Communication Disorders and Sciences Department 2012-2013 UNDERGRADUATE ACADEMIC ADVISEMENT MANUAL

Communication Disorders and Sciences Department
2012-2013
UNDERGRADUATE ACADEMIC ADVISEMENT MANUAL
Professional Studies Building
Room 2201
TABLE OF CONTENTS
Department Goals
5
Department Mission Statement
6
Department Core Values
6
Department Vision
6
Welcome Letter to Students
7
Your Advisor
8
Registration
8
Advisement
9
Your School, Your Department
10
The Major and the Professions
11
Students With Disabilities
12
SUNY Cortland Requirements
12
Quantitative Skills Requirement
12
Foreign Language Requirement
12
Presentation Skills Requirement (Basic Communication)
13
English Composition and Writing Intensive Requirement
13
ASHA Requirements
13
2
Grade Point Average (GPA) and Other Major Requirements
13
Department Entrance Requirement
14
Department Maintaining Competency Requirement
14
Retaking SHH Courses
14
Clinical Practicum
15
Student Teaching
15
Student Teaching Application
18
Teacher Dispositions
19
Student Teaching Portfolio
20
Professional Dress
21
College Minors
21
Center for Speech, Language and Hearing Disorders
21
Independent Studies
21
Study Abroad
22
Example of Typical Schedule—SLD
22
Example of Typical Schedule—SHS
24
Transfer Students
25
Example of Typical Transfer Schedule (Fall)
26
Example of Typical Transfer Schedule (Spring)
27
3
Clubs, Professional Organizations
28
College Policies and Procedures
22
Student Grievance Procedures
34
Graduate School
36
Department Faculty
37
Appendix A: Major Courses
39
Appendix B: Disposition Form
44
4
Communication Disorders and Sciences
Department Goals
The Department of Communication Disorders and Sciences has the following goals.
Students will:
Goal 1: Attain and demonstrate theoretical knowledge of normal processes and
communication disorders.
Goal 2: Learn and demonstrate clinical assessment and intervention techniques and
strategies, utilizing evidence based practice.
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Goal 3: Develop and refine life skills through oral, written and technological
advancement.
Goal 4: Demonstrate respect and appreciation for diversity and the global society.
5
Department Mission Statement
The mission of the Department of Communication Disorders and Sciences at the State
University of New York College at Cortland is to provide a knowledge and skills-based
curriculum, with opportunities that prepare students for the American Speech-Language-Hearing
Association’s Certification of Clinical Competence, the New York State Professional Licensure in
Speech-Language Pathology, and New York State Teacher Certification. This is to be
accomplished through a theoretical and clinically-based foundation that includes information
about the normal processes of language and speech development and an understanding of
various communication disorders and sciences. This statement reflects the overall mission of
the College.
Department Core Values
Develop and nurture critical thinking and problem solving skills
Contribute to the intellectual climate of the campus community
Foster the ability and attitudes to independently pursue academic and personal excellence
Encourage respect and appreciation for ethnic, racial, cultural, and gender diversity
Develop skills necessary to effectively participate in an increasingly growing global society
Provide opportunities for students to learn about and skillfully utilize technology
Department Vision
The department’s vision is to provide an exceptional undergraduate and graduate education in
communication sciences and disorders through integrating theory, clinical application and
research. This education is shaped by the scholarly and clinical achievements of local, state, and
nationally recognized faculty and supported by the commitment of dedicated office staff and
college administration.
6
WELCOME LETTER FROM THE DEPARTMENT CHAIR
Dear Student:
Welcome to SUNY Cortland and the Communication Disorders and Sciences Department!!! We
are pleased you have selected a major that will begin to prepare you to enter a profession
offering a wide variety of rewarding employment opportunities. Speech-language pathologists
and audiologists work in school settings, hospitals, clinics, rehabilitation centers, and universities.
Private practice, research and industry are also attractive settings for the professionals in the
field.
We hope that you will find our program challenging, interesting, and enjoyable. It is a rigorous
program and we maintain high standards both academically and clinically. However, we are
preparing you for a professional field and for graduate study, which will be a competitive
endeavor. You should apply yourself to your studies and attempt to gain all that the College
and the department have to offer. Meet with your advisors frequently as you progress in your
graduation plan and be sure to take advantage of the office hours provided by your professors.
You can also feel free to make special appointments with your professors as well.
We, the faculty, are here to help you in any way that we can. We want you to succeed. Your
success is our success.
This manual will provide you with information about college and major requirements for
graduation, the major at SUNY Cortland, and the professions. Should you have additional
questions, please consult your advisor. I am also available for any questions you might have.
I wish you much success as you begin your educational journey at SUNY Cortland.
Sincerely,
Regina B. Grantham
ASHA Fellow
Associate Professor and Chair
Department of Communication Disorders and Sciences
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YOUR ADVISOR
Every student is assigned an advisor within the Communication Disorders and Sciences
Department. You can find out who your advisor is by calling the Department (753-5423) or by
looking at your Curriculum and Program Plan (CAPP) online through MyRedDragon. Mrs. Jennifer
Stiles, our Department Secretary, is always happy to assist you.
Your advisor will help you plan your courses and prepare for registration, will answer questions
concerning college procedures, will discuss career goals with you and will generally be available
to assist you with any concerns you are encountering. He or she may not be able to solve the
various problems related to college life but will be able to direct you to someone who can help.
Remember that registration is your responsibility. The advisor assists.
We encourage you to seek our assistance. We will not be aware of your questions, thoughts,
comments, or problems unless you share them with us. We would like to hear of your successes
as well and celebrate with you.
REGISTRATION
It is your responsibility to come to the department to sign up for a pre-registration appointment
with your advisor. For your appointment, please prepare in the following way:
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Review this advisement manual
Bring a notebook
Bring a pen
Bring a recent copy of your Curriculum Advising and Program Planning (CAPP)
Bring a tentative schedule of your courses for the following semester
Bring a transfer of credit form if you are planning to take courses at another institution
during the winter or summer break. Remember the transfer of credits form requires your
advisor’s signature and the Transfer Credit Coordinator’s signature.
ADVISEMENT
The Department of Communication Disorders and Sciences is committed to the academic
success of each and every student. During your first semester on campus, you will be assigned
an academic advisor from the department, who may or may not be the same individual who
advised you during the summer/fall registration. Check Banner Web for your assigned advisor.
Faculty are available for advisement and registration questions/issues during the entire semester
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(open door policy, office hours, and by special appointment). Students are also advised during
the summer and winter orientation process. You are strongly encouraged to meet with your
adviser within the first two weeks at SUNY Cortland to learn more about department and
college expectations. A graduation plan (list of required courses and suggested times to take
them) will be created. Prior to registration (preregistration period) each semester, you are
required to meet with your advisor to obtain your pin number (allows you to register) and
discuss your academic schedule for the following semester. Most advisors post a sign-up sheet
on their office door so that you can schedule a meeting at your convenience. This
preregistration period occurs in November for the spring semester and in April for the fall
semester. Your advisor provides guidance to help you make intelligent decisions. However,
YOU are ultimately responsible for knowing, planning and meeting all graduation requirements.
College guidelines for advisees and advisors from the Advisement and Transitions Office are
listed below.
Advisee Responsibilities:
 To recognize that the student is ultimately responsible for knowing and fulfilling all degree
requirements. The student is also responsible for being aware of and meeting academic
deadlines and financial obligations.
 To commit a reasonable amount of time both on his/her own and with the academic
advisor, planning and implementing the academic program.
 To initiate contact with the academic advisor and to formulate, in consultation with the
academic advisor, an academic program consistent with the student's interests and plans
for the future. The student is responsible for reading the department advisement manual
(where available), the College Catalog, and other college/department advisement
materials. The student will come to scheduled advisement meetings with the necessary
registration materials, suggestions for courses to be completed, and a plan for meeting
graduation requirements.
 To seek out the advisor or department chairperson for assistance in negotiating
difficulties or changes in academic program plans.
Advisor Responsibilities:
 To work with each student advisee to achieve an academic program consistent with the
student's academic preparation, interests, and plans for the future (to the extent that the
student is able to articulate his/her interests and plans).
 To be familiar with College and departmental requirements as well as know about campus
resources (e.g. Counseling Center, Academic Support and Achievement Program, Career
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Services, Student Government Association, Tutoring Services)
 To commit a reasonable amount of time assisting the student in examining options and
identifying College resources.
 To schedule sufficient time in the office during critical periods such as pre-registration
and drop/add to assist with academic advisement problems of students. At other times,
advisors are expected to be available by appointment and during regularly scheduled
office hours to meet with students for academic advisement.
In our Department we want our students to
 Know the major curriculum.
 Know the all-college requirements.
 Know college policies and procedures (retaking courses, transferring credits, grade point
average--GPA projections, various deadlines, graduation requirements).
 Be active participants in planning their academic program (graduation plan).
For your Information**********
Schools: There are three schools in SUNY Cortland---School of Arts and Sciences, School of
Education and School of Professional Studies. You are in the School of Professional Studies. Dr.
John Cottone is the Dean of the School of Professional Studies. Dr. Eileen Gravani is the
Associate Dean of the School of Professional Studies. Their offices are located in the
Professional Studies Building/Room 1175. You can reach them by phone at the following
number, 607-753-2701.
Department: You are in the Department of Communication Disorders and Sciences. Your
Department Chair is Mrs. Regina B. Grantham.
THE DEPARTMENT MAJORS AND THE PROFESSION
The Department offers two majors:
Speech and Language Disabilities (SLD) (Teacher Certification in Speech and Language) which
leads to a Bachelor of Science Degree (B.S.), qualification for initial certification as Teacher of
Students with Speech and Language Disabilities, and preparation for graduate study. This major
will be moved to the graduate level as soon as the graduate program in Communication
Sciences and Disorders begins.
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Speech and Hearing Science (SHS) which leads to a Bachelor of Science Degree (B.S.) and
preparation for entry into graduate school without teacher certification.
Both majors (SLD & SHS) prepare you for admission to a Master's degree program in speechlanguage pathology or audiology. It is not too early to begin making long-range plans for your
graduate education. You are entering a Master's degree profession. The Master's degree is
required for employment in settings such as clinics, rehabilitation centers, universities, and
hospitals. A Master’s degree is also required for a New York State License in speech-language
pathology or audiology. In New York State, a license is required to work in such settings as
clinics, hospitals, rehabilitation centers, and private practice. In a school setting you may work as
a Teacher of Students with Speech and Language Disabilities if you have your Initial Certification.
However, you must obtain your Master’s degree in speech-language pathology within five years
of graduation to obtain your Professional Certification (permanent). Your Master's degree is
also the first step toward obtaining the Certificate of Clinical Competence (CCC) issued by the
American Speech-Language-Hearing Association (ASHA), the professional, scientific, and
credentialing association for audiologists, speech-language pathologists, and speech, language,
and hearing scientists.
It should be noted that as of January 1, 2012, those who enter the discipline of audiology need an
Au.D. (Clinical Doctorate) or another doctoral degree to obtain ASHA’s CCC in audiology.
Once Teacher Certification, ASHA Certification and/or State Licensure have been acquired,
additional professional competency activities are required (continuing education/competency).
For specific professional competency requirements one should refer to the appropriate
credentialing authority.
STUDENTS WITH DISABILITIES
SUNY Cortland and this department are committed to upholding and maintaining all aspects of
the federal Americans with Disabilities Act of 1990 and 1997 (ADA) and Section 504 of the
Rehabilitation Act of 1973. If you are a student with a disability and wish to request
accommodations, please contact the Student Disability Services Office located in Room B-1 Van
Hoesen Hall or call (607) 753-2066 for an appointment. Information regarding your disability will
be treated in a confidential manner. Because many accommodations require early planning,
requests for accommodations must be made according to the deadlines set by SUNY Cortland’s
Student Disability Services Office in order for faculty to accommodate your needs. To receive
accommodations you must be registered with the Office of Student Disability Services.
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SUNY CORTLAND DEGREE REQUIREMENTS
GENERAL EDUCATION (GE) REQUIREMENTS
All students are required to complete SUNY Cortland’s General Education (GE) Program. This GE
program fulfills all SUNY General Education requirements and includes additional elements
specific to the Cortland degree. You must take one course in each of the following categories,
except for categories two, ten and thirteen. The following are the categories:
Quantitative Skills (Math requirement) -- The college requires completion of a quantitative
skills course. Most graduate schools in speech-language pathology or audiology require
statistics. Statistics will meet this GE1 requirement.
Natural Sciences** (TWO courses required)
Social Sciences **
United States History and Society
Western Civilization
Contrasting Cultures
Humanities
The Arts
Foreign Language--- If you are in the SLD major, you must achieve intermediate
proficiency in a foreign language (equivalent to the completion of the second year of
college study, 202 level). If you choose to begin a new foreign language at SUNY
Cortland, you will take four college semesters of that language (101, 102, 201, 202). If you
choose to continue your study of a foreign language begun in high school, you should
register for the appropriate level according to the guidelines from the Department of
Modern Languages. See your advisor for this information. For the SHS major the foreign
language requirement is two college semesters of a foreign language (101, 102). Sign
language is considered a foreign language for majors in the Department of
Communication Disorders and Sciences. It should be noted that previous students who
have had to take 4 semesters of sign language have often found ASL 201 and 202 difficult
to fit into the program sequence.
Basic Communication----Academic Writing and Presentation Skills (complete both writing
and presentation requirements). You are required to complete Academic Writing I and
Academic Writing II. Oral communication skills are critical, especially for the profession of
communication sciences and disorders. Presentation Skills are required to fulfill the SUNY
GE 10. All students must take one Presentation Skills (PS) course as a requirement for
graduation. For students in the SLD major, EDU 488: Student Teaching is a PS course and
will fulfill the GE 10 requirement. Those in the SHS major must take a presentation course
that is out of the major. Please consult your advisor for information on this requirement.
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SUNY CORTLAND GE REQUIREMENTS
Prejudice and Discrimination
Science, Technology, Values and Society
Natural Science**
** American Speech Language-Hearing Association (ASHA) requirement: ASHA requires that
students take the following: one BIO, one physical science, (PHY, CHE), linguistics (ENG 201) and
psychology in normal development (e.g., PSY 231, PSY 232, or PSY 333).
ENGLISH COMPOSITION AND WRITING INTENSIVE REQUIREMENT
In order to graduate, the College requires satisfactory completion of composition courses (CPN
100/102: Academic Writing I, CPN 101/103: Academic Writing II) and two courses identified as
writing intensive (WI). WI courses are defined as those in which there are at least 15 typed pages
(two or more written pieces of writing submitted in multiple drafts—opportunities for serious
revision), instruction in writing techniques and writing assignments are significant part of your
grade. One WI course must be in your major (our course is SHH 370) and one course can be
outside your major. Writing intensive courses must be taken at SUNY Cortland.
GRADE POINT AVERAGE (GPA) AND OTHER REQUIREMENTS FOR THE MAJOR
Grade Point Average (GPA)
A grade point average (GPA) is the average grade of the credits you have taken at SUNY
Cortland. Grades from other institutions are not included in your SUNY Cortland GPA. Pass/Fail
courses are not counted in your GPA. If you retake a course, the most recent grade will be
factored into your GPA. If you have an incomplete, it will not be included in your GPA until you
receive a grade. However, if you do not finish the work required for the course by the end of
the following semester, you will receive an E in the course and that grade will be included in
your GPA. Your GPA in the major is the average grade of all SHH courses. Your cumulative or
overall GPA is the average grade of all the courses you take at SUNY Cortland.
The department requires that all students, regardless of their major, maintain a GPA of 2.7 or
better cumulatively and in the major to continue taking courses in the major. That means that if
you have a GPA lower than 2.7 either in the major or cumulatively or both, you will still be in the
major but you will not be able to take new SHH courses. You will meet with your advisor and
decide on the best course of action to increase your GPA.
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Department Entrance
Students wishing to major in Speech-Language Pathology and Audiology (either SLD, the
certification program, or SHS, the non-certification program) who enter as Freshmen should
indicate their choice by declaring SLD or SHS. For teacher certification majors (SLD), a “W” for
wait will be part of your major code. The “W” will be removed prior to student teaching if you
have maintained the required GPAs, adhered to the teacher dispositions and maintained “good
moral” character as well as completed the required workshops and have been fingerprinted.
Students receive advisement within the department, and may begin taking courses in the major
at any point after the completion of at least 12 credit hours with a cumulative GPA of 2.7 or
better. Transfer students below junior level will also follow this process.
Transfer students with junior level status will be allowed to declare the major(s) upon admission.
This will allow them to retain eligibility for financial aid. They will be advised into the
department's entry level courses. They will be expected to achieve a cumulative and major GPA
of 2.7 to continue taking courses in the major (SHH courses).
Once accepted as a major, students must maintain a GPA of 2.7 both cumulatively and in the
major. Students who do not maintain these averages will not be allowed to continue taking the
next level courses in the major (SHH courses). In this case you should contact your advisor or
department chair immediately to create a plan of action. Students who maintain a “B” or better
in SHH courses tend to be more competitive for graduate school.
Department Entrance Requirements to take courses in the major:
Freshman: Cumulative GPA of 2.7 or better and at least 12 credits at SUNY Cortland
Transfers: Cumulative GPA of 2.7 or better
Department Maintaining Competency Requirements:
All students: GPA of 2.7 cumulatively and in the major
RETAKING SHH COURSES
Students are allowed to retake courses. If you must retake a course you must notify your
advisor who will provide that information to Mrs. Stiles, department secretary. Registering to
retake a course occurs during drop and add and depends upon availability. In the event that
there are not sufficient slots to accommodate all students, then the following rules apply:
All students taking the course for the first time will be admitted.
Then if then if there is room, students who need to retake a course to bring their GPA up to the
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required GPA will be admitted during drop and add.
If there is still availability, senior students who want to improve their GPA will be admitted next.
All others will be admitted if there is still room.
CLINICAL PRACTICUM
SHS majors are required to take 2 credits of Clinical Practicum, SHH 480. SLD majors are
required to take 4 credits of Clinical Practicum, SHH 480 and SHH 481. The setting for your
practicum experience(s) will most likely be the Center for Speech, Language and Hearing
Disorders. There are also some outside placements available close to the campus. During SHH
481, you will be responsible for providing therapy services to a child(ren) or adult(s) with
communication disorders under the supervision of a clinically-certified faculty member. Prior to
all clinical experience, you will need 25 hours of observation/field experience of a person who
has ASHA CCCs. Information about the observations will be provided in SHH 370. It is
mandatory for all majors (SLD, SHS) to complete the 25 observation hours/field experience
before you receive a completion in SHH 480.
STUDENT TEACHING
All students in the Speech and Language Disabilities (SLD) major will take EDU 488 Student
Teaching. Student teaching will occur during your senior year and will count as 12 credits. You
will have two placements in this experience. You will spend 8 weeks with a speech-language
pathologist who may or may not have his/her ASHA CCCs and 8 weeks with a cooperating
teacher in a high needs area (per the New York State Education Department). You will be
placed anywhere within an hour to an hour and a half radius from SUNY Cortland. Students
who choose not to reside in Cortland during their student teaching experiences may be required
to travel even greater distances to their placements. Given this, it is imperative that students
have cars. The number of placements within this radius depends upon the willingness of the
school districts and the willingness of speech-language pathologists to take student teachers
and the qualifications of the speech-language pathologists in the schools. No guarantees can be
made about placements!!!!!!!!!!!! You will not be placed in a school system/district where
relatives, boyfriends or significant others work. We want to make certain that everyone has the
same advantages.
Remember, student teaching is a course. It is the culminating experience of your undergraduate
education. The Department’s Coordinator of Student Teaching and the Office of Field
Placement work diligently to find placements that will offer you the experiences that you need
as well as provide cooperating teachers with the appropriate qualifications. Therefore, please
treat student teaching as seriously as you do all other courses.
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*******All student teaching placements issues are addressed by the Department’s Coordinator
of Student Teaching, Mrs. Grantham. Be certain to direct your concerns and questions to this
person.
Eligibility to Student Teach:
General Requirements
In order to be PLACED to student teach, all candidates must pass the first eligibility check.
“The first eligibility check takes place at the time that the candidate applies to student teach.
Each prospective student teacher must meet all College and Departmental criteria as of the
Friday of the third week of classes during the semester immediately preceding the semester in
which student teaching will occur. During this time period, candidates with incompletes on their
records or candidates enrolled in prerequisite courses MAY be placed to student teach at the
discretion of their academic departments and the Field Placement Office IF the first eligibility
check is passed in all other respects.”
In order to STUDENT TEACH, all candidates must pass the first and second eligibility checks.
“The second eligibility check takes place as soon as final grades for the semester immediately
preceding the semester (fall or spring) in which student teaching will occur are FIRST posted on
the WEB, and candidate’s eligibility is determined with these grades as a basis. By this point in
time, all incompletes must be changed to grades and all prerequisite courses must be
satisfactorily completed. Grade changes made after the initial posting cannot be used to help
students meet GPA requirements for student teaching during the semester immediately
following.”
All individuals applying for New York State Teaching Certification (SLD major) must complete
workshops on Identification and Reporting of Child Abuse and Maltreatment (CAR) and Schools
Against Violence in Education (SAVE) prior to registering for Student Teaching. If you complete
the workshops at Cortland College, they will appear on your college transcript. If you complete
the workshops anywhere else, you are responsible for submitting documentation to the State.
You can check the dates and sign up for the workshops at the Lifelong Learning Office/Center
for Education. All students must complete these workshops prior to student teaching. There is
a fee for both workshops that covers a workbook and films shown. Check the Center for
Educational Exchange website for schedule information--www.cortland.edu/cee/.
It is strongly recommended that students in SLD (teacher certification program) submit a
fingerprint application to the New York State Education Department immediately.
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Students should be familiar with the Fair Process Policy which can be found on the following
NCATE website: http://www2.cortland.edu/schools/education/ncate-office/.
Department requirements for student teaching:
 Complete the Teacher Education Council (TEC ) student teacher application in the
beginning of the semester prior to student teaching and return it immediately to the
Student Teacher Coordinator for submission to the TEC Review Committee for approval.
 Obtain a “C” or better in SHH 481
 Have a cumulative GPA of 2.7 or better
 Have a major GPA of 2.7 or better
 Complete all workshops (CAR, SAVE) prior to registering for student teaching (EDU 488)
 Be fingerprinted
 Complete all academic requirements
 Consent of the Department
 Meet the dispositions (see Appendix B)
 Satisfy all incompletes
Other aspects about student teaching to keep in mind include:
 You will usually have two placements during the semester you student teach. You will be
placed with a person who is in a high needs area and you may or may not be placed with a
person who has his/her CCCs (depends upon availability).
 You will NEED your own transportation. The number of placements in the local area is
extremely limited so we cannot place all of you in this immediate area. College
supervisors must visit your placements to assess your student teaching experiences. Thus,
placements are not more than an hour and a half radius from SUNY Cortland. You will
likely be in a town/city without mass transportation. In addition, speech-language
pathologists may work in more than one school building within a district, often making
travel during the school day necessary.
Again, the number of placements in the local area is extremely limited.
You must be prepared to be FLEXIBLE.
Student teaching is the equivalent of a full-time job and any activities that might interfere with
the successful completion of this course are prohibited.
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No courses can be taken during student teaching.
All incompletes must be satisfied prior to the student teaching placement.
It is advisable that you not be employed during your student teaching experience.
“It is College policy that students are not permitted to participate in College activities such as
Intercollegiate Athletics while student teaching or doing an internship. Exceptions to this policy
may occur only with the written permission of the student’s Dean based upon the
recommendation of the department of the student’s major. If the student participates in a
varsity sport during student teaching or an internship experience without the Dean’s permission,
the student will be removed from this academic experience. If in the judgment of the student’s
cooperating teachers or supervisors this athletic participation is interfering with the quality of
the student teaching or internship experience, the student can be required to cease his/her
athletic participation” (SUNY Cortland 2012-2013 Student Teaching Handbook).
College regulations prohibit a student who is on probation from student teaching.
Substitute teaching during the student teaching experience is not permitted.
Student Teacher Application and Good Moral Character: SUNY Cortland places many students
in schools, community agencies and business for student teaching, field experiences, internships
and study abroad programs. SUNY Cortland has a responsibility to take reasonable steps to
ensure that such students are of good moral character and are trustworthy and reliable. The
New York State Education Department expects institutions to ensure that students who
interact in such environments be of sound moral character per Part 83 of NYS Regulations of the
Commissioner. Therefore, such questions as 1) have you ever been convicted of a felony and/or
a misdemeanor, 2) are you a registered sex offender, 3) do you currently have a disciplinary
record at SUNY Cortland (e.g., under age drinking, see code of conduct), and 4) have you ever
been dismissed or suspended from any college or university will be asked on the student
teaching application. If the answer is yes to any of these questions, you will be required to
provide written explanations. A response of yes will not automatically exclude you from
participation. A TEC Review Committee will review your information and determine if you will
be eligible to participate in student teaching. If your application is not approved, you will have
the right to appeal this decision to an appeals committee. If there are any violations between
your approval and the actual student teaching, they must be reported to the Associate Dean of
your School, Dr. Eileen Gravani. Your application will then be re-reviewed by the TEC Review
Committee.
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Teacher Dispositions (see Appendix B for form): As mentioned above, teacher
candidates “are expected to develop and reflect the dispositions that are delineated
in professional, state, and institutional standards . . .” (2012-2013 Student Teaching
Handbook). The following are the character, teaching and professional dispositions
that student candidates must demonstrate:
Character Dispositions
 Honesty
 Integrity
 Caring/Empathy for Others
 Work Ethic/Diligence
 Personal/Social Responsibility
 Accountability
Teaching Dispositions
 Has Knowledge of Content and Passion for Subject
 Is Well Prepared in the Arts and Sciences
 Believes that All Students Can Learn
 Maintains High Standards in the Classroom (Therapy/Diagnostic Room)
 Demonstrates Fairness
 Creates Safe and Nurturing Classroom Environment (Therapy/Diagnostic
Environment)
 Uses Technology Effectively in the Classroom (Therapy/Diagnostic Room)
 Addresses a Variety of Learning Styles
 Understands and Values Diversity
 Is a Reflective Teacher
 Values the Role of Assessment
 Communicates Effectively with All Stakeholders
 Appreciates the Inter-Connectedness of Disciplines
Professional Dispositions
 Collegiality
 Dedicated to the Profession
 Leadership
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Change Agent
Cooperation/Collaboration
Respect/Value Education
Professionalism
Confidentiality
At the end of each semester your advisor will review your Disposition Form with you to
provide guidance and suggestions for change if necessary.
A Teacher Disposition Review Committee (at least 4 faculty, can include the department
chair) will review the record of those students who have more than one violation or the
continuation of the same violation regardless of the course or faculty member. This
committee will follow the Candidate Consultation Policies and Procedures
(http://www.cortland.edu/ncate/candidate%20consultation%20policy.pdf). Violations of
the teacher dispositions may put your student teaching experience in jeopardy.
STUDENT TEACHING PORTFOLIO
Those students in the certification major (SLD) are required to complete an educational
portfolio during student teaching (EDU 488). This portfolio will contain the following
information:








Writing Samples
Journal
Demonstration of Planning
Demonstration of Primary through Grade 12 Experiences
Demonstration of Technology Experiences
Exit Philosophical Statement (a reflective piece)
Resume
Paper on how ASHA’s guidelines on the Role of the SLP in Schools compares with your
two placements.
This portfolio will be submitted near the end of the student teaching experience to the
department student teaching coordinator for a grade.
Professional Dress: While in clinical training (student teaching and the Center for Speech,
20
Language and Hearing Clinic experience) you must project a professional image. Professional
attire lends credence to your competence giving the clients confidence in you. We want the
clients to concentrate on the evaluation and therapeutic strategies presented without
distractions. Therefore, visible body art, high cut, low cut and revealing clothes should not be
worn during clinical training/student teaching.
COLLEGE MINORS
Although minors are not required, you will certainly have the encouragement of the Department
if you are interested in choosing one. Typical minor areas often selected by our majors are
Psychology of Children with Exceptionalities (Psychology Department) and Social Gerontology
(Sociology-Anthropology Department).
It is extremely important that you consult with your advisor as soon as you begin thinking about
a minor and that you begin taking coursework in your minor as early in your college career as
possible. Our major requirements are rather extensive and this sometimes creates difficulties in
completing both major and minor requirements during the four years. EARLY SELECTION OF A
MINOR AND CONSULTATION WITH YOUR ADVISORS ARE KEY FACTORS !
CENTER FOR SPEECH, LANGUAGE AND HEARING DISORDERS
The Center for Speech, Language and Hearing Disorders is located on the first floor of the
Professional Studies Building (PRST) and staffed by the faculty of the Communication Disorders
and Sciences Department, SUNY Cortland. The Center provides clinical services for identifying
and treating a wide variety of communication disorders to members of the community and
surrounding areas. The Center enables student clinicians to gain valuable clinical experience by
working with clients under the direct supervision of the department’s certified and licensed
professional faculty.
The PRST also houses the Communication Disorders and Sciences Department. Faculty offices
are on the second floor.
INDEPENDENT STUDY
Information concerning independent study should be obtained from your advisor prior to any
registration or arrangements.
21
STUDY ABROAD
For proper sequencing of courses and timely graduation, this experience should be identified in
the freshman year. If you are interested in studying abroad, consult your advisor and the study
abroad office.
AN EXAMPLE OF THE UNDERGRADUATE DEGREE IN SPEECH AND LANGUAGE DISABILITIES
(SLD)
First Year
Fall
Credits
General Education (GE)
CPN 100 - Academic Writing I 3
Foreign Language
HLH 110 Personal and Community
Or
HLH 199 Critical School Health Issues
COR 101 The Cortland Experience
Spring
6
3
3
2
Credits
General Education (GE)
CPN 101 - Academic Writing II
SHH 270 Introduction to Communication Disorders
SHH 280 Phonetics
Foreign Language
3
3
3
3
2
1
___
15-16
___
15
Second Year
Fall
Credits
Spring
Credits
SHH 281 Speech Science
SHH 300 Normal Language Development
GE
Foreign Language
PSY 101 General Psychology
*SHH 283 Hearing Science
3
3
3
3
3
3
ENG 201 Intro to Language Study
SHH 370 Articulation & Language
Disorders (WI)
SHH 371 Fluency and Voice
Foreign Language
GE
Quantitative Skills (Math—Statistics)
3
___
18
22
3
3
3
3
3
___
18
Third Year
Fall
Credits
Spring
Credits
SHH 477 Clinical Procedures
SHH 480 Clinical Practicum I
SHH 360 Teaching Children with Limited
English Proficiency
GE - WI
SHH 383 Audiology
PSY elective (Normal Development)
3
2
SHH 481 Clinical Practicum II
SHH 475 Technology
SHH 483 Aural Rehabilitation
GE
Elective
2
1
3
6
2-3
1
3
3
3
___
15
___
14-15
Fourth Year
Fall
Elective
EDU 496 Organization of Speech, Language,
Hearing Disabilities Program in the Schools
SHH 473 Neuropathologies
GE
PSY 332 Educational Psychology
Credits
3
3
3
3
3
___
15
Spring
Credits
EDU 488 Student Teaching
12
___
12
******The above is only an example of a four year schedule. Other modifications can be made
in your program upon consultation with your advisor. Student teaching can occur in the first
semester of your senior year. Your program will then be modified accordingly. Remember that
you need 124 credits to graduate.
*Highly recommended for SLD majors
23
AN EXAMPLE OF THE UNDERGRADUATE DEGREE IN SPEECH AND HEARING SCIENCE (SHS—
NON-TEACHER CERTIFICATION MAJOR)
First Year
Fall
Credits
General Education (GE) (3 of them)
CPN 100 - Academic Writing I
Foreign Language
COR 101 The Cortland Experience
Spring
9
3
3
1
___
16
Credits
Foreign Language
3
CPN 101 - Academic Writing II
3
SHH 270 Introduction to Communication Disorder 3
SHH 280 Phonetics
3
GE
3
___
15
Second Year
Fall
Credits
SHH 281 Speech Science
SHH 300 Normal Language Development
GE
PSY 101 General Psychology
3
3
6
3
Spring
Credits
ENG 201 Intro to Language Study
SHH 370 Articulation & Language
Disorders (WI)
SHH 371 Fluency and Voice
Quantitative Skills (Math—Statistics)
SHH 283 Hearing Science
3
3
3
3
3
___
15
___
15
Third Year
Fall
Credits
SHH 477 Clinical Procedures
SHH 480 Clinical Practicum 1
*SHH 360 Teaching Children with Limited
English Proficiency
GE - WI
SHH 383 Audiology
PSY elective (Normal Development)
24
Spring
3
2
1
3
3
3
___
15
Elective
*SHH 475 Technology
SHH 483 Aural Rehabilitation
GE
Elective
Credits
3
1
3
6
2-3
___
15-16
Fourth Year
Fall
Credits
Elective
Elective—Presentation Course
SHH 473 Neuropathologies
GE
*EDU 496
Spring
3
3
3
3
3
___
15
Credits
Electives/minor
Presentation Course
*HLH 110
or
*HLH 199
9
3
3
2
___
14-15
******The above is only an example of a four year schedule. However, other modifications can
be made in your program upon consultation with your advisor. If space is available in SLD
courses, such as SHH 360 and EDU 496, you may obtain special permission to enroll in them.
Consult your advisor regarding this option. Remember that you need 124 credits to graduate.
*Highly recommended for SHS majors
TRANSFER STUDENTS
Transfer Credit Limits (“Cortland Advisor Resource Packet”):
64 credits from 2 year colleges.
75 – 83 credits from 4 year accredited colleges, depending on the total number of
credits required for graduation in the chosen program
30 credit maximum can come from AP, IB, CLEP
Residency requirements
Overall: 45 credits of coursework at SUNY Cortland
Major: Half of the required credits must be completed at SUNY Cortland
Half of the required credits must be completed at SUNY Cortland
Transfers should begin their careers at SUNY Cortland by examining their
curriculum records, particularly their evaluation of credits form. If there is some
question regarding transcript evaluation and transferred credits, check with your
advisor immediately.
For transfer of General Education courses, see the College Catalog.
25
Courses that require substantial writing are identified in the Master Schedule by the
abbreviation WI following the course title. Writing Intensive (WI) courses must be
taken at SUNY Cortland.
Students transferring into the certification program (SLD) at the junior level will be
required to spend at least an extra semester (a total of 5 semesters) at SUNY
Cortland in order to satisfy all degree requirements. Students who transfer into the
non-certification major (SHS) can generally complete that major in four semesters.
6.
As a transfer student, it is possible to complete this program in 5 semesters if
substantial progress has been made toward completing SUNY GEs, SUNY Cortland
requirements, psychology requirements and foreign language requirements. This is
an extremely rigorous schedule and it is advised that students consider spreading
these courses over a 6-semester period.
TYPICAL SLD COURSE SEQUENCE
for Transfer Students or Junior level changes of major
Entering Fall
1st Semester
Fall
2nd Semester
Credits
Foreign Language
SHH 270 Intro to Communication Disorders
SHH 280 Phonetics
SHH 281 Speech Science
SHH 300 Normal Language Development
Spring
3
3
3
3
3
Credits
General Education (if needed)/ PSY 101 (if needed)
Foreign Language (if needed)
ENG 201 (Intro to Language Study)(Soph. or Junior)
SHH 370 Articulation & Language Disorders (WI)
SHH 371 Voice and Fluency
SHH 283 Hearing Science
3rd Semester
Fall
Foreign Language (if needed)
SHH 473 Neuropathologies
SHH 360 Teaching Children with
Limited English Proficiency
SHH 383 Basic Audiology
26
(Spring)
3
3
3
3
3
3
4th Semester
Credits
3
3
3
1
3
Spring
Foreign Language (if needed)
SHH 475 Technology in Communication
Disorders
SHH 483 Aural Rehabilitation
*SHH 481 Clinical Practicum II
Credits
3
1
3
3
SHH 477 Clinical Procedures
SHH 480 Clinical Practicum I
3
2
*PSY 332 Educational Psych
3
Quantitative Skills/Math or WI course outside the
major (if needed)
3
*HLH 110 or
3
HLH 199
2
5th Semester
Fall
*EDU 488 Student Teaching
Speech and Hearing Science for Transfers entering Fall - SHS (Non-Certification Major)
The above schedule is just an example. You will meet with your advisor to create the best
schedule for you. For the non-certification major, the starred (*) courses are omitted. For the
SHS major PSY/MAT 201 or CAP 100 must be taken. SHS majors must also take SHH 283 and
their foreign language requirement is only one year (two semesters) of a foreign language (101,
102) at the college level.
TYPICAL SLD COURSE SEQUENCE
for Transfer Students or Junior level changes of major
Entering in Spring
1st Semester
2nd Semester
Spring
Credits
Fall
Foreign Language (if needed)
SHH 270 Intro to Communication Disorders
SHH 280 Phonetics
SHH 300 Normal Language Development
*HLH 110 or 199
SHH 283 Hearing Science
3
3
3
3
3 or 2
3
PSY elective in normal development/PSY 101 (if
needed)
Foreign Language (if needed)
SHH 370 Articulation & Language Disorders (WI)
SHH 281 Speech Science
SHH 383 Audiology
*PSY 332 Educational Psychology
3rd Semester
Spring
4th Semester
Credits
Foreign Language (if needed)
SHH 371 Fluency and Voice
*SHH 475 Technology in Communication
Disorders
27
Credits
3
3
1
Fall
Foreign Language (if needed)
Writing Intensive Course
*SHH 481 Clinical Practicum II
SHH 473 Neuropathologies
Credits
3
3
3
3
3
3
3
3
3
3
SHH 477 Clinical Procedures
SHH 480 Clinical Practicum I
Math (if needed)
ENG 201 Introduction to Language Study
Or its equivalent
SHH 483 Aural Rehabilitation
3
2
3
3
SHH 360 Teaching Children with Limited English
Proficiency
3
*EDU 496 Organization of Speech, Language & 3
Hearing Disabilities Program in the Schools
3
5th Semester
Spring
*EDU 488 Student Teaching
Speech and Hearing Science for Transfers entering Spring- SHS (Non-Certification Major)
The above is an example of a schedule. You will meet with your advisor to create the best
schedule for you. For the non-certification major, the starred (*) courses are omitted. For the
SHS major PSY/MAT 201 or CAP 100 must be taken. SHS majors must also take SHH 283 and
their foreign language requirement is only one year (two semesters) of a foreign language (101,
102) at the college level
Note: The above are very heavy schedules. You might want to take a course or two in the
summer to lighten your academic load. See your advisor to determine what is best for you.
CLUBS, PROFESSIONAL ORGANIZATIONS – NSSLHA CORTLAND
The Department supports the National Student Speech-Language-Hearing Association, Cortland
Chapter (NSSLHA Cortland Chapter). NSSLHA Cortland Chapter is affiliated with the national
organization. The club has held a variety of fund-raising projects that benefit our Center for
Speech, Language and Hearing Disorders. It has also sponsored a number of guest lecturers. You
are encouraged to become involved with the club. It provides an excellent way to meet new
people and increase your awareness of the profession that you are entering. Membership is
open to all students in the department.
Our student organization sponsors an Annual Spring Conference featuring nationally known
speakers. It is co-sponsored by the National Student Speech-Language-Hearing Association
Chapter at Ithaca College and the Southern Tier Area Speech Language and Hearing Association.
Topics have included multiculturalism, closed head injury, central auditory processing, cochlear
implants, dysphagia (swallowing disorders), and articulation and phonology disorders. The
NSSLHA Cortland Chapter also organizes a banquet to honor both faculty and students.
28
You are also encouraged to become a member of the National Student Speech-LanguageHearing Association (NSSLHA). This entitles you to a number of professional journals at a
substantial fee reduction. It is desirable to begin your professional journal collection while still in
college. Obtain an application from the club advisor, Mr. Pitcher, or online at www.asha.org, or
write to NSSLHA, 10801 Rockville Pike, Rockville, MD 20852 for additional information. Talk with
the advisor(s) of the club for additional information. Becoming a student member of the New
York State Speech-Language-Hearing Association is beneficial too (phone: 800-NYSSLH for
additional information).
COLLEGE POLICIES AND PROCEDURES
This is a summary of the policies and procedures referred to most often by students. The list is
not intended to be all-inclusive.
Class Attendance.
It is the policy of the College that regular class attendance is a basic requirement of all courses.
However, as long as absences are not excessive, it shall be the students’ performance and not
their attendance record which shall determine their course grade. The policy does not exclude
class participation and/or performance as a factor in determining course grades.
Other than the restrictions stated in this policy, the taking of attendance and attendance
requirements are at the discretion of the individual instructor. In determining the student’s
grade, the instructor may consider excessive absences. Instructors shall state in the course
syllabus and emphasize to the class at the first meeting the attendance requirement for the
course. Instructors should make clear to their classes what they consider to be valid reasons for
missing class, and what penalties will follow excessive absences.
Penalties for excessive absences, as determined by the instructor’s policy, shall not exceed onethird of a letter grade per class hour of absence.
Students are responsible for all work missed. Instructors shall establish procedures to allow
students who have been absent for valid reasons to make up missed class work. If students
anticipate having to miss class, it is their responsibility to inform the instructor ahead of time.
Students who miss a final examination will receive an E for that course unless they have
obtained an excuse for their absence from the associate dean of their school.
29
Absences due to participation in approved College activities shall be considered valid absences.
The Provost and Vice President for Academic Affairs shall determine what College activities are
approved as valid for students to be absent from classes.
Nonattendance does not mean a student has dropped a course. Students who have not
attended class and have not officially dropped or withdrawn from the course will receive a
grade of E (2012– 2013 Undergraduate Catalog).
Cell Phones: Cell phones may be left on vibrate for emergency notification purposes. If you
expect an important phone call, please inform your professor before the class begins. Then
quietly excuse yourself when you receive that call.
Text messaging/Email: No text messaging or emailing is allowed in class. Anyone caught text
messaging or emailing in class may receive a severe penalty—check your course syllabus for
further information.
Class Year
Students are identified by class year in accordance with the number of credit hours earned toward graduation as
follows:
Freshman
0—25.5 credit hours
Sophomore
26—56 credit hours
Juniors
56.5—89.5 credit hours
Seniors
90 or more credit hours
Course Numbering System. The number assigned to each course is the key to the level at which it is taught.
Cortland uses the following numbering system:
100-199 courses generally designed for freshmen but may be appropriate for sophomores, usually an
introductory or first course taught in a sequence within a specific discipline.
30
200-299 courses generally designed for sophomores but may be appropriate for freshmen, usually advancing in a
progression as a second course which may require previous knowledge or training.
300-399 courses generally designed for juniors and seniors, but may also be appropriate for sophomores.
Prerequisites are often required for this course level.
400-499 courses generally designed for juniors and seniors advancing well into upper division work with
prerequisite knowledge base required.
500-599 courses are considered graduate courses, but are designed for both the graduate and highly motivated
undergraduate student. This level of course work is open to juniors and seniors in good academic standing
(cumulative grade point average of 2.0). Certain 500-level courses are for graduate students only.
Seniors Taking 500-Level Courses for Graduate Credit may do so in their final semester of undergraduate study,
and must request permission to register for 500-level courses for graduate credit. Approval must be obtained
from the school associate dean for the student’s major before the start of the semester in which the course is
being taken. Students are cautioned that graduate credits thus earned may not be transferred toward meeting
the requirements for the master's degree at another institution.
600-699 courses designed exclusively at the graduate level for graduate students only.
Consult the College Catalog and website http://www.cortland.edu/registrar/coursescheduleregistration.html
for additional information.
Course Section Numbering
010, 020, 030, 040 ....generally designates quarter courses
200’s ......................... “paired courses” which must be taken together
500’s ......................... courses require SPECIAL PERMISSION
see the department chair or program coordinator
600’s ......................... courses for designated majors only
700’s ......................... courses for non-majors only
800’s ......................... courses for First Year Programs,
Learning Communities and other Special Populations
070’s ......................... courses offered at off-campus locations
090' s..........................courses taught at SUNY Institute of Technology
Course Title Prefix Abbreviations:
ASYNCH "On-line" computer course (Asynchronous)
HYBR “Blended” on-line & traditional in-class course delivery (Hybrid)
SLN SUNY Learning Network (also Asynchronous)
TP Special Topics course (29’s not in Catalog)
Identification Codes:
c/h credit hour of course
CRN Course Reference Number
31
CG # Cortland General Education Category #
LASR Liberal Arts Requirements
PRES Presentation Skills
QTR number identifies quarter
SI Supplemental Instruction Available
SLRN Service Learning
WRIT Writing Intensive Section
Source: Course Schedule and Registration Information Site
(http://www.cortland.edu/registrar/coursescheduleregistration.html)
Prerequisites. Most courses beyond the introductory level require a degree of knowledge or
preparation described by the prerequisites for the course. At SUNY Cortland the prerequisites
indicate the level of preparation normally required for the course. An equivalent course or
courses taken elsewhere suffice, but questions regarding equivalency should be referred to the
department offering the course. In appropriate circumstances the department offering the
course may waive prerequisites.
Pass/No Credit Option. Juniors and seniors in good academic standing may elect to take certain
courses on a Pass/No Credit basis with the approval of the student's department chairperson
and under conditions that are specified in the College Catalog and College Handbook. If you do
not have copies of these documents, please see your advisor or our department secretary. This
option gives the student an opportunity to take challenging courses. Courses that cannot be
taken for pass/no credit include: courses in the major and/or minor; courses required to fulfill
GE or All-College requirements (WI, presentation, etc.); and graduate courses. The pass/no
credit forms are available in the department and at the Registrar’s office. These forms must be
completed, approved and submitted to the registrar during the first three weeks for a semester
course, or the first week, for a quarter course. Once the form has been approved and
submitted, the petition is binding and cannot be reversed
(http://catalog.cortland.edu/content.php?catoid=5&navoid=245).
Retaking Courses. To retake a course in the major you must consult your advisor who will
consult with the Department Chair about course availability. Retaking courses in the major are
on a space available basis. Students who retake courses can enroll in the course during the
drop/add period. This allows students who are taking the course for the first time, the
opportunity to register. Mrs. Stiles will assist you with the retake process with the approval of
your advisor and Department Chair.
32
When a student retakes a Cortland course, all grades received will remain on the official
transcript, but only the last grade received will be included in the quality and grade point
average and hours toward graduation.
The grade excluded from the cumulative totals will be annotated with an “E” on the transcript.
The grade included in the cumulative totals will be annotated with an “I.” The retaken course,
which is defined by the same title, course prefix and course number, must be repeated at SUNY
Cortland under the same grading system in order to be eligible for this policy. Therefore, courses
previously taken and earned as transfer credit are not eligible to be retaken.
Students receiving financial aid are encouraged to check with the Financial Aid Office and with
the Student Accounts Office to avoid losing an award, especially when retaking a previously
passed course. Forms for retaking a course are available in the Registrar’s Office.
Incomplete Grades. An Incomplete (INC) grade automatically becomes an E if work is not made
up by the end of the final examination period of the following semester. Information
concerning specific details is available in the College Catalog and College Handbook.
Academic Dishonesty/Integrity. The College is an academic community which values academic
integrity and takes seriously its responsibility for upholding academic honesty. All members of
the academic community have an obligation to uphold high intellectual and ethical standards.
The Department of Communication Disorders and Sciences has the same commitment to
academic integrity and upholding intellectual and ethical standards.
Academic dishonesty can occur in many ways and includes but is not limited to plagiarism,
cheating on examinations, submitting the same paper for two different classes, falsifying
documents and data and destruction or unauthorized removal of library materials
Academic integrity is essential to maintain high standards of academic excellence. The college
reserves the right to place on probation or to terminate the enrollment of any student whose
behavior or academic record is unacceptable.
A violation of the academic integrity policy will put your student teaching in jeopardy.
For more information on academic integrity and how academic dishonesty can occur, please
refer to the College Handbook, the College Catalog and the Code of Student Conduct and
Related Policies.
33
STUDENT GRIEVANCE PROCEDURE
Academic Grievance Procedure and System:
http://www2.cortland.edu/offices/publications/handbook/part-three/#chapter350
College Guidelines for Students (College Handbook Part III):
http://www2.cortland.edu/offices/publications/handbook/part-three/#chapter320
Code of Student Conduct: http://www2.cortland.edu/offices/judaffairs/code-of-conduct.dot
SUNY CORTLAND TITLE IX CAMPUS CONTACTS
Title IX of the Education Amendments of 1972 is a federal law that prohibits sex discrimination in education. It
states:
“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the
benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial
assistance.”
(Title IX of the Education Amendments of 1972, and its implementing regulation at 34 C.F.R., Part 106)
Sex discrimination includes sexual harassment, sexual assault, and sexual violence.
While it is often associated with athletics programs, the Title IX law is much broader and applies to many
programs at SUNY Cortland. Oversight of campus-wide compliance with Title IX is the primary responsibility of
the SUNY Cortland Title IX Coordinator. Contact information is listed below.
Chief oversight for Title IX issues is the campus Title IX Coordinator, Dr. Virginia B. Levine,
Executive
Assistant to the President, 408 Miller Building (607) 753-2201; [email protected].
Depending upon the type of issue that is brought forward there are a number of campus
deputies to whom the complainant may be referred:
34
TITLE IX CONTACTS
Name/Title
Wendy Cranmer
Affirmative Action
Officer/Title IX
Deputy
Coordinator
Office/Contact Information
Human Resources
301 Miller Building
(607) 753-2302
[email protected]



35
C. Gregory Sharer
Vice President,
Student
Affairs/Title IX
Deputy
Coordinator
Corey Union, 407-A
(607) 753-4721
[email protected]
Michael Pitaro
Acting Director,
Student Conduct
Office/Title IX
Deputy
Coordinator
Student Conduct Office
Corey Union, 409-B
(607) 753-4725
[email protected]
Michael Urtz
Director,
Athletics/Title IX
Deputy
Coordinator
Steven Dangler
Chief of Police,
UPD/Title IX
Deputy
Coordinator
Mark DePaull
Assistant Chief of
Police, UPD/Title IX
Deputy
Coordinator
Park Center, E-346
(607) 753-4953
[email protected]




Van Hoesen Hall, C-17
(607) 753-4124
[email protected]
Van Hoesen Hall, C-17
(607) 753-4127
[email protected]

Issue(s) Addressed
Discrimination-related
complaints, including
sexual harassment
Employee discrimination
against another employee
Employee discrimination
against a student
Oversees resolution of
student issues
Oversees Student
Conduct Office and
University Police
Department
Complaints/allegations of
student-to-student
violations of the Code of
Student Conduct
Faculty/staff allegations
of violations of the Code
of Student Conduct
Athletics equity
complaints/allegations


Law enforcement
Criminal complaints


Law enforcement
Criminal complaints
Courtney Wormuth
Assistant Director,
Athletics and NCAA
Senior Woman
Administrator/Title
IX Deputy
Coordinator
Virginia Levine
Executive Assistant
to the
President/Title IX
Coordinator
Park Center, 2121
(607) 753-4635
[email protected]
President’s Office
408 Miller Building
(607) 753-2201
[email protected]


Athletics equity
complaints/allegations
Oversees Title IX issues
and reporting
GRADUATE SCHOOL
According to the American Speech-Language-Hearing Association (ASHA), the standard bearer
for the professions of speech-language pathology and audiology, the minimal level of
competence is a master’s degree in speech-language pathology. Starting in the year 2012, the
minimal level of competence in audiology will be the doctoral degree (Au.D., Ph.D.). Usually, a
GPA of 3.00 or better is required for graduate school admissions. But some regions/institutions
are more competitive and a GPA higher than 3.0 is expected.
Volunteer and employment experiences that relate to special populations or
educational/vocational settings may be helpful and should be included in your graduate school
applications.
Graduate Record Exam (GRE) scores are also considered. You will need to prepare for these
exams, especially if your performance on standardized tests (e.g., SAT in high school) tends to be
lower than your actual academic abilities.
Letters of recommendation from your professors are also considered in graduate school
admission. Be certain to ask for positive letters of recommendation from the professors in the
Department.
SUNY Cortland is in the process of creating a master’s program in communication disorders. We
will keep you informed of our progress.
36
The Department of Communication Disorders and Sciences’ Faculty and Staff--Professional Studies Building, Room 2201
Regina Grantham, M.ED., CCC-SLP
Associate Professor and Chair
Nikki Curtis, M.S.
Assistant Professor
Mary Emm, M.S., CCC-SLP
Clinic Director / Lecturer IV
Irena Vincent, Ph.D., CCC-SLP
Assistant Professor
Michael Pitcher, M.S., CCC-A
Audiology Coordinator / Lecturer IV
Brent T. Wilson, Ph.D.
Assistant Professor
Deborah Wilson, M.S., CCC-SLP
Assistant Clinic Director/Instructor
Jennifer Stiles
Department Secretary I
How do I address my professors and staff?????
Please refer to your professors (verbally and in writing) in the following manner unless
they give you permission to do otherwise:
Mrs. Grantham
Ms. Curtis
Ms. Emm
Mr. Pitcher
Dr. Wilson
Mrs. Wilson
Dr. Vincent
Mrs. Stiles
Revised: September, 2012
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APPENDIX A
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Major Courses
SHH 270 Intro: Communication Disorders
The basic processes of speech, language and hearing and the nature of communication disorders
are discussed in terms of multidisciplinary approaches used in identification and intervention.
Includes disorders of: language, learning, articulation, phonology, cognition, behavior, motor,
voice, fluency, and hearing. An overview of the professions of Speech-Language Pathology and
Audiology is presented. (3 cr. hrs.).
SHH 280 Phonetics
Nature of spoken language explored with respect to phonology, articulatory and clinical
phonetics, transcription using the International Phonetic Alphabet and diacritic markers. Includes
information on phonological development and disorders, phonological awareness and dialect. (3
cr. hrs.).
SHH 281 Speech Science
(B) Anatomy and physiology of the speech mechanism and nervous system; an overview of the
acoustics and the acoustic nature of speech. (3 cr. hr.)
SHH 283 Intro: Hearing Science
An exploration of the physiological and psychological aspects of human hearing including
acoustics of sound, anatomy and physiology of the auditory mechanism and psychoacoustics
(3 cr. hrs.).
SHH 300 Normal Language Development
Course of language development in typical children explored from infancy to late adolescence
with cultural and socioeconomic issues addressed. Includes semantic, syntactic-morphological,
phonological, and pragmatic aspects. Emphasis placed on language and pre-literacy in toddler
and preschool years, and school-age language and literacy. Neurological, theoretical, and applied
issues addressed. Not open to those having credit for PSY 350. (3 cr. hrs.).
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SHH 360 Teach Child w/Limited Eng.Prof
(A) An introduction to assessment and intervention for children with limited English proficiency
and/or English as a second language. Emphasis will be placed on classroom assessment and
developing strategies that will support student's language and literacy performance in the
classroom. Prerequisite: SHH 480 or 481, either which may be taken concurrently. (1 cr. hr.)
SHH 370 Articulation & Lang Disorders
Disorders of articulation/phonology and language are explored within a multicultural framework
of normal patterns of acquisition and use. Includes behavioral disorders, learning disabilities,
delayed or limited cognitive development, safety and accessibility issues of people with
disabilities, physical, cognitive, and affective characteristics of persons with disabilities and the
impact of culture and social economic status. Paper(s) requiring research using word-processing
and Internet access are required. Prerequisites: SHH270 & SHH280 & SHH300 . (3 cr. hr.)
SHH 371 Fluency & Voice
Fluency disorders and phonatory/resonance disorders (theories, characteristics, etiologies and
clinical management) will be presented. Physical, cognitive, and affective attributes of
fluency/voice disorders will be discussed. Prerequisite: SHH 281. (3 cr. hr.)
SHH 383 Basic Audiology
(B) Anatomy, physiology, pathology and audiological assessment of the hearing mechanism.
Prerequisite: SHH 281 or permission of the department. (3 cr. hr.)
SHH 470 Studies in Speech Pathology
(O) Selected area. May be repeated as subtitle changes. Prerequisite: Consent of department. (1 3 cr. hr.)
SHH 473 Neuropathologies of Lang & Sp
Speech and language disorders resulting from neuropathologies - an overview of neurology,
etiologies, assessment and treatment. Physical, cognitive and affective attributes of these
disorders are discussed. A case study including Internet accessing and other technology is
required and critiqued. Prerequisites: SHH281 and SHH370. (3 cr. hrs.).
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SHH 475 Technology in Communication Disorders
(A) An introduction to the types of technology used in the practice of speech-language
pathology and audiology: Augmentative communication, computer applications, and assistive
devices for the speech, language and hearing impaired. Prerequisite: SHH 480 or 481, either which
may be taken concurrently. (1 cr. hr.)
SHH 477 Diagnostic Procedures
The diagnostic process in communication disorders within a multicultural and historical
framework. Emphasis on evaluation/reporting procedures including choice and administration of
standardized instruments, functional and learning outcomes assessment, language sample
analysis and diagnostic report writing in the preschool and school aged population. Therapeutic
implications and referral procedures are introduced. Prerequisites: SHH 370. (3 cr. hrs.).
SHH 480 Clinical Practicum I & Lab
Principles and techniques of case management, including designing individualized/differentiated
programs for persons with speech/language, motor, developmental, behavioral, and sensory
impairments. Emphasis on writing behavioral objectives and lesson plans, prioritizing goals,
developing therapy strategies, analyzing behavior and behavior management strategies, assessing
learning outcomes, and writing clinical reports. A required clinical observation experience is
integrated with classroom instruction to facilitate the transition from theory to practice.
Prerequisites: SHH281 and SHH370. (2 cr. hrs.).
SHH 481 Clinical Practicum II & Lab
Supervised evaluation and treatment of individuals with communication disorders, report
writing, conferences, and self-evaluation techniques. Lectures include instruction in assessment
procedures, teaching techniques for groups and individuals, clinical report writing, language and
phonology remediation techniques, ethics, multicultural issues, socioeconomic status, analysis of
behavior and development of behavior management strategies. Prerequisites: SHH480, SHH477,
consent of instructor. (2 cr. hrs.).
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SHH 483 Aural Rehabilitation
The management principles of hearing impairment are considered across age groups: Auditory
perception, speech perception, auditory training, speech reading and psychosocial issues. The
nature and accessibility of personal and educational amplification systems and assistive devices
are discussed. Case studies are reviewed and critiqued. Prerequisites: SHH270, SHH370 and
SHH383. (3 cr. hrs.).
SHH 488 Student Teaching in Speech, Language and Hearing
Full-time speech and language assessment and intervention in school settings under College
supervision. Related seminars are included in the course. This experience includes: task analysis,
formal and informal assessment, development of Individualized Educational Programs and
Individualized Family Service Plans, curriculum planning, instructional planning and strategies,
working within a multidisciplinary team, behavior management, classroom management and selfanalysis of skills. Prerequisites: SHH 371, 383, 481 and EDU 496; cumulative grade point average of
2.7 and grade point average in SHH courses of 2.7; consent of department. Fulfills: PRES. (12 cr. hr.)
EDU 496 Org of Speech/Lang/Hear Disabilities Program in the Schools
Historical, social and legal foundation for establishing and providing speech/language/hearing
services within the curricula of different school settings. Emphasis on legal and professional
concerns including eligibility issues for the Individualized Family Service Plan and Individualized
Education Plan; the impact of language-based learning disabilities on classroom performance,
particularly reading and writing, curricular development and instructional planning strategies for
various populations, differentiated instruction within the classroom, classroom/behavioral
management and the role of the American Speech-Language-Hearing Association (ASHA) and
state and federal requirements in the schools. Applying concepts to specific cases and
employing collaboration with parents and other school-based professionals are addressed.
Prerequisite: SHH 370 and SHH 371 and SHH 383 and SHH 480 (including 15 field
experience/observation hours in disabilities). (3 cr. hrs.)
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Appendix B
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SUNY Cortland
Department of Communication Disorders & Sciences
DISPOSITION REVIEW FORM
Name:
Course:
DISPOSITION
Character Dispositions
Honesty
Integrity
Caring/ Empathy for others
Work Ethic / Diligence
Responsibility: Personal / Social
Accountability
Teaching Dispositions
Has knowledge of Content-Passion for
Subject
Is well prepared in the Arts and Sciences
Believes that all students can learn
Maintains High Standards in the classroom
(therapy / diagnostic room)
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ASSESSMENT
Satisfactory
Unsatisfactory
Instructor:
N/A
Comment
Demonstrates fairness
Creates safe and nurturing classroom
environment (therapy / diagnostic room)
Teaching Dispositions
Uses technology effectively in the classroom
(therapy / diagnostic environment)
Addresses a variety of learning styles
Understands and values diversity
Is a reflective teacher
Values the role of assessment
Communicates effectively with all
stakeholders
Appreciates the inter-connectedness of
disciplines
Professional Disposition
Collegiality
Dedicated to the profession
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Satisfactory
Unsatisfactory
N/A
Comment
Leadership
Change Agent
Cooperation / Collaboration
Respect / Value Education
Professionalism
Confidentiality
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