» 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:

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.

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).

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.

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

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.

• 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.

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

 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).

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.

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.

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.

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.

 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

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’.

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

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

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.

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.       

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. 

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.