Program Goals and Learning Assessment
List of Program Learning Objectives
- The student will demonstrate knowledge of the developmental norms for speech and language acquisition.
- The student will demonstrate competent use of common research and clinical methods used in the field.
- The student will discuss current technological advances and illustrate their use for clinical problem solving.
- The student will demonstrate knowledge of appropriate procedures to assess and remediate speech and language disorders.
- The student will demonstrate essential skills for generating professional written reports.
- The student will explain how individual, cultural, and linguistic differences contribute to our understanding of language and communication.
- The student will apply critical thinking and problem-solving skills to issues in communication sciences and disorders.
- The student will demonstrate knowledge of theoretical foundations of communication sciences and disorders.
Learning Objectives Selected for Assessment 2016-17
Assessment of student performance on class assignments pertaining to the selected objectives is summarized in the following manner: exemplary performance is indicated by a score of at least 90% of the total points for the assignment, acceptable performance is indicated by a score of 80-89%, and developing performance is indicated by a score of 70-79%. A target has been set to have at least 80% of students performing at the exemplary or acceptable level.
The student will demonstrate knowledge of theoretical foundations of communication sciences and disorders.
Assessment data: Student performance data on learning activities relevant to theoretical foundations of the field in two 300-level and two 400-level CSD courses, including relevant exam questions, projects and assignments, were collected in 2016 and 2017. The goal was for 80% of students to receive a grade of B or above on these learning activities. Eight of the 12 measures used to assess students’ knowledge of theoretical foundations of communication sciences and disorders met the criterion. Of the 12 measures analyzed across four courses, seven were in the form of quiz and exam questions. The average percent of students who earned a grade of B or higher for the quiz and exam questions pertaining to theoretical foundations in the field was 79%. The remaining five measures were in the form of projects and assignments; 93% of the students who completed these projects and assignments earned a grade of B or higher. Therefore, more students appeared to use the appropriate knowledge of theoretical foundations to complete projects and assignments than to answer exam and quiz questions. Although 79% of students earning a B or higher is quite close to the criterion of 80%, it is noteworthy that a significantly higher percentage of students earned stronger scores on projects and assignments. This may be due to the differing natures of the types of assessments. The exam and quiz questions may be designed and worded appropriately to assess student learning of course objectives but other factors may interfere with strong student scores; or, the questions themselves may warrant review.
Student Outcomes 2017-2018
The undergraduate curriculum has been specifically designed to prepare students for graduate study. This occurs because speech-language pathologists and audiologists must have at least a Master's Degree, pass a national test, complete a Clinical Fellowship Year to be certified by the American Speech-Language-Hearing Association (ASHA), and obtain a state license to practice speech-language pathology or audiology. About 95% of the spring 2018 graduating seniors who applied to graduate programs were accepted.