Communication Sciences and Disorders, University of Iowa (printer friendly)

Department of Communication Sciences and Disorders
(formerly Speech Pathology and Audiology) (homepage)
The University of Iowa
Wendell Johnson Speech and Hearing Center
Iowa City IA 52242

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Academics: Historical Perspective
The Department of Communication Sciences and Disorders at The University of Iowa (now the Department of Communication Sciences and Disorders) is one of the oldest and largest programs of its kind. We have been training students and serving clients with speech, language, and hearing disorders for more than 60 years.

The central role played by the University of Iowa in the development of the field of speech-language pathology and audiology is reflected in the title of the book on the early history of the department- Speech Pathology and Audiology: Iowa Origins of a Discipline, by Dorothy Moeller. Although interest in speech and hearing processes and their disorders was developing in a number of Midwestern universities in the 1920s, the beginnings of this discipline are usually attributed to the pioneering work of Carl E. Seashore, head of the Department of Psychology and the dean of the Graduate College at Iowa. Guided by his leadership and vision, a new field was molded - one which was truly interdisciplinary, involving persons from psychology, speech, psychiatry, otolaryngology, pediatrics, and child development, and which was focused on the scientific study of human communication.

In 1924, Lee Edward Travis became one of the first persons in the world to receive a Ph.D. based on study in this new field. He headed the Iowa program through the 1930s, a period during which many of the future leaders of the field were graduate students at Iowa. Many of them went on to establish program at other major universities.

Although speech science, audiology, and other areas of study were developing in the Iowa program during the Travis era, the primary research focus was the enigmatic problem of stuttering. Work on this disorder was continued and expanded by Wendell Johnson, who guided the program through the late 1940s and early 1950s. For more than three decades, Iowa was the center of experimental and theoretical work on this speech disorder.

The importance of the program in speech pathology and audiology and the new academic discipline it represented was recognized in 1956 when it became an independent department in the College of Liberal Arts (now College of Liberal Arts and Sciences). The department expanded greatly of the next two decades. Its growth was facilitated by the Wendell Johnson Speech and Hearing Center, which was occupied by the department in 1967. Work was expanded or initiated in speech and hearing sciences, audiology, language disorders, cleft palate, neurogenic communication problems, and a number of other areas.

Throughout its history, the department has continued to reflect the concepts that represented its roots. The department's programs reflect a continuing commitment to the notion that scientific exploration of the speech and hearing processes and their disorders is critical to future progress in the assessment and treatment of speech, language, and hearing problems.

Academics: Admissions
Evaluation
Application Instructions for Prospective Graduate Students
All students who desire to do graduate work at the University of Iowa must apply for admission to the Graduate College. Note that application materials must be sent to two different University offices: the Office of Admissions and the Department of Communication Sciences and Disorders, The University of Iowa, Iowa City, IA 52242, as specified on the Graduate College's website "How to Apply" pages.

Note: The Application for Graduate Admissions is now available electronically. Students who submit this application form on-line do not need to submit a hard copy of the form to the Department.

Information to be Obtained and Mailed Directly to the Department
1. Letters of Recommendation
The applicant should obtain three letters of personal recommendation. Recommendation forms are also downloadable from this site. At least two of the recommendations should be academically oriented (preferably from the student's major department), describing the applicant's potential for graduate study. The student applicant should collect all required recommendations (each sealed in an envelope with the writer's signature across the seal).

2. Transcripts
Request official transcripts from the schools you have attended. These should be sent to you. Do not open these when you receive them.

3. Application for Graduate Awards
Financial assistance is available to qualified graduate students through a variety of fellowship, traineeship, and graduate assistantship appointments. There is some variation between the appointments in basic stipend level, however, appointments usually provide a 12-month stipend of approximately $8,000 for MA students and $16,000 for PhD students. All appointments are awarded on a competitive basis, and usually require duties in the amount of 10 hours per week for MA students and 20 hours for PhD students. Appointments are made to the highest ranking applicants following a careful evaluation of each applicant's credentials. An on-line application form to be used in applying for a graduate award is available.

a. Complete the middle section of this form only (items 1-8). It is not necessary that you specify at the top right of the form the type of appointment for which you are applying. An attempt is made to select an appointment which will be appropriate for, and maximally advantageous to, the particular student depending on his/her level of training, interests, prior record, and the availability of various types of appointments.

b. Financial appointments usually begin in the fall semester.

4. Statement of Purpose
All applicants must submit a statement of purpose to the department. This statement should explain the abilities and experiences that the applicant considers relevant to his/her qualifications for the program as well as the applicant's career goals. The statement should be one to two pages in length.

5. Information Form
A completed information form (downloadable form) is needed to facilitate the consideration of your application. Please complete the appropriate sections of this form and return it to the department along with the other required materials.

The unopened transcripts, all three sealed recommendations, a copy of the Application for Graduate Admission, a copy of the Application for Graduate Awards, the Statement of Purpose, and the Information Form should be placed in one envelope and mailed directly to Graduate Admissions Secretary, Department of Communication Sciences and Disorders, The University of Iowa, Iowa City IA 52242. This material must be received by January 15.

6. GRE Scores
We require that all applicants take the Graduate Record Examination. The test should be scheduled so that GRE scores arrive in the department office by January 15. (Students should keep in mind that it usually takes 4-6 weeks for scores to arrive at the designated university.)

Conditional Admission
On occasion, the committee may recommend a conditional admission as provided for in the regulations of the Graduate College. That status indicates promise, but not clear evidence of the ability, for graduate study in this department. The conditional admission status provides a trial period of graduate study during which the student's performance can be evaluated. Applicants to the master's degree program generally are not admitted on this status.

The change from conditional status to regular status is required within two terms (semester or summer session) of graduate enrollment in order to continue in graduate study. The criterion for change to regular status usually includes a GPA of 3.0 for graduate credits relevant to the program of study and a judgment by the faculty that the student has demonstrated potential for success in graduate work. Other criteria may also be used; if that is the case, they must be identified to the student in writing, either by the department chair or by the student's faculty advisor. Change to regular status usually is not made until completion of two terms of work. If a student faces dismissal from the program due to not having fulfilled the specified conditions within two terms of enrollment, a written request may be made to the committee to recommend to the Graduate College that the conditional status be extended for one additional term.

Readmission Following Program Interruption
If a graduate student, after enrolling in the program, interrupts study for a period of two or more calendar years, re-enrollment will be allowed only after receiving specific approval from the department. The individual must declare in writing a desire to re-enroll to the department chair. The admissions and appointments committee will review the individual's credentials and the student will then be informed as to whether or not re-enrollment will be allowed.

Application Instructions for Prospective Graduate Students
All students who desire to do graduate work at the University of Iowa must apply for admission to the Graduate College. Note that application materials must be sent to two different University offices: the Office of Admissions and the Department of Communication Sciences and Disorders, The University of Iowa, Iowa City, IA 52242, as specified on the Graduate College's website "How to Apply" pages.

Note: The Application for Graduate Admissions is now available electronically. Students who submit this application form on-line do not need to submit a hard copy of the form to the Department.

2. Transcripts
Request official transcripts from the schools you have attended. These should be sent to you. Do not open these when you receive them.

b. Financial appointments usually begin in the fall semester.

(2) An application for graduate awards must be received by January 15 to insure consideration for an appointment beginning the following fall semester. The first offers of appointments generally are made between March 15 and April 1; however, as such offers are refused or as new appointments become available, offers of appointments continue to be made at later times, usually through June.

b. Doctoral Applicants
(1) Doctoral applicants are defined as those individuals who have completed a master's degree or equivalent graduate work and who desire admission to the doctoral program. Applicants without a master's degree or equivalent are typically admitted initially only as master's degree students.

(2) Applications for admission to the doctoral program should be sent so as to arrive by January 15 for the summer and fall sessions, and October 1 for the spring session. If applicants wish to be considered for financial appointments, however, the admission applications must be filed by January 15. It is always desirable to submit applications as soon as possible.

(3) Doctoral applicants should include a brief essay (no more than two pages) indicating their 1) reasons for pursuing graduate study in general, and at the University of Iowa in particular, 2) research interests, and 3) career objectives. This should be forwarded directly to the department at the same time they file their admission and awards applications.

(4) An applicant usually will be notified of action on his or her admission within 6 weeks of the application deadline.

c. Master's Applicants--MA with Professional (Clinical) Emphasis
(1) The department has placed limits on the number of master's degree students to be admitted each year to the professional (clinical) MA degree program. Thus, admission decisions will be based on consideration of an applicant's credentials in relation to those of other individuals applying for admission for that year. As a general guideline, experience indicates that few students with undergraduate grade-point averages under 3.2 (B) will be admitted.

(2) Admission applications for summer session or fall semester must be sent so as to arrive no later than the preceding January 15. In most instances, applicants will be notified of the acceptance or rejection of their applications for admission by March 15.

(3) Applicants to begin study in the spring semester will not be accepted without prior authorization from the department. If you are interested in being considered for midyear admission, please write to the department chair before submitting your application.

d. Master's Applicants--MA With Research Emphasis
Program is not designed to meet clinical certification requirements in any area.

e. Professional Improvement (PI) Applicants
(1) This is a nondegree program, which permits students to register for graduate courses with no restrictions on the number of sessions of enrollment or the number of courses that may be taken each session. However, students on PI status are not guaranteed the opportunity to enroll for clinical practicum. Such enrollment may be allowed when specifically approved by a student's advisor and the instructor of the practicum, but only when it will not affect practicum enrollment opportunities of students in degree programs.

CHECKLIST OF MATERIALS TO BE SENT DIRECTLY TO THE DEPARTMENT IN ONE ENVELOPE (must be received by January 15)

___ Application for Graduate Admissions

___ Three letters of recommendations
(signed and sealed in envelopes)

___ Official transcripts from the schools you have attended
(in sealed envelopes from issuing institutions)

___ Application for Graduate Awards

___ Statement of Purpose

___ Information Form

___ Request GRE scores be sent directly to the department (Institution Code: 6681; Department Code: Audiology - 0602; Speech/Language Pathology - 0620).

Please refer to the Graduate Admission website for a checklist of materials to be mailed directly to the Office of Admissions.

The University of Iowa does not discriminate in its educational program and activities on the basis of race, national origin, color, religion, sex, age, disability, or veteran status. The University also affirms its commitment to providing equal opportunities and equal access to University facilities without reference to affectional or associational preferences. For additional information on nondiscrimination policies, contact the Coordinator of Title IX, Section 504, and the ADA in the Office of Affirmative Action, The University of Iowa, 202 Jessup Hall, Iowa City, IA 52242. Telephone: (319) 355-0705.

Admission to the MA Program
The number of new admissions into the professional master's degree program is limited to approximately 25 per year. Thus admission decisions are based on consideration of an applicant's credentials in relation to those of other individuals who are applying. Admissions are made usually only for summer or fall semester of each year. Applications must be received by January 15 for admission to the following summer or fall. Occasionally admissions are made for midyear, if (1) the applicant's credentials are strong enough to ensure acceptance into that year's summer and fall admission group, and (2) there are special circumstances making admission at midyear necessary and desirable. To be considered for midyear admission, applications must be received by December 1.

There are no additional requirements for admission other than those imposed by the Graduate College, but applicants with GPAs of less than 3.0 for undergraduate study and GRE scores under 450 in each area (verbal, quantitative, and analytic) are not likely to be accepted.

Admission to the PhD Program
There is no limit on the number of individuals admitted to the doctoral program. Thus applications are acted upon by the admissions and appointments committee as they are received. The judgment of potential for doctoral work is based upon the same type of information as for admission to the master's program; however, more emphasis is placed on evaluation of information concerning the applicant's aptitudes and interests in research areas. The Graduate College regulations specify a minimum GPA of 3.0 for admission on regular status to a doctoral program. GRE scores are expected to be 500 or higher in each of the verbal, quantitative, and analytic areas.

It is expected that applicants for the doctoral program will either:
(1) presently be enrolled in a master's degree program;
(2) have completed a master's degree;
(3) have completed graduate work equivalent to such a degree.

Admission to the AuD Program
The number of new admissions into the AuD degree program is limited. Thus admission decisions are based on consideration of an applicant's credentials in relation to those of other individuals who are applying. Admissions are made usually only for summer or fall semester of each year. Applications must be received by January 15 for admission to the following summer or fall. Occasionally admissions are made for midyear, if (1) the applicant's credentials are strong enough to ensure acceptance into that year's summer and fall admission group, and (2) there are special circumstances making admission at midyear necessary and desirable. To be considered for midyear admission, applications must be received by December 1.

Academics: Undergraduate program
Since the master's degree is the minimum level of preparation for persons seeking professional careers in this field, the undergraduate curriculum leading to the bachelor's degree in speech and hearing science does not qualify an individual to work professionally in the field. Instead, it is designed primarily to prepare students for graduate work. Hence, the undergraduate program emphasizes the normal process of speech, hearing, and language. The undergraduate program also may be taken by students earning College of Liberal Arts degrees who are not seeking careers in this field.

Currently, there are approximately 165 students enrolled as speech and hearing science majors at Iowa.

Special opportunities
Introduction to Professional Practice in Audiology and Speech-Language Pathology
During the academic year, a period of one to two hours on Fridays is reserved for 3:300 Introduction to Professional Practice in Audiology and Speech-Language Pathology ("Proprac"). Enrollment is for 0 s.h. credit. This course provides a forum for discussion of a wide variety of topics related to the general practice of speech-language pathology and audiology (e.g., case studies, certification / licensure requirements, presentations by professionals from related fields such as reading, genetics, psychology). This course is open to department majors with junior or senior standing and can be repeated for multiple semesters. This is an excellent opportunity for students to get an introduction to clinical issues.

Proseminars
The period from 12:00 to 1:00 on Fridays during the academic year is scheduled for professional seminars (typically called "Proseminar"). An announcement of the nature of the Proseminar is posted prior to the meeting. Proseminars provide an opportunity for students, faculty, and guest speakers to present research projects and other information of general interest (e.g., magnetic resonance imaging; revisions of ASHA's certification requirements). All faculty and doctoral students are expected to present at Proseminar at least once per year. Master's students are encouraged to present--especially those who doing theses. Undergraduate honors students present their projects near the end of the spring semester. Attendance at Proseminar by undergraduates is strongly encouraged.

Undergraduate Research Practicum
This is a formal course registration (3:096) available to any student. It involves assisting faculty with their research and has at least two purposes. From the student's point of view it provides a unique opportunity to learn about research in our discipline. From the faculty member's point of view, it provides welcome assistance in his/her research. Please note that this is not intended to give students the opportunity to pursue independent study. If this is your goal, then registration in 3:186 (Problems) is more appropriate.

Honors Program
This program provides students the opportunity to gain independent research experience with a faculty mentor, gain experience presenting research ideas, and working closely with the faculty in the department on an individual level. In order to be eligible for this program, students must have GPAs of 3.5 or better in the fall semester of their junior year. Students with qualifying gradepoint averages will be contacted by the Department in the Fall semester of their junior year. During the spring semester of their junior year, participants enroll in 3:097 Honors Seminar which provides an introduction to research philosophies, research design and implementation, and a chance for the student to critically evaluate existing research literature. In addition the seminar will provide an overview of the department's research facilities and exposure to potential thesis advisors. By the end of the Spring semester of the junior year students will have selected project areas and thesis advisors. During the senior year, honors students will also meet on a regular basis with the Department's Honors advisor to discuss progress on their projects. During the spring semester honors students will present their projects during a special session of the Department's weekly Proseminar at the end of the spring semester of their senior year. As final recognition of the completion of the Honors Program, the diplomas of Honors students bear a special honors notation. (University of Iowa Honors Program.)

Sherman Scholars
This program is named after Dorothy Sherman, a speech pathologist and professor in the Department of Communication Sciences and Disorders from 1951 to 1972. It provides scholarship opportunities for outstanding majors who have achieved junior or senior standing. An endowment provided by Dr. Sherman's estate provides support for expenses for research projects and travel to professional and scientific meetings. Dorothy Sherman had a strong commitment to undergraduate education which is reflected in the enriched academic experiences afforded to the students in the Sherman Scholars program. Specifically, students in the program take 3:099, Topics in Hearing, Language, and Speech Processes and Disorders (1 S.H.), for each fall and spring semester that they are designated as a Sherman Scholar.

Participation is by invitation from the department's Admission and Appointment Committee. Each spring, a group of sophomores (typically two to four) is invited to participate for their junior and senior years. Additional junior-level students may be invited to participate when in their senior years.

Observation Hours
Students must complete 25 hours of clinical observation before they can begin to work with clients themselves at the graduate level. So that you will be eligible to begin clinical practicum when you enter your graduate program, you must have documentation that this requirement has been completed during your undergraduate program. You will find that some of these hours can be obtained as a part of assignments for some undergraduate classes. Another option is to do independent observations and most students complete all or a portion of their observations in this way.

Undergraduate Course Requirements
The BA in speech and hearing science requires nine core courses offered by the department and six cognate courses offered by other departments. Students may choose cognate courses that also fill the College of Liberal Arts General Education Program requirements. The requirements are as follows:
003:015 Introduction to Speech and Hearing Processes and Disorders 3 S.H.
003:110 Phonetics: Theory and Applications 3 S.H.
003:111 Basic Acoustics for Speech and Hearing 3 S.H.
003:112 Anatomy and Physiology of Speech Production 4 S.H.
003:113 Introduction to Hearing Science 4 S.H.
003:116 Basic Neuroscience for Speech and Hearing 3 S.H.
003:117 Psychology of Language 3 S.H.
003:118 Language Development 3 S.H.
003:185 Hearing Loss and Audiometry 3 S.H.
031:001 Elementary Psychology 3 S.H.
103:100 Introduction to Linguistics 3 S.H.

One of these:
07P:025 / 22S:025 Elementary Statistics and Inference 3 S.H.
22S:101 Biostatistics 3 S.H.
07P:143 / 22S:102 Introduction to Statistical Methods 3 S.H.
22S:030 Statistical Methods and Computing 3 S.H.

One of these (may be satisfied through APP or math placement test):
22M:015 Math for Biological Sciences 4 S.H.
22M:016 Calculus for Biological Sciences 4 S.H.
22M:025 Calculus 1 4 S.H.

One of these:
002:002 Introduction to Animal Biology 4 S.H.
002:010 Principles of Biology 1 4 S.H.

One of these:
29:008 Basic Physics (preferably with lab) 3-4 S.H.
29:011 College Physics 4 S.H.
004:007 General Chemistry 1 3 S.H.

One of these:
031:013 Introduction to Clinical Psychology 3 S.H.
031:050 Psychology of Aging 3 S.H.
031:063 Abnormal Psychology: Health Professions 3 S.H.
042:108 Basic Aspects of Aging 3 S.H.

One of these:
031:014 Introduction to Child Development 3 S.H.
07P:106 Child Development 3 S.H.

Transfer students must complete a minimum of 15 semester hours in departmental courses at The University of Iowa.

Students have the opportunity and are encouraged to obtain supervised clinical observation, a prerequisite for participation in clinical practicums at the graduate level. This requirement is satisfied by completion of independent observations or required observations made for elective departmental courses. Additional information is available under the Special Opportunities link.

Undergraduate Four-Year Plan
The following checkpoints list the minimum requirements students must complete by certain semesters in order to stay on the University's four-year graduation plan. (Courses in the major are those required to complete the major; they may be offered by departments other than the major department.)

Note: The major requires specific math and science competencies that may be satisfied with courses approved for the General Education Program. ____ Before the third semester begins: at least one quarter of the semester hours required for graduation.
____ Before the fifth semester begins: three courses in the major and at least one-half of the semester hours required for graduation.
____ Before the seventh semester begins: nine courses in the major and at least three-quarters of the semester hours required for graduation.
____ Before the eighth semester begins: 12 courses in the major.
____ During the eighth semester: enrollment in all remaining course work in the major, all remaining General Education courses, and a sufficient number of semester hours to graduate.

Academics: Graduate programs
The graduate programs in the Department of Communication Sciences and Disorders at The University of Iowa consistently rank among the best by U.S. News and World Reports. The Department offers the following degrees:

Master of Arts in Speech-Language Pathology
Clinical Doctorate in Audiology
Doctor of Philosophy
Combined MA / Ph.D.
Combined AuD / Ph.D.
Master of Arts

Types of programs

Professional Program: The professional MA program can be taken with an emphasis in speech-language pathology. The program provides training which will allow students to function as a speech-language pathologist in any clinical environment. In addition to general clinical training the student may elect to take the didactic and practicum courses which will allow them to become certified for work within the public schools. Individuals completing a professional MA program meet all academic and practicum requirements for clinical certification by the American Speech-Language-Hearing Association. Although the professional MA program may be taken without thesis, students are encouraged to write a thesis.

General Program: The general MA program in either speech-language pathology or audiology is designed primarily for individuals wishing to continue on for a doctoral degree. The program is individually planned in consultation with the student's advisor. Although it may include most or all of the courses and other experiences required for the professional MA program, some courses and experiences can be deferred or omitted as deemed appropriate by the advisor. Individuals following the general MA program are required to complete a thesis.

Prerequisites / Waiver of coursework

Background Coursework: Many of our graduate courses assume that a student has prerequisite background classwork in the field. The following classes are considered as prerequisites for graduate work towards the professional MA in Speech-Language Pathology:

Elementary Statistics
3:110 Phonetics
3:112 Anatomy & Physiology of Speech Production
3:113 Introduction to Hearing Science
3:116 Basic Neuroscience for Speech & Hearing
3:117 Psychology of Language or 3:218 Psycholinguistics
3:118 Language Development

1. These courses may be taken by graduate students if accepted to the MA program, but will increase the length of their program accordingly.

2. A student may have taken equivalent coursework at another university. In this case the student should arrange to meet with the faculty member in charge of the equivalent University of Iowa course at the beginning of the master's program. The faculty member will interview the student to determine if the coursework was indeed equivalent. Students are encouraged to bring any course syllabi they might have from related courses to these interviews. In some cases students may have had most, but not all, of the material in a given areas. In these cases the faculty member may exempt the student from the course in question under the condition that the student take the portion of the course covering the needed material. Students then register for 1, 2, or 3 semester hours to receive credit for the portion of the course.

Equivalent Undergraduate Courses for MA Requirements
As stated in the University catalog, students may utilize equivalent undergraduate courses to satisfy certain requirements for the professional MA degree. It should be emphasized that the use of such courses to meet MA course requirements does not reduce the minimum number of semester hours (38) of graduate work required for the degree. It does allow students to take other elective courses or to take certain basic courses needed to meet the background coursework described previously. The policies and procedures under which undergraduate courses can be accepted as meeting specific professional MA course requirements are as follows:

1. The student's faculty advisor will reach the decision as to whether or not the student has had undergraduate courses which will be accepted as meeting the following professional MA course requirements:

3:114 Introduction to Voice Disorders
3:115 Oral Structure Disorders
3:140 Manual Communication I
3:145 Developmental Speech & Language Disorders
3:146 Neurogenic Disorders of Speech
3:183 Introduction to Stuttering
3:185 Hearing Loss and Audiometry
3:244 Rehabilitative Audiology

Other courses which may, in the future, be marked with an asterisk in the course requirements list in the University catalog indicate that equivalent undergraduate courses will be accepted as meeting that course requirement. Although the faculty advisor can make the final decision concerning such equivalent courses, it is recommended that, in instances where advisors face uncertainty in allowing course substitutions, they consult with the instructor of the appropriate required course(s).

2. The use of a course taken on the undergraduate level to meet any of the professional MA course requirements other than those listed in item 1 above, must be approved by the instructor of the required course, who may require that the student take the course for full or reduced credit or that the student complete a seminar in that subject-matter area.

The approval of the course instructor is not required if the student has taken the required course as an undergraduate at The University of Iowa within two calendar years of the student's entrance into the MA program.

3. Any undergraduate course utilized to meet an MA course requirement under the procedures specified in items 1 and/or 2 above must have been passed with a grade of "C" or better.

Waiver of Coursework Requirements: Students are expected to successfully complete all courses or their equivalents that are required by the department for a particular degree. Requests for waiver of a course requirement are to be processed through the student's faculty advisor to the department chair. Each request must include a statement of the particular reasons for the request and of the potential effects of a waiver on the student's program of study and must be recommended for approval by the faculty advisor. The department chair or a faculty member designated by the chair will make the final decision concerning approval or disapproval of the request and will specify the bases for the decision. A decision to disapprove the request can be appealed by the student or faculty advisor to the department faculty. This policy applies only to those course requirements which, in the judgment of the faculty advisor, have not been met by coursework equivalent to the requirement. Guidelines for determining such equivalency are provided in the preceding section of this guide.

Graduation requirements

Final Degree Examinations: All programs for the MA degree must include final examinations as specified in the Graduate College regulations. These examinations generally are scheduled during the middle of the term in which the student plans to complete the degree work. Shortly after the beginning of the term, the student and the advisor should carry out the following procedures:

1. Complete a Plan of Study Summary Sheet;

2. Complete the departmental request for final examination form;

3. If appropriate, complete the KASA (knowledge and skill acquisition) form and review it with the advisor.

It is the responsibility of the student to see that these and other required procedures are completed at the appropriate times.

Faculty with adjunct and clinical professor status in this department may serve on examining committees; however, the presence of more than one adjunct or clinical professor on a committee is discouraged. Adjunct faculty cannot, however, be the chair of the examination committee. Special permission from the Graduate College is required for the appointment of adjunct and clinical professors to serve on committees; therefore, in this case, the academic advisor and student must complete procedures and submit forms to the department chair at least two weeks before the deadline.

Degree with Thesis: For the student taking the MA degree with thesis, the final examination is oral and is approximately two hours in length. It is conducted by a committee which consists of not less than three members of the Graduate Faculty, at least two of whom are members of the faculty of this department. The faculty member who has supervised the thesis serves as chair of the examining committee.
Oral examinations over the MA thesis are held at times approved by the advisor. In all instances, a copy of the thesis must have been deposited with the Graduate College for the initial check prior to the holding of the examination.

The oral examination generally is concerned primarily with the candidate's thesis; however, it can also cover various related areas involved in the student's program of study. A notice of the time and place of the examination is posted and the examination is open to attendance by individuals other than the candidate and members of the committee.

The examination committee not only reaches a decision concerning whether the candidate has passed the oral examination but also formulates a statement which describes its assessment of the candidate's potential for doctoral study. This statement is presented to the faculty of the department and, with their approval, placed in the student's permanent record in the department. This evaluation serves as a basis for reaching a decision about admission of the student to the doctoral program if and when application is made.

Degree without Thesis: For the student taking the MA degree without thesis, the final examinations are of written form. Students will write for eight hours on questions provided by a committee of four faculty members. The examination committee is required to design the examination either in a face-to-face meeting or through memos. The questions must include normal processes as well as disorders.

The academic advisor and the student should meet to determine the members of the examining committee and decide on the committee member to be designated as committee chair. It is the student's responsibility to ask the designated chair and members to serve on the committee, and to notify the advisor of their willingness to do so. The examining committee chair is responsible for scheduling all committee meetings.

All final examinations will be taken on the same days, unless exceptions are requested by the committee chair and approved by the department chair. The entire committee will read all questions and meet as a group to discuss the student's performance. Each committee member votes either satisfactory or not satisfactory at this meeting. The committee chair may decide not to schedule a face-to-face meeting but to handle this via memo. Students will be notified about the outcome of the final examination in a letter from the department chair specifying that the Report of Final Examination has been signed and forwarded to the Graduate College for approval. Students will receive advance notice of the date on which the letters will be distributed.

Failure of Final Examination: Failure of the written or oral examination will normally terminate the student's program at the end of the current term of registration. If, prior to the beginning of registration for the next term in which the student wishes to enroll, a written declaration is made to the department chair with an intent to repeat the examination, the student will be permitted to register until completion of the second examination. The examining committee will specify a date by which the second examination must occur. In accord with the regulations of the Graduate College, reexamination may occur no sooner than the following term and the examination may be repeated only once.

Awarding of Degrees: MA degrees are awarded upon the favorable recommendation of the examining committee and the approval of the department chair and the Graduate College. In order to receive a degree in any given term, the student must have filed an Application for Graduate College Degree form for that term. The deadline date for such filing is specified by the department for students taking the degree without thesis. The deadline for students taking a degree with thesis is specified in the University calendar. Both dates occur early in the term.

Students taking a degree with thesis must make the final deposit of their thesis in the Graduate College before the specified deadline to be eligible to receive the degree.

Predissertation Project
Each doctoral student must complete a predissertation research project:

1. This project should be of limited scope and should be selected and developed with a faculty advisor.

2. The project must be data based, but the student can use existing data rather than generating new data. Generally the rules defining what is empirical enough to be a valid procedure for a dissertation would apply.

3. It is expected that students do the project as part of 3:590 Research registrations, not as a part of research assistant assignments.

4. All students will be required to give a proseminar presentation based on the predissertation project.

5. The student must write a manuscript reporting the predissertation project. The manuscript will be submitted to the faculty advisor of the research, usually as part of a 3:590 Research registration.

6. The student must have completed the predissertation project and passed the comprehensive examination before a Ph.D. dissertation prospectus will be considered. The order of completion between the predissertation project and comprehensive examination is not fixed.

Dissertation Committee
In developing the research project which is to constitute the doctoral dissertation, the student selects a faculty member or members to serve as the dissertation advisor(s). A dissertation prospectus committee also is selected by the student with the approval of the advisor and the department chair, who has the prerogative of adding members to the committee. This committee consists of at least five faculty members (including the advisor who serves as chair), one of whom is a faculty member of another department and three of whom are members of the faculty of this department.

1. Preprospectus Meeting. After the initial planning of the research project has occurred, an optional preprospectus meeting of the student with the prospectus committee may be held. At this preprospectus meeting, the student provides the committee with information about the background and rationale for the proposed project, an initial statement of the questions or hypotheses to be investigated, and the essential elements of the proposed research procedures. No written document needs to be provided to the committee prior to the meeting; however, it is helpful for a statement of the problem and a general outline of the proposed procedures to be available to the committee members.

The purpose of this meeting is to acquaint the committee with the nature of the developing project and, more importantly, to get their suggestions and comments about the further development of the project. The meeting is usually two hours in length. The committee then decides whether or not to give approval for the student to develop a formal prospectus for the proposed project. The committee may request that additional preprospectus meetings be held before the project is fully developed. These meetings are designed primarily to ensure that the student is embarking on a project which the committee feels is appropriate for a doctoral dissertation and to provide a means for the committee members to help the student develop the project.

2. Prospectus Meeting. Each student is required to develop a written prospectus to be presented to the prospectus committee prior to beginning the actual research project. This document generally includes material which eventually will constitute the introduction and procedures sections of the dissertation. The committee meets with the student (generally for two hours) and must approve the prospectus before the student can proceed.

3. Postcomprehensive Registration. The student is required to register each semester (except summer sessions) after passing the comprehensive examination until the degree is awarded. If a student fails to register, he or she may not be readmitted to candidacy until he or she has submitted an application which has been approved by his or her advisor, the department chair, and the dean of the Graduate College. All registrations should reflect accurately the amount and type of work undertaken, the use of University facilities, and the amount of consultation with the faculty. When a student's plan of study has been completed, he or she may meet the continuing registration by paying a special minimum fee (Ph.D. postcomprehensive registration) for any semester in which the department and the student's advisor determine he or she is neither making significant use of the University facilities (excepting library privileges) nor partaking of consultation with the faculty.

4. Final Examination. The program for the Ph.D. culminates in a final oral examination in defense of the dissertation. This examination usually occurs during the period specified in the University calendar for graduate examinations during the latter part of the term in which the student plans to receive the degree; however, it can be held at any time after the first check of the dissertation by the Graduate College. A Request for Final Examination must be filed approximately three weeks before the scheduled examination. If the originally filed Plan of Study requires modification, an Application for Change in Plan of Study must accompany the request.

The final examination committee consists of at least five members of the Graduate Faculty, one of whom must be from outside this department and three of whom must be faculty members of this department. Ordinarily this committee will have the same members as the prospectus committee. This committee and its composition are subject to the approval of the department chair and the dean of the Graduate College, both of whom have the prerogative of adding members to the committee.

The format for dissertation defenses will be as follows:
- 20-minute presentation

- 10-minute period for questions strictly from the public

- 75 minutes of in-depth questioning from the committee (the committee chair will at his or her discretion decide whether to allow additional questions from the public and if so, at what time during the 75-minute period)

- 15 minutes of final deliberations for which the committee will retire to another room

All dissertation defenses will be publicized.

5. Awarding of Degrees. Ph.D. degrees will be awarded upon favorable recommendation of the final examination committee and completion of all requirements specified for the degree by the Graduate College. These include the filing of an application for the degree, completion (or modification) of the filed plan of study, and the final deposit of the dissertation and dissertation abstract in the Graduate College along with the appropriate certificates of committee approval.

Combined M.A.-Ph.D. Program Planning
Combined program planning should not result in delaying the time at which the master's degree is completed beyond the usual time required for completion of a master's degree with thesis by other students. Continuation of financial aid is contingent on a student's completion of the master's degree within the usual time period.

Committee on Institutional Cooperation (CIC)
The procedures to be followed in arranging for a CIC placement to spend part or all of an academic year at another CIC institution (other Big Ten universities and the University of Chicago) are as follows:

1. The student will consult with his or her advisor and the student's supervisory committee to consider the advisability of such a placement.

2. The advisor will contact a faculty member at the host institution who agrees to serve as the student's primary contact person and advisor during the time the student is there.

3. If laboratory experience at the host institution is advisable, the advisor will inquire if funds are available at the host institution to support the students work.

4. If funds are not available or if they are less than department research assistantships at UI, the department will attempt to provide funds up to the equivalent of a departmental research assistantship. Approximately half of these funds will be from R.A. monies, with the expectation that the student will "work-off" the corresponding amount of time (library research at the host institution, laboratory work at UI after return, etc.). The remainder will come from other sources, e.g,. endowments.

5. These procedures apply in addition to those required by the Graduate College. They are intended to cover one quarter or one semester of study. If the student wishes to stay longer, the department will need to make special arrangements for that individual.

AuD Core Curriculum

Clinical Doctorate in Audiology
The AuD program at the University of Iowa is accredited by the Council on Academic Accreditation in Audiology & Speech-Langauge Pathology. The University of Iowa is the only program in the state of Iowa offering the AuD and is one of the only programs that offer students the ability to earn both their AuD and Ph.D. degrees. Currently the program is ranked among top programs in the country by US News and World Report.

The AuD program of study provides training to allow students to function as an audiologist in any clinical environment. In addition to the general clinical training program, interested students may elect to take the didactic and practicum courses that will allow them to become certified for work within the public schools. It is designed to provide students with academic experiences from nationally recognized faculty and diverse clinical experiences that meet or exceed the requirements of the American Speech-Language-Hearing Association. Since the doctorate is the entry-level clinical degree for the practice of audiology, the master's program in audiology has been discontinued.

AuD faculty
For additional information about the AuD faculty, see the Faculty / Staff page.

Paul Abbas, Ph.D., Professor and Chair
Sandie Bass-Ringdahl, Ph.D., Assistant Professor
Ruth Bentler, Ph.D., Professor
Carolyn Brown. Ph.D., Associate Professor
Stephanie Fleckenstein, MA, Clinical Assistant Professor
Lenore Holte, Ph.D., Clinical Associate Professor
Danielle Kelsay, MA, Clinical Associate Professor
Diane Niebuhr, MA, Clinical Associate Professor
Chris Turner, Ph.D., Professor
Richard Tyler, Ph.D., Professor
Anne Wallace, MA, Clinical Associate Professor

Clinical Instructors at External Sites
The following list of external supervisors provide additional experiences for students in the AuD program. Please keep in mind, however, that the list is not exhaustive, and as such, additional opportunities are available.

Lenore Holte, Ph.D., Center for Disabilities and Development
Barbara Gienapp, MA, Diagnostic Audiology; UIHC Otolaryngology
Mary Lowder, MA, Adult Cochlear Implants, UIHC Otolaryngology
Maura Kenworthy, AuD, Pediatric Cochlear Implants, UIHC Otolaryngology
Julie Wieland, AuD, Hearing Aid Center, UIHC Otolaryngology
Gail Takahashi, Ph.D., VA Medical Center
Kelly Varnum, MA, Educational Audiology, Grant Wood Area Education Agency
Joan Martilla, MA, Educational Audiology, Mississippi Bend Area Education Agency
Tina Troxell, AuD, Private Practice, Audiology Consultants
Jason Aird, AuD, Private Practice, Iowa Audiology and Hearing Aid Centers

Two AuD student profiles

My name is Jerrica Kettel and I'm in my third year of the AuD program at The University of Iowa. I earned my undergraduate degree in Communication Sciences and Disorders at the University of North Dakota.

I am a bit biased, but I think that Iowa is an amazing program. First, the faculty and staff are all very welcoming and excited to have you here as a student. They are all passionate about what they do, and it becomes quite contagious. The department is very busy with research, and professors are eager to include you in projects that match your interests. I have been able to work in three labs as a graduate research assistant, and this is what really got me excited about research in the field. I have found that I am really interested in pediatric audiology, so one of the faculty who works in the area has taken me into her lab so that I can learn more about that research as well.

The clinical faculty here are also amazing, and they have worked hard to provide each student with a well-rounded clinical experience, with placements at the University of Iowa Hospitals and Clinics, Center for Development and Disabilities, the VA Hospital, different school placements, private practice, and occupational audiology. Because of the number of different placements, you can focus in an area you enjoy. For example, I will be able to repeat favorite placements with the pediatric population next semester because I have finished the AuD requirements.

Last but not least, I value the program's flexibility. The faculty want to make your education the best it can be, and if students are interested in pursuing the AuD/Ph.D. combined track, they will work hard with you to make it happen.

All in all, I have truly enjoyed my experience here at Iowa. The weather is nice, the city is pretty, and the people are friendly - you can't beat it!

I am Li-Kuei Chiou, and I did not know learning and studying could be such a pleasant experience until I came to The University of Iowa. I am now a third year AuD student, but the first few semesters were difficult. I am not a native English speaker, and my background is not science, so I needed the help and support of the academic and clinical staff. The department is very open toward international students, and I enjoy the friendly atmosphere.

The AuD program involves a lot of practical experience. In the clinical areas, I am able to work with patients of all ages who present a broad range of disorders and disabilities. This allows me to see various problems that can arise. I get plenty of practice applying the knowledge I have learned.

The staff and faculty do more than just teach the things they know in class. They also share the things they love. Their enthusiasm and professionalism have great influence on my life and future career.

The audiology program at the University of Iowa has consistently been rated among the top programs in the United States, and I am proud to be part of it.

Combined AuD / Ph.D.
Students who begin the AuD clinical program and have strong research interests may elect to pursue both an AuD and Ph.D. degree. An assigned committee and the student work to integrate the requirements of the two programs. If the student applies to the Ph.D. program by the end of the 2nd year of study, it is estimated that completion of both the AuD and Ph.D. degrees will take approximately 7 years.

Calculus
3:246 Advanced Audiology
3:135 Found of Clin Prac I
3:145 Dev Sp and Lang Dis
3:510 Intro to Research
3:515 Proseminar

3:311 Clinical Practice in Audiology
3:224 System and Signal
3:240 Hearing Aids I
3:219 Fund. of Lab Inst.
3:515 Proseminar

3:311 Clinical Practice in Audiology

3:226 Hearing Loss Prevention
QUALIFYING EXAMINATION

3:311 Clinical Practice in Audiology

3:256 Phys of Hrg
3:249 Cochlear Implants
3:242 Hearing Aids II
3:245 Pediatric Audiology

3:311 Clinical Practice in Audiology

3:244 Rehabilitative Audiology
3:230 Adv Hearing Sci & SP Perc
3:290 Objective Measures

3:301 Practicum: Speech Path
3:311 Clinical Practice in Audiology

3:247 Medical Audiology

3:301 Practicum: Speech Path.
3:311 Clinical Practice in Audiology

Elective 1
Seminar 1
7P:243 or 171:161 Statistics

PRAXIS

3:311 Clinical Practice in Audiology

3:292 Advanced Rehab Audiology
Elective 2

3:311 Clincal Practice in Audiology

3:311 Clinical Practice Audiology

3:311 Clinical Practice in Audiology

3:239 CAPSTONE PROJECT

3:311 Clinical Practice in Audiology

Students must choose 3 electives.
At least 1 of those 3 must be a seminar.
Students are allowed and encouraged to propose other courses outside of the department that may count toward this requirement.

ELECTIVES:
Speech and Hearing Anatomy
Hearing Aid Assembly & Repair
Remedial. Methods. in Speech and Hearing
Teaching Deaf & Hard of Hearing Students
Topics in Deaf Studies
American Deaf Culture
Counseling
Disability Law
Vestibular Assessment
Occupational Audiology

SEMINARS:
Rehab Audiology
Clinical Audiology
Tinnitus
Central Auditory Processing Disorders

Clinical Practice in Audiology: The Clinical Practice in Audiology course is designed to provide opportunities and information on a variety of professional issues important to clinical practice. The topics which are generally covered by guest speakers with expertise in each area include genetics, radiographic techniques, cerumen management, educational audiology, ethics, legal issues, private practice reimbursement and business management. Clinical rotations are arranged as competencies are developed. They include The Wendell Johnson Speech and Hearing Clinic; University of Iowa Hospitals and Clinics, Department of Otolaryngology; Center for Disabilities and Development; VA Medical Center; Private Practice clinics; and Educational Audiology settings.

Boot Camp: Students are required to attend "Boot Camp" which takes place a few days before fall semester officially starts. Among other topics covered during Boot Camp, students will receive training and certification in Universal Precautions, Mandatory Reporting, CPR, HIPPA, and IRB. Students will also be oriented to policies and procedures of the Wendell Johnson Speech and Hearing Clinic.

Frequently asked questions about the AuD program
What training opportunities are available?
The Department of Speech Pathology Audiology and the Wendell Johnson Speech and Hearing Center (WJSHC) are housed in close proximity to University of Iowa Hospitals and Clinics (UIHC), the Veterans Administration Medical Center (VAMC), and the Center for Disabilities and Development (CDD), in addition to a variety of private medical, private audiology, and school settings.

The opportunities for clinical experience include:

WJSHC: Comprehensive aural (re)habilitation services for children and adults including diagnostic audiology; hearing aid and assistive listening device selection; fitting and orientation, and communication training involving the patient and family members or other significant communication partners;
• UIHC: Diagnostic audiology, electrophysiology, complete hearing aid services, pediatric and adult cochlear implants, intra-operative monitoring;
• VAMC: Adult diagnostic audiology and hearing aid selection and fitting;
• CDD: Diagnostic audiology and hearing aid services for children and adults with disabilities as part of an interdisciplinary team; clinical and administrative training as well as leadership development through seminars and community-based outreach programs;
• Educational Audiology: Audiometric testing, educational monitoring, and instructional services; amplification fitting and monitoring for hearing aids, FM systems, and classrooms; classroom acoustics;
• Private Practice Clinics: Diagnostic audiology, hearing aid selection and fitting, business practice and management.

Can I specialize in a particular area of audiology?
The AuD degree is considered a generalist degree and students will therefore be expected to be proficient in all general areas of clinical audiology. Students, however, will have the opportunity to specialize to some extent through elective courses, selection of their Capstone topic and their 4th Year training site(s).

What placement sites are available for the 4th year?
Besides the locally available sites, students will have the option of applying for 4th year experiences at a number of other outstanding clinical sites. Those placements will be competitive and based on training needs and specific clinical interests.

Are students paid for the 4th year placement?
Fourth year students may receive a stipend to offset tuition and monthly living expenses.

Is research an option while doing the AuD program?
The Department of Speech Pathology & Audiology continues to house some of the top research programs in the country—consequently, there are many ongoing research projects that would provide students the opportunity to participate if they desire. Many of these projects have direct clinical application and directly correspond to clinical coursework.

If I’m in the AuD program, is it possible to transfer into the PhD program?
Students who begin the AuD clinical program and have strong research interests may elect to pursue both an AuD and Ph.D. degree. An assigned committee and the student work to integrate the requirements of the two programs. If the student applies to the Ph.D. program by the end of the 2nd year of study, it is estimated that completion of both the AuD and Ph.D. degrees will take approximately 7 years.

Are part-time students accepted?
No. The AuD Program has been set up for full-time residential students only.

Do you offer distance learning courses?
No. Again, the AuD program is designed for full-time residential students only.

What is the cost of tuition?
Tuition is approximately $8000 (resident) and $20000 (nonresident) for each 12-month time period. Students who are offered stipends (research or teaching assistantships) are eligible for the resident tuition status.

How does a student qualify for a research or teaching assistantship?
Our department makes every attempt to provide stipend support to as many graduate students as possible. The money comes from a variety of sources, including individual faculty grants; as a result, it is often not possible to offer financial support to all students at the time of admission. However, over half of the AuD students are currently funded in this manner.

How do I apply to the AuD program?”
You may apply on-line or download a paper application on The University of Iowa's Graduate Admission website.

When is my application due?
Applications are due by January 15 of each year. An interview process is also recommended. That interview can take place either informally (during the fall semester) or formally (at a time announced in the spring).

When will I know about my admission status?
Students accepted into the program will be informed of their admission by March 1st of each year. A number of students are placed on a deferred list at the same time and will be informed of that decision at the same time.

Do you assist your students in finding employment after graduation?
Yes. Our faculty assists students by identifying job opportunities and providing letters of recommendation. Most of our faculty serve on national boards and working groups therefore have connections with prospective employers across the country. In addition, potential employers often contact The University of Iowa in search of well qualified audiologists graduating from the program.

Students accepted into the program will be informed of their admission by March 1st of each year. A number of students are placed on a deferred list at the same time and will be informed of that decision at the same time.

Graduation requirements

1. Complete a Plan of Study Summary Sheet;

2. Complete the departmental request for final examination form;

3. If appropriate, have the advisor sign a form certifying that the student has completed all of the academic and practicum requirements for the Certificate of Clinical Competence from the American Speech-Language-Hearing Association.

It is the responsibility of the student to see that these and other required procedures are completed at the appropriate times.

Students taking a degree with thesis must make the final deposit of their thesis in the Graduate College before the specified deadline to be eligible to receive the degree.

Undergraduate Prerequisites
Students may be admitted without having fulfilled some of these prerequisites; therefore, they have been included in the AuD Program sample curriculum.

Anatomy and Physiology of Speech Production
Elementary Statistics and Inference
Basic Acoustics for Speech & Hearing
Phonetics: Theory & Applications
Introduction to Hearing Science
Language Development
Manual Communication
Hearing Loss and Audiometry
Introduction to Rehabilitative Audiology*
One semester Physics with a lab covering acoustics and basic electricity
One semester Calculus (or equivalent)*
One semester Biology with lab
Courses marked with an asterisk (*) above are undergraduate prerequisites. We have included these courses in the AuD Program sample curriculum because they are not universally included in undergraduate speech pathology and audiology programs.

Admission to the AuD Program
The number of new admissions into the AuD degree program is limited. Therefore, admission decisions are based on an applicant's credentials in relation to those of other individuals who are applying. Admissions are usually made only for the fall semester of each year.

Applications must be received by January 15 for admission in the following fall.

In addition, a personal interview is strongly recommended and is scheduled in mid-late February. There are no additional requirements for admission other than those imposed by the Graduate College, but applicants with GPAs of less than 3.0 for undergraduate study and GRE scores under 450 in each area (verbal, quantitative, and analytic) are not likely to be accepted. Students accepted into the program will be notified in early-mid March.

Contact Mary Jo Yotty (319 / 335-8719) for admissions questions and Email Dr. Carolyn Brown (319 / 335-8734) for queries relating to curriculum.

Academics: Coursework
Courses offered by the Department of Communication Sciences and Disorders are planned to meet the needs of students preparing for careers in clinical service, college and university teaching, and research concerned with speech, language or hearing processes and disorders. The department also offers courses for students with vocational and professional goals in other fields -- for example, engineering, psychology, education, speech, theater arts, dentistry, and medicine -- whose preparation may be enriched by the study of speech and hearing processes and their disorders.

Coursework offered by the Department of Communication Sciences and Disorders is designated numerically as 003, with three additional digits further categorizing the class:

003:0_ _ are undergraduate courses;

003:1_ _ provide either undergraduate or graduate credit;

003:2_ _ ; 003:3_ _ ; and 003:5_ _ designate graduate coursework.

Undergraduate courses

003:000 Speech Pathology and Audiology Cooperative Education Assignment (0 s.h.): Internships administered by the Cooperative Education Program; filled on competitive basis. Faculty approval, satisfactory completion of Cooperative Education Program requirements, and consent of the Cooperative Education Program director required.

003:015 Introduction to Speech & Hearing Processes and Disorders (3 s.h.): Speech, language, auditory behavior as fields of scientific study; major types of speech, hearing, language disorders. Offered Fall and spring.

003:096 Research Practicum (arr.): Individual or small group participation in faculty research projects. Consent of instructor required. Offered each semester.

003:097 Honors Seminar (2 s.h.): Research topics and procedures in speech and hearing sciences; ongoing faculty research, research opportunities possible research projects. Open only to honors students planning to complete an honors thesis. Offered spring semester.

003:098 Honors Thesis (2 s.h.): Close work with a faculty mentor. Prerequisite: 003:097. Offered fall and spring semesters.

003:099 Topics in Hearing, Language, Speech Processes and Disorders (1 s.h.): Seminar; opportunities for clinical observation. Open only to honors students. Offered fall and spring semesters.

Courses with either undergraduate or graduate credit

003:110 Phonetics: Theory and Applications (3 s.h.): Basic concepts: articulatory and acoustic description of speech sound production, dialect variations, language differences; development of phonetic transcription skills with emphasis on English phonetics, clinical applications to developing and disordered speech. Offered fall semesters.

003:111 Basic Acoustics for Speech & Hearing (3 s.h.): Principles of sound, simple harmonic motion, sound pressure and intensity, decibels, complex waves, Fourier analysis, resonance and filters, distortion, transmission of sound. Offered spring semesters. Prerequisite: 029:008 or 029:011..

003:112 Anatomy and Physiology of Speech Production (4 s.h.): Normal anatomy, physiology of structures used to produce speech; principles, methods for instrumental study of speech production. Offered spring semesters. Prerequisite: 003:110. Pre- or corequisite: 003:111 or consent of instructor.

003:113 Introduction to Hearing Science (4 s.h.): Normal auditory process; anatomy and physiology of auditory system; subjective correlates of auditory stimuli. Offered fall semesters. Prerequisite: 003:111 or consent of instructor.

003:114 Introduction to Voice Disorders (2 s.h.): Basic foundations for management of voice disorders. Offered spring semesters. Prerequisite: 003:112.

003:115 Structural Disorders (2 s.h.): Therapy approaches used to treat speech production and swallowing disorders associated with disorders that affect structure and physiology of the speech and swallowing mechanism; basic knowledge necessary for clinical practice by clinicians who do not specialize in management of patients with head and neck cancer, cleft palate, or neurological disorders. Offered fall semesters.

003:116 Basic Neuroscience for Speech and Hearing (3 s.h.): Basic anatomy, physiology of central nervous system; emphasis on neural systems involved in normal and disordered communication. Offered fall semesters. Prerequisite: course in biological sciences or zoology or physiology, or consent of instructor. Same as 103:177.

003:117 Psychology of Language (3 s.h.): Theoretical, empirical investigations of linguistic behavior; behaviorist, rationalist models in context of formal linguistic structure and context of models of speech perception and production. Offered spring semesters. GE: social sciences. Prerequisites: 103:100 or consent of instructor. Same as 103:172.

003:118 Language Development (1-3 s.h.): Models of children’s language acquisition; child language/communication development from infancy through school age, in the context of current developmental research. Offered spring semesters. GE: social sciences. Prerequisites: 031:001 and 103:100 or consent of instructor for undergraduates; consent of instructor for graduate students. Same as 103:176.

003:140 Manual Communication (1 s.h.): Training in use of sign systems in manual communication.

003:145 Developmental Speech and Language Disorders (3 s.h.): The nature of developmental disorders--basic concepts, including behavioral characteristics, developmental patterns, and theories of etiology; assessment and intervention principles in phonology, semantics, morphology, and syntax. Offered fall semesters. Prerequisites: 003:015; 003:110 or 103:110; 003:112 and 003:118; or consent of instructor.

003:146 Neurogenic Disorders of Language (3 s.h.): Language disorders secondary to acquired brain damage in adults; issues in clinical intervention. Offered fall semesters. Prerequisites: 003:015, 003:110 or 103:110: 003:112, and 003:116; or consent of instructor.

003:147 Neurogenic Disorders of Speech (2 s.h.): Nature of speech disorders secondary to acquired brain damage in adults; issues in clinical intervention. Offered spring semesters. Prerequisite: 003:116.

003:165 Communication Disorders and Aging (2 s.h.): Instruction to speech, language, and hearing processes and disorders among older adults; survey of characteristics of communication and communication breakdown, remediation, and strategies for improving communication with older adults with communication disorders; primarily for nonmajors and service providers other than speech-language pathologists and audiologists. Offered summer sessions of odd years. Same as 153:165.

003:183 Introduction to Stuttering (2 s.h.): Theoretical perspectives on the nature of stuttering, including onset and development, basic phenomena, beginning treatment principles. Offered spring semesters. Prerequisite: 003:112.

003:185 Hearing Loss and Audiometry (3 s.h.): Introduction to profession of audiology; overview of hearing disorders, evaluation, treatment; basic pure-tone and speech audiometry. Offered fall semesters. Pre- or corequisite: 003:113.

003:186 Problems: Speech/Hearing Processes and Disorders (arr): Independent study/reading. Offered each semester. Repeatable. Consent of instructor required.

Graduate courses

003:135 Foundations of Clinical Practice I (3 s.h.): Basic concepts of clinical practice, including models of diagnosis, fundamentals of clinical data collection and measurement, treatment planning, professional writing. Offered fall semesters. Prerequisites: 003:015, 003:110 or 103:110; 003:112, 003:118, and 07P:025; or equivalents; or consent of instructor; Corequisite: 003:145. (Graduate students only.)

003:136 Foundations of Clinical Practice II (1 s.h.): Advanced concepts of clinical practice, including principles of human behavior change, clinical decision making, generalization, transfer and maintenance, models of service delivery, ethical practice, advanced professional writing. Offered spring semesters. Prerequisites: 003:135 or consent of instructor. (Graduate students only.)

003:137 Foundations of Clinical Practice III (1 s.h.): Advanced principles of clinical practice, including risk management, public policy and models of third-party reimbursement, professional issues. Offered fall semesters. Prerequisite: 003:136. (Graduate students only.)

003:201 Principles of Voice Production (3 s.h.): Basic physical, physiological, pedagogical principles in understanding professional, nonprofessional, impaired voice production; vocal anatomy, voice classification; control of loudness, pitch, register, quality; efficient, inefficient use of voice; instrumentation for voice analysis, synthesis. Offered fall semesters. Offered summer session (Denver, CO) Same as 025:201.

003:202 Methods of Teaching Voice (3 s.h.): Comparison of pedagogical techniques; attitude assessment, language aptitude, physical, emotional characteristics; mental images modifying respiratory, phonatory, articulatory behavior; vocal hygiene; performance anxiety; student/teacher relationships. Offered spring semesters. Consent of instructor required. Same as 025:202.

003:204 Voice for Performers (2 s.h.): Same as 025:216, 049:201.

003:206 Language Disorders in Children 0-18 Years (3 s.h.): Disorders resulting from phonological, semantic, pragmatic, and morphosyntactic deficits; receptive, expressive problems; special assessment and intervention procedures. Offered fall semesters of even years. Prerequisite 003:145 or equivalent.

003:213 Voice Habilitation (2-3 s.h.): Application of methods of intervention in development, training, rehabilitation of vocal behavior; motor learning, efficacy of treatment strategies, factors affecting compliance with recommended therapy. Offered fall semesters. Prerequisites: 003:114 or equivalent. Same as 025:356.

003:218 Psycholinguistics (3 s.h.): Theoretical, empirical issues in psycholinguistics; models demonstrating relation of formal language structure to psychological operations used in speech perception, production; laboratory emphasis on paradigmatic research in psycholinguistics. Offered fall semesters. Consent of instructor required. Same as 103:218.

003:219 Fundamentals of Laboratory Instrumentation (3 s.h.): Electrical circuits, emphasis on application of instrumentation used in speech and hearing; laboratory focus on instrumentation. Offered spring semesters.

003:221 Instrumentation for Voice Analysis (2 s.h.): Same as 025:357.

003:222 Speech and Hearing Anatomy (2 s.h.): Laboratory course in anatomy of speech and hearing mechanisms; instruction in dissection techniques. Offered summer sessions. Prerequisite: 003:112 or equivalent.

003:224 System and Signal Theory for Speech and Hearing Sciences (3 s.h.): Principles of linear-systems theory applied to speech and auditory research, including system functions, filter properties, convolution, Fourier transform. Offered spring semesters. Prerequisite: introductory calculus.

003:228 Stroboscopy (1 s.h.): How to perform video laryngoscopy using a rigid scope and applying knowledge of normalcy and pathophysiology; how to interpret findings; describe and report then concisely. Offered summer sessions. Prerequisite: 003:114.

003:230 Advanced Hearing Science and Speech Perception (4 s.h.): Perception of speech and other sounds by human listeners, how these perceptual abilities relate to the physiology of the auditory system; perception of speech by hearing impaired listeners through hearing aids or cochlear implants. Offered spring semesters. Prerequisite: 003:113 or consent of instructor. Same as 103:230.

003:233 Aphasia (2 s.h.): Assessment, diagnosis, and treatment of aphasia and other acquired language and cognition-based communication disorders. Offered spring semesters. Prerequisites: 003:117 and 003:146 or equivalent; or consent of instructor. Corequisite: 003:136.

003:236 Swallowing Disorders (2 s.h.): Physiology of normal, abnormal swallowing; assessment, treatment of swallowing disorders in adults, children. Offered fall semesters. Prerequisites: 003:112, 003:115 or equivalent, and 003:116; or consent of instructor.

003:237 Cleft Palate and Related Disorders (2 s.h.): Nature, etiologies, principles of treatment of common disorders associated with cleft lip and palate, associated disorders. Offered spring semesters. Prerequisite: 003:115 or equivalent.

003:238 Professional Issues in Audiology I / Capstone Project (1 s.h.): Individual work with a faculty member on audiology topics. Offered fall semesters. Prerequisite: consent of instructor.

003:239 Professional Issues in Audiology II (2 s.h.)

003:240 Hearing Aids I (3 s.h.): Hearing aids, diagnostic procedures; laboratory emphasis on measurement procedures. Offered spring semesters. Prerequisite: 003:185 or consent of instructor.

003:242 Hearing Aids II (3 s.h.): Evaluation, verification procedures; emphasis on advanced technologies, strategies. Offered fall semesters. Prerequisite: 003:240 or consent of instructor

003:243 Hearing Aids Assembly and Repair (1-2 s.h.): Hands-on work with components, fabrication of shells and earmolds, assembly of ITE hearing aids; repair of different types and models. Offered spring semesters. Consent of instructor required.

003:244 Rehabilitative Audiology (3 s.h.): Theory, procedures for assessment, rehabilitation of speech, hearing, language deficits of people with hearing impairment. Offered spring semesters. Prerequisites: 003:145 and 003:185, or equivalents.

003:245 Pediatric Audiology (2 s.h.): Theory, procedures for assessment, rehabilitation of pediatric populations; laboratory emphasis on test administration through supervised laboratory sessions. Offered fall semesters. Prerequisite: 003:185 or consent of instructor.

003:246 Advanced Audiology (3 s.h.): Theory, procedures for assessment of hearing loss in adult and pediatric populations; experience in test administration through supervised laboratory sessions. Offered fall semesters. Prerequisite: 003:185 or consent of instructor.

003:247 Medical Audiology (2 s.h.): Genetic, acquired, traumatic pathologies that affect auditory systems; nature, etiology, principles of assessment, treatment. Offered summer sessions even years. Prerequisite: 003:185 or consent of instructor.

003:248 Measurement Theory and Applied Statistics (3 s.h.)

003:249 Cochlear Implants (3 s.h.): Introduction to cochlear implantation; history of cochlear implantation, introduction to cochlear technology, basics of device programming and trouble shooting, candidacy issues, outcomes in children and adults, auditory rehabilitation specific to cochlear recipients, the auditory brainstem implant, future trends in cochlear implantation. Offered fall semesters. Prerequisites: 003:185 and 003:244.

003:250 Acoustics of Speech (4 s.h.): Sound generation, propagation, radiation in human speech production; acoustic phonetics; analysis, synthesis, perception of speech. Offered fall semesters of odd years. Prerequisites: 003:111, 003:112, and a year of calculus; or consent of instructor. Same as 103:275.

003:251 Biomechanics of Speech (4 s.h.): Mechanics of air and tissue movement in speech production; muscle physiology and mechanics; computer simulation of articulatory and phonatory processes. Offered fall semesters of even years. Prerequisites: 003:111 and 003:112 or equivalents, and a year of calculus; or consent of instructor.

003:25 Educational Audiology (2 s.h.): Training in skills necessary for working with the school-age population; case management and aural rehabilitation, amplification and classroom hearing technology, identification and assessment practices, federal legislation that affects services. Offered spring semesters. Prerequisites: 003:185, and 003:244 or equivalent 003:240 for AuD students.

003:256 Physiology of Hearing (3-4 s.h.): Anatomy of auditory system, cochlear mechanics, electrophysiology of peripheral, central auditory nervous system; laboratory emphasis on physiological techniques used in study of ear. Offered fall semesters. Prerequisites: 003:113, 003:224, and consent of instructor.

003:260 Designing Assistive Devices (1-3 s.h.): System design (hardware and software) useful in building augmentative and alternative communication devices for the profoundly impaired; opportunity to build systems for theoretical and/or applied purpose; interdisciplinary, clinical perspectives. Offered summer sessions. Consent of instructor required.

003:282 Phonological Development and Disorders (2 s.h.): Advanced topics in the area of phonological development and disorders. Current theoretical approaches to phonological analysis and typical phonological acquisition will be applied assessment and intervention of children with phonological disorders. Offered spring semesters. Prerequisites: 003:110 or 103:110, 003:118, 003:135, and 003:145; or consent of instructor.

003:283 Stuttering (2 s.h.): Issues, approaches to treatment of children, adults. Offered fall semesters. Prerequisites: 003:183 or equivalent. Corequisite: 003:135 or equivalent; or consent of instructor.

003:290 Objective Measures (3 s.h.): Introduction to evoked potential techniques for assessing auditory and vestibular function. Offered spring semesters. Prerequisites: 003:219 and consent of instructor.

003:292 Advanced Rehabilitative Audiology (2 s.h.): Current and developing procedures for assessment, habilitation of adults and children with hearing losses. Offered spring semesters. Prerequisite: consent of instructor.

003:301 Practicum: Speech-Language Pathology (arr): Supervised clinical practice. May be repeated. Open only to M. A. professional emphasis students. Offered each semester. Corequisite: 003:135 or equivalent.

003:302 Practicum: Speech-Language Assessment (arr): Supervised clinical practice involving evaluation of individuals for speech or language impairments. Repeatable. Prerequisites: M.A. speech-language pathology emphasis and consent of instructor.

003:304 Speech Pathology Student Teaching (arr): Supervised clinical practice involving evaluation of individuals for speech or language impairments in the elementary schools. Prerequisite: Consent of instructor.

003:310 Scientific Writing (3 s.h.): Principles of writing for scientific posters, journal articles, grant proposals; effective communication of concepts and data.

003:311 Clinical Practice in Audiology (arr.): Supervised clinical practice; lecture topics such as cerumen management, ototoxicity, newborn screening, business practices, supervision. May be repeated. Open only to AuD students and requires consent of instructor.

003:312 Practicum: Hearing Measurement (arr): Evaluation of individuals for hearing impairment and its impact; clinical practice. May be repeated. Consent of instructor required.

003:314 Audiology Student Teaching (arr): Supervised teaching and observation in an area of audiology in the elementary schools.

003:315 Clinical Rotations in Audiology (arr).

003:350 Preceptorship in Augmentative Communication (1 s.h.): Approaches to development of alternate modes of communication for individuals with limited oral communication. Offered fall semesters. Consent of instructor required.

003:510 Seminar: Introduction to Research in Speech and Hearing (1 s.h.): Philosophy of science; basic principles of research; issues in conducting research; review of research opportunities in the department. Offered fall semesters.

003:511 Introduction to Doctoral Research (1 s.h.): Topics related to development and execution of research; doctoral program, use of library, human and animal subject issues, philosophy of science, use of common research tools, reading and writing research papers, research grant preparation. Offered fall and spring semesters. Consent of instructor required.

003:515 Proseminar (0 s.h.): Presentation of research ideas, results by faculty, students. Repeatable.

003:520 Seminar: Developmental Language Disorders (2 s.h.): Critical issues, research; multicultural issues in service delivery; phonological approaches to speech sound disorders, single-subject designs in intervention, language assessment and remediation studies. Offered fall and spring semesters of odd years. Repeatable. Prerequisite: consent of instructor.

003:521 Seminar: Stuttering (2 s.h.): Theoretical issues, research literature. May be repeated. Offered spring semesters of even years. Prerequisite: consent of instructor.

003:523 Seminar: Voice (2 s.h.): Research on normal and disordered voice production, perception; vocal abuse, fatigue, endurance; perceptual correlates of vocal pathologies; models of voice production; spasmodic dysphonia; assessment of voice improvement. Offered spring semesters of odd years; offered summer session in Denver, CO. Prerequisite: consent of instructor.

003:525 Seminar: Cleft Palate (2 s.h.).

003:526 Seminar: Rehabilitative Audiology (2 s.h.): Theoretical issues, research literature. May be repeated. Offered fall semesters. Consent of instructor required.

003:528 Seminar: Neurogenic Communication Disorders (2 s.h.): Speech, language, and cognitive problems associated with neurological disorders. May be repeated. Offered spring semesters.

003:530 Seminar: Communication Disorders and Aging (2 s.h.): Emphasis on application of gerontology to speech-language pathology. Offered summer sessions of even years. Prerequisite:consent of instructor.

003:535 Seminar: Evoked Potentials (2 s.h.): Auditory evoked potentials: theory, applications, current issues. Repeatable. Offered summer sessions of odd years. Consent of instructor required.

003:536 Seminar: Experimental Audiology (2 s.h.): Topics related to experimental procedures for listeners with hearing loss. May be repeated. Offered summer sessions of odd years. Consent of instructor required.

003:537 Seminar: Clinical Audiology (2 s.h.): Selected topics. May be repeated. Offered fall semesters. Consent of instructor required.

003:538 Seminar: Auditory Physiology (2 s.h.): Topics of interest to group. May be repeated. Offered springl semesters of even years. Consent of instructor required.

003:539 Seminar: Tinnitus (2 s.h.): Clinical management and treatments of tinnitus; mechanisms, psychological problems, and treatments including counseling, sound therapies; published articles, topic summaries. Offered fall semesters.

003:590 Research (arr.): Consent of instructor required. Repeatable.

Research
Research opportunities for students
Undergraduate Research Practicum: This is a formal course registration (3:096) that is available to any student. It involves assisting faculty with their research and has at least two purposes. From the student's point of view it provides a unique opportunity to learn about research in our discipline. From the faculty member's point of view, it provides welcome assistance in his/her research.

Please note that this is not intended to give students the opportunity to pursue independent study. If this is your goal, then registration in 3:186 (Problems) is more appropriate.

To Register for this course, go to the Departmental Office (Room 119 WJSHC) and ask to see the 3:096 notebook. It contains a list of professors, a description of their research projects, and what is expected of students who participate through 3:096. You can either contact a professor directly or fill out an application indicating your preferences. If you choose the latter, a professor will contact you. You must have a professor's permission to register for 3:096.

Graduate Research: Research is a critical part of graduate education. Research carried out by the faculty advances knowledge in general and allows new facts and ideas to be brought to the classroom and clinic. Student research is encouraged at both the master's and the doctoral degree levels.

Active research programs exist at The University of Iowa in all major areas of speech and hearing. Individual laboratories are maintained in the Wendell Johnson Speech and Hearing Center for the study of auditory physiology, auditory rehabilitation, clinical experimental and medical audiology, language disorders and intervention, neurology of speech and language, psychoacoustics, psycholinguistics, speech physiology, stuttering, and voice acoustics and biomechanics.

Assistive Devices Laboratory
Richard Hurtig, Ph.D., Director
The Assistive Devices Laboratory is located on the third floor of the Wendell Johnson Speech and Hearing Center and is used to design prototype augmentative/assistive devices. The laboratory has developed prototype systems for individuals with multiple impairments. These systems are based on lap-top computers or dedicated microprocessors and provide speech output and environment control. Research in the laboratory includes development of new devices and software as well as the evaluation of alternative systems for speech synthesis, use of digitized real speech, alternative input controls, and interfaces with external devices and mobility aids. Students registered in the course Designing Assistive Devices are given the opportunity to participate in laboratory projects to design systems for particular individuals.

Auditory Physiology Laboratory
Charles Miller, Ph.D., Paul Abbas, Ph.D., Directors

The Auditory Physiology Laboratory, located in the Medical Research Center, Department of Otolaryngology uses both animal models and computer models to better understand how cochlear implants work. The University of Iowa Hospitals and Clinics has well-respected clinical program in cochlear implants and our work assists that effort and cochlear implant research in general.

In the traditional implant candidate, the receptor organ of hearing – the cochlea – has been damaged and can no longer detect sounds. Cochlear implants provide deaf people with hearing sensations by bypassing the damaged cochlear receptors and directly exciting the fibers of the auditory nerve by means of electrical currents. These currents are provided by an array of stimulating electrodes that implanted inside the cochlea by the surgeon. Electronic circuits that are part of the cochlear implant convert sound in the environment to patterns of electrical pulses that can be perceived by the implant user.

Our work strives to understand the “hows” and “whys” of cochlear-implant functionality. We do so by studying how the auditory nerve responds to the kinds of electric stimuli that are used in clinical cochlear-implant devices. We use both simple stimuli (say, single current pulses) to study basic neurophysiologic responses (such as threshold and dynamic range) and more complex stimuli that more closely mimic the stimulation provided by a clinical device. Thus, our research goals include providing knowledge about the basic physiology of the auditory nerve and understanding how the complex stimuli used by clinical devices could be improved to provide more effective stimulation of the auditory nerve.

Two on-going research programs in our lab are aimed at understanding (1) how ears with some amount of residual acoustic hearing process a combination of acoustic and electric stimuli. how the kinds of stimuli used in clinical devices excite the auditory nerve and (2) how the auditory responds to the kinds of stimuli that are used in clinical devices.

The first research program responds to the clinical trend of implanting individuals with some amount of residual acoustic sensitivity. Many of these patients do very well with an implant, although it is poorly understood how acoustic and electric stimuli combine and are processed by the auditory system. One research program in our lab examines how combined acoustic and electric stimuli are processed by the auditory nerve.

Cochlear Implant Electrophysiology Laboratory
Paul Abbas, Ph.D., Carolyn J Brown, Ph.D., Directors
The Human Electrophysiology Laboratory, located in the Pomerantz Family Pavilion, Department of Otolaryngology. Experiments in the laboratory focus on the measurement of electrically evoked potentials from the auditory system in patients who have a cochlear implant. Individuals with cochlear implants exhibit a wide range of performance with the device. Peripheral measures such as the electrically evoked compound action potential (ECAP) recorded using telemetry systems incorporated into commercial cochlear implants have become important tools for both initial programming and monitoring of young children. We are also doing studies measuring cortically evoked responses to stimulation through the implant. Our goal is to use the results of such studies to more fully characterize the differences we observe across individuals and use that information to assist with clinical decision making, inform candidate selection and influence the ways the speech processor is programmed in order to maximize performance for an individual user.

Our work has focused on the use of objective measures to program cochlear implants in pediatric populations. We have also done a number of studies examining issues such as channel interaction among stimulated electrodes as well as studies of adaptation or refractory properties in the neural response. We are studying the variations across individuals but also have focused on changes that occur over time with continued implant use in both pediatric as well as geriatric populations. Finally while much of our work is in patients who use standard cochlear implants, we also use these techniques in new populations of cochlear implant users such as those patients who use the Hybrid cochlear implant system and patients who receive bilateral cochlear implants.

Glottal Aerodynamics Laboratory
Fariborz Alipour, PhD, Director
The Glottal Aerodynamics Laboratory, located in the Wendell Johnson Speech and Hearing Center, is designed and equipped with facilities to study aerodynamics and acoustics of phonation using various models.

These models are:
1. Excised Larynx Model with mounting capability for pig, sheep, canine and cow larynges and the potential to study many aspects of phonation including pitch and amplitude, glottal resistance, vocal efficiency, asymmetric phonation, and other measures.
2. Physical Model for the study of static and dynamic glottal flow, acoustical effects of the prototype vocal tracts, velocity and turbulence measurements, etc.
3. Biophysical Model of phonation that uses a custom-made finite-element model to study normal and abnormal phonation with dynamically changing parameters.

Facilities and Equipment to be used with these models include:

Pressure and flow transducers with amplifiers

Hot-wire sensors and devices for velocity measurement

Sensitive microphones and amplifiers for pressure field measurement

Digital Audio Tape recorder and Sound Pressure Level meter

Video and stroboscopic devices for image recording and playback

8-channel High-speed data recorder with video recording capability
Four workstations equipped with: A/D board and recording software; MATLAB signal and image processing toolboxes; and Vocal Fold Finite-Element Biophysical Model

Hearing Laboratory
Christopher C. Turner, Ph.D.
The Hearing Laboratory located in the Wendell Johnson Speech and Hearing Center is designed and equipped for research on perception of speech and other sounds by both normal and hearing-impaired patients. The five Macintosh computers and their accompanying software, along with other sound and signal analysis equipment, allow the digital recording of speech and other sounds, as well as speech and music synthesis. Various computer programs for signal processing assist in the design and evaluation of future hearing aids. A custom-built response system allows patients to listen to various stimuli presented by the computers, and their responses to be stored online.

Hearing Aid Lab: Basic and Applied Research
Ruth Bentler, Ph.D., Director

Human Evoked Potential Laboratory
Carolyn J. Brown, Ph.D., Director
The Human Evoked Potential Laboratory, located in the Wendell Johnson Speech and Hearing Center, is equipped with instrumentation necessary to record and analyze a wide range of auditory-evoked potentials from human subjects. The general goal of most of the experiments conducted in this laboratory is to evaluate the extent to which these evoked potential measures can be used to predict performance on a range of different listening tasks.

Iowa Collaboration on Child Language: The purpose of the Iowa Collaboration on Child Language is to advance understanding of childhood language disorders via research. Its members -- all based in the Department of Communication Sciences and Disorders at The University of Iowa -- form an intellectual community that fosters and supports our very best work on the problems associated with children’s language development and disorders.

Members of the ICCL are the: Child Language Research Center; Word Learning Lab; and Grammar Acquisition Lab.

Child Language Research Center
J. Bruce Tomblin, Ph.D., Director

The CLRC is a multi-site collaboration of researchers based in the Department of Communication Sciences and Disorders. The unifying theme is the study of the causes and consequences of developmenal language disorders. Four major focus areas of this work are:

the data-rich Epidemiologic study, which set diagnostic criteria and defined the incidence of Specific Language Impairment;

the Longitudinal Study, which followed children with SLI and matched peers through age 18;

Genetic research to attempt to define the heritable influences of language development;

Cochlear Implant work to determine if speech, language and reading skills of children with cochlear implants exceed those of age-mates with various levels of hearing loss.

Word Learning Lab
Karla J. McGregor, Ph.D., Director
The mission of the Word Learning Lab at The University of Iowa is to understand how children learn new words, how knowledge of word meanings deepens over time, and how best to facilitate rich vocabulary learning among children who are challenged by language learning impairments. We are interested in individual differences among learners who are normally developing (including monolingual and bilingual learners as well as affluent and impoverished learners) and among learners who have language impairments (including specific language impairment, language learning disabilities, and autism spectrum disorders).

Grammar Acquisition Lab
Amanda Owen, Ph.D., Director
The Grammar Acquisition Lab studies how and when children develop particular aspects of syntax and morphology. We are interested in the learning processes of children with speech and language difficulties, as well as the way that typically developing children learn morpho-syntax. We hope that by understanding more about the development of morpho-syntax, we will gain insights into which factors, like processing capacity and linguistic structure, might influence language use in both typically developing children and children with speech and language difficulties. This knowledge may allow us to develop more sensitive assessment instruments and more effective interventions for use with children with speech and language difficulties.

Laryngeal Molecular and Cell Biology
Ingo Titze, Ph.D. Director
To truly understand the voice, the molecular underpinnings of laryngeal development and their response to environmental stresses like vibration must be understood. In this lab, goals are to elucidate the molecular constituency, processes and regulation of the voice. More specifically, central focuses are:

DNA genotype analysis,

RNA expression,

Protein localization and interactions within the vocal folds of the larynx.
Human stem cell research is a major emphasis of this group in: distinguishing the differences between cells of varying levels of differentiation and their effects on extracellular matrix remodeling in the vocal folds; creating a valid in vitro model of the lamina propria; and developing future therapeutic strategies.
Through this multilevel approach, the Cellular and Molecular Biology Group looks to develop a clear paradigm of the cellular and molecular interactions within the lamina propria of the vocal folds to assist in generating sound therapies and remedies for voice disorders and injuries.

Laryngeal Neurophysiology
Eileen Finnegan, Ph.D., Director
Under construction

Neurogenic Language Disorders Lab
Jean K. Gordon, Ph.D., Director
The Neurogenic Language Disorders Laboratory, located in the basement of the Wendell Johnson Speech and Hearing Center, is designed to investigate the nature of language deficits in neurologically disordered subjects. The room is equipped with a sound booth used to minimize distractions and noise during testing; a Kay Elemetrics system for the analysis of speech samples; a digital video editing system; and several computers for word processing, statistical analysis, and the administration of language experiments. Current research focuses on phonological and grammatical analyses of aphasic speech samples, with the goal of refining psycholinguistic models of language production in normal and aphasic populations.

Pediatric Auditory & Early Speech Development Lab
Sandie Bass-Ringdahl, Ph.D., Director
Under construction

Psycholinguistics/Speech Perception Lab
Richard Hurtig, Ph.D., Director
The Psycholoinguistics/Speech Perception Laboratory is located on the third floor of the Wendell Johnson Speech and Hearing Center. The laboratory conducts research on perceptual and cognitive strategies used in the comprehension of linguistic input. The laboratory is equipped with microprocessors with DSP capabilities and A/D and D/A as well as digital I/O interfaces. The equipment is used to perform acoustic analysis of signals as well as a number of alternative signal and speech synthesis algorithms. Experiments can be designed which require auditory, visual, or vibrotactile stimulus presentation. Response modalities can vary from verbal responses or manual responses to oculomotor responses. The laboratory is also involved in the development and evaluation of literacy intervention programs.

Speech Physiology Laboratory
Jerald Moon Ph.D., Director
The Speech Physiology Laboratory is located on the third floor of the Wendell Johnson Speech and Hearing Center. The Speech Physiology Laboratory houses a number of computers dedicated to acquiring and analyzing physiologic signals. Data conditioning, digitizating, and analysis are accomplished using a variety of commercial software packages and custom computer algorithms.

The laboratory has equipment for recording six channels of EMG activity. It has six channels of strain gauge equipment for recording lip and jaw movement. The laboratory includes a double-walled IA sound-treated room, a cephalostat, an 8-channel- and a 2- channel-storage oscilloscope, a Sony PC-108M digital audio instrumentation recorder, and Tascam 22-4 four-channel AM tape recorders. The lab also includes a variety of transducers for monitoring electromyographic, aerodynamic, and kinemetic events during speech production.

Speech and Swallowing Lab
Michael P Karnell, Ph.D., Director
This laboratory in the Medical Research Center is designed to provide clinical support for the Department of Otolaryngology - Head and Neck Surgery Speech Pathology Service in the form of phonatory function measures, aerodynamic and acoustic measures, aerodynamic and acoustic measures of velopharyngeal closure for speech, and laryngeal electromyography. A digital video processing facility is used for analysis of videofluorographic recordings of swallowing, as well as endoscopic images of laryngeal and velopharyngeal physiology. The laboratory also provides support for joint clinical research activities between the Department of Communication Sciences and Disorders and the Department of Otolaryngology - Head and Neck Surgery.

Stuttering Laboratory
Patricia Zebrowski, Ph.D., Director
The Stuttering Lab in the Department of Communication Sciences and Disorders (Rooms 14 and 24 SHC) is under the direction of Patricia M. Zebrowski. Dr. Zebrowski received her Ph.D. from Syracuse University ('87), and has been on the faculty at the University of Iowa since 1988. She holds the Certificate of Clinical Competence (CCC) in speech-language pathology, and is an ASHA Board-Recognized Fluency Specialist.

The Stuttering Lab is equipped with facilities for the collection and analysis of a wide variety of speech and language data, including behavioral, kinematic, and acoustic. We have a video recording studio and four computer workstations dedicated to data acquisition (Windaq) and analysis (Windaq, Computerized Speech Lab, SALT, SPSS), in addition to a conference room for meetings and subject interviews. A number of MA and Ph.D. students, as well as non-student Research Assistants work in the lab on various projects.

Our primary research focus is in the onset and development of stuttering in early childhood. Presently, we are in the fourth year of a National Institutes of Deafness and Other Communicative Disorders (NIDCD) grant entitled "Subtypes and Risk Factors in Childhood Stuttering" (R01# DC05210). The general objective of this multi-site (University of Illinois, Northern Illinois University, and University of Wisconsin-Milwaukee) project is to study variations in the onset and subsequent developmental course of stuttering in children under age six. We are interested in finding out why and how some children develop more chronic and severe symptoms shortly after onset, while others recover without treatment. Specific goals are to:

Determine variations in onset of stuttering and how they might relate to the future course of the problem

Obtain measures of both the magnitude and timing of natural recovery

Identify key factors that influence recovery, as well as those that may predict chronic stuttering

Isolate subtypes of stuttering
This project involves the recording and testing of young children close to the onset of stuttering, as reported by parents or primary caregivers. Testing includes speech, language, hearing, motor skills, temperament and perception of self. In addition, parents or caregivers will be asked to provide background information regarding the child's overall development and relevant family history. After the initial testing we will provide follow-ups every six months for a period of several years. This close monitoring will allow us to document the course of either recovery or persistence, and the factors that are likely predictors of each.

In addition to our subtypes project, we are about to begin work on a second NIDCD grant that we have in collaboration with Purdue University (R01# DC000559, "Physiological Correlates of Stuttering"). The specific aims of this three year, longitudinal study, are to examine aspects of motor control, the effects of increased linguistic complexity on motor control, and the neural bases of perception of speech and nonspeech stimuli in children who stutter.

Tissue Engineering Lab
Ingo Titze, Ph.D., Director
This multi-site (The Universities of Iowa and Utah) research group is studying the effects of vibration on vocal fold tissues. Synthetic materials -- like sponges and foams -- begin the engineering process. These materials, which are porous, are seeded with cells that produce their own products (various protein fibers and fluid-like protein substances) to fill the spaces in the sponges or foam. All of this is happening in a bioreactor: a device that allows cells to react to imposed environmental forces. In this case, the forces are vibrational forces. The tissue is cultured between two plates. One of the plates rotates back and forth at frequency’s up to 100 Hz. In this way, the cells and their protein products are exposed to rather violent vibratory forces, not unlike those experienced in the human vocal cords during loud voice production. The objective of the research is to determine the underlying molecular causes for voice disorders related to excessive use of the voice.

Clinical services
The Wendell Johnson Speech and Hearing Clinic has a history of excellence in the quality of clinical services provided to individuals with communication disorders and in the quality of clinical education offered to graduate students in speech pathology and audiology. Today the goal at Wendell Johnson Speech and Hearing Center is to build a future worthy of the past. Assessment and therapy are provided by graduate student-clinicians under the direct supervision of certified and licensed speech-language pathologists and audiologists. The Clinic has an educational psychologist on staff who may be involved in services, as needed.
Referrals to the Wendell Johnson Speech and Hearing Center can be made by audiologists, speech-language-pathologists, educators, physicians or self-referrals. Current assessment information is important for planning treatment. It is helpful to have recent assessments and treatment plans forwarded with an application. If current data is not available, assessments can be scheduled at this clinic. For scheduling information phone 319-335-8736.

Location
The Wendell Johnson Speech and Hearing Center is located on the west side of The University of Iowa campus at the intersection of Hawkins Drive and Stadium Drive (North of the white water tower).
A map in pdf is available.

Accessibility
The Handicap entrance is located on the south side of the building by the water tower. This entrance opens to the second floor of the building where you can take the elevator to the first floor to the reception desk. Short-term Handicap parking (30 minutes) is available in the loading dock. Additional parking with designated parking meters for Wendell Johnson Speech and Hearing Center is located in the Centers for Disabilities and Development parking area.

A full range of audiological evaluations are available for children and adults. The primary goal of the evaluation is to determine the client's hearing status. If a hearing loss exists, results of the evaluation will indicate the nature, extent, and pattern of the loss.

Next, the audiologist consults with the client to establish a treatment plan unique to the client's needs. The goal at this point is to find means to improve the client's communication skills and recommendations may include a hearing aid assessment, use of assistive listening devices, aural rehabilitation services, or other evaluation procedures.

Communication Training and Counseling
Communication training and counseling are offered to individuals with hearing loss and their family members. For example, individuals may be seen at WJSHC on a weekly schedule thoughout the year. In addition to the year-round treatment programs, several intensive programs are offered (See Intensive Programs). The common goal of the programs is to enhance communication skills by expanding listening opportunities in structured and unstructured situations and to facilitate speech production in order to foster interpersonal/social skills in the daily living activities.

Assistive Listening Devices / Hearing Aid Services
Individuals who have hearing losses are introduced to a variety of listening devicies which can enhance their communication skills for home, school, or the work settings. Such devices might include telephone amplifiers, FM or infared transmission systems, etc. Specific instructions of how and when to use the devices are offered and some devices can be used by the client on a short-term-loan plan.

Once a hearing loss has been determined, the client may choose to receive a hearing aid evaluation. The goal of this evaluation is to determine if a hearing aid will assist the individual in their daily communication needs and to determine the most beneficial type of aid. The audiologists at WJSHC have extensive experience with various brands and styles of hearing aids including programmable and digital aids. Once an aid has been selected, individuals receive a thorough orientation in the use of the hearing aid as well as specific instructions in the care and maintenance of the aid.

Adult Aural Rehabilitation Programs
Adult Aural Rehabilitation programs are provided in six-week blocks twice yearly usually in the fall and spring. The goal of the program is to provide basic rehabilitative education for adults with a hearing loss and their family members. Those attending have opportunities to learn from others about effective communication and coping strategies and to become better informed how how to improve communication skills beyond the use of their hearing aids.

Family and Infant/Toddler Aural Rehabilitation Program
This is an intensive therapy format offered twice annually usually in January and August. Families arrive at WJSHC on Thursday afternoon and the last session concludes on Saturday afternoon. The program offers parent training to enhance their child's speech, language and auditory development as well as information regarding cochlear implants and hearing aids. Families have an opportunity to meet together to share common concerns. WJSHC staff provide follow-up services to families and local school personnel.

Aural Rehabilitation for School-Age Children
The is is a one-week intensive program designed for school-aged children aged 8-12 years with severe-to-profound hearing impairments who want to work on their communication skills in an intensive therapy environment. Children live in the dorms at the University of Iowa for one week; they receive approximately 5 hours of therapy each day and have planned social activities in the evening. Children who are hearing aid users or who have cochlear implants are appropriate candidates.

For additional information about our services in aural rehabilitation, see the Intensive Programs section.

Our clinical programs serve individuals of all ages with communication needs in the areas of speech, language, literacy, stuttering, and voice through both assessment and remediation.

Programs for infants, toddlers, and preschool children are designed to facilitate oral communication skills as well as emergent literacy skills. These programs are designed to meet specific family needs and may include parents and siblings in the treatment process.

A language/literacy program for four to six-year old children is offered on Tuesday and Thursday mornings. This is a preventive program for children who are considered to be at risk for developing reading and writing problems. In addition to the treatment program, literacy screenings to determine a child's level of risk with both reading comprehension and decoding skills are offered free of charge.

Treatment activities for school aged children are designed to facilitate communication skills for home as well as the school environment. A continuation of objectives from children's Individualized Educational Plans (IEPs) is possible through collaboration with speech-language clinicians in the schools.

The goals of the adolescent and adult treatment programs are to enhance clients' functional communication by improving specific speech and language abilities. Individuals are encouraged to learn self-monitoring strategies in order to intergrate their new communicative skills into daily interactions.

Treatment Programs
Our clinical programs offer a unique combination of service options. Based on recommendations for the best learning environment, participants may receive either individual or group sessions or a combination of the two. Treatment services can be provided in varying blocks of time with varying time intervals between sessions as determined by a combination of best practice, family needs, and scheduling possibilities.

In addition, the Clinic has a staff member who is extensively involved as a liaison between the public schools and the Wendell Johnson Speech and Hearing Clinic in serving children with hearing impairments. This involves attending regular educational team meetings, inservicing staff, and curriculum modification. Graduate students are included on this team and are included in the entire process. The Clinic also offers intensive programs for school-age children during the summer.

Community Partnership Programs
The Wendell Johnson Speech and Hearing Center has several partnership programs in the community.

1. The Neighborhood Centers of Johnson County (NCJC) at Pheasant Ridge and the Broadway Center provide day care and Head Start programs for infants, toddlers and preschoolers as well as numerous other family-centered programs for people of all ages focusing on strengthening families, building neighborhoods, and creating community. Many of the families participating in activities at the NCJC are from culturally and linguistically-different backgrounds. Students assigned to practicum at these sites earn hours completing speech and language screenings, counseling families about their children's language development strengths and needs, providing in-class literacy-building activities that stress listening skills and early phonological awareness and providing classroom teachers with consultations about how to best work with children who have special language needs.

2. The Clinic has a long-standing service agreement with Regina Elementary, a local private school. Student clinicians assigned to the school provide services under supervision of a clinical faculty member to children presenting speech problems which are not severe enough to qualify them for services from the Area Education Agency (AEA). In addition to the direct remedial services, there are frequent consultations with the classroom teachers, and conferring with parents.

3. In addition, the Clinic provides services at Pathways, an adult day health care center. Adults with neurongenic disorders attend this facility on weekdays. The staff organize activities, exercise, socialization, and meals for the attendees. There is also a nurse on staff. Student clinicians from the Wendell Johnson Speech and Hearing Clinic provide therapy for a range of clients, including individuals with aphasia, motor speech disorders, right hemisphere damage, dementia, and dysphagia.

Intensive Programs

Aural Rehabilitation Intensive Summer Therapy Program for Children
Who is this program for?
The program is designed for school-aged children aged 8-12 years with severe-to-profound hearing impairments who want to work on their communication skills in an intensive therapy environment. Children who are hearing aid users or who have cochlear implants are appropriate candidates.

What is the focus of the training?
The target objectives of this program are to:

develop auditory skills and expanding listening opportunities in structured and unstructured situations; and to
develop speech production capabilities; and
3) foster interpersonal/social skills in the dorm and school environment.
Individual programs will be designed for each child enrolled in the program.

Where is the training provided?
All direct therapy services will be provided at the Wendell Johnson Speech and Hearing Clinic. The clinic is housed within the Department of Communication Sciences and Disorders. Additional therapy activities may be conducted at the dorm where the children will be residing or at other sites under the supervision of clinic and/or dorm staff.

Who will be conducting the training for each student?
Graduate students working on their masters' degrees in Speech Pathology and/or Audiology will provide a majority of the therapy under the supervision of certified and licensed clinical teaching faculty within the Department.

When is the program being conducted?
The program is held annually in June. Please contact Clinic Director Linda Louko for specific dates.

What is the cost of the program?
Please contact Clinic Director Linda Louko for current fees, which includes all therapy, room and board, and recreational activities. Families with financial restrictions may apply for assistance; decisions regarding this assistance will be based on demonstrated need.

Who will be responsible for the students when they are not in therapy?
A bulk of the daytime hours will be spent in therapy and therapy activities. Some communication activities will also be carried out by staff/students in the evenings within the dorm setting or at another supervised site. A child care worker will be assigned to supervise your child for all non-training tasks.

Who can I contact for more information?
Anne Wallace, MA, CCC/SLP
Wendell Johnson Speech and Hearing Clinic
Hawkins Drive
The University of Iowa
Iowa City IA 52242-1012
(319) 335-8736

Application deadline is January 15.

Developmental Apraxia of Speech (DAS) Summer Program
Who is the program for?
The one-week Summer Program is for children with developmental apraxia of speech (DAs) or who are suspected of exhibiting DAs Participants will be between the ages of 8 and 14 years, and need to exhibit the maturity to be away from home, be ambulatory, have independent self-care skills, and have documented cognitive skills within the normal range.

What is the format of the program?
All children referred to the DAs Summer Program and who meet the above criteria need to be evaluated through the Clinic prior to being invited to participate in the program. This evaluation helps determine what goals and therapy techniques might best help the child during the therapy period. The evaluations are conducted during February, March, and April.

The DAs Summer Program is an intensive five days of remediation completed in a residential format. The participants arrive on campus on Sunday afternoon and leave the following Friday afternoon. They are housed in student dormitories on the University of Iowa campus, and receive three meals a day in a University dining hall. All participants are supervised by full-time counselors, who live with them in the dormitory and are responsible for late afternoon and evening recreational activities.

The participants receive 6 hours of therapy each day, primarily focusing on speech production goals. These are conducted in both individual and group sessions, dependent upon the participants' individual needs. The child's public school clinician will be invited to visit and observe the therapy sessions on Thursday and/or Friday. The remedial program is discussed with parents during a final parent conference held late Friday afternoon.

Who will provide the treatment?
Therapy will be provided by graduate student clinicians under the direct supervision of certified and licensed speech-language pathologists who are on the Clinic's staff and who are familiar with DAs

How many children will be attending?
Because the Wendell Johnson Speech and Hearing Clinic is a training program clinic, the number of children with DAs who are invited to attend the program will be determined by student clinician needs. It is estimated that 4-8 children will be invited during the current year.

What is the cost?
The cost of the program will be determined by the Clinic Director. This fee includes all therapy, room and board, and recreational activities. Families with financial restrictions may apply for assistance; decisions regarding this assistance will be based on demonstrated need.

When will the program take place?
The DAs Summer Program is a one week program offered in June. Participants will arrive Sunday afternoon and depart following parent conferences held late on Friday afternoon. Please contact the Clinic Director for specific dates.

How do I make a referral?
Call (319) 335-8736 or write to address below.

Who can I contact for more information?
Penelope K. Hall, MA CCC-SLP
Associate Professor
Wendell Johnson Speech and Hearing Clinic
Hawkins Drive
The University of Iowa
Iowa City IA 52242-1012

Application deadline is January 15.

Intensive Stuttering Program for Teens
Who is the program for?
This program is designed for teenagers in grades 7-12, who have a diagnosed stuttering problem and are interested in changing their speech. Camp participants should be referred by a speech-language pathologist who is working with the teen, or has worked with him/her in the past and still maintains a relationship with the child. In the event that this is not the case, an evaluation at this clinic may be required. Finally, we prefer that teens who attend our program have had some therapy experience; however, we will consider all referrals on an individual basis.

What is the format of the program?
This is an intensive, week-long residential program. Program participants will arrive on Sunday afternoon, and leave the following Friday. They will be housed in student dormitories on the University of Iowa campus, and will receive three meals a day in a University dining hall. All participants will be supervised by full-time counselors, who will live with them in the dormitory. Each teen will receive two individual and two group therapy sessions per day, with ample opportunity for recreational and leisure activities. In addition, there will be some evening programming which will focus on speech and speech-related topics, and which will complement the therapy each teen receives during the day.

What is the philosophy of the program?
Our program is based on the philosophy that with our assistance, teenagers who stutter need to decide what speech goals they want to attain, and how to go about achieving them. We will work together as a team, but the teenagers who participate in this program are ultimately responsible for their own learning and change. In our experience, group programs enable teens who stutter to meet other teenagers who share their experiences and concerns, and from whom they can learn something. Together, we will develop strategies for easier talking, and different ways of thinking about speech and stuttering.

Who will provide the treatment?
Therapy will be provided jointly by graduate student clinicians and staff speech-language pathologists. Student clinicians will be under the direct supervision of certified and licensed clinicians.

How many teens can participate?
We will be able to accommodate up to 8-10 teens (with a minimum of three).

What is the cost?
The cost of this program will be determined by the Clinic Director. This fee includes all therapy, room and board, and recreational activities. Families with financial restrictions may apply for assistance. Decisions regarding financial aid will be based on demonstrated need.

When will the program take place?
The program is a one week program offered in June. Participants will arrive Sunday afternoon or early evening and depart on Friday afternoon. Please contact the Clinic Director for specific dates.

Who can I contact for more information?
Patricia M. Zebrowski, Ph.D., CCC-SLP or
Toni Cilek, MA, CCC-SLP
Wendell Johnson Speech and Hearing Clinic
Hawkins Drive
The University of Iowa
Iowa City IA 52242-1012
(319) 335-8736

Application deadline is April 1.

Weekend Family Treatment Program for Preschool Children with Severe-Profound Hearing Loss
Who is the program for?
The program is for families of preschool children (2.5 to 5 years of age) with cochlear implants or hearing aid(s) who want to learn more about facilitating their child's language, speech and auditory training skills.

What is the goal of the program?
Families are a child's most important teacher. Our goal is to work with families to help them understand their child's strengths and needs in the areas of hearing, language and speech.

What is the format of the program?
This is an intensive therapy format where families arrive at WJSHC on Thursday afternoon and the last session concludes on Saturday afternoon. A variety of services will be provided to families including:

Parent training to enhance their child's speech, language and auditory development;
Information regarding cochlear implants and hearing aids;
Opportunities for families to meet together to share common concerns;
Sibling groups;
Information sharing with local speech pathologist.
Follow-up by WJSHC staff with families and school personnel.

Who will provide the treatment?
Speech, language and auditory treatment will be provided jointly by clinicians, student clinicians and parents in individual and small group settings.

How many families can participate?
We are able to accommodate a maximum of 4 families. Special activities for siblings and grandparents will be provided as needed. Families are invited to participate in two weekend workshops over the course of the year in order to document progress and provide additional programming suggestions to local professionals.

What is the cost?
The fee for the program is $300 per family per weekend session. This fee covers lodging, the child's individual treatment, parent seminars, child care for siblings, and snacks and refreshments. Families with financial restrictions may apply for partial or full scholarships.

When will the program take place?
The program is held bi-annually in January and September. Please contact Clinic Director Linda Louko for specific dates.

Where will our family stay while in Iowa City?
All families will stay at a local hotel. Thus, after sessions conclude for the day, families can continue to visit each other while enjoying local recreational activities.

Who can I contact for more information?
Anne Wallace, MA, CCC-SLP
Wendell Johnson Speech and Hearing Clinic
Hawkins Drive
The University of Iowa
Iowa City IA 52242-1012
(319) 335-8736

Language\Literacy Program for Children
Who is the program for?
This program is designed for children ages four to six years, who are at risk for developing reading and writing skills. Children with oral language delays and/or a family history of reading problems are candidates for referral.

What is the format of the program?
Children attend the language\literacy classroom-based program on Tuesday and Thursday mornings from 9:00 to 11:30. During this period of time, children will participate in group as well as individual activities, depending on the unique needs of each child.

What is the philosophy of the program?
At the heart of the program is the development of the child's narrative skills. The goal is tofacilitate children's understanding of the logical relations between story events and relations between characters' thoughts, motivations, and actions. In addition, children gain practice in summarizing, predicting, and they are introduced to the concept of making inferences. Children are encouraged to integrate new information to their prior knowledge.

With the story narrative as the foundation for learning, the curriculum consists of four broad areas of literacy including: print awareness, writing, phonological awareness, and oral language skills. Specific goals are developed for children in each of these area depending on their developmental needs.

Who will provide the treatment?
Therapy is provided jointly by graduate student clinicians and staff speech-language pathologists.

What is the cost?
The cost of this program is $50.00 per week. Families with financial restrictions may apply for assistance. Decisions regarding financial aid will be based on demonstrated need.

Who can I contact for more information?
Patricia M. Zebrowski, Ph.D., CCC-SLP
Wendell Johnson Speech and Hearing Clinic
Hawkins Drive
The University of Iowa
Iowa City IA 52242-1012

Scottish Ritecare Program
Who is the program for?
This 6-week summer clinic is for children with reading and communication problems, designed for children in the preschool and primary grades.

What is the format of the program?
This is an intensive, six-week program, with various options for treatment frequency and length.

What is the philosophy of the program?
The program prepares the child for existing school programs and/or carryover of a current school program.

Is there additional information?
[Link to brochure/enrollment form in pdf.]
Who can I contact for more information?
Betty Merrifield, Ph.D.
Wendell Johnson Speech and Hearing Clinic
Hawkins Drive
The University of Iowa
Iowa City IA 52242-1012
(319) 335-8718

Faculty
Abbas, Paul, Professor and Department Chair
Akeson, Marcia Clinical Supervisor
Alipour, Fariborz, Adjunct Professor
Bass-Ringdahl Sandie, Assistant Professor
Bentler, Ruth, Professor
Brown, Carolyn J., Associate Professor
Cilek, Toni, Clinical Associate Professor
Clay, Kelly Schmidt Adjunct Assistant Professor
Fennell, Ann Clinical Associate Professor
Finnegan, Eileen Associate Professor
Fleckenstein, Stephanie Clinical Assistant Professor
Gordon, Jean K. Assistant Professor
Hall, Penelope Associate Professor
Holte, Lenore Clinical Associate Professor
Hurtig, Richard Professor
Junkins, Sally Lecturer
Karnell, Michael Associate Professor
Kelsay, Danielle Clinical Associate Professor
Louko, Linda Clinic Director
McGregor, Karla Associate Professor
Miller, Charles Adjunct Associate Professor
Moon, Jerald Associate Professor
Niebuhr, Diane Clinical Associate Professor
Owen, Amanda Assistant Professor
Smith, Alice Adjunct Lecturer
Titze, Ingo Professor
Tomblin, J. Bruce Professor
Turner, Christopher Professor
Tyler, Richard Professor
Wallace, Anne Clinical Associate Professor
Zebrowski, Patricia Associate Professor

Professional / Scientific Staff
Fick, Wendy Research Assistant
Lehrman, Kelvin Network Administrator
Haley, Jim Clinic Counselor
O'Brien, Marlea Program Associate
Ostrem, Julie Program Associate
Rebal, Kathy Department Administrator
Wald Arik Programmer
Wood, David Electronics Technician
Zhang, Xuyang Associate Research Scientist

Secretarial Staff
Albright, Dorothy
Miller, Kathy
Thomason, Sharon
Yotty, Mary Jo

NSSLHA
Mission Statement: The University of Iowa's local chapter of the National Student Speech-Language-Hearing Association (NSSLHA) is a student run organization for undergraduate and graduate students in speech language pathology and audiology. This organization promotes departmental and community involvement as well as opportunities for national membership and participation.

Frequently Asked Questions

Who can join NSSLHA? All part-time or full-time undergraduate, graduate, and doctoral students in speech language pathology and audiology, who have not yet received or applied for their Certificates of Clinical Competence from the American Speech-Language-Hearing Association (ASHA).

What are the benefits of joining NSSLHA? Involvement in NSSLHA leads students to greater awareness and appreciation of issues involved in speech-language pathology and audiology. As a member you are entitled to these benefits:

Reduced rate for joining ASHA after graduate school through the NSSLHA-to-ASHA Conversion Program
Membership into ASHA's Special Interest Divisions
The Employment Referral System/Placement Center for your job search
The NSSLHA annual publication of Contemporary Issues in Communication Science and Disorders (CICSD
The ASHA magazine and ASHA Leader
One choice of an ASHA journal
Finally, IT LOOKS GREAT ON YOUR RESUME!
How do I join NSSLHA? Complete a NSSLHA application which can be found in the Student Lounge or ask one of the current NSSLHA officers for additional information.

E-news
Alumni updates: We welcome hearing personal and professional news from our former students, staff and faculty members. Your news will be posted in this space. Simply Email us: webmaster@shc.uiowa.edu. (Please use "my news" as a subject line.)

Contacts
Department of Communication Sciences and Disorders
The University of Iowa
Wendell Johnson Speech and Hearing Center
Iowa City, Iowa 52242
FAX 319 / 335-8851

For overnight deliveries, use 250 Hawkins Drive as the street address.

For specific questions, please contact the following staff members:

Department Administration
Dorothy Albright
319 / 335-8718
dorothy-albright@uiowa.edu

Undergraduate Academic Programs
Sharon Thomason
319 / 335-8731
speech-path-aud@uiowa.edu

Graduate Programs
Mary Jo Yotty
319 / 335-8719
mary-yotty@uiowa.edu

Clinic Appointments
Kathy Miller
319 / 335-8736
kathy-miller@uiowa.edu

Child Language Research Center
Marlea O'Brien
800 / 551-5601
marlea-obrien@uiowa.edu

National Center for Voice & Speech /Website Administrator
Julie Ostrem
319 / 335-6600
julie-ostrem@uiowa.edu

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