Or choose a school

School of Health Professions - Student Handbook 2020 - 2021


Doctor of Audiology

AuD Program


Accreditation
The doctoral (Au.D.) education program at Texas Tech University Health Sciences Center is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association, 2200 Research Boulevard #310, Rockville, Maryland 20850-3289, 800-498-2071 or 301-296-5700.

Audiology Program Mission Statement
The mission of the Doctor of Audiology Program within the Department of Speech, Language, and Hearing Sciences (SLHS) is to improve the quality of life for individuals with hearing and balance disorders by offering students the academic and clinical foundation needed to provide clinical services and engage in research.
 
Audiology Strategic Plan
Goal 1: Increase the national visibility of our program

Subgoals:
Attain one-hundred percent passing rates for the national certification examination.
Increase support for audiology students who participate in research (e.g., providing travel funds to present research at state-level professional conferences; increasing grant funding for research assistantships).
 
Goal 2: Enhance recruitment efforts of quality students, including attraction of students from other disciplines and from diverse socio-economic backgrounds
Subgoals:
Recruit students with strong academic credentials by offering competitive scholarships and assistantships.
Maintain and develop programs for recruiting students from diverse disciplines such as psychology, electrical engineering, biology, physics, human development, and education.
Maintain and develop our programs for recruiting students who are members of under-represented groups.

Goal 3: Maintain programmatic (American Speech-Language-Hearing Association) and regional (Southern Association of Colleges and Schools) accreditation standards for Au.D. programs, and ensure graduates meet CFCC (ASHA Council for Clinical Certification) requirements for certification and Texas requirements for licensure.
Subgoals:
Regularly revise didactic and clinical curricula to meet standards for programmatic accreditation.
Provide students clinical training on the most current audiological diagnostic equipment and treatment options, including opportunities to take part in interprofessional education.
Prepare students to meet growing healthcare needs, including training on the use of electronic health records.
Prepare students to be informed consumers of research, through coursework and the completion of the clinical research project. Continue to develop the student research day presentations.

Audiology Learning Outcomes
The underlying objective of the Doctor of Audiology Program is to maintain a high-quality, clinic-based program, with coursework focusing on use of evidence-based methodology to promote hearing health care.This program includes training in current clinical methods, theoretical bases of clinical skills critical for the practice of audiology, research evaluation as support for clinical methods, and integration of knowledge obtained in coursework with skills obtained in clinical practicum.To meet these objectives, the program focuses on learning outcomes that provide the student with knowledge and skills related to: (examples of possible assignments the students will complete to accomplish the Learning Outcome)
Understands acoustic and electrical principles related to auditory and balance instrumentation, assessment and intervention (e.g., completion of exams/assignments in instrumentation; completion of classroom amp activities in educational)
Understands principles of normal auditory/balance anatomy and physiologic function, as well as the effects of disorders to these systems (e.g., completion of paper and cases in pediatric audiology; completion of project in pharmacology)
Uses of a variety of evidence-based practices to assess, conserve, and document auditory and balance function (e.g., writes evidence-based practice paragraphs in clinical enrollments; develops a reference notebook of evidence-based practice in diagnostic audiology; completes grand rounds in clinical enrollments)
Utilizes outcome measures to provide intervention related to disorders of auditory and balance function, using standardized and non-standardized measured in an evidence-based manner (e.g., meets required aural rehabilitation skills; completion of intervention assignments in clinical application of aural rehabilitation course)
Utilizes evidence-based practices to determine and measure appropriate characteristics of hearing assistive technology systems, amplification, and other technology (e.g., completes different activities related to classroom amplification; meets specified amplification skills in the clinic)
Provides education and counseling to patients, families, and other individuals involved in patient care regarding assessment and intervention of auditory and balance function, along with obtaining information relevant to intervention (e.g., meets fundamental counseling skills in clinical practicum; completion of a personal counseling project in counseling)
Understands the impact of life-span issues, cultural diversity and underserved populations in audiological practice (e.g., accumulation of contact hours with culturally/linguistically diverse populations; completion of a presentation related to modifying test protocols based on age/culture/additional disabilities in diagnostic audiology)
Familiar with normal life-span speech and language development, changes in communication related to poor auditory function along with identification of when changes are unrelated to auditory function (e.g., completes assignment on aural rehabilitation goals and activities in clinical application of aural rehabilitation; completes applied research project related to speech and language)
Understands the impact of professional practices, business management practices and healthcare systems on service delivery (e.g., completion of Institutional Review Board training; accumulation of external program experiences in clinic)
Understands research principles and practices in order to become efficient consumers of research (e.g., completes presentation and critiques of research articles; completion of clinical research enrollments)
Understands the scientific and theoretical foundation of auditory practice (e.g., course projects, reports, paper in psychoacoustics; exams in fundamentals of audiology course)
Demonstrates oral and written skills sufficient to achieve effective clinical and professional communication. (e.g., completion of pediatric paper; presentations in clinical disorders)
Demonstrates knowledge and skills in the values and principles of interprofessional practices and team dynamics. (e.g., completes interprofessional modules; takes part in team-based activity)
Understands ethical practices, including self-assessment and advocacy for the profession and the individuals served. (e.g., completes self-assessment activities in the courses/clinic)
 
Audiology Essential Functions/Technical Standards
The accredited programs of Audiology and Speech-Language Pathology in the Texas Tech University Health Sciences Center, Department of Speech, Language, and Hearing Sciences (SLHS) adhere to the standards set by the American Speech-Language-Hearing Association (ASHA), including a code of ethics https://www.asha.org/policy/ET2016-00342/. Faculty members have a responsibility for the welfare of clients/patients tested, treated, or otherwise affected by students enrolled in the SLHS programs. Thus, it is important that individuals admitted, retained, and graduated possess the intelligence, integrity, compassion, humanitarian concern, and physical and emotional capacity necessary to practice audiology and speech-language pathology.
In order to fulfill this responsibility, the Department of SLHS has established a document of technical standards that reflects the functions that are considered essential to the professions of audiology and speech-language pathology. Ability to meet these technical standards is required for admission to the graduate programs and must be maintained throughout the time a student is enrolled in the program. Admission and retention decisions are based not only on satisfactory academic standing but also on non-academic factors that serve to ensure that candidates can meet the technical standards of the clinical programs required for graduation. Due to changes in healthcare and/or professional scope of practice, these technical standards may be amended over time and are subject to change.  Students will be notified of any changes to these standards.
The department of SLHS seeks to educate a qualified, diverse group of students recognizing that in diversity lies excellence. The department is committed to the education of all qualified individuals, including persons with disabilities who, with or without reasonable accommodation, are capable of performing the technical standards outlined below. In keeping with applicable federal and state law regarding disabilities, the department is committed to making reasonable accommodations for individuals with disabilities to enable them to perform successfully. A reasonable accommodation should not fundamentally alter the academic and clinical requirements of the programs, pose a direct threat to the health or safety of the student or others, or present an undue burden to the institution. Any student with a disability who is accepted to either of the graduate programs must contact the 504 coordinator in the TTUHSC Office of Student Services as soon as possible. The 504 coordinator will confirm that the stated condition qualifies as a disability under applicable laws and will work with the department to determine what accommodations are reasonable.
In order to acquire the knowledge and skills requisite to the practice of audiology and speech-language pathology to function in a variety of clinical situations and to successfully complete the programs at TTUHSC, candidates for degrees must have multiple abilities and skills divided into five areas: communication, motor, intellectual-cognitive, sensory-observational, and social-behavioral. The following technical standards reflect the applicable sub-set of abilities that are required under each skill:
1. Communication
Prospective and current students must possess adequate communication skills to:
  • Communicate effectively with individuals and groups in person, by phone, and in written form while considering the communication needs and cultural values of the listener at a level which will support competent professional practice.
  • Communicate proficiently in oral and written English.
  • Communicate professionally, effectively, and legibly to meet demands required as part of coursework and during clinical work to ensure patient safety (e.g., scholarly papers, medical records, clinical reports, standardized assessment).
  • Perceive and demonstrate appropriate non-verbal communication for culture and context.
  • Convey information accurately with relevance and cultural sensitivity.
  • Possess sufficient speech/vocal productions for provision of clinical services.
2. Motor skills
Prospective and current students must possess adequate motor skills to:
  • Sustain necessary physical activity level in required classroom and clinical activities for the defined workday.
  • Efficiently manipulate testing and treatment environments, materials, and equipment to complete screening and evaluation protocols and treatment and behavior plans.
  • Access technology and equipment for clinical management (e.g., billing, charting, therapy programs), diagnostic testing, and treatment protocols.
  • Negotiate patient/client care environments and move between settings such as the classroom, health care facility, educational setting, and community settings.
  • Access transportation to attend academic courses and clinical placements.
  • Use fine motor skills to perform procedures involving the outer ear and speech mechanisms (e.g., ear canal impressions, otoscopy, hearing aid fittings, oral mechanism exams, swallowing protocols).
  • Safely manipulate patient-utilized equipment (e.g., durable medical equipment to include AAC devices, hearing aids).
  • Provide a safe environment for others when responding to emergency situations (e.g., fire, choking, or other medical emergencies) and in the application of universal precautions.
3. Intellectual/Cognitive
Prospective and current students must possess adequate intellectual/cognitive skills to:
  • Comprehend, retain, integrate, synthesize, infer, evaluate, and apply large amounts of written and verbal information in a short period of time sufficiently to meet curricular and clinical demands.
  • Read, comprehend, record, and interpret information accurately from diagnostic tests, equipment, and patient records to formulate a diagnosis, develop a treatment plan, make independent clinical decisions, and ensure patient safety.
  • Generate discipline-specific documents and clinical reports in English.
  • Seek relevant case information, synthesize, and apply concepts and information from various sources and disciplines.
  • Analyze and solve problems, reason, and make sound clinical judgments in patient assessment, diagnostic, and therapeutic planning and implementation.
  • Accurately identify and communicate limits in one’s own professional knowledge and skills and utilize resources to increase knowledge and skills.
  • Use technology to meet requirements of courses and practicum (e.g., internet access, learning management systems, electronic health records).
4. Sensory/Observation
Prospective and current students must possess adequate sensory skills of vision, hearing, touch, and smell to:
  • Visually and auditorily identify normal and disordered characteristics in the areas of semantics, pragmatics, syntax, morphology, phonology, swallowing, cognition, balance, hearing, and social interaction related to communication.
  • Observe patients’ activity and behavior accurately during assessment and treatment procedures.
  • Visually monitor client/patient responses and materials.
  • Identify and discriminate anatomic structures and imaging findings (e.g., otoscopy, oral mechanism exam, MBSS, FEES).
  • Discriminate text, numbers, tables, and graphs associated with diagnostic instruments and tests.
  • Accurately monitor, through both visual and auditory modalities, materials and equipment used for assessment and treatment of patients.
  • Recognize and interpret when a client’s family/caregiver does or does not understand the clinician’s written and/or verbal communication.
5. Social/Behavioral skills
Prospective and current students must possess adequate social/behavioral skills to:
  • Comply with administrative, legal, and regulatory policies, including upholding the ASHA Code of Ethics.
  • Demonstrate respect for individual, social, and cultural differences in fellow students, faculty, staff, patients, and patients’ families during clinical and academic interactions.
  • Maintain adequate physical and mental health and self-care such that the health and safety of self and others in the academic and clinical settings is not jeopardized.
  • Maintain adequate physical and mental health and self-care to access and participate in a variety of educational and clinical settings/activities.
  • Develop and maintain professional relationships with clients/patients, fellow students, and colleagues.
  • Demonstrate flexibility and the ability to adapt to changing situations and uncertainty (which includes maintaining professional demeanor and emotional health) in academic, clinical, and community settings.
  • Conduct oneself in a mature, empathetic, and effective professional manner by exhibiting compassion, honesty, integrity, professionalism, and concern for others in an ethical and legal manner in all interactions and situations.
  • Maintain regular attendance and meet responsibilities within designated timelines.
  • Manage time effectively to complete professional and technical tasks within constraints.
  • Accept feedback (e.g., suggestions, constructive criticism) and modify behavior accordingly.
  • Maintain appropriate and professional appearance for varied clinical and academic environments.

Academic Counseling Criteria
Each term, the faculty will review students' performance at mid-semester.  If there are concerns about a student’s academic or clinical work, the student will receive a letter from the Program Director, instructing him or her to meet with the Instructor(s) to discuss the concerns and to determine what measures the student needs to take to return to good academic standing.  Copies of all warning letters will be placed in the student’s file.  (The TTUHSC SHP academic counseling policy can be accessed via:https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx)
See the “Academic/Clinical Course” flowchart in the Handbook.
 
Good Academic Standing
To remain in good academic standing, graduate students must maintain a semester GPA of 3.0 and achieve a grade of “B” or better in all coursework.

Academic Probation
A graduate student will be placed on academic probation for one or more of the following:
  • failing to maintain a semester graduate GPA of 3.0 or
  • earning a grade of “C”, “D”, “F”, “fail”, or “no credit” in any course, including clinical enrollments or
  • failing to meet the expectations set forth by the curriculum committee in an individualized student support plan
Students on academic probation must complete academic remediation (see below).  Students on academic probation will not be allowed to be placed in a clinical setting outside of TTUHSC until they return to good academic standing.  If a student is not in good academic standing at midterm or receives midterm warnings for 2 or more courses, an externship placement for the upcoming semester will not be assigned until grades of 3.0 or better have been verified.  This may delay the start of the clinical externship and may result in a placement other than the student’s requested site.
Graduate credit will be allowed for a course with a grade of “C” but the experience cannot be used to satisfy competencies for the KASA.  Courses completed with a grade of “D” or below will not meet graduation requirements. For courses completed with a “D” or “F” (including “fail” or “no credit”), the course must be repeated at the next course offering.  A course may be repeated only once.  Failure to earn a “C” or better when the course is repeated will result in dismissal from the program.  In addition, any clinical enrollment completed with a “D” or “F” (including “fail” or “no credit”) will result in loss of all clinical hours obtained during the semester and will not count toward departmental clock hour minimums.  A student will not be allowed to graduate until all courses have been completed with a grade of “C” or above.  See the “Academic Probation” flowchart in the Handbook.
(Repeating a course does not replace the original grade. For the purpose of calculating GPA, the grade obtained when a course is retaken is averaged with previous grades.)
Students may be placed on academic probation for a maximum of two semesters during their graduate program.  Meeting the conditions for academic probation a third time will result in dismissal from the program.   
As per the SHP policy on Academic Probation, students will be notified that they are being placed on academic probation in a letter generated by the Program Director.  Copies of the letter will be provided to the student, the Program Director, the Department Chair, and the Associate Dean for Admissions and Student Affairs.  (Policies of the School of Health Professions can be accessed through the following URL: https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx)

Academic remediation for students on academic probation
Academic remediation plans will be developed for students placed on academic probation by the course instructor and approved by the Program Director. See the “Academic Probation” flowchart in the Handbook. The student should be aware that some remediation plans will delay projected graduation date. Options for remediation as approved by the Program Director include but are not limited to:
  •      Individual tutoring with a program faculty member.
  •      Faculty directed group or individual study.
  •      Repeating clinical experiences/tracts.
  •      Repeating course(s).*(A student will be allowed to repeat a course only once).
*Repeating course(s) is the only option for students on academic probation for receiving a “D” or “F” (including “fail” or “no credit”).  A course may be repeated only once. Failure to earn a “C” or better when the course is repeated will result in dismissal from the program. 
Routine follow-up counseling with the student will be scheduled to assess and document the progress and outcome of the remediation plan.  All meetings with the student regarding remediation must be documented by the faculty member(s) involved, to include the student’s understanding of the problem, willingness to cooperate and compliance with the plan. 

Dismissal
A graduate student may be dismissed from the program for one or more of the following:
  • failing to obtain graduate semester GPA of 3.0 upon completion of probationary period(s).
  •      failing to successfully complete remediation as documented in the remediation plan
  •      meeting the conditions of academic probation for a third semester.
  •      failing to earn a grade of “C” or better when repeating a course in which the student previously earned a grade of “D” or “F.”
  •      failing audiology comprehensive exit examination remediation (see below).
  •      violating the academic and/or non-academic misconduct policies of the School of Health Professions.
If a student’s semester and/or overall GPA falls below 3.0 or if the student is placed on academic probation for the final semester prior to being cleared for the fourth-year placement,  the student’s fourth year externship (and subsequently, graduation) will be delayed.
As per the SHP policy on Academic Dismissal (see https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx), students will receive an “intent to dismiss” letter generated by the Office of Admissions and Student Affairs and signed by the Department Chair.  This letter will provide information about the student’s right to appeal the dismissal.  Copies of the letter will be provided to the student, the Program Director, the Department Chair, and the Office of Admissions and Student Affairs
Information regarding dismissal can be seen in the following flowcharts in the Handbook: Academic Probation, Comprehensive Examinations

Knowledge and Skills Acquisition 
In addition to coursework, students must acquire knowledge and develop skills necessary for entry-level, independent practice of audiology. These knowledge and skills are delineated by the American Speech, Language, and Hearing Association current Standards for Certificate of Clinical Competence in Audiology. Students must meet departmental requirements for the acquisition of such knowledge and skills to graduate. The program director will meet regularly with the students to review academic progress, along with reviewing acquisition of knowledge and skills.  For students not meeting specific knowledge and skills in a course, the instructor will develop a document outlining the steps for acquiring the lacking knowledge and skills for the student. This document must include specific requirements for meeting the specific knowledge and skills/learning outcome, along with a date of completion. Completion dates must be before mid-term of the semester following the course enrollment for a long semester (i.e., fall/spring) or end of the semester for the summer. Failure to successfully complete the requirements set forth in this document will result in the student being referred to the curriculum committee for an individualized student support plan. Failure to complete the individualized student support plan will result in the student being placed on academic probation. See the flowchart “KASA Learning Outcomes” in the Handbook.

Audiology Comprehensive Exit Examination
See the flowchart “Comprehensive Examinations” in the Handbook.
Definition.
Completion of the Au.D. degree requires that each student successfully complete the audiology comprehensive exit examination. The audiology exit examination consists of tests related to coursework taken during completion of the Au.D. degree. Questions will be primarily integrative and will include such issues as philosophy, theory, anatomy and physiology, assessment, and treatment.  Some objective questions requiring factual knowledge may also appear, but the main purpose of this exam is to determine if the candidate can synthesize information for problem-solving tasks.
Question Preparation and Selection.
The appointed faculty committee representative will solicit questions from faculty responsible for graduate curricula. 
Administration.
The exit examination will be administered each year during the spring semester.  A faculty proctor will supply the day’s questions and collect completed test packets. 
Examination Grading.
The faculty member supplying questions for a content area will grade the candidate's response(s). 
To obtain an overall passing grade for the comprehensive exit examination, the candidate must achieve a score of 80% or better for each content area.
In the event that passing scores are not achieved, an individualized comprehensive examination remediation program will be developed by the faculty members from the course(s) needing to be remediated and the Program Director for Audiology.  The remediation will be documented with a specific plan of action, criteria for passing, and due date for completion.  This form will be signed by the faculty member(s) and the student, with a copy being provided to the Program Director.  Remediation may consist of one of three options (or a combination of options) based on the score on the original examination, input from the course(s) faculty, and information provided by the student:

  •      Re-examination: Students may be required to re-take the failed course’s comprehensive exam. These re-examinations can be written and/or oral. The re-examination may be offered during the same semester as the exit examination or, if determined appropriate by the course faculty, the student may be asked to take the re-examination by the end of the semester following the comprehensive exit examination. The additional semester required before re-taking the exam can delay the student’s graduation date. 
  •      Comprehensive examination remediation project: This could be a project or independent study developed by the course faculty. This project may be offered during the same semester as the exit examination or, if determined appropriate by the course faculty, the student may be asked to complete the project by the end of the semester following the comprehensive exit examination.The additional semester required for completing the project can delay the student’s graduation date. 
  •      Comprehensive examination remediation and enrollment in independent study course: Students who fail 40% or more of the total number of the comprehensive examination subject areas will be required to complete a remediation plan which must include enrolling in an independent study course in the summer semester following the comprehensive examination. The student will not be cleared to begin the 4th year externship until he/she has satisfactorily completed remediation of all coursework and completed the summer independent study enrollment.
Upon successful completion of the chosen option, the student would be cleared to start the fourth year externship (given that all other requirements have been met).  Should a passing grade not be obtained, the student will be referred to the Curriculum Committee who will meet with the course faculty member and then recommend the student perform another option for remediation (re-examination, remediation project, or independent study course enrollment).  In this case, graduation will be delayed.  If the student fails to successfully complete the second remediation program specified by the Curriculum Committee, the student will be dismissed from the program without graduation or conferral of the degree.
Students cannot start their fourth year clinical externship until all portions of the audiology exit examination have been successfully completed.  For students required to enroll in the summer independent study course, 4th year externship cannot begin until the fall semester following comprehensive examinations (if the remediation course was successfully completed).
Student Appeal of Exit Examination Grade
If the student questions the grading of portions of the examination, 1-2 additional faculty members will evaluate the student responses.  Faculty member(s) familiar with the course material will be designated as second grader(s) by the Program Director.                      
Timing of Audiology Exit Examination and Current Coursework.
Because the comprehensive exit examination will be completed prior to final examinations, many students will take the audiology exit examination while enrolled in one or more courses during that same semester.  Satisfactory completion of both the exit examination and all coursework is required for the Au.D. degree.  For example, it is possible that a candidate might pass the graduate course for the content area but fail the comprehensive examination in that content area.  In this event, policies governing each requirement (the audiology exit examination and coursework) will be separately applied to determine the student's progress toward the Au.D. degree.
 
Student Appeal Process
If a candidate wishes to appeal the decision of the comprehensive examinations, he/she should follow the School of Health Professions Academic Grade Appeal policy (accessed through https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx).

Credit by Examination
Courses in the Department of Speech-Language and Hearing Sciences may not be taken by examination.

Disabilities
TTUHSC complies with the Americans with Disabilities Act (ADA), Section 504 Rehabilitation Act of 1973, and state and local requirements regarding students with disabilities.  No otherwise qualified and competitive individual with a disability shall be denied access to or participation in services, programs, or activities of TTUHSC solely on the basis of the disability.  Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact the instructor to discuss necessary accommodations.  A prerequisite for receiving any special accommodations is a completed Application for Accommodations, along with sufficient supporting documentation as determined by the 504 coordinator, on file in the Office of HSC Student Services.  Students with a temporary limitation (e.g., due to extended illness) should also provide documentation to the Director of HSC Student Services, who will determine appropriate accommodations. Additional information is available at https://www.ttuhsc.edu/disability/default.aspx 
 
Clinical Skills and Hours Requirements
A student is expected to successfully complete all clinical requirements as stated in the clinical syllabus and manual.  Hour requirements are a minimum of 1500 hours of direct patient contact time and 350 hours of non-contact hours for a total minimum of 1850 hours.  For more information and documentation, the student is directed to the clinical student syllabus.  Failure to complete clinical requirements may result in a delay in graduation until requirements are met.
 
Portfolio/KASA:
Portfolio: The portfolio provides evidence of the academic knowledge, clinical knowledge, and clinical experiences of the student. The portfolio will be submitted in two versions. Version 1 of the portfolio will be submitted on April 1st of the 3rd year while enrolled in the Au.D. program.  The first version will be graded before the student is allowed to begin the 4th year clinical experience.  The second version will be submitted during the 4th year on April 15th. 
The portfolio will contain:  research requirements, syllabi, and any special projects.  The program will provide the students with copies of the cumulative summative evaluation, and clinical hours.
Portfolios should be arranged in the following manner: 
  •      Put your name on either the front or side of the portfolio; also put a cover sheet on the top of the materials inside the notebook with your name.
  •      Divide each section using divider sheets with tabs.
  •      Sheet protectors for information within the sections would be beneficial to ensure that papers do not tear/fall out.
  •      Because the department will have to add in material, please use a notebook that is large enough (e.g., at least 2 inch binder) so material can be added. 
For Version 1 (turned in during the 3rd year), have each section in your portfolio.  We will review that the information is current in each section.  
Section 1:  Materials to be signed by program director.
You will receive many of these forms in your 3rd year. 
Section 2: KASA
Include most recent learning outcome form received at the most recent plan of study.
Section 3: Plan of study
Include all notes from academic and clinical plan of study meetings.
Section 4: Transcripts
Include copies of all transcripts; these transcripts should be official if possible. 
**Note: you will have to have copies of official TTUHSC transcript after “degree conferred” is needed for licensure/certification.

Section 5: Clinical hours
Include the most current end-of-semester clinical hours.  
Section 6: Clinical evaluations: Cumulative Summative Evaluation
Include the most current Cumulative Summative Evaluation provided at the plan of study meeting.    
Section 7: Syllabi
Include the syllabus for each course you have taken, including one copy of the clinic syllabus. Include syllabi from undergrad courses you took which count toward a graduate course (e.g., you took diagnostic audiology as an undergrad)
Section 8:Research
Include all signed research forms.The final portfolio MUST include the form with signatures proving that the research project has been completed (defense & write-up)
Section 9:  IPE Certificate
Include at least one IPE certificate indicating completion of a collaborative professional event.
Section 10:Projects
Include any projects for a knowledge/skill which hasn’t been met in clinic or coursework. The program director and/or clinical director will inform you about such projects in the plan of study meetings.
Supplemental folder:
Keep all projects in a supplemental folder – for example, the grading forms from papers that met Learning outcomes in courses, etc.  Include in this section your semester final clinical evaluation forms.
For Version 2 (turned in during your 4th year), the following sections must be mailed to the program director for review:
Section 1: Materials to be signed by program director.
You will receive many of these forms in your 3rd year. The ASHA certification form (verification by program director) must be included. 
Section 2: Plan of study
Specifically, notes from academic and clinical plan of study meetings from the 4th year must be included.
Section 3:  KASA
The program director will add the final learning outcome form once the requirements are completed and KASA by foundation form (provided by the program director). 
Section 4:
Official TTUHSC transcript after “degree conferred” will be needed for licensure/certification (doesn’t have to be included in portfolio)
Section 5:Clinical hours
The clinical director will add the final signed version of hours after the final semester is completed and all requirements are met. 
Section 6: Clinical evaluations: Cumulative Summative Evaluation
The clinical director will add the final signed version the summative evaluation form after the final semester is completed and all requirements are met. 
Section 7: Syllabi
ONLY include the syllabus from 7020-7021 (4th year enrollment).  All other syllabi will have been checked during the 3rd year.
Section 8:Research
Include all signed research forms.  This would be an inclusion criterion for this version only if the research project was not completed during the scheduled courses.  The final portfolio MUST include the form with signatures proving that the research project has been completed (defense & write-up)
Length of Program
The program is designed as a four-year program.  Different circumstances may prolong the program.  In the case that a program is prolonged, the total length of the program will not exceed 8 years.  Course credit will not be counted toward the graduation requirement if the course credit was obtained more than 8 years prior to anticipated graduation date.  In order to ensure the student has current knowledge related to the field at the time of graduation, such courses (credit obtained > 8 years prior to graduation) must be taken again for credit to meet graduation requirements.  Clinical skills may also be affected and have to be demonstrated again, under this guideline.  Any student entering the program with a previous Master’s degree will have the years spent in obtaining the Master’s degree counted in this process.  However, the interim years following the receipt of the Master’s degree will not apply, as knowledge level will have been considered for the individual admission degree plan.  Students whose program exceeds 8 years due to medical leave may apply for exemption by requesting a review of knowledge and skills before the curriculum committee.

 

Audiology Clinical Research Project
Introduction
All students enrolled in the Doctor of Audiology (Au.D.) program at Texas Tech University Health Sciences Center (TTUHSC) must complete a clinical-research project. It is expected that the guidelines contained in this document will be useful for students and members of their committee in planning and performing the research project.

Objective
The clinical research project meets the following objective:
Understands the application of principles and practices of research
KASA: 49: principles and practices of research, including experimental design, evidence-based practice, statistical methods, and application of research to clinical populations
Broad Learning Outcome: J

What Constitutes a Clinical-Research Project?
The profession of Audiology is based on an evidence- and mechanism-based approach, and one that stresses the assessment of results from applied and basic research. As a result, the faculty at SLHS – TTUHSC supports expanding the field through research. During the course of the Doctor of Audiology Program, each student is expected to engage in research.
Although the student is responsible for the content and format of the project, a faculty mentor, selected by the student, is expected to provide guidance. Both the student and mentor should read and understand these guidelines prior to initiating the clinical-research process. This document describes the procedural sequence necessary to complete the clinical-research project in a timely fashion, but does not guarantee that the student will graduate on time.

Requirements
The clinical-research project comprises three 1-credit hour enrollments in clinical research courses.  During the enrollments, the student will chose a mentor and committee member(s), choose the initial topic, complete a literature review, develop methods for the project, complete data collection, analyze the data, write results/discussions, and develop a poster presentation. The completed clinical-research project must also be approved by the committee and presented as a poster in a peer reviewed forum prior to being cleared for the 4th year externship.  The various procedures and guidelines associated with completion of the research project are outlined as follows:
 
Procedural Steps
Detailed below are the steps needed to complete the clinical-research project. A timeline has been included.
Initiation
The initial step in the process is to identify a general area of interest. At this stage, the topic or format of the clinical- research project need not be specific, but the student should have a general idea about the area of interest. The majority of ideas for research projects arise from reading the literature, or as the result of discussions with course instructors, classmates, and with other professional colleagues. For these reasons, students are encouraged to discuss possible research ideas with course instructors, professionals, and/or classmates prior to making their decision. Students are expected to use moral and ethical judgments when communicating with faculty and students about the ideas of others.
Selecting a Chairperson/Mentor
Choosing a faculty member from the Department of Speech, Language, and Hearing Sciences to chair/mentor the research project is equally important. In addition to providing assistance in selecting other committee members, the chairperson/mentor will interact closely as the student works to refine the original study idea into a prospectus, conducts the project, writes the final product, and develops a final presentation. In this respect, the chairperson/mentor is expected to provide guidance and mentorship to the student during all phases of the research experience.
 

INSTRUCTOR

AREA OF STUDY

 Moumita Choudury, Au.D.

 Social Media and Auditory Rehabilitation 

Tori Gustafson, Au.D.

Auditory Processing, Unilateral Hearing Loss, Audiologic Rehabilitation

Candace Hicks, Ph.D.

Pediatric/Educational Audiology, Assistive Listening Devices, Listening Effort

Leigh Ann Reel, Au.D., Ph.D.

Selective Auditory Attention, FM systems, Multicultural Issues, Noise Induced Hearing Loss

Renee Zimmerman, Au.D.

Cochlear Implants, Clinical Protocols

Steven Zupancic, Au.D., Ph.D.

Balance Function, Electrophysiology, Cochlear Implants

 
Selection of Student Research Committee
Once a student has identified a topic and found a chairperson/mentor, the next step is to identify faculty who will serve on their committee. The committee should consist of a minimum of 2 members, including the chairperson/mentor, with at least 1 committee member being from the Department of SLHS faculty. Students may seek committee members outside of SLHS once these requirements have been met.  If data are to be collected off-site, a representative of the facility should be included on the committee, or act as a consultant for the project. 
Selection of Au.D. project topic, chairperson and committee must be completed by mid-term of Year 1 Summer.
Project Format
The project can take one of two forms: a data-driven project or an annotated bibliography which answers a clinical research question.
  •     Data-driven project.In this project, the student will design a study that would answer the developed research question(s). This might include a pilot study, single-subject study, file review or more involved data collection designs.
    •     Students may work in groups of two on a data driven project, if such group work is approved by the faculty mentor and committee. Each student must take part in all aspects of the project in some way. Students working in teams must complete the “Clinical Research Project: Group Approval Form” committing to working as a team and delineating the division of work. This document must be approved by the research mentor and committee.
  •      Annotated bibliography. This would involve an exhaustive review of the literature in a particular area. It should be directed toward answering a specific clinical research question. The articles must be quality-ranked, followed by statistical analysis of the importance of that source to the question.  A minimum of 25 sources must be included.
*Students enrolled in the dual Au.D./Ph.D. program must complete a data-driven project if they wish for it to count as the initial graduate research project of the Ph.D. portion of the program.
Prospectus
The student will meet with his/her committee for a prospectus meeting.  The prospectus should be prepared under the direction of his/her mentor/chairperson.  Prior to the meeting, the student will provide the committee members with a written literature review and methodology for a data-driven project.  For the annotated bibliography, the student will provide a list of annotated references and a proposal of how these references will be used to answer the research question.  At this meeting, the committee will discuss the project proposal and suggest changes.  The student will prepare a 15-20 minute presentation, which describes the proposed clinical-research project.  The presentation should include a brief overview of the literature, research question, and methodology (if collecting data) or how the references will be used to answer the research question (if annotated bibliography).  If working as a team, both students must present during the prospectus (each student presenting for 10-15 minutes).  
Prospectus must be completed by mid-term  of Year 2 fall semester.

Institutional Review Board (IRB), Institutional Animal Care and Use Committee (IACUC) & Institutional Biohazards Committee (IBC)
(Fall of 2nd year)
TTUHSC, in compliance with Federal law, has specific policies that govern projects involving human and animal subjects, as well as bio-hazardous materials.
When a clinical-research project involves human subjects (or clinical files), an application must be submitted to the TTUHSC Institutional Review Board (IRB) for review and approval. (IRB policies and procedures can be found at https://www.ttuhsc.edu/research/divisions/integrity-office/review-board/default.aspx.)  Prior to submitting an application, students must take an online training course on human subjects, available at the above site, as wll as training for HIPPA.  A project involving human subjects cannot begin without IRB approval.
When a project involves animal subjects, approval must be obtained through Institutional Animal Care and Use Committee (IACUC). (IACUC policies and procedures can be found at https://www.ttuhsc.edu/research/divisions/integrity-office/animal-care/default.aspx.) A project involving animal subjects cannot begin without IACUC approval. 
Projects involving bio-hazardous materials must gain approval from the Institutional Biohazards Committee (IBC). (IBC policies and procedures can be found at https://www.ttuhsc.edu/research/divisions/integrity-office/biosafety-committee.aspx)  A project involving bio-hazards cannot begin without IBC approval.
The IRB, IACUC, and/or IBC application should be prepared by the student under the guidance of their chairperson/mentor. It will be submitted to the department chairperson at least one week prior to the submission date for IRB/IACUC for his/her approval and signature per IRB requirements.  Submission deadlines can be found at the IRB website.  In general, it will take about 4 to 8 weeks, or more, for an application to be reviewed and notification sent to the student and chairperson/mentor.
Conducting the Project/Preparing a Preliminary Draft
(Spring and Summer of 2nd year, Fall of 3rd year)
Once all necessary approvals have been obtained, as discussed in the previous sections of these guidelines, the student’s task is to conduct the clinical-research project.
Presentation
After the committee has reviewed and approved the completed student project, the student will present the clinical-research project in the form of a poster presentation. Format information will be provided to the student.  At the conclusion of the poster presentation, the committee will schedule to meet in the absence of the student to decide if the student has satisfactorily completed the clinical-research project, and to recommend, if necessary, any additions or changes to the research project. A project is satisfactory when a majority of the committee is in agreement. The student will then be notified by the chairperson/mentor of the decision(s). Students who work in a group of two may develop one poster.  However, each student must present for the minimum time requirement.
Should the student fail to complete the requirements at a level that would satisfy the committee, the student will be required to enroll in a summer independent study course.  Failure to complete the poster by the presentation date would automatically qualify as failure to meet committee expectations and would require enrollment in an independent study course. 
The research projects must be presented and approved prior to being cleared for the 4th year externship. Student cannot enroll in the 4th year externship until the summer independent study course is completed and passed.  Being enrolled in this course could delay graduation. 
Additional Requirements for Annotated Bibliography
For the annotated bibliography, the student must also submit the final written document (i.e., the written annotated bibliography). The project is not completed until the committee has also approved the final draft of this document.   Once the final report has been completed, it is expected that the student will submit one hard copy and one electronic version to his/her chair/mentor. Should the student fail to complete the requirements at a level that would satisfy the committee, the student will be required to enroll in a summer independent study course.  Failure to complete the document by the presentation date would automatically qualify as failure to meet committee expectations and would require enrollment in an independent study course.
The annotated bibliography must be completed and approved by the committee prior to being cleared for the 4th year externship. Student cannot enroll in the 4th year externship until the summer independent study course is completed and passed.  Being enrolled in this course could delay graduation.  
Grading Procedure
Research enrollments are graded as stated in the syllabus associated with each research enrollment (see “ Audiology Academic Standards” section of the student handbook) 
The completed Au.D. research form must be included in the student’s portfolio. If working in a group of two, the Clinical Research Project: Group Approval Form must also be included in the student’s portfolio. Successful completion of all requirements will constitute having met the KASA requirements for the clinical research project.



Audiology Flowcharts
Audiology Academic/Clinical Course Flowchart


Audiology Academic Probation Flowchart 


Audiology Comprehensive Examination Flowchart 



Audiology KASA Learning Outcome Flowchart




Audiology Research Project Flowchart