Outline

Overview

In this unit students will learn how to provide leadership to a range of consumers including novice speech pathology students, clients, allied health/education assistants, volunteers, other professionals, and policy makers to ensure the provision of the highest quality speech pathology services through evaluation of current research and translation into practice. Students will also learn how to proactively advocate and communicate research evidence for speech pathology practice to a range of consumers.

Unit details and rules

Academic unit	Communication Sciences
Credit points	6
Prerequisites ?	CSCD5068 and CSCD5069 and CSCD5070 and CSCD5075
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Tricia McCabe, tricia.mccabe@sydney.edu.au

Assessment

The census date for this unit availability is 8 August 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Case studies	Policy briefing Written task - please see Canvas for details	40%	Week 03	-	AI allowed
Outcomes assessed:
Presentation	Podcast on your policy brief Recorded submitted task (paired) - please see Canvas for details	20%	Week 04	-	AI allowed
Outcomes assessed:
Practical skill	Mentoring reflection Skills demonstration, feedback & reflection on mentoring - see Canvas	40%	Week 05	-	AI allowed
Outcomes assessed:
Out-of-class quiz	Completion of cultural competency module 5 You must complete the National Centre for Cultural Competency Module 5	0%	Week 06	-	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Four assessment tasks

1. Policy Brief - group assignment (40%)

2. Podcast - paired assignment (20%)

3. Reflection on mentoring and leadership (40%) - hurdle

4. Completion of the 5th Cultural Competency Module

Assessment criteria

Each task will be assessed using an individual rubric which is available in Canvas to current students.

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

Overall grades are as below and are taken from sydney.edu.au/students/guide-to-grades. As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result code	Result name	Mark range	Description
HD	High distinction	85 - 100	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
DI	Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
CR	Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
PS	Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
FA	Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.
AF	Absent fail	0 - 49	When you haven’t completed all assessment tasks or met the attendance requirements.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Standard University of Sydney penalties apply. Please ensure you apply for simplex extension or special consideration in a timely manner.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week -01	Unit overview & intro to EBP Evidence-based practice and clinical research. Finding and evaluating the research evidence Critically appraised papers and topics; Evidence briefs	Lecture (6 hr)
	1. Critically appraised papers and topics; 2. Policy and Evidence briefs	Tutorial (2 hr)
	Weekly Meetings with your year 1 mentee - see Canvas for details	Clinical practice (4 hr)
	Completion of Module 5 of the Cultural Competency Modules	Individual study (1 hr)
Week 01	1. Moving from client focused evidence to whole of service: Evidence-based policy; 2. Who pays for speech pathology? 3. Intro to Australian legal system and speech pathology	Lecture (4 hr)
Week 01	1. How do we change practice? 2. Writing for government audiences 3. Leadership inventories and styles 4. Who gets treated and why 4. Rural practice and leadership	Seminar (4 hr)
Week 02	Practice based evidence Quality Improvement and action research Ethical leadership	Lecture (4 hr)
Week 03	Tech savvy speech pathology - social media, AI and speech pathology	Seminar (2 hr)
Week 03	CPD, registration and professional supervision Realities of working	Seminar (2 hr)

Attendance and class requirements

Attendance and participation are expected for all classes. Lectures by employed staff will be recorded. Other learning activities are designed around class participation and will not be recorded.

Time will be made available in class to work on assessment tasks and you are expected to use the zoom drop-in to seek extra assistance.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Greenhalgh. T.M., et al (2020). Understanding research methods for evidence based practice in health (2nd ed). Wiley (or 1st Ed; 2016)

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. understand how to use leadership skills (coaching, mentoring, sponsorship, training, managing, supervision) in a range of contexts (e.g. clients, students, employers, policy makers, the public)
LO2. mentor a novice speech pathology student to reflect on their own performance and learning and critically reflect on your own leadership in this experience, and elsewhere
LO3. demonstrate understanding of the complexity of the health and social care systems in Australia and use this information to advocate to policy makers and the public to change policy or service provision
LO4. generate possibilities for improvement of speech pathology practice using critically appraised research evidence, practice-based evidence and concepts of equity, justice and beneficence
LO5. use professional, culturally safe, and respectful oral and written communication skills across a range of genres when liaising with novice students, consumers, colleagues, external stakeholders and policy makers
LO6. develop, contribute to, and maintain collaborative, professional and team based working relationships which facilitate reciprocal learning in all professional experiences
LO7. comply with the Speech Pathology Australia Code of Ethics (2020, and as revised) in your interactions with novice students, colleagues and the public and be able to consider ethical issues that arise from these interactions through the Code of Ethics lens.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 2.1. Demonstrate self-awareness 3.1. Develop shared understanding of speech pathology 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 2.3. Plan personal development goals 2.6. Engage in learning with colleagues, students and the community 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.2. Comply with legislation, standards, policies and protocols 1.3. Provide safe and quality services 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 2.7. Contribute to the speech pathology evidence base 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.3. Provide safe and quality services 1.7. Advocate for optimal communication and swallowing 2.5. Acquire, critique and integrate knowledge from a range of sources 2.6. Engage in learning with colleagues, students and the community 3.1. Develop shared understanding of speech pathology 3.4. Plan speech pathology intervention or service response
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 1.6. Consider the needs of individuals and communities in clinical decision-making and practice 2.5. Acquire, critique and integrate knowledge from a range of sources
	Speech Pathology Australia Professional Standards (2021) - 1.4. Collaborate with individuals, their supports, our colleagues and the community 1.5. Maintain high standards of communication, information sharing and record keeping 2.2. Use critical reflection to inform professional development and practice 3.6. Support development of the profession
	Speech Pathology Australia Professional Standards (2021) - 1.1. Provide ethical and evidence-based practice 1.3. Provide safe and quality services 1.4. Collaborate with individuals, their supports, our colleagues and the community 2.1. Demonstrate self-awareness 2.2. Use critical reflection to inform professional development and practice 3.1. Develop shared understanding of speech pathology 3.6. Support development of the profession

Speech Pathology Australia Professional Standards (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Provide ethical and evidence-based practice
1.2		Comply with legislation, standards, policies and protocols
1.3		Provide safe and quality services
1.4		Collaborate with individuals, their supports, our colleagues and the community
1.5		Maintain high standards of communication, information sharing and record keeping
1.6		Consider the needs of individuals and communities in clinical decision-making and practice
1.7		Advocate for optimal communication and swallowing
2.1		Demonstrate self-awareness
2.2		Use critical reflection to inform professional development and practice
2.3		Plan personal development goals
2.5		Acquire, critique and integrate knowledge from a range of sources
2.6		Engage in learning with colleagues, students and the community
2.7		Contribute to the speech pathology evidence base
3.1		Develop shared understanding of speech pathology
3.4		Plan speech pathology intervention or service response
3.6		Support development of the profession

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Previous students have enjoyed this unit. The highlights were mentoring another student, getting to grips with how speech pathology is funded, the details of appraising evidence and hearing the career journeys of senior speech pathologists. To manage the intensive workload, in 2025 we have changed the timing of classes and provided some AI tutors which will provide additional support outside of class hours.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

CSCD5074: SLP Clinical Research and Leadership

Intensive July - August, 2025 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links