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Undergraduate Curricula in Speech-Language-
Hearing: Reasons & Models for Change
John A. Ferraro, Ph.D.
University of Kans...
Basic Premises
 The future of our profession is intimately tied
to its scientific foundations.These
foundations are the b...
Where Do We Start?
 Birth?
 Pre-school?
 Elementary school?
 Middle school?
 High School?
 University
Undergraduate ...
Current Status of Undergraduate Preparation
in Audiology
 Is it sufficient to prepare future doctors in our
profession (A...
Undergraduate Basic Science Requirements for Other Health-
Care Disciplines
(excluding Medicine)
Discipline Algebra Calcul...
Basic Science Classes Taken by Applicants
Discipline
Algebra Calculus Physics Biology Chemistry
Percent
0
20
40
60
80
100
...
Background in Basic Sciences Needed For:
 Understanding how the ear and vestibular
apparatus work.
 Expanding depth of k...
How Do We Infuse More Basic Math and Science
Courses in our Curricula?
 Modify Undergraduate Curriculum
 Expand Graduate...
Recently Approved at KU:
BA in HUMAN BIOLOGY with
SPEECH-LANGUAGE-HEARING SCIENCECONCENTRATION
Students major in biology a...
General Science Requirements (min. 33 hrs.)
_____ ANTH 304 Physical Anthropology (3-4 hrs.)
_____ BIOL 150/151 Molecular &...
Two of the following four categories:
Development and Genetics (9 hrs.)
_____ BIOL 417 Biology of Development
______ Six h...
Neuroscience (9 hrs.)
_______ BIOL 408 Physiology of Organisms
______ Six hours selected from the following courses: BIOL ...
Modifying Undergraduate Curriculum
Requires:
 Administrative structure/mechanisms that allow for
flexibility in UG curric...
Acknowledgments
 Chertoff, M., and Durrant, J. (2005). “New Approaches to
Teaching Basic Science Courses.”Workshop presen...
Thank You(and Rock Chalk Jayhawk)
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  1. 1. Undergraduate Curricula in Speech-Language- Hearing: Reasons & Models for Change John A. Ferraro, Ph.D. University of Kansas Intercampus Program in Communicative Disorders
  2. 2. Basic Premises  The future of our profession is intimately tied to its scientific foundations.These foundations are the bases on which we have achieved our professional autonomy.  With data showing low enrollment in PhD programs in audiology and hearing sciences coupled with an aging professoriate, graduate programs in audiology need to develop innovative approaches for attracting students to consider university/research careers.
  3. 3. Where Do We Start?  Birth?  Pre-school?  Elementary school?  Middle school?  High School?  University Undergraduate program Graduate school
  4. 4. Current Status of Undergraduate Preparation in Audiology  Is it sufficient to prepare future doctors in our profession (AuD or PhD)?  Is it sufficient to prepare students for graduate education in audiology?  Do we really need an undergraduate major in our discipline?
  5. 5. Undergraduate Basic Science Requirements for Other Health- Care Disciplines (excluding Medicine) Discipline Algebra Calculus Physics Biology Chemistry Terminal Degree for Practice Nursing 4 1 Bachelors Occup. Therapy 3 Clinical Doctorate * Dietetics/ Nutrition 1+ 1+ Masters Physical Therapy 1 Trig. or Calc. 2 3 2 Clinical Doctorate Pharmacy 1 1 3 4 Clinical Doctorate Optometry 1 2 2 2 Clinical Doctorate
  6. 6. Basic Science Classes Taken by Applicants Discipline Algebra Calculus Physics Biology Chemistry Percent 0 20 40 60 80 100 N=101 Basic Science Undergraduate Background of Recent Applicants to KU Audiology Program
  7. 7. Background in Basic Sciences Needed For:  Understanding how the ear and vestibular apparatus work.  Expanding depth of knowledge to a level consistent with a doctoral degree.  Interaction with other scientists/clinicians.  Reading and understanding research and the application of this research to clinical situations.
  8. 8. How Do We Infuse More Basic Math and Science Courses in our Curricula?  Modify Undergraduate Curriculum  Expand Graduate Curriculum
  9. 9. Recently Approved at KU: BA in HUMAN BIOLOGY with SPEECH-LANGUAGE-HEARING SCIENCECONCENTRATION Students major in biology and take core courses in SPLH during their junior and senior years.
  10. 10. General Science Requirements (min. 33 hrs.) _____ ANTH 304 Physical Anthropology (3-4 hrs.) _____ BIOL 150/151 Molecular & Cellular Biol. (4 hrs.) _____ BIOL 152/3 Principles of Organismal Biol. (4 hrs.) _____ MATH 115 + MATH 116 (6 hrs) OR MATH 121 (5 hrs.) Calculus I _____ CHEM 184 Foundations of Chemistry I (5 hrs.) _____ CHEM 188 Foundations of Chemistry II (5 hrs.) _____ PHSX 114 College Physics I OR PHSX 211 General Physics I (4 hrs.) _____ *BIOL 570 Intro. Biostatistics (3 hrs.) OR PSYC 300 Statistics/Psychol. Res. (3 hrs.) OR MATH 365 Elem. Statistics (3 hrs.) Speech-Language-Hearing Concentration (min. 29 hrs.) _____ PHYSICS (4 hrs.): SPLH 120 Physics of Speech OR PHSX 115 College Physics II _____ RESEARCH METHODS (3 hrs.): SPLH 660 Research Methods in Human Communication _____ GENETICS (3 hrs.): BIOL 350, Principles of Genetics _____ SEMINAR (1 hr.): BIOL 599 Senior Seminar in Human Biology
  11. 11. Two of the following four categories: Development and Genetics (9 hrs.) _____ BIOL 417 Biology of Development ______ Six hours selected from the following courses: ANTH 762 Human Growth & Development; BIOL 405 Laboratory in Genetics; BIOL 416 Cell Biology; BIOL 595 Human Genetics; PSYC 333 Child Development; PSYC 430 Cognitive; SPLH 464 Infant Development; SPLH 764 Infant Development; SPLH 466 Language Science; SPLH 566 Language Development Anatomy and Physiology (10 hrs.) ______ BIOL 646 Mammalian Physiology ______ Six hours selected from the following courses: BIOL 440 Advanced Human Anatomy (Lect & Lab); BIOL 647 Mammalian Physiology laboratory; SPLH 662 Speech Science; SPLH 663 Hearing Science; HSES 672 Exercise Physiology
  12. 12. Neuroscience (9 hrs.) _______ BIOL 408 Physiology of Organisms ______ Six hours selected from the following courses: BIOL 435 Introduction to Neurobiology; PSYC 370 Brain & Behavior; PSYC 380 Brain & Pathology; PSYC 475 Cognitive Neuroscience; SPLH 320 Neuroscience of Human Communication; SPLH 464 Neural Bases of Speech & Voice; SPLH 464 Speech Motor Control Research Practicum (nine hours selected from the following courses) _______ SPLH 464 Circuit Theory & Bioinstrumentation; SPLH 449 Laboratory/Field Work in Human Biology (TOPICS: Orofacial Neurophysiology, Deep Brain Stimulation in Progressive Neuromotor Disease, Perceptual Neuroscience and Functional Brain Imaging; Neuroscience of the Premature Human Infant; Brain-Behavior Mapping of Language); SPLH 499 Directed Study in SPLH SPLH courses are recommended for the Speech-Language-Hearing Science Concentration for fulfilling the requirements in each area. Research practicum courses must be arranged with the course instructor prior to enrollment.
  13. 13. Modifying Undergraduate Curriculum Requires:  Administrative structure/mechanisms that allow for flexibility in UG curriculum development.  Faculty with expertise in basic and applied sciences – who may not hold the CCC-A.  Flexible admission requirements – i.e., willingness to accept (and recruit) students into graduate program who do not have a BA/BS in Communication Sciences/Disorders.  Recognition/acceptance by faculty that traditional undergraduate preparation in Communication Sciences/Disorders may be inadequate to prepare future Doctors ofAudiology (AuD or PhD) for graduate education.
  14. 14. Acknowledgments  Chertoff, M., and Durrant, J. (2005). “New Approaches to Teaching Basic Science Courses.”Workshop presented at the 2005 Annual Conference of the Council ofAcademic Programs in Communication Sciences and Disorders, Phoenix, Az.  Ferraro, J., and Nunez, L. (2008) Emerging Models of AuD-to-PhD Education. ASHA Leader.  Steven M. Barlow, Ph.D., for his efforts in developing BA in Biology with Concentration in SLHS at KU.
  15. 15. Thank You(and Rock Chalk Jayhawk)
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