, it is not necessary to submit a Request for Graduate and Undergraduate Course Deletion. a. When is the last time it will be offered? Term Fall Year 2010 b. Is the course to be deleted required by programs in other departments? Contact the Course and Program Development Office if necessary. Yes No X c. If Yes, do the affected departments support this change? Yes No If Yes, attach letters of support. If No, attach letters from the affected department explaining the lack of support, if available. Outside the Department: The following information must be provided. Contact the Course and Program Development office for assistance if necessary. 18. Are there similar courses offered in other University Departments? Yes No X If Yes, list courses by Subject Code, Number and Title 19. If similar courses exist, do the departments in which they are offered support the proposed course? Yes No If Yes, attach letters of support from the affected departments. If No, attach letters from the affected department explaining the lack of support, if available. Miller, New Course Sept. 09 Page 3 of 5

18 New Course Form D. Course Requirements 20. Attach a detailed Sample Course Syllabus including: a. Course goals, objectives and/or student learning outcomes b. Outline of the content to be covered c. Student assignments including presentations, research papers, exams, etc. d. Method of evaluation e. Grading scale (if a graduate course, include graduate grading scale) f. Special requirements g. Bibliography, supplemental reading list h. Other pertinent information. NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM. E. Cost Analysis (Complete only if the course will require additional University resources. Fill in Estimated Resources for the sponsoring department(s). Attach separate estimates for other affected departments.) Estimated Resources: Year One Year Two Year Three Faculty / Staff $ $ $ SS&M $ $ $ Equipment $ $ $ Total $ $ $ F. Action of the Department/School and College 1. Department/School Vote of faculty: For Against Abstentions (Enter the number of votes cast in each category.) Department Head/School Director Signature 2. College/Graduate School A. College College Dean Signature B. Graduate School (if Graduate Course) Graduate Dean Signature G. Approval Miller, New Course Sept. 09 Page 4 of 5

19 New Course Form Associate Vice-President for Academic Programming Signature Miller, New Course Sept. 09 Page 5 of 5

20 Department of Special Education Eastern Michigan University Fall, 2010 Instructor: Phone: Day/Time: Office Hours*: EMU Program theme: Caring professional educators for a diverse and democratic society. Course Number and Title: SPSI 341 Speech, Language and Phonological Disorders in Children Three semester hours Catalog Description: SPSI 341- Issues in the theoretical bases of speech, language and phonological disorders in children. Review of nature and diagnosis of these disorders in children. Prerequisites: SPSI 334, 337, 332, 336. Course Purpose: 1. To describe the nature and developmental course of speech, language and phonological disorders in preschool and school-aged children 2. To review principles for assessing speech, language and phonological disorders 3. To describe various treatment approaches for speech, language and phonological disorders 4. To discuss the impact of phonological awareness on the development of reading Course Objectives: By the end of the semester, each student will be able to: 1. Describe the various types of speech, language and phonological disorders in children. 2. Describe the developmental course and possible developmental outcomes of these disorders. 3. Describe the types of phonological processes observed in phonological disorders. 4. Describe the developmental stages of phonological awareness in children. 5. Describe the relationship between phonological awareness and the development of reading. 6. Analyze a speech transcript to assess speech and phonological development. 7. Analyze a spontaneous language sample of preschool and school-aged children. 8. Describe individual and group treatment approaches for speech, language and phonologically impaired children. 9. Describe the educational implications of speech, language and phonological disorders. Required Course Text: Course Requirements: This is a professional course. As would be expected by your students, clients or patients as an SLP, attendance is expected. A written medical excuse must be provided if class is missed for reasons of illness. Each student is expected to read all class handouts and text chapters, complete all assignments and exams. Make-up exams will be offered only with a written medical excuse for missing the assigned exam. On random class days the instructor will award five points (for a total of 25 points) to students for attending class and participating in class discussion. Students will use their knowledge of the International Phonetic Alphabet (IPA) in this course. The ability to transcribe sentences using the IPA will be assessed at the beginning of the course.

21 SPSI 341 Instructor: 2 At the beginning of the semester students will be given a brief pre-test on English grammar which will assess their ability to recognize sentence structure, parts of speech, clause and phrase structure and verb tenses. Any deficiencies in knowledge will be rectified by the last exam of the term, in which students will be tested on this information. Applied exercises: Throughout the term short exercises will be assigned which will enable students to apply their knowledge of speech, language and phonological disorders. These assignments will be given following the class in which the particular concept or principle is discussed. There will be no make-ups for the applied exercises or exams without a documented medical excuse. Acceptance of the excuse is at the instructor s discretion. Total value of applied exercises will be 25 points. Exams: There will be two examinations during the term, each worth 50 points and a comprehensive final worth 100 points. Evaluation: Final grades will be assigned as follows: Class attendance-expected Exam 1 Exam 2 Final exam Applied exercises TOTAL POINTS 25 points 50 points 50 points 100 points 25 points 250 points Grading: 95 to 100 percent of total points = A 73 to 75 percent of total points = C 90 to 94 percent of total points = A- 70 to 72 percent of total points = C- 86 to 89 percent of total points = B+ 66 to 69 percent of total points = D+ 83 to 85 percent of total points = B 63 to 65 percent of total points = D 80 to 82 percent of total points = B- 60 to 62 percent of total points = D- 76 to 79 percent of total points = C+ 0 to 59 percent of total points = E NOTE: Students requiring accommodations for completing assignments or exams should speak with the course instructor no later than the second week of classes to provide evidence indicating why the accommodation is necessary and to describe the specific accommodations requested. A grade of incomplete (I) will be given only if the student has completed Exams 1 and 2 with a passing grade and the student provides an exceptional extenuating circumstance for requesting the grade of I. Academic Dishonesty The Department of Special Education is committed to academic integrity as a means to promote ethical development, personal accountability and an exceptional learning environment. Therefore, within the Department of Special Education, an act of academic dishonesty may result in failure of the assignment at issue, or, removal from a field experience, practicum, student teaching or internship site, or, failure of the course, or, dismissal from the program. An allegation that a student has committed an act of academic dishonesty will be handled by the faculty member, in consultation with the student s Program Area, and the Department Head. Pursuant to the University policy governing acts of academic dishonesty, if the student denies the allegation, the faculty member may refer the case to the Office of Student Judicial Services for an investigation and formal findings before assigning the academic penalty. Please refer to the guidelines published at Course Calendar for SPSI 341: Topic: Introduction- The relationship between speech, language and communication

22 SPSI 341 Instructor: 3 Review: the development of speech and phonological abilities in children Review: the development of language in children The development of phonological awareness in children Disorders articulation and phonology in children Disorders of language in children Principles for assessing articulation and phonological abilities in children Principles for assessing language abilities in children Principles for assessing phonological awareness in children The relationship between reading abilities and phonological awareness Principles for treating articulation and phonological disorders in children Principles for treating language disorders in children Principles for teaching phonological awareness in children School programs and service delivery models for speech, language and phonological disorders Important dates: Exam 1- Exam 2- Final examination- (Comprehensive final, phonetic transcription and grammar post-test included)

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27 Program Revision Guidelines EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS OUTLINE FOR SUBMITTING PROPOSALS TO REVISE PROGRAMS Use this outline to prepare proposals to revise existing programs, including undergraduate majors and minors and graduate degree programs and certificates. Proposals for revising programs should be submitted in narrative form, using the following outline. Guidelines are on the following page. PROGRAM NAME AND SUBJECT CODE: SPEECH LANGUAGE PATHOLOGY (SPLP) REVISED PROGRAM NAME AND SUBJECT CODE (IF APPLICABLE): DEGREE: MASTER S DEPARTMENT(S)/SCHOOL(S): SPECIAL EDUCATION COLLEGE(S): EDUCATION CONTACT PERSON: SARAH GINSBERG CONTACT PHONE: X2672 CONTACT REQUESTED START DATE: TERM FALL YEAR 2010 I. Rationale The graduate Speech-Language Pathology program was reaccredited in 8/09 by the American Speech-Language-Hearing Association s (ASHA) Council on Academic Accreditation (CAA). The changes that are listed below and in the attached course revision forms are a reflection of both the specific mandates of the CAA to alter courses and the philosophical shift that the ASHA & CAA are expressing as the direction of graduate programs in our field. As a program, we have also benchmarked peer institutions to be sure that our changes are consistent with comparable graduate programs. The CAA review of our program indicated that they believe that the majority of disorder courses, those addressing pathology rather than normal communication, and clinical methods should reside in the graduate program. The details of the individual changes are set forth in section III and the CAA letter addressing several mandated changes is attached in Appendix B. While the CAA reviewers did not specify a specific date by which these changes must be in effect, our reaccreditation was based on the belief that the changes would be accomplished as soon as feasible. We are hoping to implement the changes as of Fall II. Description of Program Catalog Description: Students who enter the graduate program in Speech-language Pathology are trained to work in a variety of settings with children and adults. Students seeking Teacher Certification in addition to the Master s degree should see a graduate adviser for additional teacher certification requirements. Those who do not have undergraduate degrees in Speech-Language Pathology must complete the undergraduate deficiencies. Students must consult a graduate adviser in Speech-Language pathology before enrolling in major courses. Admission to this program is competitive. Miller, Program Revision Guidelines Sept. 09

28 Program Revision Guidelines Required Courses in Speech-Language Pathology: 48 hours SPSI Multicultural Issues in Intervention for Communication Disorders SPSI Introduction to Graduate Study in Speech-Language Pathology SPSI Clinical Practice in Speech-Language Pathology I SPSI Clinical Practicum in Speech-Language Pathology II SPSI Neuroanatomy and Physiology for the Speech-Language Pathologist SPSI Diagnostic Methods: Assessment of Speech and Language Disorders in Children SPSI Diagnosis and Treatment of Audiometric Disorders SPSI Early Intervention for Speech and Language Impaired Children SPSI Motor Speech Disorders SPSI Aphasia SPSI Language Disorders in School-Age Children SPSI Consulting and Interviewing in Speech Pathology 2 hrs 3 hrs 2 hrs 2 hrs :2 hrs 3 hrs 3 hrs 3 hrs 2 hrs 3 hrs 3 hrs 2 hrs SPSI Augmentative Communication : 3 hrs SPSI Acquired Neurogenic Cognitive-Communication Disorders SPSI Dysphagia SPSI Clinical Internship in Speech-Language Pathology I SPSI Clinical Internship in Speech-Language Pathology II SPSI Public School Internship in Speech-Language Pathology SPSI Professional Issues in Speech-Language Pathology 3 hrs 2 hrs 4 hrs 4 hrs 4 hrs 2 hrs Program Total: 48 Students without an undergraduate degree in the field must also take the following classes:** SPSI 332 Acoustic Phonetics SPSI 334 Applied Phonetics SPSI 336 Physiologic Phonetics: Anatomy & Physiology SPSI 337 Language Acquisition 2 hrs 2 hrs 3 hrs 3 hrs Miller, Program Revision Guidelines Sept. 09

29 Program Revision Guidelines SPSI 340 Phonological and Articulation Disorders SPSI 343 Clinical Methods in Speech-Language Pathology SPSI 452 Voice SPSI 454 Stuttering SPHI 392 Introduction to Audiology SPGN 251 Education of the Exceptional Child 3 hrs 2 hrs 3 hrs 3 hrs 2 hrs 3 hrs **Additional courses = 26 credit hours for a total of 74 credit hours 452 & 454 are required of all graduate students with undergraduate degrees in the field when their undergraduate programs from other schools did not offer these courses in their undergraduate programs. These 2 classes with the required courses = 54 credit hours Please note that this program has no restricted or general electives. No courses are taken by students enrolled in other undergraduate or graduate programs. III. Revision Catalog Description: Students who enter the graduate program in Speech-language Pathology are trained to work in a variety of settings with children and adults. Students seeking Teacher Certification in addition to the Master s degree should see a graduate adviser for additional teacher certification requirements. Those who do not have undergraduate degrees in Speech-Language Pathology must complete the undergraduate deficiencies. Students must consult a graduate adviser in Speech-Language pathology before enrolling in major courses. Admission to this program is competitive. [No change] Required Courses in Speech-Language Pathology: 48 hours [Changes in bold/underline] SPSI Multicultural Issues in Intervention for Communication Disorders : 2 hrs SPSI Introduction to Research in Speech-Language Pathology SPSI Clinical Practice in Speech-Language Pathology I SPSI Clinical Practicum in Speech-Language Pathology II SPSI 540 Phonological and Articulation Disorders SPSI 543 Clinical Methods in Speech-Language Pathology Miller, Program Revision Guidelines Sept hrs 3 hrs 3 hrs 3 hrs 3 hrs

30 Program Revision Guidelines SPSI 552 Voice SPSI 554 Fluency Disorders SPSI Neuroanatomy and Physiology for the Speech-Language Pathologist SPSI Diagnostic Methods: Assessment of Speech and Language Disorders in Children SPSI Diagnosis and Treatment of Audiometric Disorders SPSI Early Intervention for Speech and Language Impaired Children SPSI Motor Speech Disorders SPSI Aphasia 3hrs 3hrs 2 hrs 3 hrs 3 hrs 3 hrs 2 hrs 3 hrs SPSI Language Disorders in School-Age Children : 3 hrs SPSI Consulting and Interviewing in Speech Pathology 2 hrs SPSI Augmentative Communication : 3 hrs SPSI Acquired Neurogenic Cognitive-Communication Disorders SPSI Dysphagia SPSI 687* - Clinical Internship in Speech-Language Pathology I SPSI 688* - Clinical Internship in Speech-Language Pathology II SPSI 689* - Public School Internship in Speech-Language Pathology SPSI Professional Issues in Speech-Language Pathology 3 hrs 2 hrs 3 hrs 3 hrs 3 hrs 2 hrs Program Total: 60 *Students only take 2 of the 3 classes from While the overall number of credits has increased, students who did not attend EMU for an undergraduate degree in speech pathology no longer have to complete 6 extra credits of graduate study above those who attended EMU s undergraduate SLP program. Further, the courses which have changed from 300 and 400 numbers to 500 are no longer required in the undergraduate programs of study. The 60 credits is required in order to be able to meet current ASHA/CAA standards. Miller, Program Revision Guidelines Sept. 09

31 Program Revision Guidelines Students without an undergraduate degree in the field must also take the following classes** SPSI 332 Acoustic Phonetics 2 hrs SPSI 334 Applied Phonetics 2 hrs SPSI 336 Physiologic Phonetics: Anatomy & Physiology 3 hrs SPSI 337 Language Acquisition 3 hrs SPSI 341 Speech, Language and Phonological Disorders in Children 3 hrs SPHI 392 Introduction to Audiology 3 hrs SPGN 251 Education of the Exceptional Child 3 hrs **Additional courses = 19 credit hours for a total of 82 credit hours Please note that this program has no restricted or general electives. No courses are taken by students enrolled in other undergraduate or graduate programs. IV. Impact Students in other departments or programs may not enroll in these courses, therefore there is no impact across the campus. V. Budget There will be no budget impact as there is no significant change in the number of courses being offered. No new resources will be required to implement this program revision. VI. Action of the Department/College 1. Department/School: Vote of faculty: For Against Abstentions (Enter the number of votes cast in each category.) I support this proposal. The proposed revision can cannot be implemented within the affected Department(s)/School(s) without additional College or University resources. Department Head/School Director Signature 2. College/Graduate School: A. College I support this proposal. The proposed program can cannot be implemented within the affected College without additional University resources. College Dean Signature Miller, Program Revision Guidelines Sept. 09

32 Program Revision Guidelines B. Graduate School (Graduate Program Revisions ONLY) Graduate Dean Signature VII. Approval Associate Vice-President for Academic Programming Signature VIII. Appendices A. Market Analysis/Needs Assessment B. Mandates C. Request for New/Revised Course Forms D. Letters of Support from Impacted Departments E. Cost Analysis (Complete only if the revision cannot be implemented without additional University resources. Fill in Estimated Resources for the sponsoring department(s). Attach separate estimates for other affected departments.) Estimated Resources: Year One Year Two Year Three Faculty / Staff $ $ $ SS&M $ $ $ Equipment $ $ $ Total $ $ $ Miller, Program Revision Guidelines Sept. 09

33 Program Revision Guidelines NOT APPLICABLE APPENDIX A APPENDIX B AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION S COUNCIL ON ACADEMIC ACCREDITATION LETTER COURSE REVISION FORMS SPSI 516 SPSI 540 SPSI 543 SPSI 552 SPSI 554 SPSI 528/538 SPSI /689 NOT APPLICABLE APPENDIX C APPENDIX D Miller, Program Revision Guidelines Sept. 09

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38 EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS REQUEST FOR COURSE REVISIONS TYPE OF REVISION: (CHECK ALL THAT APPLY.) Course Number/Subject Code Course Title X X Credit Hours Course Description Prerequisite/Corequisite Restriction DEPARTMENT/SCHOOL: _DEPARTMENT OF SPECIAL EDUCATION COLLEGE: OF EDUCATION CONTACT PERSON: _ANA CLAUDIA HARTEN (ASSISTANT PROFESSOR) CONTACT PHONE: (734) EXT CONTACT REQUESTED START DATE: TERM FALL YEAR 2010 DIRECTIONS: COMPLETE SECTION A AND SECTIONS B1a, B2a, B3a B4a, B11, B12 AND B13. COMPLETE ONLY THE REMAINING PARTS OF SECTION B THAT CONCERN THE REVISIONS CHECKED ABOVE. FOR ASSISTANCE CONTACT THE COURSE AND PROGRAM DEVELOPMENT OFFICE. A. Rationale for Revision: Course description: The description of the course is being revised to better describe the course content and objectives. Title: The course title is being revised to better represent the catalog description of the course. B. Course Information 1. a) Subject Code and Course Number: SPSI 516 b) (If new) Subject Code and Course Number: 2. a) Course Title: Introduction to Graduate Study in Speech-Language Pathology b) (If new) Course Title: Introduction to Research in Speech-Language Pathology 3. a) Credit Hours: 3 hrs b) (If new) Credit Hours c) (If new) Briefly describe how the increase/decrease in credit hours will be reflected in course content. 4. a) Catalog Description: This course, customarily taken in the first or second semester of the graduate program, focuses on research methodologies in the area of human communication development and disorders. Students will learn to read professional literature critically and to apply the findings of research to clinical management of communication disorders. In addition, students will review standards for clinical certification in speech-language pathology and will initiate a portfolio of knowledge, skills and competencies to be attained during the course of graduate study. Miller, Course Revision, Sept. 09

39 b) (If new) Catalog Description (Limit to approximately 50 words): This course focuses on research methodologies in the area of human communication development and disorders. Students will learn to interpret and critically evaluate the quality of research articles, and identify the principles of Evidence-Based Practice and applications of research findings to clinical management of communication disorders. In addition, students will review standards for clinical certification in speech-language pathology. 5. Method of Delivery (Check all that apply.) a. Standard (lecture/lab) a. Standard (lecture/lab) On Campus Off Campus On Campus Off Campus b. Fully Online b. Fully Online c. Hybrid c. Hybrid 6. Grading Mode Normal (A-E) Credit/No Credit Normal (A-E) Credit/No Credit 7. (Complete only if prerequisites are to be changed.) List and Prerequisite Courses by subject code, number and title. Students must complete prerequisites before they can take this course. : : 8. (Complete only if corequisites are to be changed) List and Corequisite Courses by subject code, number and title. Students must take corequisite courses at the same time as they are taking this course. : : 9. (Complete only if concurrent prerequisites are to be changed.) List and Concurrent Prerequisite Courses by subject code, number and title. Students must take concurrent prerequisites either before or at the same time as they are taking this course. : : 10. (Complete only if course restrictions are to be changed. Complete only those sections that pertain to the restrictions that are to be changed.) List and Course Restrictions. Course Restrictions limit the type of students who will be allowed to take the course. a. Restriction by College: Check if course is restricted to those admitted to specific college. College of Business: College of Education: College of Business: College of Education: Miller, Course Revision Sept, 09 Page 2 of 4

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