DEPARTMENT OF COMMUNICATIVE DISORDERS
Undergraduate Student Outcomes Assessment Plan
Outcomes Assessment Philosophy
Outcomes assessment for the undergraduate program in communicative
disorders involves assessment of our success in reaching our goals for the education of
persons earning the Bachelor of Arts degree. The goals are two-fold: (1) to facilitate
student preparation for taking their place in a literate and educated community, and (2)
to facilitate student preparation for graduate-level study in communicative disorders.
Our assessment plan operates under two important constraints. The first
constraint is that we must study our product - the students' preparation. While we may
regularly study matters involving our processes such as curriculum flow, admission
policy, academic procedures, etc., these inquiries should stem largely from careful
examination of how well our students are meeting our two preparedness goals. Our
second constraint is that our assessment should involve multiple sources of information.
Thus, by design, we draw information from three different pools. The first two are from
the students themselves collected in the form of review assessments designed
specifically for outcomes assessment and from the students' portfolios (e.g., writing
samples, scores on clinical evaluations). The third is data in the form of records and
statistics from the undergraduate degree program itself.
It is our belief that thorough assessment, undertaken in this fashion, should
provide useful input for taking actions necessary to maintain excellence in our
undergraduate degree program. Such study is key to the challenge of graduating
students who are enthusiastic about and prepared for social and economic commerce
with the fast-paced and complex place that is our world today.
Program Objectives
1.
Students will demonstrate appropriate application of clinical procedures and
processes, and problem-solving, in the treatment of speech and language
disorders.
Outcomes
a. Students will answer questions on facts, terms, concepts, principles, or theories
that relate to their clinical assignment.
b. Students will achieve a score of 2 (Emerging 1: with specific direction) on each
area evaluated by their supervisor(s) on the Clinical Skills Evaluation form.
c. Students will read an assigned article and accurately summarize, interpret, and
apply the content to a clinical case. (Same as 3c.)
2.
Students will demonstrate written communication skills consistent with the
requirements of the discipline.
Outcomes
a. Students will achieve a score of “average/meets expectations” or higher on
each component of a writing rubric applied to a course paper.
b. Students will achieve a score of “average/meets expectations” or higher on
each component of a writing rubric applied to a final case summary (report).
3.
Students with learn, integrate, and apply discipline specific knowledge.
Outcomes
a. Students will independently read, accurately recall, and apply course-related
reading assignments.
b. Students will identify, read, accurately summarize, and synthesize professional
literature into a course paper.
c. Students will read an assigned article and accurately summarize, interpret, and
apply the content to a clinical case. (Same as 1c.)
Revised 10/29/10
DEPARTMENT OF COMMUNICATIVE DISORDERS
Graduate Student Outcomes Assessment Plan
Outcomes Assessment Philosophy
Outcomes assessment for the graduate program in speech-language pathology
involves assessment of our success in reaching our goals for the education of persons
earning the Master of Arts degree. The goals are two-fold: (1) to facilitate student
preparation for taking their place in a literate and educated community, and (2) to
facilitate student preparation for becoming a speech-language pathologist.
Our assessment plan operates under two important constraints. The first
constraint is that we must study our product - the students' preparation. While we may
regularly study matters involving our processes such as curriculum flow, admission
policy, academic procedures, etc., these inquiries should stem largely from careful
examination of how well our students are meeting our two preparedness goals. Our
second constraint is that our assessment should involve multiple sources of information.
Thus, by design, we draw information from three different pools. The first is data from
the students themselves collected in the form of opinion surveys and the students'
portfolios. The second is data from others, collected as opinion surveys from individuals
to whom students are responsible. The third is data in the form of records and statistics
from the graduate degree program itself.
It is our belief that thorough assessment, undertaken in this fashion, should
provide useful input for taking actions necessary to maintain excellence in our program.
Such study is key to the challenge of graduating students who are enthusiastic about
and prepared for social and economic commerce with the fast-paced and complex place
that is our world today.
Program Objectives
1.
Students will demonstrate appropriate application of clinical procedures and
processes, and problem-solving, in the treatment of speech and language
disorders.
Outcomes
a. Students will identify, cite, and apply appropriate professional sources in
support of the clinical procedures they use.
b. Students will have an average of a 4 rating (Independent/competent) by their
supervisor(s) on the ten areas of the Clinical Skills Evaluation form.
c. Students will be identified if they are not achieving at a satisfactory level during
mid-term and final student reviews through a “Notice of Concern.”
2.
Students will demonstrate effective oral and written communication skills
consistent with the requirements of the discipline.
Outcomes
a. Students will achieve a score of “average/meets expectations” or higher on
each component of a writing rubric applied to a course paper.
b. Students will achieve a score of “average/meets expectations” or higher on
each component of a writing rubric applied to an examination report and
progress report.
c. Students will achieve a score of 3 (Emerging II: w/general direction) or higher
for communicating effectively recognizing the needs, values, cultural-linguistic
background with clients, families, care-givers, and other relevant professionals
(e.g., teachers, medical personnel).
d. Students will achieve satisfactory scores when providing an oral report in
assessment or other graduate class.
3.
Students with learn, integrate, and apply discipline specific knowledge.
Outcomes
a. Students will independently read, accurately recall, and apply published
research in the field of speech-language pathology in a course presentation or
paper.
b. Students will rate themselves as adequate or better on all areas assessed by
the exit interview and fifth year graduate feedback questionnaire.
c. Students will receive “Good” or better ratings from their employers on all areas
assessed by the “Follow-up Questionnaire to Employers.”
Revised 10/29/10