Ethics: A Model Curriculum for Teaching Professional Issues in University Speech-Language Pathology and Audiology Programs Educating graduate level speech-language pathology and audiology students has become a truly daunting task. As the American Speech-Language Hearing Association (ASHA's) Scope of Practice (ASHA, 2007) expanded over the last 15 years, so did demands and challenges placed on universities to offer a wide range of disorder classes and clinical ... Article
Article  |   March 01, 2010
Ethics: A Model Curriculum for Teaching Professional Issues in University Speech-Language Pathology and Audiology Programs
Author Affiliations & Notes
  • Mary Lou Poole
    Purdue University, West Lafayette, IN
  • Barbara Solomon
    Purdue University, West Lafayette, IN
  • Mary Pat McCarthyColumn Editor
Article Information
Speech, Voice & Prosodic Disorders / Hearing Disorders / Professional Issues & Training / Ethics
Article   |   March 01, 2010
Ethics: A Model Curriculum for Teaching Professional Issues in University Speech-Language Pathology and Audiology Programs
SIG 11 Perspectives on Administration and Supervision, March 2010, Vol. 20, 20-34. doi:10.1044/aas20.1.20
SIG 11 Perspectives on Administration and Supervision, March 2010, Vol. 20, 20-34. doi:10.1044/aas20.1.20
Abstract

Educating graduate level speech-language pathology and audiology students has become a truly daunting task. As the American Speech-Language Hearing Association (ASHA's) Scope of Practice (ASHA, 2007) expanded over the last 15 years, so did demands and challenges placed on universities to offer a wide range of disorder classes and clinical experiences. With regards to the area of professional issues, many programs struggle with balancing and providing appropriate pedagogical learning and clinical experience. This article offers a Model Professional Issues Curriculum for educational programs in speech-language pathology and audiology that was developed by a consortium of representatives from several universities throughout the United States. The course content, which consists of 13 core topics, is presented using Bloom's Taxonomy as a guideline for teaching the learning outcomes addressed. Educators in clinical education will find this model useful for developing a course in Professional Issues or supplementing existing courses.

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