Program Purpose

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The program offers both undergraduate (B.S.) and graduate (M.S.) degrees in the discipline of communication disorders. The programs prepare students who have both strong academic knowledge in the field of communication disorders and a desire to apply this knowledge to remediate communication disorders across the life span. The mission of the department thus aligns with institutional objectives of educating the minds and spirits of students, advancing truth and knowledge and extending the blessings of this knowledge to individuals outside the university.

Curricular Structure

The graduate curriculum is designed to provide the knowledge and skills necessary to enter the field of communication disorders specific to the practice of speech-language pathology and preparatory to qualifying for the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association. The minimum requirement for entry into the field of Speech-Language Pathology is a master's degree. The reader is referred to the American Speech-Language-Hearing Association (http://www.asha.org/Students/Planning-Your-Education-in-CSD) for more detailed information. The program consists of 48 hours of coursework.

 

Co-Curricular Activities

ComD 680R, 685R, 690R, and 699R provide experiences outside the classroom in a mentoring environment. In addition, individual faculty members provide several mentoring activities for our graduates. These include formal mentoring grants provided by the University and the David O. McKay School of Education, as well as informal mentoring through graduate teaching and research experiences.

Other information may be obtained at the following web links:

Program Information

Graduate Catalog

Learning Outcomes

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The goals and expected learning outcomes of the Communication Disorders M.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.

Communication Disorders Mission Statement: The mission of the Communication Disorders Department is

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

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

The goals and outcomes of the graduate program in Communication Disorders are based on the professional preparation of speech-language pathologists and include coursework and clinical practice in speech sound production, fluency, voice, language, hearing, swallowing, cognition, social aspects of communication and assistive and alternative forms of communication. These nine areas are dictated by the program's accrediting body, the Council on Academic Accreditation, Speech-Language Pathology, of the American Speech-Language-Hearing Association. The graduate program focuses on disorders of speech, language, and hearing and the necessary skills for assessment and effective intervention.

1. Applied knowledge in speech-language pathology

Demonstrate applied knowledge in communication disorders, including typical and atypical speech and language across the lifespan and across diverse cultural and linguistic populations.

2. Applied clinical skills in speech-language pathology

Demonstrate competence in assessment, treatment, case management, and clinical writing related to clients presenting with various communication disorders across the lifespan and across diverse cultural and linguistic populations.

3. Research skills in speech-language pathology

Demonstrate competence in (a) synthesizing, analyzing, and reporting communication disorders research and (b) applying evidence-based practice.

Evidence of Learning

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Student performance data are stored and maintained on an extensive departmental data base. Information in the data base includes demographic information, program admissions information, course completion and grades, outcome and remediation tracking, dates and completion of program requirements, results of the exit interview, links to the thesis, score on the national examination, and competency data as they relate to the areas listed above. Additional archives include the Annual Alumni Survey, external site reviews, and internal unit reviews.

Assessment Tools

1. Individual course assignments including projects and examinations.
2. During their clinical training, students are given written critiques and scores from professional supervisors within the community.
3. Annually, an alumni survey is reviewed by the faculty of the department.
4. External site review for professional accreditation is completed every seven years.
5. Courses are assessed at the end of each term.

Direct Measures

1. Graduate Record Examination
2. Master's Thesis
3. Annual Alumni Survey
4. All graduate students receive an exit interview with the department chair at the completion of the program
5. Each student is reviewed by the faculty at the completion of each term for academic and clinical progress
6. Knowledge and Skill Check List
7. Evaluation of Clinical Performance

Indirect Measures

1. Course grades
2. Individual course quizzes, examinations and projects
3. Mentoring activities

Learning and Teaching Assessment and Improvement

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Program assessment data are analyzed and reviewed annually during the week preceding the first term 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.

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.