» California CTC Common Standards: Speech-Language Pathology Credential Program

Introduction

The Communication Sciences and Disorders (CSD) department prepares candidates to work as speech-language pathologists (SLPs) in public schools, medical settings, and private clinics. The mission of the Master of Science graduate program “is to prepare highly ethical research conscious, and culturally respectful speech-language pathologists, committed to preventing, assessing and treating communication disorders across the age span.” In 2018, The Council on Academic Accreditation (CAA) in Speech-language pathology reaccredited the CSD program for eight years. CAA is governed by the American Speech, Language and Hearing Association (ASHA).

This Common Standards report was prepared according to the instructions provided by CTC (2015). As such, the only places where narrative text is provided is when it was deemed necessary for reviewers to understand the linked documents or where it is requested by CTC. Each common standard is provided, followed by the evidence that describes how and where the CSD program meets that standard. Please note that for ease of understanding, we have numbered sub-standards using the bulleted list found in the document titled ‘Submission Requirements Addressing the Common Standards.

This document was prepared by the following individuals:

  • Mary Kennedy, Ph.D., CCC-SLP, Chair and Professor, CSD

  • Catherine Dee, MS, Authorized Credential Submitter, CSD

  • Angela Mandas, MA, CCC-SLP, Clinical Fieldwork Coordinator, CSD

Standard 1: Institutional Infrastructure to Support Educator Preparation

Each Commission-approved institution has the infrastructure in place to operate effective educator preparation programs. Within this overall infrastructure:

1.1 The institution and education unit create and articulate a research-based vision of teaching and learning that fosters coherence among, and is clearly represented in all educator preparation programs. This vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards and curricular frameworks.

The vision of the CSD department is to “improve the lives of those with communication disorders through cutting-edge research, pedagogically-based student instruction, and service to the community.” Our mission is “to prepare highly ethical, research-conscious, and culturally respectful speech-language pathologists, committed to preventing, assessing and treating communication disorders across the age span”. The CSD departmental Vision, Mission and Strategic Plan is publically available on the CSD website.

The CSD departmental vision and mission are consistent with the university’s and Crean College of Health & Behavioral Sciences (CHBS) vision and mission:

  • The vision for Chapman University is that it will be a student-centered institution, recognized nationally and internationally as a center of academic and personal excellence that prepares our students to contribute to a global society.

  • The mission of Chapman University is to provide personalized education of distinction that leads to inquiring, ethical, and productive lives as global citizens.

  • The vision of Crean College (CHBS) is to engage diverse faculty, students, and staff in community outreach, learning, research, and evidence-based practice. We emphasize an ethical, interdisciplinary approach to understanding health across the lifespan.

  • The Crean College of Health and Behavioral Sciences engages diverse faculty and students in community outreach and learning, research, and evidence-based practice that emphasizes a bio-psycho-social perspective to the understanding of health, disability and disease; that fosters interdisciplinary collaborations and inter-professional practice; and that embraces technological innovations in the classroom, laboratory, and clinic.

In support the CSD vision and mission, the CSD curriculum was specifically designed to reflect the depth and breadth of our scope of practice in the public schools and other settings. Both classroom and clinical fieldwork experiences are based on evidence-based practice (EBP). This can only be accomplished through faculty and instructional personnel who are dedicated to teaching candidates in current scientifically based practices for children with communication disorders. Using pedagogically documented instruction of active, engaged and experiential learning, candidates in CSD are introduced to the scientific bases of preventing, identifying, assessing, treating children with cognitive and communication disorders in preparation for working in the public schools. An emphasis is placed on working collaboratively through inter-professional education(IPE) and inter-professional practice (IPP) with school personnel (e.g., teachers, nurses, psychologists, special educators) to achieve the best outcomes for children and their families.

As stated in the CSD Graduate Student Handbook (pg. 9), the goals of the CSD program reflect its commitment to instructing candidates in research-based approaches while keeping the best interests of children (and families) in mind at all times. These goals are as follows:

  1. CSD will be known as an educational graduate program that is welcoming and diverse in all its meanings, including students, faculty and clients in need to services.

  2. CSD will be recognized for its promotion of a scientific approach to practice & leadership.

  3. CSD faculty will create and disseminate new knowledge in their research and/or clinical areas of expertise.

  4. CSD will train graduate students to meet community needs for increased access to speech/language services.

1.2 The institution actively involves faculty, instructional personnel, and relevant stakeholders in the organization, coordination, and decision making for all educator preparation programs.

Table 1.2.1 below depicts activities (which may or may not be formalized in meetings) where stakeholders discuss, vote, coordinate and make decisions about the CSD program. These are organized by the level at which they occur: the CSD department, Crean College of Health and Behavioral Sciences, and the University. The activity is briefly described, how often the activity occurs and the individuals (with their affiliation).

Table 1.2.1 Description of activities, frequency and participating individuals for the CSD Department, CHBS and Chapman University 

CSD Department 

Activity

Frequency

Name/Role & Affiliation

CSD department meetings where teaching, clinical fieldwork, department operations, budget, curriculum discussions, department policy & procedures, candidate progress, etc., are discussed and when appropriate, are voted on.

1 to 2 times monthly

All CSD Faculty and Staff

  • Mary Fagan,Ph.D.,CCC-SLP, Assistant Professor

  • Mary R.T. Kennedy,Ph.D., CCC-SLP, Full Professor and Chair

  • Betty McMicken,Ph.D., CCC-SLP, Full Professor

  • Judy Montgomery,Ph.D., CCC-SLP, Full Professor

  • Deanna Hughes,Ph.D., CCC-SLP, Assistant Professor

  • Lisa Lachance,MA, CCC-SLP, Clinical Assistant Professor

  • Angela Mandas,MA, CCC-SLP, Clinical Fieldwork Coordinator and Lecturer

  • Catherine Dee,MS, Admission and Credential Specialist

  • Lauren Shepard, BA, Administrative Assistant

CSD Board of Counselors, who are key individuals from the community, meet with CSD faculty & Dean to discuss recent accomplishments and to give advice on departmental projects and future activities.

Twice annually, Fall and Spring

Members of the Board

  • Ron Wenkart JD – formally General Counsel, Orange County Dept of Education

  • Kim Gully – Executive Director, Rehab without Walls

  • Diane Bangar, MA, CCC-SLP – Speech Language Pathologist

  • Stacy DeRenard, M.A. CCC-SLP – Co-Director, Expressions SLP, Inc.

  • Sharlene Goodman, MA, CCC-SLP – Chief Executive Officer, Newport Language and Speech Center

  • Larry Goodman – President, Winways

  • Kim Goll – Executive Director, Children and Families Commission of Orange County

  • James Stansell – Retired, son of the Founding Faculty member of original CSD Program at Chapman University Dr. Barbara Stansell

  • Gilbert R. Herer, PhD., CCC-A/SLP – Emeritus Professor of Pediatrics George Washington University  and Adjunct Professor, Chapman University

  • Frankie Rosario - Vice President, Extron Co.

CSD faculty and staff annual retreat meet to discuss the strategic plan, vision, and mission are reviewed and discussed; upcoming changes in the academic year; exit interviews  employer/supervisor survey feedback and program outcomes.

Annually in August, prior to the start of the academic year.

CSD Faculty and Staff

  • Mary Fagan,Ph.D., CCC-SLP, Assistant Professor

  • Mary R.T. Kennedy,Ph.D., CCC-SLP, Full Professor and Chair

  • Betty McMicken,Ph.D., CCC-SLP, Full Professor

  • Judy Montgomery,Ph.D., CCC-SLP, Full Professor

  • Deanna Hughes,Ph.D., CCC-SLP, Assistant Professor

  • Lisa Lachance,MA, CCC-SLP, Clinical Assistant Professor

  • Angela Mandas,MA, CCC-SLP, Clinical Fieldwork Coordinator and Lecturer

  • Catherine Dee,MS, Admission and Credential Specialist

  • Lauren Shepard,BA, Administrative Assistant

Workshops where on-site school based SLPs (and others) receive training to become supervisors of CSD candidates, and where SLPs provide feedback to workshop instructors.

Twice annually

  • Workshop instructor is Angela Mandas,MA, CCC-SLP, Clinical Fieldwork Coordinator.

  • SLPs from school and hospital settings attend and receive continuing education units.

Faculty who teach courses that relate to credentialing requirements and standards, participate in school-based activities.

 

Every 2 to 3 years

  • Each faculty member participates in school-based activities that involves SLPs and/or teachers in the public schools.

Discussions about candidate placements in schools.

Staff meetings, 1 to 2 times monthly

CSD staff:

  • Mary R.T. Kennedy,Ph.D., CCC-SLP, Full Professor and Chair

  • Lisa Lachance,MA, CCC-SLP, Clinical Assistant Professor

  • Angela Mandas,MA, CCC-SLP, Clinical Fieldwork Coordinator and Lecturer

  • Catherine Dee,MS, Admission and Credential Specialist

  • Lauren Shepard,BA, Administrative Assistant

Discussions about candidate placements in schools.

Several times weekly as candidates are being assigned

  • Angela Mandas,MA, CCC-SLP, Clinical Fieldwork Coordinator and Lecturer

  • School districts, on-site supervisors in the schools

Meetings with practicum instructors prior to and during the trimester

Four times per year, or twice per trimester

  • Angela Mandas,MA, CCC-SLP, Clinical Fieldwork Coordinator and Lecturer

  • Practicum Instructors

Student candidates and assigned advisors meet to discuss progress in the program and any issues that may have arisen. Faculty get feedback from candidates on various topics.

Twice annually, Winter and Summer

Student candidates meet with faculty advisors:

  • Mary Fagan,Ph.D., CCC-SLP, Assistant Professor

  • Mary R.T. Kennedy,Ph.D., CCC-SLP, Full Professor and Chair

  • Betty McMicken,Ph.D., CCC-SLP, Full Professor

  • Judy Montgomery,Ph.D., CCC-SLP, Full Professor

  • Deanna Hughes,Ph.D., CCC-SLP, Assistant Professor

  • Lisa Lachance,MA, CCC-SLP, Clinical Assistant Professor

Exit Interviews - student candidates provide feedback to advisors on the CSD program in exit interviews prior to graduation.

June, annually for those graduating

Student candidates meet with faculty advisors

  • Mary Fagan,Ph.D., CCC-SLP, Assistant Professor

  • Mary R.T. Kennedy,Ph.D., CCC-SLP, Full Professor and Chair

  • Betty McMicken,Ph.D., CCC-SLP, Full Professor

  • Judy Montgomery,Ph.D., CCC-SLP, Full Professor

  • Deanna Hughes,Ph.D., CCC-SLP, Assistant Professor

  • Lisa Lachance,MA, CCC-SLP, Clinical Assistant Professor

Crean College of Health & Behavioral Sciences 

Activity

Frequency Name/Role & Affiliation

CHBS Curriculum Committee reviews and approves all curriculum changes in the college before being submitted to the administration.

As needed

Chairs of CHBS departments:

  • Communication Sciences and Disorders

  • Physical Therapy

  • Physician Assistant

  • Marriage and Family Therapy

  • Athletic Training

  • Applied Human Physiology

  • Health Sciences

  • Psychology

CSD candidates have the opportunity to provide input and feedback directly to the CHBS Dean.

 

At least annually, Fall and/or Spring

  • All CSD candidates are invited to these open meetings with Janeen Hill,Ph.D., CHBS Dean

CHBS Dean attends a CSD department meeting to discuss college-wide issues impacting the department, and to receive feedback from the CSD faculty and staff.

At least annually, Fall and/or Spring

  • Janeen Hill,Ph.D., CHBS Dean

CSD faculty and staff

  • Mary Fagan,Ph.D.,CCC-SLP, Assistant Professor

  • Mary R.T. Kennedy,Ph.D., CCC-SLP, Full Professor and Chair

  • Betty McMicken,Ph.D., CCC-SLP, Full Professor

  • Judy Montgomery,Ph.D., CCC-SLP, Full Professor

  • Deanna Hughes,Ph.D., CCC-SLP, Assistant Professor

  • Lisa Lachance,MA, CCC-SLP, Clinical Assistant Professor

  • Angela Mandas,MA, CCC-SLP, Clinical Fieldwork Coordinator and Lecturer

  • Catherine Dee,MS, Admission and Credential Specialist

  • Lauren Shepard,BA, Administrative Assistant

CHBS faculty meetings/retreats where college policy and procedures are discussed; faculty discuss university governance; University issues relating to faculty, including resolutions from the University Faculty Senate.

 

Twice annually, Fall and Spring

All full time faculty from the following departments:

  • Communication Sciences and Disorders

  • Physical Therapy

  • Physician Assistant

  • Marriage and Family Therapy

  • Athletic Training

  • Applied Human Physiology

  • Health Sciences

  • Psychology

CHSBS Dean and CSD department chair meets to discussions about current issues and business (e.g., hiring, budget, enrollment, research, teaching, and faculty).

 

Monthly

  • Mary R.T. Kennedy,Ph.D., CCC-SLP, Full Professor and Chair

  • Janeen Hill,Ph.D., Dean of CHBS

CHBS Dean meets with an appointed faculty advisement council.

Twice annually

  • Janeen Hill,Ph.D., Dean of CHBS

  • Faculty members of the faculty advisement council from CHBS

Chapman University

Activity Frequency Name/Role & Affiliation

Faculty Senate meetings where representatives from colleges meet to conduct university faculty business

 

Six times annually

  • Representatives from colleges; all faculty members can attend these meetings 

State-of-the-University Address

Annually in February

 

  • University President meet with all university faculty

Town Hall meetings where university updates are provided.

Four times annually

  • University Provost conducts these meetings are the Orange and Rinker campuses for all faculty and staff to attend.

University Chairs and Program Directors meetings

Twice annually, Fall and Spring

 

  • Associate Provost of Academic Administration conducts these meetings with all chairs, program directors to provide relevant university-wide updates.

Graduate School meetings

Once to twice annually

  • Vice-Provost of Graduate Education conducts these meetings with graduate program directors to provide relevant updates.

1.3 The education unit ensures that faculty and instructional personnel regularly and  systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation.

 

Several policy documents provide evidence that indicates that CSD faculty (full and part-time) collaborate with SLP colleagues in schools (P-12), as well as college and university units and the broader educational community to improve candidate preparation for the schools. These are listed (and linked) below with an abbreviated description of the contents.

 1.3.1 Policy name and descriptions for the department, college and university
Document  Description

Chapman University Faculty Manual

The manual includes but not limited to:

  • Duties and responsibilities of faculty

  • Describes the promotion and tenure policies and process

  • Faculty governance

  • Faculty evaluation process

  • Faculty development.

Chapman University Faculty Resource Guide

The resource guide includes but not limited to:

  • Information on the office of Institutional Effectiveness and Faculty Affairs

  • Institute of Excellence in Teaching and Learning

  • Faculty Senate

  • Educational Technology Series

Crean College of Health & Behavioral Sciences Handbook

This handbook includes but not limited to:

  • The Structure and Organization of the college

  • The Mission, Vision and Strategic Plan

  • The requirements for promotion and/or tenure for both tenure-track and non-tenure track (Clinical) faculty

  • Guidelines and processes for the college’s Faculty Review Committee

  • Guidelines for Faculty Annual Evaluations

  • CCollege evel grant submission processes

Faculty Handbooks

  • Full-time Faculty Handbook

  • Part-time Lecturer Handbook

Full-time Faculty Handbook includes but is not limited to:

  • Institutional Policies :  Family Educational Rights Act ( FERPA), Religious Accommodations and Records Retention and Destruction Policy

  • Academic Policies : Faculty load, course syllabus and student evaluation

  • Resources: Chapman directory, Student Services and Emergency information

Part-time Faculty Handbook includes but not limited to:

  • Institutional Policies: Academic freedom, Family Educational Rights Act ( FERPA), Religious Accommodations and Records Retention and Destruction Policy

  • Academic Policies :Academic Integrity Policy, Course Syllabus Policy and Student Evaluation

  • Resources: Chapman Directory, Classroom Technology and Support and Emergency Information

Contract template with a school fieldwork site.

These contracts are required by Chapman University and school-based clinical fieldwork sites prior to candidates’ participation.

An MOU template with a school-based clinical fieldwork site.

These MOUs are required by Chapman University and school-based clinical fieldwork sites prior to candidates’ participation.

CSD department meetings agenda template

The CSD department holds 1 to 2 meetings each month of the academic year with the exception of July and August.  

1.4 The institution provides the unit with sufficient resources for the effective operation of each educator preparation program, including, but not limited to, coordination, admission, advisement, curriculum, professional development/instruction, field based supervision and clinical experiences.

 

No additional information is required during the Common Standards submission. Information is available through Program Review submission.

 

1.5     The Unit Leadership has the authority and institutional support required to address the needs of all educator preparation programs and considers the interests of each program within the institution.

 

No additional information is required during the Common Standards submission. Information is available through Program Review submission.

 

1.6      Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity and excellence.

 

Several documents provide evidence of the CSD department’s, CHBS’s and the greater university’s efforts to recruit, hire, retain and support faculty who are members of racial, ethnic and gender diversity groups. These are listed (and linked) below.

  • When recruiting new CSD faculty, job descriptions include statements about university and departmental commitment to diversity among our faculty. Here are two recent job descriptions currently being conducted during this academic year (2018-19).

    • Job announcement and description for an open rank, tenure-track faculty member in CSD.

    • Job announcement and description for a clinical assistant, non-tenure-track faculty member in CSD.

    • Chapman University encourages departments to place announcements of faculty openings on the websites listed on pages 7 – 9 of the Faculty Search Handout document provided to all chairs of search committees. The university automatically places faculty search announcements in the American Associate of Hispanics in Higher Education (AHHE), the Chronicle of Higher Education, and the Higher Education Recruitment Consortium (HERC).

    • Prior to the convening of a search for faculty, the search committee (made up of faculty) participates in formal training on diversity on an annual basis. This is a university-wide requirement for all search committees; no search can begin without its members completing this training. The Faculty Search Trainer – Diversifying Faculty Services contains the information shared with faculty during this training.

    • Chapman University and CHBS has policies and faculty development activities that embrace and support diversity, and the retention of faculty who are members of diverse groups. These include but are not limited to the following:

    • Chapman University’s Equal Opportunity Policy (for faculty, staff and students)

    • Education and retention of diverse faculty are supported through ongoing educational opportunities for faculty (and staff).

      • Evidence of Chapman University’s commitment to hiring and retaining a diverse faculty can be seen on the Diversity and Inclusion webpage. Resources for faculty, staff and students are readily available from this website.

      • As an example of ongoing education, a presentation was provided by a member of the Chapman University faculty at the CHBS retreat on ‘Language and Content’ (highlighted in yellow of the agenda) as it relates to members of the LGBTQ community.

      • Ongoing educational opportunities for faculty and staff are ever-present on campus. The recent Spring Professional Development Series includes numerous workshops and courses on a wide range of topics related to working with individuals from diverse groups


1.7      The institution employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field-based and clinical experiences. Qualifications of faculty and other instructional personnel must include, but are not limited to: a) current knowledge of the content; b) knowledge of the current context of public schooling including the California adopted P-12 content standards, frameworks, and accountability systems; c) knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and d) demonstration of effective professional practices in teaching and learning, scholarship, and service.

 

Below is a list and links to blank evaluation forms:

  • Electronic student evaluations of all faculty, full time and adjunct/part-time

  • Student evaluations of supervisors at school-sites

  • The quality of faculty teaching is periodically reviewed by a college peer; all Assistant Professors must include peer teaching evaluations in their first and fourth critical year review. The CHBS Peer Review of Teaching provides a description of the process and a template for completing the evaluation.

Job descriptions of tenure-track and non-tenure track (clinical) faculty.

  • A job description and the qualifications for an assistant professor position (non-tenure track) for the current search faculty search (2018-19).

  • A job description and the qualifications for an open-rank tenure track professor position in the current faculty search (2018-19). Expectations of applicants who are applying at the assistant, associate or full professor levels are made explicit.

  • University-wide duty expectations for associate and full professors who are tenured can be found of pages 10-13 of the Faculty Manual. For Non-tenure-track faculty, these job expectations can be found on pages 13-16 of the Faculty Manual.

  • Qualifications of tenure track faculty the Assistant, Associate and Full Professor levels can be found on pages 11-12 of the Faculty Manual under ‘Initial Appointment.’ Qualifications for non-tenure track faculty, including instructor and assistant, associate and full professor can be found on page 14 of the Faculty Manual.

  • For CSD adjunct (part-time) faculty who teach clinical practicum courses (CSD 620, 630, 640, 650, 660), Table 1.7.1 lists the qualifications of faculty who teach practicum courses, professional, and academic courses.

Table 1.7.1 The qualifications of faculty who teach practicum courses, professional, and academic courses.
Course Areas of Emphasis Qualifications

CSD 620 Clinical Practicum

Introduction to total range of SLP services in the public schools; community centers serving toddlers and children

Certificate of Clinical Competence; CA State License; 4 years experience in child language, phonological and related disorders; operations of schools and community centers. Instructors with CA SLP services credential preferred.

CSD 630 Clinical Practicum

Augmentative and alternative modes of communication; assistive technology use with children, transition students and/or adults (16 years or older).

Certificate of Clinical Competence; CA State License; 4 years experience with children who use assistive technology and AAC in the schools and community centers. Instructors with CA SLP services credential preferred.

CSD 640 Clinical Practicum

Public school experience with a range of children and young adults

OR

Adult experience in the Chapman Adult Learning Lab, Medical Centers, outpatient and private practices.

Certificate of Clinical Competence; CA State License; 4 years experience as an SLP, with experience in the school system. Must have experience with IEPs, 504, IFSP/ITP, and must have knowledge of the range of SLP service delivery including special and general education.

OR

4 years experience working with adults (16 years or older) in various settings; hospital, clinic, long term care, outpatient and private practice; have knowledge about Medicare/Medi-cal, HMO’s, PPO, service delivery requirements and caps.

CSD 650 Clinical Practicum

Adult experience in the Chapman Adult Learning Lab, Medical Centers, outpatient and private practices.

OR

Public school experience with a range of children and young adults

Certificate of Clinical Competence; CA State License; 4 years experience working with adults (16 years or older) in various settings; hospital, clinic, long term care, outpatient and private practice; have knowledge about Medicare/Medi-cal, HMO’s, PPO, service delivery requirements and caps.

OR 

4 years experience as an SLP, with experience in the school system. Must have experience with IEPs, 504, IFSP/ITP, and must have knowledge of the range of SLP service delivery including special and general education.

CSD 660 Clinical Practicum

Adult experience in the Chapman Adult Learning Lab, Medical Centers, outpatient and private practices.

OR

Public school experience with a range of children and young adults

Certificate of Clinical Competence; CA State License; has more than 4 years experience working with adults (18 years or older) in various settings; hospital, clinic, long term care, outpatient and private practice; have knowledge about Medicare/Medi-cal, HMO’s, PPO, service delivery requirements and caps.

OR

Must have 4 years experience as an SLP, with experience in the school system. Must be comfortable with IEPs, 504, IFSP/ITP, must be able to demonstrate knowledge of the full range of service delivery including general education. Must be flexible in supervising children and adults in all settings.

Professional and academic courses

Dependent on topic of course

Certificate of Clinical Competence; CA State License; 4+ years of experience as an SLP; background and expertise in the topic area being taught, as evidenced in their vita.


  • Part-time lecturer contracts provide a general overview of job duties.

  • The duties of clinical fieldwork supervisors at school-sites are described here.

  • The duties of the Clinical Fieldwork Coordinator in CSD can be found on page 36 of the Crean College(CHBS)Handbook. Note that the CSD CFC has an administrative position however, and not a faculty position. The duties are very similar however.

  • The duties of the department chair are described on pages 9 – 10 of the Crean CCollege CHBS) Handbook.

  • CSD faculty must maintain their California state license in speech-language pathology, and their ASHA Certificate of Clinical Competence (CCC). To do so they must meet the continuing education requirements.

1.8    The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.

The CSD program monitors candidates as they fulfill the requirements for the Preliminary SLP credential. The credential submitter is responsible for verifying the authenticity of the evidence, using the Requirements Checklist for the Preliminary Speech-Language Pathology Credential.

There are several checks and balances built into the monitoring processes. First, the clinical fieldwork coordinator (CFC) meets with candidates throughout the 2-year program and completes the School-based Clinical Competencies Checklist by Clinical Practicum. Furthermore, faculty advisors and candidates review their progress in meeting the requirements listed on the CTC/ASHA crosswalk checklist twice annually. The department chair or the credential submitter meet with candidates towards the end of the second year to document (using the Completion Program Checklist) that candidates have met the requirements and that documents are located in candidates’ electronic portfolio.

Standard 2: Candidate Recruitment and Support

Candidates are recruited and supported in all educator preparation programs to ensure their success.  
2.1      The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate qualifications.

 There are multiple measures (GPA, letters of recommendation, GRE scores, personal statement, interview) from which the faculty determine acceptance into the CSD program. These criteria are posted on the CSD website, under ‘Admissions’ from the dropdown menu. There applicants find a description of the admission process, a list of required documents, instructions for applying through Centralized Application Service for Communication Science and Disorders programs (CSDCAS, the on-line application system used by the CSD program) and other pertinent information. The CSDCAS website lists the criteria and necessary documents for CSD applicants considered to be essential for their application. Required documents and criteria can also be found in the on-line Graduate School catalog, under Crean College).

2.2 The education unit purposefully recruits and admits candidates to diversify the educator pool in California and provides the support, advice, and assistance to promote their successful entry and retention in the profession.

The CSD department recruits and admits candidates who are members of diverse groups that are representative of California's citizens. Recruitment materials, admission data and graduation data are below:

  • CSD one sheet provides a quick overview of the graduate program. These are distributed through the Graduate Admissions office, during graduate fairs, and during information sessions.

  • The CSD website contains admission information (e.g., application process, requirements).

  • Data reported in the CSD Education survey was submitted in the fall of 2018; this data reveals our success in recruiting, admitting and retaining candidates. Table 2.2.1 provides the numbers of white and racial/ethnic minorities for candidates who were enrolled during the 2017-18 academic year. Table 2.2.2 provides the numbers of white and racial/ethnic minorities of candidates who graduated in the summer of 2018. Please note that these numbers reflect candidates who reported this information; some candidates choose to not report this.

Table 2.2.1. White and racial/ethnic minorities for candidates who were enrolled during the 2017-18 academic year*.

Status of Candidates

White Males

White Females

Racial, Ethnic Minorities - Males

Racial, Ethnic Minorities - Females

Total

Full-time candidates

4

44

5

27

80

Part-time candidates

0

0

0

0

0

Total

4

44

5

27

80

*There were three candidates who have documented disabilities.
 
Table 2.2.2. White and racial/ethnic minorities for candidates who graduated in the summer of 2018.

 Status of Candidates

White Males

White Females

Racial, Ethnic Minorities - Males

Racial, Ethnic Minorities - Females

Total

Full-time candidates

2

23

2

10

37

Part-time candidates

0

0

0

0

0

Total

2

23

2

10

37

 

Description and Supporting Evidence of Candidate Advisement and Assistance

Candidates receive advisement and assistance from several individuals and in a variety of ways. At orientation in the fall, candidates are provided with instructions for verifying that they have each fulfilled additional coursework that is required by ASHA and CTC. Additionally, each candidate is assigned a faculty advisor upon admission to the CSD program. Advisors are full-time faculty; adjunct instructors do not advise candidates. Advisors are available to candidates throughout the two-year program. During this time, advisors review candidates progress in meeting the knowledge and skills required by the American Speech-Language and Hearing Association (ASHA) and the competencies required by the Commission on Teacher Credentialing (CTC) and corresponding forms are completed.

As candidates enroll in the Spring trimester of their second year, they attend instructional sessions in CSD 650 Clinical Practicum, that prepare them to enter the workforce in school, medical and private practice settings. They are instructed in the requirements and application processes  for: the Certificate of Clinical Competence (CCC, ASHA), the California state license (Speech-Language Pathology and Audiology and Hearing Aid Dispensers Board) and, the Preliminary Speech-Language Pathology Services credential (CTC). Furthermore, they receive instruction that prepares them for interviewing, creating a resume, what to expect from supervisors in the first 9 months of employment, and salary expectations.

The clinical fieldwork coordinator (CFC) meets with all candidates on a regular basis to advise and assist them in their external fieldwork placements. These meetings occur each trimester, to discuss the forthcoming trimester’s placements. At these meetings, the CFC and candidate review the CTC competencies they are have met using School-based Clinical Competencies Checklist by Clinical Practicum and the School-based Competencies checklist ( posted on Calipso, the on-line evaluation system)that on-site clinical supervisors complete.

As candidates prepare to graduate, they submit electronic portfolios (to advisors, and to Credential submitter or the chair). These contain all of the required documents they need for each of the entities listed above, including the requirements for being recommended for the Preliminary SLP services credential. The Admissions specialist/Credential submitter uses the CSD Program Completion form and the Requirements Checklist for the SLP Credential to verify these documents and requirements.

The CSD department supports candidates in others ways as well. For example, some candidates need additional support in the area of writing. We typically give the candidate a choice of being referred to the University writing center, or to receive assistance from CSD peer candidate whose writing has been identified as exemplary. The latter approach has been very successful, particularly when candidates are non-native speakers of English, and when they receive writing support from CSD peers who are also non-native speakers of English.

Finally, the cohort model itself promotes peer collaboration and support. All candidates start the CSD program in the fall and proceed through the program as a cohort taking classroom courses and clinical practicum in sequence. This model builds comradery among candidates, that then seems to continue after graduation. A consistent theme of exit interviews is the positive view of the cohort model and how candidates now have ‘peer’ colleagues to whom they can turn to in years to come.

There are several personnel positions whose responsibility is it to support, advise and place candidates in clinical fieldwork. Table 2.2.3 lists these.

Table 2.2.3. Personnel positions to provide support to candidates                      

CSD Chair

Admissions Specialist and Credential Submitter

Department Administrative Assistant

Clinical Fieldwork Coordinator

Practicum Instructors

Faculty (advisors)

2.3 Appropriate information and personnel are clearly identified and accessible to guide each candidate’s attainment of program requirements.

No additional information is required during the Common Standards submission. Information is available through Program Review submission.

2.4 Evidence regarding progress in meeting competency and performance expectations is consistently used to guide advisement and candidate support efforts. A clearly defined process is in place to identify and support candidates who need additional assistance to meet competencies.

No additional information is required during the Common Standards submission. Information is available through Program Review submission.

Standard 3: Course of Study, Fieldwork and Clinical Practice

The unit designs and implements a planned sequence of coursework and clinical experiences for candidates to develop and demonstrate the knowledge and skills to educate and support P-12 students in meeting state-adopted content standards.

The unit and its programs offer a high-quality course of study focused on the knowledge and skills expected of beginning educators and grounded in current research on effective practice. Coursework is integrated closely with field experiences to provide candidates with a cohesive and comprehensive program that allows candidates to learn, practice, and demonstrate competencies required of the credential they seek.

The unit and all programs collaborate with their partners regarding the criteria and selection of clinical personnel, site-based supervisors and school sites, as appropriate to the program.

No additional information is required during the Common standards submission for Standard 3 – Fieldwork and Clinical Practice.

3.1 Through site-based work and clinical experiences, programs offered by the unit provide candidates with opportunities to both experience issues of diversity that affect school climate and to effectively implement research-based strategies for improving teaching and student learning.

3.2 Site-based supervisors must be certified and experienced in teaching the specified content or performing the services authorized by the credential.

3.3 The process and criteria result in the selection of site-based supervisors who provide effective and knowledgeable support for candidates.

3.4 Site-based supervisors are trained in supervision, oriented to the supervisory role, evaluated and recognized in a systematic manner.

3.5 All programs effectively implement and evaluate fieldwork and clinical practice.

3.6 For each program the unit offers, candidates have significant experience in school settings where the curriculum aligns with California’s adopted content standards and frameworks, and the school reflects the diversity of California’s student and the opportunity to work with the range of students identified in the program standards.

Standard 4: Continuous Improvement

The education unit develops and implements a comprehensive continuous improvement process at both the unit level and within each of its programs that identifies program and unit effectiveness and makes appropriate modifications based on findings.

4.1  The education unit and its programs regularly assess their effectiveness in relation to the course of study offered, fieldwork and clinical practice, and support services for candidates.

AND

4.2 Both the unit and its programs regularly and systematically collect, analyze, and use candidate and program completer data as well as data reflecting the effectiveness of unit operations to improve programs and their services.

4.3 The continuous improvement process includes multiple sources of data including 1) the extent to which candidates are prepared to enter professional practice; and 2) feedback from key stakeholders such as employers and community partners about the quality of the preparation.

 The CSD department participates in on-going assessment of the effectiveness of candidates’ academic, professional and clinical preparation. There are several systems and mechanisms in place that allow CSD personnel to consistently collect, track and analyze student outcomes and processes.

Figure 4.1.a graphically depicts the departments’ ongoing assessment. The individuals who are responsible for these assessments are provided in Table 4.1.1

Figure 4.1.a On-going assessment schedule for the CSD department
Flow chart of all our assessments

Table 4.1.1 is an annotated list of assessments activities (what is reviewed) and is organized by program evaluation, academic components and clinical components of assessment and improvement. It includes ‘who does the review’, ‘when does the review occur’ and ‘How are the results used to improve the program’.

Table 4.1.1 Assessment activities by program, academic and clinical components of the CSD program

 Overall Program Evaluation

What is reviewed?

Who does the review?

When does the review occur?

How are the results used to improve the program? Faculty &staff would consider...

Student learning outcomes 1 – 4 (listed in the ALOAR)

Assessment committee (chair, faculty)

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Student course evaluations across the curriculum

Chair

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Program completion rate within designated time

Chair, admissions specialist

Fall trimester, annually

If targets are not met, reasons would be explored and program changes would be made.

Passing rate of candidates taking the PRAXIS exam

Chair, admissions specialist

Fall trimester, annually

If targets are not met, reasons would be explored and program changes would be made.

Employment rate within one year of graduation

Chair, admissions specialist

Fall trimester, annually

If targets are not met, reasons would be explored and program changes would be made.

Alumni surveys

Assessment committee; Clinical Fieldwork Coordinator

Every three years

If targets are not met, reasons would be explored and program changes would be made.

 Academic Components

What is reviewed?

Who does the review?

When does the review occur?

How are the results used to improve the program? Faculty &staff would consider...

Student learning outcomes 1 – 4 (listed in the ALOAR)

Assessment committee (chair, faculty)

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Academic course evaluations

Chair

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Percent of candidates with final course grades of ‘B’ or higher

Clinical and Academic Performance committees

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Academic curriculum

Curriculum committee

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Comprehensive examination passing rates (with and without retakes)

Chair, admissions specialist, Assessment committee

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Employer Survey of CSD graduates( clinical preparedness) 

Clinical Fieldwork Coordinator, Chair

Every 4 years

If targets are not met, reasons would be explored and program changes would be made. 

 Clinical Components

What is reviewed?

Who does the review?

When does the review occur?

How are the results used to improve the program? Faculty &staff would consider...

Student learning outcome #3 (listed in the ALOAR)

Assessment committee (chair, faculty)

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Percent of candidates with final clinical & practicum course grades of ‘B’ or higher (including professional competencies)

Clinical Performance committee

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Clinical course evaluations (CSD 502, 508, 509)

Chair

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Candidates evaluations of practicum supervisors (CSD 620 – 660)

Clinical Fieldwork Coordinator, Chair

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Candidates evaluations of practicum sites, i.e., schools, hospitals (CSD 620 – 660)

Clinical Fieldwork Coordinator, Chair

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

Employer survey of CSD graduates (clinical preparedness)

Clinical Fieldwork Coordinator, Chair

Every 4 years

If targets are not met, reasons would be explored and program changes would be made.

Review of clinical practicum curriculum (CSD 620 – 660)

Clinical Fieldwork Coordinator, Curriculum committee

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be made.

On-site supervisor evaluations of candidates

Clinical Fieldwork Coordinator, Chair

Obtained every trimester, but analyzed annually

If targets are not met, reasons would be explored and program changes would be made.

Percent of candidates receiving a ‘B’ or higher on key assignment grades for clinical and practicum courses

Clinical Fieldwork Coordinator, Clinical and Academic Performance committees

End of academic year, annually

If targets are not met, reasons would be explored and program changes would be ma

 


Please note that other ongoing assessment is conducted through the Graduate School. For example, the Fall 2018 Student Services Satisfaction Survey: Rinker Campus Graduate Students was recently distributed.

 

In the following section, we provide program evaluation data in which academic and clinical data is used as evidence of the effectiveness of the CSD program.  Data is collected according to the timeframes listed in Table 4.1.1 and are listed on the graphic figure 4.1.a.

 

  • Student Learning Outcomes are described in the Annual Learning Outcomes Assessment Report (ALOAR) which uses much of the academic and clinical data collected annually and each trimester. The 2017-18 CSD ALOAR is linked here for reviewers. Included in this report, are explanations of changes in outcomes over years.

  • Student employment (within the first year of graduation), degree completion rates and the national PRAXIS exam passing rates are posted on the CSD website, a requirement of the Council on Academic Accreditation. See Standard 5.2 for these data tables as well.

  • School-based employer/supervisor data provides the CSD department with feedback as a source of ongoing assessment and improvement. In February 2018 we surveyed employers and supervisors. Unfortunately, the response rate was low, with only four responses in total and only one was from a school. We revised that survey with additional questions about the number of CSD alumni employed or supervised, the school setting, and the impact that our CSD alumni are making. This revised survey is titled ‘Employer-Supervisor Survey of Chapman University CSD Graduates’, where reviewers can view the questions/prompts. It was sent out in February of 2019 to school-based employers and/or supervisors. To date 9 employers/supervisors have responded. The results are positive and are described under Standard 5.2. The survey remains open so that more data will be forthcoming.

  • Academic and clinical course evaluations by candidates are reviewed on a regular basis by the chair and the clinical fieldwork coordinator (CFC). Academic faculty meet with the chair annually, and clinical practicum instructors meet with the CFC annually. Candidates also evaluate the on-site school supervisors  and the clinical site itself  (e.g., school, hospital, private practice) each trimester. The CFC provides feedback to on-site supervisors annually and these evaluations are considered when making future clinical placement decisions.

  • The CSD program started to conduct exit interviews two years ago, in June, as candidates complete the program. The first year of exit data was reported in a narrative format to the CSD faculty and staff at the retreat in August. The second year of data can be viewed here in a spreadsheet . The majority of candidates reported that they liked the cohort model, felt prepared to enter the workforce, and would recommend the CSD program at Chapman University to others.

 Standard 5: Program Impact

5.1 The institution ensures that candidates preparing to serve as professional school personnel know and demonstrate knowledge and skills necessary to educate and support effectively all students in meeting state adopted academic standards. Assessment indicate that candidates meet the Commission adopted competency requirements as specified in the program standards.

No additional information is required during the Common Standards submission. Information is available through Program Review submission.

5.2 The unit and its programs evaluate and demonstrate that they are having a positive impact on candidate learning and competence and on teaching and learning in schools that serve California’s students.

The CSD program has made a positive impact on services to children with communication disorders through the California schools. We know this based on evidence that has been collected over the past several years. First and foremost, the CSD program has provided California public schools with 113 SLPs since graduating its first cohort in 2011. Figure 5.2.a shows the number of CSD alumni who were employed in California public schools within 4 months of their graduation. Figure 5.2.b shows the percentage of graduating candidates who were employed in California public schools within 4 months of their graduation. Thus, the Chapman CSD program has made a positive impact by alleviating some of the shortfall of SLPs in California schools.

Figure 5.2.a. The number of CSD alumni who work(ed) in California public schools by cohort.

 Bar Graph Number of Graduates Employed at a School District
Figure 5.2.b. The percentage of graduating CSD candidates who work(ed) in California public schools by cohort.
 Bar Graph Percentage of Graduates Employed at a School

Secondly, CTC data in Table 5.2.1 show the number of CSD alumni who were recommended for the Preliminary SLP credential and the number who received their credential. Thus, these numbers reflect graduates who qualified and received their credential regardless of where they reported working in the first 4 months after graduation.       

Table 5.2.1 CSD graduates who were recommended for the Preliminary SLP Credential and the number who received their credential.

Cohort

Total number of students in Cohort

Received their credential

Did not receive their credential

Total number of students submitted for a credential

Percentage

Cohort 7

32

26

2

28

81% of the graduates received their credential

Cohort 8

42

24

7

31

57% of the graduates received their credential

Thirdly, CSD student outcome data indicates that our graduates perform well. Praxis exam (the national exam in speech-language pathology) data, employment data and program completion rate data are provided below and appear on the CSD website as required by the Council on Academic Accreditation (CAA). See Table 5.2.2 below. 

Table 5.2.2 Praxis, Employment, and Program Completion Rates for the most recent three years. 

Praxis Examination Pass Rate Data

Period

Number of Candidates taking the exam

Number of Candidates passed

Pass Rate percentage

2017-2018

42

42

100%

2016-2017

34

34

100%

2015-2016

30

30

100%

 

 

3 year average

100%

Employment Rate in Profession

Period

Number of Graduates

Number of Graduates Employed

Percent of Graduates

2017-2018

42

40

95.2%

2016-2017

32

31

96.8%

2015-2016

32

32

100%

 

 

3 year average

97.3%

Program Completion Rate

Period

Number completing program within expected time frame

Number completing later than expected time frame

Percentage of candidates completing within expected time frame

2017-2018

42

0

100%

2016-2017

32

0

100%

2015-2016

31

1

96.8%

 

 

3 year average

98.9%

Fourthly, the Chapman University CSD Alumni survey was sent out in February 2018, to all alumni for whom we had contact information from the past four years. The survey data revealed that in general these graduates who identified as working in the schools, reported that they were well prepared for their current position both through their coursework and through their clinical fieldwork experiences.

Finally, the results of the employer/supervisor survey (2019) described in Standard 4 provides evidence that the CSD alumni are having a positive impact on children served in the California public schools.

  • 7 out of 9 reported that CSD graduates performed above expectation, and 2 reported that CSD graduates met expectations.

  • 8 out of 9 reported that they would recommend hiring a CSD graduate to colleagues; 1 indicated ‘maybe’.

  • 9 out of 9 reported that they would hire another CSD SLP clinical fellow, which is the designation that ASHA uses to describe to individuals who are being supervised for the first 9 months of full time employment.

  • 5 out of 9 reported that they had hired more than 5 CSD graduates

  • 8 out of 8 reported that CSD alumni have had a positive impact on the students being served at their school.

Thus, these sources of data corroborate our claim that Chapman University CSD graduates have had a positive impact on the children served through California public schools.