MASTERS IN COMMUNICATIVE

SCIENCES & DISORDERS

HANDBOOK 2018-2019

The Department of Communicative Sciences and Disorders

Michigan State University
1026 Red Cedar Road
Room 109, Oyer Speech & Hearing Building
East Lansing, MI 48824

Contact us: [email protected]

Website: https://comartsci.msu.edu/communicative-sciences-and-disorders#
(Revised: 6/27/18)

The Master’s in Communicative Sciences and Disorders education program in speech-

language pathology at Michigan State University is accredited by the 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 301-296-5700.
 CONTENTS
Section Name Page
Number
Degree Programs Overview and Mission Statement 3
Mission Statement 3
Master of Arts Degree Program Goals 4
Graduate Curriculum and Course Work 6
Study Abroad 8
Advising 8
Master of Arts Degree Program Options 9
Academic Standards for College of Communication Arts and Sciences 9
Clinical Practicum Requirements 9
The CALIPSO Program 10
Remediation Plan for CSD MA Program 10
Procedures for a Master of Arts Degree Thesis 13
Thesis Submission 15
Procedures for Master of Arts Degree Departmental Final Examination 15
Academic Review of Students in the Master of Arts Degree Program 18
Final Semester Enrollment 18
Certification Requirements for Teachers of the Speech-Language Impaired 19
Master of Arts Degree Program Forms 20
Other Relevant Information 21
Faculty 21
Scholarly Integrity in Research and Creative Activities 21
Key Principles 21
Integrity of Scholarship and Grades 25
Research Involving Human Research Subjects 26
Research Involving Animals 26
Research Equipment and Labor 27
Policy Regarding Training in the Responsible and Ethical Conduct of Research 27
Conflict Resolution 29
Grievance Procedures 33
Course Evaluation 37
Student Records Policy 38
Time Limits for Graduate Degrees 39
Transferring Credits 39
Financial Aid 39
Student Representation on Committees 42
Organizational Membership 43
Participation in Symposia 43
Interdepartmental Specializations 43
Independent Study
Student Travel Policy 44
Clinical Practicum Education Resources 45
Spartan Life 45
Grief Absence Policy 50
APPENDIX A: Speech-Language Pathology M.A. Degree Planning Worksheet 47
M.A. Degree Program Planning Worksheet 51
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APPENDIX B 54
Master’s Program Progress Report/Yearly Evaluation
APPENDIX C: M.A. Degree Program Forms 65
Request for Appointment of M.A. Degree Thesis Committee 66
Results of M.A. Degree Thesis Prospectus Examination 67
Results of M.A. Degree Departmental Final Examination 68
Results of M.A. Degree Thesis Examination 69
APPENDIX D: Requirements For Certification 70
Program Of Teacher Certification 71
APPENDIX E: ASHA CODE OF ETHICS 73

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 Degree Programs Overview and Mission Statement
The academic programs offered by the Department of Communicative Sciences and Disorders,
Michigan State University, focus on the study of both normal and disordered aspects of speech,
language, voice, and hearing; and the application of such knowledge to the assessment and
treatment of communication disorders. Disciplinary/professional areas addressed in the
curriculum include speech-language pathology, audiology, speech, and hearing sciences.

The Department offers a minor in Communicative Sciences & Disorders, as well as graduate
study in speech-language pathology and speech and hearing sciences leading to a Master of Arts
and a Doctor of Philosophy degree.

Mission Statement
The mission of the Department of Communicative Sciences and Disorders is to advance the
study of normal and disordered aspects of speech, language, voice, and hearing; and on the
application of such knowledge to the assessment and treatment of patients with communicative
disorders. It strives for excellence in understanding communication sciences and disorders in a
pluralistic society. It seeks to transform lives by preparing leaders in communicative sciences
and disorders through teaching, research, and service. The Department strives to prepare students
for careers and leadership in Speech-Language Pathology (SLP) and/or in research related to the
broad areas of focus described above.

The Department offers a Master’s degree, a Doctoral degree and several undergraduate
preparatory classes leading to a minor for students wanting to pursue careers in SLP, Audiology
or related disciplines. The master’s degree program is designed to provide academic and clinical
knowledge and skill for those preparing to become professionally certified speech-language
pathologists. The doctoral degree program is designed to provide broad and detailed academic
and research experiences, knowledge, and skill for the preparation of teacher scholars in human
communication sciences and disorders.

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 Master of Arts Degree Program Goals
Approved by CSD Faculty on May 1, 2015

These learning goals are intended to provide a framework for students’ active engagement in
learning both in and out of the classroom. Students who complete a Master’s degree in
Communicative Sciences and Disorders at Michigan State University will demonstrate the
knowledge, attitudes, and skills associated with the following interconnected goals and
outcomes:

Integrated Reasoning for Evidence-Based Practice

The graduate will understand and practice principles of basic and applied methodologies in
communicative sciences and disorders including synthesizing and using research-based
evidence to maximize outcomes with clients. Through coursework, clinical practice, and
research involvement, the successful graduate will:

1. Acquire, analyze, and evaluate information from multiple evidence-based sources

within and across disciplines to define problems and formulate solutions.
2. Use a variety of inquiry strategies incorporating multiple views to make informed
judgments, solve problems, answer questions, and generate new understanding related
to clinical practice.
3. Demonstrate competency of technology for tools of clinical practice.
4. Demonstrate clinical competency suitable for successful professional practice.
Leadership and Effective Communication
The graduate emphasizes leadership and effective communication with diverse audiences,
including clients, family members, health care providers, educators, and the scientific
community. The successful graduate will:

5. Demonstrate leadership by creating a vision, organization, enhancing talent and skills,

adapting to barriers, motivation, and others through team activities.
6. Demonstrate clear expression of vision and execution of goals.
7. Engage in effective oral and written communication practices tailoring messages to
varied audiences and using a variety of communication technologies.
Cultural Understanding
In an increasingly globalized and mobile world, the graduate will have a broader perspective
of cultural, social, economic, and linguistic diversity. The graduate respects and adapts to
needs for the diversity in the population in which they are working. The successful graduate
will:

8. Demonstrate knowledge of cultural, social, economic, and linguistic differences and

sensitivities to those differences relevant to communicative sciences and disorders.
9. Demonstrate competency in considering diversity in professional practice.
Professional Engagement and Outreach
The graduate serves and leads efforts to promote professional issues at local, national, and
global levels. The successful graduate will:

10. Understand the range of clinical delivery models for professional practice.
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 11. Demonstrate ethical behavior in educational settings and professional practice
including, but not limited to the American Speech-Language-Hearing Association
(ASHA) Code of Ethics and policies for responsible conduct of research.
12. Demonstrate knowledge and skills to effectively advocate for individuals with
communicative disorders and for the profession of speech-language pathology.

A primary aim of the Master of Arts Degree Program is to prepare students for professional
careers as speech-language pathologists. This is accomplished by providing advanced, intensive
academic and clinical experiences designed to develop broad and deep knowledge and skills
regarding the science, theories, principles, and practices fundamental to communication sciences
and disorders. The Master of Arts Degree program in speech-language pathology is nationally
accredited by the Council on Academic Accreditation (CAA) of the American Speech-
Language-Hearing Association (ASHA).

Typically, a student’s program of study consists of relevant course work, supervised clinical
practicum in a minimum of at least 12 credits of off-campus clinical externship sites, and either a
master’s thesis (Plan A), or a departmental final examination covering all areas of study in the
discipline (Plan B). It is expected that all requirements for the M.A. degree will be completed
within two years (i.e., 5 contiguous semesters). Although the completion of 400 clock hours of
clinical practicum (i.e., 25 observation hours and 375 practicum hours, of which a minimum of
325 must be at the graduate level) is required for certification by the American Speech-
Language-Hearing Association (ASHA), the total of 400 clinical clock hours are not required for
the M.A. degree. Nevertheless, students typically elect to complete all 400 hours, because
clinical certification may ultimately be necessary for professional/employment opportunities.

As with all of the degree programs, the information presented here should be viewed as a general
overview of the academic degree program information. It should not be viewed as the final
authority on degree requirements. Students must consult their academic advisor to have their
specific program of study approved.

Primary professional certification for speech-language pathologists is accomplished through the

American Speech-Language-Hearing Association via its Certificate of Clinical Competence
(CCC). To be so certified, a candidate must possess a master’s degree in speech-language
pathology from a program that is accredited by ASHA’s Council on Academic Accreditation
(CAA). In completing the Master’s degree, the candidate must demonstrate the successful
completion of a specified academic program of study, as well as a specified program of clinical
practica. Following the completion of the academic and practicum requirements, a candidate
must successfully complete a clinical fellowship under the supervision of a certified speech-
language pathologist, and successfully complete the ASHA national certification examination in
speech-language pathology [i.e., Educational Testing Service (ETS) Speech-Language Pathology
PRAXIS Examination].

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 Graduate Curriculum and Course Work
To earn a M.A. degree, students must complete a minimum of 51 graduate credit hours and a
Professional Practice Workshop Series, offered in the first fall semester. The 51 required credits
must include 11 required courses (totaling 33 credit hours), 12 credits of clinical practicum
(CSD 883), plus six credits of electives. A maximum of 9 credit hours may be transferred from
another program of study; however, all transfers must be approved by the Graduate Program
Director and/or the faculty advisor. Enrollment in most graduate classes assumes that the student
has completed all necessary prerequisites satisfactorily. If such prerequisites have not been met,
the Graduate Program Director and/or the course instructor may request completion of necessary
prerequisites.

Courses at the 400-level or above may apply to a graduate degree with the approval of the
student's academic advisor. Courses at the 400-level taken by a master’s degree student for the
purpose of teacher certification (detailed below) may not be considered for graduate credit
toward the M.A. degree.

Required and elective course work offered by the Department to satisfy requirements for the
master’s degree in speech-language pathology is listed below by typical semester of offering.
Students should consult the relevant MSU publications for pertinent information on graduate
education and degree requirements as well (i.e., www.reg.msu.edu).

Required Coursework
Course Course Name Number
Number of
Credits
CSD 803 Research Methods 3 credits
CSD 813 Neuroanatomy and Neurophysiology of Speech, Language, and Hearing 3 credits
CSD 815 Acquired Language Disorders 3 credits
CSD 830 Fluency Disorders 3 credits
CSD 840 Voice Disorders 3 credits
CSD 855 Assessment and Treatment of Dysphagia 3 credits
CSD 860 Articulation and Phonological Disorders 3 credits
CSD 865 Motor Speech Disorders 3 credits
CSD 880 Clinical Proseminar: Professional Issues 3 credits
CSD 883 Clinical Practicum in Speech-Language Pathology 12 credits
CAS 892 Special Topics Section 003 – Developmental Language Disorders 3 credits
CAS 892 Special Topics Section 004 – Autism and Related 3 credits
Neurodevelopmental Disorders

Elective Coursework within the Department

Course Course Name Number

Number of
Credits
CSD 819 Cognitive-Communicative Disorders 3 credits
CSD 850 Medical Aspects of Speech-Language Pathology 3 credits
CSD 888 Counseling in Communicative Disorders 3 credits
CSD 899 Master’s Thesis var. credit

Students are also encouraged to explore related graduate electives outside of the CSD department
at MSU with approval of courses from their academic advisor and/or program director.
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Typical Course Sequence
Students may complete the M.A. program by choosing one of the following two plans (see p. 9):

PLAN A (Thesis Option):

 51 total credits
 33 required credits
 12 practicums
 6 thesis credits
 Thesis Defense

PLAN B (Non-Thesis Option):

 51 total credits
 33 required credits
 12 practicum credits
 6 elective credits
 Departmental Final Examination

A decision to enroll in Plan A or Plan B must be communicated to the Program Director no later
than October 31st of the first Fall semester in the program.

The following is an example of a typical course sequence in the MA Program, including

references to Plans A and B where indicated.

Course Course Name Number

Number of
Credits
Fall 1
CSD 803 Research Methods 3 credits
CSD 813 Neuroanatomy and Neurophysiology of Speech, Language, and Hearing 3 credits
CSD 860 Articulation and Phonological Disorders 3 credits
CAS 892 Special Topics Section 003 – Developmental Language Disorders 3 credits
Spring 1
CSD 815 Acquired Language Disorders 3 credits
CSD 855 Assessment and Treatment of Dysphagia 3 credits
CSD 865 Motor Speech Disorders 3 credits
CSD 883 Clinical Practicum in Speech-Language Pathology 3 credits
Summer
CSD 880 Clinical Proseminar: Professional Issues 3 credits
CSD 883 Clinical Practicum in Speech-Language Pathology 3 credits
Elective (Plan B Students) 3 credits
Fall 2
CSD 830 Fluency Disorders 3 credits
CSD 840 Voice Disorders 3 credits
CAS 892 Special Topics Section 004 – Autism and Related Neurodevelopmental 3 credits
Disorders
CSD 883 Clinical Practicum in Speech-Language Pathology 3 credits
Spring 2
CSD 883 Clinical Practicum in Speech-Language Pathology 3 credits
Elective (Plan B Students) 3 credits
CSD 899 Master’s Thesis (Plan A Students) 6 credits

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Study Abroad
The Department also offers a Study Abroad program(s) typically in London, England, during the
summer. This program is primarily open to undergraduate students, with an option for graduate
majors at the approval of the Program Director.

Advising
At the time of acceptance into the graduate program, each graduate student is assigned an
academic advisor from a pool of faculty in the Department. The Department Chair and/or
Graduate Program Director is/are responsible for initially assigning faculty members and student
advisees. The Program Director or the Chairperson may change advising assignments when such
changes are deemed to be in the best interest of the Department, a given advisor, or a given
student.

Students are expected to meet with their advisor at the beginning of their graduate program, and
periodically throughout their program, to plan and evaluate their course of study. Changes in
program plans should be made only after consultation with the academic advisor. The
Departmental Speech-Language Pathology M.A. Degree Academic Advising Form (Appendix
A), the Annual Progress Report Form (Appendix B), and the CALIPSO Program (Page 10)
should be used by students to plan their course of study, and to monitor their progress in
completing the required academic course work for the M.A. degree and for ASHA certification.
The original completed forms are stored in students’ graduate file and on CALIPSO, the clinical
education web-based documentation program website. Students are also responsible for
maintaining a copy of their own records.

After consultation with their advisors, students are responsible for entering an initial set of
undergraduate and graduate information on the advising forms that is accurate and reflective of
the entire plan of study during the master’s degree program, as well as addressing pre-requisite,
background, pre-professional, undergraduate academic experience. This documentation should
be completed within the first two weeks of course work of the student’s master’s degree
program. Once reviewed and initialed by both the advisor and advisee, a signed original of the
completed forms will be placed by in the student’s graduate file. The advisor, in consultation
with the advisee, is responsible for updating the information on an as-needed basis at the end of
each semester. Each updated hard copy version will be placed in the student’s file by the
Academic Programs Coordinator.

Prior to the end of the semester in which the student is to graduate, the Academic Programs
Coordinator will ask advisors to provide a copy of the Communicative Sciences and Disorders
M.A. Degree Academic Advising Form (Appendix A) and the Annual Progress Report Form
(Appendix B), and an update of clinical clock hours and competencies using the CALIPSO
program. This document should reflect the completion of all academic and clinical
requirements for each of their advisee’s M.A. degree and ASHA academic certification
requirements. These final forms must be signed by the student and advisor. They will replace
all previous versions and become part of the student’s departmental record documenting that all
academic course work requirements have been met. Normally such forms need not be
submitted to ASHA as part of its certification application process, as the

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department is accredited by the Council on Academic Accreditation in Speech-Language
Pathology. Students are encouraged to keep their own copies of such documentation as well.

Master of Arts Degree Program Options

The M.A. degree program offers two options:

 Plan A: This plan consists of required course work, supervised clinical practica, and the
successful completion of a 6-credit thesis (as approved by the student’s thesis
committee).

 Plan B: This plan consists of required and elective course work, supervised clinical
practica, and the successful completion of a departmental final examination based on the
student’s acquired knowledge and skills as regards speech, language, hearing, and related
areas of the discipline

Both Plan A (thesis option) and Plan B (non-thesis option) typically require five contiguous
semesters of enrollment.

Academic Standards for College of Communication Arts and Sciences

When a student receives a grade below 3.0 in more than two 400–level or higher courses taken
for graduate credit at Michigan State University, the student is automatically withdrawn from the
program. A graduate student who has been withdrawn under this regulation is required to wait a
minimum of one calendar year from the date of the withdrawal before being eligible to apply for
readmission to a graduate program in the College of Communication Arts and Sciences. The
student may be readmitted, contingent upon repeating one of the three courses in which a grade
below a 3.0 was earned and earning a 3.0 or better grade in the course. The course to be repeated
may be specified by the department. Following readmission, any additional grade below 3.0 in
any course numbered 400 or higher will result in permanent dismissal. Courses below the 400
level may also be included under this regulation at the discretion of the individual academic unit.
While permission may be granted by the student’s academic unit chairperson and the associate
dean of the College to repeat a course in which a grade of less than 3.0 has been earned,
subsequently earning a grade of 3.0 or higher does not eliminate the first earned grade in the
course as one of the two allowed under this regulation. The student must also have at least a 3.00
average in all courses taken for graduate credit.

Clinical Practicum Requirements

Students in the M.A. program are expected to successfully complete requisite experiences in
clinical practicum activities. By the end of the student's M.A. program, a sufficient number of
clinical practicum clock hours should be acquired to meet ASHA's clinical certification
requirements. In rare cases, a student’s M.A. degree program may need to be extended for the
student to acquire the necessary ASHA clinical practicum hours, knowledge, and skills. Students
are expected to perform at an acceptable professional achievement level during their clinical
practica experiences. All clinical clock hours used to meet the ASHA practicum requirement
must be earned under the supervision of a CSD faculty member with ASHA certification or a
designated supervisor at an MSU-affiliated off-campus clinical practicum site. The student

9
 cannot receive certified clinical clock hour credit at an off-campus site without prior
Departmental approval.

The CALIPSO Program

The MSU graduate program in CSD uses the CALIPSO web application for tracking the
development of knowledge and skills for each graduate student. In addition, CALIPSO allows
for tracking of clock hours and competencies. CALIPSO is a web-based application that
manages key aspects of clinical education designed specifically and exclusively for speech-
language pathology training programs. It offers the unique feature of interactive and customized
data dashboards that enable knowledge management between the clinical administrator,
supervisor, and student. A one–time fee of $85.00 is required for this program which allows
access during the entire graduate program and for seven years following. At the start of the
graduate program, each student will set up his/her own CALIPSO profile. Then, throughout the
graduate clinical and coursework sequences, each graduate student must adhere to departmental
notifications and policies for keeping his/her CALIPSO account current and complete. More
information is provided throughout the program by the Clinical Education Coordinator and/or the
Graduate Program Director.

Remediation Plan for CSD MA Program

Approved by CSD Faculty 4-14-2015
Remediation plans are designed to support a student in their application of knowledge and skills
as defined by the current ASHA competency standards and CSD MA program goals.

Remediation plans are implemented when a student is identified as having an area of need in
meeting these standards beyond the regular academic or clinical experiences. Three scenarios
can result in the implementation of a remediation plan:

1. A remediation plan will be automatically implemented whenever a student has

knowledge and/or skills that are identified as an area in need of remediation by any
instructor or clinical supervisor.

2. A remediation plan may be instituted if a student demonstrates multiple areas of need

within an individual experience, for example, receiving multiple ratings of “emerging”,
or demonstrates an area of need multiple times, such as receiving multiple ratings of
“emerging” on the same ASHA standard. A remediation plan may be implemented if
few or no future opportunities are available for that standard to be addressed. However, a
remediation plan should not be approved if there are other appropriate opportunities in
the future for completion of the standard. The decision to implement a remediation plan
will be made jointly by the instructor(s) of a content course or the clinical supervisor that
identified the area(s) of need and the Graduate Program Director.

3. A student may request that a remediation plan be developed for area(s) of need that did
not already result in a plan. The decision to implement a remediation plan under this
circumstance must also be approved by the instructor(s), academic advisor, Clinical
Education Placement Director, and the Graduate Program Director. This is to be based on
the impact that unsatisfactory performance in an area of need may have on the student’s

10
 successful completion of the program in a timely manner. For example, a remediation
plan may be implemented if few or no future opportunities are available for that standard
to be addressed. However, a remediation plan may not be approved if there are other
appropriate opportunities in the future for completion of the standard.
If a remediation plan is necessary, the following steps will take place:

1. To determine the need for a remediation plan the Graduate Program Director will meet
with the instructor of the course content. If a clinical placement is involved the Graduate
Program Director will meet with the Clinic Education Program Director to determine the
need for a remediation plan.

2. Should a remediation plan be required for academic performance, the remediation

committee will consist of a minimum of at least the Graduate Program Director, the
student’s Academic Advisor, and the instructor of the course that requires remediation.
Should a remediation plan is required for clinical performance, the remediation
committee will consist of the Clinic Education Program Director and the student’s
Academic Advisor. Input from the clinical supervisor should be acquired. This input
could range from consultation to serving as a member of the remediation committee.
Consultation can be sought from the Graduate Program Director, if needed.

3. A meeting with the student and the remediation committee will be held to discuss
identified areas of need and identify possible solutions to remediate the areas of concern.

4. After an initial meeting with the remediation committee, the student will develop a type-
written plan outlining the activities and/or experiences that must be completed to
demonstrate adequate improvement in the area of concern. The remedial plan should
include a range of specific activities targeted to achieve knowledge and skills in the
identified area of need. The plan will also include a timeline for completion as well as
specific consequences in the event of failure to satisfactorily complete the plan in the
identified timeline. This plan will be based on feedback from the initial remediation
committee meeting. The academic advisor will serve as a consultant to the student in the
development of the written plan. For clinically related concerns, the Clinical Education
Program Director may also serve as consultant in the development of the written plan.
The student will email the proposed remediation plan to the committee members within
48 hours of the initial meeting unless otherwise agreed upon by the committee at the time
of the initial meeting. The student’s proposed remediation plan must be unanimously
approved by the remediation committee. Upon approval, each committee member and the
student will sign and receive a copy of the plan. A signed copy of the remediation plan
will be placed in the student’s graduate departmental file. In cases of academic concerns,
the instructor(s) involved in identifying the area(s) of need will serve as mentor(s) who is
responsible to support the student in progressing toward the satisfactory completion of
the plan. In special circumstances, an alternate person may be identified and must be
approved by the remediation committee such as in the case of a student who feels as if
working with the instructor isn’t supportive to the overall goal.

5. At the conclusion of the approved timeline in the remediation plan, the student will
prepare a type-written resolution document detailing how each goal and objective were
met, along with evidence of progress as determined by self-evaluation. The academic
advisor will serve as a consultant to the student in the development of the resolution
document. For clinically related concerns, the Clinical Education Program Director may
also serve as consultant in the development of the resolution document. The resolution
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 document will be distributed to the committee prior to the resolution meeting. The
remediation committee will meet with the student to determine whether or not the goals
and objectives of the remediation plan were met.
a. If goals and objectives were met, each committee member and the student will
sign and receive a copy of the plan. A signed copy of the resolution document will
placed in the student’s graduate departmental file. Any documentation to support
the resolution of the plan shall be presented at the meeting and placed in the
student’s graduate departmental file.
b. If goals and objectives were not met, a separate meeting will be scheduled with
the student, the academic advisor, Graduate Program Director, Department Chair,
and Clinical Education Program Director, if a clinical concern, to determine the
appropriate next step(s). If the remediation plan relates to a clinical placement,
then the student may receive a final grade of “NC” in CSD 883. The NC grade
may result in academic probation and may result in re-enrolling in CSD 883 in a
subsequent semester.

The Michigan State University Student Rights and Responsibilities (SRR) and the Graduate
Student Rights and Responsibilities (GSRR) documents establish the rights and responsibilities
of MSU students and prescribe procedures to resolve allegations of violations of those rights
through formal grievance hearings. In accordance with the SRR and the GSRR, the
Communicative Sciences and Disorders Master’s Program has established the following Hearing
Board procedures for adjudicating graduate student academic grievances and complaints. (See
GSRR 5.4.). A student at any time can invoke a grievance hearing. Please refer CSD MA
Graduate Handbook for the Graduate Student Academic Grievance Hearing Procedures.

Sample remediation activities:

Remediation activities are created based on the needs of the student and the identified area(s) of
need. It is possible to have one remediation plan for multiple areas. Below is a list of sample
remediation activities.
• Write a paper on a topic.
• Independent study of a topic.
• Complete a literature review for a topic.
• Receive added individual instruction on a topic.
• Complete an additional class or supervised experience (e.g., writing class, Writing
Center workshops, remedial math class, undergraduate coursework in CSD).
• Complete supervised clinical observations.
• Participate in a professional development experience (e.g., conference or seminar).
• Further clinical training prior to, in place of, or during an off-campus placement.
• Specific clinical activities, such as diagnostic report writing, or clinical treatment
methods.
• Support or training related to appropriate professional conduct.

Definitions of Terms
• Remediate: Student has not demonstrated appropriate progress towards the objective.
This rating is similar to “failing”. Any student who receives a ‘remediate’ will be
required to complete extra work until that objective has been met. Instructors are
encouraged to attempt to remedy any weak areas during the semester, to avoid the need
for remediation plans.
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 • Not evident: Skill not evident most of the time. Student requires direct instruction to
modify behavior and is unaware of need to change. Supervisor must model behavior and
implement the skill required for client to receive optimal care. Supervisor provides
numerous instructions and frequent modeling (skill is present <25% of the time).
• Emerging: Skill is emerging, but is inconsistent or inadequate. Student shows awareness
of need to change behavior with supervisor input. Supervisor frequently provides
instructions and support for all aspects of case management and services (skill is present
26-50% of the time).
• Present: Skill is present and needs further development, refinement or consistency.
Student is aware of need to modify behavior, but does not do this independently.
Supervisor provides on-going monitoring and feedback; focuses on increasing student’s
critical thinking on how/when to improve skill (skill is present 51-75% of the time).
• Adequate: Skill is developed/implemented most of the time and needs continued
refinement or consistency. Student is aware and can modify behavior in-session, and can
self-evaluate. Problem-solving is independent. Supervisor acts as a collaborator to plan
and suggest possible alternatives (skill is present 76-90% of the time).
• Consistent: Skill is consistent and well developed. Student can modify own behavior as
needed and is an independent problem-solver. Student can maintain skills with other
clients, and in other settings, when appropriate. Supervisor serves as consultant in areas
where student has less experience; Provides guidance on ideas initiated by student (skill
is present >90% of the time).

Procedures for a Master of Arts Degree Thesis (Plan A/Thesis Option)

All students in the Master’s program are encouraged to consider completing a thesis. A thesis is
defined by The Department of Communicative Science and Disorders as original research upon
which a dissertation, which makes a significant contribution to knowledge, is to be prepared and
published. Those students interested in the thesis option should meet with their academic advisor
and other members of the faculty, as appropriate, early in the student’s master’s degree program,
to discuss and determine a specific thesis topic, a thesis advisor, and a thesis committee. This
committee is composed of a minimum of three faculty members; two of which, to include the
thesis advisor, must be regular faculty in the Department. The appointment of these persons is to
be approved by the Departmental Chairperson via M.A. Program Form Request for Appointment
of M.A. Thesis Committee. All necessary Departmental forms to be completed for the Master's
thesis (see Appendix D) can be obtained from the departmental website.

Before conducting the actual research for the thesis, the student must work with their thesis
advisor to prepare and submit a prospectus to thesis committee members for their approval. This
prospectus should include a discussion of the need for the proposed study, a summary of relevant
literature, a description of plans for research participants, data collection and analysis, pilot data
(as appropriate), and the planned format of the research report. A formal prospectus meeting
must be held, in which the student presents the research plan to the thesis committee for its
approval. Completing M.A. Form Results of M.A. Thesis Prospectus (Appendix D) indicates
official approval of the plan. Students must have their project approved by the MSU’s
Institutional Review Board, if it involves human research participants, and prior to beginning
recruitment. Information on the Human Research Protection Program can be found at the
http://hrpp.msu.edu site.

Working with the thesis advisor and the other members of the thesis committee, the student must
prepare the thesis in accordance with the approved plan and the instructions in the University
13
Guide to the Preparation of Master's Thesis, which may be obtained from the Graduate School
website at http://grad.msu.edu/etd/ The thesis committee, prior to final processing, must
approve the content, form, and style of the thesis. The thesis advisor is responsible for approving
necessary modifications in the thesis as recommended by the committee and for supervising its
completion.

It is typical of many theses to include work of other authors that have already been published. In
this context, graduate program faculty and thesis/dissertation committees and their chairs will
evaluate the appropriateness of including a chapter in a thesis/dissertation that is a multi-
authored published paper not written by the author of record of the thesis/dissertation.

While implementing published papers in multiple chapters there are several requirements: a)
These chapters must be introduced with the list of all authors, citation for the publication, and
include a copy or notation of the written permission from the publisher (who generally holds the
copyright) to reprint the article. . (b) If multiple articles make up the document, these must be
“tied together” with a required general introduction and summary/discussion.

A thesis is a research project which is guided by faculty support. While students pursuing a
thesis are expected to work independently on their project and the following are general
departmental guidelines for a timeline for Plan A Thesis. The intent of these guidelines is to
provide a structure of support for both the student and the thesis committee members. Those
dates in italics indicate University deadlines and are not negotiable.

Semester Important Deadline

Dates
Fall I October 31st Declare intent to pursue thesis option, Identify thesis
advisor,
select thesis topic.
November 30th Establish thesis committee
Spring I January 20th Discuss thesis project with each committee member
February 15th Submit prospectus to thesis committee
March 1st Prospectus meeting
March 15th Obtain human or animal subjects approval, if applicable
April 15th Start data collection
Summer I N/A Continue data collection
Fall II N/A Continue data collection
Spring II Prior to start Register for 6 credits of CSD899 (can be done earlier
of this however most students register in final semester of
semester program)
March 1th Submit thesis to committee for approval
March 15th Oral defense of thesis
April 1st Submission of thesis to Graduate School via ProQuest
April 15th Thesis approval necessary for graduation
At least five
days before the
first day of
classes of the
first Summer
session

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 Thesis Submission (M.A. Plan A only)
ELECTRONIC SUBMISSIONS OF THESES & DISSERTATIONS:
MSU only accepts electronic theses and dissertations submitted via ProQuest. The instructions
for electronic submissions are available from http://grad.msu.edu/etd/.

Supplemental materials may also be submitted ProQuest. These supplemental materials will not
be reviewed by the Graduate School for formatting requirements, but they must be acceptable by
ProQuest and comply with ProQuest’s criteria and storage limits. All supplementary materials
need the written approval of the thesis/dissertation committee chair. The Graduate School does
not review these materials for formatting requirements. Any questions regarding submission of
these materials should be directed to the Assistant Director for Digital Information: Shawn
Nicholson ([email protected]).

The target date for the FINAL APPROVAL of an electronic Thesis or Dissertation to the
Graduate School for graduating the semester of that submission is FIVE working days prior to
the first day of classes for the next semester. Be aware that a submission via ProQuest does
not mean that the document has been ACCEPTED. The review process is interactive and
final approval can take anywhere from a few hours to weeks, depending upon the extent of the
necessary revisions and how diligent the author is when making the necessary revisions.

Graduation on the semester of the electronic submission is only guaranteed if the

document is APPROVED on or before the target date for that semester

Procedures for Master of Arts Degree Departmental Final Examination (Plan

B/Non-Thesis Option)
Approved by faculty 8-21-2015

Successful completion of a Departmental Final Examination is a degree requirement for all M.A.
degree candidates at Michigan State University who elect the non-thesis option. The Department
expects that students will integrate basic and applied material in human communication sciences
and disorders. The purpose of the examination is to evaluate students’: 1) abilities to relate and
apply terminology, concepts, theory and issues, 2) abilities to relate and apply facts,
observations, and procedures, 3) skills in the analysis and integration of information, and (4)
skills in critical thinking and evaluation.

The Faculty periodically reviews the final examination process. When appropriate, the Faculty
initiates and implements modifications in examination policies, procedures, formats, and/or
criteria. Although the Faculty attempts to avoid implementing major changes that depart from the
policies and procedures in effect at the time of students’ admission into the master’s program,
changes will occasionally occur that necessitate departure from such earlier procedures and/or
practices. Students must meet the requirements in effect when their individual Departmental
Final Examinations are scheduled. The procedures will be as follows for the upcoming academic
year.

Departmental Final Examination Schedule and Examining Committee Composition -

Departmental Final Examinations are offered during the first half of fall, spring, and summer
semesters, and are to be taken during the semester the student plans to graduate. The examination
15
consists of a written and an oral component. An Examining Committee representing the faculty
of CSD will evaluate the student’s performance for both components.

Request to take Departmental Final Examination – The Faculty will notify students of the dates
and times that the Written and oral components of Departmental Final Examination will be given
each semester. Students who wish to take either or both components must inform the Graduate
Program Director of their decision in writing by one month prior to the administration of the
examination. To be eligible to take the examination, the student must have completed 42 credits
of the program.

Orientation - Most students pursuing Plan B (non-thesis) take the Department Final Examination
in the Spring semester of the second year of the program. An orientation meeting will be held no
later than November 1 for students planning to take the Departmental Final Examination in the
Spring semester of their second year of the program. For students taking the examination in
semesters other than Spring, orientations will be arranged as requested. Information for the
purpose of orienting students to the Departmental Final Examination process will be
disseminated several weeks before the written exam. Students may contact their academic
advisor for additional information.

Examination Format – The Final Examination will have both a written component and an
oral component and to pass the examination the student must earn approval status on both.

Final Written Examination: The written component of the Final Examination will be a closed-
book examination to be completed in a single 150-minute long session. The written examination
will be in multiple choice format and include research, clinical, and factual components. It will
occur on the first week of the spring semester or as arranged in other semesters.
There will be 10 content areas covered on the written portion of the examination. The 10 areas
are:
 Articulation
 Fluency
 Voice & Resonance
 Receptive & Expressive language
 Cognitive Aspects
 Social Aspects
 Communication Modalities
 Swallowing
 Hearing
 Research

Outcomes of the Departmental Final Written Examination include Approval, Hold, or

Disapproval.

Approval Status: Approval status indicates that the student has satisfactorily completed the
Departmental Final Written Examination. This is achieved by earning a score of 70% or better on
the examination as a whole.

Hold Status: Hold status is to be used when the student receives a score of 69% or less on the
written examination. To earn approval status, the student must retake the written examination
and receive a score of 70% or higher. A maximum of two retakes will be allowed in any given
16
semester. If a score of 70% or higher is not earned after two retakes, the status will be changed
to Disapproval.

Disapproval Status: Disapproval status indicates that the student’s performance on the
Departmental Final Written Examination was unsatisfactory. A student who has received a single
disapproval status for the written final examination may retake the examination in a subsequent
semester. A student who receives a second disapproval status will have failed the written
examination and must petition the department for further opportunities to retake the examination.
This final opportunity must occur within the time limit specified by the University for
completing the master’s degree. There is a five (5) calendar year time limit, from initial
enrollment, for completion of the M.A. degree requirements.

Final Oral Examination: Students will be given two case studies to prepare for the oral
examination portion. Case studies will be available at least one week prior to the oral
examination. One of the two cases will be selected by the committee members at the time of the
scheduled oral examination. Students will be informed at the start of the oral exam period which
of the two cases they will present for the oral portion. Students are expected to provide peer-
reviewed evidence to support their case and are encouraged to use visual structures (e.g.,
powerpoint) to support their oral case study.
The oral component will consist of the following sections:
 Case study presentation (10 min)
 Faculty questions (30 min)
 Discussion & feedback (20 min)

Outcomes of the Departmental Final Oral Examination include Approval, Hold, or Disapproval.

Approval Status: Approval status indicates that the student has completed the Departmental Final
Oral Examination to the satisfaction of the majority of the student’s Examining Committee.
Committee members will sign appropriate Departmental forms and provide the student with a
copy (see Appendix D).

Hold Status: A status of Hold will be given when the committee has specific concerns about
the student’s oral presentation that it believes can be addressed within the current semester with
specific work that it believes can be completed within the same semester. The committee will
specify the work to be completed and the schedule for its completion to the student in writing.
This will include the nature of the task(s) to be performed, due dates and the faculty member(s)
responsible for the evaluation. It is expected that students with a Hold status should be able to
complete the necessary work to obtain an Approval status before the end of that semester. If the
work is satisfactorily completed, the student will receive Approval status and a signed copy of
the approval form. If the work is not completed satisfactorily, the status will be changed to
Disapproval. Disapproval status indicates that the student’s performance on the Departmental
Final Oral Examination was unsatisfactory.

Disapproval Status: Disapproval status indicates that the student’s performance on the
Departmental Final Oral Examination was unsatisfactory. A student who has received a single
disapproval status for the oral final examination may retake the examination in a subsequent
semester. A new examination committee will be formed prior to the time of the re-examination.
A student who receives a second disapproval status will have failed the oral examination and
must petition the department for further opportunities to retake the examination. This final
opportunity must occur within the time limit specified by the University for completing the
17
master’s degree. There is a five (5) calendar year time limit, from initial enrollment, for
completion of the M.A. degree requirements.

As with earlier examination disapprovals and re-examinations, the student may be required to
meet certain stipulations made by the most recent examination committee, such as the re-taking
of a course, or courses, independent study, etc., before being allowed to retake the examination
for the final time. If the third examination is not passed, the student will be required to withdraw
from graduate studies in the Department.

Alternative Testing Accommodations - Students requiring special testing accommodations arising

from a handicapping condition must be registered with MSU's Resource Center for Persons with
Disabilities (RCPD). The Center is located in 120 Bessey Hall, where the telephone number
(voice) is 517-884-7273, (TTY) 517-355-1293, and the fax number is 517-432-3191. The email
address is [email protected]. The website is located at http://www.rcpd.msu.edu/. These
accommodations will be developed through a joint effort of the student, the academic advisor,
and the Resource Center. Except for any essential communications between the RCPD and the
instructor, the RCPD will treat all communications confidentially.

Academic Review of Students in the Master of Arts Degree Program

The Department conducts a review of the academic, clinical, and research performance of each
graduate student annually. Students in the program are required to update the Progress
Report/Yearly Evaluation form (Appendix B) and submit the updated copy to their academic
advisor for approval. Students are encouraged to meet with their academic advisors to review
this material. Upon review, the academic advisors will submit the completed form to the
Academic Affairs Coordinator to be placed in the student’s graduate file. The Faculty or
designated committee will review each graduate student’s progress in the program and make
recommendations to the Department Chair and/or Graduate Program Director. The Department
Chair and/or Graduate Program Director will then send written notice to the graduate student as
to their status. If a student is not meeting the program outcomes, a plan of action for improving
performance will be developed with the student, academic advisor, and Department Chair and/or
Graduate Program Director. A copy of this review will also be placed in the student’s
departmental file.

In addition to the annual review, the Department conducts a review of individual students when:

A student receives a grade under 3.0 in the major area,

Clinical practicum performance is judged as inadequate, and/or
A member of the faculty identifies the need for such a review.

Final Semester Enrollment

Should a student need to extend the program beyond a typical 5-semester program, such as for
completion of a thesis or remediation work to address a “hold” status on the Departmental Final
Examination, students must enroll for a minimum of 1-credit hour. Students using University
services of any kind relative to their degree programs must be registered for a minimum of 1
credit. For example, if in the final semester a student needs to complete only the Departmental
Final Examination, that student will need to enroll for a minimum of 1 credit. If a student is
required to do remediation work toward completing the Departmental Final Examination
18
requirement in a subsequent semester, the grading status must be extended to avoid payment of
additional tuition and fees. It is the student’s responsibility to request that their academic advisor
process the grading extension.

Certification Requirements for Teachers of the Speech-Language Impaired

Speech-language pathologists working in the schools contribute to the education of children
across a continuum of service alternatives. This continuum includes: a) regular classroom, b)
itinerant instruction, c) resource room services, d) full-time special classes, e) special schools,
and f) non-school settings (e.g., homes, hospitals, developmental centers, and other institutions).
The contributions that speech-language pathologists make to the education of students include
identification, evaluation, consultation, and provision of intervention services for communication
disorders. The caseload of speech-language pathologists in the schools may include students with
hearing impairment, autism, emotional disorders, mental retardation, physical handicaps and
other health-related problems, learning disabilities, as well as those children whose handicap
may be limited to the communication disorder they demonstrate.

In addition to a Master’s degree in speech-language pathology and professional certification,

speech-language pathologists who wish to work in Michigan schools also may possess a valid
teaching certificate (in addition to any other certificate or license the professional may possess).
Speech-language pathologists who work in the schools do not teach subject matter in a
classroom. They may, however, work in the classroom with children who possess a
communication disorder with the aim of improving students’ communication skills.

The teacher education credentialing is accomplished via college or university teacher-education

programs that recognize speech-language pathology as a teacher education/certification major.
Students who pursue teacher certification as a teacher of the speech and language impaired at
Michigan State University major in Communicative Sciences and Disorders complete an
approved sequence of course work in teacher education, and complete an approved teaching
minor. A recommended plan of study for such students is given in Appendix D. They must also
pass the State Teaching Examination in basic skills, major, and minor areas. Upon completion of
an approved master’s degree in speech-language pathology, students must request
recommendation for teacher certification as a Michigan Teacher of the Speech-Language
Impaired through the College of Education and the Department of Communicative Sciences and
Disorders. Special requirements for certification as a Teacher of the Speech-Language Impaired
are described in the section below on Interdepartmental Specializations.

Exit Surveys
University: All students graduating with a graduate degree from MSU who complete a thesis, Plan A,
are encouraged to complete an online survey for the university. Only students who have applied for
graduation have access to the survey. The survey asks about educational experiences in MSU graduate
programs, as well as about immediate professional plans. The Graduate School uses data from this
survey when reviewing graduate programs and to guide decisions about services and initiatives for
graduate students.

The identity of all survey respondents will be kept confidential and only aggregate (group) information
will be made available to faculty and administrators. The students will receive an e-mail message from
the Dean of the Graduate School with a link to the survey. However, students do not need to wait for

19
that e-mail message to complete the survey after applying for graduation. The survey takes
approximately 5-10 minutes to complete online. Below are the instructions for completing the survey
and they are also available from http://grad.msu.edu/etd/

Instructions for students:

 Access the following website: Master’s Students: https://www.egr.msu.edu/masters/survey/
Enter your MSU NetID (Login Name) and Password
Complete all the items on the survey. When finished, click Submit.

If you cannot open this survey, please contact the Chair of the Department.

Departmental: Students will also complete periodic a departmental surveys including an exit survey at
the conclusion of the program. This information is used for program evaluation and improvement
purposes. These surveys are confidential in nature and used for the purposes of program evaluation and
improvement.

Master of Arts Degree Program Forms

A series of forms to be completed (as appropriate) is utilized to monitor and assure student progress
through the master’s program. These forms are presented in the Appendices:

Appendix A
o M.A. Program Planning Worksheet
o Speech-Language Pathology M.A. Degree Academic Advising Form
Appendix B
o Annual Progress Report
Appendix C
o Request for Appointment of M.A. Thesis Committee (Plan A students only)
o Results of M.A. Thesis Prospectus (Plan A students only)
o Results of M.A. Thesis Defense (Plan A students only)
o Results of M.A. Departmental Final Examination (Plan B students only)

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 Other Relevant Information

Faculty
A list of Departmental faculty members and a brief description of their research and clinical interests are given
on our website, www.comdis.msu.edu. All members of the regular faculty are eligible to serve on master’s
degree students’ guidance or examination committees, academic advisors/advocates.

Scholarly Integrity in Research and Creative Activities

The conduct of research and creative activities by faculty, staff, and students is central to the mission of
Michigan State University and is an institutional priority. Faculty, staff, and students work in a rich and
competitive environment for the common purpose of learning, creating new knowledge, and disseminating
information and ideas for the benefit of their peers and the public. The stature and reputation of MSU as a
research university are based on the commitment of its faculty, staff, and students to excellence in scholarly
and creative activities and to the highest standards of professional integrity. As a partner in scholarly
endeavors, MSU is committed to creating an environment that promotes ethical conduct and integrity in
research and creative activities. Students should become familiar with the Guidelines for Integrity in Research
and Creative Activities, http://grad.msu.edu/researchintegrity/.

Innovative ideas and advances in research and creative activities have the potential to generate professional
and public recognition and, in some instances, commercial interest, and financial gain. In rare cases, such
benefits may become motivating factors to violate professional ethics. Pressures to publish, to obtain research
grants, or to complete academic requirements may also lead to an erosion of professional integrity.

Breaches in professional ethics range from questionable research practices to misconduct. The primary
responsibility for adhering to professional standards lies with the individual scholar. It is, however, also the
responsibility of advisors and of the disciplinary community at large. Passive acceptance of improper practices
lowers inhibitions to violate professional ethics.

Integrity in research and creative activities is based not only on sound disciplinary practice but also on a
commitment to basic personal values such as fairness, equity, honesty, and respect. These guidelines are
intended to promote high professional standards by everyone- faculty, staff, and students alike.

Key Principles
Integrity in research and creative activities embodies a range of practices that includes:

 Honesty in proposing, performing, and reporting research

 Recognition of prior work
 Confidentiality in peer review
 Disclosure of potential conflicts of interest
 Compliance with institutional and sponsor requirements
 Protection of human subjects and humane care of animals in the conduct of research
 Collegiality in scholarly interactions and sharing of resources
 Adherence to fair and open relationships between senior scholars and their coworkers

21
Honesty in proposing, performing, and reporting research
The foundation underlying all research is uncompromising honesty in presenting one’s own ideas
in research proposals, in performing one’s research, and in reporting one’s data. Detailed and
accurate records of primary data must be kept as unalterable documentation of one’s research
and must be available for scrutiny and critique. It is expected that researchers will always be
truthful and explicit in disclosing what was done, how it was done, and what results were
obtained. To this end, research aims, methods, and outcomes must be described in sufficient
detail such that others can judge the quality of what is reported and can reproduce the data.
Results from valid observations and tests that run counter to expectations must be reported along
with supportive data.

Recognition of prior work

Research proposals, original research, and creative endeavors often build on one’s own work and
also on the work of others. Both published and unpublished work must always be properly
credited. Reporting the work of others as if it were one’s own is plagiarism. Graduate advisors
and members of guidance committees have a unique role in guiding the independent research and
creative activities of students. Information learned through private discussions or committee
meetings should be respected as proprietary and accorded the same protection granted to
information obtained in any peer-review process.

Confidentiality in peer review

Critical and impartial review by respected disciplinary peers is the foundation for important
decisions in the evaluation of internal and external funding requests, allocation of resources,
publication of research results, granting of awards, and in other scholarly decisions. The peer-
review process involves the sharing of information for scholarly assessment on behalf of the
larger disciplinary community. The integrity of this process depends on confidentiality until the
information is released to the public. Therefore, the contents of research proposals, of
manuscripts submitted for publication, and of other scholarly documents under review should be
considered privileged information not to be shared with others, including students and staff,
without explicit permission by the authority requesting the review. Ideas and results learned
through the peer-review process should not be made use of prior to their presentation in a public
forum or their release through publication.

Disclosure of potential conflicts of interest

There is real or perceived conflict of interest when a researcher has material or personal interest
that could compromise the integrity of the scholarship. It is, therefore, imperative that potential
conflicts of interest be considered and acted upon appropriately by the researcher. Some federal
sponsors require the University to implement formal conflict of interest policies. It is the
responsibility of all researchers to be aware of and comply with such requirements.

Compliance with institutional and sponsor requirements

Investigators are granted broad freedoms in making decisions concerning their research. These
decisions are, however, still guided, and in some cases limited, by the laws, regulations, and
22
procedures that have been established by the University and sponsors of research to protect the
integrity of the research process and the uses of the information developed for the common good.
Although the legal agreement underlying the funding of a sponsored project is a matter between
the sponsor and the University, the primary responsibility for management of a sponsored project
rests with the principal investigator and his or her academic unit.

Protection of human subjects and humane care of animals in the conduct of

research
Research techniques should not violate established professional ethics or federal and state
requirements pertaining to the health, safety, privacy, and protection of human beings, or to the
welfare of animal subjects. Whereas it is the responsibility of faculty to assist students and staff
in complying with such requirements, it is the responsibility of all researchers to be aware of and
to comply with such requirements.

Collegiality in scholarly interactions and sharing of resources

Collegiality in scholarly interactions, including open communications and sharing of resources,
facilitates progress in research and creative activities for the good of the community. At the same
time, it has to be understood that scholars who first report important findings are both recognized
for their discovery and afforded intellectual property rights that permit discretion in the use and
sharing of their discoveries and inventions. Balancing openness and protecting the intellectual
property rights of individuals and the institution will always be a challenge for the community.
Once the results of research or creative activities have been published or otherwise
communicated to the public, scholars are expected to share materials and information on
methodologies with their colleagues according to the tradition of their discipline.

Faculty advisors have a particular responsibility to respect and protect the intellectual property
rights of their advisees. A clear understanding must be reached during the course of the project
on who will be entitled to continue what part of the overall research program after the advisee
leaves for an independent position. Faculty advisors should also strive to protect junior scholars
from abuses by others who have gained knowledge of the junior scholar’s results during the
mentoring process, for example, as members of guidance committees.

Adherence to fair and open relationships between senior scholars and their coworkers
The relationship between senior scholars and their coworkers should be based on mutual respect,
trust, honesty, fairness in the assignment of effort and credit, open communications, and
accountability. The principles that will be used to establish authorship and ordering of authors on
presentations of results must be communicated early and clearly to all coworkers. These
principles should be determined objectively according to the standards of the discipline, with the
understanding that such standards may not be the same as those used to assign credit for
contributions to intellectual property. It is the responsibility of the faculty to protect the freedom
to publish results of research and creative activities. The University has affirmed the right of its
scholars for first publication except for “exigencies of national defense.” It is also the
responsibility of the faculty to recognize and balance their dual roles as investigators and
advisors in interacting with graduate students of their group, especially when a student’s efforts
do not contribute directly to the completion of his or her degree requirements.

23
Misconduct in Research and Creative Activities
Federal and University policies define misconduct to include fabrication (making up data and
recording or reporting them), falsification (manipulating research materials, equipment or
processes, or changing or omitting data such that the research is not accurately represented in the
record), and plagiarism (appropriation of another person’s ideas, processes, results, or words
without giving appropriate credit). Serious or continuing non-compliance with government
regulations pertaining to research may constitute misconduct as well. University policy also
defines retaliation against whistle blowers as misconduct. Misconduct does not include honest
errors or honest differences of opinion in the interpretation or judgment of data.

The University views misconduct to be the most egregious violation of standards of integrity and
as grounds for disciplinary action, including the termination of employment of faculty and staff,
dismissal of students, and revocation of degrees. It is the responsibility of faculty, staff, and
students alike to understand the University’s policy on misconduct in research and creative
activities, to report perceived acts of misconduct of which they have direct knowledge to the
University Intellectual Integrity Officer, and to protect the rights and privacy of individuals
making such reports in good faith.

Standards of Scholarship and Professionalism

The faculty, staff, and students of the Department are members of an academic community
joined in the pursuit of scientific and professional excellence. Our common purpose is to
increase our individual and collective knowledge of the processes of normal and disordered
communication, and to discover optimal ways to correct or ameliorate the adverse effects of
disordered communication on the lives of individuals. This endeavor demands dedication to the
highest standards of discipline, integrity, and creativity. These standards apply to all our efforts -
- academic, research, and clinical/professional.

We are proud of the scholarly achievements -- scientific, academic, and clinical -- of our
Department’s faculty, and of the reputations they have earned within the University community
and state, as well as nationally and internationally. Our graduate students are invited and
encouraged to share in that pride by establishing student-mentor relationships with one or more
members of the faculty, and performing to the highest possible standards.

Further, students are encouraged to consult the ethical standards of the Code of Ethics American
Speech-Language-Hearing Association (Appendix G), as well as MSU’s Graduate Student
Rights and Responsibilities located at http://splife.studentlife.msu.edu/graduate-student-rights-
and-responsibilities and MSU’s Guidelines for Integrity in Research and Creative Activities
located at https://grad.msu.edu/researchintegrity/resources.

Scholarly Style in Writing

Most scholarly fields develop preferred modes of formal communication, especially written
communication. Particular modes become preferred because they simplify and expedite the
exchange of information and ideas. The field of communication disorders is highly eclectic,
therefore may draw upon professional writing styles from a number of fields including medicine,
behavioral sciences, engineering, and physical sciences. Students are encouraged to
communicate with each faculty member for particular assignments and projects for specific
24
scholarly writing styles. Examples of such styles would include American Psychological
Association (APA), American Medical Association (AMA), etc.
Among the most important of these in a scholarly community is respect for the intellectual
enterprise of others. The behavioral reflection of this value is a readiness to acknowledge
individuals for their original work, ideas, findings, and creative endeavors. Failure to provide
such credit—knowingly representing the work or ideas of another as one's own—is plagiarism.
Imitation may be "the sincerest form of flattery," but when it involves imitation of the work of
another scholar, it is theft.
It is the policy of Michigan State University that no student shall knowingly plagiarize
examinations, reports, term papers, or other work submitted for academic credit. Unless
otherwise instructed, it is expected that all work submitted by individual students to instructors
be solely their own. Proven violations of this policy may result in actions ranging from
reprimand to expulsion.

25
 Integrity of Scholarship and Grades
The following statement of University policy addresses principles and procedures to be used in
instances of academic dishonesty, violations of professional standards, and falsification of
academic or admission records, herein after referred to as academic misconduct. [See General
Student Regulation 1.00, Protection of Scholarship and Grades.]

1. The principles of truth and honesty are recognized as fundamental to a community of

scholars. The University expects both instructors and students to honor these principles
and, in so doing, to protect the validity of University education and grades. Practices that
maintain the integrity of scholarship and grades include providing accurate information
for academic and admission records, adherence to unit-approved professional standards
and honor codes, and completion of original academic work by the student to whom it is
assigned, without unauthorized aid of any kind. To encourage adherence to the principles
of truth and honesty, instructors should exercise care in planning and supervising
academic work.

2. If an instructor alleges a student has committed an act of academic misconduct, the

instructor is responsible for taking appropriate action. Depending on the instructor’s
judgment of a specific instance, the instructor may give the student a penalty grade. A
penalty grade may be a reduced score or grade for the assignment or a reduced grade for
the course. [For a definition of “penalty grade”, see Academic Freedom Report (AFR)
8.1.15 and Graduate Students Rights and Responsibilities (GSRR) 8.1.15.]

3. When an instructor gives an undergraduate or graduate student a penalty grade for

academic misconduct, the instructor must provide a written description of the details of
the academic misconduct to the student and to the student’s academic dean. The student’s
academic dean will add the written description to the student’s academic record, where it
will remain, unless the student successfully grieves the allegation.

4. In notifying the student’s academic dean of the student’s act of academic misconduct, the
instructor may request the student’s academic dean to initiate an academic disciplinary
hearing to impose sanctions in addition to, or other than, a penalty grade.

5. When in the judgment of the student’s academic dean, a sanction in addition to, or other
than, a penalty grade is warranted (e.g., dismissal from a unit or program), the dean may
call for an academic disciplinary hearing. In calling for an academic disciplinary hearing,
the student’s academic dean may act independently or in response to a request by the
instructor. [See AFR 4.3.1.1, GSRR 5.5.2, and Medical Student Rights and
Responsibilities (MSRR) 5.1.3.1.]

6. A student accused of academic misconduct may request an academic grievance hearing to

contest the allegation before the appropriate hearing board of the department, school, or
college in which the alleged academic dishonesty occurred. In cases involving academic
misconduct, no student may be dismissed from a course or program of study without an
academic disciplinary hearing.

26
 7. On the first offense of academic misconduct, the student must attend an educational
program on academic integrity and academic misconduct provided by the Associate
Provost for Undergraduate Education and Dean of Undergraduate Studies for
undergraduate students and the Dean of The Graduate School for graduate students.

8. In cases involving graduate students in which the student’s academic dean, or designee,
calls for an academic disciplinary hearing, the student’s academic dean will refer the case
to the Dean of The Graduate School. The Dean of The Graduate School will notify the
student in writing of the call for a disciplinary hearing and will invite the student to a
meeting to determine the appropriate judiciary for the hearing. At this meeting, the
student will be asked to select either an administrative disciplinary hearing conducted by
the Dean of The Graduate School or a disciplinary hearing conducted by the college
hearing board within the student’s college. In cases of ambiguous jurisdiction involving
graduate students, the Dean of The Graduate School will select the appropriate judiciary.
[See GSRR 5.5.2.]

9. Either party may appeal a decision of an administrative disciplinary hearing or a

disciplinary hearing board to the appropriate appellate board. [See AFR 2.4.7.1, GSRR
5.5.2.1, and MSRR 5.8.1.]

The complete document is available on line at:

https://www.msu.edu/~acadgov/documents/ISGACapproved2_24_09final_polished_editedversio
n3_3_09.pdf

Research Involving Human Research Subjects

Web site: http://hrpp.msu.edu

Any research activity that involves the use of human participants must be approved before the
collection of even preliminary data. The principal investigator must complete the necessary
review process through the Institutional Review Board regardless of whether or not there is
outside funding for the project. Information concerning the correct procedures and forms can be
obtained through the student's advisor or thesis or dissertation director.

Federal and University regulations require that all research projects involving human participants
be reviewed and approved by an IRB before initiation. Under the regulations, research is defined
as a formal investigation designed to develop or contribute to generalizable knowledge. A human
research participant is an individual (1) from whom an investigator obtains data by interaction or
intervention, or (2) about whom the researcher obtains confidential information.

The review process begins when an investigator submits a completed application to the IRB
office. IRB assigns the application an IRB log number.

Research Involving Animals

The use of vertebrate animals in research, teaching, and outreach activities is subject to state and
federal laws and guidelines. University policy specifies that:

1. All vertebrate animals under University care will be treated humanely,

27
 2. Prior to their inception, all vertebrate-animal projects will receive approval by the All-
University Committee on Animal Use and Care (AUCAUC), and

3. Michigan State University (MSU) will comply with state and federal regulations
regarding vertebrate-animal use and care.

A graduate student whose thesis or dissertation includes research involving vertebrate animals
must provide the Graduate School with the approval number and a copy of the AUCAUC
approval letter. If a principal investigator or project director believes that a particular animal
project does not need to be reviewed, the secretary of the AUCAUC should be contacted. There
are several AUCAUC policies related to exclusion. Graduate students should request a letter
from the AUCAUC that indicates approval of the exclusion, which can be presented to the
Graduate School along with the thesis or dissertation. Information concerning the correct
procedures and forms can be obtained through the student's advisor or thesis or dissertation
director.

Research Equipment and Labor

No Departmental funds are available for the direct payment of clerical assistance with student
research projects. Use of equipment, supplies, services, etc., or funds for the purchase or rental of
such, needed in connection with graduate student research may be supported by the Department
within the limits of its resources provided the request for these funds is approved in advance by
the student's advisor and the Departmental Chairperson. However, the likelihood of such
financial support is not high, and students should be prepared to fund their course, thesis, and/or
dissertation research activities entirely on their own. Pursuit of governmental, private, or
university funding for research is highly encouraged, as appropriate. It should be understood that
any equipment purchased on such funding belongs to the Department, and not to the student.

Policy Regarding Training in the Responsible and Ethical Conduct of Research

Background
The College of Communication Arts and Sciences supports the federal requirements for training
set forth in the Competes Act and by the Graduate School which teaches the responsible conduct
in research, scholarship, and creative activities which is fundamental to the integrity of every
graduate program. As a graduate student you will be required to complete the appropriate
training. More information can be found at: https://comartsci.msu.edu/responsible-conduct-
research-rcr

Purpose
This policy is to establish a plan for complying with Section 7009 of the America Creating
Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science
(COMPETES) as implemented by the National Science Foundation (NSF) and the NIH
Responsible Conduct of Research Notice (NOT-OD-10-019), to provide training and oversight in
the responsible and ethical conduct of research to undergraduate, graduate, and postdoctoral
researchers supported by NSF and NIH funding to conduct research and research-related

28
activities. This policy also extends to all individuals from CAS who engage in any type of
research activity.

Responsible Conduct of Research is defined as conducting research in ways that fulfill the
professional responsibilities of researchers, as those responsibilities are defined by their
professional organizations, Michigan State University (MSU) and, when relevant, governmental
and other entities that support and regulate research. Research integrity is defined as the quality
of possessing and steadfastly adhering to high professional principles, standards, and obligations,
as prescribed by professional organizations, MSU, and, when relevant, governmental and other
entities that support and regulate research. Research Ethics is defined as the critical study of the
moral problems associated with, or that arise in the course of, pursuing research.

Applicability
This policy applies to the following individuals, henceforth referred to as “Researchers”:
 Graduate and postdoctoral students - now considered a requirement for graduation.
 Undergraduates, graduate students, and postdoctoral researchers supported by NSF
funding to conduct research and research-related activities2.
 Scholars receiving NIH Institutional Research Training Grants, Individual Fellowship
Awards, Career Development Awards (Institutional and Individual), Research Education
Grants, Dissertation Research Grants, or other grant programs with a training component,
 All individuals from CAS engaging in funded research activities.
Tracking
In an effort to integrate this tracking, the SABA system was created. All RCR tracking will now
take place through SABA. More information is available here: https://ora.msu.edu/new-saba-
learning-management-system-lms

Procedure Masters Plan A

1. Complete 4 CITI Modules within 10 months of enrollment into program.
2. Complete online HRPP/IRB Certification
3. Complete 6 in-person discussion hours. This includes CAS Orientation training, PhD
Proseminar, CCAS sponsored RCR sessions, university sponsored RCR sessions, and
other pre-approved by the CCAS Associate Dean.
4. Year 2 complete 2 additional CITI online modules in any of the following areas:
Collaborative Research, Conflicts of Interest, Data Management, Financial
Responsibility, Mentoring, Peer Review, or Rigor and Reproducibility.

Procedure Masters Plan B

1. Complete 4 CITI Modules within 10 months of enrollment into program.
2. Complete online HRPP/IRB Certification
3. Complete 6 in-person discussion hours. This includes CAS Orientation training, PhD
Proseminar, CCAS sponsored RCR sessions, university sponsored RCR sessions, and
other pre-approved by the CCAS Associate Dean.

29
Policy Violations:
Researchers who are employed by Michigan State University on grants covered by this policy
who do not demonstrate compliance within their first 12 months are subject to termination from
the federal funded project.

Endnotes:
1
The CAS Office for Research acknowledges the College of Nursing and the Graduate School
draft policy documents from where the language for this policy was drawn.
2
An exception will be made for students who are appointed on a grant for one semester or less,
i.e., students on short term NSF REU appointments. Those students will be required to either
complete one CAS Research Integrity Workshop, or completion of on-line courses sponsored by
Epigeum. They will also be required to complete 2 hours of individual “face to face” training on
responsible research conduct. This can be done through informal discussions with Principal
Investigators in the course of conducting research, or through a more formal means such as the
Engineering summer RCR program.

Conflict Resolution
Questions pertaining to classroom assignments, performance, or grading should be raised with
the course instructor. Students who are uncertain as to policies or procedures with regard to
course selection, requirements, or any of a number of other such issues, should consult their
advisors. Questions regarding assignments in particular practicum/internship sites should be
directed to the Graduate Program Director and/or Clinical Education Program Director. If a
satisfactory solution is not reached, it is then appropriate to discuss the matter with the
Departmental Chairperson, who can advise further actions or avenues of appeal.

Office of the University Ombudsperson

Conflicts, disagreements, and issues sometimes arise during the course of a graduate program. If
you find yourself in this situation and have exhausted the internal resources for resolving the
issue, you may contact the Office of the University Ombudsperson.

The Office of the University Ombudsperson provides assistance to students, faculty, and staff in
resolving University-related concerns. Such concerns include: student-faculty conflicts;
communication problems; concerns about the university climate; and questions about what
options are available for handling a problem according to Michigan State University policy. The
University Ombudsperson also provides information about available resources and
student/faculty rights and responsibilities. The office operates as a confidential, independent,
and neutral resource. It does not provide notice to the University - that is, it does not speak or
hear for the University.

Contact the Ombudsperson at any point during an issue when a confidential conversation or
source of information may be needed. The Ombudsperson will listen to your concerns, give you
information about university policies, help you evaluate the situation, and assist you in making
plans to resolve the conflict.

30
Contact information:
Office of the University Ombudsperson
129 N. Kedzie Hall
(517) 353-8830
[email protected]
https://www.msu.edu/unit/ombud/

31
Graduate Student Academic Grievance Hearing Procedures for the
Communicative Sciences and Disorders Master’s Program
Approved by CSD Faculty (3-20-2015)

Each right of an individual places a reciprocal duty upon others: the duty to permit the
individual to exercise the right. The student, as a member of the academic community, has
both rights and duties. Within that community, the student’s most essential right is the
right to learn. The University has a duty to provide for the student those privileges,
opportunities, and protections which best promote the learning process in all its aspects.
The student also has duties to other members of the academic community, the most
important of which is to refrain from interference with those rights of others which are
equally essential to the purposes and processes of the University. (GSRR Article 1.2)

The Michigan State University Student Rights and Responsibilities (SRR) and the Graduate
Student Rights and Responsibilities (GSRR) documents establish the rights and responsibilities
of MSU students and prescribe procedures to resolve allegations of violations of those rights
through formal grievance hearings. In accordance with the SRR and the GSRR, the
Communicative Sciences and Disorders Master’s Program has established the following Hearing
Board procedures for adjudicating graduate student academic grievances and complaints. (See
GSRR 5.4.)

32
i. JURISDICTION OF THE Communicative Sciences and Disorders Master’s PROGRAM
HEARING BOARD:

1. The Hearing Board serves as the initial Hearing Board for academic grievance
hearings involving graduate students who allege violations of academic rights or seek
to contest an allegation of academic misconduct (academic dishonesty, violations of
professional standards or falsifying admission and academic records). (See GSRR 2.3
and 5.1.1.)

2. Students may not request an academic grievance hearing based on an allegation of

incompetent instruction. (See GSRR 2.2.2)

ii. COMPOSITION OF THE HEARING BOARD:

1. The Program shall constitute a Hearing Board pool no later than the end of the tenth
week of the spring semester according to established Program procedures. Hearing
Board members serve one year terms with reappointment possible. The Hearing
Board pool should include both faculty and graduate students. (See GSRR 5.1.2 and
5.1.6.)

2. The Chair of the Hearing Board shall be the faculty member with rank who shall vote
only in the event of a tie. In addition to the Chair, the Hearing Board shall include an
equal number of voting graduate students and faculty. (See GSRR 5.1.2, and 5.1.5.)

3. The Program will train hearing board members about these procedures and the
applicable sections of the GSRR. (See GSRR 5.1.3.)

iii. REFERRAL TO THE HEARING BOARD:

1. After consulting with the instructor and appropriate unit administrator, graduate
students who remain dissatisfied with their attempt to resolve an allegation of a
violation of student academic rights or an allegation of academic misconduct
(academic dishonesty, violations of professional standards or falsifying admission and
academic records) may request an academic grievance hearing. When appropriate, the
Department Chair, in consultation with the Dean, may waive jurisdiction and refer the
request for an initial hearing to the College Hearing Board. (See GSRR 5.3.6.2.)

33
 2. At any time in the grievance process, either party may consult with the University
Ombudsperson. (See GSRR 5.3.2.)

3. In cases of ambiguous jurisdiction, the Dean of The Graduate School will select the
appropriate Hearing Board for cases involving graduate students. (See GSRR 5.3.5.)

4. Generally, the deadline for submitting the written request for a hearing is the middle
of the next semester in which the student is enrolled (including Summer). In cases in
which a student seeks to contest an allegation of academic misconduct and the
student’s dean has called for an academic disciplinary hearing, the student has 10 class
days to request an academic grievance to contest the allegation. (See GSRR 5.3.6.1
and 5.5.2.2.)

5. If either the student (the complainant) or the respondent (usually, the instructor or an
administrator) is absent from the university during that semester, or if other
appropriate reasons emerge, the Hearing Board may grant an extension of this
deadline. If the university no longer employs the respondent before the grievance
hearing commences, the hearing may proceed. (See GSRR 5.4.9.)

6. A written request for an academic grievance hearing must (1) specify the specific
bases for the grievance, including the alleged violation(s), (2) identify the individual
against whom the grievance is filed (the respondent) and (3) state the desired redress.
Anonymous grievances will not be accepted. (See GSRR 5.1 and 5.3.6.)

iv. PRE-HEARING PROCEDURES

1. After receiving a graduate student's written request for a hearing, the Chair of the
Department will promptly refer the grievance to the Chair of the Hearing Board. (See
GSRR 5.3.2, 5.4.3.)
a. Within 5 class days, the Chair of the Hearing Board will:

i. forward the request for a hearing to the respondent;

ii. send the names of the Hearing Board members to both parties and, to
avoid conflicts of interest between the two parties and the Hearing
Board members, request written challenges, if any, within 3 class days
of this notification;

iii. rule promptly on any challenges, impanel a Hearing Board and send
each party the names of the Hearing Board members. If the Chair of
the Hearing Board is the subject of a challenge, the challenge shall be
filed with the Dean of the College, or designee. (See GSRR 5.1.7.)

iv. send the Hearing Board members a copy of the request for a hearing
and the written response, and send all parties a copy of these
procedures.

b. Within 5 class days of being established, the Hearing Board shall review the
request, and, after considering all requested and submitted information:

34
 i. accept the request, in full or in part, and promptly schedule a hearing.

ii. reject the request and provide a written explanation to appropriate

parties; e.g., lack of jurisdiction. (The student may appeal this
decision.)

iii. the GSRR allows the hearing board to invite the two parties to meet
with the Hearing Board in an informal session to try to resolve the
matter. Such a meeting does not preclude a later hearing. However, by
the time a grievance is requested all informal methods of conflict
resolution should have been exhausted so this option is rarely used.
(See GSRR 5.4.6.)

2. If the Hearing Board calls for a hearing, the Chair of the Hearing Board shall
promptly negotiate a hearing date, schedule an additional meeting only for the
Hearing Board should additional deliberations on the findings become necessary, and
request a written response to the grievance from the respondent.

3. At least 5 class days before the scheduled hearing, the Chair of the Hearing Board
shall notify the respondent and the complainant in writing of the (1) time, date, and
place of the hearing; (2) the names of the parties to the grievance; (3) a copy of the
hearing request and the respondent's reply; and (4) the names of the Hearing Board
members after any challenges. (See GSRR 5.4.7.)

4. At least 3 class days before the scheduled hearing, the parties must notify the Chair of
the Hearing Board the names of their witnesses and advisor, if any, and request
permission for the advisor to have voice at the hearing. The chair may grant or deny
this request. The Chair will promptly forward the names given by the complainant to
the respondent and visa versa. (See GSRR 5.4.7.1.)

5. The Chair of the Hearing Board may accept written statements from either party's
witnesses at least 3 class days before the hearing. (See GSRR 5.4.9.)

6. In unusual circumstances and in lieu of a personal appearance, either party may

request permission to submit a written statement to the Hearing Board or request
permission to participate in the hearing through an electronic communication channel.
Written statements must be submitted to the Hearing Board at least 3 class days before
the scheduled hearing. (See GSRR 5.4.9c.)

7. Either party to the grievance hearing may request a postponement of the hearing. The
Hearing Board may either grant or deny the request. (See GSRR 5.4.8.)

8. At its discretion, the Hearing Board may set a reasonable time limit for each party to
present its case, and the Chair of the Hearing Board must inform the parties of such a
time limit in the written notification of the hearing.

9. Hearings are closed unless the student requests an open hearing, which would be open
to all members of the MSU community. The Hearing Board may close an open
hearing to protect the confidentiality of information or to maintain order. (See GSRR
5.4.10.4.)

10. Members of the Hearing Board are expected to respect the confidentiality of the
35
hearing process. (See GSRR 5.4.10.4.and 5.4.11.)

36
v. HEARING PROCEDURES:

1. The Hearing will proceed as follows:

2. Introductory remarks by the Chair of the Hearing Board: The Chair of the Hearing
Board introduces hearing panel members, the complainant, the respondent and
advisors, if any. The Chair reviews the hearing procedures, including announced time
restraints for presentations by each party and the witnesses, and informs the parties if
their advisors may have a voice in the hearings and if the proceedings are being
recorded. Witnesses shall be excluded from the proceedings except when testifying.
The Chair also explains:

3. In academic grievance hearings in which a graduate student alleges a violation of

academic rights, the student bears the burden of proof.

4. In hearings in which a graduate students seeks to contest allegations of academic

misconduct, the instructor bears the burden of proof.

5. All Hearing Board decisions must be reached by a majority of the Hearing Board,
based on a "clear and convincing evidence." (See GSRR 8.1.18.)

6. (See GSRR 5.4.10.1 and 8.1.18.) For various other definitions, see GSRR Article 8.)

7. If the complainant fails to appear in person or via an electronic channel at a scheduled

hearing, the Hearing Board may either postpone the hearing or dismiss the case for
demonstrated cause. (See GSRR 5.4.9a.)

8. If the respondent fails to appear in person or via an electronic channel at a scheduled

hearing, the Hearing Board may postpone the hearing, hear the case in the
respondent's absence, or dismiss the case. (See GSRR 5.4.9-b.)

9. If the respondent is absent from the University during the semester of the grievance
hearing or no longer employed by the University before the grievance procedure
concludes, the hearing process may still proceed. (See GSRR 5.3.6.1.)

10. To assure orderly questioning, the Chair of the Hearing Board will recognize
individuals before they speak. All parties have a right to speak without interruption.
Each party has a right to question the other party and to rebut any oral or written
statements submitted to the Hearing Board. (See GSRR 5.4.10.2.)

11. Presentation by the Complainant: The Chair recognizes the complainant to present
without interruption any statements relevant to the complainant's case, including the
redress sought. The Chair then recognizes questions directed at the complainant by the
Hearing Board, the respondent and the respondent's advisor, if any.

37
 12. Presentation by the Complainant's Witnesses: The Chair recognizes the complainant's
witnesses, if any, to present, without interruption, any statement directly relevant to
the complainant's case. The Chair then recognizes questions directed at the witnesses
by the Hearing Board, the respondent, and the respondent's advisor, if any.

13. Presentation by the Respondent: The Chair recognizes the respondent to present
without interruption any statements relevant to the respondent's case. The Chair then
recognizes questions directed at the respondent by the Hearing Board, the
complainant, and the complainant's advisor, if any.

14. Presentation by the Respondent's Witnesses: The Chair recognizes the respondent's
witnesses, if any, to present, without interruption, and statement directly relevant to
the respondent's case. The Chair then recognizes questions directed at the witnesses
by the Hearing Board, the complainant, and the complainant's advisor, if any.

15. Rebuttal and Closing Statement by Complainant: The complainant refutes statements
by the respondent, the respondent's witnesses and advisor, if any, and presents a final
summary statement.

16. Rebuttal and Closing Statement by Respondent: The respondent refutes statements by
the complainant, the complainant's witnesses and advisor, if any, and presents a final
summary statement.

17. Final questions by the Hearing Board: The Hearing Board asks questions of any of the
participants in the hearing.

vi. POST-HEARING PROCEDURES

1. Deliberation:

a. After all evidence has been presented, with full opportunity for explanations,
questions and rebuttal, the Chair of the Hearing Board shall excuse all parties to the
grievance and convene the Hearing Board to determine its findings in executive
session. When possible, deliberations should take place directly following the hearing
and/or at the previously scheduled follow-up meeting. (See Section IV.D above.)

2. Decision:

a. In grievance (non-disciplinary) hearings involving graduate students in which

a majority of the Hearing Board finds, based on a "clear and convincing
evidence," that a violation of the student's academic rights has occurred and
that redress is possible, it shall recommend an appropriate remedy to the
Department Chair or School Director. Upon receiving the Hearing Board’s
recommendation, the Department Chair or School Director shall implement an
appropriate remedy, in consultation with the

38
 b. Hearing Board, within 3 class days. If the Hearing Board finds that no violation of
academic rights has occurred, it shall so inform the Chair or Director. The Chair of
the Hearing Board shall promptly forward copies of the final decision to parties and
the University Ombudsperson. (See GSRR 5.4.11.)

c. In grievance (non-disciplinary) hearings involving graduate students in which

the Hearing Board serves as the initial hearing body to adjudicate an allegation
of academic dishonesty and, based on a "clear and convincing evidence," the
Hearing Board finds for the student, the Hearing Board shall recommend to
the Department Chair or School Director that the penalty grade be removed,
the Academic Dishonesty Report be removed from the student's records and a
"good faith judgment" of the student's academic performance in the course
take place. If the Hearing Board finds for the instructor, the penalty grade shall
stand and the Academic Dishonesty Report regarding the allegation will
remain on file, pending an appeal, if any to the College Hearing Board within
5 class days of the Hearing Board's decision. If an academic disciplinary
hearing is pending, and the Hearing Board decides for the instructor, the
graduate student's disciplinary hearing before either the College Hearing
Board or the Dean of The Graduate School would promptly follow, pending an
appeal, if any, within 5 class days. (See GSRR 5.5.2.2 and 5.4.12.3)

3. Written Report:

a. The Chair of the Hearing Board shall prepare a written report of the Hearing Board’s
findings, including recommended redress or sanctions for the complainant, if
applicable, and forward a copy of the decision to the appropriate unit administrator
within 3 class days of the hearing. The report shall indicate the rationale for the
decision and the major elements of evidence, or lack thereof, that support the Hearing
Board's decision.
b. The administrator, in consultation with the Hearing Board, shall then implement an
appropriate remedy. The report also should inform the parties of the right to appeal
within 5 class days following notice of the decision, or 5 class days if an academic
disciplinary hearing is pending. The Chair shall forward copies of the Hearing
Board’s report and the administrator’s redress, if applicable, to the parties involved,
the responsible administrators, the University Ombudsperson and the Dean of The
Graduate School. All recipients must respect the confidentiality of the report and of
the hearing board's deliberations resulting in a decision. (See GSRR 5.4.12 and
5.5.2.2)

vii. APPEAL OF THE HEARING BOARD DECISION:

1. Either party may appeal a decision by the Hearing Board to the College Hearing
Board for cases involving (1) academic grievances alleging violations of student
rights and (2) alleged violations of regulations involving academic misconduct
(academic dishonesty, professional standards or falsification of admission and
academic records.) (See GSRR 5.4.12.)

39
 2. All appeals must be in writing, signed and submitted to the Chair of the College
Hearing Board within 5 class days following notification of the Hearing Board's
decision. While under appeal, the original decision of the Hearing Board will be held
in abeyance. (See GSRR 5.4.12, 5.4.12.2 and 5.4.12.3.)

3. A request for an appeal of a Hearing Board decision to the College Hearing Board
must allege, in sufficient particularity to justify a hearing, that the initial Hearing
Board failed to follow applicable procedures for adjudicating the hearing or that
findings of the Hearing Board were not supported by the "clear and convincing
evidence." The request also must include the redress sought. Presentation of new
evidence normally will be inappropriate. (See GSRR 5.4.12.1, 5.4.12.2 and 5.4.12.4.)

viii. RECONSIDERATION:

1. If new evidence should arise, either party to a hearing may request the appropriate Hearing
Board to reconsider the case within 30 days upon receipt of the hearing outcome. The written
request for reconsideration is to be sent to the Chair of the Hearing Board, who shall promptly
convene the Hearing Board to review the new material and render a decision on a new
hearing. (See GSRR 5.4.13.)

ix. FILE COPY:

1. The Chair of the Department shall file a copy of these procedures with the Office of the
Ombudsperson and with the Dean of The Graduate School. (See GSRR 5.4.1.)
Approved by Faculty (3-20-2015)

How to File a Complaint to the CAA

The CAA also requires that all accredited programs provide information regarding complaints
about the program. A complaint about any accredited program or program in candidacy status
may be submitted by any individual(s). For more information about the complaint process please
visit http://www.asha.org/academic/accreditation/accredmanual/section8/#complaint1

Complaints about the program or the CAA can be submitted to:

Chair, Council on Academic Accreditation in Audiology and Speech-Language Pathology
American Speech-Language-Hearing Association
2200 Research Boulevard, #310
Rockville, MD 20850

Course Evaluation

The Michigan State University Code of Teaching Responsibility holds all instructors, including
Graduate Assistants, to certain obligations with respect to course content, statements of course
objectives and grading criteria, regular class attendance, published office hours, and timely
return of examinations and term papers. This Code, including details about complaint procedures
available to students who believe that their instructors have violated the Code, is printed in full in
the Schedule of Courses and Spartan Life Student Resources Guide & Handbook.

40
All instructors, regardless of rank, must use a Student Instructional Rating System (SIRS) form
in all classes (each term, each course). The Department utilizes the University’s electronic SIRS
system for this purpose. All students are urged to participate in this important activity.

Instructors may also solicit open-ended comments to supplement the standard SIRS forms for
more effective evaluation of a course’s contents. SIRS supplementary forms are available in the
office of the Graduate Student Affairs Assistant. Students are free to complete either both or
none of these forms. However, all students are strongly urged to complete SIRS forms for their
courses. Faculty members cannot require or request that students identify themselves on the
forms.

Instructors use results of course evaluations to evaluate and improve the content, organization,
and effectiveness of future course offerings. Students’ evaluations of instructional practices are
also used to make administrative decisions regarding future instructor assignments, course
offerings, and course scheduling, etc.

Student Records Policy

The program maintains records concerning each student’s application materials, results of annual
reviews, semester grade reports, completion of academic and practicum requirements,
completion of Departmental Final Examination, and other materials considered necessary to
document student progress. These materials are stored in files in the Departmental office, and
only appropriate faculty and staff have direct access to them.

Each academic advisor may maintain records concerning their student’s progress through the
graduate program. These records may include such items as the program plan, correspondence
with the advisee, and letters of reference.

Students may request to examine their own program files; this request should be directed to and
approved by the student’s advisor, Program Director, or the Departmental Chairperson -- not to
the Graduate Student Affairs Assistant. The only material that will be withheld is that which the
student has clearly waived his or her right to examine, for example, confidential reference letters.
(Other than the latter, files generally contain only records that students are likely to possess
already, or of which they are allowed to possess copies.) Once students graduate, the program
maintains a permanent file for a limited time.

Students are strongly advised that they also are responsible for maintaining records/files of their
undergraduate and graduate academic, clinical practicum, externship, observational, evaluation,
etc. experiences pertinent to their education, graduation, certification, and related areas, which,
among other things, may assist in the documentation for future licensure and professional
certification.

41
Time Limits for Graduate Degrees

For the M.A. degree, all requirements must be completed within five calendar years from initial
enrollment.

Transferring Credits

With your advisor's approval, up to 9 semester credits can be transferred from another graduate
program or MSU Lifelong Education status, or Graduate Certificate (a combined maximum of 9
credits - effective December 2008). All transfer requests must reflect current and cutting-edge
work, which is typically interpreted as graduate course work completed within the past five
years. Course work taken while pursuing an undergraduate cannot be counted towards a
graduate degree, there are no exceptions. Courses taken at MSU for another graduate program or
Lifelong Education Status (at a graduate level) or Graduate level Certificate may be counted
toward the Master’s degree by processing an Administrative Action Form. This requires
providing written verification from your advisor, such as a letter/email or an approved Program
of Study form to: the Academic Programs Office, Academic and Student Affairs, College of
Communication Arts & Sciences, 466 Communication Arts Bldg, 404 Wilson Road, East
Lansing, MI 48824-1212 and an administrative action form or transfer evaluation form will be
processed on your behalf by the Academic Programs Office.

For course work from other universities please obtain the MSU Credit Evaluation Graduate
Program form from the Academic Programs Office, 466 CAS. Please complete all information
indicated, have your advisor sign his/her approval on the body of the form, and return the form
with an official transcript from the university where course work was taken. Then the Academic
Programs Office will process. You will need to list these transferred courses on your Program of
Study form as "trf" (transferred).

All transfer requests must be initiated by the graduate student with approval from their academic
advisor, then approved by the Graduate Program Director, Department Chair, the Graduate Dean
within the College of Communication Arts and Sciences and with final approval by the Dean of
the Graduate School.

Financial Aid

Whenever possible, the Department of Communicative Sciences and Disorders provides

financial support for students enrolled in its graduate programs. Sources of support include the
following:

1. Scholarships and fellowships funded by the university, foundations, government, and other
agencies.

42
2. Assistantships, or student employment, funded by grants and contracts that have been
awarded to the Department.
3. Assistantships, or student employment, funded by Departmental funds.

Departmental Guidelines for Financial Awards

There are several guidelines that the Department follows in awarding its assistantships and
student employment:

1. These awards are given to students who have skills that match the needs of the Department.
2. Awards are generally made only within the first two years of a student’s enrollment in the
master’s program, or the first four years of enrollment in the doctoral program.
3. The Department seeks to support doctoral students who are fully enrolled, continuously
resident, and actively engaged in their research training.

Graduate Assistantships

Availability -- A limited number of Graduate Assistant (GA) appointments may be available to

graduate students as Teaching Assistants (TAs), Research Assistants (RAs), or Clinical
Assistants (CAs). The latter appointments are available only to selected doctoral students who
hold appropriate professional clinical certification. To be considered for any of these
appointments, a student must be in good academic standing and receive the endorsement of one
or more faculty members of the Department.

Relationship to Major Field -- A GA appointment is ordinarily made to a student in his/her

major department. Should an appointee indicate intent to change departments during the course
of the academic year, the Department will notify him/her that the appointment is subject to
immediate review. For appointees who change departments, it will be presumed that the
appointment will not be renewed for another year.

Period of Assistantship Appointment -- Appointments for assistantships are made on a

semester- by-semester basis, and begin on the Monday of registration week and continue
through the Friday of final exam week. Continuation of assistantships is subject to
Departmental needs, availability of funding, and satisfactory supervisory evaluations. A
Graduate Assistant Evaluation form is shown in Appendix F.

General Guidelines for Graduate Assistantship Appointments -- The University specifies that
graduate students who are making satisfactory progress toward their degrees may be appointed
as Graduate Assistants on a quarter-time, half-time, or three-quarter time basis. The Department
generally appoints Graduate Assistants on a quarter-time basis.

Graduate assistantships are governed by the University and the Graduate Student Employees’
Union agreements. Students are encouraged to consult the most recent MSU-Graduate
Employees Union Contract for information concerning the terms, levels, financial and fringe
43
benefits, enrollment requirements, etc. as regards a Graduate Assistantship. Students should
contact the Departmental Chairperson for further information. In addition, students may secure
additional general information on Graduate Assistantships from the Graduate School Office.

The Office of Employee Relations in cooperation with Academic Human Resources and the
Graduate Student Employees’ Union have established a four year agreement through May 15,
2019.

Stipends and Wages – The minimum stipend amounts will be increased by 10% in 2015, 2%
in 2016, 5% in 2017 and 2% in 2018.

Wage Increases -- Will be 2% in each year of the contract.

Tuition Waiver Pool – The Tuition Waiver pool for TAs has been increased from 200 to 450
per year.

Employment Period Dates – The contract also reset the employment period dates to August 16
to December 31, January 1 to May 15 and May 16 to August 15. In addition, the contract now
makes clear that stipends are compensation for completion of the entire body of work associated
with a TA appointment, including through the submission of grades when that date falls outside
the employment period.

Employment Levels -- Article 19 of the contract defines three (3) employment levels for TAs.
Every employing unit is able to define the number of semesters required to move to level 3 (so
long as they are no fewer than four and no more than six). The only restriction is that the
departmental standard cannot exceed the practice in place in 2004, though it could be reduced
from the 2004 level.

Right to Work -- The payment of union dues and fees is now consistent with Michigan Right
to Work legislation.

Leave Time – Several changes were made to Article 18, Employee Leave Time.
• Article 18 now provides for possible medical disputes where TAs may not be able to
perform their employment responsibilities due to physical or mental health conditions.
• In addition, adoption and parental leave time provides for pay during the first work week
of applicable leave.
• Finally, the language on jury duty has been refined with regard to payment for lost time
and reporting back to work after jury duty.

Outside Employment -- Each student employed by the Department is expected to fulfill his/her
assigned responsibilities to the satisfaction of the department faculty. Any non-university activity
that may conflict with the responsibilities of a Graduate Assistantship must be made known to
the Departmental Chairperson for approval of the continuation of the assistantship.

Vacations -- Individuals holding Graduate Assistantships are expected to adhere to the

vacation schedule followed by the University. Extended periods away from the University are
strongly discouraged.

44
 Graduate Office Scholarships

The College of Communication Arts and Sciences awards a limited number of Graduate Office
Scholarships to the various departments on a semester-by-semester basis. Departments
recommend students for these funds, based on availability. These awards, being based on
scholarship, are made only to graduate students in excellent academic standing.

Other Forms of Financial Aid

A variety of funding information is available through the Graduate School. Information on

various sources of funding is available in the office of the Graduate Student Affairs Assistant.
Information is also accessible through the Graduate School’s Web site, which may be located via
MSU’s main home page: www.msu.edu .

Student Representation on Committees

Department Level-- The administrative affairs of the Department of Communicative Sciences

and Disorders are governed by the Department’s Bylaws. These affairs are managed by a
Chairperson, an Assistant Chairperson (if appointed), a Graduate Program Director (if appointed)
and the collective body of faculty. The formal business of the Department is conducted by a
variety of standing and ad hoc committees that make recommendations to the general body,
which normally meets once a month during regular semesters of the academic year.

The standing committees of the Department are listed below, along with an indication of those
on which graduate students have representation:

1. Clinical Education Program Committee (1 graduate student)

2. Graduate Student Advisory Committee (4 graduate students – two per cohort year)
3. Curriculum Committee (1 graduate student)

College Level-- The Graduate Affairs Committee in the College of Communication Arts and
Sciences advises on matters concerned with the graduate program and proposes to departments
that they change their curriculum and their graduate requirements before these are submitted to
the University Curriculum Committee. This Committee normally meets once per semester.
Graduate Affairs Committee membership includes one faculty representative and one graduate
student representative from each unit of the College. Graduate student members customarily are
drawn from those who represent graduate affairs on Departmental committees, and are chosen by
those committees.

The graduate student members of the College Graduate Affairs Committee, as a group, constitute
the college Graduate Student Advisory Council, which consults with and advises the Dean on
matters relevant to students.

45
The graduate student members of the College Graduate Affairs Committee also choose a
graduate student (who may be one of their own members) to serve on the College Advisory
Council. The Council serves as an open channel of communication among students, faculty, and
the Dean.

University Level-- The Council of Graduate Students (COGS) represents the graduate student
population to the rest of the University. The representative attends COGS meetings and reports
back to the graduate students of the Department on those issues relevant to them. COGS
generally meets about once a month. The graduate student representative to COGS is customarily
a student representative on one or more of the department committees, and is chosen by the
members of those committees.

Organizational Membership

Graduate students are encouraged to join relevant professional organizations. The state, national,
regional, and international organizations hold annual or semi-annual meetings for the
dissemination of research, clinical, and other information of professional interest. In addition,
most professional association memberships entitle members to subscriptions to one or more
journals. Associations of interest to many Departmental majors are the National Student Speech-
Language-Hearing Association (NSSLHA), the Michigan Speech-Language-Hearing
Association (MSHA), and the American Speech-Language-Hearing Association (ASHA). These
organizations often offer a reduced membership fee to students.

Membership of undergraduate and graduate students in the National Speech-Language-Hearing

Association (NSSLHA) is encouraged to assist students in focusing on their career aspirations
and professional development. NSSLHA membership provides opportunities to become involved
in fundraising and other special projects aimed at advancing in numerous areas of (pre-)
professional growth.

Participation in Symposia

Each year the Department, as well as departments in related disciplines, sponsors on-campus
professional presentations and/or symposia. Such activities are considered to be an integral part
of the graduate-education experience. All graduate students are strongly urged to take advantage
of these opportunities for scholarly development.

Interdepartmental Specializations

A variety of interdepartmental specializations are available to eligible graduate students. Most

are offered to doctoral students, but some are available to master’s degree students who have
goals for specialized careers. Programs that are potentially appropriate for Communicative
Sciences and Disorders majors are the following:
46
 Interdisciplinary Graduate Specialization in Infancy and Early Childhood Studies – This
specialization was initiated in the fall of 1990 as a new area of specialization whose purpose was
to promote interdisciplinary cooperation to provide an opportunity for graduate students to obtain
a comprehensive and contemporary academic experience in the field of human infancy. The
objectives of the program are to: (1) provide an opportunity for graduate students to obtain a
comprehensive and contemporary academic experience in the field of human infancy, (2) help
graduate students with an interest in human infancy to become sensitized to their professional
obligations and responsibilities, (3) develop an intellectual environment that will foster the
growth of research and teaching in the area of human infancy, as well as sensitize students to
clinical, educational, and social policy issues related to early human development, and (4)
increase public awareness of the critical importance of the early years of human development.

To enter the program, a graduate student in any of the 12 participating academic units, which
include Communicative Sciences and Disorders, must petition the Coordinating Committee for
acceptance into the specialization. Academic standing and adequacy of preparation in
experimental design and statistical analysis are especially important criteria in the admissions
process. The Coordinating Committee may require collateral course work.

Cognitive Science Program - This is an interdepartmental, transdisciplinary program whose

aim is to offer an integrated cognitive science program. The program is administered by the
Department of Psychology. Doctoral students in Communicative Sciences and Disorders may
request formal acceptance into the program, or informally take course work with appropriate
approvals.

Teacher-Certification Program - Students who major in speech-language pathology and expect

to work in the Michigan school system as speech-language pathologists may elect to complete an
ASHA-approved sequence of course work in Communicative Sciences and Disorders and
Teacher Education. The teacher-education component of such a program requires them to
complete an approved teaching minor at the undergraduate level. Upon completion of an
approved master’s degree in speech-language pathology, they are recommended to be certified as
Teachers of the Speech-Language Impaired. Basic requirements of the teacher-certification
program can be found on the MSU Department of Education Web site at:
http://www.educ.msu.edu/programs/certification/teachercertapp.htm. A description of the
certification program for Teachers of the Speech-Language Impaired, as well as the coursework
requirements, can be found via: www.msu.edu/~comdis.

Student Travel Policy

Graduate students are encouraged to present papers, without financial subsidy, at local, state,
national, and international meetings. Occasionally, graduate students may be authorized by the
Department to travel through use of either internal or external funding support. Either form of
authorized travel requires approval of the Departmental Chairperson.

The University requires—and prudence dictates—that the least expensive means of travel and
per diem accommodations be utilized. University per diem rates are available from the
Departmental Administrative Assistant.

47
 University policy and regulations governing student travel are summarized as follows: Graduate
students may be authorized to travel on University business and may be reimbursed for such
travel. Air travel may need to be arranged through the MSU-approved travel agency. Graduate
Student Travel Funding Criteria are summarized on the Web. And can be accessed at
https://grad.msu.edu/travel. In addition, graduate students may be assigned, and may drive
University vehicles on authorized trips. When driving University vehicles, they are protected by
the University’s liability insurance, but not medical coverage. Many students already have some
form of hospitalization and accident insurance that may cover them (and their dependents) if they
should be injured, disabled, or killed in a travel-related accident. University vehicles are for their
authorized use, travel, location, travelers, passengers, etc. only.

The travel authorization portion of the MSU Travel Voucher should be submitted and approved
prior to departure. The form provides evidence that the traveler is on University business, and
may be critical in the event of an insurance claim, worker’s compensation claim, or other
litigation. These forms are available from the Departmental Administrative Assistant.

Clinical Practicum Education Resources

The Departmental Clinical Practicum Education Resource Room contains various tests and
measures employed in the evaluation of speech, language, and hearing impairments, to include a
portable audiometer. It also contains various intervention materials for use by the Department’s
professional staff and students. Assessment and therapy materials must be returned to the
Resource Room directly after use. All Resource Room materials must be properly logged out and
in through a sign out sheet in the main office of Oyer Room 109. To support student success in
clinical practicum experiences, treatment materials may be checked out for a period of 2 days.
Assessment materials must stay in the Oyer Building unless written approval (i.e., email) from the
Graduate Program Director and/or Clinical Education Program Director.

Spartan Life

Spartan Life Website: http://splife.studentlife.msu.edu/

The above listed website is an important resource for Graduate Student Rights and
Responsibilities and Academic Freedom amongst other topics. Please take the time to review
this document.
Grief Absence Policy
The faculty and staff should be sensitive to and accommodate the bereavement process of a
student who has lost a family member or who is experiencing emotional distress from a similar

48
tragedy so that the student is not academically disadvantaged in their classes or other academic
work (e.g. research). For undergraduate and master’s (Plan B) students without research
responsibilities, it is the responsibility of the student to: a) notify the Associate Dean or designee
of their college of the need for a grief absence in a timely manner, but no later than one week
from the student’s initial knowledge of the situation, b) provide appropriate verification of the
grief absence as specified by the Associate Dean, and c) complete all missed work as determined
in consultation with the instructor. It is the responsibility of the Associate Dean or designee to: a)
determine with the student the expected period of absence – it is expected that some bereavement
processes may be more extensive than others depending on individual circumstances, b) notify
the faculty that the student will be absent, and c) receive verification of the authenticity of a grief
absence request upon the student’s return. It is the responsibility of the instructor to work with
the student to make reasonable accommodations and to include appropriate language describing
such accommodations in their course syllabus, so that the student is not penalized due to a
verified grief absence.

For master’s (Plan A), master’s (Plan B) with research responsibilities, and doctoral students, it
is the responsibility of the student to: a) notify their advisor/major professor and faculty of the
courses in which they are enrolled of the need for a grief absence in a timely manner, but no later
than one week from the student’s initial knowledge of the situation, b) provide appropriate
verification of the grief absence as specified by the advisor/major professor and faculty, and c)
complete all missed work as determined in consultation with the advisor/major professor and
faculty. It is the responsibility of the advisor/major professor to: a) determine with the student the
expected period of absence – it is expected that some bereavement processes may be more
extensive than others depending on individual circumstances, b) receive verification of the
authenticity of a grief absence request upon the student’s return, and c) make reasonable
accommodations so that the student is not penalized due to a verified grief absence. If employed
as a RA or TE, the graduate student must also notify their employer. Both employer and student
will swiftly communicate to determine how the student’s responsibilities will be covered during
their absence. Graduate teaching assistants (TAs) should refer to the bereavement policy in the
MSU GEU CBU Article 18.

Students in the graduate professional colleges (CHM, COM, CVM, LAW) with their own grief
absence policies are excluded from the above and should follow their own policies.
Students who believe their rights under this policy have been violated should contact the
University Ombudsperson.

49
 APPENDIX A:
M.A. Degree Program Planning Worksheet Speech-Language
Pathology M.A. Degree Academic
Advising Form

50
 Speech-Language Pathology
M.A. Degree Academic Advising Form

Name: Advisor: Date of Program Start:

Undergraduate Program(s):

PREREQUISITE REVIEW
I. Basic Sciences: 27 credits minimum

ASHA Requirement Min. Course(s) Institution Credits

Statistics 1 course

Biological Sciences 1 course

Physical Sciences 1 course

Behavioral Sciences 1 course

Subtotal

Human Communication
Min. MSU Equivalent Course(s) Institution Credits
Processes (15 credits)

Anatomy and Physiology 1 course CSD 214 (4) A&P

Speech/Hearing Mech.

CSD 303 (3)

Physical/ Fundamentals of Hearing
1 course
Psychophysical CSD 313 (3)
Speech Science
LIN 200 (3)
Intro. to Language
LIN 401 (4)
Linguistics/ Intro. to Linguistics
1 course
Psycholinguistics CSD 232 (2)
Descriptive Phonetics
CSD 333
Oral Language Development
Subtotal

51
I. Professional Coursework: 10 credits minimum

Required (10 credits) Min. MSU Equivalent Course(s) Institution Credits

4 credits CSD 444 (4)
Audiology Audiological Assessment &
(Dx and Tx)
Intervention/Rehabilitation

Speech
Evaluation Procedures 3 credits CSD 364
(Dx and Tx)
Language

Speech
3 credits CSD 463
Interventions Procedures
(Dx and Tx)
Language

Subtotal

Other (16 credits) MSU Equivalent Course(s) Institution Credits

Introduction to CSD CSD 203 (3)

Clinical Observation CSD 391 (3)

School-Based Services CSD 483 (3)

Independent Study CSD 491 (1 to 4)

Subtotal

ASHA Min. Course Total Documentation

Institution
Requirement Hours (if any) Hours Provided
Clinical 25
Observation Hours

Undergraduate Credit Subtotal:

(Add all four subtotals from Prerequisite Review sections I and II above)

52
 M.A. DEGREE INITIAL PLANNING/ADVISING (FALL 1)
_____Plan A: Thesis _____Plan B: Non-Thesis

Fall 1 Spring 1 Summer Fall 2 Spring 2

CSD 803 CSD 815 CSD 880 CSD 830 CSD 883
CSD 813 CSD 855 CSD 883 CSD 840 Elective
CSD 860 CSD 865 Elective CAS 892-4 CSD 899 Thesis
CAS 892-3 CSD 883 CSD 883

Comments:

Student Signature: Date: _

Advisor Signature: Date: _

53
 M.A. DEGREE MID-PROGRAM UPDATE/ADVISING (FALL 2)
Plan �A: Thesis �B: Non-Thesis

Fall 1 Spring 1 Summer Fall 2 Spring 2

CSD 803 CSD 815 CSD 880 CSD 821 CSD 883
CSD 813 CSD 855 CSD 883 CSD 830 Elective
CSD 820 CSD 865 Elective CSD 840
CSD 860 CSD 883 CSD 883 CSD 899 Thesis

Mid-program review of Annual Progress Report for CSD M.A. Program (with plans to complete
goals) submitted to advisor.

Comments; Modifications to Plan:

Student Signature: Date:

Advisor Signature: Date:

54
M.A. DEGREE FINAL REVIEW/AUDIT (SPRING 2)
Required (45) MSU Course Semester Credits
CSD 830 (3)
Fluency Disorders
CSD 840 (3)
Voice Disorders

Speech Disorders CSD 855 (3)

Dysphagia
CSD 860 (1.5 of 3)
Artic and Phonology
CSD 865 (3)
Motor Speech Disorders
CSD 815 (3) Acquired
Language Dis.

CSD 820 (3)

Language Assess./Int. (Early)
Language Disorders
CSD 821 (3)
Language Assess/Int (Later

CSD 860 (1.5 of 3)

Artic and Phonology
CSD 803 (3)
Research Methods
Professional Issues
CSD 880 (3)
Clinical Proseminar

Clinical Education CSD 883 (12)

Clinical Practicum

Subtotal
Electives (Min. 6) Semester Credits
CSD 819 (3)
Cognitive Disorders
CSD 850 (3)
Medical Aspects SLP
CSD 888 (3)
Counseling Comm. Dis.

CSD 899 (6)

Thesis
Subtotal

Graduate Credit Total:

(Add subtotals from Speech-Language Pathology M.A. Coursework Review)

55
M.A. DEGREE FINAL REVIEW/AUDIT
□ Plan A: Thesis approval received; or
□ Plan B: Pass Departmental Final Examination – written and oral.

□ Final review of Annual Progress Report for CSD M.A. Program submitted to
advisor.

□ Calipso My Checklist finalized, including:

o Clinical Clock Hour Database,
o Clinical Experience Record: Observation Hours, Clinical Clock Hours
total
o Cumulative Evaluation: ASHA “Big 9,” Multicultural Aspects checklist,
Linguistic Diversity checklist, Patient Population checklist
o Clinical Performance Summary: Final supervisor ratings, average
rating, patient populations, sypervisors and site names; and
o KASA Summary, including course checklist

□ Alumni contact information provided to advisor; submit self-addressed

envelope.

Student Signature: Date: _

Advisor Signature: Date: _

56
 APPENDIX B
Annual Progress Report for CSD MA Program
 Annual Progress Report for CSD MA Program

Name: Advisor: Graduation

(Month/Year):

The following is an outline of the CSD MA program goals expected of each student.
This form is a required part of the program and will be completed twice during the
program: at the end of summer semester and again late April of the second year, prior
to graduation.

Year 1 Review:
Student Signature Date

Approval:
Advisor Signature Date

Final Review:
Student Signature Date

Approval:
Advisor Signature Date

☐ Plan A: Thesis ☐ Plan B: Non-Thesis

Planned date of thesis defense: Planned semester of exam:

Course Sem/Year
Number Course Topic Credits Grade
Taken

CSD 803 Research Methods 3

Neuroanatomy and Neurophysiology of

CSD 813 3
Speech, Language, and Hearing

CSD 815 Acquired Language Disorders 3

CSD 830 Fluency Disorders 3

CSD 840 Voice Disorders 3

CSD 855 Assessment and Treatment of Dysphagia 3

CSD 860 Articulation and Phonological Disorders 3

CSD 865 Motor Speech Disorders 3

CSD 880 Clinical Proseminar: Professional Issues 3

CSD 883 Clinical Practicum in Speech-Language Pathology 3

CSD 883 Clinical practicum in Speech-Language Pathology 3

CSD 883 Clinical Practicum in Speech-Language Pathology 3

CSD 883 Clinical practicum in Speech-Language Pathology 3

Special Topics Section 003 –

CAS 892 3
Developmental Language Disorders
Special Topics Section 004 –
CAS 892 3
Autism and Related Neurodevelopmental Disorders
Plan B
3
Elective
Plan B
3
Elective

Plan A CSD: 899 Master’s Thesis Research 6

 A. Integrated Reasoning for Evidence-Based Practice

1. Acquire, analyze, and evaluate information from multiple evidence-based sources

within and across disciplines to define problems and formulate solutions.
Year 1 Review:

Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

Final Audit:
Relevant Course(s): Internship Sites:
Summary:

2. Use a variety of inquiry strategies incorporating multiple views to make value

judgments, solve problems, answer questions, and generate new understanding
related to clinical practice.
Year 1 Review:

Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

Final Audit:
Relevant Course(s): Internship Sites:
Summary:
3. Demonstrate competency of technology for tools of clinical practice.
Year 1 Review:
Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

Final Audit:
Relevant Course(s): Internship Sites:
Summary:

4. Demonstrate clinical competency suitable for professional practice.

Year 1 Review:
Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

Final Audit:
Relevant Course(s): Internship Sites:
Summary:
 B. Leadership and Effective Communication

1. Demonstrate leadership by creating a vision, organization, enhancing talent and

skills, adapting to barriers, motivation, and others through team activities.
Year 1 Review:

Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

Final Audit:

Relevant Course(s): Internship Sites:

Summary:

2. Demonstrate clear expression of vision and execution of goals.

Year 1 Review:
Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

Final Audit:

Relevant Course(s): Internship Sites:

Summary:
3. Engage in effective oral and written communication practices tailoring message to
varied audiences and using all available communication technologies.
Year 1 Review:

Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

Final Audit

Internship Sites:

Relevant Course(s):

Summary:

C. Cultural Understanding
1. Demonstrate knowledge of cultural, socioeconomic, and linguistic differences and
sensitivities to those differences relevant to communicative sciences and disorders.
Year 1 Review:

Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

Final Audit: Summary:

Relevant Course(s): Internship Sites: _______

2. Demonstrate competency in considering diversity in professional practice.
Year 1 Review:

Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

Final Audit:

Relevant Course(s): Internship Sites:

Summary:

D. Professional Engagement and Outreach

1. Understand the range of clinical delivery models for professional practice.

Year 1 Review:
Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

Final Audit:
Relevant Course(s): Internship Sites: __________
Summary:
2. Demonstrate ethical behavior in professional practice including the American Speech-
Language-Hearing Association (ASHA) Code of Ethics.
Year 1 Review:

Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

3. Demonstrate knowledge and skills to effectively advocate for the profession of speech-
language pathology and for individuals with communicative disorders.
Year 1 Review:

Relevant Course(s): Internship Sites:

Progress toward goal: ☐ None ☐In Progress ☐Complete

Comments:

Plan to complete goal (e.g., courses, internships, etc.):

Final Audit:
Relevant Course(s): Internship Sites: __________
Summary:
 APPENDIX C: M.A. Degree Program Forms
Request for Appointment of M.A. Thesis Committee (Plan A Students Only) Results of
M.A. Thesis Prospectus (Plan A Students Only)
Results of M.A. Thesis Defense (Plan A Students Only)
Results of M.A. Departmental Final Examination (Plan B Student Only)
 M.A. Degree Program in Communicative Sciences & Disorders Michigan State
University

Request for Appointment of M.A. Degree Thesis Committee

This is to request approval of the following personnel of the M.A. Degree Thesis Committee for:

Student Name: :

1. �Advisor
2.

3.

Advisor (if not a committee member)

Student Signature Date Submitted

APPROVED:

Departmental Chairperson Date Approved

Original: Academic Programs Coordinator

Copies: Student, Advisor
M.A. Degree Program in Communicative Sciences and Disorders Michigan State
University

Results of M.A. Degree Thesis Prospectus Examination

This is to report that

on has has not (please check one) passed the M.A.
prospectus for the thesis on the Plan A Program.

The title of his/her thesis is:

Successful completion of the above examination indicates partial fulfillment of the requirements
for the M.A. degree.

Members of the Committee:

Chairperson Signature:
Name (typed):

Signature:
Name (typed):

Signature:
Name (typed):

Original: Academic Programs Coordinator

Copies: Student, Advisor
M.A. Degree Program in Communicative Sciences and Disorders Michigan
State University

Results of M.A. Degree Thesis Examination

This is to report that

on (date) has has not (please check one) passed the M.A.
thesis examination on the Plan A Program.
The title of his/her thesis is:

Successful completion of the above examination indicates partial fulfillment of the requirements
for the M.A. degree.

Members of the Committee:

Chairperson’s Signature:
Name (typed):

Signature:
Name (typed):

Signature:
Name (typed):

Comments:

Original: Academic Programs Coordinator

Copies: Student, Advisor

 M.A. Degree Program in Communicative Sciences and Disorders Michigan State
University

FORM 5-W: Results of M.A. Comprehensive Final Examination – Written

__ has undergone the comprehensive

written examination in the professional area of Speech-Language Pathology.

The result of the examination was: � Approved �Hold

Comments:

Graduate Program Director __

Date

Original: Academic Program Coordinator/Student File

Copies: Student, Advisor
M.A. Degree Program in Communicative Sciences and Disorders Michigan State
University

FORM 5-O: Results of M.A. Comprehensive Final Oral Examination

has undergone the comprehensive oral

examination in the professional area of Speech-Language Pathology.

Examining Committee’s decision:

Approved Hold Disapproved

THIS SECTION TO BE COMPLETED FOR HOLD STATUS ONLY

The following must be completed to the committee’s satisfaction:

Submit to: Due

Date:
 Committee Members

Committee Chair
Signature:_
Name (typed)

Date
Signature:

Name (printed) _

Date
Signature:

Name (printed) _

Date
Original: Academic Program Coordinator/Student File
Copies: Student, Advisor
 APPENDIX D
Requirements for Certification as a Teacher of the Speech- Language Impaired
Program of Teacher Certification for the Department of Communicative
Sciences and Disorders Michigan State University

University Requirements
Arts and Humanities (8)
General Science (7)
Social Behavioral, and Economic Sciences (8)
 Writing (4)
 Tier II Writing Course (CSD 391, 344, or 364)

Communicative Sciences and Disorders Major Requirements

 CSD 203 Introduction to Communication Disorders (3)
 CSD 213 Anat-Phys Speech and Hearing (4)
 CSD 232 Descriptive Phonetics (2)
 CSD 255 Speech and Hearing Science (5)
 CSD 333 Oral Language Development (3)
 CSD 344 Eval. Procedures in Audiology (4)
 CSD 364 Eval. Procedures in Sph. and Lang. (4)
 CSD 391 Guidelines for Clinical Practice (1)
 CSD 444 Aural Rehabilitation (3)
 CSD 463 Intervention Procedures in SLP (3)

Outside-the-Major Requirements
 CSE 101 Using Computers (3)
 [One of Below]
1. MTH 110 College Algebra and Finite Math (5)
2. MTH 116 College Algebra and Trig. (5)
3. MTH 103 and 114 College Algebra (3) and Trig. (3)
4. MTH 103 and 106 College Algebra (3) and Significance of Mathematics (3)
5. MTH 103 and STT 200 College Algebra (3) - Statistical Methods (3)
6. MTH 103 and STT 201 College Algebra (3) - Statistical Methods (4)
 PSY 101 Introduction to Psychology (4)
 [One of Below]
1. PSY 244Developmental Psychology (3)
2. FCE 211 Child Development (3)
 [One of Below]
1. PSY 295 Data Analysis in Psychological Res. (3)
2. STT 200 Statistical Methods (3)
 [One of Below]
1. LIN 200 Introduction to Language (3)
2. LIN 401 Introduction to Linguistics (4)

Teacher-Certification Requirements
 TE 150Reflections on Learning (3)
 CEP 240 Diverse Learners (3)
 TE 302Learners, Learning and Teaching in Context (4)
1. Fall Semester Only
 CSD 433 Lang. Dialect Diff. in App. Contexts (3)
 CSD 483 School-Based Comm. Disorders Prgm. (3)
 TE 843 Reading, Writing, and Reasoning in Secondary School Subjects (3)
1. Spring Semester Only

Teaching Minor Requirement

Students seeking teacher certification as a teacher of the speech and language impaired are required to complete an
approved teaching minor.

Post-Bachelor's-Degree Internship
Completion of a yearlong internship placement in a school setting: students attending MSU for their master's degree
enroll in TE 501 and CSD 883 for the placement. Students attending a graduate program other than MSU's must
have the equivalent of a yearlong school-based practicum placement approved by MSU.

Completion of a Master's Degree in Speech-Language Pathology

To complete the process of teacher certification students must complete a master's degree in speech-language
pathology per State of Michigan regulations.
APPENDIX E ASHA CODE OF ETHICS
ASHA CODE OF ETHICS

Preamble
The preservation of the highest standards of integrity and ethical principles is vital to the
responsible discharge of obligations by speech-language pathologists, audiologists, and speech,
language, and hearing scientists. This Code of Ethics sets forth the fundamental principles and
rules considered essential to this purpose.

Every individual who is (a) a member of the American Speech-Language-Hearing Association,

whether certified or not, (b) a nonmember holding the Certificate of Clinical Competence from
the Association, (c) an applicant for membership or certification, or (d) a Clinical Fellow seeking
to fulfill standards for certification shall abide by this Code of Ethics.

Any violation of the spirit and purpose of this Code shall be considered unethical. Failure to
specify any particular responsibility or practice in this Code of Ethics shall not be construed as
denial of the existence of such responsibilities or practices.

The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics
as they relate to the responsibility to persons served, the public, speech-language pathologists,
audiologists, and speech, language, and hearing scientists, and to the conduct of research and
scholarly activities.

Principles of Ethics, aspirational and inspirational in nature, form the underlying moral basis for
the Code of Ethics. Individuals shall observe these principles as affirmative obligations under all
conditions of professional activity.

Rules of Ethics are specific statements of minimally acceptable professional conduct or of

prohibitions and are applicable to all individuals.

Principle of Ethics I
Individuals shall honor their responsibility to hold paramount the welfare of persons they serve
professionally or who are participants in research and scholarly activities, and they shall treat
animals involved in research in a humane manner.

Rules of Ethics
A. Individuals shall provide all services competently.

B. Individuals shall use every resource, including referral when appropriate, to

ensure that high-quality service is provided.
C. Individuals shall not discriminate in the delivery of professional services or the
conduct of research and scholarly activities on the basis of race or ethnicity,
gender, gender identity/gender expression, age, religion, national origin, sexual
orientation, or disability.

D. Individuals shall not misrepresent the credentials of assistants, technicians,

support personnel, students, Clinical Fellows, or any others under their
supervision, and they shall inform those they serve professionally of the name and
professional credentials of persons providing services.

E. Individuals who hold the Certificate of Clinical Competence shall not delegate
tasks that require the unique skills, knowledge, and judgment that are within the
scope of their profession to assistants, technicians, support personnel, or any
nonprofessionals over whom they have supervisory responsibility.

F. Individuals who hold the Certificate of Clinical Competence may delegate tasks
related to provision of clinical services to assistants, technicians, support
personnel, or any other persons only if those services are appropriately
supervised, realizing that the responsibility for client welfare remains with the
certified individual.

G. Individuals who hold the Certificate of Clinical Competence may delegate tasks
related to provision of clinical services that require the unique skills, knowledge,
and judgment that are within the scope of practice of their profession to students
only if those services are appropriately supervised. The responsibility for client
welfare remains with the certified individual.

H. Individuals shall fully inform the persons they serve of the nature and possible
effects of services rendered and products dispensed, and they shall inform
participants in research about the possible effects of their participation in research
conducted.

I. Individuals shall evaluate the effectiveness of services rendered and of products

dispensed, and they shall provide services or dispense products only when benefit
can reasonably be expected.

J. Individuals shall not guarantee the results of any treatment or procedure, directly
or by implication; however, they may make a reasonable statement of prognosis.

K. Individuals shall not provide clinical services solely by correspondence.

L. Individuals may practice by telecommunication (e.g., telehealth/e-health), where

not prohibited by law.

M. Individuals shall adequately maintain and appropriately secure records of

professional services rendered, research and scholarly activities conducted, and
products dispensed, and they shall allow access to these records only when
authorized or when required by law.

N. Individuals shall not reveal, without authorization, any professional or personal

information about identified persons served professionally or identified
 participants involved in research and scholarly activities unless doing so is
necessary to protect the welfare of the person or of the community or is otherwise
required by law.

O. Individuals shall not charge for services not rendered, nor shall they misrepresent
services rendered, products dispensed, or research and scholarly activities
conducted.

P. Individuals shall enroll and include persons as participants in research or teaching

demonstrations only if their participation is voluntary, without coercion, and with
their informed consent.

Q. Individuals whose professional services are adversely affected by substance abuse

or other health-related conditions shall seek professional assistance and, where
appropriate, withdraw from the affected areas of practice.

R. Individuals shall not discontinue service to those they are serving without
providing reasonable notice.

Principle of Ethics II
Individuals shall honor their responsibility to achieve and maintain the highest level of
professional competence and performance.
Rules of Ethics
A. Individuals shall engage in the provision of clinical services only when they hold
the appropriate Certificate of Clinical Competence or when they are in the
certification process and are supervised by an individual who holds the
appropriate Certificate of Clinical Competence.

B. Individuals shall engage in only those aspects of the professions that are within
the scope of their professional practice and competence, considering their level of
education, training, and experience.

C. Individuals shall engage in lifelong learning to maintain and enhance professional

competence and performance.

D. Individuals shall not require or permit their professional staff to provide services
or conduct research activities that exceed the staff member's competence, level of
education, training, and experience.

E. Individuals shall ensure that all equipment used to provide services or to conduct
research and scholarly activities is in proper working order and is properly
calibrated.
Principle of Ethics III
Individuals shall honor their responsibility to the public by promoting public understanding of
the professions, by supporting the development of services designed to fulfill the unmet needs of
the public, and by providing accurate information in all communications involving any aspect of
the professions, including the dissemination of research findings and scholarly activities, and the
promotion, marketing, and advertising of products and services.

Rules of Ethics
A. Individuals shall not misrepresent their credentials, competence, education,
training, experience, or scholarly or research contributions.

B. Individuals shall not participate in professional activities that constitute a conflict

of interest.

C. Individuals shall refer those served professionally solely on the basis of the
interest of those being referred and not on any personal interest, financial or
otherwise.

D. Individuals shall not misrepresent research, diagnostic information, services

rendered, results of services rendered, products dispensed, or the effects of
products dispensed.

E. Individuals shall not defraud or engage in any scheme to defraud in connection

with obtaining payment, reimbursement, or grants for services rendered, research
conducted, or products dispensed.

F. Individuals' statements to the public shall provide accurate information about the
nature and management of communication disorders, about the professions, about
professional services, about products for sale, and about research and scholarly
activities.

G. Individuals' statements to the public when advertising, announcing, and marketing

their professional services; reporting research results; and promoting products
shall adhere to professional standards and shall not contain misrepresentations.

Principle of Ethics IV
Individuals shall honor their responsibilities to the professions and their relationships with
colleagues, students, and members of other professions and disciplines.

Rules of Ethics
A. Individuals shall uphold the dignity and autonomy of the professions, maintain
harmonious interprofessional and intraprofessional relationships, and accept the
professions' self-imposed standards.

B. Individuals shall prohibit anyone under their supervision from engaging in any
practice that violates the Code of Ethics.

C. Individuals shall not engage in dishonesty, fraud, deceit, or misrepresentation.

 D. Individuals shall not engage in any form of unlawful harassment, including sexual
harassment or power abuse.

E. Individuals shall not engage in any other form of conduct that adversely reflects
on the professions or on the individual's fitness to serve persons professionally.

F. Individuals shall not engage in sexual activities with clients, students, or research
participants over whom they exercise professional authority or power.

G. Individuals shall assign credit only to those who have contributed to a publication,
presentation, or product. Credit shall be assigned in proportion to the contribution
and only with the contributor's consent.

H. Individuals shall reference the source when using other persons' ideas, research,
presentations, or products in written, oral, or any other media presentation or
summary.

I. Individuals' statements to colleagues about professional services, research results,

and products shall adhere to prevailing professional standards and shall contain no
misrepresentations.

J. Individuals shall not provide professional services without exercising independent

professional judgment, regardless of referral source or prescription.

K. Individuals shall not discriminate in their relationships with colleagues, students,

and members of other professions and disciplines on the basis of race or ethnicity,
gender, gender identity/gender expression, age, religion, national origin, sexual
orientation, or disability.

L. Individuals shall not file or encourage others to file complaints that disregard or
ignore facts that would disprove the allegation, nor should the Code of Ethics be
used for personal reprisal, as a means of addressing personal animosity, or as a
vehicle for retaliation.

M. Individuals who have reason to believe that the Code of Ethics has been violated
shall inform the Board of Ethics.

N. Individuals shall comply fully with the policies of the Board of Ethics in its
consideration and adjudication of complaints of violations of the Code of Ethics.

Index terms: ethics

Reference this material as: American Speech-Language-Hearing Association. (2010r). Code of
ethics [Ethics]. Available from the ASHA Website: www.asha.org/policy.

© Copyright 2010r American Speech-Language-Hearing Association. All rights reserved.

Disclaimer: The American Speech-Language-Hearing Association disclaims any liability to any

party for the accuracy, completeness, or availability of these documents, or for any damages
arising out of the use of the documents and any information they contain.
doi:10.1044/policy. ET2010-00309
Please visit ASHA Website: http://www.asha.org/Code-of-Ethics/ for the complete
document for the ASHA Code of Ethics.