Standard 3.2B Curriculum Planning and Systematic Review 

The graduate curriculum for the speech-language pathology program was carefully designed following a comprehensive review of the Council on Academic Accreditation (CAA) and Council for Clinical Certification (CFCC) standards, as well as curricula from other university graduate programs. The curriculum ensures coverage of primary disorder topics and incorporates diverse clinical practicum settings to meet certification requirements and academic and clinical training needs. ASHA position statements further guide the inclusion of varied disorder topics in the curriculum.

To enhance student learning, the curriculum emphasizes active learning strategies, including the use of case studies, problem-based learning, and integrated learning that builds upon knowledge from prior courses. Academic service learning opportunities, experiential learning, and peer teaching will be key components of clinical practicum experiences. Interprofessional learning will also be emphasized through off-campus placements.

The program is committed to continuous improvement through an annual review of the curriculum against the latest CAA and CFCC standards and emerging trends in the field. Faculty members will update course topics annually to ensure the content reflects current knowledge. Input from clinical supervisors regarding student application of course concepts, feedback from the program’s advisory board of local speech-language professionals, and surveys of program graduates will also inform curriculum revisions. Additionally, at least one department member will attend the annual Council on Academic Programs in Communication Sciences and Disorders (CAPCSD) conference to stay abreast of best practices in graduate education. These measures ensure the program remains current, comprehensive, and responsive to professional standards and student needs.

Assessment of Learning 

Data on student learning will be gathered through various methods to evaluate and enhance the MSSLP program. Course-level learning outcomes will be incorporated into individual MSSLP core courses. The expected introduction, developing, and proficiency of the knowledge and skills will be indicated in the MSSLP Curriculum Map. Faculty will provide formative and summative assessment data from these course-level outcomes. Average percentages will be calculated to determine if overall program-level learning outcomes are being met. This data will be triangulated with information from exit, alumni, and employer surveys, which include targeted questions. The findings will be used to identify strengths and weaknesses in the program, with necessary changes implemented to address gaps.

Supporting Documentation can be reviewed by following the links provided below.

MS-SLP Course Syllabi

Assessment of Learning 

Last modified: Monday, December 16, 2024, 10:48 AM