The mission of the Department of Hearing and Speech Sciences is to provide the highest level of education, research, and service in communication sciences and disorders. Our award-winning faculty achieve this through:
A college student’s worst nightmare: recognizing their true “calling” after it is far too late to abandon their current field of study. However, for those who may have realized late in the game that they wanted to pursue a degree in either speech language pathology or audiology, there is hope yet: The Department of Hearing and Speech Science (HESP) just launched its Hearing and Speech in the Evening (HESPIE) post-baccalaureate, non-degree program this past fall, with an initial cohort of 25 students.
On Wednesday, March 8th, Dr. Ken Grant from Walter Reed National Military Medical Center will give a talk titled "Hidden Hearing Loss and Assessment of Functional-Hearing Deficits in Active-Duty Service Members." Come join us in LeFrak Room 2208 from 12:00PM - 1:00PM!
Nearly 100 researchers and clinicians from the Mid-Atlantic and Midwest gathered to discuss the newest in cochlear-implant research at the 5th annual Mid-Atlantic Symposium on Hearing. The topics ranged from basic mechanisms and auditory physiology to language and cognitive processing, with the ultimate goal to translate this research to help cochlear-implant users hear better.
For the convenience of our pateints, the UMD Audiology Clinic now offers a walk-in clinic with no appointment necessary on Tuesdays from 9:00am to 11:30am. If you are experiencing a problem with your hearing aid, cochlear implant, or bone anchored device, you can come to the clinic office during the designated walk-in clinic hours to have your hearing aid and/or implantable device assessed and repaired (if possible). Services include troubleshooting, basic cleaning, and earmold tubing/dome replacements. Read the flyer for more information!
New research from Dr. Yi Ting Huang, and co-authors Kathryn Leech and Meredith Rowe, tests a new theory about how a child’s socioeconomic status (SES) can impact children's language learning and comprehension early on in life. "Our research tests the hypothesis that all children—regardless of socioeconomic status—learn grammatical structure with minimal input, but hearing more language allows children to retrieve their knowledge from memory more efficiently during comprehension,” said Yi Ting Huang. “This means the effect of socioeconomic status on development reflects not a failure to learn language but challenges with recalling what has already been learned."