Division of Speech and Hearing Sciences (GRAD)
The Division of Speech and Hearing Sciences in the School of Medicine's Department of Health Sciences provides academic and professional education for speech-language pathologists and audiologists. Programs of study are available at the master's level in speech-language pathology. Programs of study at the doctoral level are available in clinical audiology (Au.D.) and in research (Ph.D.). The study of speech and hearing requires knowledge in both normal and atypical speech, language, and hearing. The speech and hearing sciences curriculum provides a multifaceted learning environment, including classroom, laboratory, research, and clinical experiences. Three major tracks of study are possible within the curriculum: audiology, speech-language pathology, and speech and hearing sciences. There are three academic degree programs:
- A master's degree (M.S.) for entry-level clinical practice of speech-language pathology
- A professional doctorate in clinical audiology (Au.D.)
- A Ph.D. in speech and hearing sciences for students with a background in speech-language pathology or audiology and related areas who desire a research degree
All of these programs are interdisciplinary in nature, involving clinical and research activities with other University departments and centers in addition to the Division of Speech and Hearing Sciences.
The entrance, academic, and residency requirements for the M.S. and Ph.D. degrees correspond to those of The Graduate School. Applicants to the Au.D. program follow the guidelines established by the School of Medicine for that degree program. Students enrolled in clinical degree programs (M.S. and Au.D.) are prepared to meet licensure and certification requirements necessary for the practice of speech-language pathology or audiology. Additional information describing the graduate programs in speech and hearing can be obtained on the division's website.
Courses
Numbered 400-999:
Speech and Hearing Sciences, M.S.
Students can earn a master of science in speech and hearing sciences and meet all requirements for ASHA certification in speechlLanguage pathology. Students who are not interested in attaining ASHA certification as a speech-language pathologist may petition the program coordinator to complete a master of science in speech and hearing sciences without the clinical requirements. This option requires additional research experience. At the completion of the master’s course of study, students are eligible to receive a Master of Science in Speech in Hearing Sciences and students in the clinical track may take the national examination for certification known as the Praxis Examination.
Course Requirements
| Code | Title | Hours |
|---|---|---|
| Core Courses | 44 | |
| SPHS 741 | Neuroanatomy | 3 |
| SPHS 743 | Pediatric Speech Disorders | 4 |
| SPHS 762 | Language Impairments in School Age Children | 3 |
| SPHS 765 | Augmentative and Alternative Communication | 3 |
| SPHS 771 | Supervised Clincal Experience in Speech-Language Pathology I | 1 |
| SPHS 776 | Ethical Practice Policies and Guidelines | 1 |
| SPHS 754 | Dysphagia | 3 |
| SPHS 760 | Neurologic Communication Disorders in Adults | 3 |
| SPHS 772 | Supervised Clinical Experience in Speech-Language Pathology II | 1 |
| SPHS 777 | Contemporary Professional Issues in Education | 1 |
| SPHS 773 | Supervised Clinical Experience in Speech-Language Pathology III | 1 |
| SPHS 778 | Professional Development In Person-Centered Care | 2 |
| SPHS 744 | Motor Speech Disorders | 4 |
| SPHS 774 | Supervised Clinical Experience in Speech-Language Pathology IV | 1 |
| SPHS 779 | Professional Practice Issues in Speech-Language Pathology | 2 |
| SPHS 803 | Audiologic Rehabilitation for Children (or other elective if you have Aural Hab credit from UG) | 3 |
| or SPHS 804 | Audiologic Rehabilitation for Adults | |
| SPHS 775 | Supervised Clinical Experience in Speech-Language Pathology V | 2 |
| Electives | ||
| Students may chose from the list below. | 16 | |
| Thesis/Substitute or Dissertation | ||
| SPHS 701 | Introduction to Research in Speech and Hearing 1 | 3 |
| SPHS 870 | Directed Research Experience 1 | 3 |
| Minimum Hours | 60 | |
- 1
With DGS approval, students in an alternative track may take SPHS 993.
| Code | Title | Hours |
|---|---|---|
| Electives | ||
| SPHS 748 | Voice Disorders | 3 |
| SPHS 752 | Seminar in Medical Speech Language Pathology | 3 |
| HSCI 862 | Developmental Disabilities Across the Lifespan I: An Interdisciplinary Approach | 2 |
| NURS 790I | Population Health: Interprofessional Management in a Changing Healthcare System | 3 |
| PUBH 610 | Introductory Spanish for Health Professionals | 3 |
| PUBH 613 | Intermediate Spanish for Health Care I | 3 |
| PUBH 615 | Advanced Spanish for Health Care I | 3 |
| SPHS 742 | Aphasia | 3 |
| SPHS 804 | Audiologic Rehabilitation for Adults | 3 |
| SPHS 806 | Seminar in Early Intervention | 3 |
| SPHS 803 | Audiologic Rehabilitation for Children | 3 |
| EDMX 762 | Advanced Emergent and Early Literacy | 3 |
| EDMX 764 | Families and Teams in Early Childhood Intervention: Interdisciplinary Perspectives | 3 |
| SPHS 792 | Pediatric Dysphagia | 3 |
| SPHS 888 | Autism and Other Developmental Disabilities in Children Who Are Deaf or Hard of Hearing I | 1 |
| SPHS 775 | Supervised Clinical Experience in Speech-Language Pathology V | 2 |
| SPHS 834 | Counseling and Communication Disorders | 3 |
| SPHS 745 | Cognitive Communication Disorders Across the Lifespan | 3 |
| SPHS 751 | Global Issues and Practices in Communication Disorders | 3 |
| SPHS 880 | Autism Seminar | 3 |
| HSCI 864 | Developmental Disabilities Across the Lifespan II: An Interdisciplinary Approach (LEND trainees only) | 2 |
| NURS 790I | Population Health: Interprofessional Management in a Changing Healthcare System | 3 |
| PUBH 610 | Introductory Spanish for Health Professionals | 3 |
| PUBH 613 | Intermediate Spanish for Health Care I | 3 |
| PUBH 615 | Advanced Spanish for Health Care I | 3 |
| SPHS 802 | Problems in Speech and Hearing Sciences | 1-3 |
| SPHS 889 | Autism and Other Developmental Disabilities in Children Who Are Deaf or Hard of Hearing II | 1 |
| SPHS 841 | Seminar in Speech-Language Pathology | .50-15 |
Milestones
The following list of milestones (non-course degree requirements) must be completed; view this list of standard milestone definitions for more information.
- Master's Committee
- Master's Written Exam/Approved Exam Substitute
- Thesis Substitute OR Approved Master's Thesis
- Residence Credit
- Master's Exit Survey
Speech and Hearing Sciences, Ph.D.
The Ph.D. program is designed to prepare future scholars who will provide leadership and contribute to the knowledge base in speech, language, and hearing sciences. The program offers direct training in research, teaching, technology, and service delivery.
Course Requirements
| Code | Title | Hours |
|---|---|---|
| Core Courses | ||
| HSCI 902 | Philosophical Foundations: Assumptions Guiding Research Methodologies | 1 |
| HSCI 903 | Qualitative Foundations: Understanding People and Practices | 1 |
| HSCI 904 | Quantitative Foundations: Alternative Designs, Types of Knowledge, Generalization | 2 |
| HSCI 914 | Academic and Scientific Writing | 1 |
| HSCI 909 | Proposal and Grant Writing | 3 |
| EDUC 862 | Teaching and Personnel Development | 3 |
| Electives | ||
| Students may choose from the electives list below. Other courses may be taken with the permission of the DGS. 1 | 31 | |
| Thesis/Substitute or Dissertation Course | ||
| SPHS 994 | Doctoral Research and Dissertation/AUD Project 2 | 3 |
| Minimum Hours | 48 | |
- 1
Students with a background in SPHS must take a minimum of 31 credit hours. Students without a background in SPHS are required to take additional courses
- 2
6 or more credit hours required. Students must enroll in SPHS 994 for 3 credit hours each semester after their coursework is done.
| Code | Title | Hours |
|---|---|---|
| Electives | ||
| Current Issues in Participatory Research: A Workshop Course | ||
| Seminar in Selected Topics | ||
| Introduction to Machine Learning | ||
| Advanced Emergent and Early Literacy | ||
| Introductory Statistical Methods | ||
| Diagnosis of Psychological Disorders and Treatment Planning | ||
| Intermediate Statistical Methods | ||
| Program Evaluation in Education | ||
| Problems in Special Education | ||
| Applied Measurement Theory for Education | ||
| Qualitative Research Methods I: Philosophical Foundations of Qualitative Research | ||
| Change Leadership and Systems Improvement | ||
| Seminar in Special Education | ||
| Qualitative Research II: Data Collection | ||
| Seminar in Educational Studies | ||
| Introduction to Structural Modeling | ||
| Mixed Methods Research | ||
| Design Based Research | ||
| Multilevel Modeling | ||
| Fundamentals of Epidemiology | ||
| Developmental Disabilities Across the Lifespan I: An Interdisciplinary Approach | ||
| Developmental Disabilities Across the Lifespan II: An Interdisciplinary Approach | ||
| Designing Mixed Methods Research in Allied Health Sciences | ||
| Single Subject Design and Methods I | ||
| Participatory Qualitative Methods: Advanced Application | ||
| Developmental Disabilities: Current Research and Practice II | ||
| Introduction to Biobehavioral Methods in Health Sciences | ||
| Text Mining | ||
| Children's Literature and Related Materials | ||
 Introduction to Computational Linguistics | ||
| Syntactic Theory I | ||
| Clinical Syndromes and Neurodevelopmental Disorders | ||
| Developmental Physiology and Pathophysiology | ||
| Writing for Publication | ||
| Writing the Pre-/Post-Doctoral Training Plan for a Research Intensive Career | ||
| Seminar on Special Topics in Occupational Science | ||
| Independent Study in Occupational Science | ||
| Questionnaire Design | ||
| Psycholinguistics | ||
| Special Readings in Psychology | ||
| Statistical Methods in Psychology I | ||
| Intensive Longitudinal Analysis | ||
| Advanced Topics in Quantitative Psychology: Measurement | ||
| Principles of Prevention, Assessment, and Intervention in Speech-Pathology | ||
| Neuroanatomy | ||
| Aphasia | ||
| Pediatric Speech Disorders | ||
| Motor Speech Disorders | ||
| Cognitive Communication Disorders Across the Lifespan | ||
| Voice Disorders | ||
| Evaluation and Clinical Management of Persons with Oral-Facial Anomalies | ||
| Global Issues and Practices in Communication Disorders | ||
| Seminar in Medical Speech Language Pathology | ||
| Dysphagia | ||
| Neurologic Communication Disorders in Adults | ||
| Child Communication Disorders | ||
| Language Impairments in School Age Children | ||
| Augmentative and Alternative Communication | ||
| Ethical Practice Policies and Guidelines | ||
| Contemporary Professional Issues in Education | ||
| Professional Development In Person-Centered Care | ||
| Professional Practice Issues in Speech-Language Pathology | ||
| Pediatric Dysphagia | ||
| Problems in Speech and Hearing Sciences | ||
| Audiologic Rehabilitation for Children | ||
| Audiologic Rehabilitation for Adults | ||
| Auditory Verbal Therapy | ||
| Seminar in Early Intervention | ||
| Seminar in Audiologic Rehabilitation | ||
| Introduction to Cochlear Implants | ||
| Pediatric Audiology | ||
| Pediatric Amplification and Assistive Listening Devices | ||
| Independent Study | ||
| Speech Acoustics | ||
| Special Topics | ||
| Counseling and Communication Disorders | ||
| Aging and Communication Disorders | ||
| Seminar in Speech-Language Pathology | ||
| Fluency Disorders | ||
| Language Disorders Encountered in Audiology | ||
| Speech Disorders Encountered in Audiology | ||
| Speech and Language Disorders Encountered in Audiology | ||
| Seminar on Early Communication Disorders | ||
| Seminar in Language and Language Disorders | ||
| Listening and Spoken Language Development and Intervention | ||
| Speech and Language Impairments of Children | ||
| Autism Seminar | ||
| Seminar in Speech Science | ||
| Autism and Other Developmental Disabilities in Children Who Are Deaf or Hard of Hearing I | ||
| Autism and Other Developmental Disabilities in Children Who Are Deaf or Hard of Hearing II | ||
| North Carolina Service Learning Trip | ||
| Autism Seminar | ||
| Literacy | ||
| Research Design | ||
| Seminar in Single Subject and Survey Research | ||
| Research in the Context of the Evidence-Based Practice Movement in Early Intervention | ||
| Longitudinal and Multilevel Analysis | ||
Milestones
The following list of milestones (non-course degree requirements) must be completed; view this list of standard milestone definitions for more information.
- Doctoral Committee
- Doctoral Oral Comprehensive Exam
- Doctoral Written Exam
- Prospectus Oral Exam
- Advanced to Candidacy
- Dissertation Defense
- Doctoral Dissertation Approved/Format Accepted
- Residence Credit
- Doctoral Exit Survey
- Doctoral Teaching Experience
- Doctoral Research Experience
- Doctoral Competency Review
- Doctoral Research Presentation
Following the faculty member's name is a section number that students should use when registering for independent studies, reading, research, and thesis and dissertation courses with that particular professor.
Professors
Karen Erickson (045), Assessment of Reading and Writing, Literacy Instruction
John Grose (050), Psychoacoustics, Auditory Evoked Potentials
Katarina L. Haley (072), Speech Perception and Production, Neurogenic Communication Disorders
Stephanie Sjoblad (082), Aural Rehabilitation, Hearing Aids and Assistive Devices
Associate Professors
Lisa Domby (025), Phonology, Bilingual Learning
Adam Jacks (091), Aphasia, Neurogenic Communication Disorders, Speech Science
Patricia Johnson (076), Hearing Aids and Assistive Devices
Nancy McKenna (062), Genetics, Hearing Disorders
Hannah Siburt (096), Hearing Assistive Devices, Audiologic Rehabilitation
Jessica Steinbrenner (093), Autism Research
Devon Weist, Audiologic and Vestibular Diagnostics, Counseling, Ethical Practice, Clinical Education
Assistant Professors
Molly Beiting, Pediatric Speech Disorders
Amanda Davis, Cochlear Implants
Julia Drouin, Auditory Perception, Cochlear Implants
Penelope Hatch (090), Literacy, Augmentative and Alternative Communication
Hannah Hodson McLean, Pediatric audiology, Educational Audiology
Kimberly Jenkins, Dual Language Learners, Early Intervention
Sallie Nowell, Autism Research, Pediatric Feeding
Carolyn Novaleski, Voice Disorders, Laryngeal Physiology
Katie Roberts, Vestibular, Adult Diagnostics and Treatment in Audiology
Jamelle Salomon, Clinical Education, Ethical Practice, Autism Research
Caitlyn Whitson, Audiologic Diagnostics, Aural Rehabilitation
Adjunct Associate Professors
Margaret Dillon (092), Adult Cochlear Implants
Adjunct Assistant Professors
Erika Gagnon, Pediatric Audiology, Cochlear Implants
Adjunct Instructors
Celicia Benitez, Medical Speech-Language Pathology
Tahisha Bishop, School-Age Speech-Language Pathology, Educational Settings
Kristen Brackett, Pediatric Dysphagia
Danielle Doyle, Pediatric Audiology
Hannah Eskridge, Pediatric Aural Rehabilitation
Brian Kanapkey, Dysphagia, Neurogenic Speech Disorders
Andrea Overton, Audiology, Cochlear Implants and Diagnostics
Kristen Scherrer, Neuroanatomy
Margaret Strickler, Medical Speech-Language Pathology
Kelsey Thompson, Pediatric Feeding
Lindsey Van Looy, Audiologic Diagnostics, Adult Cochlear Implants, Tinnitus
Molly Widney, Pediatric Audiology
Professors Emeriti
Elizabeth R. Crais, Communication Disorders in Infants, Identification/Intervention with Young Children with Autism
Melody Harrison, Early Speech, Language, and Auditory Development in Children with Hearing Loss
Lee McLean, Early Intervention and Language Development in Children
Jackson Roush, Pediatric Audiology, Newborn Hearing Screening
Linda R. Watson, Language Disorders in Young Children, Autism, Emerging Literacy
Sharon W. Williams, Gerontology, Communication Disorders of Older Adults, Multicultural Issues, Counseling
David Yoder, Center for Literacy and Disability Studies
Division of Speech and Hearing Sciences
