Are you a HESP undergraduate looking for ways to get involved with the department?

HESP undergraduates at UMD have opportunities to gain research experience in labs run by HESP faculty, develop clinical skills,  join student organizations, and volunteer for various organizations and events. See below for a list of opportunities that are currently available! 

The following labs in HESP often have openings for undergraduate researchers:

The Aphasia Research Center and Bilingualism - The overarching goal of our research is to improve communication outcomes for individuals whose ability to speak has been impacted by brain injury, a condition called aphasia. We are specifically interested in sentence production and word retrieval abilities and their breakdown in aphasia, language learning and training-induced neural plasticity, and their interaction with bilingualism and cognitive mechanisms. Our research uses clinical methods, cognitive and psycholinguistic experiments and neuroimaging to study human language. Primary Researcher: Dr. Yasmeen Faroqi-Shah (yfshah [at]

The Auditory Perception and Modeling Laboratory - We study cochlear implants (CIs), auditory prostheses that can restore speech understanding to the profoundly hearing-impaired. Our research currently focuses on the benefits of having two CIs, how new CI processing strategies might improve speech understanding in noise and sound localization, and how natural aging impacts the brain's ability to encode and interpret sound across time. Primary Researcher: Dr. Matt Goupell (goupell [at]

Brain Injury & Language Development Lab - Our research builds off of our understanding of language development to explore how early brain injury can impact the development and maintenance of language, critical thinking, and emotion in young children and adults. Primary Researcher: Dr. Rochelle Newman (rnewman1 [at]

Canine Language Perception Lab  - Our research explores how our canine companions think and learn, and the ways in which this is similar to (and different from!) that of young children. In particular, how well can dogs understand what we say to them, and how does this compare to the way toddlers understand us? Primary Researcher: Dr. Rochelle Newman (rnewman1 [at]

The Cognitive Control and Language Processing Laboratory - Our work seeks to understand the human computational system that supports the real-time interpretation and re-interpretation of sentences. In particular, we investigate how domain-general ‘cognitive control’ functions contribute to language processing during both reading and the comprehension of speech. In some recent work, for example, we've taken a novel cross-task design approach to test for causal effects of cognitive control engagement on language processing. Primary Researcher: Dr. Jared Novick (jnovick1 [at]

The Hearing Brain Laboratory - The Hearing Brain Lab at the University of Maryland is interested in how the brain processes auditory input across the lifespan. The listener uses both the brain and ears to correctly interpret auditory signals. The ability to differentiate speech from background noise is a complex task that is affected by hearing loss, aging, and auditory processing disorders. Through the use of electrophysiological methods, we are investigating how the brain interprets speech and other auditory inputs in infants and adults, and in normal hearing and hearing impaired individuals. The objective of the research done in the Hearing Brain Lab is to develop clinical protocols that can be used for better diagnostic practices in the field of audiology. Primary Researcher: Dr. Samira Anderson (sander22 [at]

The Hearing Research Laboratory - The UMD Hearing Research Lab explores the effects of aging and hearing loss on auditory processes. Most recently, the Hearing Research Lab is participating in a multidisciplinary NIH-Funded research project that will examine strategies to improve communication challenges for millions of senior citizens. The overarching goal of the research will be to examine processes at the neural level that cause auditory and speech perception difficulties with aging, and to determine whether the brain can be effectively “rewired” through auditory and cognitive training to overcome these hearing and speech obstacles. Primary Researcher: Dr. Sandra Gordon-Salant (sgsalant [at]

The Language and Cognition Laboratory - Caregiver input impacts children’s language development. Yet, learning often goes beyond what’s in the environment. Teasing apart this tension has profound implications for how society addresses variable language outcomes. As educators, how do we close opportunity gaps? As clinicians, can we predict effective interventions? At the Language and Cognition Laboratory, we take on these challenges through the eyes of learners and explore the idea that year-to-year development involves an evolving capacity to extract information on a moment-to-moment basis. We are always looking for motivated and dependable undergraduates to join our research team. You can get involved in several ways. Qualified candidates will work closely with a faculty to propose, conduct, and defend a research study during their junior and senior years. If you are interested in joining our research team, fill out our application form and send it with your resume to ythuang1 [at] Primary Researcher: Dr. Yi Ting Huang (ythuang1 [at]

The Language Development & Perception Laboratories - Our research explores a number of domains in speech perception and language acquisition. We are interested in better understanding how infants acquire spoken language, and how perception of language changes with development. For students who are interested in participating in language development or speech perception research, our lab provides you the opportunity to gain valuable research skills and to have closer interactions with faculty in the department. Primary Researcher: Dr. Rochelle Newman (rnewman1 [at]

The Learning to Talk Laboratory - Our research focuses on finding out more about how children learn to talk so we can figure out better ways of helping children who have difficulty. Undergraduate research assistants are an integral part of the Learning to Talk Lab. Students will have opportunities to experience all aspects of research in our lab, from developing materials for experiments, to interacting directly with families who participate in our studies, to analyzing data. Other responsibilities may include recruitment of project participants, transcribing and coding verbal interactions, scoring standardized tests, entering and coding data, and acoustic analysis. If you are interested in joining our research team as an undergraduate research assistant, please email your resume, unofficial transcript, and current schedule to Professor Jan Edwards here. Primary Researcher: Dr. Jan Edwards (edwards [at]

Language Fluency Laboratory - The mission of the Language Fluency Lab is to understand the development of fluent speech production and the acquisition of language. We study the acquisition of expressive language in young children, as well as the onset and development of stuttering, in order to find more effective ways to identify children at risk, and effectively treat stuttering across the lifespan. Some of our other projects study the role that adult input plays in children's language development, profiles of language acquisition in late talkers, children who speak African-American English, children who are bilingual, children with autism (ASD), and children with seizure disorder (epilepsy). Primary Researcher: Dr. Nan Bernstein Ratner (nratner [at]

Language, Experience, and Development (LEAD) Lab - The Language, Experience, and Development (LEAD) lab investigates how children’s early experiences—both favorable and adverse—influence their neural, cognitive, and academic development. We specialize in studying language and literacy development, but we are also interested in executive functioning, socioemotional cognition, and mental health across development. A primary focus of ours is to better understand both the causes and consequences of socioeconomic disparities in learning and development, and how translational cognitive neuroscience may better support educational equity. Primary Researcher: Dr. Rachel Romeo (romeo [at]

To see additional labs that collaborate with HESP, click here.

Additionally, research programs open to HESP students include:

BSOS Summer Scholars - The BSOS Summer Scholars program supports undergraduate students doing independent research projects with faculty in the summer. Recipients will gain a competitive edge when applying for graduate study, national scholarships, and other awards. Students may expand their research into an independent study or Honors thesis during the following fall semester. Learn more here

HESP Honors Program - Honors students complete a research project under the supervision of a faculty mentor. This includes hands-on experience with research, publication of research findings, and exploration of academic career options. The program is a three-semester sequence, typically spanning from the Fall of Junior year to the Fall of Senior year. Students must apply to be considered by the deadline posted for each year (typically June 1 preceding the Fall of Junior year). Meet with the Undergraduate Advisor or Directors of the Honors program (Dr. Jared Novick and Dr. Matt Goupell) for more information. 

Language Sciences Summer Scholarships - The program will offer $3,000 stipends to approximately 10 students to fund their participation in language science research in faculty laboratories across campus. CASL Language Science Summer Scholarships are available to undergraduates who wish to pursue language science research under close faculty supervision. A minimum commitment of eight weeks is typically expected. 

Maryland Summer Scholars Program - The Maryland Summer Scholars Program (MSS) provides opportunities for UMD undergraduates to spend much of the summer working closely with faculty mentors on ambitious research, scholarly, or artistic projects. Offered through the Maryland Center for Undergraduate Research, the MSS program provides awards of $3,000 to approximately 25-30 outstanding undergraduates each summer. Students who will have earned 12 or more UMD course credits (not including AP or IB credits) by the date of the application deadline, and who have a cumulative UMD GPA of 3.40 or higher are eligible to apply. Maryland Summer Scholars may conduct their summer research on the College Park campus or elsewhere in the U.S. or abroad. Students in this program are required to devote 8-10 weeks to research on their project during their summer, complete a concise research report, and present a poster describing their work at Undergraduate Research Day in the spring.

The PULSAR Undergraduate Program - PULSAR is an interdisciplinary training opportunity for undergraduate students. As members of PULSAR, students have opportunities to build their resumes, develop a relationship with a scientific mentor, and become a member of a strong, collaborative group of peers. PULSAR students must commit to the program for 4 semesters. The application and additional program requirements can be found here. Contact pulsar [at] for more information.

UMD-REACH (Research Equity and Access in Communication and Hearing) - This program is designed to address the critical need to increase ethnic, racial, and socioeconomic diversity in the field of communication sciences and disorders.  To that end, it provides under-represented undergraduate students the opportunity to participate in cutting-edge research in labs in a broad range of departments including Departments of Hearing and Speech Sciences, Electrical and Computer Engineering, Linguistics, Psychology, Human Development and Quantitative Methodology, Special Education, and Biology.  

Summer Research Initiative Program - The Summer Research Initiative (SRI) was created in 1999 by the Office of the Dean in the College of Behavioral and Social Sciences (BSOS) and is supported by the Office of the Provost, the Graduate School, the Office of the Vice President for Research and the College. The program is designed to encourage and enhance the diversity of scholars who pursue graduate degrees in the social, behavioral, and economic sciences.

University of Maryland Hearing & Speech Clinic:

  • HESP 386: Experiential Learning (1-3 credits, Reg or P/F grading) is a course where students will have the opportunity to observe and/or participate in therapy activities provided by a speech-language pathologist or audiologist in this experiential learning course.
  • HESP 418 (HESP 418A for Speech and HESP 418B for Audiology) is an elective course that HESP students with senior standing may apply to take during the Spring semester of their senior year. This course allows students to participate in the clinic under close clinical supervision. Students must apply the semester prior to their anticipated registration. Learn more here

Audiology Clinic Assistant - This opportunity provides students with behind-the-scenes experience supporting the hearing healthcare services of patients in the HESP Clinic. Students will gain experience with electronic medical records, hearing aid programming/troubleshooting, audiology clinical equipment/procedures, and much more! Interested students should email Dr. Nicole Nguyen (nknguyen [at]

Global Perspectives in Service-Learning (HESP-GPS) - HESP-GPS is an educational abroad program that will provide students with a supervised and multidisciplinary, international service learning (ISL) opportunity for the reciprocal exchange of cultural perspectives, knowledge, and skills. This clinical training program provides HESP students, who seek a greater understanding of communication sciences and disorders in an international context, learning opportunities in governmental and non-governmental organizations to gain knowledge and experience with varied healthcare and educational systems in under-resourced communities. Students will be involved in observing and working with the host country's audiologists, speech-language therapists and other rehabilitative professionals, as well as assist faculty in providing educational workshops for professionals and outreach activities for the community. For more information, visit the HESP-GPS website or email the program director, Eliza Thompson (ethomps2 [at] 

LEAP Classroom Internship - Prerequisite: HESP 202. This course allows students to learn behavior management techniques and gain experience in curriculum planning and implementation, facilitation of play among children, data collection, and teaching strategies. Learn more here

Executive Functioning for Effective Cognitive Transformation (EFFECT) - EFFECT is a HESP clinic treatment program under the Neurodiversity and Autism Transition Services (NATS) program in HESP. It's designed specifically for neurodivergent high school students who are college-bound. This program helps teens who have difficulty with executive function skills such as planning, organization, and time management which help them be more successful with home, school, and socially. Undergraduate students who have been accepted into the HESP 418 (HESP 418A for Speech-Language), can request this experience. 

Program for the Education and Enrichment of Relational Skills (PEERS) - PEERS is a 16-session, evidence-based, social skills program for teens. HESP graduate and undergraduate students provide systematic training to teens and parents in separate group settings. Undergraduate students have the opportunity to act as "Communication Coaches" who will help students in the program work on the following: conversational skills, strategies for handling peer pressure, appropriate use of humor, electronic communication, handling teasing and bullying, good sportsmanship, handling disagreements, and having appropriate get-togethers with friends. Students must be seniors at the time of participation (they can be rising seniors at the time they apply). Additionally, students must be willing to accommodate scheduled therapy times and must be able to register for HESP 389 or HESP 499. Contact Kathy Dow-Burger for more information: kdowburg [at]

Social Interaction Group Network for UMD Students with Autism (SIGNA) - SIGNA is a HESP clinic treatment program under the Neurodiversity and Autism Transition Services (NATS) program in HESP. It's designed specifically for neurodivergent University of Maryland students who present with support needs in executive function, social interaction, and self-advocacy skills. Undergraduate students have the opportunity to apply for a clinical practicum experience as a 

  1. SIGNA Undergraduate Peer Mentor and, if selected will register for HESP 396 for 2 credits; or apply for a clinical practicum experience as a 
  2. SIGNA Undergraduate Peer Coach and, if selected will register for HESP 397 for 3 credit hours. 

SIGNA Peer Mentors and Peer Coaches implement carry-over and generalization activities related to their mentees' group therapy sessions, provide "check ins" with their mentees to help them navigate campus life, and plan monthly social outings. Students must be rising sophomores to seniors in order to apply. Additionally, students must be willing to accommodate scheduled individual and group times. For more information go to

The National Student Speech-Language Hearing Association (NSSLHA) - The purpose of NSSLHA is to give college students the opportunity to further explore their interests in the fields of audiology, speech-language pathology, and speech, language, and hearing sciences. NSSLHA has meetings and events that provide students with different opportunities that educate themselves beyond the classroom settings. To learn more about how to join NSSLHA, visit their website.

The National Black Association for Speech-Language and Hearing (NBASLH) - The goals of the NBASLH are to explore issues with multiculturalism in clinical settings through sharing and discussing current articles, hearing from speakers/presenters, and keeping up with current trends in the field. For more information, contact Eusebia Victoria Mont at emont [at]

The Student Academy of Audiology (SAA) - The mission of the University of Maryland Chapter of SAA is to serve as a collective voice for students within the chapter area and to advance the rights, interests, and welfare of students pursuing careers in audiology. The UMD chapter engages students in lifelong professional activities that promote and advance the profession of audiology, and provide services, information, education, representation, and advocacy for the profession and the public. Individuals who are interested in joining the Maryland SAA should contact our UMD faculty representative, Lacey Curry, AuD, at curry19 [at] for more information.

Maryland Day - Maryland Day is the University of Maryland's one-day open house featuring family-friendly and interactive events. Every year, the HESP department has informational booths and activities run by volunteers. If you are interested in this one-day volunteer opportunity,  contact Paula Schauer at pschauer [at]

Maryland Mentor Corps (formerly known as America Reads*America Counts*Partners in Print) - The mission of the Maryland Mentor Corps, a partnership between the University of Maryland and Prince George's County Public Schools, is to provide high-quality mentoring in local schools that enrich learning opportunities for both college and elementary school students. Mentors can volunteer or receive academic credit (1 credit). Applications can be found here.

The Peer Assisted Learning (PAL) program - The PAL program is a peer-to-peer academic coaching program. PAL coaches are UMD students who have been academically successful and are eager to help other students achieve their short and long-term academic goals. For more information, contact the program coordinator Julia Wong at jwong626 [at]

TerpService - The TerpService consists of 3 different programs, TerpService Days, Terps for Change, and Services 24/7, that connect the University of Maryland to the surrounding community through continuing partnerships with local nonprofit organizations.  The programs strive to promote positive social change through transformative learning and community engagement by focusing on three elements of service-learning: education, service, and reflection.

Alternative Breaks - The University of Maryland Alternative Breaks program engages individuals in short-term service-learning experiences that challenge the social, political, and economic structures of our global community. Through reflection, education, and service, Alternative Breaks develops mutually beneficial community partnerships, critical thinking, and leadership skills to create a socially just world.

Volunteer or work at summer camps or programs for children with speech and language disorders.  Below are a few suggestions:

Camp SAY -  Camp SAY is located in Hendersonville, NC, and is a camp for children and teens (8yr-18yr) who stutter.

The Treatment and Learning Centers (TLC) - TLC is a private, nonprofit organization that provides services in Maryland to both children and adults with a variety of special needs.

Basic Concepts Summer Camps - Basic Concepts offers summer camps and year-round programs for children of all ages and provides a variety of services such as speech and language therapies and social skill groups.

National Therapy Center - The National Therapy Center specializes in working with individuals who have speech, language, motor, and cognitive disorders and difficulties.

Maryland Therapeutic Riding - Maryland Therapeutic Riding aims to improve the balance, strength, muscle tone, self-image, self-confidence, and quality of life for individuals with special needs through working with horses.

Kennedy Krieger Summer Internship - The Kennedy Krieger Institute offers a program for Undergraduates, the Maternal Child Health Careers/Research Initiatives for Student Enhancement (MCHC/RISE-UP), which provides opportunities for enhanced public health leadership training.

Summer Camp Jobs - This link is a helpful resource to use when looking for general Summer Camp positions.

Volunteer with Hearing Loss Association of America - The Hearing Loss Association of America (HLAA) provides assistance and resources for people with hearing loss and their families to learn how to adjust to living with hearing loss.


Want to get credit for a summer internship? BSOS can help! Read the info here.
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Last modified
09/14/2023 - 3:29 pm