Reasons to Take Summer Classes

Who wants to stick around college in the summer? You've managed to live through the past two semesters, snagged some decent grades in your classes and you're just ready for the summer sun! Who would even think about staying and taking classes? That just seems like you're trying to not have fun during the summer.

Actually, there are several reasons why taking summer classes would be a good idea. Of course, it'll keep you in town a little longer (depending on if your summer classes are just 6 weeks or the full 12 weeks), but that can be a good thing, academically speaking and just in general.

In General:
-When staying for classes you can also stay for work to make more money. You can also volunteer or intern during these months while you take classes. Or, you might be able to help in a professor's  research lab since most student aids tend to leave in the summer.

-More time to explore the area. Perhaps you tend to stay inside during the school year, only going out for a few club meetings or to study in the library, leaving you with little knowledge of activities near you. Or maybe you really wanted to hike a local trail or try a Painting With a Twist class... Well, when you aren't taking your summer class, you'll have plenty of time to actually explore the area and try things you didn't have the time for before!

-More time to focus on one class. Depending on how many summer classes you take, you'll have more time to actually focus on the class. Granted, it'll be slightly more fast paced (especially if it's only 6 weeks long), but you won't have 5 other classes to focus on.

Academically:

-It can give you the chance to take a class that you had interest in but may not be able to fit in your schedule otherwise. Maybe you thought Psychology of Aging Individuals or Professional Writing looked interesting but realized that you are maxed out every semester with just your core classes, leaving no room for these fun ones. Well, now you may have the chance in the summer!

-Fulfilling requirements for minors. Sure, you can fit in a class each semester for your ASL or neuroscience minor, but wouldn't it be nicer to have more breathing room during the Fall or Spring semester by taking some of the classes for your minor in the Summer?

-Taking ASHA requirements without as much pressure. Of course, you should talk to your advisor about this, as some graduate schools only want a few classes from community colleges. But, if you're extremely worried about taking Statistics or Physics at your university and heard they are easier at the local community college, this is the best time to take them. Even if you end up taking them in the summer at your university (and not community college) you will still have more time to focus as you won't have other classes to distract you.

-Languages: Learning a language can be difficult when also studying for your major (and minors) during the academic school year. This can especially be the case if you are starting from square one, as most schools have the first two levels (eg. Spanish 1 and 2) count for 5 credits and meet every day. Rather than bogging yourself down in the school year, take them in the summer-- many schools have institutes or even scholarships to learn a language, especially those that are less popular or common. You could also consider taking it at your local community college or studying abroad.

What classes have you taken during the summer? Have you interned or volunteered in the summer? 

Students Should Use Teachers Pay Teachers

There has been a large boom in the sharing of materials amongst professionals. Speech pathology (and audiology) is no exception. We've seen more Facebook groups, blogs, link-ups and Twitter handles related to speech, language and hearing and the professionals behind them. In fact, even within these media outlets, like Twitter, new hashtags and weekly discussion groups have been formed (see: Why You Should Join in on #WeSpeechies Chats). Although these tend to be more informational in nature, our profession has found another way to become more intertwined-- Teachers Pay Teachers!

Clinicians have been adding therapy materials to this cite for a few years now. Although we aren't necessarily clinicians yet, that doesn't mean we can't peruse the website or even find some items for ourselves! (Especially since the prices are reasonable and the profits go to the SLPs who take the time to make them.) So here are some reasons why you may want to start looking at this site:

Undergrads:

-Join to see what sort of materials are made and what areas might be lacking.
-There are materials from other professions, especially those educationally related, so you might be able to find some pamphlets on study skills or professional writing to benefit from.
-Study materials-- Although most products are geared towards therapy, there are some informational packets on different communication disorders or for remembering the cranial nerves, which can come in handy when study for classes like speech anatomy.

Graduates:

-You can find an abundance of therapy materials that are creative. This might help for when you have a tough client that you've tried everything with (or that just really likes a certain item, like cars or superheroes).
-Materials for client's families are on there.
-Resources, organization tips and materials and even data sheets are being sold by fellow SLP clinicians!
-You can sell items that you make. Which, as we all know, will probably help you when your wallet is slowly getting thinner over the course of graduate school.

*One item to remember: Therapy isn't about the materials; don't make goals based upon the items you have. Therapy first starts with a goal that you then find/create an activity for.

Can you think of any other reasons for students to use Teachers Pay Teachers? What do you find most helpful about this site?

The Low-Down on SLP Grad School Visits

Although I am no expert at grad school visits (I just went on my first one this past week), I've read quite a bit of tips and general information on some forums and programs websites. After this past week's visit I realized that everyone was different in their view on the process of visiting as well as their level of preparedness for the occasion. This got me thinkin'-- is there really such a thing as a one-size-fits-all way to attend a grad school visit?

I doubt there is, but from my own experience, thoughts (and advice from others) there are some things that I just would or wouldn't do. As said before, I'm no expert, but here's my thoughts:

What should you wear to a grad school program visit?
Okay, this can depend on what type of visit it is -- is it just an open house, are you doing a one-on-one visit, are you meeting faculty?-- and how laid-back the department is. Although, even if the department is laid-back, that doesn't mean you should be... after all first impressions count! At my latest visit, which was an open house, I saw prospective students wearing shorts and tanks tops. To me, that wouldn't make a great first impression. That attire is okay for visiting undergraduate programs, but graduate programs are meant to prepare you for a career, so I wouldn't do that. If anything, I'd suggest at least nice jeans and a blouse + cardigan... if you want to dress more nicely, then opt for a dress or slacks and a blouse. You don't need to go all out and wear dress pants and a blazer/jacket, but you don't want to look like you strolled in from the beach either. (Several others on SLP student forums agree with me on this as well.)

What should I bring to the visit?
Come with at least some background knowledge of the program. Know if you'll need pre-reqs if you're an out-of-major applicant. Figure out the length of the program beforehand. Find out if they have an on-site clinic. Most of your questions can be answered by a simple visit to their webpage, and if you're truly interested in going you want to show you've done the basic homework. There were quite a few at my visit that didn't know the basics of the program (and didn't look at the FAQ sheet provided), and thus asked about these when the information was in their hands and a few clicks away.
Notepad and Pen. These can be helpful when you find something interesting about the program and don't want to forget it... like a state-of-the-art lab or new technology that they are implementing. This is also helpful for writing down any questions that you have during the presentation, as well as contact information of the faculty or admissions correspondent.

When should I arrive?
Treat it as a job interview. If you know it's in a high traffic area, try to leave you house earlier. I'd suggest 15 minutes prior to the event, that way you have time to sign-in, go to the bathroom, find the room and get a seat. It's understandable that you might get caught up in some traffic, but it's always better to be there very early than late, so try to plan accordingly.

Should I come with questions?
This is entirely up to you. If you have scoured the website and know what faculty you are interested in but find that you don't have questions, then don't worry. Or, if you're just going to check out the area, the program/clinic and dynamics and feel as if you have no questions, that's fine. Just make sure you introduce yourself and perhaps mention some faculty, class or research you are interested in. You can even try to see if a student is there that is willing to give you their contact information.
If you do want to ask questions, make sure they aren't already answered on the website. Personalize them if you want-- for example, I'm interested in the medical track so I asked how we are placed in the clinics and if they offer any additional certifications in MBSS or LVST.

Hopefully some of these help! If you can think of any other visit do's or don'ts (or perhaps think the opposite about one of mine) feel free to comment below!

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.

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!)

Summer Volunteer Opps

This pdf lists quite a few volunteer opportunities for Speech-Language Pathology and Audiology students. There are available in several states, like Ohio and Indiana. Even if you are unable to do these opportunities due to distance, they can still help you conjure ideas for possible placements in your neck of the woods!  (Sorry it´s a link, I tried to make it into a picture, but my computer doesn´t want to place nice today.)

 

Click Here: Summer Volunteer Opps!

Advice on Choosing Your Major

This post is a shout out to my undergraduate homies, as well as undecided high school juniors and seniors. It can basically act as a blanketed piece of advice to cover the "big" decision of choosing your course of study, although it'll pay homage in some parts specifically to SLP. So hopefully this will help some of you that may have some uncertainties about what you want to do with your life. (After all, once college starts, real life becomes so tangeable, you can almost taste it! Time flies so fast... but don't let that scare you!)

1. First off, DON'T think you have to have your entire life planned, categorized, labeled and sorted out by the time you apply to college! Filling out that intimidating "Intended Major" box on college applications can be daunting if you don't know what you want to study. Perhaps you have the issue of too many interests, maybe too little interests, or possibly you don't even know what some of those subjects even entail! I for one had too many interests, but eventually I found a way to make most of them come into one program. Maybe you'll find the same happens to you. One thing you can do is list all of your interests and then rank them 1-10, then see if any of them relate. If so, perhaps you can double major or there may even be a program that already exists!   Do some research on these possibilities, and on the majors that you have no idea what they mean. I found my first major (now minor) by looking up what "Linguistics" meant, and found that it was an interesting subject!


2. Second, DON'T think you HAVE to choose a major to boost your chances of getting into a university!  You can go in as an undecided and take the gen ed classes... even if you choose a major when applying you have to take them as well, so it's no disadvantage. Then you can take classes that fill those requirements but are enticing to you as well... perhaps you'll find something new that you love and want to pursue that. My mom hated science in high school, but had a great Microbiology teacher in college and now works as a microbiologist!


3. To go along with this, see if your college has any "Intro to..." classes that deal with majors you are interested in. My university allows freshmen and sophmores to take "Intro to SLP" and "Intro to Audiology" to see if that is for them. Then when you're a sophmore you can transfer to that program (my school doesn't let you enter the program til you are a junior).


4. Another thing to try is participating in clubs of majors that tickle your fancy. Maybe you'll find that certain people in one major really click or enjoy their professors, while others don't enjoy their program as much. Some majors might not be as proactive and hold sporadic meetings. Factors like these may steer you toward a major or tell you to have a ten foot pole between it. It's all up to you.


5. DON'T be afraid of changing your major, or demoting it to a minor (or promoting a minor to a major). Sooo many people change their minds throughout their undergraduate career. Who knows how many times I've switched majors and minors, whether due to time constraints, university regulations (double-majoring between two schools meant adding like 10 classes), or changing interests.


6. Visit your potential colleges and try to sit in on a class or talk to different directors, students and teacher in your possible programs. Students and visiting classes are a great source of information. They can help steer in to or from a program/ school too.


7. Lastly, try taking classes at a local community college in areas of interest. Make sure they'll transfer to your potential (or YOUR college, if already enrolled) university. Don't be afraid to go to community college for two years to save money as well.  (On a similar note: don't be afraid of transferring colleges if you change interests and the current university doesn't have your program... you want to get the best education you can get!)

Hope this was informative but not intimidating! Remember, this is the time where you get to explore being on your own, finding yourself and gaining experiences.  Please comment, like, share, whatever! Questions welcome!  :)