Learning to Create Knowledge

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Master's Thesis Option

Some students discover that they have an interest in research.  The program offers an opportunity to incorporate a thesis research project within the parameters of the five-year program to help cultivate an interest in becoming a researcher or a university professor.

Each year, one or two students elect the Master’s thesis option.  Under the direction of a faculty thesis advisor, students design and develop a research project, collect, analyze and interpret data, and write a formal thesis document.  This work is in addition to the regular academic and clinical curricula required of all students.  The Department has limited funding available to support student thesis research.

Examples of Master's Theses

Laura Figley (2007) Perceptual Differences in the Conversational Performance of People with Severe Expressive Aphasia using Three Types of Visual Screen Displays on Speech Generating Devices.    Kathryn L. Garrett, Ph.D. Advisor and Yang Chen, Ph.D.

Jennifer M. Seale (2007) Quantitative Differences in the Conversational Performance of People with Severe Expressive Aphasia using Three Types of Visual Screen Displays on Speech Generating Devices. Kathryn L. Garrett, Ph.D. Advisor and Yang Chen, Ph.D.

Katie Micco (2007) A Comparison of Habitual Pitch and Optimum Pitch in Preschool-aged Children. Yang Chen, Ph.D. Advisor and Mikael D.Z. Kimelman, Ph.D.

Carey M. Smith (2005) A Comparison of Decontextualized and Contextualized Reading Skills in Persons With Severe Aphasia. Kathryn L. Garrett, Ph.D. Advisor; Davida Formm, Ph.D.; and Yang Chen, Ph.D.

Diana Patrick (2005) A Qualitative Analysis of Parent Observations of Children Diagnosed with a Developmental Speech Delay. Susan Felsenfeld, Ph.D. Advisor; Ravi Nigam, Ph.D.; and Caterina Staltari, M.A.

Kelly M. Hanna (2004) Effectiveness of Staged Partner Training of Conversational Interactions Involving a Person with Severe Aphasia. Kathryn L. Garrett, Ph.D. Advisor and Susan Felsenfeld, Ph.D.

Christine L. Buchheit (2003) Follow-Up of College Students with a History of Developmental Speech Disorders. Susan Felsenfeld, Ph.D. Advisor and Ravi Nigam, Ph.D.

Jennifer L. Martonik (2002) A Remediation Strategy for Dichotic Listening Deficits. Kristina M. English, Ph.D. Advisor and Mikael D.Z. Kimelman, Ph.D.

Sonya Lynea Reynolds (2001) Earobics, Auditory Memory, and Children with Hearing Impairments: Two Case Studies. Kristina M. English, Ph.D. Advisor and Mikael D.Z. Kimelman, Ph.D.

Jonelle M. Craig (2001) Diagnosing Stuttering: An Examination of Inter-Method Agreement. Susan Felsenfeld, Ph.D. Advisor; Daniel Goldreich, Ph.D.; and Kristina English, Ph.D.

Tiffani A. Kirchner (2001) Do the Communicative Acts Performed By Children with Autism in a Classroom Setting Vary When Peers with Typical Development Are Participating in the Class? Diane L. Williams, Ph.D. Advisor and Kathryn Garrett, Ph.D.

Jill A. Reilly (2000) The Contribution of Gesticulations to the Communication of Children. Diane Williams, Ph.D. Advisor and Kathryn Garrett, Ph.D.

Tracy K. Anderson (2000) A Qualitative Analysis of Late Recovery from Stuttering. Susan Felsenfeld, Ph.D. Advisor; Diane Williams, Ph.D.; and Jamie Munoz

 

Our Educational Model

The Clinical Education Program

Coursework

Thesis