For information about the CDS honors program please contact: Jill Fahy at firstname.lastname@example.org
Departmental Honors Program in Communication Disorders & Sciences
The Department of Communication Disorders and Sciences at Eastern Illinois University developed a departmental honor's program in 1996. The first members of the departmental honors program were recruited as sophomores in 1997 and graduated with bachelor degrees in 1999. The departmental honors program consists of two research methods courses and completion of a research project for an undergraduate honors thesis.
Admission to the Department Honors Program in Communication Disorders & Sciences requires a minimum 3.50 (4.0 scale) cumulative GPA and approval of the Department Honors Admission Committee. Students must maintain a cumulative GPA of 3.5 (4.0 scale) to continue in the Honors Program. Honors courses will replace required and elective courses in the CDS curriculum. Admission will be limited to availability of program resources.
Communication Disorders & Sciences Honor's Course Descriptions
CDS 4666 Honors Seminar (Arr-Arr-3) F. Honors Seminar. Reading and discussion of original research projects in speech, language, or hearing science. Attendance at presentations of original research. Prerequisite: Admission to the Department Honors Program in Communication Disorders & Sciences and permission of the Department Honors Coordinator and Department Chair.
CDS 4644 Honors Thesis (Arr-Arr-3) Honors Thesis. (Replaces 6 sh of electives) (May be repeated to a maximum of 6 semester hours). Original research in speech, language, or hearing science. A written report and oral presentation are required. Prerequisite: Admission to the Department Honors Program in Communication Disorders & Sciences and permission of the Department Honors Coordinator and Department Chair.
CDS 4690 Honor’s Senior Seminar in Communication Disorders. (3-1-3) Fa. A case study format is used to explore the etiology, diagnosis, and treatment of speech, language, and hearing disorders. The focus of this course is on the use of critical thinking skills and evidence-based practice information to design diagnostic plans, interpret diagnostic results and develop treatment plans. The course will allow students to integrate and apply information from numerous university and departmental undergraduate learning goals in this capstone experience. The lab component will discuss research design for planning descriptive and experimental research studies. Prerequisite: CDS 4666 and PSY 2610.(Recommended enrollment fall senior year).
Department Honors Requirements
CDS Honors students will complete all of the requirements for the major with the following substitutions:
Communication Disorders & Sciences 4666
Honors Seminar 3 sem. hrs.
Communication Disorders & Sciences 4690
Honor’s Senior Seminar 3 sem. hrs.
Communication Disorders & Sciences 4644
Honors Thesis 6 sem. hrs.
Total 12 sem. hrs.
The CDS Departmental Honor's Program involves taking two research courses as an undergraduate. The first is a small seminar class (CDS 4666) that is taught to just 4-6 CDS honor's students. Typically students enroll in this class during the fall of their junior year. Students take the second research methods course (CDS 4690) during the fall semester of their senior year which replaces CDS 4600. Students also sign up for 6 hours of thesis credit (CDS 4644). There is flexibility in when students sign up for thesis hours, however students typically enroll in 3 hours of thesis during the spring of their junior year and in the other 3 hours of thesis during the spring of their senior year. When students sign up for thesis hours, they are working closely with an individual faculty mentor to review literature on a topic, plan a small research project in an area of speech pathology that interests the student, collect data for the research project, and write up the research project in the form of a thesis that is typically 30-40 pages in length. Although some students find the thought of writing a thesis daunting, it is usually manageable for most students because 1) they are working closely with a faculty member in planning the research project, 2) students only write/revise small sections of the thesis at any point in time (often only 2-5 pages), and 3) students have two years to plan and complete the project/thesis.