Tag Archives: college

The 1000 Piece Puzzle: Picking Your Perfect Grad School Pt. 2

19 Jul

As promised, here is the second edition of hints for picking the pieces to finish your grad school puzzle. These are in no way to be weighed less than the previously posted characteristics for deciding on which programs to apply to/ attend. In fact, some of these may need more consideration than the others. Of course that is for you to decide, but if you wish to see the other list for comparison, then click here. There has also been great comments from others about factors to consider, so be sure to check it out. 🙂

Here is the second list of items that you may want to chew on (but don’t accidentally aspirate on them, please.):

-Opportunities Available: Most of these come down to money, but some come somewhat hand-in-hand with that along with educational gains. Research Assistant – If you wish to engage in research with a professor, make sure the school allows for this. After that, check to see if any faculty are currently open to supervise a student researcher. Most teachers have a limited number of slots for RAs, and those spaces often go to doctoral students. Graduate Assistant – Does the school also have spaces for graduate assistants?  Do they give preference to certain students? The school I currently attend for undergrad only allows alumni undergraduate students to be graduate assistants for the department. Student Teaching/ Teacher’s Assistant – are there opportunities to student teach or be a teacher’s assistant? These could be viable options. They also are great building blocks for your CV and may help with getting a CFY. On-Site Clinic Some universities don’t have on-site clinics. This may not be a huge issue, but having one may provide another site for possble work. Some universities have clinics in which students can work. Student Teaching.

GRE or MAT accepted: Although the majority of schools accept the GRE, some will accept the MAT as well. For some applicants this isn’t an issue, but for those who are not great at timed standardized tests, this can be a huge benefit. Most that do accept the MAT accept it in conjunction with the GRE, though. Luckily, there are some programs that don’t require the GRE, or just a lower score is accepted. For a list of these schools, click here.

Clinical Placements: This one is another multi-colored puzzle piece. First, as mentioned above, is there an on-site clinic? Some studente prefer having an on-site clinic available as a back up if off-site clinic placements don’t work or just for further experience and education. Second, what clinical placements are available? If you are interested in aphasia, are there clinical placements available that may have aphasia placements? What about bilingual/multi-cultural populations? Are there outpatient or inpatient facilities if you’re interested in those? Make sure placements that you want are available.

Research vs Clinical Orientation: There are some schools more research-oriented than clinically-oriented. This may impact your education and placements or opportunities/funding. This may take some dumpster-dive-type searching, but it’s good information to know.

Medical vs Educational Based: Many, many schools are geared towards education setting clinical education. There are few that actually focus on, or are more geared towards, the medical setting. This doesn’t mean both school types don’t offer clinical placements in the other setting or that if you go to one you will have great trouble finding jobs in the other sector, but you may be more well prepared for the specific setting. As far as I know there are a limited number that are medically based, of which you can view a list here. Also, the University of Pittsburgh offers a Clinical Doctorate (CScD) degree that’s medically based. You can find that (and 2-3 other ‘SLP clinical doctorate’ degrees (SLPD)) on ASHA’s EdFind, although I’m not sure if the others are medically-focused.

Specializations/Certificates: Generally, most schools have some sort of specialty. Gallaudet has Deaf Studies; Penn State is known for AAC. Depending on your interests you may want to find a school that fits that. On top of that, some schools offer Graduate Certificates in certain studies. You may want to check into that as well, as they can give you valuable knowledge.

Program Start Date/ Program Length: There are some programs who have Winter, Spring or Summer start dates. A good amount of these are online programs, but there are a some on campus programs who begin at these unconventional times as well.  I’ve also heard of a handful of schools with alternating admissions, admitting students every other year. You also may want to consider program length. This mostly pertains to those without a CSD degree or opt to do online programs, as these generally take an extra semester or two.

Accreditation: Lastly, and what I would argue is the most important piece of the puzzle, the one that ties everything in, is accreditation. MAKE SURE IT IS ACCREDITED by The Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA). If it’snot accredited by this, ASHA  will not recognize your degree. To find those that ASHA recognizes, you can search for schools viaEdFind.

Once you’ve put the puzzle together and found some viable schools that can fit into it, talk to current or past students. You can find some on the Facebook, GradCafe, and Twitter groups. You can view my post on social media

If you have any hints, tips or pointers as to how you decided between schools, please feel free to share as well!

education

education (Photo credit: Sean MacEntee)

for places to connect to people. You can also attempt to find professionals taht supervise clinicals for your prospective schools– they can give insight on how well prepared students are. This may be harder to do, but worth a shot.

The 1000 Piece Puzzle: Picking Your Perfect SLP Grad School

13 Jul

Ahh, the joys of being a junior in the education system again. This period in anyone´s education career, high school or undergraduate, can bring on many questions and fears, as well as anxiety and excitement about the future. At least I can say I´m ‘experienced´with this, as it´s my second go around. I get to have to fun of diving into the university searching once again, investigating the options and questioning them later on until I´m certain Ive picked the best ones. At least I have figured out my passion in life and now it is simply finding the best school for my needs and interests, so that helps take a load off my short stature.

There are some similarities in looking for an undergraduate and graduate program, which do make the process somewhat similar and easier to navigate. But as with everything, even grad school searching presents some new challenges as well, such as: Do the ratings count? Medical or Educational focus? What makes a program superb and-or well-known? Are smaller, lesser-known schools just as good? What about online programs? … and I can probably list 100 more questions that have been gnawing at me since I began my search. (I´ve even had some dreams lately regarding graduate school. So the ´fun´just doesn´t end!) … Before you begin to worry, I´m completely fine! It´s simply that my mind loves to keep on thinking, even when my body wishes it´d rest for some well-deserved, non-SLP related sleep.)

I´m certain others are are in the same situation as myself, anxious to begin their search and visit programs, so I´ve complied a list of characteristics that may help narrow down one´s higher education pursuit and create a humongous, personalized grad school puzzle.

Location: There are actually quite a few things related to location that might weigh heavily in one´s decision on graduate school. First: the type of environment the school is in. Some may prefer city life or suburban/rural. And even within that… you may want the suburban feel, but with access to a city for entertainment and clinical opportunities. For me, I know I´d like to stay in the Eastern US due to proximity to family (although going abroad would be sweet). Second: Climate. Each area of the US and Canada is home to it´s own climate. If you´re a hot-weather-lover from Florida who hasn’t seen snow in your life, perhaps attending a university in Canada or New Hampshire isn’t for you. Even along that, you may be accustomed to Pennsylvania´s humid heat, but not Arizona´s dry heat. Third: Connections. Some opt to attend a university in the general area where they wish to work and live beyond graduation. This is great for building local professional networks before graduating!

Online vs In Person: Similar to the location puzzle piece, you may want to consider if you are able to travel and live in a different setting than you are now. Would you rather stay home, find clinical placements in your area and be near the ones you love? Maybe you have a family to take care of and your partner has a steady job that you’d rather not leave. Keep in mind, you may have a higher aptitude for learning in-person than online, or you may not have the self- motivation for solely studying online. Also, due to the increased popularity in online programs over the past few years, they have become quite competitive to be accepted into! Some are also fairly expensive, and don’t allow for research or other educational/funding opportunities.

Results: Check the program’s outcomes on the Praxis, employment and graduation rates. How many of each cohort graduate, pass the Praxis and are employed after obtaining their CCC’s. These are indicators of how well-prepared their students are with the education the school offers.

Size of Program: There are two things under this category that go hand-in-hand: school size and cohort size. Do you want to attend larger or more well-known university? Does having a more recognized school on your resume matter to you? …What about the number of students in accepted into your cohort? Each program allots for a certain number of acceptances, and even then only a fraction of those attend. Cohorts are generally small in this field, but they can still range from something small like 15/20 to a ‘larger’ group of 30/40 (some may be larger, I’m not sure.). All cohorts have their own sense of a family and level of tight-knittedness, depends on how large of a group you feel comfortable with!

Faculty-Research: Make sure the faculty are interested in the same disciplines as you are, especially if you want to research on the side. By having faculty interested in similar things you are, you are open to a wealth of knowledge that you can access and present questions to. If you wish to learn more about bilingual populations but no one in your school is well-versed in that, then how will you gain the knowledge you need to work with that population later?

Cost: For a number of graduate students this is a major issue. Most schools have a lower in-state tuition, which may want you to seek education in your state. Some schools offer great scholarship or assistantship packages. You have to keep an eye out for these types of things when you decipher the patterns in the graduate school puzzle. Of course, some also place cost lower on the pedestal if the clinical placement options are great. It’s up to you to weigh which is more important.

Thesis Option: Do you wish to do a Master’s thesis to research a specific topic you’re intrigued in or to begin your publishing career to build up your doctoral application? Some schools only offer the comprehensive exam option, so you’ll want to make sure it has this option. ALSO make sure the professors are well-published and well-known in their respective fields, and preferably still publishing and researching. You want them to hold PhDs, as well. These are those little color indicators in the puzzle that tell you this school is great for research and still cranking it out with engaged faculty.

 

These are only the edge pieces of the puzzle. Be sure to check back soon for the filler pieces that you may want to consider for completing the puzzle for your perfect school! Good luck to all you #preslp and #slp2b students in your endeavors!

Tips For A Good (School) CFY

24 Jun

As I mentioned a few days ago, I complete my first class on a Continuing Education Unit (CEU) website. It was so exciting! I guess that’s partially because I’m a nerd and enjoy learning. The course I decided to begin with was ” Launching Your School SLP Career With a Great CF Experience” presented by : Jean Blosser, Ed.D., CCC-SLP. Despite the title exclusively stating “school”, she iterates that these same principles can be applied to those in the medical-side of SLP as well. You might have to change a student for a client or recess duty for other responsibilities while she talks, but Jean makes it very clear that you can transfer these ideas to different settings.

Over all, I was thoroughly pleased with the course. Jean was able to delve into some of the key components of having a good CFY experience, particularly dealing with the mentor- mentee relationship. She actually created this seminar to be aimed at both parties, so aspiring/current mentors and future mentees could benefit from the information. I’m glad she did, as this relationship often makes or breaks the CFY. She delves into what could be considered the key parts of this partnership: finding the ideal mentor, important steps/goals for the experience, why the school setting may be challenging, what the mentor can help with, tips for creating and fostering an enriching partnership, communication strategies and benefits of mentoring. All of these are superb points to tackle, some I wouldn’t even have thought of! Jean also includes several examples of students and their mentoring journey, which help bring her lecture to a higher level of connectivity with the person taking the course.

My notes!

I’ll provide some of the helpful hints she discussed in her seminar:

Communicating doesn’t require that the mentor always be commenting/ constructively criticizing the mentee. Rather, both can partake in training sessions together and discuss their opinions, or the mentee can teach the mentor the material. They can discuss scenarios and ask for advice on what to do. They can role model or demonstrate an assessment or treatment technique or therapy scenario for discussion…

-Find/provide helpful resources for effective therapy services. The mentor can suggest different media that the mentee can utilize for therapy plans, such as: delivery philosophies, state/federal/local regulations and guidelines, school curriculum, and websites. The mentee can show the mentor some as well, or ask for advice on a source or technique.

– Non-ASHA mentor qualifications. ASHA does lay out the requirements that a student should look for in a mentor, but Jean also lists some additional, creative and insightful “requirements” as well. For example, sharing the same interests or backgrounds may be helpful, especially if the mentee has a specific career goal he/she wishes to achieve. Along the same lines, having similar personality and learning styles will aid the partnership. Willingness to communicate on multiple platforms is also ideal, as well as flexibility, as one form of communication may not always work or schedules may change.

Mentee responsibilities are also a key aspect of this joint partnership. The mentee must recognize that mentor comments shouldn’t be taken defensively, rather constructively. If the mentee feels that goals aren’t being met, he/she should try to discuss/reconsider previous approaches with the mentor. One item I think that is worth highlighting is the idea that the mentee should write down what the mentor says and paraphrase it when talking to the mentor to make sure it is correct.

There are also several supplemental papers that she included with the course. These are helpful for both mentor and mentee in building an ideal relationship and therapy environment. I know I’ll be keeping them handy for when I head into clincal sessions as a graduate student and when beginning my journey finding a CFY mentor.

I’m very pleased I chose this course, and I’m excited to begin my next one!

ASHA Convention Volunteer ?!

22 Jun

Each year the American Speech-Language-Hearing Association (ASHA) has a convention for all professionals whose work related to communication (speech-language pathologists, audiologists, speech and hearing scientists). Along with the professionals, students in the respective fields are invited to attend the event as well. There are a plethora of speakers to listen to, with many slots for attendees to choose from over the 3 day convention (Nov.14-16 in Chicago) . In addition to speakers, there is an exhibition room filled with booths from graduate programs, businesses, etc. Such a superb learning opportunity!

ASHA recognizes that students may not have the funding to attend this event, which is a relief. To aid students who want to attend, they have the opportunity for students to volunteer at the convention. Students can choose which area(s) of the convention they would like to volunteer in and get refunded the cost of the  convention. Not only does this help financially, but it gives students the opportunity to actually see what goes into maintaining and running the convention, as well as networking opportunities! Who could pass that up?

There’s just a small catch– only some students are selected. They also give priority to NSSLHA members. It’s understandable, as I’m sure they receive more than a couple boat-loads of applications! Plus, if you’re aiming on becoming a professional SLP, why wouldn’t you join the student organization? It does cost some money, but it’s a great thing to have on your resume and in general. You have access to Special Interest Groups and articles and much more.

With all this said, I sent in my application to volunteer… so excited! Now it’s just a waiting game until October 2nd. I guess this’ll act as a preview to grad school application season and the waiting!

For those of you who would like to volunteer, here’s a link to the application: http://www.asha.org/Forms/Convention-Student-Volunteer-Application/

Good Luck!

Summer Volunteer Opps

16 Jun

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!

What’s Up Wednesday: Organization/Study Methods

3 Apr

As any aspiring professional, or at least I hope, I’m on a mission to gain as much knowledge as I can about my future profession. I want to learn it and retain it, every little bit. I just have some slight issues: note organization and retaining the mass of information. I’m able to remember the gist of things, and most details, but I want to remember it all so I have a great repertoire to draw from. As for organization, my notes from past and current classes are slightly organized in a few folders, but I’d like to have them better filed for reference. So how do I plan about doing these tasks? Here’s what I’ve come up with:

I know I tend to learn by writing, so this may seem tedious for some. But for me, this should lead to positive results:

-Take notes in class and from readings, either in a 5 subject notebook or one notebook for all classes (you’ll see why this doesn’t matter as much later). Star/Highlight anything said multiple times or pointed out by teacher.

-Re-write these notes more neatly, and more organized, in the designated single subject notebook for each class/topic.

  • color code all things that were starred/highlighted from notes: blue for terms/definitions; green for concepts; red for extra information pointed out or that seems important; yellow for assessment/treatment tests and techniques

– When it’s near test time, re-write the notes in a summarized form, with the most important information. This will be used to study for tests (and re-read the full notes a few times as well).

-Make note cards to use for random practice throughout year to stay up-to-date on information.

-Place the single-subject notebooks and any handouts in an accordion folder/ small box for safe keeping and future reference. If there is extra room in single-subject notebook, then rip out pages and place them in a folder with handouts to put in accordion folder. The extra pages can then be used for another subject, and the folder will save space in the accordion folder/box. Be a tree hugger!

I’m hoping that by using this system I can be more well organized and create a way to store/ review information when needed in the future. Hopefully you find this, or an adapted version, helpful for your studies!

What’s Up Wednesday: Community Literacy/Action and SLP

27 Mar

Currently, as you may know from a past post, I’m taking a class on literacy, the different aspects of it, and the uses of it. In the class we’ve covered that literacy doesn’t just encompass reading, writing, and direct communication… you can have literacy in all sort of things. There’s: cultural literacy, that with is related to the space around you and your heritage; technological literacy, literacy of machines, computers, etc; spatial literacy, how each area/place/space can have its own literacy to understand… the list goes on.

As part of the course, we are now required to create a project pertaining to community literacy that has some involvement and an end product, whether its a book, gallery, website, video, poster, etc. I wanted to relate mine to Speech-Language Pathology, as it is my future profession, and it does entail some aspects of literacy. This can be as direct as dyslexia, or the deeper connections of tying letters and words to certain structures and meaning. (In our class definition, we also included being able to understand and be understood when communicating, which are the parallels to receptive and expressive communication in SLP.

Now, I’ve been thinking about my project a great deal and still am finding some hurdles… mostly dealing with what I want to accomplish (I have a few different ideas) and getting participants. I have 3 options as of now: 1. create a video with professionals and patients pertaining to life  with the disorder/ working with it and bullying. The community literacy aspect would then be educating others about the disorders through this video. 2. Having some sort of reading or writing workshop with a group of individuals with these disorders to promote literacy and perhaps function as a support group. 3. Have each of them draw/write/speak a short story in relation to a subject, perhaps their vision of a hero, then share them with others to promote knowledge about the vast array that these disorders come in.

Originally, my goal was to have something that I could continue after the semester and into following semesters but that is looking unlikely. What do you guys think? Are one of these options plausible? Or what are other ideas? As you see, community literacy can be advocacy as well.

 

If you want more information about how Literacy is something to be considered for SLPs to be knowledgeable in, feel free to see my blog post “Literacy and Therapy.”

Sonrisa Speech

Reflections of a bilingual SLP on Language, Learning, and Life.

Speech Therapists Don't Get Apples!

Android Reviews and Microsoft Office Files for SLPs

SLPs for Change

Improving Work Environments and client care

Dr. Bronwyn Hemsley

Discovery Early Career Researcher and Senior Lecturer Speech Pathology The University of Newcastle NSW Australia

The Scholarly Kitchen

What’s Hot and Cooking In Scholarly Publishing

juliesdisneyadventures

This blog is for documenting my journey through the Disney College Program

Home Sweet Blog

Mommy, Wife, and Student in the Midwest

Thinking of a better blog name

Some thoughts on Speech and Language Therapy/Pathology and PhDs

Speak Easy.

another aspiring speech-language pathologist.

The Speech Clinic

A Private Practice Speech Therapy Clinic

Medical Speech Pathology

Curiosity, Dialogue, and Knowledge

k-bee, SLP (grad student)

"She is clothed in strength & dignity, and laughs without fear of the future." Proverbs 31:25

A Fish Called Ghoti

Musings of a Sometimes Speechie / Full-time PhD student / Eternally Type A Little Miss.

Creating PatientBase

Follow the startup of a health information technology company

clinicallinguistics

About clinical linguistics and clinical phonetics

Hanna B. SLP

Musings from the world of self-regulation and social communication

Leaky Grammar

applied linguistics, sociolinguistics, linguistic anthropology

Chapel Hill Snippets

A guide on linguistics, language and speech language pathology

%d bloggers like this: