HSL 794: Preparing a Research Proposal in Audiology and Speech Language Pathology (1)

Gallaudet University
Hearing, Speech, and Language Sciences
Spring 2016
F: 1:30-2:20 (SLCC 1302)
Instructor: Sanyukta Jaiswal, Ph.D
Office: SLCC 2224, x5325
Office Hours: By appointment
E-mail: sanyukta.jaiswal@gallaudet.edu

Course Description From Graduate Catalog

The purpose of this course is to guide students interested in pursuing a Master's Thesis in the Department of Hearing,
Speech, and Language Sciences. In particular, the course will focus on the research proposal. Among the topics to be
covered are: selecting a topic, researching the topic, developing the aims and questions, characteristics of the literature
review, and developing appropriate methods to address the aims of the project.
Prerequisite: Permission of the Instructor. Co-requisite: HSL 784

Required Readings
Cone, J. & Foster, S. (2006). Dissertation and Theses from Start to Finish: Psychology and Related Fields. Washington,
D.C.: American Psychological Association
Orlikoff, R. F., Schiavetti, N. E., & Metz, D. E. (2014). Evaluating Research in Communication Disorders. Pearson Higher
Ed.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed. 4th
printing). Washington DC: American Psychological Association.

Course Policies

Graduate School and University policies:

Please take a moment to familiarize yourselves with important Graduate School and University policies regarding OSWD
accommodation, academic integrity, course registration and withdrawal, grading and the academic appeals procedure. You
can access the current text for all these policies by clicking on the Policies link:
https://securedgspp.gallaudet.edu/gradpolicies/detail.aspx?id=116 and
http://aaweb.gallaudet.edu/Documents/Academic/GSPP/catalog/11-12/gradcatalog_11_12.pdf

1
 Attendance and Participation:
All students should read the Required Readings (Textbook and peer reviewed articles and class lectures)
prior to class. Participation in discussions by responding to assigned topics/questions as well as participation in-
group activities is expected. Every Student is required & responsible for checking blackboard and e-mail
everyday.

Late assignments:
Please submit your homework via email by the due dates listed on your syllabus. If you have an emergency and know you
will not be able to hand in an assignment on time, it is your responsibility to contact your instructor in advance so we can
agree on an alternative plan. Otherwise, I will expect you to hand in assignments on time. If you've finished the material
early, you can turn your HW in earlier, of course. Please label your work as RP_last name and initial of first name_title of
homework (i.e. RP_Garrido-NagK_Rationale). Late papers are subject to a reduction in the final grade.
Redos on assignments:
Students are only allowed to redo a B- HW assignment. If you decide to redo an assignment, you must hand it in
within a week of getting it back from your instructor (initial grading). Your final grade on the assignment will be the
average of your original grade and the grade on your redo.
Getting extra help:
I will hold regular office hours each week for extra help. Dates and times will be determined at the beginning of the
semester. Please keep in mind that I will not always be able to respond to you immediately when you contact me.
Finally, I strongly encourage students to form study groups to discuss and review course materials.

Graduate Student Learning Outcomes

1. Maintain and strengthen its unique position as a place in which higher education, research, and scholarly
pursuits of all kinds are conducted in an inclusive environment where the ASL/English bilingual communication
abilities and potential of deaf students are fully realized.
2. Enroll a diverse and talented student body by providing rigorous academic programs and an effective co-
curriculum and services that support recruitment, retention, graduation, and life-long learning.
3. Create and sustain a climate that fosters respect among students, faculty, staff, and administrators for the full
range of human diversity, educational backgrounds, ideas, and perspectives.
4. Conduct exemplary programs of research, scholarship, and outreach within the context of its visually-oriented
learning environment and with respect to its unique service population.

2
5. Obtain the financial and other resources necessary to support excellence in its programs and uses these
resources effectively and efficiently
6. Maintain and strengthen its unique position as a place in which higher education, research, and scholarly
pursuits of all kinds are conducted in an inclusive environment where the ASL/English bilingual communication
abilities and potential of deaf students are fully realized.
7. Enroll a diverse and talented student body by providing rigorous academic programs and an effective co-
curriculum and services that support recruitment, retention, graduation, and life-long learning.
8. Create and sustain a climate that fosters respect among students, faculty, staff, and administrators for the full
range of human diversity, educational backgrounds, ideas, and perspectives.
9. Conduct exemplary programs of research, scholarship, and outreach within the context of its visually oriented
learning environment and with respect to its unique service population.
10. Obtain the financial and other resources necessary to support excellence in its programs and uses these
resources effectively and efficiently

1. SLP students will demonstrate knowledge of the biological sciences, physical sciences, *statistics, and the
social/behavioral sciences. (ASHA Standard IV-A)
2. SLP students will demonstrate knowledge of basic human communication and swallowing processes, including
*the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.
(ASHA Standard IV-B)
3. SLP students will demonstrate knowledge of communication and swallowing disorders and differences, including
appropriate etiologies, characteristics, anatomical/ physiological, acoustic, psychological, developmental, and
linguistic and cultural correlates in:
1. Articulation
2. Fluency
3. Voice and resonance, including respiration and phonation
4. Receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic
communication, and paralinguistic communication) in speaking, listening, reading and writing
5. Hearing, including the impact on speech and language
6. Swallowing (oral, pharyngeal, esophageal, and related functions including oral functions for feeding and
orofacial myology)
7. Cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive
functioning)
8. Social aspects of communication (including challenging behavior, ineffective social skills, and lack of
communication opportunities)

3
 9. Augmentative and alternative communication modalities (Standard IV-C)
4. SLP students will demonstrate current knowledge of the principles and methods of, and clinical skills in
prevention, assessment, and intervention for people with communication and swallowing disorders (listed in 1
through 9) across the lifespan, including consideration of anatomical/physiological, psychological, developmental,
and linguistic and cultural correlates. (Standards IV-D and V-B)
5. SLP students will demonstrate knowledge and skills in oral, written and other forms of communication sufficient
for entry into professional practice, including skills in communicating effectively, recognizing the needs, values,
preferred mode of communication, and cultural/linguistic background of the client/patient, family, and other
professionals involved in case management. (Standard V-A)
6. SLP students will demonstrate knowledge of research processes and integration of research principles into
evidence-based clinical practice. (Standard IV-F)
7. SLP students will demonstrate knowledge of ASHAs current Code of Ethics and ethical conduct standards,
professional contemporary issues, including entry level and advanced credentialing, regulations and policies relevant
to professional practice. (Standards IV-E, G and H)
HSLS 723 Course SLOs Critical Assessments Assessment Tool
(LOs)
Students will demonstrate knowledge of processes Lecture, Case Lectures, Individual Presentation,
used in research and the integration of research Committee Assessment
Class Discussions,
principles into evidence-based practice. Presentations,
Students will demonstrate skills in oral and written or
other forms of communication sufficient for entry into
professional practice.

Students will adhere to the ASHA Code of Ethics

and behave professionally when conducting
research.

4
Course Requirements and Grading

How many hours should you spend on this course?

Remember that this is a 1-credit course. That means that during these 15 weeks, Gallaudet expects you to spend 60
hours working on this class (including doing the readings and homework), or roughly 4 hours per week.

A+ 99-100 Exemplary performance. Student meets A standards described below and

demonstrates genuine freshness of thought, even some originality, in all
assignments.
A 93-98 Outstanding performance. Student shows engagement in all assignments a deep and
personal way. Written exam, paper/presentation should have scholarly and in-depth
content, be well-organized, and be free of mechanical errors. All work must be
documented.
A- 90-92 Commendable performance. A performance, but with some weaknesses.
B+ 88-89 Performance exceeds course requirements and is slightly better than B performance.

B 82-87 Satisfactory achievement

Marginal satisfactory for meeting
achievement. course requirements;
Assignments are poorlyimprovement is somewhat
organized and needed. A
grade of Binshows
mediocre that the student
their presentation. has done
Barely strong work at a decent standard of
passing.
clarity and intellectual force. However, the work seems derivative, clichd, or sloppy.
B- 80-81 Satisfactory achievement
In other words, its goodfor meeting
but course
not great, requirements;
especially improvement
for graduate school. is needed. A
grade of B shows that the student has done strong work at a decent standard of
clarity and intellectual force. However, the work seems derivative, clichd, or sloppy.
In other words, its good but not great, especially for graduate school.

C+ 78-79 Unsatisfactory achievement. Reserved for those who have flaunted their lack of
C 70-77 responsibility, presenting work that is truly weak in terms of content and writing.

5
F Below 59 Represents failure (or no credit) and signifies that the work was either (1) completed but
at a level of achievement that is not worthy of credit (e.g. borrowing a paper from the
internet) or (2) was not completed and there was no agreement between the
instructor and the student that the student would be awarded an incomplete.
Academic dishonesty in any portion of the academic work for a course shall be
grounds for awarding a grade of F for the entire course.

Rationale- 20% 10 Hours

Literature 20% 20 Hours
Review
Methodology 20% 10 Hours

Results/ 20% 10 Hours

Discussion

Oral 20% 10 Hours

Presentation

The final project for this class is to write a research proposal. This proposal should be very similar to a research publication
(minus results and discussion). More details to be given in class and from your thesis committee. The proposal will have
several dates where you will have to submit portions of it (based on a timetable you create with your committee). A proposal
is a research plan. There is no guarantee that you will actually be able to use the prospectus that you write. That decision will
be up to your chairperson and committee.

Student Responsibilities: Each student is expected to come to class, to be prepared, and to participate in the activities and
discussions. You are also expected to direct your own progress. Your success in this class will depend a lot on self-
motivation to move ahead with you thesis. Within the semester, you are expected to:

1. Form your thesis committee

6
 2. Create a thesis timetable
3. Develop your research idea
4. Formulate a rationale for your thesis topic
5. Write a research concept paper
6. Write a formal thesis research proposal
7. Present parts of your thesis proposal in class for feedback

***Grading guidelines: will be formalized in class and with your committee

Writing style: Is your proposal well written? Is it easy to read? Is it written in a formal writing style? Are words spelled
correctly, sentences well-formed, etc.
Impact: Do you make a compelling case that your study should be done? You should make sure you explain yourself well
enough so that an "intelligent but uneducated" reader can see why you would want to do your study.
Literature Review: Although the amount of literature cited will vary from idea to idea, you should remember that a strong
literature review is impressive. Does your review have an organizational plan? You are not limited to the methods
discussed in class. If you do not use a method suggested in class, however, it is up to you to make it work.
Research Design: Do you present a well thought out plan for conducting your study. This will include methods for
selecting subjects, procedures, and all other aspects of "how" you will carry out your study.
APA style: You must follow APA guidelines in your proposal.
Literature search: You will need to turn in a copy of the reference list you created in your library literature search. Your
computer print out will be fine, however, if you want to put your reference list on a separate sheet of paper that will also be
acceptable. It is very difficult to say how many sources should be found on any given topic (we will discuss this in detail in
class). However, keep in mind that if you have a very short list (say under 10) you may not be able to give a thorough
discussion of your topic.

Instructor responsibilities: I will facilitate and provide guidelines for each of the steps in the writing of a formal research
proposal. I will also supplement subject matters discussed in your HSL 784 Research Design Class that will promote the
completion of your proposal. This will be done through:
1. Discussion in class how each step in the process could be achieved
a. Rationale for research idea
b. Introduction
c. Literature Review
d. Methodology
2. Facilitate adherence to created timetable along with selected committee members

7
 3. Facilitate feedback through class presentations (topic, literature review, methodology, proposal)
4. Assist in seeking possible funding to support your thesis
5. Assist in obtaining an IRB approval

Online Resources

CITI Online Course

http://www.gallaudet.edu/Institutional_Review_Board_(IRB)/CITI_Online_Courses.html

IRB Application
http://www.gallaudet.edu/Institutional_Review_Board_(IRB)/Researcher_Information.html

THESIS HANDBOOK
http://www.gallaudet.edu/gspp/current_students/dissertation_and_thesis_handbook.html

Course Outline and Schedule (Subject to Change)

Date Topic Assignment Date Topic Assignments

s Due Due
1/23 Review syllabus 1/30 Library time/CITI Requirement
2/6 Coming up with an Idea 2/6 2/13 Work on your own proposal
Forming your committee
2/20 Topic Approval (Rationale) 2/20 2/27 Work on your own proposal
3/6 Introduction 3/6 3/13 Work on your own proposal
Literature Review
3/20 Methodology 3/20 3/27 Work on your own proposal
4/3 Results 4/3 4/10 Work on your own proposal
4/17 Discussion and Conclusion 4/17 4/24 Work on your own proposal
5/1 Oral Presentation of Proposal