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

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: 487-7120X2672 CONTACT EMAIL: SGINSBERG@EMICH.EDU 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 2010. Miller, Program Revision Guidelines Sept. 09

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

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

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

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

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

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: 734.487.3300 CONTACT EMAIL: llee@emich.edu 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

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

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

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

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: 487-7120X2672 CONTACT EMAIL: SGINSBERG@EMICH.EDU 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

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

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

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

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: 487-7120, X 2674 CONTACT EMAIL: WCUPPLES@EMICH.EDU 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 341 2. 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

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

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

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

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

Department of Special Education Eastern Michigan University Fall, 2010 Instructor: Phone: 487-7120 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.

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 www.dsa.emich.edu/sjs/discprocess.html. Course Calendar for SPSI 341: Topic: Introduction- The relationship between speech, language and communication

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)

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: 487-7120X2672 CONTACT EMAIL: SGINSBERG@EMICH.EDU 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 2010. 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

Program Revision Guidelines Required Courses in Speech-Language Pathology: 48 hours SPSI 508 - Multicultural Issues in Intervention for Communication Disorders SPSI 516 - Introduction to Graduate Study in Speech-Language Pathology SPSI 528 - Clinical Practice in Speech-Language Pathology I SPSI 538 - Clinical Practicum in Speech-Language Pathology II SPSI 555 - Neuroanatomy and Physiology for the Speech-Language Pathologist SPSI 568 - Diagnostic Methods: Assessment of Speech and Language Disorders in Children SPSI 578 - Diagnosis and Treatment of Audiometric Disorders SPSI 607 - Early Intervention for Speech and Language Impaired Children SPSI 612 - Motor Speech Disorders SPSI 614 - Aphasia SPSI 618 - Language Disorders in School-Age Children SPSI 620 - 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 622 - Augmentative Communication : 3 hrs SPSI 624 - Acquired Neurogenic Cognitive-Communication Disorders SPSI 625 - 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 694 - 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

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 508 - Multicultural Issues in Intervention for Communication Disorders : 2 hrs SPSI 516 - Introduction to Research in Speech-Language Pathology SPSI 528 - Clinical Practice in Speech-Language Pathology I SPSI 538 - 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. 09 3 hrs 3 hrs 3 hrs 3 hrs 3 hrs

Program Revision Guidelines SPSI 552 Voice SPSI 554 Fluency Disorders SPSI 555 - Neuroanatomy and Physiology for the Speech-Language Pathologist SPSI 568 - Diagnostic Methods: Assessment of Speech and Language Disorders in Children SPSI 578 - Diagnosis and Treatment of Audiometric Disorders SPSI 607 - Early Intervention for Speech and Language Impaired Children SPSI 612 - Motor Speech Disorders SPSI 614 - Aphasia 3hrs 3hrs 2 hrs 3 hrs 3 hrs 3 hrs 2 hrs 3 hrs SPSI 618 - Language Disorders in School-Age Children : 3 hrs SPSI 620 - Consulting and Interviewing in Speech Pathology 2 hrs SPSI 622 - Augmentative Communication : 3 hrs SPSI 624 - Acquired Neurogenic Cognitive-Communication Disorders SPSI 625 - 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 694 - 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 687-689. 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

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

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

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 687688/689 NOT APPLICABLE APPENDIX C APPENDIX D Miller, Program Revision Guidelines Sept. 09

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) 487-7120 EXT. 2669 CONTACT EMAIL: AHARTEN@EMICH.EDU 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

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

b. Restriction by Majors/Programs: Check if course is restricted to those in specific majors/programs. 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 Master of Arts in Speech-Language Pathology Required X Restricted Elective Program Required Restricted Elective 12. Is this course required by programs in other departments? Yes No X Miller, Course Revision Sept, 09 Page 3 of 4

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 X 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

EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS REQUEST FOR COURSE REVISIONS TYPE OF REVISION: (CHECK ALL THAT APPLY.) X Course Number/Subject Code Course Title X Credit Hours Course Description Prerequisite/Corequisite Restriction DEPARTMENT/SCHOOL: SPECIAL EDUCATION COLLEGE: EDUCATION CONTACT PERSON: _SARAH GINSBERG CONTACT PHONE: 487-3300 CONTACT EMAIL: SGINSBERG@EMICH.EDU 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: The purpose of this revision is two-fold: to comply with accreditation standards and to improve the overall graduate curriculum. The course description has not changed in at least 22 years and needs updating to reflect changes in the discipline. B. Course Information 1. a) Subject Code and Course Number: SPSI 340 b) (If new) Subject Code and Course Number: SPSI 540 2. a) Course Title: Articulation and Phonological Impairments b) (If new) Course Title: 3. a) Credit Hours: 3 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: Diagnosis and treatment of functional articulation problems, including the articulation deficits associated with cleft palate, cerebral palsy, and hearing impairments. Miller, Course Revision, Sept. 09

b) (If new) Catalog Description (Limit to approximately 50 words): Theoretical perspectives, assessment and diagnostic methods and contemporary intervention approaches for both functional and organic articulation and phonological impairments. Emphasis on impairments associated with hearing loss, cerebral palsy, cleft palate, and developmental apraxia of speech. Opportunity to gain experience in assessment techniques for speech sampling and test administration scoring and analysis. 5. Method of Delivery (Check all that apply.) a. Standard (lecture/lab) X a. Standard (lecture/lab) On Campus X Off Campus On Campus X b. Fully Online b. Fully Online c. Hybrid c. Hybrid X Off Campus 6. Grading Mode 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. : SPSI 334 : Admission to the Graduate SLP program 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: Miller, Course Revision Sept, 09 Page 2 of 4

College of Education: College of Education: b. Restriction by Majors/Programs: Check if course is restricted to those in specific majors/programs. 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. All Undergraduates Freshperson Sophomore Junior Senior Second Bachelor Post. Bac. Tchr. Cert. Graduate All Graduates All Graduates X Certificate Certificate Master s Master s Specialist Specialist Doctoral Doctoral UG Degree Pending UG Degree Pending Low GPA Admit 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 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

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

Department of Special Education Eastern Michigan University SPSI 543 Clinical Methods in Speech-Language Pathology Instructor: W. Cupples, Ph.D., CCC/SLP Day/Time: Office: Location: Phone: 734-487-7120, ext. 2674 Email: wcupples@emich.edu Office Hours*: EMU Advanced Programs Theme: Inquiry, advocacy and leadership for a diverse and democratic society. Catalog Description: SPSI 543- Basic principles of evaluation and treatment in Speech-Language Pathology. Supervised clinical observation in the Speech and Hearing Clinic. Three semester hours credit. Prerequisites: Admission to Graduate Program in SLP. Course Purpose: To develop student s ability to observe a variety of communication disorders To inform students of the guidelines for professional behavior To develop student s ability to write goals and objectives To inform students of the ASHA Code of Ethics To develop ability to write accurate and concise SOAP notes Course Objectives with ASHA Standards: By the end of the semester, each student will be able to: Describe appropriate professional behaviors- Standard III-E: The applicant must demonstrate knowledge of standards of ethical conduct Discuss the ASHA Code of Ethics- Standard III-E: The applicant must demonstrate knowledge of standards of ethical conduct. Describe the purpose of ASHA, the steps to certification and the various professional credentials available to SLP s- Standard III-H: The applicant must demonstrate knowledge about certification, specialty recognition, licensure, and other relevant professional credentials. Describe various ways of assessing behaviors in communication disorders- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Write treatment goals and objectives in communication disorders- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Describe various means of record-keeping in communication disorders- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing

SPSI 543 Instructor: W. P. Cupples 2 disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Describe guidelines for choosing target behaviors in communication disorders- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Design a treatment session in communication disorders- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Keep appropriate data on treatment goals and objectives- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Discuss ways of managing behavior in a treatment session- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Discuss ways of maintaining target behaviors in communication disorders- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Discuss how to establish and maintain evidence-based assessment and treatment procedures for a variety of communication disorders- Standard III-F: The applicant must demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practice. Course Texts: Shipley, K. and McAfee, J. 2009. Assessment in Speech-Language Pathology (4th ed.). Albany, NY: Singular Thompson Learning Group. (S in course calendar) Roth, F. and Worthington, C. 2005. Treatment Resource Manual for Speech-Language Pathology (3rd ed.). Albany, NY: Singular Thompson Learning Group. (R in course calendar) Graduate students taking this course will be evaluated using the following assignments: Grades will be assigned based on the following criteria: Midterm examination 50 points Final Examination 100 points Case Analysis 25 points Observation report (2 @ 25 points) 50 points SOAP notes (3 @ 25 points) 75 points TOTAL 300 points Assignments submitted late will receive a 5 point deduction for each day they are late.

SPSI 543 Instructor: W. P. Cupples 3 Your grade will be assigned based on accumulation of points at the end of the semester: 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+ 0 to 69 percent of total points = E 83 to 85 percent of total points = B 80 to 82 percent of total points = B- 76 to 79 percent of total points = C+ Graduate students receiving a grade of C+ or lower must repeat the course to raise their grade to at least a B-. Only two courses may be repeated in the graduate program to raise a grade below B-. Examinations: The midterm and final examinations will consist of short answer/essay questions and case studies. The final exam will be cumulative, covering material for the entire semester. There will be no make-up exams for missed examinations without a documented excuse. Acceptance of excuses will be at the Professor's discretion. Make-up exams will consist of essay questions. Case Analysis: When you are assigned your client for your pre-clinical experience you will be expected to complete a case analysis report using the Chart Review format on e-reserves. You will read and review the client s chart(s) and provide the information listed in the Chart Review. Your chart review is due on the Monday of the first week you begin observing your client (see course calendar). Observation reports: You will submit one observation report each week for the first two weeks of your pre-clinical experience. The report will summarize the two observations of the student clinician you did that week. The format of the report will be discussed in class. Late observation reports will receive a 5 point deduction for each day they are late. SOAP notes: You will be required to submit one SOAP note each week summarizing your client's performance for the time you spent observing therapy. The SOAP note should reflect how the client did on one of the objectives the clinician set for each session. The format of SOAP notes will be discussed in class. Late SOAP s will receive a 5 point deduction for each day they are late. Graduate student preclinical experience: Each 543 graduate student is required to complete a five-week pre-clinical experience in the Speech and Hearing Clinic. Each student will be assigned to assist a student clinician in SPSI 528 or 538 with one of his/her clients. You will receive 10 hours of supervised clinical observation for this experience. The pre-clinical schedule is as follows: WEEK 1.: Week of 10/12/09: Student observes both days/sessions behind the one-way mirror. Observation report is due on Monday the following week in class. WEEK 2.: Week of 10/19/09: Student observes both days/sessions behind the one-way mirror. Observation report is due on Monday the following week in class. WEEK 3.: Week of 10/26/09: Student observes both days/sessions behind the one-way mirror. One SOAP note summarizing both sessions is due on Monday the following week in class. WEEK 4.: Week of 11/2/09: Student observes both days/sessions behind the one-way mirror. One SOAP note summarizing both sessions is due on Monday the following week in class.

SPSI 543 Instructor: W. P. Cupples 4 WEEK 5.: Week of 11/9/09: Student observes both days/sessions behind the one-way mirror. One SOAP note summarizing both sessions is due on Monday the following week in class. 543 pre-clinical graduate student responsibilities Read the client file. Read and be responsible for the content of the Clinic Handbook Meet with student clinician weekly. Submit observations and SOAP notes as described above Show up at least 10 minutes before each session Attend all therapy sessions during the five week pre-clinical period engage in appropriate collaborative interactions with mentoring student clinician and clinic faculty and staff. Failure to engage in appropriate professional behavior and to maintain collegial interactions will result in failure of the pre-clinical experience (0 points out of a total of 125 points) During the last week of the preclinical experience the student may interact with the client by doing an activity designed by the clinician. The clinician and clinical supervisor will determine if it is appropriate for the student to complete the activity. Clinic Files: - NEVER removed from the COE Clinical Suites area - check them out using the orange out-guides available in the Clinician's area - must be returned by 4:30 each day Professional Behavior: - follow the ASHA Code of Ethics (see Text) - NEVER discuss clients by name outside of the class or Clinic - the Clinic is a place of business, use professional language and behavior at all times, keep the noise level low - appropriate professional dress is expected when you see clients in the clinic; dress for class and campus activities may not be appropriate for clinic. Supervisors reserve the right to determine appropriate clinical dress - use appropriate titles with adult clients, parents and clinic faculty and staff unless requested otherwise - be punctual and have your room prepared for all therapy appointments or observe if your client cancels SPSI 528 and 538 mentoring student clinician responsibilities: Meet with the graduate pre-clinical student weekly to discuss client and pre-clinical student s progress. Assign a portion of therapy session to pre-clinical student for student to implement. Understand that the 528 or 538 student clinician is still responsible for the client. The clinician should determine whether it is appropriate for the pre-clinical student to be left alone in the room with the client to implement treatment. If the student clinician leaves the room, the clinician should observe the session and provide feedback to the pre-clinical student. NOTE: Students requiring accommodations for completing assignments should speak with the course instructor no later than the second week of classes to provide evidence indicating why the accommodation is necessary and stating what specific accommodations are being requested.

SPSI 543 Instructor: W. P. Cupples 5 A grade of incomplete (I) will be given only if the student has completed at least the midterm exam, case analysis and the two observation reports with a passing grade and the student provides an exceptional extenuating circumstance for requesting the grade of I. Students have a year from the last day of classes to complete the course to replace the I or the grade of I becomes permanent on the transcript. 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 www.dsa.emich.edu/sjs/discprocess.html. Live Text: The College of Education is using Live Text to assess student performance and progress. You will be evaluated in this course using Live Text for your professional dispositions as you complete your pre-clinical experience. You will not receive a grade on the midterm in this course until you have purchased your Live Text keycode. If you already have the keycode you do not need to purchase another; your live text account is valid for five years from the date of purchase. See www.emich.edu/coe/livetext/students/index.html to obtain more information about Live Text. The professional dispositions will be discussed in class. Course Calendar for SPSI 543: Please turn off cell phones and pagers during class Topic: Professional dispositions and professional ethics Scope of practice in speech-language Pathology Reading: e-reserves Text: R, Appendix B Text: R, Appendix A Obtaining client information: The Case History S, Chap 3 Principles of assessment: The oral mechanism Examination, Reporting results S, Chap. 4, 5, 6 e-reserves Principles of Treatment: Selecting targets R, Chap 1 Principles of Treatment: Writing treatment goals and objectives R, Chaps 1, 3, 4, 5, 6 Principles of Treatment: Documenting treatment goals and objectives R, Chaps 1, 2, 3, 4, 5, 6 Documenting outcomes of treatment: Evidence- R, Chap 1,

SPSI 543 Instructor: W. P. Cupples 6 Based practice e-reserves Managing client behaviors R, Chap 1 Important s: Midterm examination: Case Analysis due on Preclinical experience: Final examination: #To access E-reserves: Http://reserves.emich.edu Choose electronic reserves and course material Search course: SPSI 343 Choose instructor: Cupples Enter password: 343@syx Open folder with topic name for the particular week Download each document individually Will take about 3-5 minutes to download, depending on speed of your system You need Adobe Acrobat viewer to read document- see E-reserves site If you are having trouble viewing a document/file You may print document if you wish or save it to disc

EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS REQUEST FOR COURSE REVISIONS TYPE OF REVISION: (CHECK ALL THAT APPLY.) XX Course Number/Subject Code Course Title XX Credit Hours Course Description Prerequisite/Corequisite Restriction DEPARTMENT/SCHOOL: SPEECH LANGUAGE PATHOLOGY PROGRAM/DEPT. OF SPECIAL EDUCATION COLLEGE: EDUCATION CONTACT PERSON: SARAH GINSBERG, PROGRAM COORDINATOR CONTACT PHONE: 487-7120X2672 CONTACT EMAIL: SGINSBERG@EMICH.EDU 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: Following an accreditation review (6/09) by the Council on Academic Accreditation (CAA) from the American Speech-Language-Hearing Association, the program was informed that content currently being taught at the 400 level (SPSI 452: Voice and SPSI 454: Stuttering) must be offered at the graduate level only. This change reflects no alteration of content as graduate students previously enrolled in this course by electing to take it for graduate credit. This change is required in order for the Speech Language Pathology program to maintain our accreditation. B. Course Information 1. a) Subject Code and Course Number: SPSI 452 b) (If new) Subject Code and Course Number: SPSI 552 (number change only) 2. a) Course Title: b) (If new) Course Title: 3. a) Credit Hours: 3 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: A study of the etiology, diagnosis and treatment of functional and organic voice disorders, including defects of loudness, pitch and quality. Miller, Course Revision, Sept. 09

b) (If new) Catalog Description (Limit to approximately 50 words): 5. Method of Delivery (Check all that apply.) a. Standard (lecture/lab) a. Standard (lecture/lab) On Campus XX Off Campus On Campus XX Off Campus b. Fully Online b. Fully Online c. Hybrid c. Hybrid 6. Grading Mode Normal (A-E) XX Credit/No Credit Normal (A-E) XX 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. : SPSI 332, 334,336, 337 : Admission to the Graduate SLP program 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. Yes Yes Miller, Course Revision Sept, 09 Page 2 of 4

No If Yes, list the majors/programs 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 XX Second Bachelor Post. Bac. Tchr. Cert. All Undergraduates Freshperson Sophomore Junior Senior Second Bachelor Post. Bac. Tchr. Cert. Graduate All Graduates All Graduates Certificate Certificate Master s XX Master s XX Specialist Specialist Doctoral Doctoral UG Degree Pending UG Degree Pending Low GPA Admit 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 Speech Pathology Graduate Program Required XX Restricted Elective Program Required Restricted Elective 12. Is this course required by programs in other departments? Yes No XX 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. Miller, Course Revision Sept, 09 Page 3 of 4

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

Instructor: Marc Haxer, M.A., CCC-SLP Telephone (734) 487-3300 Eastern Michigan University Dept. of Special Education Fall 2010 Course Number and Title: SPSI 552: Voice (3 cr) EMU Program Theme: Inquiry, advocacy and leadership in education for a diverse and democratic society. Catalogue Description: This is a course which will discuss the history, etiology, diagnosis, and treatment of functional an organic voice and laryngeal disorders. Prerequisites Admission to the Graduate SLP program. Outcomes: By the end of this course students will: 1. Become familiar with laryngeal anatomy and physiology 2. Demonstrate knowledge of the causes of different voice and laryngeal disorders 3. Demonstrate the ability to implement appropriate intervention strategies for the voice/laryngeal disordered patient. Required Texts: Stemple, J. C., Glaze, L. E., Klaben, B. G., (2000). Clinical Voice Pathology: Theory and Management 3 rd edition. San Diego: Singular. Special Accomodations: Should any student have any special learning needs which need to be accommodated, in the classroom or out, please communicate these with the instructor in order to maximize your learning. Grading: The university grading scale will be used: 95-100 = A 88-89 = B+ 80-84 = B- 75-76 = C 90-94 = A- 85-87 = B 77-79 = C+ Assessments: Final grades will incorporate performance in the following areas: unannounced quizzes (extra credit) Examinations o Midterm 30% o Final 30% Paper on voice/laryngeal disorders 20% Clinical observation paper 15% Class discussion participation 5% Course Outline: Voice: An Historical Perspective

o The laryngeal mirror o Voice therapy o Clinical voice pathology Anatomy and Physiology o Laryngeal valve o Vocal tract response o Vocal fold microstructure Etiologic correlates o Etiologies of voice misuse o Medically related etiologies o Personality related disorders Pathologies of the laryngeal mechanism o Pathology classifications o Structural changes of the vocal fold o Neurogenic voice disorders Diagnostic voice evaluation o Medical examination o Voice pathology evaluation o Patient self-analysis of voice disorders Instrumental measurement of voice o Acoustic measurements o Laryngeal imaging o Electromyography Voice management o Theories of voice therapy o Team management Professional voice o Clinical pathways o Common etiologic correlates Laryngeal cancer o Etiology o Symptoms o Treatment options

EASTERN MICHIGAN UNIVERSITY TYPE OF REVISION: (CHECK ALL THAT APPLY.) DIVISION OF ACADEMIC AFFAIRS X Course Number/Subject Code Course Title REQUEST FOR COURSE REVISIONS X X X X Credit Hours Course Description Prerequisite/Corequisite Restriction DEPARTMENT/SCHOOL: SPECIAL EDUCATION COLLEGE: EDUCATION CONTACT PERSON: BILL CUPPLES CONTACT PHONE: 487-7120, X 2674 CONTACT EMAIL: WCUPPLES@EMICH.EDU 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: In our recent re-accreditation site visit the ASHA site visitors stated that SPSI 454 should be listed as a full graduate course to align the program requirements with ASHA s current accreditation standards for the Master s degree in Speech-Language Pathology. B. Course Information 1. a) Subject Code and Course Number: SPSI 454 b) (If new) Subject Code and Course Number: SPSI 554 2. a) Course Title: Stuttering b) (If new) Course Title: Fluency Disorders 3. a) Credit Hours: three b) (If new) Credit Hours three c) (If new) Briefly describe how the increase/decrease in credit hours will be reflected in course content. 4. a) Catalog Description: Causation, symptomatology and remedial procedures of stuttering; specific therapy procedures in the clinic, the school and the home. b) (If new) Catalog Description (Limit to approximately 50 words): Etiology, symptoms, assessment and treatment of fluency disorders ; overview of specific therapy procedures in the clinic, the school and the home. Miller, Course Revision, Sept. 09

5. Method of Delivery (Check all that apply.) a. Standard (lecture/lab) X a. Standard (lecture/lab) X On Campus X Off Campus On Campus X Off Campus b. Fully Online b. Fully Online c. Hybrid c. Hybrid 6. Grading Mode 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. : Prerequisite: SPSI332, SPSI334, SPSI336 and SPSI337 : Admission to graduate program in Speech-Language Pathology 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 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

Yes X Yes X No No If Yes, list the majors/programs Graduate program in Speech and 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 X Senior X Second Bachelor Post. Bac. Tchr. Cert. All Undergraduates Freshperson Sophomore Junior Senior Second Bachelor Post. Bac. Tchr. Cert. Graduate All Graduates All Graduates Certificate Certificate Master s X Master s X Specialist Specialist Doctoral Doctoral UG Degree Pending UG Degree Pending Low GPA Admit 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 Speech and Language Pathology Required X Restricted Elective Program Required 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 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 X Miller, Course Revision Sept, 09 Page 3 of 4

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

Department of Special Education Eastern Michigan University SPSI 554- Fluency Disorders Instructor: W. P. Cupples, Ph.D., CCC/SLP Day/Time: Office Hours*: Phone: (734) 487-7120, ext. 2674 E-mail: w.cupples@emich.edu Office: 128D Porter EMU Advanced Programs Theme: Inquiry, advocacy and leadership in a diverse and democratic society. Catalog Description: Causation, symptomatology, and remedial procedures of stuttering, specific therapy procedures in the clinic, the school and the home. Three semester hours. Prerequisites: Graduate- Graduate status and department permission Course Purpose: To acquaint the student with the various theories and etiology of fluency disorders To acquaint the student with the symptomatology of fluency disorders, including the physical, behavioral, social and emotional aspects of the disorder To acquaint the student with the current methodology and instrumentation in the evaluation of fluency disorders To acquaint the student with current therapeutic approaches for treating fluency disorders Course Objectives with ASHA Standards: By the end of the semester students will: Be able to explain the basic etiological theories of stuttering- Standard III-B: The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Recognize the symptoms associated with stuttering- Standard III-B: The applicant must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Be able to explain different therapeutic approaches for the treatment of stuttering- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders.

SPSI 554 Instructor: W. Cupples Page 2 Be able to conduct an evaluation and develop a differential diagnosis of the disorder- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Be able to differentiate various types of fluency disorders- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Be able to develop short- and long-term goals based on evaluation information- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Be able to plan and implement a therapeutic program that is designed to meet established goals and is appropriate for various treatment settings- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Be able to assess progress in therapy, adjust goals accordingly and determine outcomes of treatment- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Be able to explain the social, emotional and educational impact of stuttering on the individual and family- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Be able to explain specific counseling issues for individuals who stutter and their families- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Be able to design strategies to involve the family in the evaluation and therapeutic program- Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders. Course Text: Manning, W. 2010. Clinical Decision Making in Fluency Disorders, 3 rd ed. Boston, MA: Delmar Learning.

SPSI 554 Instructor: W. Cupples Page 3 Evaluation: You will be expected to complete the assigned reading before class so that you can participate in the activities and discussions. Bring your text to each class. There will be no make-up exams for missed examinations without a documented excuse. Acceptance of excuses will be at the Professor's discretion. Make-up exams will consist of essay questions. Your grade will be based on the following products: Midterm examination 100 points Final examination 100 points Journal reflections (four at 50 points each) 200 points Video or audio recording of you modeling fluency enhancing techniques 50 points Total Points 450 points Graduate students: Your grade will be assigned based on accumulation of points at the end of the semester: 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 = E 83 to 85 percent of total points = B 63 to 65 percent of total points = E 80 to 82 percent of total points = B- 60 to 62 percent of total points = E 76 to 79 percent of total points = C+ 0 to 59 percent of total points = E Graduate students who achieve a grade of C+ or lower must repeat the course to achieve a grade of B- or higher. Only two courses may be repeated in the graduate program to raise a grade. NOTE: Students requiring accommodations for completing assignments should speak with the course instructor no later than the second week of classes to provide evidence indicating why the accommodation is necessary and specifying the exact nature of the accommodation(s). A grade of incomplete (I) will be given only if the student has completed the midterm exam and journal reflections with a passing grade and the student provides an exceptional extenuating circumstance for requesting the grade of I. To replace the I with a final grade students must complete the course requirements within a year of the last day of classes or the grade of I becomes permanent on the transcript. Assignments submitted late will receive a 5 point deduction for each day they are late. Examinations will consist of short answer, essay and case studies. Tests will cover material from your readings, your text and class lectures and activities. Make-up exams will be available only with a written medical statement and will be essay in nature. The final examination will be cumulative. Student # s will be placed on exams so that they may be graded anonymously. During the semester you will choose two articles (Graduate students will choose four) from the list below to read from the proceedings of the International Stuttering Awareness Day Online Conference at the following websites: http://www.mnsu.edu/comdis/isad/isadcon.html Enhancements to Integrated Approaches for Treating Stuttering What is Successful Stuttering Therapy? Documenting Treatment Outcomes in Stuttering http://www.mnsu.edu/comdis/isad2/isadcon2.html Early Intervention with Childhood Stuttering The Stutterer s Experience http://www.mnsu.edu/comdis/isad4/isadcon4.html Below the Surface: Treating the Emotional Aspects of Stuttering Helping Children Deal with Teasing and Bullying http://www.mnsu.edu/comdis/isad6/isadcon6.html

SPSI 554 Instructor: W. Cupples Page 4 Desirable Outcomes from Stuttering Therapy http://www.mnsu.edu/comdis/isad7/isadcon7.html Counseling Parents of Children Who Stutter When Children Who Stutter Present Co-occurring Speech-Language Disorders http://www.mnsu.edu/comdis/isad10/isadcon10.html Cluttering: Characteristics Identified as Diagnostically Significant by 60 Fluency Experts Seven Principles of Stuttering Therapy http://www.mnsu.edu/comdis/isad11/isadcon11.html Seven Principles of Stuttering Therapy: Part 2 Stuttering and Concomitant Disorders: What to Tell Clients and their Families You will submit a reflection about your reading of each article. The due dates for each of the reflections are in the course calendar. Reflections should be approximately three-typed pages in length. Use this format for each reflection: - Author(s), Title of paper, date of conference - Describe three main points the author(s) made in the article - How did each of the main points relate to previous research cited in the article and class readings and discussions? - Describe information in the article you already knew - Describe one concept in the article that was a new concept to you. Reflections will be graded using the following criteria: 1. Three main points from the article are described- 15 points 2. Each main point is related to previous research cited in the article and class readings and discussions- 15 points 3. New concept is adequately described- 10 points 4. Writing style- 10 points: Spelling- 2 points Punctuation- 2 points Grammatical structure- 4 points Paragraph coherence- 2 points Student numbers will be used on all reflections so that they may be graded anonymously. Reflections submitted late will receive a 5-point deduction for each day they are late. Plagiarism- Plagiarism "The appropriation or imitation of the language, ideas and thoughts of another author and representation of them as one's original work" (Random House Dictionary of the English Language, 1998) Evidence of plagiarism in reflections will result in a failing grade for the reflection. "Quotation marks should be used to indicate the exact words of another. Summarizing a passage or rearranging the order of a sentence and changing some of the words is paraphrasing. Each time a source is paraphrased, a credit for the source needs to be included in the text." (Publication Manual of the American Psychological Association, Fourth Edition, 1994, pp. 292, 294) On the video or audio recording you will be expected to model three fluency enhancing techniques. Points will be apportioned as follows: 30 points- accurate modeling of each technique (10 points each) 10 points- concise and clear description of each technique 10 points- accurate explanation concerning why each technique is fluency enhancing You may record the sample and submit it on standard or micro audiocassette, CD, DVD, VHS tape or attached to an email as an audio file. 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

SPSI 554 Instructor: W. Cupples Page 5 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 www.dsa.emich.edu/sjs/discprocess.html. Course Calendar for SPSI 554: Please turn off cell phones and pagers during class. Week of: Topic: Readings: Week 1 Introduction Chap. 1 E-reserves# Week 2 Etiology of stuttering Chaps. 2, 3, 4 E-reserves# Week 3 Development of stuttering Chap. 5 E-reserves# Week 4 Fluency assessment in adults and adolescents Chap. 6,7 E-reserves# Week 5 Fluency assessment in children Chap. 6,7 Differential evaluation in children E-reserves# Week 6 Treatment considerations Chap. 8 E-reserves# Week 7 Treatment of advanced stuttering Chap. 12 E-reserves# Week 8 Treatment of intermediate stuttering and adolescents Chap. 11 E-reserves# Week 9 Treatment of beginning and borderline stuttering Chaps. 9,10 E-reserves# Week 10 The Lidcombe Program Chap 10 E-reserves# Week 11 Indicators of progress E-reserves# Week 12 Cluttering and Neurogenic Stuttering Chap. 13 E-reserves# Week 13 Group Treatment Chap. 12 Cultural perspectives on stuttering Important s:

SPSI 554 Instructor: W. Cupples Page 6 Midterm examination: First set of journal reflections is due on Second set of journal reflections is due on Video or audio recording is due on Final examination: #To access E-reserves: Http://reserves.emich.edu Choose electronic reserves and course material Search course: SPSI 454 Choose instructor: Cupples Enter password: 454@syx Open folder with topic name for the particular week Download each document individually Will take about 3-5 minutes to download, depending on speed of your system You need Adobe Acrobat viewer to read document- see E-reserves site If you are having trouble viewing a document/file You may print document if you wish or save it to disc

EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS REQUEST FOR COURSE REVISIONS TYPE OF REVISION: (CHECK ALL THAT APPLY.) X Course Number/Subject Code Course Title X X X Credit Hours Course Description Prerequisite/Corequisite Restriction DEPARTMENT/SCHOOL: SPECIAL EDUCATION COLLEGE: EDUCATION CONTACT PERSON: BILL CUPPLES CONTACT PHONE: 487-7120, X 2674 CONTACT EMAIL: WCUPPLES@EMICH.EDU 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: In our recent re-accreditation site visit the ASHA site visitors stated that SPSI 343 should be listed as a graduate course to align the program requirements with ASHA s current accreditation standards for the Master s degree in Speech- Language Pathology. B. Course Information 1. a) Subject Code and Course Number: SPSI 343 b) (If new) Subject Code and Course Number: SPSI 543 A. 2. a) Course Title: Clinical Methods in Speech-Language Pathology b) (If new) Course Title: 3. a) Credit Hours: two b) (If new) Credit Hours three c) (If new) Briefly describe how the increase/decrease in credit hours will be reflected in course content. The course content will be expanded to allow reading and discussion of evidence-based practices in evaluation and treatment of speech and language disorders. 4. a) Catalog Description: Basic principles of evaluation and treatment in speech-language pathology. Supervised clinical observation in the Speech and Hearing Clinic. b) (If new) Catalog Description (Limit to approximately 50 words): Miller, Course Revision, Sept. 09

5. Method of Delivery (Check all that apply.) a. Standard (lecture/lab) X a. Standard (lecture/lab) X On Campus X Off Campus On Campus X Off Campus b. Fully Online b. Fully Online c. Hybrid c. Hybrid 6. Grading Mode 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. : Prerequisite: SPSI340, SPSI342, department permission : Admission to graduate program in Speech-Language Pathology 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 b. Restriction by Majors/Programs: Check if course is restricted to those in specific majors/programs. Yes X Yes X No If Yes, list the majors/programs Miller, Course Revision Sept, 09 Page 2 of 4 No

Graduate program in Speech and 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 X Senior X Second Bachelor Post. Bac. Tchr. Cert. All Undergraduates Freshperson Sophomore Junior Senior Second Bachelor Post. Bac. Tchr. Cert. Graduate All Graduates All Graduates Certificate Certificate Master s X Master s X Specialist Specialist Doctoral Doctoral UG Degree Pending UG Degree Pending Low GPA Admit 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 Speech and Language Pathology Required X Restricted Elective Program Required 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 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 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. SPSI 543 will increase the requirements of the Master s degree in Speech and Language Pathology by three credits. The recent reaccreditation site visit by ASHA suggested that this course should be at the graduate level to coincide with ASHA accreditation standards for the Master s Program in Speech and Language Pathology. Miller, Course Revision Sept, 09 Page 3 of 4

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

EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS REQUEST FOR COURSE REVISIONS TYPE OF REVISION: (CHECK ALL THAT APPLY.) Course Number/Subject Code Course Title XX Credit Hours Course Description Prerequisite/Corequisite Restriction DEPARTMENT/SCHOOL: SPEECH-LANGUAGE PATHOLOGY/DEPT. OF SPECIAL EDUCATION COLLEGE: EDUCATION CONTACT PERSON: SARAH GINSBERG, PROGRAM COORDINATOR CONTACT PHONE: 487-7120 X2672 CONTACT EMAIL: SGINSBERG@EMICH.EDU 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: In 2008, the American Speech-Language-Hearing Association (ASHA), our program s accrediting body, introduced a new set of standards for graduate speech-language pathology programs. While we began implementing changes to meet the new standards, we knew that our 3/09 reaccreditation visit by ASHA s Council on Academic Accreditation (CAA) would result in a wider set of changes that needed to be made, particularly to the graduate program. Rather than completing a small series of changes over a period of time, the program decided it was most prudent to receive the feedback of the CAA and be sure that all of the changes viewed together would result in a cohesive and effective graduate speech-language pathology program. The result is that several minor changes that occurred in the past academic year (2008-2009) are being addressed at this time. B. Course Information 1. a) Subject Code and Course Number: SPSI 528/538 Clinical Practice in Speech-Language Pathology I /II b) (If new) Subject Code and Course Number: 2. a) Course Title: b) (If new) Course Title: 3. a) Credit Hours: SPSI 528 & SPSI 538 2 credits each b) (If new) Credit Hours SPSI 528 & SPSI 538 3 credits each c) (If new) Briefly describe how the increase/decrease in credit hours will be reflected in course content. In reality, the course content will not change for either of these courses. Under the current accreditation standards (see above) these courses became more rigorous. As a result, the learning objectives were expanded to meet the standards however, the program did not update the number of credit hours at the time of the new standards going into effect. This change is intended to more accurately reflect the time and work required for students to meet the current learning outcomes. This change should have been made prior to the changes in the course, however as we were in the process of going through reaccreditation, we realized that there would likely be a number of changes that needed to be made and programmatically it was more logical to complete all of the changes at the same time as is being done now. 4. a) Catalog Description: Miller, Course Revision, Sept. 09

b) (If new) Catalog Description (Limit to approximately 50 words): 5. Method of Delivery (Check all that apply.) a. Standard (lecture/lab) XX a. Standard (lecture/lab) XX On Campus XX Off Campus On Campus XX b. Fully Online b. Fully Online c. Hybrid c. Hybrid Off Campus 6. Grading Mode Normal (A-E) XX Credit/No Credit Normal (A-E) XX 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

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 Required Restricted Elective Program Required Restricted Elective 12. Is this course required by programs in other departments? Yes No 13. If Yes, do the affected departments support this change? Yes No Miller, Course Revision Sept, 09 Page 3 of 4

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

EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS REQUEST FOR COURSE REVISIONS TYPE OF REVISION: (CHECK ALL THAT APPLY.) Course Number/Subject Code Course Title XX Credit Hours Course Description Prerequisite/Corequisite Restriction DEPARTMENT/SCHOOL: SPEECH-LANGUAGE PATHOLOGY/DEPT. OF SPECIAL EDUCATION COLLEGE: EDUCATION CONTACT PERSON: SARAH GINSBERG, PROGRAM COORDINATOR CONTACT PHONE: 487-7120 X2672 CONTACT EMAIL: SGINSBERG@EMICH.EDU 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: In 2008, the American Speech-Language-Hearing Association (ASHA), our program s accrediting body, introduced a new set of standards for graduate speech-language pathology programs. While we began implementing changes to meet the new standards, we knew that our 3/09 reaccreditation visit by ASHA s Council on Academic Accreditation (CAA) would result in a wider set of changes that needed to be made, particularly to the graduate program. Rather than completing a small series of changes over a period of time, the program decided it was most prudent to receive the feedback of the CAA and be sure that all of the changes viewed together would result in a cohesive and effective graduate speech-language pathology program. The result is that several minor changes that occurred in the past academic year (2008-2009) are being addressed at this time. B. Course Information 1. a) Subject Code and Course Number: SPSI 687/688: clinical Internship in Speech-Language Pathology I/II & SPSI 689: Public School Internship in Speech-Language Pathology b) (If new) Subject Code and Course Number: 2. a) Course Title: b) (If new) Course Title: 3. a) Credit Hours: SPSI 687/688/689 4 credits each b) (If new) Credit Hours SPSI 687/688/689 3 credits each c) (If new) Briefly describe how the increase/decrease in credit hours will be reflected in course content. The number of credit hours is being changed to more accurately reflect the workload that is associated with the above courses. As the learning objectives associated with SPSI 528 & 538 have increased (see Course Revision forms) the time required to meet the learning objectives for these courses has decreased so as to justify this small change. While the overall level of time toward achieving learning outcomes for the clinical practica courses maintains the same number as before (12 credits for 4 terms of clinical experience), the balance has shifted to justify equal credit distribution among the clinical courses. Miller, Course Revision, Sept. 09

4. a) Catalog Description: b) (If new) Catalog Description (Limit to approximately 50 words): 5. Method of Delivery (Check all that apply.) a. Standard (lecture/lab) XX a. Standard (lecture/lab) XX On Campus Off Campus XX On Campus Off Campus b. Fully Online b. Fully Online c. Hybrid c. Hybrid XX 6. Grading Mode Normal (A-E) Credit/No Credit XX Normal (A-E) Credit/No Credit XX 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

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. Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for 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 Required Restricted Elective Program Required Restricted Elective 12. Is this course required by programs in other departments? Yes No 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. Miller, Course Revision Sept, 09 Page 3 of 4

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