I. Process Used to Develop this Plan
In recent years, Department of Speech and Hearing Science
(hereafter SPSHS) faculty members have had many discussions
concerning student learning and appropriate measures of student
outcomes. Several steps have been taken to ensure enhanced
outcomes for students. For example, the master's curriculum was
significantly revised to reflect changes in the science and
practice of speech-language pathology and audiology (note that
the MA is the terminal degree for speech-language pathology and
audiology students). The undergraduate curriculum is currently
under revision. Key components of the discussions associated with
these curricular changes has been (a) what is the fundamental set
of knowledge and skills that students in SPSHS must attain, and
(b) how can we effectively and informatively measure the extent
to which our students are attaining essential content and skills.
The SPSHS Department's assessment co-coordinators (Watkins and
Chambers) used these faculty discussions to formulate this
assessment plan. The plan was then submitted to the department
head (Alfonso) for review, and subsequently circulated to the
faculty for additional input. Thus, this document reflects the
broad input of SPSHS faculty.
II. Desired Learning Outcomes
Central to the mission of SPSHS department are (a) to prepare
students to ameliorate communication disorders in their careers
as speech-language pathologists and audiologists, and (b) to
train students to contribute to the research and scientific
knowledge base of the profession. In light of this mission, SPSHS
is committed to enhancing students' knowledge and skills in the
following five general areas:
Learning Outcome 1: The ability to read and critically evaluate relevant literature in the areas of speech and hearing science;
Learning Outcome 2: The verbal and written proficiency necessary to convey information related to speech and hearing science and disabilities;
Learning Outcome 3: The knowledge of and ability to apply fundamental content from speech and hearing science and related disciplines (e.g., psychology, linguistics, biology, physics, engineering, education) in understanding and solving problems related to speech, language, and hearing science and disabilities;
Learning Outcome 4: The ability to independently solve problems, as well as proficiency in working as a team member; and
Learning Outcome 5: The demonstration of qualifications required for (a) admission to a graduate-level training program in speech-language pathology or audiology; and/or (b) successful employment following graduation.
III. Measurement
Instruments and Strategies: Means of Assessing the Achievement of
Desired
Learning Outcomes
Because of stringent and well-established accreditation
guidelines (administered by the American Speech, Language, and
Hearing Association), SPSHS already has a number of measures of
student outcomes in place. Through discussion of desired student
outcomes, however, SPSHS faculty did identify some areas of
student outcome that have not previously been assessed, most of
them at the undergraduate level. The matrix below provides a
summary of the range of student outcome assessment measures that
we either already have in place or plan to implement (and who is
responsible for implementation), whether they will be used at the
graduate or undergraduate level or both, and to which of the five
specified learning outcome(s) they are linked. Measures that are
associated with professional accreditation are identified with an
asterisk*.
| MEASURE | STATUS: New or in Place |
LEVEL: Undergrad/Grad |
LEARNING OUTCOME(S) |
| Ongoing Transcript Review/Academic Progress | In Place | Undergrad and Grad | Academic Advisors
Undergrad & Grad Primarily 1-3 Secondarily 4-5 |
| Periodic Reviews of Course Syllabi | In Place | Undergrad and Grad | Curriculum Committees Undergrad &
Grad Primarily 3, 5 |
| Core Course Presentation and Paper Requirements |
In Place | Undergrad and Grad | Curriculum Committees Undergrad &
Grad Primarily 2, 3, 4 |
| Senior Survey | NEW (Spring 99) | Undergrad | Assessment Co-Coordinators Develop; UG Advisor Administers Undergraduate Student Perceptions on 1-5 |
| Survey Tracking Seniors for Grad Program Admission | NEW (Spring 99) | Undergrad | Assessment Co-Coordinators Develop; UG Advisor Administers Undergraduate 5 |
| Annual Meetings with Dept. Head | In Place | Undergrad & Grad | Student Perceptions on 1-5 |
| *Clinical Performance Evaluations | In Place | Clinical Faculty Grad 1-5 | |
| *Exit Survey | In Place | Grad Advisor and/or Clinical
Faculty Grad Student Perceptions on 1-5 |
|
| *External Evaluation | In Place | Accrediting Body, External
Evaluator Grad 1-5 |
|
| *Comprehensive Examination |
In Place | Accrediting Body, monitored by
Grad Advisor Grad Primarily 1-3, 5 |
|
| *Professional Accreditation | In Place | Accrediting Body, monitored by
Grad Advisor Grad Primarily 1-3, 5 |
|
| *Employer Survey | In Place | Clinical Faculty Grad Primarily
Employer Perceptions of 5 |
IV. Plans for Using Results for Program Improvement
The results of the two new measures, the Senior Survey and
Questionnaire, will be summarized by the assessment
co-coordinators (see below) and provided to the Department Head
(see Timeline, below). The Head will then disseminate the
information to the full SPSHS faculty for review and discussion.
Next, relevant departmental committees (e.g., Undergraduate
Curriculum Committees) will review and discuss findings and
develop action plans for implementing student feedback. The
feedback will also be used by the Undergraduate Advisor in
planning future efforts for student counseling and career
placement.
V. Timeline
Drafts of the two new measures, the Senior Survey and
Questionnaire, have been developed by the assessment
co-coordinators (see attached). Following feedback from the SPSHS
faculty (and Student Outcomes Committee), these documents will be
revised and final drafts developed. Surveys and questionnaires
will be distributed and collected through the SPSHS undergraduate
advisor, Kathleen Ritten, when she meets with each student for
graduate clearance (April-May, 1999). Completed surveys and
questionnaires will be reviewed and summarized by the assessment
co-coordinators during Summer 1999 and feedback provided to full
SPSHS faculty during a Fall 1999 faculty meeting.
VI. Resources and Supports Needed
No additional
resources are needed at this time to accomplish the current assessment plan.