Program Purpose

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In the Communication Disorders BS program, you will serve God and others (see Mosiah 2:17) by improving communication, strengthening relationships, and easing burdens on families within your community. Your education in this program will prepare you to lead a life of Christlike service.

Through diverse learning experiences, you will:

• Develop a foundational understanding of the auditory system and hearing assessments.

• Gain knowledge of speech and language development, anatomy, and communication disorders in both children and adults.

• Observe compassionate clinical care in a variety of settings.

• Prepare for future professional and academic opportunities in the field.

Upon completing this program, you will be equipped to make a meaningful impact-whether working in schools as a Speech-Language Pathology Assistant or Audiology Assistant or pursuing advanced studies in Audiology or Speech-Language Pathology.

 

 

Curricular Structure

The undergraduate curriculum provides students with the necessary foundation of knowledge and skills to prepare them to further their education and professional training at the graduate level. The minimum requirement for entry into the field of speech-language pathology is a master's degree; a clinical doctorate is required to enter the profession of audiology. The reader is referred to the American Speech-Language-Hearing Association (https://hearingandspeechcareers.org/) for more detailed information. The B.S. program consists of 51 hours of coursework.

Co-Curricular Structure

COMD 495R provides experiences outside the classroom in a mentoring environment. In addition, individual faculty members provide several mentoring activities for our undergraduates. These include formal mentoring grants provided by the University and the David O. McKay School of Education, as well as informal mentoring through undergraduate teaching and research experiences.

Further information may be obtained at the following web links:

Major Academic Plan

Undergraduate Catalog

Learning Outcomes

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The goals and expected learning outcomes of the Communication Disorders B.S. program align with institutional goals and objectives. The program builds on the mission of the University while adhering to its own mission statement and learning outcomes.

The mission of the Communication Disorders Department is that 

We build belonging, achievement, and growth through Christlike service to:

• Empower lifelong learners 
• Engage in impactful research
• Provide compassionate, evidence-based clinical care

 The Communication Disorders' Core Values are Belonging, Becoming, Collaboration, Kindness

The goals and outcomes of the graduate program in Communication Disorders are based on the professional preparation of speech-language pathologists with a focus on nine key areas of clinical knowledge and skills along with additional preparation. The undergraduate program emphasizes the typical development of speech, language, and hearing and the necessary skills for understanding normal function. Unlike the graduate program, the undergraduate program specifically excludes preparation in the assessment and treatment of speech and language disorders.

Knowledge of communication sciences and disorders

Demonstrate knowledge of core concepts in communication sciences and disorders, including typical and atypical language, hearing, and speech.

Critical Thinking

Apply critical thinking skills to communication sciences and disorders, including typical and atypical language, hearing, and speech.

Professionalism

Identify core elements of professionalism such as ethics, equity, advocacy, bias, social justice, health disparities, access to services, cultural competence, implementing feedback, and other topics.

Evidence of Learning

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Archiving of assessment tools for the undergraduate program include computer archiving of course grades (university level archiving) and computer archiving within the department of the Annual Alumni Survey, external reviews, Senior Survey, and the National Assessment of Student Engagement.

Assessment Tools

1. Specific assignments (as above)
2. Alumni Survey
3. Senior Survey

Learning and Teaching Assessment and Improvement

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Program assessment data are analyzed and reviewed annually during the week preceding the first semester of the new academic year. The faculty meets to set priorities for the formulation of programmatic changes. Subsets of the faculty may be responsible for specific items. They will meet and subsequently make recommendations to the entire faculty. If changes are made, these changes are brought to the college curriculum committee and then to the university curriculum committee.

Individual course assignments and examinations are, in addition to being a measure of student learning, a measure of the student's progress towards program completion.

The annual alumni survey serves as a gauge of student attitudes and program perceptions. Information obtained from this survey is used, in part, to evaluate our effectiveness in supporting the broader goals and outcomes of the university. Frequently, we find that this information leads to "soft" adjustments within the program. For example, the availability of faculty and resources may be adjusted based on this feedback.

The National Assessment of Student Engagement provides significant information regarding the impact of our undergraduate program. The information from this survey evaluates program effectiveness over a broad range of student activities, evaluating both their attitudes and the depth of their education. It provides an indication of our ability to provide meaningful educational experiences to our students. It also allows comparison with other programs within our own university and other universities across the nation. Changes in course curriculum and student engagement activities that relate to mentoring, out of classroom experiences, and student-faculty interaction have resulted from the annual review of this document by the faculty.

Formal unit assessments which include university, college, and departmental accreditations are most helpful as we complete strategic planning, review student, faculty, and departmental policy and procedures, and work on curriculum planning. University self-studies provide information to the department that allows us to review and update faculty and student standards in broad areas and execute course corrections that help maintain a high quality of education and a strong academic environment.