The department offers a program leading to the Master of Science degree in Speech and Hearing Sciences. Graduates of the program meet the requirements for clinical certification and are eligible for licensure as speech-language pathologists by the state of Oregon.
Many of the resources and tools you will need to register for classes, review finances, view campus resources, etc. are collected on myPSU:
Start here: http://my.pdx.edu
To get started, read the instructions in the welcome packet sent to you via email.
Complete this step online at http://oam.pdx.edu
Once you have a PSU email account (username@pdx.edu), you will be automatically added to a Google Group for your cohort. This will be the main vehicle for communication from the department. The google group will be named following the typical expected year of graduation: “SPHR-2027Grads-group@pdx.edu”.
Fill out the Free Application for Federal Student Aid (FAFSA) as early as possible if you haven’t already. Check status of your financial aid award at banweb.pdx.edu
You may need to fill out a FAFSA before you start your first summer term in order to have financial aid for that term. Your first summer term is technically part of the 2024-2025 academic year. Then you will need to fill out another application for the new academic year that starts in the fall term. If you miss the deadline for academic year 2024-2025, you may not be eligible for federal student loans for your first summer term.
For 2025-2026 financial aid, you may wish to request that your aid be distributed across four quarters, rather than the more traditional three. This will allow you to have financial aid available for summer 2026.
Complete this step online at Financial Aid
Make sure to let the financial aid office know that you are in a program that runs for
8 consecutive terms
so that your financial aid reflects the first summer term needs as well.
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SPHR is a "Level 2" graduate program in the College of Liberal Arts and Sciences for tuition purposes.
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Set this up by contacting the Office of Information Technology
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Review student resources available through PSU available below in the section Portland State University Student Resources.
Students must have completed a number of courses prior to beginning their graduate coursework for a passing grade. Course numbers are specific to PSU, but students may have completed equivalent courses at other institutions. The Graduate Adviser reviews and approves all prerequisites during orientation. The form for verifying prerequisites is can be found in the section: PREREQUISITES FOR SPHR GRADUATE COURSEWORK.
SPHR 370 Phonetics & Acoustics
SPHR 371 Anatomy & Physiology
SPHR 372 Speech & Lang. Development
SPHR 461 Neurology
SPHR 487/587 Hearing Sciences
SPHR 488/588 Clinical Audiology
SPHR 489/589 Aural Rehabilitation
Inferential & Descriptive Statistics (Math 243/244 or SOC 396)
In order to qualify for ASHA certification, students must also have demonstrated ‘knowledge of the biological sciences, physical sciences, statistics, and the social/ behavioral sciences. These courses cannot be related to speech-language pathology. The Graduate Adviser reviews and approves ASHA pre-requisites during orientation.
Standard IV-A
The applicant must have demonstrated knowledge of the biological sciences, physical sciences, statistics, and the social/behavioral sciences.
Implementation: Acceptable courses in biological sciences should emphasize a content area related to human or animal sciences (e.g., biology, human anatomy and physiology, neuroanatomy and neurophysiology, human genetics, veterinary science). Acceptable courses in physical sciences should include physics or chemistry. Acceptable courses in social/behavioral sciences should include psychology, sociology, anthropology, or public health. A stand-alone course in statistics is required. Research methodology courses in communication sciences and disorders (CSD) may not be used to satisfy the statistics requirement. A course in biological and physical sciences specifically related to CSD may not be applied for certification purposes to this category unless the course fulfills a university requirement in one of these areas.
Academic advisors are strongly encouraged to enroll students in courses in the biological, physical, and the social/behavioral sciences in content areas that will assist students in acquiring the basic principles in social, cultural, cognitive, behavioral, physical, physiological, and anatomical areas useful to understanding the communication/linguistic sciences and disorders.
The academic and clinical program sequence occurs in 8 quarters over 2 years. This sequence includes core and elective coursework. Students participate in PSU specialty clinics concurrently with the majority of the required coursework during their first year. In the second year, students complete clinical practica at community externship sites, three required courses, elective courses, and a culminating experience.
The full requirements for the academic program can be viewed through the online university bulletin:
SPHR Graduate Program Course Catalog and Requirements
1. Students must demonstrate the knowledge and skills required for the Certificate of Clinical Competence from the Council for Clinical Certification (CFCC) of the American Speech-Language-Hearing Association.
2. Students must complete a minimum of 77 graduate credits:
50 credits of core coursework
6 credits of elective coursework
18 credits of 509 clinical practicum
3 credits of a culminating experience
3. Students must complete 14 required core courses and three elective courses. A grade of B- or above must be obtained for each course.
4. Students must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology to be eligible for professional certification. These include 25 hours of observation. In order to receive credit for clinical hours completed in a clinical practicum experience, the student must obtain a grade of B- or above in the course.
When you begin the master’s degree program, you will provided with advising information and a curriculum map/course sequence for the typical graduate program. Any adjustments to the typical plan will be made in consultation with the Graduate Advisor and the Director of Clinical Education.
Advising appointments are available on a drop-in basis throughout your program. In addition, we will make advising required at certain periods during your program, such that every student's progress is being tracked regularly.
Students must complete one of the culminating experiences listed below (Master’s Special Project, Comprehensive Examination, or Thesis). The decision as to which of these options to pursue is to be made in conjunction with the student’s academic adviser and any faculty mentor. You will be asked to submit a Culminating Experience Commitment Form in the spring term of your 1st year indicating which of the following options you have chosen. Master’s Special Project, Comprehensive Examination, and Thesis options are described below.
Students must complete one of the culminating experiences options:
Comprehensive Examinations
Masters Project
Thesis
Details of these options will be discussed in advising as you move through your graduate program.
Learn more about culminating experiences by watching this video (1st year meeting 1/23/2025)
As stated in the University bulletin:
All students are required to successfully complete one of the following culminating experience options. Students should consult with their academic advisor early in their program to select the option they wish to pursue.
A. Comprehensive Examinations-- The student must pass written comprehensive examinations. Comprehensive examinations are normally taken during the winter term of the student’s second year of graduate study. Specific details of the administration and scoring of the exams follow current departmental guidelines. Students must consult with their academic advisor during the first year of their graduate program to begin preparation for the examination. Students will register for 3 credits of SPHR 501 Research: Comprehensive Examination during the term in which they write the examination.
B. Master’s Thesis--Students opting to complete a thesis will follow the University guidelines for theses outlined in the PSU Bulletin. The student must pass a final oral examination before a committee consisting of at least two faculty members from the Department of Speech and Hearing Sciences and an additional faculty from SPHR or from another department appointed by the Office of Graduate Studies. Students pursuing this option are required to register for a minimum of 6 to 9 credits of SPHR 503 Thesis.
C. Master’s Project—The student will complete a scholarly project related to his or her academic discipline at the invitation of a faculty member. The student will comply with current departmental guidelines on the selection of the topic and format of the project. The project will be completed under the direction of a faculty member in the department of Speech and Hearing Sciences. Students pursuing this option are required to register for 3 credits of SpHr 506 Special Project with their project director. A letter grade of B- or above is required.
You must declare your choice of culminating experience by the end of spring term of year 1. This decision must be made in consultation with your academic advisor. In order to pursue the thesis or project option, you must consult with and receive approval from a graduate faculty member within the Department of Speech and Hearing Sciences who will serve as the director of your thesis or project.
It is expected that students completing special projects will:
Follow SPHR guidelines for completing a special project.
Discuss a project proposal and timeline with deadlines for their project with the project adviser/ mentor.
Discuss the time commitment that is expected for the project over the course of the year. Special projects typically begin in the summer before the second year or earlier. The end product of the project should be at a level acceptable to everyone involved in the project. The faculty adviser typically leads this discussion.
Meet deadlines independently.
Communicate regularly with special project adviser about project progress.
Have a professional level product by the end of the project (literature review, poster, outreach materials, paper, etc.). Disseminating information helps to define a project as a scholarly endeavor. “Professional level” will be at the project adviser’s discretion and may look different depending on the audience of the product (e.g. ASHA poster vs. outreach presentation vs. lab-specific document or materials).
If the project is part of a long term and ongoing project, have some plan to leave your contribution to the lab/department in a way that will allow someone to use and continue the work. This could be training a new student on the project, planning the next steps needed, etc. as appropriate. Materials developed as part of the product may also be intended to train future students!
IMPORTANT: Missing deadlines or not meeting academic standards may result in delayed graduation, additional credits, and/ or dismissal from the special project.
It is expected that your faculty adviser will:
Discuss guidelines and expectations with special project students, including consequences for missing deadlines.
Finalize the commitment form for the special project by the deadline.
Return drafts/ work reviews within a reasonable timeframe. If a student misses deadlines for submitting work, this timeframe may need to be longer than usual.
Let a student know if they are not meeting expectations for the project in a timely manner, and refer to graduate advising if needed to adjust the culminating experience plan.
Group Projects:
Some special projects are larger and more complex and can be completed as a group. The faculty adviser will determine if the project can be completed collaboratively and will have the final say in each person’s role in that project.
Small groups should only be formed to complete special projects with faculty approval.
Multiple people may be working on the same project for their special project. These projects should be proportionally more complex/ time consuming than a project completed by a single student. The minimum special project requirements are not divided among students. Students will need to coordinate together if they will be completing a poster, paper, etc. together. The timeline will need to be collaborative among all members of the group.
If you choose to complete a master's special project, you need to consider the timeline to finish. The proposed timeline may begin as 'tentative' and then become more final as a project progresses. This process will be between a student and their faculty project adviser.
It is the student’s responsibility to keep up with the general expectations of your special project adviser and with your timeline. The timeline may be somewhat flexible, but any date changes should be brought up well in advance with your special project adviser. If you miss a deadline, you should discuss what needs to be done with your project adviser. If your project adviser determines that too many deadlines and/or meetings have been missed, you may need to consider an alternative culminating experience plan, and what must be done to hand over your project.
When determining a tentative timeline, remember that finishing a project means completing the work you agreed on successfully and 'defending' that work to your project adviser. If there is a paper or poster involved, this will likely include many drafts and revisions.
A project product is not finished until it is of a quality that is appropriate to share professionally at the discretion of the faculty project adviser. This will involve editing, revising, and defending what you included to your project adviser. Don't be surprised if this requires many revisions! This is normal and expectations vary between faculty!
When drafting a project timeline, start with the absolute last deadline for your grade to be released and work backwards. Take into account that you will probably need editing and revisions on any draft you expect to complete, and take into account that your project adviser will need time to review anything submitted. Find out what their typical time to review is (for some faculty, projects, or types of work, it may be 1-3 days and for others, it may be 7-10 days).
If you do not give your project adviser enough time to review your work or your work is not of high enough quality, there is no guarantee that you will complete your program on time. If you have missed a deadline, your project adviser may need longer than the agreed upon review period to provide you feedback.
An example proposal and timeline is below for an example student that is participating in a research project and creating a poster to present. If you're interested in doing a different type of project, the timeline and tasks could look quite different.
You should plan to start your project between your first and second years during the summer at the latest. This should be discussed and approved by your faculty project adviser.
Student(s): Awesome Master’s Student Adviser(s): Busy Faculty Member
Topic area of special project: Emoji Processing and the N400 J
Criteria for completion of special project (ongoing work, acceptable evidence a literature review, and final product(s)):
Evidence that research literature was reviewed (discussion during lab meetings and individual meetings)
Successful management of study on an ongoing basis (may include IRB revisions; contact log updates; UG student mentoring; data management; idea discussion)
Familiarization with research literature related to this project
Abstract submitted to ASHA and PSU student symposium (dates in timeline)
Professional level work on the poster submission or paper (adviser has shared examples of previous accepted work; other examples can come from published research)
Any additional work on the project should be based on joint agreement between the student and adviser.
Project guidelines specific to the project adviser (in addition to department guidelines):
Lab specific guidelines and expectations from Lab manual
Highlights: Attendance at weekly lab meetings (consider this a class requirement)
Maintenance of to-do’s and project information on BaseCamp
Adviser’s typical time to review work: 7 to 10 days during the academic year (summer work will be reviewed as time allows)
Timeline for completion (include ‘hard’ deadlines that may result in consequences if they are missed). Important: If you do not give your special project adviser enough time to review your work or if the work is not high enough quality, there is no guarantee that you will finish on time. If you have missed a deadline, your special project adviser may need longer than 10 days to review your work.
*Missing deadlines or not meeting academic standards may result in delayed graduation, additional credits, and/ or dismissal from the special project.*
506 Master Project credits:
Make sure you have 3 credits of SPHR 506: Master's Project by the time you graduate.
You will make a plan with the Academic Advisor for when to register for SPHR 506 credits.
Registration for SPHR 506 will be on a "by-arrangement" basis. Instructions for completing the by-arrangement process can be found here. You will initiate the request, which will then be routed to the Faculty member who is directing your project. Then the request will be approved by the Academic Advisor, and lastly the request will be routed to the Registrar for final approval.
The student choosing to take a comprehensive examination must pass written comprehensive examinations. These are normally taken in the term preceding graduation, in the student’s second year of graduate study. Specific details of the administration and scoring of the exams will follow current departmental guidelines. Students will register for 3 credits of SPHR 501 Research: Comprehensive Examination during the term in which they write the examination.
The comprehensive examination (comps) is an assessment of the student's ability to integrate knowledge in communication disorders, with specialty in speech-language pathology. The examination will allow the student to demonstrate his or her abilities in critical and independent thinking, as well as high-level writing skills characterized by organization, critical analysis, and accurate documentation. The purpose of the comprehensive examination is to encourage students who are nearing graduation to engage in the systematic integration of the theoretical and practical knowledge they have gained in their master's degree program.
Students will be presented with questions from material covered in their graduate and undergraduate courses in Speech and Hearing Sciences, and will be expected to integrate information covered in these classes. Questions or parts of questions can be related to any course offered through the Speech and Hearing Sciences program at PSU. The written examination will be scheduled for two 4-hour blocks of time, during Winter term. The exam will be closed book, with essay-type questions.
Each student's responses in the written examination will be coded to ensure anonymity. Typically, two readers will evaluate each answer. Each faculty member will grade the question between 0 and 5 (0 being the lowest score, and 5 being the highest score). The mean of the two grades will determine the student's final score. 3.0 or higher will be considered a passing grade for each question. A grade of below 3.0 will be considered a failing grade. The criteria that the faculty will use to evaluate the candidate responses are:
The extent to which the response correctly answers the question
Conciseness and clarity of expression
Organization and coherence of the response
Evidence of the ability to apply concepts and methodologies taught across the graduate course sequence
The extent to which multiple vantage points from the literature (theories, methods, and research findings) are cited and integrated into the response
Students will be given a written report of their performance, typically within two to three weeks of their completion of their exams. As per university policy, if the student fails the entire examination or any section thereof, the Department of Speech and Hearing Sciences will permit the student to repeat the sections that were failed, after a minimum period of three months. The result of the second examination is final.
Details of the comprehensive examinations outlined here are subject to change depending on program needs and requirements.
Registration for Comprehensive Exams:
Students opting for comps must register for 3 credits of "SPHR 501 Research: Comprehensive Examination" during the term in which they write the exam. The grading format for SPHR 501 will be "pass/no pass".
Students opting to complete a thesis at the invitation of a faculty member will follow the University guidelines for theses outlined below. In addition to the written thesis, the student must pass a final oral examination before a committee consisting of at least three faculty members from the department of Speech and Hearing Sciences. Students pursuing this option are required to register for a minimum of 6 to 9 credits of SPHR 503: Thesis. A letter grade of B- or above is required.
A thesis involves the completion of a research project that addresses an empirical question. A thesis may involve any of a number of research methods (e.g., group design, single subject design, ethnography) that will best answer the research question posed. Students may choose an independent line of research or choose to work with a faculty member on an existing project, if the faculty member agrees. Each thesis must conform to all rules and requirements of the Office of Graduate Studies, which include but are not limited to a) completing appropriate forms, b) conducting both a thesis prospectus meeting as well as an oral defense, and c) submitting the completed thesis to the Office of Graduate Studies by assigned dates.
The thesis option is by invitation only. A student who is invited to complete a thesis will identify a thesis committee which includes a director and at least two other committee members. The director must be a regular Ph.D. faculty member in the Department of Speech and Hearing Sciences. One of the remaining two committee members must also be a faculty member in the Department of Speech and Hearing Sciences. The third must be a PSU faculty member outside of the Department who is appointed by the Office of Graduate Studies. In addition, students may request the participation of other qualified individuals from within or outside of PSU.
Registration for Thesis
Students must register for SPHR 503: Thesis during the terms in which they work on their thesis, and for at least one credit of SPHR 503: Thesis during the term in which they complete their oral examination. The number of credits for which a student registers during a given term will be determined by the thesis director. Students pursuing the thesis option are required to register for a total of 6 to 9 credit hours.
One benefit to studying in the Speech and Hearing Sciences Department at PSU is that the faculty are doing interesting and exciting research. You have the opportunity to get involved with research in many ways while you are a student in the program, including becoming a research assistant, completing a masters project or thesis in a lab, or other possibilities.
To participate in research, get to know your professors. Look at their profiles on the www.pdx.edu/sphr website to see what kinds of work they do. Talk to the faculty teaching your classes to learn more. Go to faculty office hours or email to find out how to engage in their research or if it would be a good match for your interests. Each faculty has different policies and procedures around involving students in research, so it’s best to reach out to them to see what opportunities they have.
There are sometimes Graduate Assistantships available in the department. When there is a position available, faculty will invite all students to apply for the position(s). If you are interested in assistantship opportunities in a particular lab, contact the faculty director of the lab to learn more.
There are also a number of Grader positions available to graduate students. Graders assist instructors with grading and out-of-class work associated with courses to which they are assigned. Graduate students typically work as Graders for undergraduate courses.
When Grader positions are available, an application will be sent out to all graduate students to fill out if they are interested in participating. The application will contain the currently hourly rate and the total number of possible hours per course.
This section describes policies of the university and the department related to student conduct and academic performance standards: Nondiscrimination/ Equitable Treatment Policy, Assistant and Accommodations (Support Services for Students with Disabilities), Academic Performance Standards, Formative Assessment and Remediation, Student Conduct & Academic Integrity, and the ASHA Code of Ethics.
Portland State University and the Speech and Hearing Department promote the value of diversity, equity, and the recognition that it enriches our campus community by supporting and enhancing an inclusive and culturally respectful environment. The University, College, and Department do not discriminate on the basis of age, citizenship, disability, ethnicity, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, and veteran status.
Diversity, equity, and inclusion is not only a value and a mission of Portland State University, it is the essential framework of who we are and what we do as an institution and community. For additional information: Global Diversity and Inclusion
Portland State University is committed to supporting students’ safe access to their education. Sexual assault, sexual/gender-based harassment, dating violence, domestic violence and stalking are all prohibited at PSU. Students have many options for accessing support, both on and off campus.PSU’s support services on campus, including confidential services and reporting options, can be found on PSU’s Sexual Misconduct Prevention and Response website at: Sexual Assault-Get Help
You may report any incident of discrimination or discriminatory harassment, including sexual harassment: Discrimination and Harassment Reporting
Please be aware that all PSU faculty members and instructors are required to report information of an incident that may constitute prohibited discrimination, including sexual harassment and sexual violence. This means that if you share a situation of sexual harassment or sexual violence that may have violated university policy or student code of conduct, faculty are required to share the information with their supervisor, the University’s Title IX Coordinator or the Office of the Dean of Student Life. For more information: Faculty and Staff Reporting Requirements
PSU and the Department of Speech and Hearing Sciences value diversity and inclusion; we are committed to fostering mutual respect and full participation for all students. Our goal is to create a learning environment that is equitable, useable, inclusive, and welcoming. If any aspects of instruction or course design result in barriers to your inclusion or learning, please notify a faculty member or the Graduate Advisor. The Disability Resource Center (DRC) provides reasonable accommodations for students who encounter barriers in the learning environment.
If you have, or think you may have, a disability that may affect your academic work and feel you need accommodations, contact the Disability Resource Center to schedule an appointment and initiate a conversation about reasonable accommodations. If you have a documented disability and require accommodation, you must arrange to meet with the course instructor prior to or within the first week of the term in order to plan most effectively for the term. The documentation of your disability must come in writing from the Disability Resource Center (Faculty Letter).
Students should keep in mind that even temporary disability can be accommodated. Students who believe they are eligible for accommodations but who have not yet obtained approval through the DRC should contact the DRC immediately. Reasonable and appropriate accommodations will be provided for students with documented disabilities.
The DRC is located in 116 Smith Memorial Student Union, 503-725-4150,
Email: drc@pdx.edu
Webpage: Disability Resource Center.
For information about emergency preparedness, please go to the Emergency Preparedness webpage
Graduate students must meet the academic requirements set forth by the Graduate School. Current requirements can be found in the PSU Bulletin.
In order to maintain good academic standing throughout the program, graduate students must maintain satisfactory grades and demonstrate satisfactory progress toward achievement of the competencies specified by the program.
Each course and clinical practicum grade must be B- or above in order to count toward your graduate degree. Clinical hours and academic credits will not be earned for performance below a B-.
Students must meet all competencies, course objectives, and course policies outlined in course syllabi, the CALIPSO evaluation (for externships where there are no syllabi) and the Portland State University Student Code of Conduct. These requirements may not be met even if the course grade was satisfactory.
Faculty will identify any students that require additional supports to meet academic expectations or are below expectations. The process for identifying the need for support is outlined in the section, Formative Assessment & Remediation Policy.
Each graduate student in the Department of Speech and Hearing Sciences must achieve a level of mastery established by faculty for designated ASHA competencies. Mastery is achieved when markers of competency are reached in related coursework and clinical activities. Attainment of competencies is recorded in the CALIPSO online tracking system.
When a student does not successfully complete a course or demonstrates the need for more support in one or more aspects of their academic or clinical work, a support plan is developed and carried out by the student and the support plan team. Documentation of concerns and any support plans are maintained by the Graduate Advisor. The support plan team typically consists of the Graduate Advisor, the Director of Clinical Education, and the student.
The need for an academic support plan will be identified as soon as possible in the term and will be implemented until the objectives outlined in the support plan are met. The need for a support plan may be identified in cases where:
A student has failed or is expected to receive below a B- for a course.
A student will be required to retake the course.
Multiple faculty are independently reporting concerns about a student or more than one term of academic concern has been documented. These concerns may be related to academic or professional behaviors, coursework related objectives or competencies, or other concerns.
When there is a need for additional support, a typical sequence of events is as follows:
1. Faculty inform the Graduate Adviser of academic concerns, including necessary documentation.
2. A meeting may be scheduled with the student, the Graduate Adviser and the faculty member to review the expectations that were not met and to discuss the need for a support plan. The student may invite another student, friend or faculty member to the meeting. The Director of Clinical Education may also be at the meeting. These individuals become the support team. The process for support will be reviewed at the meeting.
3. If needed, additional support may be provided by the university via the Dean of Student Life. The Dean of Student Life is also available to discuss violations of the university's Student Code of Conduct.
4. If needed, a formal support or remediation plan will be developed to address each area of concern and will include specific and measurable goals and objectives and an indication of the means and methods to be used. A time frame for meeting the goals and objectives may be included in the plan, but specific time frames do not determine the completion of the plan. Successful completion of the goals outlined in the plan determine the duration of the plan. The plan will be signed and dated by the members of the support team.
5. Support plans may require that the student complete additional assignments, register for additional coursework, slow down their program, delay the start of off-campus practica, or seek outside resources as decided by the support plan committee and the agreed upon in the support plan. Any of these requirements can affect whether a student will graduate on their original anticipated schedule.
6. The faculty member and student will establish how frequently they will meet. The meeting should include at least one other member of the support team. The purpose of the support meeting is to facilitate and monitor progress toward the stated goals and objectives. Other members of the support team may be requested to review work and provide other assistance as requested by the primary faculty member and/or the student.
7. If a student does not successfully complete activities or meet criteria outlined in the support plan, the faculty will meet in order to determine next steps, which may include a delay in graduation or dismissal from the graduate program.
The mission of the Portland State University Conduct & Community Standards Program is to promote a culture of integrity and respect, as articulated in the Student Code of Conduct. The Office of Dean of Student Life administers the University’s Student Code of Conduct, which provides a process of addressing misconduct.
The Student Code of Conduct includes policies and procedures around academic integrity and academic misconduct. Academic misconduct is defined in the code of conduct as, actual or attempted, fraud, deceit, or unauthorized use of materials prohibited or inappropriate in the context of the academic assignment. Unless otherwise specified by the faculty member, all submissions, whether in draft or final form, must either be the Student’s own work, or must clearly acknowledge the source(s). Academic Misconduct includes, but is not limited to: (a) cheating, (b) fraud, (c) plagiarism, such as word for word copying, using borrowed words or phrases from original text into new patterns without attribution, or paraphrasing another writer’s ideas; (d) the buying or selling of all or any portion of course assignments and research papers; (e) performing academic assignments (including tests and examinations) in another person’s stead; (f) unauthorized disclosure or receipt of academic information; (g) falsification of research data; (h) unauthorized collaboration; (i) using the same paper or data for several assignments or courses without proper documentation; (j) unauthorized alteration of student records; and (k) academic sabotage, including destroying or obstructing another student’s work.
The Speech and Hearing Sciences department adheres to the university Student Code of Conduct. The department takes violations of the Student Code of Conduct seriously. Violations of the Code of Conduct may result in delayed coursework or clinical schedule, additional assignments, removal from clinical placements, dismissal from the program, or other consequences. Abiding by the Code of Conduct relates closely to each of the 4 principles of ASHA’s Code of Ethics, described below.
Students must abide by the ASHA Code of Ethics in addition to PSU’s Student Code of Conduct. Violations of PSU’s Student Code of Conduct are often also violations of ASHA’s Code of Ethics. For example, cheating would jeopardize one’s professional competence, responsibility to persons served professionally, and responsibility for professional relationships.
In order to qualify for certification, students must demonstrate their knowledge and understanding of these ethical principles during the graduate program.
The full Code of Ethics can be found on the ASHA website.
The 4 overarching principles are described by ASHA here:
“The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics. The four Principles of Ethics form the underlying philosophical basis for the Code of Ethics and are reflected in the following areas:
(I) responsibility to persons served professionally and to research participants, both human and animal;
(II) responsibility for one's professional competence;
(III) responsibility to the public; and
(IV) responsibility for professional relationships.
Individuals shall honor and abide by these Principles as affirmative obligations under all conditions of applicable professional activity. Rules of Ethics are specific statements of minimally acceptable as well as unacceptable professional conduct.
The Code is designed to provide guidance to members, applicants, and certified individuals as they make professional decisions. Because the Code is not intended to address specific situations and is not inclusive of all possible ethical dilemmas, professionals are expected to follow the written provisions and to uphold the spirit and purpose of the Code. Adherence to the Code of Ethics and its enforcement results in respect for the professions and positive outcomes for individuals who benefit from the work of audiologists, speech-language pathologists, and speech, language, and hearing scientists.”
In order to practice as a speech-language pathologist in Oregon and other states in the United States, there are several requirements that are not completed as part of the graduate program.
The Praxis examinations in audiology and speech-language pathology assess beginning practitioners' understanding of essential content and current practices. It is required for ASHA Certification. The ASHA website has information on the Praxis exam.
WHEN TO TAKE THE PRAXIS?
Most students take the Praxis in their second year during the term when they do not have an externship. There are various study guides available in the Student Clinician Lab and available on line. If you are wondering when to take the Praxis, sign up for advising to discuss with the Grad Advisor. The Praxis has to be taken before you apply for ASHA certification or permanent licensure. In some states, passing the Praxis is a requirement for conditional licensure during a Clinical Fellowship experience.
WHO TO SEND SCORES TO?
For licensing and certification, you must send Praxis scores to your state licensing agency and to your graduate program. Request to send scores to:
Oregon Board of Examiners for Speech-Language Pathology if you plan to stay in Oregon (code 8699)
State Licensing Agency where you will move after graduation
Portland State University SLP/AUD (code 0250)
American Speech-Language Hearing Association (ASHA) Certification Board (code 5031)
WHAT IF I NEED HELP PAYING FOR THE PRAXIS?
There is a fee waiver available
Graduates of the master’s program will meet the academic and clinical requirements for entry-level practice in speech-language pathology. Graduates of the program will be eligible for completion of a clinical fellowship. After successful completion of a clinical fellowship, graduates will be eligible for a Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association (ASHA). The current ASHA Standards for Certification can be found on the association website.
Graduates of the master’s program in speech-language pathology will meet the academic and clinical requirements for a Conditional License in Speech-Language Pathology from the Oregon Board of Examiners for Speech-Language Pathology and Audiology. Information and instructions for Oregon Licensure are available online.
Requirements for licensure in other states can be reviewed via state licensure board websites. State licensure often includes additional requirements, such as fees or trainings, which vary by state.
Students are encouraged to follow the University's recommended sequence for addressing problems and complaints. The student is advised to consult with individuals in the order listed below;
1. Class Instructor or Direct Clinical Supervisor
Students are encouraged to meet with the specific faculty member who is directly involved in the situation. Both parties will discuss the concern and attempt to come to an agreement of the appropriate way to handle the situation. The student and/or faculty member may invite the Graduate Advisor to this meeting.
If the issues cannot be addressed at this level, the student should meet with the Graduate Advisor to share the concerns. If the Graduate Advisor is the student’s instructor, the student should meet with the Department Chair to share concerns.
2. Graduate Advisor
3. Chair of the Department of Speech and Hearing Sciences
4. Dean of the College of Liberal Arts and Sciences, or their representative
For information on complaints at the University level go to: PSU Student Complaint Process
In addition, graduate students in the SPHR Department can submit a complaint to the Council on Academic Accreditation (CAA) relating to CAA standards and standard compliance. Contact the CAA
Always feel free to reach out the Graduate Advisor or the Department Chair about the academic program.