CSD Undergraduate Program Assessment Plan
Department: Department of Communication Sciences and Disorders
Assessment Coordinator: Barbara Mathers-Schmidt
Departmental Mission: The mission of the Department of Communication Sciences and Disorders is to provide the highest quality student-centered learning environment where undergraduate and graduate students develop the knowledge, clinical skills, and life-long learning skills to prepare them for professional careers and advanced study in speech-language pathology and audiology. The faculty and staff are dedicated to:
- Fostering critical thinking, inquiry, and communication skills.
- Promoting an understanding of social, political, ethical, and multicultural issues that impact learning, research, and clinical-service delivery in local communities and throughout the world.
- Providing supervised clinical experiences where students have multiple opportunities to provide high quality care to diverse clientele.
- Creating opportunities for students to understand and engage in research related to normal and disordered communication.
- Encouraging and supporting civic engagement and leadership on campus and in the broader community.
- Supporting access to degree programs that meet ongoing critical needs in Washington State.
Department Student Learning Outcomes:
Upon graduation, majors in Communication Sciences and Disorders will be able to:
- demonstrate knowledge of the principles of biological sciences, physical sciences, statistics, and the social/behavioral sciences.
- demonstrate knowledge of basic human communication processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases.
- demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences, including the etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following areas: articulation; fluency; voice and resonance (including respiration and phonation); receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in speaking, listening, reading, writing, and manual modalities; hearing, including the impact on speech and language; social aspects of communication; communication modalities (including oral, manual, augmentative, and alternative communication techniques and assistive technologies.
- demonstrate knowledge of the principles and methods of prevention, assessment, and intervention for people with communication disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders.
- demonstrate knowledge of standards of ethical conduct.
- demonstrate information literacy by demonstrating knowledge of the social aspects of information, the organization of information, and the research process.
- demonstrate effective written communication and effective use of resources when submitting clinical reports.
- demonstrate mastery of effective communication when writing about areas of inquiry.
- demonstrate oral and written communication skills, teamwork, and meaningful community service while engaged in service-learning.
CSD Undergraduate Program Assessment Plan Re: ASHA Certification Standards 2014
Note: Most of the CSD Program Assessment Plan regarding standards, learning outcomes, and implementation is adapted, or directly quoted, from certification standards of the American Speech-Language-Hearing Association (ASHA). Our department is required to provide a graduate program that allows our graduate students to meet ASHA certification standards. We developed extensive learning objectives and formative assessment procedures in accordance with those standards, with implementation of the graduate program assessment plan beginning Fall, 2005. Extensive documentation of the graduate program learning markers and formative assessment plan is available on request.
We adapted the ASHA-mandated assessment plan to guide the development of learning outcomes for our undergraduate program. The ASHA standards and numbering have been maintained to allow us to seamlessly and efficiently track undergraduate and graduate learning outcomes. See specific undergraduate course syllabi for learning indicators (objectives) that link to these standards. Course syllabi are posted on our CSD website http://www.wwu.edu/csd/.
The student must complete an undergraduate program of study that includes academic course work sufficient in depth and breadth to achieve the specified knowledge and skill outcomes that are linked to the standards (“goals”) listed below. This program of study will prepare a student for advanced study leading to professional certification in the disciplines of speech-language pathology or audiology.
Standard IV: Knowledge Outcomes
The student must demonstrate knowledge of the biological sciences, physical sciences, statistics, and the social/behavioral sciences.
Implementation: Acceptable courses in biological sciences should emphasize a content area related to human or animal sciences (e.g., biology, human anatomy and physiology, neuroanatomy and neurophysiology, human genetics, veterinary science). Acceptable courses in physical sciences should include physics or chemistry. Acceptable courses in social/behavioral sciences should include psychology, sociology, anthropology, or public health. A stand-alone course in statistics is required.
The student must demonstrate knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The student must demonstrate the ability to integrate information pertaining to normal and abnormal human development across the life span.
The student must demonstrate knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas:
articulation, fluency, voice and resonance including respiration and phonation, receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing, hearing, including the impact on speech and language swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding, orofacial myology), cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning), social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities), augmentative and alternative communication modalities
Implementation: It is expected that course work addressing the professional knowledge specified in Standard IV-C will occur primarily at the graduate level.
For each of the areas specified in Standard IV-C, the student must demonstrate current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.
The applicant must have demonstrated knowledge of standards of ethical conduct. Implementation: The applicant must demonstrate knowledge of the principles and rules of the current ASHA Code of Ethics.
The applicant must demonstrated knowledge of processes used in research, including the use of information technology (CSD insert to IV-F).
Implementation: The student must demonstrate information literacy by demonstrating knowledge of the social aspects of information, the organization of information, and the research process. This information will be obtained through a course, “Library Strategies for CSD,” and through applied practice in departmental writing proficiency courses. Information also may be obtained through class projects, clinical experiences, independent studies, and research projects.
Standard V: Skills Outcomes
The student must have demonstrated skills in oral and written or other forms of communication sufficient for entry into professional practice.
Implementation: The applicant must have demonstrated communication skills sufficient to achieve effective clinical and professional interaction with clients/patients and relevant others. In addition, the applicant must have demonstrated the ability to write and comprehend technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence.
The student must complete supervised clinical observation experiences. The student must complete course-linked experiences in direct client/patient contact.
Implementation: Guided observation hours generally precede direct contact with clients/patients. The observation and direct client/patient contact hours must be within the ASHA Scope of Practice of Speech-Language Pathology and must be under the supervision of a qualified professional who holds current ASHA certification in the appropriate practice area. Such supervision may occur simultaneously with the student's observation or afterwards through review and approval of written reports or summaries submitted by the student. Students may use video recordings of client services for observation purposes. Applicants should be assigned practicum only after they have acquired sufficient knowledge bases to qualify for such experience. Only direct contact with the client or the client's family in assessment, intervention, and/or counseling can be counted toward practicum. Although several students may observe a clinical session at one time, clinical practicum hours should be assigned only to the student who provides direct services to the client or client's family. Typically, only one student should be working with a given client at a time in order to count The student must maintain documentation of time spent in supervised observation and practicum, verified by the program in accordance with Standards III and IV.