Outcomes - Careers

Outcomes

The Department of Hearing, Speech and Language Sciences plays an important role in helping students meet the five major competencies of Gallaudet's new General Studies Curriculum:

  • Language and Communication
  • Critical Thinking
  • Identity and Culture
  • Knowledge and Inquiry
  • Ethics and Social Responsibility

The Department has established student learning outcomes (SLOs) for the MS, SLP, Ph.D. and Au.D. degree programs. The SLOs are available in Adobe Acrobat PDF format (Download Acrobat Reader).

Student Learning Outcomes for Au.D., SLP, and Ph.D. academic programs

Compiled September 6, 2007

Au.D. Program Student Learning Outcomes:

Graduates of the Gallaudet Clinical Doctoral (Au.D.) Program are expected to demonstrate:

  • Skills in spoken, written and sign languages that are required for effective communication for employment as a clinical audiologist.
  • The knowledge and skills necessary for the prevention and identification of auditory and vestibular disorders.
  • The knowledge and skills necessary for the evaluation of individuals with suspected disorders of auditory, balance, communication, and related systems.
  • The knowledge and skills necessary for the treatment of individuals with suspected disorders of auditory, balance, communication, and related systems.

SLP Program Student Learning Outcomes:

 

Graduates of the Gallaudet Speech-Language Pathology (SLP) Program are expected to demonstrate:

  • Skills in spoken, written, and sign languages that are required for effective communication for employment as an SLP.
  • Knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.
  • Knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following Knowledge and Skills Areas (KASA):
    • articulation
    • voice/resonance
    • receptive and expressive language
    • fluency
    • hearing
    • swallowing
    • cognitive aspects of communication
    • social aspects of communication
    • communication modalities.
  • Clinical expertise sufficient in breadth and depth to achieve successful skills in each of the nine areas listed in number three (above). Clinical expertise includes:
    • conducting screening and prevention procedures
    • collecting case history information and integrating information with appropriate individuals
    • selecting and administering appropriate evaluation procedures
    • adapting evaluation procedures to meet client needs
    • interpreting/integrating/synthesizing all information to develop diagnoses and make appropriate recommendations
    • completing administration and reporting functions
    • referring clients for appropriate services
    • developing appropriate therapy plans with measurable and achievable goals
    • collaborating with clients and relevant others in planning
    • implementing therapy plans, selecting and using appropriate materials for therapy
    • measuring and evaluating client's performance
    • modifying therapy plans to meet client's needs
  • Appropriate interactional and personal qualities, including:
    • communicating effectively with clients
    • collaborating with other professionals
    • providing counseling regarding communication and swallowing problems to clients, caregivers and other relevant individuals,
    • adhering to the ASHA Code of Ethics and behaving professionally

Ph.D. Program Student Learning Outcomes:

Graduates of the HSLS Ph.D. Program will demonstrate competencies related to: (1) research analysis and application, (2) university teaching, (3) university publishing, presentation, and grant writing, (4) university supervision, and (5) academic life.

Research Analysis and Application

In the context of analyzing and evaluating others' research, PhD students will:

  • Analyze the logic of assertions made in research problem statements
  • Identify the population and dependent and independent variables
  • Determine whether appropriate studies have been cited in the literature review and whether interpretations are valid
  • Determine whether hypotheses and research questions follow logically
  • Analyze operational definitions in order to determine the areas to which the research will or will not generalize
  • Evaluate the adequacy of the sample and sampling procedure
  • Determine the validity and reliability of the measurement techniques
  • Identify threats to validity presented by the research design, flaws in the procedures, and effects of these on the results
  • Determine whether data analyses were correctly interpreted
  • Identify biases that may have occurred during the investigation
  • Analyze the logic of conclusions drawn from results of the study.

Trainees are also expected to do the following in the context of their own research

  • Formulate a research question and defend it in terms of its importance
  • Select a relevant research design and appropriate statistical procedures
  • Secure IRB approval
  • Collect data conforming to standard data collection procedures
  • Analyze the data (with and without SPSS statistical packages)
  • Identify limitations of the study
  • Report findings at professional presentations and publications.
Competencies in University Teaching

Students will be able to:

  • Describe the perspectives of major scholars related to teaching, including the role of the professor as teacher and scholar, and the multiple cultures encountered in higher education
  • Describe trends in addressing multicultural, international, interdisciplinary, and service learning in university courses and incorporate same in courses
  • Apply cognitive theories and cognitive skills involved in the learning process and teaching strategies that enhance the use of cognitive skills and improve learning
  • Prepare contextually-appropriate course syllabi, which include contact information for the instructor, the scope of the course, prerequisites, course logistics, course goals, sequencing and scheduling instruction, performance objectives, and evaluation system
  • Demonstrate effective use of the Blackboard web-based course management system
  • Assess students' background knowledge, preparation and goals for a course
  • Prepare study guides for tests and quizzes, reflecting course outcomes identified in the syllabus, course notes and readings to be covered, and format of the test
  • Design outcome-based tests, which are linked to course objectives and the study guide, reflect the relative weight of each question, and are appropriate for the time-frame for the test - Construct rubrics for evaluating essay exams or written projects
  • Demonstrate competence with a variety of instructional strategies
  • Demonstrate use of a variety forms of instructional technology, including Power Point, Blackboard, LCD projectors, SMART board interactive whiteboards, classroom multi-port computer access, Elmo projectors, and web-based discussion forums
  • Employ a variety of strategies for motivating graduate students and handling uncooperative students
  • Design formative and summative course/instructor evaluation forms
  • Develop pre- and post-tests that are linked to course outcomes
  • Conduct reflective self-evaluations of courses based on student feedback, feedback from mentors, and students' overall performance in the course.
Competencies Related to Professional Publication, Presentation, and Grant Writing

Students will:

  • Identify professional conferences and forums attended by audiology faculty, types of presentations made at each; and who, besides audiologists, attend the conferences
  • Deliver mediated presentations to different audiences (students, faculty, parents, teachers, health care professionals, conference attendees), which reflect accurate assumptions about the audience and are appropriate in content, form, and delivery
  • Share research results or disseminate evidence-based practices to inform clinical practice in a variety of presentation formats (poster; panel; individual sessions)
  • Demonstrate effective use of technology in presentations (Power Point, Elmo, LCD projectors, SMART Board, classroom multiport computers, teleconferencing equipment, and web-based applications, portfolio, practicum observation reports; publications, presentation abstracts, presentation summary for conference proceedings; newsletters, grants; peer reviews of manuscripts or conference proposals, and memorandums
  • Apply correct APA formatting-style characteristics to manuscripts and other written products
  • Critically analyze, interpret, and evaluate journal articles
  • Reflect on one's own strengths and needs in professional writing and presentation skills
  • Discuss strategies for selecting an appropriate journal for a manuscript
  • Prepare manuscripts that report research results and/or inform clinical practice in audiology for a variety of types of publications (refereed journals; newsletters or other publications of professional or parent groups; conference proceedings; book editor)
  • Adapt Faculty Vita for different purposes
  • Identify grant funding sources
  • Review grant applications according to specified selection criteria
  • Collaborate with faculty on grant preparation.
Competencies Related to Higher Education Supervision (linked to ASHA's Competencies for Clinical Audiology Practicum Students)

Students will demonstrate that they can:

  • Establish and maintain an effective working relationship with the supervisee
  • Assist the supervisee in developing clinical goals and objectives
  • Assist the supervisee in developing and refining assessment skills
  • Assist the supervisee in developing clinical management skill
  • Demonstrate for the supervisee and participate in the clinical process
  • Assist the supervisee in observing and analyzing assessment and treatment sessions
  • Assist the supervisee in developing and maintaining clinical records
  • Interact with the supervisee in planning, executing and analyzing supervisory conferences
  • Assist the supervisee in evaluating clinical performance
  • Assist the supervisee in developing verbal and written reporting skill
  • Share information regarding ethical, legal, regulatory, and reimbursement aspects of professional practice
  • Model and facilitate professional conduct
  • Demonstrate research skills in the clinical or supervision processes
  • Demonstrate effective supervision of culturally and linguistically diverse graduate and undergraduate students, including those with disabilities or from under-represented group
  • Demonstrate effective use of ASL and the methods of visually conveying traditionally spoken languages (fingerspelling, manually-coded English, Cued Speech) with D/HH supervisees, their clients and clients' caregivers or school-based service providers.
Competencies Related to Academic Life

Students will:

  • Shape national, state, and local policy and advocacy for D/HH
  • Discuss strategies for new faculty members to determine administrators' expectations for teaching, scholarship, and service
  • Describe ways of demonstrating that one is informed about new developments in their field, (4) define and demonstrate academic scholarship
  • Develop a research agenda for two or more academic institutions, defending each in terms of the mission of the university, research expectations of new faculty at the university, and significance of the research to the field of audiology
  • Compare and contrast the primacy of the role that research plays in the academic life of a new faculty member and the role it played in the research university where they earned their doctorate
  • Describe the roles and functions of the AAUP, positions on tenure, faculty workload, shared governance, and academic freedom; legal services provided, AAUP publications, and procedures for becoming a member
  • Describe the roles and functions of professional organizations in audiology (e.g., ASHA, CAPCSD, and AAA in audiology) in assisting faculty in academic settings
  • Discuss trends and issues in higher education as reflected by the Chronicle in Higher Education and other higher education publications
  • Distinguish between accreditation and certification in higher education, and describing the functions of the Middle States Association, ASHA, AAA, and NCATE
  • Distinguish between Ph.D., Ed.D., and Au.D. degrees - Describe the role and function of mentoring in academic settings, types of mentoring, and strategies for finding faculty mentors
  • Distinguish ethical and unethical professional behavior in higher education faculty
  • Describe functions of different university faculty committees
  • Discuss the range of faculty and administrators' orientations related to teaching, supervision, research, grant writing, mentoring, and service (to their department, school, university and field)
  • Explain the concept of shared governance in academic settings in general and explain shared governance at GU, including the roles of faculty and administrators in curriculum development
  • Explain faculty and administrative roles in faculty evaluation in general, and describe GU's criteria for reappointments, promotions, merit increases, and tenure
  • Explain the concept of tenure, including rights and responsibilities
  • Develop an electronic portfolio, which contains: a philosophy of education, curriculum vitae, sample publications, presentations, grants, or other significant written work, and evaluations of professional work
  • Describe the role of IRB in the protection of human subjects

Program Assessment Information

Audiologists

Year

PRAXIS Pass Rates

Program 4-Year
Completion Rates

Graduate
Employment Rates

# Students

% Students

# Students

% Students

# Grads

% Grads

AY 2010

11

100%

10 of 12

83%

14

100%

AY 2009

10

100%

7 of 11

64%

10

100%

AY 2008

5

100%

2 of 9

22%

7

100%

AY 2007

1

100%

5 of 11

46%

5

100%

NOTE: Total graduate rate (4+ years) over the past four years was 84%

Speech Language Pathology

Year

PRAXIS Pass Rates

Program 2-Year
Completion Rates

Graduate
Employment Rates

# Students

% Students

# Students

% Students

# Grads

% Grads

AY 2010

8

100%

10 of 12

83%

11

100%

AY 2009

11

100%

11 of 12

92%

11

100%

AY 2008

10

100%

11 of 12

92%

11

82%

AY 2007

7

86%

10 of 12

83%

10

90%

NOTE: Total graduate rate (2+ years) over the past four years was 90%

Careers

Audiologists

Audiologists provide services and work in many different types of facilities:

  • Public and private schools
  • Hospitals
  • Rehabilitation centers
  • Residential health facilities
  • Community clinics
  • Colleges and universities
  • Private practice offices
  • Health departments
  • State and federal government agencies
  • Industry with hearing conservation programs
  • Long-term care facilities
  • Community hearing and speech centers
  • Physicians offices
  • Research laboratories

In the areas of industrial audiology, positions are available for audiologists to plan and execute programs of hearing conservation for workers. Audiologists frequently work with other medical specialists, speech-language pathologists, educators, engineers, scientists, and allied health professionals and technicians.

Speech Language Pathologists

The practice and work of speech-language pathologists may take place in various settings:

  • Public and private schools
  • Hospitals
  • Rehabilitation centers
  • Short-term and long-term nursing care facilities
  • Community clinics
  • Colleges and universities
  • Private practice offices
  • State and local health departments
  • State and federal government agencies
  • Home health agencies (home care)
  • Adult day care centers
  • Centers for persons with developmental disabilities
  • Research laboratories
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