Reasons To Do A Thesis

As our field is evolving into a more evidence-based discipline, universities are pushing for a more research-reliant curriculum. Students are required to read more scholarly articles and take classes on how to read research. With this piled on top of classes (and in the case of graduate school, clinic), why would a student opt to do an independent study or a full-on thesis?

Here are just a few things I have gained from writing an undergraduate thesis:
(You can check out my thesis here!)

-Gain confidence and public speaking abilities:

Despite being in a more people-focused field, I'm actually on the introverted side of things (but I do love being with people, promise!). By doing a thesis I learned to gain confidence in myself, in asking questions, bouncing ideas off of others and presenting in front of others. In fact, my thesis advisor encouraged me to ask questions on items I didn't understand in the research, which helped realize that it's okay not to know everything at first, and that over time you will be able to synthesize everything!
Why is this important? As a clinician, you will need to be able to describe things to a variety of people who fit along a spectrum of knowledge on the subject. It's also beneficial knowing that it's okay not knowing the answer to certain items clients and coworkers might ask... you just have to consult other sources!

-Realize you know more than you think when responding to questions:

You can never be quite sure of what you know until you have to explain your rationale. My thesis advisor made sure I knew the fundamentals and then explained new things to me. This provided me with the basis of being able to think things through when I had the question portion of my defense and when I explained my research to others. I also understood how other research I read related to what I studied and how those studies explained what was occurring in my research as well.
Why is this important? You can synthesize information from multiple sources and understand how these results can affect or relate to your client. 

-More knowledge in a specific area: 

Not sure what part of SLP or AuD you enjoy most? Or do you just want to learn more about a specific subfield? This is a great way to do that. You don't have to do a full-blown experiment; in fact,  you can do a small independent study that reviews current literature or even a survey to learn about something specific. Or, if you want to do an experiment, you can ask a professor for ideas or do an off-shoot of what he/she is researching (in fact, that's usually how things go. Most don't do their own experiement until the Master's or PhD level. So no pressure!)
Why is this important? Knowing how to read research is a good skill. By doing an independent study or thesis you will also gain more insight into a specific population, which you can use when treating clients with that disorder. It might also help you get a leg up against other people applying for a job if the place of employment focuses on that population! (ie. a thesis on pediatric dysphagia might be seen as very beneficial when applying to a pediatric outpatient clinic)

-Build writing and research skills:

Writing papers, literature reviews, reading other research, running subjects, etc ...all of these skills will improve in the process.
Why is this important? This will help you know how to critically read literature in the future so that you have up-to-date and reliable research for treating clients. You'll also learn how to write in a more professional and concise manner.

Have any questions on doing an undergraduate thesis or working in a lab? Feel free to contact me! You can also read my thesis here!

Exciting Personal Update!

Hi all,
As the Christmas season is coming near (and as the year/semester ends) I am in a thoughtful and thankful mood. I'm very appreciative for all my readers and followers; your support makes each day brighter! There are also several other items I am thankful for and I thought I would update you all:

First, I've been accepted to grad school! I'll be in the University of Pittsburgh's 2015 Fall cohort and majoring in (you guessed it) Speech Language Pathology! It's been a long road and one filled with lots of hard work, so I'm glad to see it accumulate to this as it is my dream school with the classes and placements I desire most. I can't wait to see who else is in my cohort! (It's also certainly nice to not worry about CSDCAS and acceptances over Christmas break like most other students in my class will be doing!)

Second, the experiment for my undergraduate thesis is figured out and we've begun running it. I won't say too much until we've gathered more data, but it revolves around sound localization and how conflicting cues can play a role in where we hear a sound. This is exciting! I've also begun writing my thesis... going to try to take it piece by piece to lighten the load later on!

Lastly, I've decided to better my Spanish. It's not necessarily an 'accomplishment' right now, but I've at least made the decision. I got over the first hurdle today by taking an online placement exam and scheduling an interview with the director of my school's Spanish department. I really want to have a better proficiency since many clients in the future may be bilingual and I might also be living in Spain for some years seeing as my boyfriend is a Spaniard!


Do you have any accomplishments to be thankful for... or anything you're excited about?

Tying in "Non-SLP" Experiences In Your Statement

Like many others, I'm currently in the process of preparing for the grad school application season. (How is it senior year already?!) For some majors, this might just begin and end in one month in the middle of the semester... for speech-language pathology or audiology, this 'season' begins in the summer. There are just so many things to prepare and tick of the checklist before the school year begins. One of the items we were told to at least brainstorm is the statement of purpose (sometimes referred to as the 'letter of intent').

Although numerous students say that the GRE and GPA are weighed more heavily in the process, many agree that the statement of purpose helps play a decent role in picking out more suitable candidates. It's essentially a written elevator speech, so you want to write it wisely. There's the usual tips of: minimize the sob stories, limit cliches and over-used phrases, specialize it (or at least some of it) for each school, and focus on the prompt. A good amount of the schools, at least those in the CSDCAS system, want you to write about why you want to do this as your career and why you want to study at their school. Naturally, most of the applicants like language and helping others, so you may want to find other key points. You may also want to focus on something that stands you out from others so that you are memorable... did you spend a summer in Costa Rica or can you make handmade crafts? Consider adding a small tidbit about this special thing, but make sure you tie it in with speech pathology or your goals.

So how can you tie it in? Or what if you don't have any experience with children or disabled citizens? Focus on the key traits of the job and one experience that illustrates them. Here are some examples from my life that you can draw from:

1. Working in the school cafeteria.
 Not so glamorous of a job, but certainly something that has been needed throughout my undergraduate career! I've done several of the stations, including: dish room, cleaning tables, salad bar, the specialty station and the sandwich station. I've spent most of my time in the sandwich station, so we'll go from there.

Key traits: communicate clearly with others, patience when filling orders, understanding dietary or cultural restrictions, being friendly to all customers

Experience: Some international students have dietary restrictions that I must follow. This has included taking off gloves (since they touched meat) and looking at ingredients on food items. Their accents may be difficult to understand, or their culture requires one to not look people in the eye for reassurance, so patience when asking for repetitions is necessary.

2. Freelance Writing. 
I dabble in freelance writing in my free time. This has ranged from blog posts for other websites to articles of varying lengths for an Asian pet supply company's magazine.

Key traits: prompt replies, professional correspondences, adjusting to different styles of writing, researching topics in further detail, international client base, adhering to deadlines

Experience: Throughout my experiences as a freelance writer I have had clients from a variety of countries. Each client has had different views of time and deadlines that I had to adhere to. Some projects have required interviews and exchanges with professionals in the related field to gain knowledge. These experiences have strengthened my level of professionalism, my ability to work independently and in a group, as well as molding my writing to the style they desired-- whether it be a short, witty introduction or an informational piece on pet dental hygiene.


Both of these examples showcase novel ways to view ordinary tasks and would help make me stand out to potential schools. Remember, everything requires communication, so you're already one step ahead! All you have to do is try to find other key characteristics that might illustrate how you can either  (1) adapt to grad school education (like writing notes and papers), (2) prove that you'll be a good clinician (hence the multicultural cafeteria experience), (3) demonstrate what brought you to this point, or (4) has helped you prepare for your future goals. I'm not sure if I'll use either of these, but at least these may help you with your statement!

Building Up Your Professional Network

We all know networking is important in any business, and that doesn't exclude speech-language pathology. But how are we supposed to find ways to build our professional network while partaking in classes and extracurricular activities? It can sometimes be an issue, especially for those that transfer (like me) or just aren't sure how to go about making professional contacts. Luckily, you can make a professional contact from almost anyone at any place and any time! Even if the person isn't a Speech-Language Pathologist, they can still be a valuable resource for other jobs or connecting with related professionals. Each person is another step closer to more people, as each connection shrinks your six degrees of separation.

The Usual Places:

Of course you can start with friends and family. Some might be in your field of study, others may not. Either way they may have a doctor or related professional in their network that can help you down the line. For example, your friend's mom might work at a school that is looking for a speech therapist when you graduate. Or she can even put in a good word for you when they aren't hiring so they can keep you in mind. Also consider your current job. Your boss and other coworkers can be valuable resources for information on available jobs elsewhere, and your boss can be a great reference. (So be a good worker and stay off your phone!) Another option would be the supervisors of your observations or volunteer experiences. The SLPs you shadow are of course a great place for networking, and if you manage to get a volunteer position or long-term observation scheduled there, they can be even more valuable. The longer, the better as they will get to know you at a deeper level. If you happen to stay in the area for grad school, then perhaps you can do a clinical placement there, which is good for CFY references (or doing your CFY there!)... This is wishful thinking, but helpful either way.

Of course there are also your professors and classmates. Going to office hours, volunteering in the lab, doing a thesis or small research project, or being a teaching assistant can be great ways to get to know your professor. Once they know you well enough, they can be a reference or even tell you of good schools or employment options to look into when the time comes. Classmates are also great. Even those who aren't in the major (catching on to the theme?). All of them can have ties.
One example: I recently rented an apartment with 3 nursing majors. They told me of patient care technician jobs that had openings where I would do basic care that didn't require certification, just a high school degree. It's not 100% SLP, but it is still in the medical field and hands-on with patients, so those jobs could've helped with my resume. If I hadn't roomed with them I wouldn't have known that the hospital had jobs like these!)


One Step Further:

Your school's career development office in an invaluable resource! I can't stress this enough. If your school has a well-made career development office, then you should be able to find some internships through them. There probably won't be any for SLP, but definitely some for related fields or organizations that aid disabled people. Interning at these places is sure to expand your connections. Your career development office might also have  alumni or local connections for students to talk to. Mine has a database that you can search for professionals that are alumni of the school that are willing to talk to students. If you can find something like this in your school, use it and find a professional to talk to and get to know.

ASHA also has some mentoring and development programs. If you look at their site, there are some for minorities, research, learning about a speciality, or just to learn more about a certain aspect of SLP. If you sign up and happen to be accepted, these programs can provide a great professional network for you to learn from.

Social media like Twitter, LinkedIn,and even blogs or forums can help you find like-minded people to talk to. Twitter now has a host of chats and hashtags related to our field that you can follow and partake in to learn about this field and maybe make a few friends and professional contacts. In fact, I recently participated a WeSpeechies chat and talked to a few students and professionals from Australia and abroad! Many blogs are also on Twitter, so you can talk to their author and catch up on info they post about. LinkedIn has several groups that even students can join. If you'd like more information on all the social media outlets you can check out this post and also this one.

Special events like talks, conventions and networking get-togethers have a plethora of professionals that you can meet and chat with. The linguistics club that I'm a leader in recently had Bill Labov speak (he's a big name if you're in that field), so I actually got to meet him! If you're interested in a specific subfield of SLP like neurogenic disorders or autism, then consider going to a talk that a professor or professional is giving. Just look for details from a local organization or your school's Neuroscience department (for neurogenic topics). If you like the person's research, then go up an talk to him/her and discuss how you can get involved. Of course, conventions, like the annual ASHA convention, ASHA Schools Convention or your state's convention will have many professionals that you can talk to. Like I said, if you are interested in a specialty, try to find a convention of a related organization to meet other professionals with a non-speech pathology point-of-view.


*Of course, as with any relationship, this isn't a one-sided thing. Don't expect that talking to someone one time will give them the drive to help you find a job or give a reference for a grad school interview. They might not even remember you if you met at a convention. You should bring something to the table or continue talking to them and discussing their research, if applicable. Don't go hoarding contacts either, you want to have strong connections, not 1,000 acquaintances.

Those Hidden Fees of Grad School

It's getting to be that time of year again for seniors of undergraduate speech-language pathology programs-- application season! I'm not sure about all programs, but my school already gave us a pep talk in April about how to prepare during the summer. It's crazy how many things need to be done, or at least  thought of during summer. Of course, some students, like myself, like to find things to research in their free time and have already been looking at certain points of the checklist already... like interesting grad schools. I know that some have thought of this, and others haven't. I attribute my searching to two things: I just like to look up things, and I consider myself 1/2 undergrad 1/2 post-bacc since I came into this degree as a transfer (from Linguistics). So, I've always been on the more self-driven side of my peers and researching everything about SLP within my first year of the program since I was transferring.

Anyway... sorry for that tangent. It has a purpose though! These searches, including those on forums like gradcafe, have led me to realize there are many more things to consider besides the tuition of grad school itself. These "hidden" fees can be enough to change your decision once you realize how much they can add up!

1. Cost of an apartment: 

Many undergrads don't get an apartment until their junior or senior year. Some may even be lucky (or maybe not lucky when you consider the amount of their loans) enough to live in a dorm their entire undergraduate career. With an apartment comes certain fees, which you should consider:

-Each city has a different "average" rate: For example, Pittsburgh can be about 500 for a shared and 6-700 for a single. Boston on the other hand? Mad expensive!

- Utilities: Don't forget the cost of utilities. If you're living in a studio, you have to pay them all yourself (unless some are included in rent). This can make your monthly payments go from $50 in a 4-person apartment to $150 alone depending on what utilities you decide are necessary (TV and Internet plans)

-Transportation: Find an apartment in an area you deem an acceptable distance from campus. Walking is always cheap, especially in the city. Some universities give you free public transportation with your ID, so you may not need a car. So, consider if you'll need a car (+ gas) or if you need to pay for public transport or not.

2. Factor in General Travel: 

Will you be living close to family and friends, or will they be hours (or even states) away? Do you plan on visiting them occasionally or for holidays? Then search the cost for gas for train/bus/plane travel to and from your house to see if you can afford that X times a semester while you are in school.

3. Supplies:

Think about any supplies you need. These include: books, furniture, kitchenware, physicals or clearances, school supplies, lesson planning supplies, and any other "small" things that might add up.

4. The Big Move:

If you are planning on going cross- state or cross-country for school, then you might rack up even more costs. Will you be able to fit everything in your car or in your checked luggage? Or will you need to rent a moving truck? How much will the gas or tickets cost to do this?

These are just several of the hidden costs that grad school has. For some, these can make or break the decision for going to a certain school, while others think about the long term investment. Of course, if you manage to get a scholarship, assistantship or other form of reimbursement that helps alleviate some of the cost of grad school, then these may not weigh as much on your decision.  Either way, good luck to all in my current position and hope you find your best match!

If you can think of any other hidden costs, feel free to comment!

Why Join in on Research

Undergraduate speech-language pathology and audiology students are constantly trying to find ways to craft the perfect resume and sprinkle in a variety of extracurriculars to show that they are a multifaceted and culturally-sensitive person who can do well in every program. One way in which a handful of students are sticking out from the rest is through writing a thesis or assisting in research. Even if the thought of research puts you off when you initially hear it, there are quite a few benefits that you can gain from doing research (besides putting it on your resume!)

The first pro that comes to mind is that you can learn more about a topic that interests you. Do you  enjoy working with children that have Autism, have an interest in dizziness and how that relates to the auditory system, or find dysphagia interesting? If you have any interest at all see if there is a professor in your school conducting research. You don't have to go head-in and do a project or thesis, you can begin with attending lab meetings or writing a paper based on research you find to learn more about these areas.

Once you've gotten your foot in the door and decided you want to learn more about the research process and your desired topic, then you can really see what goes on behind the scenes. You'll get to see how the entire research process unravels from the conception of an idea to gathering data and interpreting it to writing the paper (and possibly sending proposals for publication). It's invaluable experience.

If your school has poster sessions (or you managed to get it accepted into a convention's poster session) you'll learn even more. It'll give you more strength in speaking and writing skills, as well as critical thinking as some attendees may ask questions about your work that you haven't considered.

Even if you don't conduct research but just assist in a lab or write a paper on the subject, there are still ways that you can benefit. One thing that ASHA and the profession keep encouraging is evidence based practice. This means that you do therapy that is backed by research that shows it will provide positive results. Helping in a research lab or conducting research will help you learn how to decipher bad research from good research and good research from great research.  Being able to do so will not only help you in your clinical practice, but ultimately aid your patients by giving them therapy that is proven to work.

These are just some of the benefits that I have found from assisting in a lab and writing my own thesis. As you can see, it's more than a resume booster!

Related post on  why I think there is a shortage of academia and research SLPs.

SLP Skills Saturday: Being Social Media Savvy

*This post has outside links to the related items discussed below. None are paid endorsements, just opinions and items I find helpful.

We are in the information age. Quite possibly, the fastest way we can obtain knowledge and information if through the internet. This information sharing platform has boomed over the past several decades, which has allowed for a massive amount of collaboration between those in our profession. We just love sharing ideas and thoughts! That's why this SLP Skills Saturday is focusing on the idea that SLPs need to be savvy with social media. After all, there is a wealth of information and networks available through the various social media platforms.

There are several "big" players in social media that you should consider looking into. Each have different eases at which you can read the information you want, or ask for information from others.

Facebook  has always been one of the major platforms. This is for more than catching up with friends... there are many groups on Facebook! Some for SLP students, others for professionals and students, and they are far and wide in what they cover. There are those like that can help students with questions, while others have discussions for professionals (that also let students in). For example, some groups are for dysphagia, apraxia of speech, private practice, medical SLP, school SLP... basically you name it and there's a group for your interest. These can provide you with lots of information as to what is "big" in that subfield. You can also find pages for your favorite blogs on Facebook (like Look Who's Talking!)

Discussion Boards are extremeeeely helpful. You'll find answers to question already have or ones you hadn't thought of. I believe Speech Room News has a discussion board. There's also the SLP reddit page for any questions or thoughts on the field and grad cafe for questions/concerns on getting into grad school.

Twitter is also a VERY big one in this field. So many researchers, companies, organizations, clinicians, bloggers and students are on Twitter. They post articles, blog posts, interesting facts, employment opportunities and just general thoughts on their twitter handles. Besides following and interacting with others through tweets, you can follow many hashtags and chats. Some examples are:
#slpeeps    #slp2b    #slpbloggers   #slpchat   #wespeechies   #researchtuesday

Wespeechies actually holds chats almost every Tuesday, usually at 8 pm AST. They discuss a variety of topics and SLPs and SLP students from around the world join in. You can check the schedule here: http://speech-language-therapy.com/index.php?option=com_content&view=article&id=147


Blogs, like this one, are another social media tool you should be savvy with. You don't need your own blog. Or you don't need an informational one like this; rather, you can have a personal one to just record notes or personal triumphs. Just do a search for SLP blogs and you'll find many-- by (under)grad students and clinicians in a variety of settings. There's even one on Special Education Law. Search for blogs by related disciplines. These all have many activities and ideas related to our field that you can use when you eventually get to grad school and the work force.

An easy way to follow many blogs is through Bloglovin' which LookWhoSLP is a part of. Just search or you favorite blogs and "follow" them. Then you'll see all their new posts in a feed.

You should also consider the proper etiquette that should be followed when using these different social media and how they reflect on your professionally. 

End of Semester Thoughts

Wow, how is it almost the end of the semester and my first "official" year in my undergraduate speech-language pathology program?  I'm surprised it's even been 4 years since I graduated high school FOUR YEARS?! For me even high school went quick, and now the post-high school years have gone by just as fast, if not faster! This has been a year of many firsts, which was exciting. It's led me to think back on what all has gone on and what's yet to come.

Here are just some of the thoughts I've had:

1.5 months until I go to Spain!

I need to start studying for the GRE. Yikes!

Really, where has the time gone?

I'm so glad I got to know more people in my program :) 

I had no idea there was that much stuff involved in speech motor acts or language development.

Can't wait until I can do more observations and volunteer at the children's hospital!

I'm gonna miss my roommates when they leave me after graduation :(

How can I begin to narrow down the list of school to apply to?! Ayy!

I'm so nervous for my first poster presentation!

Speech science wasn't actually that hard.
(Okay, well for some it was, either due to the intricacies of some concepts that built on stuff learned in A&P of Speech, others because of cheating (more on that later). People always said that this was one of the hardest classes, but I guess that differs for everyone as I not only understood it but enjoyed  it! )

Okay, really... how has 4 years gone by?

What is everyone else thinking as summer comes closer?

Finding Undergraduate Research Opportunities in Speech Language Pathology

Disclaimer: You might not want to do in-depth research if you aren't interested in the entire research process, a certain topic or possibly entering academia in the future. Now, that doesn't mean you shouldn't do a research or independent study project to learn more about a topic, as that may help you decide where you may want to specialize as time goes on. I encourage that! Doing smaller projects, a paper or assisting a professor can also let you get to know that faculty member more personally. I'm only saying that you may not want to do more in-depth research, like an undergraduate thesis, if you don't see yourself doing research or academia down the road, as this involves much more time and effort... but is a great learning experience!

With that said, there are several ways that you can gain any amount of research experience as an undergraduate. You just have to show interest in the topic and person and show your dedication. First,  consider subjects that interest you, they don't have to be directly related to SLP. For example, you can look into fields like education, supervision, neuroscience, genetics, psychology, or interdisciplinary collaboration. Then, find a local person that researches this, whether it be a faculty member, local hospital researcher, non-profit researcher, or a program. If you are going to do work under/with a specific person, look up their publications.  Make sure that their subfield of research is what you are interested in, or close to it. You also want to read some of their work so you can see their methods and show that you've done you're homework on them and can discuss some of what they've done. Don't just call or e-mail and say "hi!" they want to know why you're interested and that you are willing to do the work, which involves knowing their studies. After that, contact them!

As mentioned, there are various opportunities. My program is sometimes difficult for finding research opportunities in the department, so some look at related disciplines within the school. I know several that have done projects in linguistics, psychology and neuroscience. That doesn't mean you can't loo within the department if there is a professor you really look up to, just talk to that person! There are also other programs your school may have like summer research grants/programs, independent study, or even just attending lab meetings. These can all help get your foot in the door.

There are community opportunities as well. Try hospitals or local residential schools. They sometimes have research labs affiliated with them or summer research opportunities for students. (If not maybe a volunteer spot in the speech department!) You may also want to look at some organizations. Some non-profits or other nationally recognized agencies have researchers that you might be able to contact.

Lastly, there are national programs. Try looking up some national undergraduate research opportunities (doesn't have to be in SLP!). One that comes to mind is Fulbright who has ties with international research facitilies that undergraduates can take part in.

Side Jobs in Undergrad

Numerous undergrads on the forums and FaceBook groups always seem to be worried about having enough experience for grad school applications. To go one step further, they all want to find experiences that are speech-language pathology related, which chimes to the ring of ' children, camps, babysitting, and school' to many of these students.... Don't get me wrong, when I first found out about this major and realized the difficulty of being accepted I was like this as well! (Occasionally, I still am.) But I'm here to debunk a myth that has circled around many student groups: It doesn't have to be 100% speech-language pathology related. Sure, if you manage to snag a volunteer position at a speech clinic, that's great! Realistically, though, these are few and far between. Also, some students know they don't want to work with children... so why force yourself to volunteer at a camp or work in a daycare if that's not your thing?

Luckily, communication is part of everything, so you can tie almost any job into speech-language pathology even if it isn't the "golden" daycare job or Best Buddies membership. Actually, I think some graduate programs might look at you as a more well-rounded person. After all, we all love speech-language pathology but that doesn't mean 100% of our time has to be devoted to it... Many clinicians spend their free time elsewhere, whether it be hiking, making crafts, reading...you name it!

One example: I haven't done this, but it was once a potential job: patient care technician. These people work under the supervision of a nurse and do all duties that don't require a nursing degree. It mostly requires the dirty work of taking care of a patient and sometimes assisting in taking vitals and such. This job would demonstrate the ability to aid different patients, working under supervision, working in a fast-paced and medical environment and taking care of others... all of which are necessary for speech-language pathology as well.


Another example: I work at the school cafeteria. How is that relatable to speech-language pathology? I communicate for 5 hours straight making sure every order is perfect, no matter how odd the order is. I have to listen to each customer, adjust to any limitations, understand their culture may require different practices (like changing gloves that have touched meat), and work under a time constraint. This job requires me to be on my toes and sometimes ask for repetitions, all while either working with a teammate or filling 15 orders by myself if the teammate has to do another task. This has prepared me for graduate education and working as a clinician since there is a multicultural client base as well as different work settings that require varying levels of independence.

Undergraduate Weighted Grade Tracking Chart

As I'm trying to reinvent my organization yet again (I'm so particular, especially with note-taking.), I've come across something that has been often overlooked in my records-- grade keeping. It seems that around finals time every semester I begin to freak out and don't figure out what I'll need to get on the exam ahead of time. Instead, I freak out a few days before, collect all my grades and figure out their weight and how much percentage that grade comes to in my cumulative score. That's why I've decided to be proactive and try to find a good technique to grade keeping and knowing how much I need to get on the final ahead of time.

Now, I'm not saying this isn't fool-proof, but I think this chart has promise, which is why I'm sharing it with everyone. Basically, you have a separate one for each class, and it'll have the date, assignment, grade, what that assignment's weight is out of everything, what the weighted percentage of that assignment is, and your total weighted grade. Here's an example (download link at bottom of post):

So, say that your class has 4 reflections worth a total of 20% of your grade... that makes each reflection 5% of your final grade (written under "Weight"). Since the grade on 'Reflection #1' is 25/25, that is equal to receiving the full possible 5% for that assignment ("Weighted Percent"). Since this is the first assignment logged, the "Total Percent" (your total percent so far in the class) is 5%. 

Now let's say you have 4 quizzes, worth a total of 60% of your final grade... that makes each quiz worth 15% of your grade individually ("Weight"). You only receive an 8/10, which is equal to 12% (of the total 15% available). So 12% now goes into "Weighted Percent". Now, add this to the percent above in "Total Percent" to get 17%, which is now what you currently have in the class.

Does this make sense?? I've attached the sheet to this post for anyone that wants it. Hope you find it helpful! Doe anyone else have some organization/ grade keeping tips?

CLICK HERE for the download link!

It's also available in my Teachers Pay Teachers store. I'm currently working on a few new items... but check out my Teachers Pay Teachers store! :) http://www.teacherspayteachers.com/Store/Look-Whos-Talking-Slp

Common Undergraduate (and Beyond) #CSDProbs

Each major has it's own issues and commonalities that students realize as time passes by. I'm not sure how many other majors have, but Communication Science and Disorders certainly has many! Even the graduate life and working career of a Speech-Language Pathologist is filled with similarities that occur often. In fact, one way I spend my down time is skimming through the "What Should We Call SLP" Tumblr site, finding amusement in the gifs and their captions that capture the life of a student and clinician. (I suggest you do,too!)  To go along with this and the #slpprobz #csdprobs hashtags, I've come up with some of the most common issues, especially for undergrads... which can sometimes make your face look/feel like the one below!

1. Everyone shows up to class 20 minutes early. Finals also seem to mandate an unspoken 30-40 minute early arrival.

2.You suddenly become aware of your tongue movements and swallowing -- or get scared to death when others cough while eating.

3. You have an organization system with things labeled, color coded, in protective sheets and in individual binders based on subject. These are then kept for future classes that build off of that material.

4. Half  of the class is dressed perfectly for your 8 am and the other half looks like they rolled out of bed 15 minutes ago. And at least half of your classes are at 8 am.

5. People think you need to be in a psych ward for saying sounds to yourself while walking.

6. You've come to realize English orthography is horrible, despite that you can say words in other languages with the IPA.

7. Watching videos of kids while the class giggles at the cuteness is a fairly regular occurrence.

8. Once Junior year begins, everyone has a friendly but competitive nature that escalates as senior year begins. Getting a 'B+' is often accompanied with an empathetic " aww, next time" since everyone wants a 3.99 GPA.

9. Simply being in NSSLHA isn't enough. Everyone has their hands dipped into 8-10 things, some "bragging" that they've been volunteering in a camp for 6 years while those that just found out about the program freak out about only having 2 years experience tutoring kids.

10. You learn some really odd vocabulary and acronyms. Sometimes they seem dirty, other times you wonder how you can say them, let alone a patient.

There's many more, and if you can think of any feel free to comment!

On the Minority of Researchers (And Academia Faculty)

Upon entering my university's Communication Science and Disorders department, I was often asked which side I was more interested in: audiology or speech-language pathology. Being that I love linguistics (the mechanics and components of language, not languages in general), I've always  leaned more towards the speech-language pathology aspect of the degree. I also just don't feel like peering into someone's wax-filled ear for a living. And I admit, there is more to audiology than that, and that is just an exaggeration that barely gives them credit for what they do.What I've come to realize, though, is that this isn't just a double-sided coin, in fact, there are several other sides to this degree as well. Most students seem to look over the options of research and academia, which, in reality, are an enormous part of our community. We are continually told to use Evidence-Based Practices, which come from evidence-based research that in turn requires those who do the research. Plus, there has now been a distinction between a Clinical Doctorate (CsD and SLPD) and a research Doctorate (PhD) to differentiate those who obtain higher education for working with patients and those who desire to do research upon graduating. All of this requires those aptly trained to teach and mentor us in the process of our academic and working careers.

Photo Credit

This thought process of not including those interested in research or academia in questions similar to the above should change. There is a special need for this since there is actually a lack of researchers and professors in this field. In fact, I recollect the day when I attended the orientation for my program, where my Dean urged us to seek higher education and eventually be involved in research or academia. So, not only is there a large need for clinicians, but even more opens slots for doctoral candidates and graduates.

Here are some reasons why all undergraduates should begin asking "what are your post- undergraduate plans?" instead of the heavily biased "what side do you like more?", and consider a career in research or academia:

-Growing need. Basically what this whole post is about: there is a great need for more researchers and professors in this field. You're already in a field where clinicians are needed, and other professionals are needed as well! So you picked a good career path. There's also the growing need of up-to-date research on new technologies and methods that are entering the field.

-More in depth knowledge. With research comes the opportunity to broaden your knowledge about a given subject that you are interested in. If you're like me, this is a huge plus, as I love to continuously learn.

-Another way to help others. Your research has the potential to aid others, which is the main reason people enter this profession-- they have giving souls. This is your chance to find assessment and treatment techniques that will benefit those who suffer from a disorder and to better their therapy experience. It will assist therapists in their work as well. Not to mention, if you enter academia, you'll be able to help the next generation of clinicians and researchers find their calling and gain experience.

-Retiring academia professionals. As my Dean told us, the professors in most universities will be retiring in the next 10-20 ish years. Many spots will open up, meaning they need qualified individuals to fill the spots.

-Networking. This will allow you to network to a variety of non-clinical professionals who are valuable resources. You can befriend other researchers inside and outside of our field who may know information you desire or that need assistance with their research. Many professors are also fountains of knowledge and continue to do research as well. Over all, these are a superb group of people to know and connect with.

-Mentoring. Throughout your Master's degree thesis (if you opt for this option), you'll have the guidance of you mentor to aid you with problems that arise. ASHA also has some mentoring programs that you can utilize during this process as well. Once you've completed research, you may also be a mentor for future researchers, if you wish. This can be done in the academia world as well.

"Free" Education- Most, if not all, programs for PhDs provide funding for the research necessary to complete your PhD degree. Some even give you working or living stipends as well. These are great opportunities to snatch up on! Who wouldn't like to go to school for free and having a chance to do research in an interesting topic with some extra money on the side? (Of course, you do have to toil on research, but it is a great learning opportunity, as I keep mentioning.)


Now, I'm not saying that you should go straight into research upon graduating. In fact, I encourage everyone to be a clinician for some years to find what questions are being asked that need research. Rather, I pose that text time you want to ask someone what side of the metaphorical audiology-vs-speech-language-pathology fence they are on, perhaps ask what their future plans are. And mention these two possibilities as well. You never know where life may lead you in 5,10, or 20 years from now. Simply including these options could open you, and others, open up to a wider world of possibilities. (Don't forget, you could also complete a Master's thesis rather than taking a comprehensive exam in some schools!)

Student "non-CEU" Classes

Remember how I mentioned that I registered for an online CEU company? Well, As of yesterday, I have now completed my first 'non-CEU' class. It is technically a CEU (Continuing Education Unit) course, but as I am not a professional Speech-Language Pathologist (yet), it doesn't count for credit. But I still get a certificate of completion if I receive an 80% or above on the test that follows! And guess  what? This girl got a 90%! I'm so happy! If you aren't on this bandwagon yet, I suggest you do so. Yes, it costs about $49/year for a student account, but there's plenty of other aspects that make it worth the while:

-Applications- Grad school applications, that is. These classes are extremely great assets to have in your educational arsenal when applying to grad school. They will show that you are not just dedicated to this field, but you are really, truly dedicated to it. You are not only interested in learning within the school system, but you want to learn more on your free time. That should get some of those admissions officers eyebrows raised.

-Knowledge- It's always important to maintain and expand your knowledge-- especially when it comes to the field you work in. Our field  has become so vast in the past years that there's much to know, almost too much. Taking these classes will assist you in this never-ending, but fun, endeavor. Say you read something in the news about Autism or Animal-Assisted Therapy and you want to learn more about those issues within Speech-Language Pathology, you can look up some courses about that and take them! There's plenty to choose from.

-Education- On a similar note, these classes can act as fillers (possibly, not guaranteed) that provide extra information on topics you learning in school. Perhaps you're behind or confused about a subject and want a different perspective, or you want to know some information before taking a class the upcoming semester. One way to accomplish those could be taking related classes through companies like these. Just make sure you get some sort of recognition at the end and ASHA approves of the company. One way to do that is by looking for classes on this site: http://www.asha.org/eweb/csdynamicpage.aspx?webcode=coursesearch

-Variety of Methods- At least the website I use has a variety of means through which the learner may view the material. So, whether you are a visual, auditory, or text-based learner, there are  classes for you. In fact, the same class may be available in all three mediums, which is great. There are also live Webinars you may partake in, where you can ask the presenter questions while he/she teaches the material. I've also seen virtual conferences are available!

-Extra Material- Many classes also have supplemental information for your benefit. You can save and print them out as you deem necessary. These are great to have for future reference and to jog your memory if you forget something later down the road. Of course, if you want to use them for therapy or handing out to clients, then you'll have to ask permission from the presenter.

Those are just a few reasons to take some CEU classes for no credit as a student. I'm sure there are plenty more!

*I use www.speechpathology.com . This was not an endorsement or an expression of their opinions. These are solely my opinions.

Boosting That Transcript and Gaining Knowledge

Now, lots of people might ask "why take classes you don't need? Why torture yourself with some "classes" in the summer that don't "count" for something? Well, there's three reasons:

1. I'll admit to being a nerd and enjoying learning. Crazy, I know

2. To go along with that, these classes will boost my knowledge of the field I want to work in, and related items.

3. It'll boost my transcript and show I'm really serious about this, and not doing the bare minimum.

How will I go about doing this? Taking Continuing Education Credits (CEUs) that SLP's have to take for their license, but without getting credits at the end. Since I'm not a licensed professional, I don't need the credits themselves, so I'm just taking the classes. It's fairly simple. You can search on ASHA for CEUs you'd like, online or in person,  and find their provider, then take the class through the provider.

One of the main online providers (which makes it easier) is speechpathology.com, and what's good is they give a discount to STUDENTS! It's only $49/ year for access to all of their courses, which can be text, audio or video! And then you can take the test at the end. Each class is worth a different amount of CEUs and is a different difficulty level and length, but most I've found are 1 hour long, so not much time at all! There's even some classes related to audiology.

Another provider I've seen on ASHA (although it's not for credits, I'd still prefer it to be accredited) is linguisystems.com. I've actually seen some SLPs mention this on Facebook... and they love it cause some of the CEUs are free! So even better. :) That should be an easy way to gain more insight without having to hurt the college budget.

 

Those are just two examples to help boost that resume and just keep learning. Some even say it helped for finding a Clinical Fellowship Year (CFY) after graduate school. :)Check ASHA for other providers, or even take ones that might not be approved! If they don't count for credits then it may not matter anyway. :) Just make sure you jot down the courses and speakers to write on your resume!

 

 

Funny Video!

Soooo... the other day we were learning about typical speech and Autism Spectrum Disorder, especially about gaining friendship and positive association with your clients (particularly the younger crowd) to be placed in their "trusted" circle to promote willingness to participate in therapy. It also helps to get their peers involved too. The guest speaker then showed us this video, which I find pretty hilarious. This demonstrates the outside-in approach to therapy, except in a more abstract way, not necessarily therapy related. But the concept is "shown" when you get further in the video. It may possibly be a stretch, but either way, here's the video. Hope it brightens your day!

What'd Ya Say? Wednesday: Vocal Fry

Only a mere year ago I was sitting in my first Linguistics class, Introduction to Linguistics. My teacher was an enthusiastic grad student who had an interest in sociolinguistics. Basically, that means he was interested in how society affects language (vocabulary, sounds, pronunciation, etc.) A few examples of this would be studying African American Vernacular or Gay Speech, and see how those subcultures utilize language in different ways than the umbrella culture. After a few months and learning the basics of linguistics, we began to talk about dialects, sociolinguistics, etc. One thing that came up was this new "trend" of the vocal fry, which is often seen in younger female speech as of right now.



What is the vocal fry you ask? Think back to hearing your daughter, niece, neighbor speak. Or better yet, have you heard Ke$ha or Brittany Spears talk? This vocalization is illustrated when people tend to draw out the end of their sentence in a low, vibrating tone. Perhaps a video could better explain it, so here's an example for you to listen to (although she exaggerates it greatly): Does it make sense now? Some say that it's become a trend that's pioneering new speech patterns, especially since girls tend to use it for social acceptance or to show irritation (at least I think). After all, other speech patterns have caught on over the past decades, or at least gained attention/knowledge.



As she states, this is pretty bad. Not only for other's ears and sanity, but for the speaker's vocal health as well. The vocal folds are meant to vibrate to pronounce voiced sounds, such as [z], [b] and [g]. This is only meant for short bursts and the vibration isn't as rough. On the other hand, the vocal fry makes the sound elongated and has the vocal folds hitting each other more for a longer time. In fact, Speech Language Pathologists used to help people who did this, considering it as a slight voice impediment. There's debate as to if it is completely harmful(or at least long-term), but I'd think it would at least somewhat bad if kept up for a long time. I wonder if we could look in and see if there's any irritation there.



So what do you think... epidemic or natural? Safe, hazardous, or neither?