Speech Language Pathology Credential Program
Program Review
Program Addendum: Program Response to Feedback (April 2023).
1. Program Summary
Program Design
Leadership within the credential program
Dr. Russell Johnston is the credential coordinator for the program as Dr. Terry Saenz retires in Spring 2022. Dr. Johnson is involved in candidate placements and supervision in the schools and verifying that graduating candidates have met all credential requirements at graduation. Sherri Wolff, the clinic director, also places candidates in the schools and supervises them. Dr. HyeKyeung Seung, the chair, is additionally involved in the credential program in terms of preparation of documents for the reaccreditation process.
Communication within the credential program and with the institution
Drs. Russell Johnston and Dr. HyeKyeung Seung are responsible for interfacing with the College of Education and their leadership in credentialing. Dr. Russell Johnston interfaces with the credential analyst to verify that graduating candidates have met all clinical and academic requirements for the credential.
Structure of coursework and field experiences in the credential program.
The credential program is a 2 to 2 ½ calendar year cohort model, where 28 candidates take their courses together. Candidates take relevant coursework as a prerequisite for or corequisite for corresponding clinical practica.
Program modifications over the recent two years
COMD 558c Clinical Practicum: Communicative Disorders and Differences in Individuals from Diverse Backgrounds has been discontinued as a requirement and as a clinical offering. In its place, COMD 554 Seminar in Multicultural Issues in Communicative Disorders has been made a requirement. A new optional Multicultural Certificate in Communication Sciences and Disorders is now offered. Its requirements are COMD 404 Communication Development/Disorders in Children from Culturally/Linguistically Diverse Backgrounds, COMD 554 Seminar in Multicultural Issues in Communicative Disorders, and 599 Independent Graduate Research. During COVID-19, classes and practica were online but have now returned to in-person, although coordinators from the university in the field may opt to do Zoom supervision. The program has begun to use Simucase clinical simulations for some clinical competencies during COVID-19 as the ASHA national certification (Clinical Certificate of Competence) allow up to 75 hours from simulation experience.
Means for stakeholder input
Clinical supervisors and master clinicians in the schools provide feedback on candidates’ performance in midterm and final evaluations of each clinical practicum. A Credential Advisory Board made up of speech-language pathologists and audiologists from the community meet once per year to review the program and provide feedback.
1.1.1 Table With Location, Delivery Model, and Pathway
| Location | Delivery | Pathway |
|---|---|---|
| Main Campus | In-Person | Traditional Student Teaching |
Course of Study (Curriculum and Field Experience)
Academic coursework is prerequisite or corequisite for the corresponding practica.
Number and type of field placements required
- COMD 548-Clinical Practicum: Speech and Language Disorders in Children (3 units)
- COMD 558A-Clinical Practicum: Speech and Language Disorders in Adults (3)
- COMD 559A-Advanced Clinical Practicum: Communicative Disorders (3)
- COMD 569-Audiology and Aural Rehabilitation Practicum (3)
- COMD 589A-Public School Practicum in Communicative Disorders (4)
Optional:
- COMD 558B-Specialty Clinic (3)-Augmentative/Alternative clinic or Transgender Voice Clinic
- COMD 559B-Advanced Clinical Practicum: Communicative Disorders (3)
Field supervision, advisement, evaluation
All direct supervisors of candidates, whether in on-campus clinics or off-campus practica, provide a minimum of 25% direct supervision of assessments and therapy. Campus coordinators of off-campus practica observe the candidate clinician at least once per semester. For on-campus clinics, there is advisement after each assessment/therapy session. Candidates receive an official midterm evaluation and final evaluation. If any clinical ratings are below 3 for the midterm evaluation, a remediation plan is developed.
Assessment of Candidates
How, when candidates are assessed for program competencies
Candidates are assessed for program competencies throughout the credential program. Academic Knowledge and Skills (KASAs) are tested in classroom assignments and examinations with the addition of separate Social and Cognitive exams. Clinical Knowledge and Skills (KASAs) are assessed in clinical practica and recorded in Calipso software.
COMD 501 Seminar in Speech-Language Pathology, a one-unit orientation course acts as an orientation course in which candidates are introduced the program and its various aspects. Candidates are informed of the results of their academic KASA competency results in writing. They additionally are informed of the results of their clinical KASA competencies on the Calipso website as well as in midterm and final interviews with their clinical supervisors and master clinicians. The first week of their final semester in the program, they meet with the chair, who outlines what they need to do academically and clinically to graduate and the procedures for applying for their ASHA CCC and CA license. They are informed in their 590 Seminar: Speech and Hearing Service in Schools class of the procedures needed to apply for the credential.
2. Organizational Structure
3. Faculty Qualifications
3.1 Faculty Distribution table
| Number of Fulltime Faculty | Number of Part-time Faculty | Vacancies |
|---|---|---|
| 12* | 13 | 0 |
*including clinic director
3.2. Annotated Faculty List with Syllabi Links
| Name | Degrees Held | Programs (B.A. vs M.A.) | Status | Courses Taught * |
|---|---|---|---|---|
Allan, Rebecca
|
M.A. | B.A. | Part-time Lecturer |
COMD 476
|
|
Cossaboom, Eliot
|
M.A. | B.A. | Part-time Lecturer |
COMD 241
|
|
Chakraborty, Rahul
|
Ph.D. | B.A. & M.A. | Associate Professor |
COMD 344
, 472
, 573
|
|
Cooper, Therese
|
M.A. | B.A. & M.A. | Lecturer Full Time |
COMD 345
, 474
, |
|
Drouin, Julia
|
Au.D. & Ph.D. | B.A. & M.A. | Assistant Professor |
COMD 461
, 465
, 569
|
|
Erwin- Davidson, Julia
|
Ph.D. | B.A. & M.A. | Assistant Professor |
COMD 242
, 300
, 344
, 576
|
|
Gordon, Michelle
|
M.A. | M.A. | Part-time Lecturer |
COMD 558B
|
|
Grijalva, Maria
|
AuD. | B.A. | Part-time Lecturer |
COMD 461
|
|
Hatch, Suzanne
|
M.A. | M.A. | Part-time Lecturer |
COMD 548
|
|
Horodyski, Joseph
|
M.A. & J.D. | B.A. | Part-time Lecturer |
COMD 242
, 475
|
|
Johnston, Russell
|
Ph.D. | B.A. & M.A. | Assistant Professor |
COMD 307
, 352
, 590
|
|
Kim, Minjung
|
Ph.D. | B.A. | Professor |
COMD 241
, 350
, 495
, 574
|
|
Kitselman, Kurt
|
Ph.D. | M.A. | Part-time Lecturer |
COMD 543
|
|
Lubman, Jeff
|
B.A. | Part-time Lecturer |
COMD 302
|
|
|
Saenz, Terry
|
Ph.D. | M.A. | Professor |
COMD 577
, 589A
|
|
Seung, HyeKyeung
|
Ph.D. | M.A. | Professor |
COMD 564
|
|
Thompson, David
|
B.A. | Part-time Lecturer |
COMD 302
|
|
|
Trusdale, Jina
|
M.A. | M.A. | Part-time Lecturer |
COMD 558A
|
|
Tsao, Ying-Chiao
|
Ph.D. | B.A. | Associate Professor |
COMD 475
, 478
|
|
Weir-Mayta, Phil
|
Ph.D. | M.A. | Associate Professor |
COMD 544
, 559A
|
|
Wohlgemuth, Kathleen
|
M.A. | M.A. | Part-time Lecturer |
COMD 548
|
|
Wolff, Sherri
|
M.A. | M.A. | Part-time Lecturer |
COMD 589A
|
|
Wyatt, Toya
|
Ph.D. | B.A. | Professor |
COMD 307
, 352
, 404
, 476
|
* courses taught in Spring 2022 or Fall 2021
4. Course Sequence
Speech Language Pathology Credential Program Course Sequence
5. Course Matrix
Speech Language Pathology Credential Program Course Matrix
- (Rivised 2023)
6. Fieldwork and Clinical Practice
6.1 Number of hours of required clinical practica
| Practicum Courses | Mean practicum hours |
|---|---|
| COMD 548, Speech-language disorders in children | 23 hours |
| COMD 558A, Speech-language disorders in adults | 23 hours |
| COMD 559A, Advanced clinical practicum | 200 hours |
| COMD 569, Audiology practicum | 5 hours |
| COMD 589A, Public school practicum | 150 hours |
6.2 Signed MOU Agreements
6.4 Dcoumentation of Candidate Placements
Dcoumentation of Candidate Placements
6.5 Clinical practice Handbook
Clinical practice Handbook_Graduate handbook
6.6 Clinical Practicum Sylalbus
7. Credential Recommendation
7.1 Description of Ensuring Appropriate Recommendation, Including IDP Process
When candidates are admitted to the credential program, their prerequisites for the graduate program are reviewed so that they may take needed prerequisite coursework that they may be missing. Their academic seminar plan or Graduate Study Plan (GSP) is developed by the graduate advisor, Dr. Ying-Chiao Tsao, who also develops their individual development plan, known in the department as their Individual Student Schedule (ISS. Both documents are put on file in the department Dropbox. Candidates are then assigned an advisor who meets with them each semester, reviewing their grades, their completion of academic and clinical knowledge and skills on Calipso, and their total clock hours, and making changes in their schedule as needed on their ISS. Candidates’ clinical performance are evaluated in every clinical practicum, with candidates scoring less than 3 on a scale of 5 on any clinical rating at their midterm evaluation being assigned clinical remediation.
The semester that they take COMD 590 Seminar: Speech and Hearing Services in Schools, candidates’ courses and clinics taken before and during the graduate program are reviewed by the credential coordinator so that they may make up any requirements that they are missing. In addition, the first week of the semester the candidate is due to graduate, the chair of the department, Dr. HyeKyeung Seung, meets with each candidate and does the same.
When candidates apply for the credential to the Credential Office, the credential analyst sends a list of candidates applying for the credential to the credential coordinator, who reviews their grades, academic and clinical knowledge and skills, and clinical clock hours to ensure that they have met all requirements for the preliminary credential. The credential coordinator then sends the credential analyst an email stating that the candidates have met all clinical and academic requirements for the credential. Upon posting of the candidate’s master’s degree, the credential analyst contacts the California Commission on Teaching Credentialing to affirm that the candidate has met all requirements for the preliminary credential.
