SPEECH 4003 - Transition to Professional Practice
North Terrace Campus - Semester 2 - 2024
General Course Information
Course Code SPEECH 4003 Course Transition to Professional Practice Coordinating Unit Speech Pathology Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 7 hours per week Available for Study Abroad and Exchange N Prerequisites SPEECH 3003 Restrictions Bachelor of Speech Pathology (Honours) Course Description In this course, students will reflect on their professional skills and identity developed over the duration of the program. Students will reflect on how they have achieved the COMPASS competencies and University of Adelaide Graduate Qualities. Students will explore the concepts of workplace strategies for mental health (e.g., workplace burnout, conflict resolution, challenging conversations with colleagues and clients) and ways to manage ethical dilemmas in greater depth. Student also explore what supports and services may be available to practicing clinicians outside of the University student experience. Students will be involved in cultural responsiveness training, including cultural safe practices with Aboriginal and Torres Strait Islander people.
Course Coordinator: Casey Brocksopp
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1. Critically appraise workplace governance and reflect on rights and responsibilities within these environments 2. Adapt skills and knowledge with initiative and judgement to emerging opportunities in diverse practice environments. 3. Critically reflect on professional identity growth and readiness to enter the profession. 4. Use professional reasoning and reflective practice to identify and implement evidence-based goals and strategies to facilitate transition to the workforce and continue personal and professional growth. 5. Review and apply ethical frameworks in considering professional and culturally responsive speech pathology practice.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
2, 3, 4
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 2, 3, 4, 5
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
1, 2, 5
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1, 3, 4
Required ResourcesAll students should factor in the cost of their own electronic device.
Required learning resources and readings will be provided on-line via MyUni. Students may need to access other online resources via the University library.
- https://speechpathologyaustralia.cld.bz/SPA-Code-of-ethics-July2020-HIGHRES/4/ - Early Career Podcast - Episode 1 by Speak Up: A Speech Pathology Australia Podcast (soundcloud.com)
- Speech Pathology Australia – Certification Program Guide for Certified Practising Speech Pathologists Version 1.0 - https://universityofadelaide.box.com/s/be3j2h9f19vgd67p21atrr1ihj30d80p
- Speech pathology Australia – Ethical decision making: Worksheet - https://universityofadelaide.box.com/s/gto0qq3uq0137gc8fkkbp59kmwyi7te9
- Speech Pathology Australia – Speech Pathology Scope of Practice in Australia - https://universityofadelaide.box.com/s/0drqiw8dymi114kuch82ouzz03dpw1lq - https://www.youtube.com/watch?v=-gbczr0lRf4 - https://www.youtube.com/watch?v=qQJ4gupvr-4 - https://soundcloud.com/speechpathologyaustralia/reflective-practice-s02-e27?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing - https://soundcloud.com/speechpathologyaustralia/planning-your-cpd-optimising-professional-learning-s03-e38
- IAHA Cultural Responsiveness Framework 2022 - https://universityofadelaide.box.com/s/xufz1lmiu319z4jvihuzwt5h9t5jdl11
Recommended ResourcesThere will be a range of peer-reviewed articles – both as prescribed and recommended readings. Also, other generic materials such as, essay writing guides, study guides, referencing etc will be recommended resources.
Online LearningMyUni (Canvas) will be used as the online platform to support the course via the following features:
• Learning modules to deliver content
• Online learning pathways to guide student navigation through the course
• Discussion Boards
• Echo 360 lecture recordings
• Other materials (e.g. bespoke video resources and links to other relevant web resources)
• Student collaborations and conferences
Learning & Teaching Activities
Learning & Teaching ModesThis course is run on a fortnightly basis in an intensive format. Course learning will be supplemented with online modules, requiring students to study in their own time while on their final clinical placement blocks. Learning activities are experiential in the workplace setting, to support the transition into the workplace environment.
No information currently available.
Learning Activities SummaryThis course has class sizes of up to 30 students. During tutorial and practical classes, students will break out in to groups of four to six students, providing them with small group experiences .
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Assessment Weighting Hurdle Requirement
(Yes or No)
Course Learning Outcomes being assessed Critical Evaluation of a workplace Formative & Summative 20% No 1, 2, 3, 4, 5, Speech PathologyProfessional Standards Portfolio Summative 20% Yes 3, 4,5 Job application Summative 10% No 1, 2, 3 Reflection on Professional identity and readiness to enter the profession Summative 30% Yes 1,2,3,4,5 SWOT analysis Formative & Summative 20% No 2,3,4
Assessment Related RequirementsPre-requisite rules: Students must have passed the following courses:
Speech Pathology Assessment and Management B
Speech Pathology Practice Education C
Assessment DetailSpeech Pathology Professional Standards Portfolio:
Students will provide progressive evidence and reflection about how their course and practice-based learning experiences and competency development connects with the Speech Pathology Australia Professional Standards. In this ultimate, must pass portfolio submission, students will demonstrate evidence of their readiness to enter the speech pathology profession, across the Professional Standards: Domains, Standards and Elements. Students will collate and curate their evidence and reflections from across the Bachelor of Speech Pathology (Honours) program to present a completed portfolio that represents their learning and competency journey. The completed portfolio forms one component of the final must pass capstone assessments that demonstrates students’ readiness to enter the profession that include:
• Speech Pathology Professional Standards Portfolio
• SPEECH4006 final practice education course - COMPASS® Assessment at Entry Level
• SPEECH4006 Simulation Examination
• Reflection on Professional identity and Readiness to enter the profession.
Reflective Assignment: Professional Identity and Readiness to enter the profession
Students will demonstrate reflective practice and lifelong learning at a performance level that demonstrates readiness to enter the profession in relation to factors that have influenced personal and professional growth and development. They will consider the how their capacity to transfer the knowledge, skills and attributes of speech pathology practice will enable quality practice with individuals, families and communities across the lifespan. Students will demonstrate evidence-based strategies that will foster ongoing development as a speech pathologist and an awareness of the necessity to seek support.
Assignment: SWOT Analysis
Students will apply a SWOT analysis to critically appraise the risks and opportunities associated with career decisions, and consider their own future professional development needs and goal planning.
Assignment: Critical evaluation of a workplace
Students will critically appraise a workplace in which they completed a placement. They will consider the governance and policy environments and offer insights into the business and operational environments of the organisation. Students will consider how this relates to their own skill development, and their need for support in successfully transitioning to the workplace environment.
Assignment: Job Application
Students will write a cover letter for an AHP1, early career or graduate speech pathology position addressing the essential and desirable criteria. Students will demonstrate the transferability of placement and professional experiences within the degree into the professional setting
SubmissionDetailed information on assessment task submission can be found in the MyUni website for this course.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M11 (Honours Mark Scheme) Grade Grade reflects following criteria for allocation of grade Reported on Official Transcript Fail A mark between 1-49 F Third Class A mark between 50-59 3 Second Class Div B A mark between 60-69 2B Second Class Div A A mark between 70-79 2A First Class A mark between 80-100 1 Result Pending An interim result RP Continuing Continuing CN
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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