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school of health professions - student handbook 2022-2023


Speech, Language, and Hearing Sciences

The Department of

Speech, Language, and Hearing Sciences


In 1925, Texas Technological College offered a course in the Department of Speech and Theater Arts called "Speech Correction." Ruth Pirtle was the instructor and chairperson at that time. The earliest documented record of a speech correction major is 1928. Ms. Pirtle also established the first speech clinic in the State of Texas. After a period of rapid growth, the clinic received funding from the local Kiwanis Club, and in 1932 became the first free county speech clinic in Texas. Ms. Pirtle left Texas Tech College in 1941. Our best records indicate that she may have joined the war effort as perhaps the Army’s first speech pathologist. To our best knowledge, our program is the oldest in the state of Texas, and more importantly, the fifth oldest in the world!
 
According to Professor Emeritus William K. Ickes (A Brief History of Speech & Hearing Sciences at Texas Tech University, 1990), the mid-1950s was a period of dramatic growth. Dr. Bernard Landis was recruited to develop an audiology program. Not long after that, the newly established West Texas Hearing Clinic became the first contract agency affiliated with the State Health Department to distribute hearing aids in Texas.
 
In 1962, Dr. Ickes joined the faculty at Texas Technological College and helped establish many of the programs now in place at Texas Tech University Health Sciences Center. He also served as the department’s chairperson from 1969 to 1976 and continued to serve the department as a "sage advisor" until his death in 2012. The department owes much to Dr. Ickes, and he will forever be considered as one of its founders.
 
The following two decades are described by Ickes (1990) as the "Golden Years."  The program continued to grow in terms of student enrollment and facilities. Funding was abundant by today’s standards, owing primarily to federal expenditures. The department also developed a deaf education program in conjunction with the Department of Special Education in the College of Education. The number of faculty reached a total of 15 full-time instructors. Student enrollment was approximately 85 in 1975.
 
Sometime during the late 1970s and early 1980s, the department was faced with several important issues. Philosophical differences surrounding deaf education, psycho-linguistics, and tenure/promotion criteria were debated. Several faculty members left the university, and the deaf education program was transferred to the Department of Special Education. Unfortunately, the deaf education program would be eliminated from the university in 1993. In 1984, the Southern Association of Colleges and Universities accreditation team visited the campus and recommended that the Department of Speech and Hearing Sciences be transferred to the Texas Tech University Health Sciences Center. This recommendation was made on the basis that the program was more aligned with other health professions programs and would benefit from such a relationship.
 
Because of the internal differences and a possible transfer to the Texas Tech University Health Sciences Center, Dr. Joe Goodin, then the Dean of the College of Arts & Sciences, appointed a series of interim chairpersons. The department lacked consistent and strong leadership, and like many programs across the country, funding dwindled and student enrollment declined.
 
In 1989, the faculty agreed to revitalize the program. A new chairperson was appointed, recruitment efforts were increased, and within 2 years the total student enrollment doubled.  Departmental funding for faculty research increased over 100%, while clinical revenue increased 50% for the same period.  In 1990, Dr. Shirley McManigal, Dean of the School of Health Professions at Texas Tech University Health Sciences Center, initiated a concerted effort to transfer the department. The transfer was completed on September 1, 1993.  Dr. Paul Brooke became Dean of the School of Health Professions in August of 1998. In May of 2000, the department and the Speech-Language-Hearing Clinic relocated to a new multi-million dollar facility on the second floor of the Texas Tech University Health Sciences Center. The clinical doctorate in audiology (Au.D.) program began in the fall of 2000.  In 2004, a doctoral research program in communication sciences and disorders was added. Dr. Robin Satterwhite became Dean of the School of Health Professions in August of 2012. Dr. Lori Rice-Spearman became Dean of the School of Health Professions in January of 2016. In January of 2018, the Ph.D. program was consolidated to form the new Ph.D. in Rehabilitation Science (RS) with a concentration in Communication Sciences and Disorders (CSD). This program is housed within the Department of Rehabilitation Sciences.  The four current programs in the Department of Speech, Language, and Hearing Sciences award degrees as follows: Bachelor of Science (B.S.) in Speech, Language, and Hearing Sciences (traditional and second degree); Master of Science (M.S.) in Speech-Language Pathology; and Clinical Doctorate of Audiology (Au.D.). All programs continue to grow and thrive.
 
In closing, you are reminded that the department’s mission is providing high-quality education.The faculty members are dedicated to providing students with state-of-the-art education and patients with the best quality care possible. The department also recognizes the importance of scholarly research and community involvement and will facilitate efforts to improve both. You are cordially invited to join us in our efforts.


Departmental Organizational Structure

Chairperson
The Chairperson is directly responsible for departmental functions including: serving as a liaison between the departmental personnel and the university administration; conducting performance evaluations; determining merit salary; assigning staff duties; mediating all personnel and/or student grievances; assigning and determining space utilization; coordinating faculty meetings; administering all departmental budgets and accounts payable with recommendation from the Program Directors; determining course instructors; appointing committees; coordinating tenure and/or promotion applications; executing disciplinary actions per the University Operating Procedures Handbook, and reporting to the School of Health Professions Dean.

 

Program Directors

The Program Directors are responsible for the day-to-day operations of the academic programs and oversight of the clinical operations.  Duties include serving as the first point of contact for grievances, course scheduling, and facilities management; assigning faculty members’ workloads; participating with the chairperson in annual performance appraisals; monitoring of requirements and completing annual reports related to ASHA Council on Academic Accreditation (CAA) and the Southern Association of Colleges and Schools (SACS) accrediting bodies; maintaining outcome data for the academic and clinical programs; managing the department’s Quality Enhancement Plan processes; reviewing students’ academic records; and monitoring budgetary matters. The Chairperson may assign other duties.

 

Clinical Directors

The Clinical Directors assist the Program Directors with matters regarding students' clinical education and the operation of the audiology and speech-language pathology clinics. Duties of the Director of Clinical Operations include: managing clinic resources (personnel, space, equipment, and supplies) efficiently and effectively; developing plans for clinical educators' work assignments; maintaining clinical clock hour reports; overseeing clinical revenues and reimbursement; working with staff to manage clinical services; and monitoring safety procedures and regulations. Duties of the Director of Clinical Education include: developing clinical affiliation agreements (i.e., contracts); developing the students' clinical plan of study; overseeing clinical assignments to ensure that students meet requirements in all categories; conducting regular meetings; and monitoring compliance with accreditation standards for clinical education. The Program Directors or Chairperson may assign other duties. 


Admissions Committees

The admission committees review all applications to the respective programs of study (i.e., pre-professional & graduate); coordinate graduate applicant interviews; recommend admission or denial to the Chairperson; maintain statistical information relative to student indices (e.g., GRE scores, grade point averages, etc.); execute all admission policies per faculty approval, and report to the Chairperson at each faculty meeting.

 

Clinical Services Committees

These committees evaluate clinical policies and procedures and make recommendations to the faculty, monitor clinical grading criteria; monitor clerical and logistical matters regarding clinical billing and management. The committees are also responsible for overseeing student support plans and remediation plans for students demonstrating marginal clinical performance. The committee is chaired by a clinical director and consists of a minimum of two additional members (a clinical educator/faculty member and another faculty member within the Department of Speech, Language, and Hearing Sciences).

 

Financial Assistance Committees

These committees review applications of students who have formally applied for scholarships and assistantships and make recommendations for approval by the Program Directors and Chair. The committees report on student funding at faculty meetings.

 

Comprehensive Examination Committees

These committees compile the department's written comprehensive examinations; schedule examinations and obtain appropriate space; notify students of their results; and report each student's results to the Program Director and Chairperson.

 

Curriculum Committees

These committees are responsible for maintaining a dynamic and up-to-date curriculum, including: recommending course additions and deletions; making course modifications; approving credit for off-campus courses; coordinating course rotations; and assuring congruence with accrediting bodies. The Audiology program has the following subcommittee:

Audiology Research Committee
The Research Committee in Audiology serves to coordinate the required clinical research project in audiology.  The Committee monitors the research requirements, making recommendations to the Audiology faculty regarding the changes to the process.  The Committee monitors student progress through the projects and coordinates the presentation of student research.
Tenure and Promotion Committee
The ad hoc committee reviews applications for tenure and promotion in accordance with departmental, school, and university policies and procedures.
Practice Plan Committee
The committee maintains information concerning revenues generated from clinical services, identifies trends and concerns, and makes recommendations to the Program Directors and Chairperson.

SHP Strategic Plan with SLHS Strategies

I. Academics

Strategic Goal: Provide high-impact innovative educational experiences to all students.
Objective: Promote and provide innovative and effective approaches to teaching and learning that are accessible to all students.
Strategies:
  • Provide programs and faculty with guidance and access to cutting-edge resources in order to deliver all course content with universal design and accessibility.
    • SLHS strategy: train faculty, staff, and graduate assistants to prepare accessible documents
  • Develop mechanisms for innovative and effective teaching approaches to promote collaboration across the school.
    • SLHS strategy:  develop additional interprofessional simulations and use instructional technology to provide training on current clinical equipment, treatment options, and service delivery methods (e.g., create video instructions for using instrumentation)  
  • Explore and invest in ways to implement and enhance telehealth training within curricula.
    • SLHS strategy: enhance current information in courses and develop repository of telehealth resources
  •  Assist students, faculty, and staff in effective technology use.
    • SLHS strategy: investigate additional training in telepractice as an option for graduate students 

Objective: Enhance student resilience through participation in wellness support activities.
Strategies:
  • Provide students information about available wellness resources on and off-campus.
  • Educate students regarding skills to enhance patient care and reduce burnout.
    • SLHS strategy:  incorporate issues of compassion fatigue and burnout into existing coursework  

Objective:Prepare students to thrive professionally and personally in a dynamic healthcare environment.
Strategies:
  • Develop diverse curricula for effective interprofessional collaboration in delivering patient-centered care.
    • SLHS strategy: develop additional and enhance current interprofessional simulations 
  • Support student, faculty, and staff involvement in interprofessional education experiences.
    • SLHS strategy: arrange at least one joint activity per year involving SLHS students and student groups from TTU (e.g., special education, psychology, engineering)
  • Provide mentoring opportunities for students that will help foster a progressive and productive learning environment.
    • SLHS strategy: create self-paced modules on soft skills needed in the workplace, including emotional intelligence  
  • Support opportunities to enhance social and cultural facets of patient center education.

II. Research

Strategic Goal: Advance scholarly activities among faculty and students by providing an infrastructure and an environment that supports clinical knowledge and practice through collaborative research in basic, applied, and translational sciences.

Objective: Develop a sustainable infrastructure that optimizes resources and increases opportunities for scholarly activities among faculty and students.

Strategies:
  • Cultivate opportunities to increase research and scholarly activities.
    • SLHS strategy: increase number of faculty and students who present and/or publish in state, national, and international venues 
  • Facilitate research and scholarly activity by developing a robust support system.
  • Enhance collaborations and partnerships among system campuses and departments, as well as other universities, by facilitating the exchange of ideas.
    • SLHS strategy: begin to develop a registered IPE activity focused on the value of collaborative research 

Objective: Expand external funding opportunities and outcomes.

Strategies:
  • Grow internal funding opportunities that produce preliminary data supporting external funding application success.
    • SLHS strategy: identify additional sources of potential funding (e.g., private foundations, corporate partners, private donors) 
  • Develop learning opportunities for acquiring external funding to include grants and alternative funding resources.
  • Hire personnel who will guide faculty in research protocol development and IRB submission, mentor faculty in grant resource identification and proposal writing, and support statistical data management.
    • SLHS strategy: work with SHP Office of Research to create templates and language to make grant submission more efficient 
 
Objective: Support the TTUHSC institutional research office.
Strategies:
  • Support SHP faculty involvement with the TTUHSC database system to increase collaborations.
  • Create a sustainable research office system that can be adopted across other schools at TTUHSC.
  • Grow initiatives and collaborations centered on innovation, commercialization, and entrepreneurship.
 
 
III. Service & Outreach
Service Strategic Goal:Promote health and wellness of communities through the provision of care utilizing innovative technologies and services.

Objective: Reduce disparities by increasing access to healthcare, including delivery of services through telehealth practices.

Strategies:
  • Invest in telehealth equipment and training for relevant faculty and staff.
  • Target underserved, and never-served, regions (counties) within our communities for new service delivery contracts/expansions.
  • Create a repository of telehealth information related to the specific professions/departments within SHP.
  • SLHS strategy: increase/organize telehealth resources in student LMS 
 
Objective:Promote or engage in the Health Professions Practice Income Plan.

Strategies:
  • Provide or support opportunities for faculty to obtain/pursue advanced training and certifications as applicable to meet specialty practice needs.
  • Evaluate opportunities to participate in the Health Professions Practice Income Plan.
    • SLHS strategy: pursue additional contracts and  maximize income from existing contracts
    • SLHS strategy: investigate opportunities for new/expanded professional services contracts
 
Outreach Strategic Goal:Impact the communities served by TTUHSC through community collaboration, connections, and outreach.

Objective:Increase the frequency and diversity of programs offered to the communities we serve.

Strategies:
  • Collaborate with the development office to increase funding for services (through donations and/or grants).
    • SLHS strategy: develop list for use with potential funding   
  • Promote awareness of the SHP offerings through media and social networks.
    • SLHS strategy: promote clinical services by developing infographics and/or video clips for our website
    • SLHS strategy: consistently provide information about clinical services for inclusion in SHP’s social media efforts
  • Expand offerings for interprofessional programs offered throughout our communities.
 
IV. People
Strategic Goal:Foster a diverse SHP community that exemplifies our values-based culture and wellness, and contributes to faculty and staff satisfaction.

Objective:Nurture growth, diversity, and success of all SHP team members through enhancement of personal and professional competencies.

Strategies:
  • Provide personal and professional development opportunities/training based on coaching plans and faculty appraisals.
    • SLHS strategy: manage clinic schedule to support staff participation in OPD webinars and other trainings
  • Incorporate our values-based culture into performance evaluations.
  • Evaluate satisfaction surveys to determine areas for improvement.
    • SLHS strategy: consistently survey Speech and Hearing Clinic patients to obtain feedback
  • Provide wellness development opportunities and resources for faculty and staff.
    • SLHS strategy: support/expand activities of SLHS Social Committee. Invite speaker on topic of wellness to future faculty meetings/retreat.
  • Recruit and retain a competent and diverse workforce aligned with our values-based culture.
  • Explore the creation of a formal mentoring program for faculty and staff.

V.  Operations
Strategic Goal: Build and sustain an infrastructure that operates effectively and efficiently to meet the mission of the school and the needs of students, faculty, and staff.

Objective: Devise and maintain strategies to systematically strengthen long and short-term fiscal stability.

Strategies:
  • Review business processes to ensure flexibility, efficiency, and effectiveness.
  • Align the school’s internal budget process to distribute resources on the basis of strategic priorities.
  • Conduct annual campus meetings to improve communication and enhance collaboration between campuses.
  • Conduct annual budget hearings with departments to ensure effective and efficient allocation of financial resources.
  • Develop an integrated planning process and annual program plans for renovations, projects, and space.
  
Objective: Support prospective and admitted students through a variety of resources and interactions that lead to admission, retention, leadership, and professional development.

Strategies:
  • Implement plans to ensure student enrollment reaches or maintains a level that supports financial stability.
    • SLHS strategy: Partner with SHP Office of Admissions and Student Affairs to utilize technology (e.g., virtual open house, virtual clinic tours) and develop recruiting efforts targeting under-represented groups.
  • Provide more comprehensive data in order to set enrollment targets and manage initiatives that lead to optimum recruitment, enrollment, retention, professional development, and degree completion.
  • Develop new academic programs consistent with the mission and goals of the school and university.
 
Objective: Support the school in meeting its strategic, operational, and educational objectives through the provision of appropriate technology solutions and services, as well as provide for a technology infrastructure that supports future growth.

Strategies:
  • Allocate resources for training and development in technology.
  • Invest in infrastructure and technology upgrades.
  • Explore new and emerging technologies (e.g., hardware and software) that improve and enhance innovation in teaching, learning, and research.

 

Code of Ethics of the American Academy of Audiology
Preamble
The Code of Ethics of the American Academy of Audiology specifies professional standards that allow for the proper discharge of audiologists’ responsibilities to those served, and that protect the integrity of the profession. The Code of Ethics consists of two parts. The first part, the Statement of Principles and Rules, presents precepts that all categories of members of the Academy agree to uphold. The second part, the Procedures, provides the process that enables compliance with and enforcement of the Principles and Rules.
PART I. STATEMENT OF PRINCIPLES AND RULES
PRINCIPLE 1:
Members shall provide professional services and conduct research with honesty and compassion, and shall respect the dignity, worth, and rights of those served.
Rule 1a: Individuals shall not limit the delivery of professional services on any basis that is unjustifiable or irrelevant to the need for the potential benefit from such services.
Rule 1b: Individuals shall not provide services except in a professional relationship and shall not discriminate in the provision of services to individuals on the basis of sex, race, religion, national origin, sexual orientation, or general health.
PRINCIPLE 2:
Members shall maintain high standards of professional competence in rendering services.
Rule 2a: Members shall provide only those professional services for which they are qualified by education and experience.
Rule 2b: Individuals shall use available resources, including referrals to other specialists, and shall not give or accept benefits or items of value for receiving or making referrals.
Rule 2c: Individuals shall exercise all reasonable precautions to avoid injury to persons in the delivery of professional services or execution of  research.
Rule 2d: Individuals shall provide appropriate supervision and assume full responsibility for services delegated to supportive personnel. Individuals shall not delegate any service requiring professional competence to unqualified persons.
Rule 2e: Individuals shall not knowingly permit personnel under their direct or indirect supervision to engage in any practice that is not in compliance with the Code of Ethics.
Rule 2f: Individuals shall maintain professional competence, including participation in continuing education.
PRINCIPLE 3:
Members shall maintain the confidentiality of the information and records of those receiving services or involved in research.
Rule 3a: Individuals shall not reveal to unauthorized persons any professional or personal information obtained from the person served professionally unless required by law.
PRINCIPLE 4:
Members shall provide only services and products that are in the best interest of those served.
Rule 4a: Individuals shall not exploit persons in the delivery of professional services.
Rule 4b: Individuals shall not charge for services not rendered.
Rule 4c: Individuals shall not participate in activities that constitute a conflict of professional interest.
Rule 4d: Individuals using investigational procedures with human participants or prospectively collecting research data from human participants shall obtain full informed consent from the participants or legal representatives. Members conducting research with human participants or animals shall follow accepted standards, such as those promulgated in the current Responsible Conduct of Research by the U.S. Office of Research Integrity.
PRINCIPLE 5:
Members shall provide accurate information about the nature and management of communicative disorders and about the services and products offered.
Rule 5a: Individuals shall provide persons served with the information a reasonable person would want to know about the nature and possible effects of services rendered, products provided, or research being conducted.
Rule 5b: Individuals may make a statement of prognosis, but shall not guarantee results, mislead, or misinform persons served or studied.
Rule 5c: Individuals shall conduct and report product-related research only according to accepted standards of research practice.
Rule 5d: Individuals shall not carry out teaching or research activities in a manner that constitutes an invasion of privacy or that fails to inform persons fully about the nature and possible effects of these activities, affording all persons informed free choice of participation.
Rule 5e: Individuals shall maintain accurate documentation of services rendered according to accepted medical, legal, and professional standards and requirements.
PRINCIPLE 6:
Members shall comply with the ethical standards of the Academy with regard to public statements or publication.
Rule 6a: Individuals shall not misrepresent their educational degrees, training, credentials, or competence. Only degrees earned from regionally accredited institutions in which training was obtained in audiology, or a directly related discipline, may be used in public statements concerning professional services.
Rule 6b: Individuals' public statements about professional services, products or research results shall not contain representations or claims that are false, misleading, or deceptive.
PRINCIPLE 7:
Members shall honor their responsibilities to the public and to professional colleagues.
Rule 7a: Individuals shall not use professional or commercial affiliations in any way that would limit services to or mislead patients or colleagues.
Rule 7b: Individuals shall inform colleagues and the public in an objective manner consistent with professional standards about products and services they have developed or research they have conducted.
PRINCIPLE 8:
Members shall uphold the dignity of the profession and freely accept the Academy's self-imposed standards.
Rule 8a: Individuals shall not violate these Principles and Rules, nor attempt to circumvent them.
Rule 8b: Individuals shall not engage in dishonesty or illegal conduct that adversely reflects on the profession.
Rule 8c: Individuals shall inform the Ethical Practices Committee when there are reasons to believe that a member of the Academy may have been in noncompliance with the Code of Ethics.
Rule 8d: Individuals shall fully cooperate with reviews being conducted by the Ethical Practices Committee in any matter related to the Code of Ethics.
AAA Code of Ethics, February 2018. Available from https://www.audiology.org/publications-resources/document-library/code-ethics)



Code of Ethics

American Speech-Language & Hearing Association

Preamble

The American Speech-Language-Hearing Association (ASHA; hereafter, also known as "The Association") has been committed to a framework of common principles and standards of practice since ASHA's inception in 1925. This commitment was formalized in 1952 as the Association's first Code of Ethics. This Code has been modified and adapted as society and the professions have changed. The Code of Ethics reflects what we value as professionals and establishes expectations for our scientific and clinical practice based on principles of duty, accountability, fairness, and responsibility. The ASHA Code of Ethics is intended to ensure the welfare of the consumer and to protect the reputation and integrity of the professions.
 
The ASHA Code of Ethics is a framework and focused guide for professionals in support of day-to-day decision-making related to professional conduct. The Code is partly obligatory and disciplinary and partly aspirational and descriptive in that it defines the professional's role. The Code educates professionals in the discipline, as well as students, other professionals, and the public, regarding ethical principles and standards that direct professional conduct.
 
The preservation of the highest standards of integrity and ethical principles is vital to the responsible discharge of obligations by audiologists, speech-language pathologists, and speech, language, and hearing scientists who serve as clinicians, educators, mentors, researchers, supervisors, and administrators. This Code of Ethics sets forth the fundamental principles and rules considered essential to this purpose and is applicable to the following individuals:

  • a member of the American Speech-Language-Hearing Association holding the Certificate of Clinical Competence (CCC)
  • a member of the Association not holding the Certificate of Clinical Competence (CCC)
  • a nonmember of the Association holding the Certificate of Clinical Competence (CCC)
  • an applicant for certification, or for membership and certification
By holding ASHA certification or membership, or through application for such, all individuals are automatically subject to the jurisdiction of the Board of Ethics for ethics complaint adjudication. Individuals who provide clinical services and who also desire membership in the Association must hold the CCC.
 
The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics. The four Principles of Ethics form the underlying philosophical basis for the Code of Ethics and are reflected in the following areas: (I) responsibility to persons served professionally and to research participants, both human and animal; (II) responsibility for one's professional competence; (III) responsibility to the public; and (IV) responsibility for professional relationships. Individuals shall honor and abide by these Principles as affirmative obligations under all conditions of applicable professional activity. Rules of Ethics are specific statements of minimally acceptable as well as unacceptable professional conduct.
 
The Code is designed to provide guidance to members, applicants, and certified individuals as they make professional decisions. Because the Code is not intended to address specific situations and is not inclusive of all possible ethical dilemmas, professionals are expected to follow the written provisions and to uphold the spirit and purpose of the Code. Adherence to the Code of Ethics and its enforcement results in respect for the professions and positive outcomes for individuals who benefit from the work of audiologists, speech-language pathologists, and speech, language, and hearing scientists.
Principle of Ethics I
Individuals shall honor their responsibility to hold paramount the welfare of persons they serve professionally or who are participants in research and scholarly activities, and they shall treat animals involved in research in a humane manner.

Rules of Ethics
  1. Individuals shall provide all clinical services and scientific activities competently.
  2. Individuals shall use every resource, including referral and/or interprofessional collaboration when appropriate, to ensure that quality service is provided.
  3. Individuals shall not discriminate in the delivery of professional services or in the conduct of research and scholarly activities on the basis of race, ethnicity, sex, gender identity/gender expression, sexual orientation, age, religion, national origin, disability, culture, language, or dialect.
  4. Individuals shall not misrepresent the credentials of aides, assistants, technicians, support personnel, students, research interns, Clinical Fellows, or any others under their supervision, and they shall inform those they serve professionally of the name, role, and professional credentials of persons providing services.
  5. Individuals who hold the Certificate of Clinical Competence may delegate tasks related to the provision of clinical services to aides, assistants, technicians, support personnel, or any other persons only if those persons are adequately prepared and are appropriately supervised. The responsibility for the welfare of those being served remains with the certified individual.
  6. Individuals who hold the Certificate of Clinical Competence shall not delegate tasks that require the unique skills, knowledge, judgment, or credentials that are within the scope of their profession to aides, assistants, technicians, support personnel, or any nonprofessionals over whom they have supervisory responsibility.
  7. Individuals who hold the Certificate of Clinical Competence may delegate to students tasks related to the provision of clinical services that require the unique skills, knowledge, and judgment that are within the scope of practice of their profession only if those students are adequately prepared and are appropriately supervised. The responsibility for the welfare of those being served remains with the certified individual.
  8. Individuals shall obtain informed consent from the persons they serve about the nature and possible risks and effects of services provided, technology employed, and products dispensed. This obligation also includes informing persons served about possible effects of not engaging in treatment or not following clinical recommendations. If diminished decision-making ability of persons served is suspected, individuals should seek appropriate authorization for services, such as authorization from a spouse, another family member, or legally authorized/appointed representative.
  9. Individuals shall enroll and include persons as participants in research or teaching demonstrations only if participation is voluntary, without coercion, and with informed consent.
  10. Individuals shall accurately represent the intended purpose of a service, product, or research endeavor and shall abide by established guidelines for clinical practice and the responsible conduct of research.
  11. Individuals who hold the Certificate of Clinical Competence shall evaluate the effectiveness of services provided, technology employed, and products dispensed, and they shall provide services or dispense products only when benefit can reasonably be expected.
  12. Individuals may make a reasonable statement of prognosis, but they shall not guarantee—directly or by implication—the results of any treatment or procedure.
  13. Individuals who hold the Certificate of Clinical Competence shall use independent and evidence-based clinical judgment, keeping paramount the best interests of those being served.
  14. Individuals who hold the Certificate of Clinical Competence shall not provide clinical services solely by correspondence but may provide services via telepractice consistent with professional standards and state and federal regulations.
  15. Individuals shall protect the confidentiality and security of records of professional services provided, research and scholarly activities conducted, and products dispensed. Access to these records shall be allowed only when doing so is necessary to protect the welfare of the person or of the community, is legally authorized, or is otherwise required by law.
  16. Individuals shall protect the confidentiality of any professional or personal information about persons served professionally or participants involved in research and scholarly activities and may disclose confidential information only when doing so is necessary to protect the welfare of the person or of the community, is legally authorized, or is otherwise required by law.
  17. Individuals shall maintain timely records and accurately record and bill for services provided and products dispensed and shall not misrepresent services provided, products dispensed, or research and scholarly activities conducted.
  18. Individuals whose professional practice is adversely affected by substance abuse, addiction, or other health-related conditions are impaired practitioners and shall seek professional assistance and, where appropriate, withdraw from the affected areas of practice.
  19. Individuals who have knowledge that a colleague is unable to provide professional services with reasonable skill and safety shall report this information to the appropriate authority, internally if a mechanism exists and, otherwise, externally.
  20. Individuals shall provide reasonable notice and information about alternatives for obtaining care in the event that they can no longer provide professional services.

Principle of Ethics II
Individuals shall honor their responsibility to achieve and maintain the highest level of professional competence and performance.

Rules of Ethics
  1. Individuals who hold the Certificate of Clinical Competence shall engage in only those aspects of the professions that are within the scope of their professional practice and competence, considering their certification status, education, training, and experience.
  2. Members who do not hold the Certificate of Clinical Competence may not engage in the provision of clinical services; however, individuals who are in the certification application process may engage in the provision of clinical services consistent with current local and state laws and regulations and with ASHA certification requirements.
  3. Individuals who engage in research shall comply with all institutional, state, and federal regulations that address any aspects of research, including those that involve human participants and animals.
  4. Individuals shall enhance and refine their professional competence and expertise through engagement in lifelong learning applicable to their professional activities and skills.
  5. Individuals in administrative or supervisory roles shall not require or permit their professional staff to provide services or conduct research activities that exceed the staff member's certification status, competence, education, training, and experience.
  6. Individuals in administrative or supervisory roles shall not require or permit their professional staff to provide services or conduct clinical activities that compromise the staff member's independent and objective professional judgment.
  7. Individuals shall make use of technology and instrumentation consistent with accepted professional guidelines in their areas of practice. When such technology is not available, an appropriate referral may be made.
  8. Individuals shall ensure that all technology and instrumentation used to provide services or to conduct research and scholarly activities are in proper working order and are properly calibrated.

Principle of Ethics III
Individuals shall honor their responsibility to the public when advocating for the unmet communication and swallowing needs of the public and shall provide accurate information involving any aspect of the professions.
Rules of Ethics
  1. Individuals shall not misrepresent their credentials, competence, education, training, experience, and scholarly contributions. 
  2. Individuals shall avoid engaging in conflicts of interest whereby personal, financial, or other considerations have the potential to influence or compromise professional judgment and objectivity.
  3. Individuals shall not misrepresent research and scholarly activities, diagnostic information, services provided, results of services provided, products dispensed, or the effects of products dispensed.
  4. Individuals shall not defraud through intent, ignorance, or negligence or engage in any scheme to defraud in connection with obtaining payment, reimbursement, or grants and contracts for services provided, research conducted, or products dispensed. 
  5. Individuals' statements to the public shall provide accurate and complete information about the nature and management of communication disorders, about the professions, about professional services, about products for sale, and about research and scholarly activities. 
  6. Individuals' statements to the public shall adhere to prevailing professional norms and shall not contain misrepresentations when advertising, announcing and promoting their professional services and products and when reporting research results. 
  7. Individuals shall not knowingly make false financial or nonfinancial statements and shall complete all materials honestly and without omission. 

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

Rules of Ethics
  1. Individuals shall work collaboratively, when appropriate, with members of one's own profession and/or members of other professions to deliver the highest quality of care.
  2. Individuals shall exercise independent professional judgment in recommending and providing professional services when an administrative mandate, referral source, or prescription prevents keeping the welfare of persons served paramount.
  3. Individuals' statements to colleagues about professional services, research results, and products shall adhere to prevailing professional standards and shall contain no misrepresentations.
  4. Individuals shall not engage in any form of conduct that adversely reflects on the professions or on the individual's fitness to serve persons professionally.
  5. Individuals shall not engage in dishonesty, negligence, fraud, deceit, or misrepresentation.
  6. Applicants for certification or membership, and individuals making disclosures, shall not knowingly make false statements and shall complete all application and disclosure materials honestly and without omission.
  7. Individuals shall not engage in any form of harassment, power abuse, or sexual harassment.
  8. Individuals shall not engage in sexual activities with individuals (other than a spouse or other individual with whom a prior consensual relationship exists) over whom they exercise professional authority or power, including persons receiving services, assistants, students, or research participants.
  9. Individuals shall not knowingly allow anyone under their supervision to engage in any practice that violates the Code of Ethics.
  10. Individuals shall assign credit only to those who have contributed to a publication, presentation, process, or product. Credit shall be assigned in proportion to the contribution and only with the contributor's consent.
  11. Individuals shall reference the source when using other persons' ideas, research, presentations, results, or products in written, oral, or any other media presentation or summary. To do otherwise constitutes plagiarism.
  12. Individuals shall not discriminate in their relationships with colleagues, assistants, students, support personnel, and members of other professions and disciplines on the basis of race, ethnicity, sex, gender identity/gender expression, sexual orientation, age, religion, national origin, disability, culture, language, dialect, or socioeconomic status.
  13. Individuals with evidence that the Code of Ethics may have been violated have the responsibility to work collaboratively to resolve the situation where possible or to inform the Board of Ethics through its established procedures.
  14. Individuals shall report members of other professions who they know have violated standards of care to the appropriate professional licensing authority or board, other professional regulatory body, or professional association when such violation compromises the welfare of persons served and/or research participants.
  15. Individuals shall not file or encourage others to file complaints that disregard or ignore facts that would disprove the allegation; the Code of Ethics shall not be used for personal reprisal, as a means of addressing personal animosity, or as a vehicle for retaliation.
  16. Individuals making and responding to complaints shall comply fully with the policies of the Board of Ethics in its consideration, adjudication, and resolution of complaints of alleged violations of the Code of Ethics.
  17. Individuals involved in ethics complaints shall not knowingly make false statements of fact or withhold relevant facts necessary to fairly adjudicate the complaints.
  18. Individuals shall comply with local, state, and federal laws and regulations applicable to professional practice, research ethics, and the responsible conduct of research.
  19. Individuals who have been convicted; been found guilty; or entered a plea of guilty or nolo contendere to (1) any misdemeanor involving dishonesty, physical harm—or the threat of physical harm—to the person or property of another, or (2) any felony, shall self-report by notifying ASHA Standards and Ethics (see Terminology for mailing address) in writing within 30 days of the conviction, plea, or finding of guilt. Individuals shall also provide a certified copy of the conviction, plea, nolo contendere record, or docket entry to ASHA Standards and Ethics within 30 days of self-reporting.
  20. Individuals who have been publicly sanctioned or denied a license or a professional credential by any professional association, professional licensing authority or board, or other professional regulatory body shall self-report by notifying ASHA Standards and Ethics (see Terminology for mailing address) in writing within 30 days of the final action or disposition. Individuals shall also provide a certified copy of the final action, sanction, or disposition to ASHA Standards and Ethics within 30 days of self-reporting.

 (American Speech-Language-Hearing Association. (2016). Code of ethics [Ethics]. Available from (https://www.asha.org/Code-of-Ethics/)



Speech, Language and Hearing Sciences Department Policies

Academic and Clinical Advising

Because the programs in the Department of Speech, Language, and Hearing Sciences have lock-step curricula (i.e., all students take courses in the same sequence), students typically do not receive individual advising about course registration. However, any student who requires individual advising can request a meeting with their program director. All students receive information about required courses prior to each open enrollment period, via the orientation website for new students and via email for established students. Graduate students receive additional advising during academic and clinical Plan of Study meetings which are conducted at least annually.
 
Students’ role in the advising process is to:
 
  • Give thoughtful consideration to personal career goals.
  • Be responsible for monitoring progress toward graduation, and the requirements for certification and licensure.
  • Understand the basic structure of the curriculum and its requirements in order to ask meaningful questions.
  • Attend Plan of Study meetings for graduate students, or scheduled group advising sessions for undergraduates.
 
The student and instructor or program director can collaborate to enhance the basic curriculum requirements to meet student career goals. Seeking learning opportunities beyond the required coursework through participation in student organizations, independent studies, and mentorships with faculty will enhance professional development.

 

Attendance

Responsibility for class and clinical/laboratory attendance rests with the student. Attendance is expected for all School of Health Professions classes and laboratories. Excessive tardiness or absences will be considered unprofessional behavior, which may eventually lead to dismissal from the program.
 
The effect of absences on grades is determined by the instructor, who will specify those effects at the outset of a given course. When absence jeopardizes a student's standing in a class, it is the responsibility of the instructor to report that fact to the student and to the Program Director. Excessive absences can constitute cause for dropping a student from class; in such a case the grade of WF will be given (withdraw/failing).
 
Students are expected to notify the course instructor in advance by personal communication (telephone or email) if they are unable to attend a lecture, exam, or clinical experience. A student who fails to attend any class for any reason is responsible for the class material, assignments, examinations, announcements, etc. to the same extent as students who attend the class. In case of an illness that will require absence from class for more than one week, the student must notify his or her program director. The program director will inform the student's instructors.  In case of class absence because of a brief illness, the student informs the instructor directly. For extended absences, the student should provide documentation of an illness or family emergency.

 

Certification and Licensure

The graduate programs in speech-language pathology and audiology are designed to allow students to meet the academic and clinical requirements for certification by the American Speech-Language-Hearing Association and licensure from the state of Texas. The program director verifies satisfactory completion of both undergraduate and graduate academic course work, clinical practicum, and knowledge and skills requirements for certification and licensure.
 

Complaints/Grievances

Contact the Office of Admissions and Student Affairs (743-3220) for information about filing academic grade appeals and non-academic grievances. (Related policies are available at https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx).  
Students with complaints about the Department of Speech, Language, and Hearing Sciences may contact the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) at the American Speech-Language-Hearing Association, 2200 Research Boulevard, Rockville, Maryland 20850-3289, or call the CAA office at 301-296-5748.
 

Confidentiality

Through clinical activities and attendance at staffings, seminars, and other meetings, students will obtain certain information about patients seen in the clinic or in related service programs. It should be emphasized that such information about a patient is confidential and must be treated in a professional manner. All discussion of such information should be confined to the Speech and Hearing Clinic and classes or seminars in the professional areas of speech-language pathology and audiology. Students should be especially careful about discussing cases in public areas (e.g., waiting room, clinic hallways) or via any unsecured electronic means, including mobile storage devices (e.g., flash drives, CDs), unsecured emails, or social media (e.g., Facebook, Twitter).
 
It is unacceptable for any School of Health Professions Student to interact with any patient or client outside of the scope of clinical practice. This includes any and all social networking sites including but not limited to Facebook, Twitter, Instagram, LinkedIn, Snapchat, text messaging, and email.
 
Students must follow the guidelines set forth for HIPAA regarding patient confidentiality of private health information. (For further information and regulations see HSC OP 52.09 https://www.ttuhsc.edu/administration/documents/ops/op52/op5209.pdf). Each student must sign a Confidentiality Statement which is placed in his/her permanent file. The purpose of this statement is to ensure the confidentiality of our patients, students, faculty, staff, and other personnel at Texas Tech University Health Sciences Center.  Forms will be distributed in clinic meetings.
 

Consensual Relationships

Consensual relationships between a student and a supervisor, patient, or other persons at clinical experience sites constitute (1) conflicts of interest, (2) unprofessional conduct, (3) breach of trust, and/or (4) appearances of impropriety, any of which may impair the integrity of academic and clinical decisions. Such relationships also have the potential for (1) undermining the atmosphere of trust and objectivity essential to the educational process and clinical experience relationship; (2) exploiting subordinate faculty, staff, employees, or students and the possible professional or academic disadvantage of third parties; and (3) subjecting TTUHSC, the clinical sites, and the individuals to the risk of liability.
 
Therefore, the SLHS programs strictly prohibit any such relationship as described above, whether consensual or not. Violation of this prohibition may result in dismissal from the program. Should such relationships develop, faculty, staff, preceptors, and students who become aware of the relationship have the obligation to disclose the existence of the relationship to the Program Director. Furthermore, a relationship between a student and a high school student or minor at any clinical site with whom the SLHS program has a clinical contract is strictly prohibited during the entire time that the SLHS student is enrolled in a SLHS program; violation of this prohibition may result in dismissal from the program. (See TTUHSC OP 51.03.)
 
To maintain an environment that supports the department’s educational goals, the relationship between faculty and students should be that of teacher and scholar. According to Texas Tech University Health Sciences Center Operating Policy and Procedure (HSC OP 70.56), consensual relationships between faculty and students “constitute (1) conflicts of interest; (2) unprofessional conduct; (3) breach of trust; (4) appearances of impropriety and question the validity of consent.” Such relationships cause or create the appearance of favoritism or unfairness, or are exploitive in nature. As such, consensual relationships are prohibited by TTUHSC.
 

CPR Certification

Graduate students in the Speech-Language and Hearing Sciences department may need to obtain CPR training. The CPR certification may be required for certain externship placements and is recommended for all patient care situations.

 

Credit by Examination and Transfer of Credit

Credit by examination is not offered for courses in the Department of Speech, Language, and Hearing Sciences. The undergraduate SLHS program accepts transfer of core curriculum courses completed at institutions fully accredited by a regional accrediting organization. The graduate programs in Speech-Language Pathology and Audiology do not accept transfer credit.
 

Criminal Background Check

Students are required to obtain a Criminal Background Check (CBC) after admission but prior to starting classes, and may be required to obtain an additional CBC prior to placement in certain externship sites. The CBC allows the university to evaluate whether students are eligible to participate in clinical care at TTUHSC or participating institutions. Students should also be advised that the Texas Department of Licensing and Regulation (TDLR) for Speech-Language Pathology and Audiology may deny a license to an applicant because of conviction for a felony or misdemeanor if the crime directly relates to the professional duties of a speech-language pathologist or audiologist. Felonies and misdemeanors which directly relate to professional practice include, but are not limited to: practicing speech-language pathology or audiology without a license; failing to report child abuse or neglect; deceptive business practices; Title 5 offenses (homicide, kidnapping, assault, or sexual assault); Title 7 offenses (arson, burglary, theft, insurance fraud, money laundering, or computer crimes); Title 8 offenses (bribery, perjury, obstructing governmental operation, or abuse of public office); Title 9 offenses (disorderly conduct, or public indecency); and Title 10 offenses (possession of weapons, gambling, alcoholic beverage offenses, or conduct affecting public health). (Reference: 22 TAC, Chapter 741.200 Licensing of Persons with Criminal Convictions)


Drug Testing

Students who must complete clinical rotations as a requirement of the degree program may be placed at an affiliated entity that requires additional background checks, health screenings, and/or drug testing. Students who cannot participate in clinical rotations due to a positive drug screening may be unable to fulfill the requirements of the degree program. See SHP OP ST.21 for procedures and additional information.
 

Financial Aid & Scholarships

The department supports students financially by awarding a limited number of graduate assistantships. Students interested in applying for graduate assistantships from the department must complete an application form and submit it to the Program Director by the posted deadline each year. Recipients are notified of their award before the fall semester begins.
 
Upon admission, students may be awarded a competitive School of Health Professions scholarship, and they may apply for additional scholarships through the SHP scholarship committee. Additional financial assistance may be sought from the institution. Financial aid information is available through the Office of Student Financial Aid (743-3025) or (https://www.ttuhsc.edu/financial-aid/default.aspx).
 

Health Insurance

You are required by TTUHSC to pay a Medical Service Fee each semester. With this fee, you can access healthcare in a TTUHSC clinic and see a nurse or physician at no charge for minimal or limited minor problems.
 
The School of Health Professions (OP ST.11) requires that each student maintain health insurance to cover major medical, emergency care, specialty care, and pharmacy services. Please note: Externship sites may require proof of health insurance. Any student who cannot provide current health insurance documentation at the time requested may be denied access to clinical experiences and/or subject to disciplinary action. 
 
The Texas Tech University Health Sciences Center provides students the opportunity to purchase health insurance through a private carrier. Students may contact the Health Sciences Center, Office of Student Services for more information concerning purchasing health insurance (806-743-2300).


International Program Participation

TTUHSC students have the opportunity to participate in two types of international programs:  faculty-led (faculty members design the program and accompany students abroad) and institutional programs at approved sites (approved teaching hospitals and other health-related organizations with which TTUHSC has an agreement). Students may NOT participate in programs in countries on the Department of State’s current Travel Warning.  Participation in any international program begins with the School-specific approval process. For students in the Department of Speech, Language, and Hearing Sciences these are the policies and procedures:
  1.  Students must be in good academic standing at the time they request approval to participate in an international program, and at the time of the trip.
  2. Students may be approved for programs that occur during Spring Break or semester breaks. Students will not be approved for programs that conflict with classes or clinical assignments.
  3. Students must request approval from their Program Director.
  4. After receiving approval from the Program Director, students must enroll in the International Health course. (There is no charge for this course.)
  5. If selected for travel, the Office of Global Health will guide students through the pre-departure procedures, which include attending team meetings, completing online educational modules, obtaining a passport, arranging travel, and updating immunizations.
Students may apply for an International Education Fee Award through the Office of Global Health. If selected, the award will offset a portion of the student’s cost of participation in an approved international program.

 

Eligibility

Students must be eligible to participate in the international program at the time of travel. Students must be enrolled in School of Health Professions’ courses during the semester of travel. Eligibility requirements include, but are not limited to, the student’s professional conduct and academic standing. If a student has failed a course in the semester immediately prior to travel; is failing a course during the semester of travel; or is on probation for any reason, the student will not be allowed to travel as a part of the TTUHSC team. If a student has received a Complaint of Misconduct and the complaint has not been resolved prior to the travel date, the student is not eligible to participate in that specific trip. Each student shall verify eligibility requirements with the Program Director and Office of Global Health prior to participation.
 

Cancellation/Refunds

TTUHSC and the School of Health Professions are not responsible for reimbursement for financial losses as a result of a student canceling travel or losing eligibility to participate in the international program. These financial losses may include but are not limited to airline fares, payment to country host, or any other expenses incurred for student international travel.

 

Photocopy Machines

A photocopy machine has also been provided for student use. It is located in the clinicians’ workroom (2A318). Students may not use the copy machine located in the faculty work area unless given permission by the department’s Office Manager. Reproduction of copyrighted materials is not permitted without the written consent of the author(s) and/or publisher(s) unless stated otherwise within the document.

 

Professional Liability

All students are required to have professional liability insurance. The insurance is furnished through a group policy and is included in the academic fees that students pay each year. The policy covers students in any clinical activity related to the degree program. The policy does not cover students in work-related activities (i.e., students employed in clinical settings).
 

Professional Organizations

Students are encouraged to join the National Student Speech-Language-Hearing Association (NSSLHA) and the Texas Speech-Language-Hearing Association (TSHA).  NSSLHA is the national organization for students interested in the study of normal and disordered communication. NSSLHA has more than 13,000 members, with chapters in more than 300 university programs. The Texas Tech University Health Sciences Center has a local chapter of NSSLHA, and students are strongly encouraged to join the local chapter as well as the national association. Students have opportunities to participate in leadership opportunities at the local level when they belong to the TTUHSC-NSSLHA. TSHA offers student membership to anyone who is enrolled in at least 6 hours in an accredited university program in communication disorders. Membership in professional associations is an important part of the profession and offers numerous benefits. Students receive journals, newsletters, discounted conference fees, significant savings when converting from student to professional membership, and access to resources that facilitate their understanding of the profession. Students may also be interested in joining the South Plains Speech-Language-Hearing Association (SPSHA), which is the professional association for speech-language pathologists and audiologists in the Lubbock area. Membership information can be obtained through the Department or by calling NSSLHA at (800) 498-2071 and TSHA at (888) SAY-TSHA.
 
Students interested in audiology are encouraged to join the Student Academy of Audiology (SAA) and the National Student Speech-Language and Hearing Association (NSSLHA). The SAA is the nationally recognized student organization for Au.D. students. NSSLHA is the national organization for students interested in the study of normal and disordered communication. Membership in professional associations is an important part of the profession and offers numerous benefits. Students receive journals, newsletters, discounted conference fees, significant savings when converting from student to professional membership, and access to resources that facilitate their understanding of the profession.  Membership information can be obtained through the Department or through the SAA information on the AAA website (https://memberportal.audiology.org/Membership/Apply-for-Student-Membership).
 
Students may run for election for a variety of service positions to the local chapter of the National Student Speech-Language-Hearing Association (NSSLHA) and the Student Academy of Audiology (SAA).

 

Room Access

The Program Directors schedule classroom use through Facilities. Please contact your Program Director if you would like to use a classroom for a school-related function. Graduate students may obtain permission from their Program Director to have access to a key for after-hours access to the department. The after-hours access is only for the completion of class, clinic, or laboratory-related assignments. The students must ensure that departmental doors remain locked at all times. Students must comply with physical facilities’ lost key requirements and must return the key prior to graduation.
 

Student Expectations

Academic Integrity
It is the aim of the faculty of the School of Health Professions to foster a spirit of complete honesty and high standards of integrity. The attempt of students to represent as their own any work which they have not honestly performed is regarded by the faculty and administration as a most serious offense and renders the offenders liable to serious consequences, including suspension and, for any second offense, dismissal.
 
Cheating
Examples of cheating includes dishonesty of any kind on examinations and quizzes or on written assignments; illegal possession of examinations; the use of unauthorized notes during an examination or quiz; obtaining information during an examination from the examination paper or otherwise from another student; assisting others to cheat; alteration of grade records or illegal entry; or unauthorized presence in an office. These examples are not intended to constitute the specifics of situations; rather, they convey the nature of this offense. Complete honesty is required of students in the presentation of any and all phases of coursework as their own. This applies to quizzes of whatever length, as well as to final examinations, to daily reports, to term papers, and to clinical performance.
 
Plagiarism
Offering the work of another as one's own, without proper acknowledgment, is plagiarism.  Any student is guilty of plagiarism who fails to give credit for quotations or essentially identical expression of material taken from books, encyclopedias, magazines, websites, films, and other reference works, or from the themes, reports, or other writings of a fellow student.
 

Assumptions About Student Performance.

The following assumptions apply to the manner in which each student is expected to meet the objectives of every course. Since all of these

expectations apply to each course, these standard expectations are not repeated in each course document. These assumptions are as follows:

  • The student demonstrates a systematic, safe, accurate, timely, and efficient approach to the accomplishment of each objective and demonstrates the efficient use of materials in each activity.
  • Adequate time is devoted to class and clinical activities and to preparing for each of those to meet the stated objective (i.e., 3 hours per credit hour).
  • Academic integrity is demonstrated in each element of the student's performance.
  • Ethical behavior appropriate to the standards of a developing professional is maintained at all times, particularly in relation to maintaining the confidentiality of information regarding patients or clients.
  • Each student maintains appropriate personal health status to accomplish the expectations of the program.
Student preparedness
Students should be mentally and physically prepared to cope with a rigorous curriculum in communication disorders. Students should carefully organize their activities in order to succeed. Those who need assistance with managing the demands of the program are encouraged to contact the Program of Assistance for Students (PAS) at 806-743-1327 or 1-800-327-0328. The department also works with students to provide tutors and develop remediation plans designed to supplement knowledge or skill areas.
 
The faculty and staff truly want you to succeed. There is no greater satisfaction to the faculty than to hear about the excellent contributions made by our graduates. While we recognize the rigor (and in fact foster it), we know too that a well-earned degree is far more valuable than a token degree from a less challenging program.

 

Professional behavior
All students are expected to exhibit consistent professional conduct in the classroom, lab, and clinic. Disruptive behaviors can include but are not limited to, behaviors such as tardiness, leaving early, offensive remarks, talking to others, and reading newspapers or magazines. Cellular phone / electronic device use is not permitted during class, lab, or clinic. This includes use of such devices for speaking, texting, instant messaging, and/or internet use. This does not preclude use of electronic devices for taking notes in class. Students who do not exhibit professional behaviors may be subject to disciplinary actions.


Social Media
It is prohibited for any SLHS student to interact with any patient or client outside the scope of clinical practice while the student is enrolled or on leave of absence from a SLHS program. Prohibited interaction includes any and all social networking sites including, but not limited to, Facebook, Twitter, Instagram, LinkedIn, Snapchat.
 

Student Services

Students should contact Student Services (743-2300) or check the website (https://www.ttuhsc.edu/student-services/) for more information on these topics:
  • ADA compliance
  • Counseling
  • Graduation
  • HSC Student Senate
  • Legal advice
  • Red to Black financial assistance
  • Residency appeals
  • Student events
  • Student insurance
  • Student Announcement Page (https://www.ttuhsc.edu/) 
  • ID Cards
  • Tech Express