New Students
Welcome to the Discipline of Speech Pathology at the Faculty of Health Sciences, University of Sydney. Congratulations on being offered a place in one of the Speech Pathology courses. Entry to these courses is highly competitive, so you should be proud of your achievement.
The first year of university study or the first year of a new course can be a confusing experience, particularly in the first few weeks. Much seems to be learned by word of mouth or a mysterious process of osmosis, and inaccuracies abound from these methods of information gathering. This document is an attempt to gather the most important things you need to know in one place, to get you oriented for your course of study.
You may be asked 'are you in CSD?' (or 'in CD?'). This refers to the name of our department prior to last year when the Faculty was restructured. The School of Communication Sciences and Disorders (CSD) is now the Discipline of Speech Pathology.
Unit of Study (UOS) numbers for the Speech Pathology subjects are still preceded by ‘CSCD’ for Communication Sciences and Communication Disorders.
This web page will introduce you to a range of people and places that will be important to you; a set of principles you will need to know; and some procedures and tasks you will need to fulfil or be aware of.
Please use this web page as your first point of reference to find out what you need to know. If it does not contain what you need, ask the appropriate people or go to the appropriate source, as indicated throughout this website.
Good luck, we hope you have an enjoyable and productive time at University. The Staff of the Discipline of Speech Pathology warmly welcomes you into our midst.
There are a number of things that you need to know about that will help during the first week or so of your first semester. These are mostly administrative guidelines but some academic processes are also covered on this page.
Click on one of the following topics to take you straight to the link on this web page......
Orientation
There will be time spent, during the first few weeks of your first semester, providing you with information covering many of the points from orientation in more detail.
There will be time for questions and confusions to be sorted out. You will be introduced to Speech Pathology staff and will be given more details about clinic and fieldwork. You will be informed about future prospects in terms of higher degrees and research within the discipline. It is expected that all new students will attend these sessions.
The University learning experience
First experiences of University level expectations and learning environment can be surprising. The better informed you are about it, the better prepared you can be and the better your learning may be as a consequence. There are a number of major characteristics that it may be helpful to know.
Tertiary learning is different to High School. Responsibility for learning shifts markedly to the individual, and you need to be self-motivated, organised, and responsible for yourself and your learning. Staff do all they can to assist, but only from within a tertiary model, which means large classes, lectures, self-conducted exercises and an expectation that you will do independent work and take charge of what you need to do to gain the expected level of expertise.
There are a lot of unspoken expectations in this model. Using your textbooks, doing the set readings, and seeking out further reading independently are all things your teachers will assume you are doing without being directed. It also means you may not be reminded about assignments, tests or exams, but expected to take note of the information provided at the beginning of semester and on noticeboards etc, and organise reminders for yourself.
Another expectation that may not be specifically stated is that if material has been covered in lectures (or tutorials, labs, etc,) you will be expected to know it, whether you were there or not. This does not mean you can’t seek help from lecturers and tutors; on the contrary. But it does mean you need to take responsibility for seeking help, and show you have done as much as possible on your own initiative. For example, organising a peer you trust to lend you their notes, and going through the information with them, and backing it up with the relevant parts of the textbook. Then you can make the most efficient use of teachers’ time.
Large lectures and labs etc can be intimidating. However, be aware that the teacher may not be able to tell whether material is being transferred effectively unless you let them know. In ways that are courteous and productive, ask questions and seek clarification in these contexts when you need to. If you don’t understand a point, it is likely that others in the room do not as well.
It is not the case that tertiary learning skills are absorbed automatically. Nor is it the case that what makes students successful at school is what works at university. This can be a shock for some students who are very successful at school, and find the University learning environment a less happy one for them.
Therefore it is highly recommended that you take advantage of the Language and Learning Centre courses, on such things as note-taking, study skills, writing assignments, etc. Even if you do not believe you have problems in these areas, there will nearly always be something you were unaware of, or an area where your skills need further development. Do not be too proud to go and see if there is something that can be of help to you.
University lecturers and tutors are generally approachable, interested in helping you maximise your learning, and willing to help individuals and groups. Take the opportunities to use student appointment or office hours that most lecturers and tutors will have. Become familiar with where this information is, and use it, in a way that is fair to your peers and the staff.
Become aware of your own learning style. Discover what works for you and what hinders you, and set out to maximise your own learning. For example, some people learn best from listening, some from reading, some by taking notes, some by underlining material as someone speaks. Studying can work best by talking what you know out loud, or by explaining it to someone who doesn’t know it or someone else who thinks they do. Some find it helpful to draw diagrams to represent their knowledge or schemas, others act out a situation and find the motor activity aids their learning. Memory strategies can be very useful, but remember, understanding is always more important than memory. The aim is always for deep learning, rather than surface memorising.
Use your classmates to bounce ideas off. Several brains are usually better than one, and argument can be a good learning tool. However, be wary of getting into a rut by always talking or working with the same small group, who may have the same weaknesses you do and may not extend you or may perpetuate your misunderstandings. Other than that, go for it!
Probably the single most important aspect to success in your undergraduate degrees is keeping up. Everyone falls behind from time to time, but if you make ‘keeping up’ a priority, you will be more likely to catch up and stay ahead, rather than let a problem become insurmountable. There is a high volume of material, a lot of units of study, and many class hours in these courses. Set out at the beginning of semester to ensure you keep up with the work.
All students at the University of Sydney receive a free email account, based on the main campus. These accounts are automatically created and your email address sent to you with your Statement of Enrolment or Confirmation of Enrolment. Student email addresses end in @mail.usyd.edu.au
Computers
There is an increasing assumption that students have computer skills before they arrive at university, or at least to gain them simultaneously with their early university studies. This is needed for information access, manipulation, and item production, as well as email.
If you do not know how to do the following things on a computer, it is strongly recommended that you take a course or other steps to bring your skills up to scratch before semester begins, or very soon thereafter. Can you:
- Find different programmes on a computer (ie. you understand the Windows Explorer or an equivalent)?
- Open files in a programme?
- Save files, including save as different file names or types, on hard discs and external drives such as USB or CD?
- Do basic word processing; type, edit, delete and replace items?
- Use page setup and print setup functions? Print documents?
- Use the formatting functions; for example in Microsoft Word can you format fonts, paragraphs, numbering and bulleting? Use the ‘Styles’ system?
- Access the internet through a browser - Internet Explorer, Mozilla, etc?
- Use search engines – for example Google?
- Find your way around an Excel spreadsheet?
Please be aware that you will be expected to submit all work in typed form, and basic word processing skills will be assumed.
It is also assumed that you will know how to use computers for accessing information systems. You need to be aware that there are different types of databases - library catalogues, scholarly journal databases, etc - and that this is not the same as using the internet.
Computer Labs
Access labs - Computer access and facilities for students.
The library provides computers for searching catalogues and others for student use to access databases, but these cannot be used for email nor, in most cases, for word processing.
The Discipline has a computer lab in ‘S’ block, which may be used for Phonetics tutorials and some other classes. These machines are not connected to the internet, but may be used for other PC based work at times when they are not booked for classes. You will need to provide your own paper for printing.
The Library
Getting to know the library is a very important part of tertiary learning. Libraries are sophisticated knowledge accessing mechanisms and you should not expect yourselves to know how to operate in a tertiary library without training.
Basic to university libraries are book, journal and database information systems. Accessing books and journals requires use of the computerised cataloguing system and database use requires other computing facilities. Not all libraries use the same systems and your current knowledge may or may not carry over.
The library runs classes at the beginning of semester (and at various other times), to teach students and staff about the information accessing systems they have. Two initial ones been organised for you and there will be notices on your Year 1 noticeboard indicating which classes you are to go to in the early weeks of semester.
All students should make sure they go to these two classes and any other topics offered by the library. Look out for notices and please attend at the advertised times. The staff in the Library work very hard to provide you with everything you need and these sessions are very much in demand so make sure you take advantage of the opportunities.
Student Services
Student Services provide students with a range of academic and personal support services, such as language and learning skills tuition; a confidential counselling and support service to international students; services to students with disabilities; and confidential counselling.
They are located on Cumberland Campus in Building ‘A’, (ask at the enquiries counter) to meet the needs of Faculty of Health Sciences students and to provide on-site support.
Faculty of Health Science students can also access other student support services including the careers centre, financial assistance, accommodation service and the casual employment service via the web, email or telephone contact.
Speech Pathology strongly advises students to use the Language and Learning Centre and the Counsellor as needed. It is a strength, not a weakness to use the help that is available, and to do so sooner rather than later. Counselling can help prevent incipient problems becoming huge ones. Classes (for example, on writing, or note taking) can ensure that learning is not hindered when it need not be.
If you have a disability (and these can be physical, sensory, psychiatric, medical or learning disabilities, and may be chronic or acute), please register with Student Services. You have control over how much information you give and where it goes, and confidentiality is assured. But in the event of need, registration is your guarantee of entitled consideration and services. They can also be invaluable guides. It is easier for you, the discipline and the staff if you have registered.
Sometimes life crises or traumas occur in students’ lives which will affect your ability to progress through your course. Student Services is again the appropriate place to go for advice and assistance.
Text Books
Most of the units of study you are enrolled in will have required texts. These books are listed in the unit of study descriptions in the Faculty Handbook or on the eLearning site for the unit.
‘Required’ means that your lecturer considers access to this work essential to your learning in the unit and assumes you will have such access. Normally this means buying the book.
Required texts are always held in the library and will usually be placed on Closed Reserve at the time the Unit is being taught. This means they will only be available for an hour at a time or overnight and as they may apply to several courses there may be a great deal of competition for them. Generally it is not a good idea to rely on closed reserve alone.
Textbooks are a considerable an investment and they have risen in cost over the past few years. However, they are often relevant for more than one Unit of Study and many of your texts are chosen with the intention of their being part of your developing professional library.
Consider carefully whether not buying textbooks is a good saving in the long run and do not sell off books too readily. Check with final year students or graduates as to what books to buy and keep. Do not rely on the year immediately above yours as they do not yet have enough experience to tell.
Books are available through the Campus BOOKSTORE in Building ‘U’. To check prices, visit the shop or check the Campus Reward’s website for contact details.
Some books are available second-hand and these are obviously cheaper. Contact the Student Guild for more on this. Generally, do not buy earlier editions of textbooks, as they may not have the same organisation or content as the current edition.
There is often a list of ‘recommended texts’ or ‘readings’ for each unit of study. It is not expected that students will purchase these, although some may choose to do so. They will be available in the library, and students are expected to consult them at relevant times.
Pre-requisites
Progress through your degree course is affected by pre-requisite conditions that apply in some Units of Study. This is especially likely to affect fieldwork or clinical units. If you fail or have to withdraw from one or more units, make sure you examine how this will impact on the following year(s) of the degree. The Faculty Handbook can help.
If you get a request on a results or enrolment form to contact an academic adviser, make sure you see the Year Coordinator or the Undergraduate Course Coordinator. It is their job to help you ensure the progress through your course is not delayed unnecessarily.
Simple study guidelines
- Start a study schedule at the beginning of semester (not just when exams are imminent)
- Work on assignments from the time you get them (not just before they are due)
- Study for exams from when you first get content that will be examined
- If you know something will cause you to drop behind, plan for it in advance
- If necessary, adjust your course to maximise your chances of success
We want to see you succeed. So bear in mind that this advice is about making sensible decisions, not setting unattainable demands. Be kind to yourselves - but be honest as well. Try not to blame others for things which are in fact under your own control, or which cannot be helped.
University can be a lonely place and a number of students suffer from depression during their undergraduate years. Take care of this too - seek help for it, take responsibility for it, use the help that is available. And be confident that the more you are keeping up with the work and attaining your goals, the less likely you are to suffer from depression.
Tertiary learning skills, be they class skills, studying or writing, are ongoing. Expect your skills to continue to improve through your degree course and then to use them as graduates in your chosen fields. There are also tertiary learning opportunities beyond graduation.
Academic writing
Another very significant aspect of tertiary study is academic writing. The main components of such writing are clear lines of argument, demonstrating a deep grasp of the area of knowledge, and writing as though to communicate to a reader the interesting and significant aspects of the field under discussion.
Such writing is not for the purpose of displaying to your teacher that you have read your lecture notes. It may not always be an obvious distinction but it is an important one and it is therefore important for students to move past the latter into the former.
Academic writing requires you to mount a cogent argument not just relay facts. Deep thinking is expected to be evidenced in your writing.
Some devices which help achieve this are:
- to always do more than one draft of a university level essay or assignment
- proof-read (don’t just expect your spell-checker to do so - it can’t find your errors of logic, clarity or ambiguity)
- edit; edit; edit
- ask others to read your work and listen to their suggestions
- read the feedback comments from the marker, not just the mark
Don’t expect yourself to necessarily know how to do these things already. The Language and Learning Centre runs courses on writing skills, so watch out for them, and do not hesitate to attend. There is also a very important document, Guidelines for Presentation of Assignments, which all students should get at enrolment and is available on the web. Read this document, keep it handy, and use it regularly. It is expected that you will follow these guidelines.
Another very significant aspect of tertiary writing, which differentiates it from other forms of writing, is the way it always situates itself within a body of knowledge and backs up its statements from scholarly credible sources.
This means that as a writer of academic work, you acknowledge the sources of your information. These sources are not necessarily ‘who told you‘, it is more likely to be who originally found that information, or who came up with the idea or theory. These are the primary sources, textbooks and lecture notes are secondary sources, and are always less desirable.
The process of locating your work within a body of knowledge is that of referencing. This is not something that is extensively used outside of academia, so set out to find out how to do it.
The technicalities about how to reference are in the Guidelines for Presentation of Assignments document. Other sources are the Language and Learning Centre, the Library and your teachers.
Plagiarism
Part of the point of referencing is to give credit of intellectual work and ideas where it is due. It follows then that the greatest sin in academia is to use another’s work without this acknowledgment. This is known as plagiarism. It is a violation of intellectual property, is dishonest and is considered a serious breach of ethics in a number of circles.
Learn early not to plagiarise. You may find that practices you have fallen into as “ok” and not an issue are, in fact, plagiarism. Do not be complacent about this issue! Students have failed units for this, are failing because of it, and will do so in the future. Don’t be one of them.
The application of this for you is: do not copy passages from textbooks, the internet, journals, lecturer’s notes or other students’ work in essays or assignments, unless you enclose them in quotation marks and fully reference them. If you use someone’s research findings or ideas, even if you do not use their actual words, you still must indicate where these facts or ideas came from, by fully referencing. Failure to do either of these things is plagiarism.
Working in groups is a related issue here. We often expect students to work together and do group presentations or assignments. However, individually marked work is expected to be the named student’s original production for that unit of study.
Copying or presenting identical or part identical work under a different name, or from a different unit of study, is considered cheating and will be dealt with accordingly. This still applies if a student is not in your current class but might be from a previous year or another course. Read the University’s rules in the Faculty Handbook for more information on this point.
Special Consideration
SPECIAL CONSIDERATION is the mechanism by which you can apply to be exempt from the requirements for an assessment that all other students must meet. The University has documented requirements for Special Consideration.
Click here for details of the policy and forms to download.
In order to ensure that students are treated fairly and equally you will only be granted Special Consideration if you meet strict conditions for illness or misadventure.
IMPORTANT NOTE: Special Consideration may entitle you to an extension of time for submission of an assignment, or allow you to sit an exam at a later time. Special Consideration will not allow an adjustment of your mark. Please note that if you apply for Special Consideration for an examination after you have sat the exam then your first exam paper will not be marked if Special Consideration is granted, and you will be required to sit a deferred exam.
All applications for Special Consideration must be submitted in writing, together with all relevant documentation to the Faculty. You should also contact the co-ordinator of the unit of study to advise them that you are applying for special consideration. Your request will be considered by a Committee convened to consider all requests for Special Consideration. You will be informed by email of the outcome of your request. You should note that Special Consideration only applies for serious illness and misadventure. Note: a medical certificate is not accepted as documentation. You must get your doctor to complete the University’s Professional Practitioner Certificate form which can be downloaded as part of the Special Consideration application.
You must apply for Special Consideration as soon as possible and it must be before the Due Date of an assessment or within 7 days of an examination.
An event like this affects most of you at some point during your studies therefore you ALL need to be aware of these procedures. Please familiarise yourself with the conditions in the University. Follow these procedures and note the timelines within which you need to make such applications.
CDTRC & the Clinic experience
The CDTRC (Communication Disorders Treatment & Research Clinic) is a large clinic which can see over 200 clients a week during peak periods. The clinic is open to members of the public and charges a fee for its services.
Assessments and therapy are provided by qualified Speech Pathologists supervising second, third and fourth year students doing aspects of their clinical or fieldwork training.
Students in all years of the Speech Pathology and Hearing and Speech courses undergo some clinical or fieldwork experience. You have no specific clinical or fieldwork units of study in first year, but you will have some observational and professional tasks to complete.
Clinic or Fieldwork is an exciting part of your course. It is the real people side, where you get to see others working in the areas you have chosen to study, and to apply your learning and see the effects of it. The amount of clinic or fieldwork increases through the three or four years of your course. Some of it takes place in the on-campus facilities and some of it is in other external workplaces.
We encourage students to observe in the on-campus clinic. However there are some constraints to this. The chief implication of the Clinic being a service with real clients is that it is a professional worksite. It is therefore bound by legal and ethical requirements of such a site.
For students, this means starting to think like professionals right from the beginning where the Clinic is concerned. For a start, it is important to respect the area. Clients need access and to use the waiting room, which is sited next to the Discipline‘s office window. Students need to make an effort to keep the area clear and as quiet as possible.
The major responsibility for professional behaviour, which must be maintained at all times, is respecting confidentiality. No written or spoken communication which could identify a client or their family may be taken outside of the clinic or communicated to anyone other than the Clinical Educators, or through them. This rule is to be followed absolutely.
The TAM room and its management are essential to the proper running of the clinic. Fulfilling your TAM responsibilities is therefore also a part of developing professionalism.
There are some health and legal clearances needed for you to train and work in health workplaces in NSW. Some inoculations and a police record check will be needed, although not immediately. More details of these will be given to you during your first year.
Another early and continuing requirement is for professional behaviour in and around the Clinic. Don’t stare, be curious, distract staff or interfere with the provision of services, which take priority over students in this space even though it is on the University Campus.
This may all seem obvious, but it is very human to be curious at first, and it is difficult to act like a professional when you ‘know’ you are really a student still. So it takes active work to do so in the beginning. Learning to think and act like a professional is an important part of clinical and fieldwork education.
The upshot of all this is that the Clinic is a large and complex workplace with multiple demands. If you wish to see more of the Clinic, you are welcome to do so, but you need to make arrangements. Contact the Clinic Administrator to organise times and places to go.
There is more details of these and other matters on the Speech Pathology Professional Placement eLearning site.
If you have any questions, contact the .
Tests and Materials (TAM) room
The TAM room is located in the Clinic area of Building ‘S’. It is an extensive collection of assessment and intervention materials that are used in the clinic and in Units of Study that teach about assessment and intervention for communication disorders.
The TAM room is the most comprehensive collection of its kind in Australia. It is of immense help to students both during and after their course is finished. The Discipline is very proud of this resource.
Access to assessment and intervention materials one way or another is essential. Students cannot get through their courses without it.
Maintaining materials is a very expensive business and the TAM room is funded by student membership subscriptions. TAM would not exist without students, as running and maintaining its collection is done using student time, with the oversight and assistance of Discipline staff. Spreading the load through the whole Speech Pathology student body allows minimal cost and effort to individuals and maximum possible use of the resources.
TAM purchase and maintenance is done through a membership levy, $80 in each of the first two years only of your degree. This then entitles you to life-time membership of the TAM room.
It is not compulsory to pay the TAM levy. However students who do not pay are then obliged to either buy their own tests and materials, or try to access the few that are available through the library. This is generally a great deal more expensive than the TAM membership levy as tests may cost thousands of dollars and test forms (and the official ones are compulsory) may be $10 or more per form. This very soon mounts up. The discipline therefore strongly recommends that students take the option of paying the membership levy.
Payment of the membership levy entitles students to a TAM card. Students need to pay the levy at the cashier, take the receipt to the Speech Clinic Administrator in Building ‘S’. The Administrator will take a copy of the receipt and will post names on the Year 1 notice board when cards are ready for collection.
When you get your card you must paste a photograph of yourself in the space provided. The photograph and bar-coded TAM card will allow students to borrow TAM items. TAM items are needed for many of the CSCD units of study.
The TAM room works with year 2, 3 and 4 students acting as monitors, similar to the job of issuing librarians. There is a computerised catalogue and lending system which operates through bar-codes on all items and on borrower’s cards.
Students in years 2, 3 and 4 must register for a minimum number of hour-long monitoring sessions each semester. The exact number depends on the number of students and the hours the room can be open. It is only open when there are times on student timetables that they are not required in class. Doing TAM monitoring duty is compulsory. It is not only a time when students give some service to fellow students, it is also a chance to study materials and become familiar with what is available.
There is an orientation session for the TAM room which is run by the clinic staff. You will be notified at Year 2 clinic orientation of the dates when these will be. You must attend one of these sessions, or you will not know what to do for monitoring.
A couple of hints about TAM room monitoring:
- TAM duty is a professional task. Follow the rules about how it works and spend your time there usefully, keeping the room in the best possible condition.
- In some years students have sat around, read books, talked to their friends, etc, when they are not actually issuing materials. This results in the TAM system deteriorating and then everyone suffers. Working for the interests of yourselves and your colleagues and the clients in the Clinic, is your first real professional job. Do it well.
- Don’t be intimidated by students from other years (or staff for that matter) trying to circumvent the system.
NO ONE IS ALLOWED TO BORROW OR RETURN MATERIALS WITHOUT FOLLOWING THE PROCEDURES. Remember that, and do not be afraid to enforce the rules. Call on one of the Clinic Administrators, if necessary.
SASH (Student Association of Speech and Hearing)
SASH is a very important body in the discipline, as it is both the main liaison organisation for you as students within the discipline and also the beginning of your professional identities.
SASH officers are elected by the students and each year is represented on the committee.
SASH runs meetings and events; sits on committees in the discipline; organises year reps; and manages other requests from students.
A nominated staff member liaises with SASH on behalf of the discipline and is strongly supported by all staff.
Students who have been active in SASH often pull off the best jobs. Being active in organisations indicates commitment, leadership and professionalism, and potential employers like to see evidence of these qualities.
We encourage you to get involved, volunteer for representative offices, and attend meetings. Support your peers who work on your behalf.
Your first task is to join. There will be SASH representatives at orientation events and more contacts will be made during the early weeks of your first semester.
The SASH eLearning site will keep you up to date with events and specials. If you have any questions you can the committee.
First Aid / CPR Certificates
Students on clinic or fieldwork placements need to understand and be able to apply, first aid procedures. It is important that you can assist staff to help your clients in case of a medical emergency. Therefore, all students in year 1 are required to attain a CPR or (or First Aid) Certificate by the end of Semester 2.
Some of you may already have obtained First Aid or CPR Certificates through work or sporting organisations. Check that your Certificate is still current at the time of submission in semester 2.
There are a number of places that offer First Aid and CPR Courses- Red Cross, St. John's Ambulance, Lifesaving, Swimming Centres as well as the Students' Guild on Cumberland campus. Try and organise your First Aid course early as it often takes organisations many weeks to send out the Certificates.
Once you have your valid CPR or First Aid certificate, bring a copy (with the original) to the Undergraduate Program Administrator in room S138a.
Your Certificate is due to be handed in during semester 2 of your first year and must be renewed annually during your course.
Industry standards require the CPR component of a First Aid Certificate be renewed every 12 months, even though First Aid certificates are usually valid for 3 years.
Future Studies
You may think it is far too early to be thinking about the next degree when you are just starting on this one. However, it is never too early.
What you do in the bachelor’s course may have a substantial effect on what else you can do down the track. Therefore, make the most of your options. The Discipline encourages any student with a potential interest in research to look ahead towards Honours and/or Post-graduate degrees.
Many professions are now moving towards post-graduate qualifications as their basic requirement, so it is wise to think of the future even at this early stage.
The Faculty of Health Sciences offers Honours degrees within both the undergraduate degrees (Speech Pathology and Hearing & Speech). Honours degrees are a chance to try research, to provide evidence of greater than average ability, and to gain a higher qualification. An Honours degree allows direct entry into PhD programmes in many cases.
The Honours programme in the Speech Pathology degree is concurrent with the 3rd and 4th year of that degree. For the Hearing and Speech course, Honours is an extra (ie. 4th) year of study.
You apply for entry to the Honours programmes in second year (Speech Pathology) or third year (Hearing and Speech). The reason that you need to think about it now, however, is that entry is competitive, and students need a Credit grade average or better to be eligible to apply. Places are then offered (usually about 10 a year) depending on students’ performance to date, and on the availability of supervision.
You will hear more about this later in your courses. However, plan for the option now. If you have any queries about honours, talk to
The Discipline also offers 3 Masters degrees and a PhD programme. There are two Masters-by-research degrees, one with a clinical base for Speech Pathologists, the other for broader research needs. There is also a Masters-by-coursework degree which is offered in distance mode only. These degrees can be applied for by anyone with an appropriate undergraduate degree.
Even the dizzy heights of the PhD are closer than you think! We encourage any student who thinks they may want to go on to talk to , Speech Pathology’s Research Student Coordinator.
Strive to do the best you can in your undergraduate degree. It expands your options, both for job prospects and for higher degrees.
Photos
The Discipline collects and holds a set of photographs of all Year 1 students to help us identify and get to know you.
Please supply a passport sized photo to the Program Administrator, Ground Floor of Building ‘S’) by the end of week 3 of your first semester.
(Note: you will be asked to provide photos for Student ID cards, etc, from other units on campus. This request is in addition to those).
Your personal details
Any change in your address or phone number, etc, during your course, must be updated with Student Central in Building ’F’ behind the DEPOT.
In later years, if you are still involved in clinic, please let the CDTRC Clinic Administrators know about any changes too.