Introduction
Mission Statement of the University of Kentucky: The University of Kentucky is a public, land grant university dedicated to improving people's lives through excellence in education, research and creative work, service, and health care. As Kentucky's flagship institution, the University plays a critical leadership role by promoting diversity, inclusion, economic development, and human well-being.
The University of Kentucky:
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Facilitates learning, informed by scholarship and research;
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Expands knowledge through research, scholarship and creative activity; and
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Serves a global community by disseminating, sharing and applying knowledge.
The university, as the flagship institution, plays a critical leadership role for the Commonwealth by contributing to the economic development and quality of life within Kentucky's borders and beyond. The university nurtures a diverse community characterized by fairness and equal opportunity.
Mission Statement of the College of Health Sciences: The mission of the University of Kentucky College of Health Sciences (CHS) is to help the people of the Commonwealth of Kentucky and beyond attain the highest level of health possible. We fulfill our mission by educating the next generation of health care practitioners through education, innovative research, healing, and compassionate care.
Mission Statement of the Department of Communication Sciences and Disorders (CSD): The mission of the Department of Communication Sciences and Disorders is to serve citizens from all backgrounds in Kentucky and beyond by preparing graduates with the knowledge and skills needed to provide quality clinical services via in-person and telehealth modalities. We prepare students for leadership roles by serving the community and the professions with evidence-based clinical services, continuing education offerings, and exchange of information among practitioners in communication sciences and disorders. We promote, conduct, and support research that contributes to the understanding and management of communication and swallowing disorders.
The goals of the CSD program are an integral part of the mission of the institution and aim to; 1) put students first, 2) take care of our people, 3) inspire ingenuity, 4) ensure greater trust, transparency, and accountability and 5) bring together many people into one community. As such, these goals are reflective of and consistent with those of the College, and the University. Our core values are also consistent with those of the University and the College of Health Sciences and include integrity, excellence, mutual respect and human dignity, academic freedom, personal and institutional responsibility and accountability, shared governance, sense of community, work-life balance, and civic engagement. Finally, our mission, goals and core values reflect the requirements and recommendations set forth by the American Speech-Language-Hearing Association and the Council on Accreditation of Academic Programs in Communication Sciences and Disorders.
Student Development:
The UK Department of Communication Sciences & Disorders is committed to fostering an inclusive and supportive environment that celebrates diverse perspectives and values every individual. We believe that openness, collaboration, and mutual support are essential to promoting student well-being and personal growth. Our department embraces a culture and curriculum grounded in person- and family-centered care, reflecting our ethical responsibility to our clients and dedication to upholding accreditation standards as well as state and federal regulations. Through these values, we strive to create a welcoming space where all students feel respected, empowered, and equipped to succeed.
Accreditation
The University of Kentucky's CSD program is in full compliance with the Council on Academic Accreditation for Speech Language Pathology (CAA) standards through 2021. These standards cover many aspects of our program including Administrative Structure and Governance, Faculty, Curriculum (Academic and Clinical), Students and Assessment. A copy of the standards can be found here: https://caa.asha.org/programs/
Purpose: The University of Kentucky CSD Program is committed to maintaining or exceeding all standards established by the Council on Academic Accreditation in Audiology and speech-Language Pathology (CAA) which is a semi-autonomous body within ASHA that is responsible for formulating standards for accreditation for entry-level professional preparation programs in speech-language pathology and audiology, evaluating programs and granting accreditation to programs that have met the standards. ASHA is the national professional, scientific, and credentialing association for 186,000 members and affiliates who are audiologists, speech-language pathologists, speech-language-hearing scientists, audiology and speech-language pathology support personnel, and students. Students may submit formal complaints about a program by sending them to CAA, 200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 301-296-5700 or contacting them online at: https://caa.asha.org/programs/complaints/
UK College of Health Sciences
- Scott M. Lephart, Ph.D., Dean (https://www.uky.edu/chs)
- Find us on the campus map http://maps.uky.edu/campusmap/
- Our College has 1213 undergraduate students, 245 Masters students, 185 clinical doctorate students, and 25 PhD students.
- There are 68 faculty members on UK’s campus and 406 community-based clinical preceptors.
Programs:
The UK Master’s Academic Program in Speech-Language Pathology is accredited by the American Speech-Language-Hearing Association Council on Academic Accreditation in Audiology & Speech-Language Pathology. The two year master’s degree program (approximately 60 credits) in speech-language pathology produces students that meet academic, clinical and research training requirements for the American Speech-Language-Hearing Association’s Certificate of Clinical Competence in Speech-Language Pathology. Additionally, students are eligible to apply for licensure in most states where licensure is required. Graduate coursework and clinical experiences target populations with communication disorders across the lifespan. The UK undergraduate degree in Communication Sciences and Disorders is a 4 year pre-professional degree with selective admission that leads to a Bachelor of Health Sciences (BHS). Undergraduate students complete 2 years of general studies and then apply in the sophomore year for admission to the program which begins in the fall of their junior year. UG coursework targets normal processes involved between both speaker and listener across the linguistic, physiological, and acoustic levels across cultures and throughout the lifespan. The image below illustrates the dynamic and integrated opportunity for expanded learning in our programs with ongoing clinical, research and academic initiatives.
Department Structure
Department Chair
Purpose: The Department Chair is responsible for coordinating the department’s compliance with all expected standards, and all faculty and staff are responsible for the actual compliance. The Department Chair may delegate portions related to data collection or reporting; however, it retains overall responsibility for these activities. Department Chair’s responsibilities include:
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Coordinates timely submission of required fees and documentation to the appropriate accreditation bodies.
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Notifies accrediting bodies about substantive changes within the program or the University.
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Assures access to applicable standards to all faculty and establishes expectations for compliance.
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Delegates individuals to coordinate certain portions of requirements on behalf of the faculty.
Speech-Language Pathology (SLP) Program Director
Purpose: The SLP Program Director works in coordination with the Department Chair to ensure the SLP graduate program is compliant with all expected standards, and all faculty and staff are responsible for the actual compliance. The SLP Program Director may delegate portions related to data collection or reporting; however, retains overall responsibility for these activities. SLP Program Director’s responsibilities include:
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Work with Chair to oversee class scheduling with Registrar (course audit) and plan course coverage across semesters
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Collaborate with the Department Chair on course assignments and instructional loads
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Identify potential adjunct and part-time instructors and submit to appropriate staff personnel for processing
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Lead regularly scheduled Program faculty meetings
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Collaborate with the Clinical Education Team to assure alignment of program outcomes
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Organize the collection of program data for required reports (eg: Accreditation and Assessment) with staff support
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Oversee academic program including program changes
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Maintain CAA Accreditation
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Lead SLP program recruitment efforts
Director of Graduate Studies (DGS)
Purpose: As a master’s program within the University, the master’s in CSD falls under the auspices of the Graduate School for monitoring of and adherence to acceptable academic performance. The current DGS is Dr. Janine Schmedding Bartley. The CSD DGS has responsibilities for the activities listed below.
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Manages admissions process for graduate students and serves as liaison to the graduate school.
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Chairs Student Progression Committee
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Maintains updates on program policy regarding student progression.
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Initiates and monitors probationary/remediation status of students.
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Coordinates and/or oversees development of plans to address probationary/remediation issues.
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Oversees and coordinates referrals for student special issues (e.g., pregnancy, illness, family illness) in consultation with advisors and the Clinical Education team.
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Oversees issues related to students meeting technical standards for the program.
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Coordinates appropriate referrals in conjunction with students’ advisors.
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Initiates action steps for any student disciplinary actions.
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Coordinates student registration process and troubleshoot as necessary.
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Coordinates development and administration of final Comprehensive Exam and Pre-qualifying Exam.
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Ensure students have completed all program requirements in preparation for graduation.
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Mediates conflict among students/faculty if conflict of interest exists with Department Chair
All Faculty and Staff
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Adhere to applicable standards and laws at all times.
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Perform related tasks as delegated.
ASHA Code of Ethics
State Licensure Reciprocity
Generally, states require persons working in any capacity in speech-language pathology or related professions to be licensed, certified, or registered in the state. Students interested in working in another state should learn more about whether the CSD program will lead to licensure, certification, registration, etc. in each state.
CSD faculty use a teaching method that incorporates several approaches including a Traditional Method (lecture, presentations and readings), along with a Constructivist Method (case histories, case studies, treatment plans) as well as a Collaborative Learning Method (group projects, simulations, discussions) so that students can complete assignments and assessments across multiple levels of knowledge and skills consistent with Bloom's Taxonomy. Academic knowledge and clinical skills are evaluated using both formative and summative assessment strategies.
Curriculum for CSD Grad Students Who Enter Program in Summer
The Master’s program is typically completed in a total of six (6) semesters (Summer 1, Fall 1, Spring 1, Summer 2, Fall 2 and Spring 2. To graduate, students must earn a minimum of 64 credit hours.
Typical Sequence of CSD Graduate Courses
Evidence Based Practice Syllabus Statement: It is a principle of the American Speech-Language-Hearing Association that audiologists and speech-language pathologists incorporate the principles of evidence-based practice (EBP) in clinical decision making to provide high quality clinical care. The term evidence-based practice refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions. Faculty of the UK Department of Communication Sciences and Disorders intentionally incorporate principles of EBP in all coursework related to evaluation and management of communication disorders. Students are encouraged to assess all information related to clinical practice through an EBP filter that will:
- Recognize the needs, abilities, values, preferences, and interests of individuals and families to whom they provide clinical services, and integrate those factors along with best current research evidence and their clinical expertise in making clinical decisions.
- Acquire and maintain the knowledge and skills that are necessary to provide high quality professional services, including knowledge and skills related to evidence-based practice.
- Evaluate prevention, screening, and diagnostic procedures, protocols, and measures to identify maximally informative and cost-effective diagnostic and screening tools, using recognized appraisal criteria described in the evidence-based practice literature.
- Evaluate the efficacy, effectiveness, and efficiency of clinical protocols for prevention, treatment, and enhancement using criteria recognized in the evidence-based practice literature.
- Evaluate the quality of evidence appearing in any source or format, including journal articles, textbooks, continuing education offerings, newsletters, advertising, and Web-based products, prior to incorporating such evidence into clinical decision making.
- Monitor and incorporate new and high quality research evidence having implications for clinical practice.
* Adapted from: http://www.asha.org/policy/PS2005-00221
Interprofessional Education Requirements & Rationale (iCATS)
All graduate students in the College of Heath Sciences (PA, CSD, and PT) are participating in an interprofessional (IP) education program called Interprofessional Communication and Team Skills (iCATS) in conjunction with other health care providers. Please review the material on this link for additional information. http://www.uky.edu/cihe/content/icats
iCATs has been coordinated by an interprofessional faculty group across health care colleges. The objectives of this program are described below and represent values that are consistent with our college’s mission statement and strategic plan, as well as ASHA’s code of ethics and the KY state license code of ethics. As a future clinician, you will engage in IP practice. Therefore, the CSD faculty members believe it is important to prepare you for such interactions. To achieve the objectives outlined below, you will participate in large and small group meetings as described in the attachment. Future monthly dates will be dependent on individual schedules.
- Values/Ethics for Interprofessional Practice: Work with individuals of other professions to maintain a climate of mutual respect and shared values.
- Roles/Responsibilities: Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patients and populations served.
- Inter-professional Communication: Communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease.
- Interprofessional Team/Teamwork: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient/population-centered care that is safe, timely, efficient, effective, and equitable.
Students
The Department of Communication Sciences and Disorders has several sources for funding at the national, state, college, and division level.
See the University of Kentucky graduate school website for current opportunities: http://gradschool.uky.edu/student-funding
See the College of Health Sciences website for current opportunities: Scholarships | College of Health Sciences
Department of Communication Sciences and Disorders maintains a bulletin board in our academic area that you can visit for current opportunities. Some examples of these include but are not limited to:
- American Speech Language and Hearing Association https://www.ashfoundation.org/Apply/Graduate-Student-Scholarship/
- Council of Academic Programs in Communication Sciences and Disorders http://www.capcsd.org/funding-opportunities/scholarships/
- Listing of Scholarships for SLP students http://www.topdegreesonline.org/scholarships/for-speech-language-pathology/
- Speech Pathology Master's Programs https://speechpathologymastersprograms.com/scholarships/
Department grant funding opportunities fluctuate, please check with the division director to learn more about current opportunities.
Technical Standards: College of Health Sciences: https://chs.uky.edu/sites/default/files/2025-03/college_of_health_sciences_behavior_and_technical_standards_12-14-20-senate_approved-1.pdf
The College of Health Sciences promotes the broad preparation of students for clinical and professional practice in healthcare. Regardless of the health care discipline, students must demonstrate competence in those intellectual, physical and social tasks that together represent the fundamentals of professional practice. Applicants and students will be judged not only on their scholastic achievement and ability, but also on their intellectual, physical and emotional capacities to meet the full requirements of the curriculum and their respective academic programs at the undergraduate, graduate and professional levels. Admissions Committees are instructed to exercise judgment on behalf of the faculty to select the entering class, and in so doing, may apply a holistic review of candidates.
The University of Kentucky and program accrediting bodies require that the curricula provide a general professional education, which enables each student to deliver entry-level clinical and professional services. This requires the development of a broad array of basic knowledge, skills, and behaviors, appropriate to enabling self-directed learning to further professional development and deliver competent health care. The basic and applied science components of each program’s professional curriculum are designed to establish a core of knowledge necessary for clinical training. The clinical curriculum typically includes diverse experiences in ambulatory and in- patient settings. These experiences enable the learner to develop the ability to practice independently, without regard for any future choice of specialty. Each student is required by the faculty to pass each required course and clinical rotation in order to graduate.
The following technical standards specify those attributes that the faculty consider necessary for completing professional education within the College, enabling each graduate to subsequently enter clinical and professional practice. These standards describe the essential functions a student must demonstrate in order to fulfill the requirements of a general undergraduate, graduate, and/or professional education, and thus, are necessary for entrance, continuation, and graduation. The College of Health Sciences will consider for admission to a selected program any applicant who demonstrates the ability to perform or to learn to perform the skills specified in this document for that program. Any applicant with questions about these technical requirements is strongly encouraged to discuss the issue prior to the interview process. If an applicant has questions about accommodations, please contact the Disability Resource Center at 859-257-2754. Deficiencies in knowledge, judgment, integrity, character, or professional attitude or demeanor, which may jeopardize academic success and patient care, may be grounds for course/rotation failure and possible dismissal from the program.
Observation:
Students must be able to observe demonstrations and conduct experiments in the basic and applied sciences. A student must be able to make observations accurately at a distance and close at hand. Students must be able to read and comprehend written and illustrated material, observe demonstrations, acquire information from electronic sources, and record these observations for a 2 later time. Other vision related requirements include the ability to discriminate against numbers and patterns associated with diagnostic instruments and tests.
Communication:
Students must be able to relate effectively and sensitively to others while conveying a sense of compassion and empathy. Students must be able to communicate clearly with others to elicit information and accurately describe observations and perceive verbal as well as non-verbal communication. Students are expected to communicate effectively and respectfully with all people, including those whose race, ethnicity, spiritual beliefs, socioeconomic status, gender, gender-identity, sexual orientation, age, or culture are different from their own. Communication includes not only speech but also reading and writing. The student’s education will present challenges in the volume and breadth of required reading and the necessity to impart information to others. Students must be able to communicate timely, effectively, and efficiently in oral and written English. Students must learn to recognize and promptly respond to emotional communications such as sadness, worry, agitation, and lack of comprehension. Each student must be able to read and record observations and plans legibly, efficiently, and accurately in documents. Students must be able to prepare and communicate concise but complete summaries of individual encounters and complex, prolonged encounters. Students must be able to complete all documentation, written or electronic, according to directions, in a complete and timely fashion. Students must be able to follow verbal and written instructions in order to correctly and independently perform tasks.
Sensory and Motor Coordination and Function
In general, students must have sufficient sensory and motor function to perform tasks requiring tactile discriminatory sense (touch, temperature, and pain), proprioceptive sense (position, pressure, movement, stereognosis, and vibratory) gross motor control, and fine motor skills. Students must be able to move freely and safely in a clinical or laboratory setting without hindering the ability of others to function adequately in a hectic environment. Students must be able to manipulate equipment necessary to complete tasks such as physical evaluations or laboratory tests. The ability to perform these functions must be coupled with the stamina to complete them for an extended period of time. Students must be able to travel to clinical sites for practicum and clinical rotations.
Conceptualization, Integration and Quantification
These abilities include measurement, calculation, reasoning, analysis, judgment, numerical recognition, and synthesis. Problem solving requires these intellectual abilities as well as the ability to plan and organize in order to finalize action plans. This must be performed in a timely manner in the student’s respective setting. Students must be able to recall and retain information in an efficient and timely manner.
Behavioral and Social Skills, Abilities and Aptitude
Empathy, integrity, honesty, concern for others, good interpersonal skills, interest, and motivation are all personal qualities that are required. Students must possess the emotional health required for full use of their intellectual abilities, the exercise of good judgment, cultural 3 humility, and the development of mature, sensitive, and effective relations with patients. Students must commit to life-long learning and stay abreast of content pertinent to their field of study. This includes engagement in the classroom by demonstrating academic curiosity and preparedness. Students must maintain a professional demeanor and organization in the face of heavy workload, possessing the endurance and resilience to function effectively under stress. Students must be able to develop professional relationships with others and protect patient confidentiality by adhering to HIPAA guidelines. Students must be able to adapt to changing environments, display flexibility, and learn to function in the face of ambiguity, including taking responsibility for errors and uncertainty. Students must have the ability to be aware of and appropriately react to one’s own immediate emotional responses. Students must learn to receive and give appropriate touch in clinical and academic settings. Students are expected to accept appropriate suggestions and criticism and, if necessary, respond by modification of behavior.
Social Media Policy
Introduction: Students are expected to adhere to the College of Health Sciences Social Media Guidelines (adapted from AR 10.4: https://www.uky.edu/regs/sites/www.uky.edu.regs/files/files/ar/AR10-4.p….) Social media
Social media channels are powerful communications tools that have a significant impact on organizational and professional reputations. Because the use of social media may blur the lines between personal voice and institutional voice, this social media behavioral standard clarifies how best to enhance and protect the brands of the University, College, and Programs, as well as personal and professional reputations when participating in social media. For more details see https://chs.uky.edu/sites/default/files/2025-03/college_of_health_sciences_behavior_and_technical_standards_12-14-20-senate_approved-1.pdf
Students who are unable to meet these standards will not be admitted to the program. Students who are unable to continue to meet these standards (with or without reasonable accommodation) for the duration of the program may
1) Require an extended program of study.
2) Require remediation to remain in the program.
3) Be unable to complete the program of study.
Technical Standards for Students in the Department of Communications Sciences and Disorders
The mission of the Department of Communication Sciences & Disorders is to create innovative instructional programming, provide innovative evidence-based clinical experiences, and generate research opportunities that enhance the knowledge and skills of students preparing to enter professions related to speech, language and hearing disorders. By engaging in clinical practice, participating in service opportunities, assuming leadership responsibilities within our disciplines, exchanging ideas with practitioners, promoting, conducting, and presenting research that contributes to the understanding and management of persons with communication and swallowing disorders, we are able to serve persons in our Kentucky communities and beyond.
To meet this mission, the CSD program has adopted a series of “Technical Standards” for all students enrolled in both CSD graduate and undergraduate programs. These technical standards reflect essential functions of being a student in our program. They require all students to exhibit the intellectual, emotional and physical skills needed to competently engage in the classroom or in client or patient care.
The following technical standards specify those attributes that the program faculty believe are essential functions that students must demonstrate if they are to fulfill the requirements of either an UG or graduate program in CSD. Thus, these standards constitute prerequisites for entrance into, continuation in, and graduation from the University of Kentucky master’s or bachelor’s degree programs. A student must possess aptitude, abilities, and skills in five areas: Observation, Communication, Sensory and Motor Coordination or Function, Intellectual- Conceptual Integrative and Quantitative Abilities and Behavioral Attributes
Observation
Students must be able to observe demonstrations and conduct experiments in the basic and applied sciences. A student must be able to observe a patient accurately at a distance and nearby, noting non-verbal and verbal signals. A student must be able to accurately record observations for later use. Specific vision-related requirements include, but are not limited to the following abilities: visualizing and discriminating findings on x-rays and other imaging tests; reading written and illustrated material; observing demonstrations in the classroom, including projected slides and videos; observing and differentiating changes in body movement; observing anatomic structure; observing placement and function of articulators (lips, tongue, teeth, hard and soft palate, chest wall and respiratory system); discriminating numbers and patterns associated with diagnostic instruments and tests; and using basic instrumentation competently, such as audiometer, audio recorder, computer, and computer-based instruments for acoustic and aerodynamic analysis. Specific hearing-related requirements include, but are not limited to the following abilities: identifying and transcribing discrete and connected speech sounds; discriminating correct from incorrect speech production in the classroom or therapy environments, including audio and video recordings; identifying and classifying disordered vocal quality characteristics; identifying dysfluencies in oral speech production; and observing and differentiating changes in voice and speech sound production.
Communication
Students must be able to relate effectively with patients conveying a sense of compassion and empathy. Students must be able to communicate clearly with and observe patients in order to elicit information; accurately describe changes in mood, activity, and posture; and perceive verbal as well as non-verbal communications. Communication includes not only speech, but also reading and writing. The student’s education will present challenges in the volume and breadth of required reading and the necessity to impart information to others. Students must be able to communicate effectively and efficiently in oral and written English with all members of the health care and/or educational team and with patients and their families. Students must be able to provide speech and language models for assessment and intervention. Specific requirements include, but are not limited to the following abilities; communicating rapidly and clearly with the health care team, caregivers, education team or other relevant professional personnel ; eliciting a thorough history from patients and clients; providing concise and accurate instructions and feedback to patients, clients and/or caregivers; and communicating complex findings in appropriate terms to patients/clients and to various members of the individual’s care team (parents, spouses, care givers, fellow students, physicians, nurses, aides, physical therapists, occupational therapists, social workers, educators, psychologists, and others). Students must learn to recognize and promptly respond to emotional communications such as sadness, worry, agitation, frustration, and lack of comprehension. Each student must be able to read and record observations and plans legibly, efficiently, and accurately in documents such as patient or educational records. Students must be able to prepare and communicate concise and complete summaries of individual encounters and complex, prolonged encounters. Students must be able to complete clinical and diagnostic forms according to specified verbal or written directions in a complete and timely fashion.
Sensory and Motor Coordination or Function
Students must have sufficient sensory and motor function to perform physical examination of speech musculature using vision, audition, palpation and other diagnostic maneuvers. In general, this requires sufficient tactile discriminatory sense (touch and pain), proprioceptive sense (position, pressure, movement, stereognosis and vibratory), and motor control function. A student should be able to execute movements reasonably required to provide general assessment and intervention for patients using items such as; cell phones, iPads, computers, standard software for writing reports and making presentations, recording devices, visual imaging instruments as well as hard copy assessments. The ability to perform these described functions must be coupled with the stamina to complete them while on clinical rotations that involve a typical and reasonable length of a work-day and work-week. Class schedules will mimic many clinic schedules requiring students to attend classes at 8 AM and continue until 5 PM. Classes may extend into the evening when clinic or classroom spaces are available.
Conceptual Integrative and Quantitative Abilities
These abilities include measurement, calculation, reasoning, analysis, judgment, numerical recognition and synthesis. Problem solving, a critical skill demanded of speech-language pathologists, must be performed quickly in patient care and educational situations. Students must be able to identify significant findings from history, physical examination, and diagnostic tests; provide reasoned description; and, plan and conduct appropriate intervention, recalling and retaining information in an efficient and timely manner. The ability to incorporate new information from peers, teachers, other health care and/or educational professionals and the scientific literature in formulating assessment and intervention is essential. Good judgment in patient assessment, diagnostic and therapeutic planning is essential. Students must be able to obtain and use information from other members of the educational and/or health care team in planning intervention. Students must be able to identify and communicate the limits of their knowledge to others when appropriate. Students must be able to interpret graphs describing biological or behavioral relationships and do other similar modes of data analysis.
Behavioral Attributes
Empathy, integrity, honesty, concern for others, cultural humility, commitment to lifelong learning, good interpersonal skills, interest and motivation are all required personal qualities that are required in the CSD program. Students must possess the emotional health required for full use of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the care of patients, clients and their families, and the development of mature, sensitive and effective relations with patients, clients and their families. At times, this requires the ability to be aware of and appropriately react to one’s own immediate emotional responses. Students must maintain a professional demeanor and organization in the face of heavy workload demands, scheduling difficulties, frustrated patients and family members, and overworked colleagues. Students must be able to develop professional relationships with patients, clients and their families and protect patient confidentiality. Students must be able to adapt to changing environments, to display flexibility, and to learn to function in the face of uncertainties inherent in the clinical problems of many patients. Students are expected to accept appropriate suggestions and criticism and, if necessary, respond by modification of behavior.
Candidates for the CSD program will be required to verify their understanding and ability to meet these technical standards, or that they believe, with or without certain reasonable accommodations, they can meet the standards. The University of Kentucky Disability Resource Center will evaluate a student who states he/she could meet the program’s technical standards with accommodation and confirm that the stated condition qualifies as a disability under applicable federal and state laws. If a student states that he/she can meet the technical standards with accommodation, UK will determine whether it agrees that the student can meet the technical standard with reasonable accommodation. This includes a review of whether the accommodations requested are reasonable, taking into account whether accommodations would jeopardize clinician/client safety or the educational process to the CSD student or the institution. This includes all observations, didactic education, clinical education, clinical experiences or other related experiences deemed essential for graduation.
Academic Integrity
Purpose: In recognition that health care professionals must be held to the highest standards of ethics and responsibility, honesty and academic integrity are a fundamental requirement of the program.
Policy: All students will be expected to follow the UK Code of Student Conduct. (https://studentsuccess.uky.edu/student-conduct). Lapses in academic integrity are not tolerated in the program and all cases will be vigorously investigated. Students who do not adhere to these standards will face disciplinary action according to University policy (https://ombud.uky.edu/students/academic-misconduct-process), which may include failure in a course or dismissal from the program.
Program Expectations
General Program Expectations
Purpose: In recognition that speech-language pathologists must be held to the highest standards of professionalism, expectations exist for students, staff, and faculty.
Policy: Although specific behavioral expectations for students are delineated as part of each course syllabus, general behavioral expectations exist for the program. Faculty, students, and staff are expected to follow and model these behaviors.
Responsibilities:
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Action |
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Students |
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Attendance
Policy: Communication Sciences and Disorders Attendance Policy for Graduate School
Purpose: Students in Communication Sciences and Disorders (CSD) are expected and required to attend all CSD classes and clinical activities as defined by university guidelines. Excused absences (as defined by the University of Kentucky Bulletin: https://www.uky.edu/ombud/excused-absences, constitute the only legitimate reason for being absent from a class or a clinical assignment. All other absences are unexcused.
Students should not plan in advance to be absent from a class or a clinical assignment when such an absence would be considered unexcused. Examples of planned absences that would be considered unexcused are weddings, trips, SEC games, tournaments, and other similar events. Faculty plan activities assuming that all students will be in attendance and often cannot replicate specific learning experiences from clinic or from class. Therefore, they are under no obligation to provide or schedule make up work for students incurring planned unexcused absences. Students incurring planned unexcused absences are subject to penalties (grade or point reduction, failure of a course competency) as determined by the affected faculty.
The CSD faculty recognizes and is willing to consider possible exceptions to a planned absence that is unexcused. We recommend that students follow the process outlined below when considering a planned absence.
Responsibilities:
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Professional and Personal Interaction Evaluation
Purpose: To enhance professionalism and personal interaction skills within the Department, the College, the University, and the Profession.
Policy: Professionalism is an integral part of CSD education which is taught explicitly and implicitly within the curriculum. Students and faculty are expected to adhere to the ASHA Code of Ethics and Standards of Practice and all University and College policies related to professional behavior. CSD faculty will conduct formative Abbreviated Professionalism Check: CSD Academic Manual | College of Health Sciences) and summative assessments CSD Professionalism Evaluation Rubric: CSD Academic Manual | College of Health Sciences, at different points of their academic program to monitor development of key professional standards across academic and clinical settings.
Copies of both evaluation forms can be found in the Appendix.
Responsibilities:
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Complaints and Forms
Complaints and Forms
Purpose: To ensure timely response to formal and informal complaints from students, while adhering to all College and University policies and regulations.
Policy: A process exists for students to register informal or formal complaints and to have them resolved in a timely and fair manner. There are both internal and external mechanisms in place to address any complaints.
When students have a complaint, they are encouraged to discuss concerns directly with the parties involved, but there may be situations when students are not comfortable doing so or when the individuals involved are unable to come to a resolution. Students may contact their academic advisor, director of graduate studies, clinic coordinator, or department chair about their concerns. These individuals will make every effort to resolve concerns, but depending on the nature of the concern students may also contact the following:
Internal Complaint Process
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Student with concern or complaint |
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Department Chair or Director of Graduate Studies if issue conflicts with the Department Chair |
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External Complaint Process: ASHA Council on Academic Accreditation (CAA). In the event a student has an unresolved complaint about their CSD program, they may contact the CAA at the address below. Additional Procedures for Complaints against Graduate Education Programs” in CAA Handbook, Section XIII are also available online: accreditation-handbook.pdf Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard, #310, Rockville, MD 20850, 800-498-2071 or 800-638-8255.
Click here to download the Formal Complaint Form
Student Support Services
Additional Student Resources
Additional resources to help solve student issues or concerns are available on campus. If the resource you need is not listed here, please ask us.
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University of Kentucky Academic Ombud |
859.257.3737 |
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Ezra Gillis Building, 502 Administration Drive |
859.257.4613 |
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University of Kentucky Disability Resource Center (DRC)
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725 Rose Street MDS Bldg. Suite 443 |
859.257.2754 |
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18th Floor Patterson Office Tower |
859.257.8927 |
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500 Rose Street |
859-257-1356 |
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401 MDS 725 Rose St.
104 Mandress Hall 635 S. Limestone
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859-257-8701
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Presentation U - for assistance with multimodal communication presentations: https://www.uky.edu/presentationU/ |
859-257-1356
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Accommodation Policy
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Student |
It is the responsibility of the student to obtain accommodation letters, communicate with faculty, and utilize the Accommodated Test Proctoring Service. Disability Resource Center https://studentsuccess.uky.edu/disability-resource-center |
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It is the responsibility of the student to inform each faculty member in the respective courses if they plan to utilize their approved accommodations for examinations according to Disability Resource Center Accommodations: Student responsibilities. https://studentsuccess.uky.edu/disability-resource-center/student-right…; |
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Faculty |
It is the responsibility of the faculty to review student accommodation requests and determine what is reasonable:
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It is the responsibility of the faculty to work directly with the administrative assistant to identify the plan for testing. Please do not have the students reach out. |
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It is the responsibility of the faculty to then communicate the plan with the student(s) prior to the examination date. |
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It is the responsibility of the faculty to provide the administrative assistant with at least one weeks’ notice of the examination. |
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It is the responsibility of the faculty to provide the administrative assistant with the method of the examination (access codes for online testing or paper copy). |
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It is the responsibility of the faculty to provide the administrative assistant with the start and finish time for each student according to their accommodation requirements. |
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If space is not available for each student to have an individual room, it is the responsibility of the faculty to negotiate options for the students to test in the same room with ear plugs or offer the DRC testing site. |
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Administrative Assistant |
It is the responsibility of the administrative assistant to identify space within the college to administer examinations based upon student accommodation requirements. |
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If space is not available for each student to have an individual room, it is the responsibility of administrative assistant to inform faculty of the offerings and together identify a solution for testing (negotiate options for the students to test in the same room with ear plugs, or offer the DRC testing site). |
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It is the responsibility of the administrative assistant to actively proctor examinations (ensure students have approved materials in the room, leave door open for walk‐by proctoring, provide student with time updates). |
Access to Your Own Records
Access to Your Own Records
Policy: Student records are maintained in Calipso (password protected web-based application system to track clinical and academic knowledge and skills) as well as myUK for academic records.
Purpose: To provide students with information about how to access to documents that demonstrate progress toward degree audit and toward acquisition of knowledge and Skills delineated in the Standards for the Certificate of Clinical Competence.
Procedure:
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Director of Graduate Studies / Administrative Assistant |
Provide records as requested by students for Academic or clinical records to review. |
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University Student Affairs |
The full policy concerning record requests at the University of Kentucky can be found at this web: http://www.uky.edu/StudentAffairs/Code/part5.html |
Student Advising
Student Advising
Policy: All students will be assigned a faculty advisor upon entry into the CSD Master’s of Science program.
Purpose: To provide master students with one-on-one interaction with a CSD faculty member to discuss academic, clinical, and professional issues in a confidential manner and to provide documentation about student progress throughout the program.
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Access to Your Own Records
Policy: Student records are maintained in Calipso (password protected web-based application system to track clinical and academic knowledge and skills) as well as MyUK for academic records.
Purpose: To provide students with information about how to access to documents that demonstrate progress toward degree audit and toward acquisition of knowledge and Skills delineated in the Standards for the Certificate of Clinical Competence.
Procedure:
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Action |
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Director of Graduate Studies / Administrative Assistant |
Provide records as requested by students for Academic or clinical records to review. |
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University Student Affairs |
The full policy concerning record requests at the University of Kentucky can be found at this web: http://www.uky.edu/StudentAffairs/Code/part5.html |
Student Advising
Policy: All students will be assigned a faculty advisor upon entry into the CSD Master’s of Science program.
Purpose: To provide master students with one-on-one interaction with a CSD faculty member to discuss academic, clinical, and professional issues in a confidential manner and to provide documentation about student progress throughout the program.
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Advising Materials
Knowledge and Skills Assessment (KASA)
Below is the link for the Knowledge and Skills Acquisition (KASA) Tracking Sheet. The purpose of this document is to track your ongoing progression within the CSD graduate program in relation to criteria for ASHA certification.
Program Progression and Remediation
UK Graduate School Policy on SCHOLASTIC PROBATION
UK Graduate School Policy on SCHOLASTIC PROBATION
When students have completed 9 or more semester hours of graduate course work with a cumulative GPA of less than 3.00, they are placed on scholastic probation. Students will have one full-time semester or the equivalent (9 hours) to remove the scholastic probation by attaining a 3.00 (overall) average; students demonstrating appreciable progress toward this goal will be granted an additional semester of probation. If probation is not removed, the student may be subject to dismissal from the Graduate School. In this situation, the Dean of the Graduate School or designee will consult with the DGS prior to undertaking the dismissal action. Dismissed students may apply for readmission after two semesters. Readmission is contingent upon the approval of the student’s program and should be accompanied by a plan that outlines how the program faculty will support the student and enable their success. Exceptions to this policy are made only by the Dean of the Graduate School or designee upon the recommendation of the DGS. Students on academic probation are not eligible to sit for the doctoral qualifying exam, or master’s or doctoral final examinations.
* For more information, see the UK Tuition and Fees 2024-2025 page, and the UK Cost of Attendance page.
Elective Options
Possible Elective Options for CSD Grad Students
Policy: CSD Grad Students are required to take a minimum of two 1-credit hour electives as part of the Master's Program.
Purpose: To either explore a topic of interest in more depth or a related topic in more breadth. Below are descriptions of several elective options that may be used to fulfill this requirement.
Option 1: "Traditional" CSD Electives
What will you do and when?
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You will take two 1-credit CSD electives in your program of study. One will occur during Fall 2 and the other during Spring 2 semesters. CSD Faculty members have offered a series of "traditional" in-discipline CSD 1 credit electives on a variety of topics. These have included topics such as Laryngeal Videostroboscopy, Autism, AAC and Social Communication
Who is eligible to participate?
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Any CSD graduate student is welcome to register. Information is generally made available to students in Spring prior to Summer registration.
How to apply?
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Students pre-register for these electives in the "traditional" method of registering for any CSD major course.
Option 2: International Experience for CSD Graduate Students Education Abroad
Students will register for CSD-588. Students will explore speech-language pathology and audiology services abroad while gaining exposure to diverse cultures. Trip locations and dates may vary annually. All CSD graduate students are eligible. Activities may include on-campus meetings prior to the trip, consultations, screenings, staff education, low-tech AAC instruction, hearing screenings, and/or distribution of assistive listening devices in clinics, rehab centers, or schools.
How to apply?
Students should attend an informational meeting and then submit their application to the appropriate faculty member to take the course.
Option 3: All 500 Level and Higher UK Courses including courses taken in conjunction with a training grant
What will you do and when?
CSD Graduate students can choose any 500-level or higher (500, 600, 700 level) courses as an elective for the CSD Graduate Program. Any interesting course that will fit in your schedule and is 500 level or above can be used as a graduate elective. Courses that are provided through special grant-funded initiatives would also fulfill the elective requirement (i.e. SPEAC-OUT, LEND).
Who is eligible to participate?
Any CSD graduate student is welcome to choose this option. Students who have been selected to participate in specific grant funded initiatives may also be eligible.
How to apply?
Students should contact Dr. Olson (aolso2@uky.edu) to determine if a course is appropriate and will fit in with their schedule.
Option 4: Independent Study in CSD
What will you do and when?
Occasionally, a student and CSD Faculty member agree to participate together in an "independent" research, service, or educational project (CSD 789) for varying number of credits, - usually 1-3. A graduate student who has an idea for a project should make an appointment with a faculty member who has the expertise or interest to mentor the project. Conversely, faculty members may invite graduate students to assist in the faculty member's research, service, or educational project. It is important that graduate students understand that faculty members are not obligated to direct independent study. Faculty members may or may not agree to mentor the student.
Who is eligible to participate?
Any CSD graduate student is welcome to choose this option if a faculty mentor agrees to supervise the independent study.
How to apply?
Students with questions should contact Dr. Olson who will explain the process required for seeking a mentor (aolso2@uky.edu) and for the required independent study contract.
Examinations
Examinations
Pre-Qualifying Examination
All CSD graduate students will be required to take a pre-qualifying examination at the end of their first year in the program (beginning of their 4th semester). This will be a multiple-choice exam covering material from courses taken in the first three semesters of the program, in addition to content from prerequisite courses that cover normal processes related to speech, language, swallowing, and hearing. Students will need to “pass” this exam with a score of 70% or greater to be permitted to take the comprehensive exam in their 6th semester of the program. Students may retake the pre-qualifying exam up to three times before the end of the 4th semester. Those students not passing the pre-qualifying exam by the time they have reached the end of their 4th semester may require a remediation or repeat plan that will extend their program and/or cause for dismissal.
Comprehensive Examination
All CSD graduate students will be required to take the ASHA Praxis exam and submit a score to the Department Chair no later than the first week of March in the 6th semester of the program. Additionally, students will be required to pass a written comprehensive exam (except for those students completing a Master’s thesis). Students must pass the pre-qualifying exam before being permitted to take the comprehensive exam which will be given during the students’ 6th semester of enrollment. Students will be informed about the format of these comprehensive exams by the end of their 4th semester so that they can adequately prepare.
Thesis Guidelines
Department of Communication Sciences and Disorders Graduate Thesis Option
What does the Thesis involve?
The Master’s Thesis involves completion of an independent original research project that has the potential to be publishable (either written or oral presentation). It is expected that the student will complete the following:
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Develop a novel research question
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Develop the proposal document that is submitted with an IRB (if needed) and includes:
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Introduction
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Review of the Literature
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Research Questions and Hypotheses
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Methods
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Final thesis document
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Contains all information from the proposal document, and:
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Results
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Discussion
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Clinical Implications/Conclusion
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Several options in addition to a traditional experimental thesis format are possible and can be discussed with your advisor. These may include, but are not limited to, a systematic review, an observational study, a secondary analysis of existing data, a case study, analysis of data available in a databank or case series, etc.
Why should I do a thesis?
Completion of a thesis will strengthen your ability to ask clinical questions and seek evidence-based answers. This will have a positive impact on your clinical skills as it will sharpen your ability to critical thinking and find answers to clinical challenges. Of course, this experience will also help you develop your research skills. Further, if you have an interest in doctoral training in the future, completion of a thesis will help you develop beginning research skills before starting a doctoral program. In fact, though certainly not always the case, some programs require doctoral students to complete a thesis early in their program if they have not done so at the Master’s level.
How do I go about deciding whether or not to do a thesis?
There are many ways that you can approach this decision. The first question you must ask yourself is this: are you an independent thinker and worker? It is expected that your faculty advisor will serve as a guide, but the journey into the research realm will primarily be your responsibility? Some students have obtained assistance on their thesis tasks from undergraduate students completing a research practicum. This has proved to be very successful for both graduate and UG students. You may wish to meet with CSD faculty to discuss the possibility of completing the thesis. Often, faculty members have ideas for theses they would like to see completed. In those cases, it is simply a case of seeing if your interests match those of the faculty.
You will also be learning about the research process in CSD 701. This will provide an excellent opportunity to decide if the research track is for you. You will learn about different types of research questions and research design (single subject design or single case studies, or group designs, etc.). In this course everyone will complete a Critically Appraised topic (CAT) that might be extended into a bigger project for a thesis. You might want to talk to interested faculty members at that time and try out your ideas.
Completion of a Master’s thesis is a very rewarding experience. The thesis option is not for all students and should not be viewed as a way to avoid comprehensive examinations, but we certainly encourage interested and qualified students to pursue this option.
Completion of a thesis will require an intense, ongoing commitment. Students devote many hours engaged in the writing and re-writing process. If you have a strong interest in a particular topic, are an independent worker, are flexible enough to handle unexpected problems and delays, and know how to set and follow timelines, you may be a good candidate for a thesis. The Department has access to some funding to support students in their research, but this award is not automatic and should not be assumed. Please speak with your advisor about funding needs. Additionally, the Graduate School offers some limited funds, but these are available on a competitive basis.
Once I decide to start, can I change my mind?
Yes, at any time you may opt to take comprehensive exams in lieu of the thesis. In addition, if you are not making progress or are unable to meet established timelines, your faculty advisor and committee members may determine that you should stop the research process and prepare for comprehensive exams. If this happens, you will be provided with sufficient notice to prepare for the exam. Students are typically aware of their progress and recognize when they are not meeting expectations and timelines.
What is a typical timeline?
Below is an example of an optimal sequence for completing the requirements of these that assures you to finish in the spring term of your second year.
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Summer or Fall term – 1st year: Discuss thesis ideas with faculty member/s
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Select faculty advisor
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Select committee members
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Spring term – 1st year: Complete Proposal (literature review and research questions)
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Schedule a committee meeting
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Submit proposal to the Institutional Review Board (as applicable)
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Begin organization and location of subjects (as applicable)
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Summer term – 2nd year: Begin data collection
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Fall term – 2nd year: Complete data collection
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Complete data analyses
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Spring term – 2nd year: Complete final written document
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Prepare theses defense presentation
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Schedule final defense of project
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Submission of Electronic Document to Graduate School.
Keep in mind that the earlier you begin, the more flexibility you have. Even if you don’t plan to start data collection right away, an early decision of whether or not to do a thesis will allow you ample time to do the literature review, determine your research questions and develop your proposal.
Who can serve as a faculty advisor or committee member?
Each committee must be comprised of at least three faculty members, and at least one of the members must have full graduate faculty status. Faculty members with full graduate status are Drs. Andreatta, Lowman, Olson, C. Page, J. Page, Schmedding-Bartley and Suiter. The primary thesis advisor does not have to have full graduate faculty status, but at least one individual with full status must be a member of your committee.
What are some topics from the past?
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Assessment in Pediatric Feeding
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Training e-Helpers to use Telepractice in the School Setting
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Impact of NICU Design on Feeding Outcomes in Pre-Term Infants
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Legibility of Communicative Writing and Drawing in Persons with Aphasia
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Impact of Dysphagia on Quality of Life in Caregivers of patients with ALS
Can I review past projects?
Faculty advisors have copies of thesis projects that they have chaired. UK electronic theses and dissertations are available as a stand-alone database at this URL:https://uknowledge.uky.edu/commdisorders_etds/
OK, - I'm interested, - now what do I do?
Students must declare their interest by submitting the attached Master’s Thesis Initial Report to Dr. Schmedding-Bartley prior to the last day of classes in the 1st fall term. A copy of this form will be placed in your student file. To complete the form, you must have identified a topic area and a faculty member willing to serve as chair of the project. If you decide after the initial due date, you may submit a petition to complete a thesis, with decisions made on a case-by-case basis.
Students will register for 3 credits of CSD 768 in Fall 2 and Spring 2. This will allow students to take off one day per week from their clinical rotation in consultation with their thesis advisor and clinical instructor.
For students who have chosen the thesis option, there will be an evaluation of progress at the end of the first spring term. Students who are not making satisfactory progress will be required to sit for comprehensive examinations in the second spring term.
We have instituted these policies in an effort to guide you to the best choice for you. Not all students are suited to the thesis option; for many, the comprehensive examination is a more appropriate route. If you are uncertain which option is better for you, please consult with your academic advisor.
All thesis are electronically submitted at UK. The format of the document is stipulated by the graduate school, and they provide additional resources to help you understand more about the process of submitting a thesis. The timing of the submission is specified, and all dates must be followed carefully. For more information please see: https://gradschool.uky.edu/thesis-dissertation-preparation
Additional Forms
CSD Master's Thesis Initial Report
CSD Master's Thesis Initial Report Form
Below is the download link for the CSD Master's Thesis Initial Report Form
Student Acknowledgement of Responsibility
Student Acknowledgement of Responsibility
Below is the download link for the Acknowledgement of Responsibility Form
Program Deadlines Check-sheet by Semester
Incoming Grad Student Contact Sheet
Below is the download link for the Program Deadlines Check-sheet by Semester Form
CSD 789 Independent Study Form
CSD 789 Independent Study Form
Below is the download link for the CSD 789 Independent Study Form
Personal and Professional Evaluation Forms
Abbreviated Professional Check CSD Academic Manual | College of Health Sciences
CSD Professional Evaluation Rubric CSD Academic Manual | College of Health Sciences
Additional Forms
CSD Master's Thesis Initial Report Form
Below is the download link for the CSD Master's Thesis Initial Report Form
Student Acknowledgement of Responsibility
Below is the download link for the Acknowledgement of Responsibility Form
Incoming Grad Student Contact Sheet
Below is the download link for the Program Deadlines Check-sheet by Semester Form
CSD 789 Independent Study Form
Below is the download link for the CSD 789 Independent Study Form
CSD Professional Evaluation
Below is the download link for the CSD Professional Evaluation.
Abbreviated Professional Check
Below is the download link for the Abbreviated Professional Check.