Communication Sciences and Disorders, B.S.
Program Description
La Salle University’s four-year Communication Sciences and Disorders program provides a rigorous academic curriculum and a variety of hands-on learning experiences to prepare students for successful careers and to pursue graduate studies in speech-language pathology or audiology. Students gain knowledge of the principles of human communication and swallowing processes. Coursework focuses on the anatomical, physiological, neurological, acoustic, psychological, developmental, linguistic, and cultural bases of speech, language, hearing, and swallowing processes and disorders.
The American Speech-Language-Hearing Association (ASHA) is the national professional, credentialing, and scientific organization for speech-language pathologists, audiologists, and speech-language-hearing scientists. Students can learn more about undergraduate education in communication sciences and disorders and information about speech-language pathology and related professions from the ASHA website: https://www.asha.org/Students/undergraduate-students/.
The National Student Speech-Language-Hearing Association
The National Student Speech-Language-Hearing Association (NSSLHA) is a pre-professional membership association for students interested in communication sciences and disorders. La Salle University formed an ASHA-recognized NSSLHA chapter in 2002. Membership in the La Salle NSSLHA chapter is available to undergraduate and graduate students enrolled in one of the Communication Sciences and Disorders programs.
Student NSSLHA members can increase their involvement in the field by visiting professional work sites, engaging in group outreach programs, attending panel discussions, fundraising, and more. NSSLHA membership allows students to engage in leadership activities locally and nationally by promoting dialogue between students, professionals, and community members. For more information, please visit the NSSLHA Web site: www.nsslha.org.
CSD Student Handbook
The Communication Sciences and Disorders Student Handbook contains program-specific rules, guidelines, and procedures for progression and will be available to all students.
Why Take This Major?
The Communication Sciences and Disorders major provides students with the knowledge needed to enter a master’s degree program in speech-language pathology, the entry-level degree for professional practice as a speech-language-pathologist. Speech-language pathologists care for people of all ages and cultural backgrounds with communication and swallowing disorders. They assess, treat, and help prevent speech, language, cognitive-communication, voice, swallowing, fluency, and related disorders. A bachelor’s degree in CSD can also lead to other career areas, including careers in rehabilitation science, health care, and education.
Degree Earned
B.S.
Required for Graduation
- Courses
- Major: 17
- Total: 40
- Credits
- Major: 51-53
- Total: 120 to 122
- GPA
- Major: 3.0
- Cumulative: 3.0
Student Learning Outcomes
- The student will demonstrate knowledge in biological sciences, physical sciences, statistics, and social/behavioral sciences.
- The student will demonstrate knowledge in basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, linguistic, and cultural bases.
- The student will communicate effectively in writing and speaking.
- The student will apply critical thinking to synthesize, analyze, and evaluate information.
- The student will identify professional and clinical practice issues in the field of speech-language pathology.
Progress Chart
Level One - Core Courses
12 courses and 2 modules required.
Major Requirements
Major requirements include 4 Level Two ILO requirements, fulfilled through the major.
Students in this major must complete 40 courses in total in order to graduate. 17 courses will be from this major program.
| Code | Title | Credits |
|---|---|---|
| Level One - Core Courses | ||
| Universal Required Courses | ||
| Students must complete the following 4 courses. | ||
| ILO 8.1: Written Communication | ||
| ENG 110 | College Writing I: Persuasion | 3 |
| ILO 5.1: Information Literacy | ||
| ENG 210 | College Writing II: Research | 3 |
| ILO 1.1: Understanding Diverse Perspectives | ||
| FYS 130 | First-Year Academic Seminar 1 | 3 |
| ILO 2.1: Reflective Thinking and Valuing | ||
| REL 100 | Religion Matters | 3 |
| Elective Core Courses | ||
| Students must complete 1 course in each of the following 4 ILOs. | ||
| ILO 3.1a: Scientific Reasoning | ||
| BIO 161 | Anatomy and Physiology (with lab) | 4 |
| or BIO 158 | Life Science: A Human Approach | |
| ILO 3.1b: Quantitative Reasoning | ||
| HSC 217 | Statistics for Health Science Profs | 3 |
| ILO 6.1: Technological Competency | ||
| CSC 154 | Healthcare Informatics | 3 |
| ILO 8.1a/12.1: Oral Communication/Collaborative Engagement | ||
| Choose course within ILO | 3 | |
| Distinct Discipline Core Courses | ||
| Students must complete 1 course in each of the following 4 ILOs. Each course must be from a different discipline. (A "discipline" is represented by the 3- or 4-letter prefix attached to each course.) | ||
| ILO 4.1: Critical Analysis and Reasoning | ||
| SOC 150 | Principles of Sociology | 3 |
| or SOC 151 | Social Problems and Social Policy | |
| ILO 9.1: Creative and Artistic Expression | ||
| Choose course within ILO | 3 | |
| ILO 10.1: Ethical Understanding and Reasoning | ||
| Choose course within ILO | 3 | |
| ILO 11.1: Cultural and Global Awareness and Sensitivity | ||
| SPN 103 | Spanish For Nursing and Health Sciences I (or any other global language) | 3 |
| Universal Required Modules | ||
| Students must complete the following 2 non-credit modules. 2 | ||
| ILO 7.1a | ||
| Health Literacy Module | ||
| ILO 7.1b | ||
| Financial Literacy Module | ||
| Major Requirements | ||
| Level Two | ||
| Students must complete 1 course/learning experience in each of the 4 commitments. | ||
| ILO 2.2: Broader Identity (Capstone Course/Experience) | ||
| COSD 435 | Communication Sciences and Disorders Undergraduate Capstone (ILO 2.2) | 3 |
| Select one ILO from 3.2a, 3.2b, 4.2, 5.2, 6.2, 7.2a, or 7.2b: Expanded Literacies | ||
| COSD 314 | Diagnostic Procedures in Speech-Language Pathology (ILO 4.2) | 3 |
| ILO 8.2b: Effective Expression (Writing-Intensive Course) | ||
| COSD 413 | Professional Issues in Speech-Language Pathology (ILO 8.2b) | 3 |
| Select one ILO from 10.2, 11.2, or 12.2: Active Responsibility | ||
| COSD 409 | Multicultural Perspectives on Communication Disorders (ILO 11.2) | 3 |
| All Other Required Courses | ||
| COSD 100 | Introduction to Language and Communication | 3 |
| COSD 102 | Introduction to Communication Disorders | 3 |
| COSD 200 | Phonetics | 3 |
| COSD 202 | Anatomy and Physiology of the Speech and Hearing Mechanisms | 3 |
| COSD 203 | Speech and Language Development | 3 |
| COSD 211 | Acoustic Bases of Speech and Hearing | 3 |
| COSD 304 | Introduction to Audiology | 3 |
| COSD 306 | Neurological Bases of Communication and Behavior | 3 |
| COSD 308 | Clinical Procedures in Speech-Language Pathology | 3 |
| COSD 314 | Diagnostic Procedures in Speech-Language Pathology | 3 |
| COSD 409 | Multicultural Perspectives on Communication Disorders | 3 |
| COSD 413 | Professional Issues in Speech-Language Pathology | 3 |
| COSD 435 | Communication Sciences and Disorders Undergraduate Capstone | 3 |
| Supporting Courses | ||
| Select one of the following: | 3-4 | |
| Special Topics | ||
| Chemistry of The Life Sciences and Laboratory | ||
| PSY 155 | Introduction to Psychology | 3 |
| Electives | ||
| COSD 201 | Introduction to Sign Language | 3 |
| Free Electives | ||
| In addition to the requirements listed above, students must take enough courses to the fulfill graduation credit requirements for their School and major. | ||
| Total Credits | 97-98 | |
- 1
NOTE. The following students use Level 2 Capstone Experience in Major instead of FYS 130 First-Year Academic Seminar: Honors, BUSCA, Core-to-Core, Transfer, and Non-Traditional/Evening.
- 2
The Modules are not required for Transfer Students, Core-to-Core Students, or BUSCA Students. BUSCA students are required to take modules if/when they pursue a bachelor’s degree.
Recommended Course Sequence
| First Year | ||
|---|---|---|
| First Semester | Credits | |
| ENG 110 | College Writing I: Persuasion (ILO 8b) | 3 |
| SPN 103 | Spanish For Nursing and Health Sciences I (ILO 11) | 3 |
| COSD 100 | Introduction to Language and Communication | 3 |
| FYS (ILO 1) | 3 | |
| BIO 161 or BIO 158 |
Anatomy and Physiology (Core3a) or Life Science: A Human Approach |
4 |
| Credits | 16 | |
| Second Semester | ||
| COSD 102 | Introduction to Communication Disorders | 3 |
| Select one of the following: | 3 | |
| Spanish For Nursing and Health Sciences II | ||
Elective |
||
| REL 100 | Religion Matters (ILO 2) | 3 |
| PHY 270 or CHM 161 |
Special Topics or Chemistry of The Life Sciences |
3 |
| Any ILO 8/12 | 3 | |
| Credits | 15 | |
| Second Year | ||
| First Semester | ||
| COSD 200 | Phonetics | 3 |
| SOC 150 or SOC 151 |
Principles of Sociology (ILO 4) or Social Problems and Social Policy |
3 |
| ENG 210 | College Writing II: Research (ILO 5) | 3 |
| COSD 202 | Anatomy and Physiology of the Speech and Hearing Mechanisms | 3 |
| Any ILO 9 | 3 | |
| Credits | 15 | |
| Second Semester | ||
| COSD 203 | Speech and Language Development | 3 |
| Any ILO 10 | 3 | |
| PSY 155 | Introduction to Psychology | 3 |
| HSC 217 | Statistics for Health Science Profs (ILO 3b) | 3 |
| COSD 211 | Acoustic Bases of Speech and Hearing | 3 |
| Credits | 15 | |
| Third Year | ||
| First Semester | ||
| CSC 154 | Healthcare Informatics (ILO 6) | 3 |
| COSD 304 | Introduction to Audiology | 3 |
| COSD 306 | Neurological Bases of Communication and Behavior | 3 |
| Elective | 3 | |
| Elective | 3 | |
| Credits | 15 | |
| Second Semester | ||
| COSD 308 | Clinical Procedures in Speech-Language Pathology | 3 |
| COSD 314 | Diagnostic Procedures in Speech-Language Pathology | 3 |
| Elective | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Credits | 15 | |
| Fourth Year | ||
| First Semester | ||
| COSD 409 | Multicultural Perspectives on Communication Disorders | 3 |
| COSD 413 | Professional Issues in Speech-Language Pathology | 3 |
| Elective | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Credits | 15 | |
| Second Semester | ||
| COSD 435 | Communication Sciences and Disorders Undergraduate Capstone | 3 |
| Elective | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Elective | 3 | |
| Credits | 15 | |
| Total Credits | 121 | |
Dual Major Requirements
Communication Sciences and Disorders (CSD) and Spanish Double Major
The Communication Sciences and Disorders/Spanish double major aims to provide its students with the pre-clinical, linguistic, and cultural foundations, which in addition to a master’s degree in speech-language pathology, are necessary to treat and work with patients that are bilingual English/Spanish, as well as those that are Spanish speakers with limited English proficiency. Those wishing to become CSD/Spanish double majors must have their Spanish assessed by a Language faculty member to begin their studies at the appropriate level. After placement, students will follow the carefully designed course sequence prepared by the CSD and Languages departments.
Requirements
Fulfill the requirements of the CSD major, as outlined by the Department of Communication Sciences and Disorders, and 10 Spanish courses starting at the intermediate level or higher.
Minimum Requirements for Spanish
| Code | Title | Credits |
|---|---|---|
| SPN 205 & SPN 206 | Intermediate Spanish For Nursing and Health Sciences I and Intermediate Spanish For Nursing and Health Sciences II 1 | 6 |
| SPN 301 & SPN 302 | Conversation and Composition I and Conversation and Composition II 2 | 6 |
| SPN 420 | Spanish For Speech-Language Pathologists | 3 |
| SPN 421 | Bilingualism in Spanish-English Speakers: Development and Disorder | 3 |
| SPN 422 | Introduction to Spanish Phonetics and Phonology | 3 |
| SPN 423 | Introduction to Spanish Dialectology | 3 |
| One Literature or Culture SPN course at 300/400 level | 3 | |
| Select one of the following: | 3 | |
One 300/400 level Literature or Culture Course on Latin America | ||
| Commercial Spanish | ||
| Total Credits | 30 | |
- 1
Students placing above the intermediate level will not take SPN 205 Intermediate Spanish For Nursing and Health Sciences I or SPN 206 Intermediate Spanish For Nursing and Health Sciences II. Instead of these intermediate courses, students will take additional 300/400 level Spanish courses to fulfill their requirements.
- 2
Heritage speakers of Spanish will take SPN 203 Spanish For Heritage Speakers and SPN 204 Spanish For Heritage Speakers II, Spanish for Heritage Speakers I and II, instead of SPN 301 Conversation and Composition I and SPN 302 Conversation and Composition II.
Course Descriptions
Communication Sciences and Disorders
This course presents an introduction to linguistics, which is the study of human language and communication. Each major branch of linguistics is surveyed with an emphasis on the structure, content, and use of English. This course also explores language variation and the relationship between language and culture, language and the brain, and how children develop language. Students practice techniques for linguistic analysis, and clinical applications to the fields of speech-language pathology and psychology are discussed. This class is cross-listed with PSY 242.
This course presents an introduction to linguistics, which is the study of human language and communication. Each major branch of linguistics is surveyed with an emphasis on the structure, content, and use of English. This course also explores language variation and the relationship between language and culture, language and the brain, and how children develop language. Students practice techniques for linguistic analysis, and clinical applications to the fields of speech-language pathology and psychology are discussed.
This course is an introductory survey of normal processes and disorders of speech, language, and hearing. The behavioral and social consequences of communication disorders in people throughout the life span are presented. Different categories, symptoms, and causes of communication disorders are examined. The roles of the Speech-Language Pathologist and Audiologist in the evaluation and treatment of communication disorders are discussed. Preferred American Speech-Language Hearing Association (ASHA) practice patterns pertaining to a variety of professional situations are surveyed.
This course is an introductory survey of normal processes and disorders of speech, language, and hearing. The behavioral and social consequences of communication disorders in people throughout the life span are presented. Different categories, symptoms, and causes of communication disorders are examined. The roles of the speech-language pathologist and audiologist in the evaluation and treatment of communication disorders are discussed. Preferred American Speech-Language-Hearing Association (ASHA) practice patterns pertaining to a variety of professional situations are surveyed.
This course involves the exploration and study of American English pronunciation through the application of the International Phonetic Alphabet (IPA). Students will be trained in transcription of English phonemes and allophones and introduced to distinctive feature analysis, phonological rules, prosodic features, and dynamics of articulation, American dialectical variants, and developmental phonology.
This course involves the exploration and study of American English pronunciation through the application of the International Phonetic Alphabet (IPA). Students will be trained in transcription of English phonemes and allophones and introduced to distinctive feature analysis, phonological rules, prosodic features, dynamics of articulation, American dialectical variants, and developmental phonology.
This course is designed for students with no previous knowledge of American Sign Language (ASL). Students will acquire basic ASL skills needed to communicate in a wide variety of situations.
This course is designed to give students a basic understanding of the structural organization (anatomy), function (physiology), and neural control for speech production and hearing. The course will emphasize both normal and disordered systems.
This course is designed to give students a basic understanding of the structural organization (anatomy), function (physiology), and neural control for speech production and hearing. The course will emphasize both normal and disordered systems. Two hours lecture, four hours laboratory.
This course explores typical language development from birth through adolescence. The social, biological, perceptual, and cognitive bases of language are presented, and various theories of language development are compared. Students gain knowledge of the typical sequence of development in the areas of phonology, semantics, morphology, syntax, and pragmatics through language sample analysis and video observation. Other topics include bilingual language acquisition, cultural and linguistic variation, and the relationship between oral language development and literacy. Processes of typical language development are discussed as a guide for the evaluation and treatment of children with developmental language disorders. This course is cross-listed with PSY 342.
This course explores typical language development from birth through adolescence. The social, biological, perceptual, and cognitive bases of language are presented, and various theories of language development are compared. Students gain knowledge of the typical sequence of development in the areas of phonology, semantics, morphology, syntax, and pragmatics through language sample analysis and video observation. Other topics include bilingual language acquisition, cultural and linguistic variation, and the relationship between oral language development and literacy. Processes of typical language development are discussed as a guide for the evaluation and treatment of children with developmental language disorders.
This course explores the physical characteristics of speech sounds and the psychophysical processes involved in speech production, hearing, and speech perception. This course introduces the physical properties of sound waves, resonance, the source-filter theory, spectrogram reading, decibels, and speech perception. Computer applications with practical implications are explored.
This course explores the physical characteristics of speech sounds and the psychophysical processes involved in speech production, hearing, and speech perception. This course introduces the physical properties of sound waves, resonance, the source-filter theory, spectrogram reading, decibels, and speech perception. Computer applications with practical implications are explored.
This course is a survey of the field of audiology, including the measurement of hearing and the nature and causes of hearing impairment in infants, children, and adults. Students are introduced to strategies used by audiologists and physicians in managing hearing impairment.
This course is a survey of the field of audiology, including the measurement of hearing and the nature and causes of hearing impairment in infants, children, and adults. Students are introduced to strategies used by audiologists and physicians in managing hearing impairment.
This course is an examination of the structure (neuroanatomy), organization (neurophysiology), and functions of the central and peripheral nervous systems as they relate to speech, language, hearing, and cognition. Behavioral manifestations of normal and abnormal brain functioning are contrasted.
This course is an examination of the structure (neuroanatomy), organization (neurophysiology), and functions of the central and peripheral nervous systems as they relate to speech, language, hearing, and cognition. Behavioral manifestations of normal and abnormal brain functioning are contrasted.
This course introduces the communication sciences and disorders major to the clinical and supervisory process. Basic information regarding certification, professional standards, and ethics are discussed. Goal setting, lesson planning, methods of observing, describing and recording behavior, informal assessment and related topics are also discussed. Behavioral observation and computer technology in the measurement and modification of speaker/listener attributes are examined. Students develop clinical writing skills appropriate to various speech-language pathology settings. This course is an introduction to the clinical process and requires observation of a wide variety of clinical cases.
This course introduces the speech-language-hearing science major to the clinical and supervisory process. Basic information regarding certification, professional standards, and ethics are discussed. Goal setting, lesson planning, methods of observing, describing and recording behavior, informal assessment, and related topics are also discussed. Behavioral observation and computer technology in the measurement and modification of speakerlistener attributes are examined. Students develop clinical writing skills appropriate to various speech-language pathology settings. This course is an introduction to the clinical practicum experience and requires observation of a wide variety of clinical cases.
This course provides students majoring in Communication Sciences and Disorders with a framework for understanding the diagnostic process in speech-language pathology. Principles and procedures common to the diagnosis of most communication and swallowing disorders are presented. Students will gain practice obtaining and interpreting assessment information including case history interviews, standardized testing, and informal assessments. Professional report writing and the presentation of findings are emphasized. Culturally and linguistically responsive assessment practices are presented. The ASHA Code of Ethics in relation to assessment procedures is discussed.
This course provides students majoring in Communication Sciences and Disorders with a framework for understanding the diagnostic process in speech-language pathology. Principles and procedures common to the diagnosis of most communication and swallowing disorders are presented. Students will gain practice obtaining and interpreting assessment information including case history interviews, standardized testing, and informal assessments. Professional report writing and the presentation of findings are emphasized. Culturally and linguistically responsive assessment practices are presented. The ASHA Code of Ethics in relation to assessment procedures is discussed.
This course presents students with issues related to cross-linguistic and cross-cultural differences as they affect clinicians in the field of communication sciences and disorders. Topics include important sociolinguistic concepts, cross-cultural communication, assessment alternatives, and intervention strategies. Non-biased diagnosis and remediation of speech, language, fluency, voice, and hearing disorders among culturally and linguistically diverse groups are discussed.
This course examines the organization, administration, and implementation of speech and language pathology services in varied settings. These settings include public and private schools; special schools; clinics; rehabilitation hospitals and agencies; acute-care hospitals; and private practices. The course emphasizes the professional role of the SLP and discusses the ethical, legal, and professional standards of practice. The impact of external pressures, e.g., fiscal and efficacy issues, on the practice of speech-language pathology is also addressed. Multicultural variables impacting the practice of speech-language pathology from the legal and ethical perspectives are discussed.
This course reviews and integrates knowledge of normal human communication and contrasts it with disordered human communication and swallowing, preparing the student for graduate education. As part of the review the student will complete clinical observation hours as an introduction to the clinical practicum experience and requires observation of a wide variety of clinical cases. Goal setting, lesson planning, methods of observing, describing and recording behavior, informal assessment and related topics are also discussed. The student develops clinical writing skills appropriate to various speech-language pathology service delivery settings.
This meets ILO 2.2 Students examine how their personal, professional, religious, or spiritual values inform their disciplinary worldviews.
Program Contact Information
Ryan Husak, Chair
husak@lasalle.edu
St. Benilde Tower 2234
(215) 951-1443