Academic Assessment Report - AY 2012 - Kean University

Academic Assessment Report - AY 2012 

College, School/Department, Name of Program: 

College of Education 

School of Communication Disorders and Deafness 

Graduate Program in Speech-Language Pathology 

Program SLOs: 

Kean University 

Accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American 

Speech-Language-Hearing Association (ASHA), our program adheres to nationally recognized professional standards. Each 

student must evidence satisfactory completion of the Knowledge and Skills Acquisition (KASA) set, which we monitor 

using the Student Assessment Management System (SAMS), a web-based tracking program where all data are collected 

and monitored, accessible to both faculty and students, charting progress toward meeting program and KASA 

requirements. 

Program Student Learning Outcomes: 

SLO1: demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, 

developmental, and linguistic and cultural bases (KU 4) 

SLO2: demonstrate knowledge of the nature of speech, language, hearing and communication disorders and differences and swallowing disorders, 

including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates (KU 1-4) 

SLO3: possess knowledge and skills reflective of the principles and methods of prevention, assessment and intervention for people with communication 

and swallowing disorders, with specific reference to articulation, fluency, voice and resonance, receptive/expressive language, hearing, swallowing as well 

as the cognitive and social aspects of communication (KU 1-4) 

SLO4: have knowledge of standards of ethical conduct and contemporary professional issues and certification (KU 2 & 4) 

SLO5: have knowledge of processes used in research and the integration of research principles into evidence-based clinical practice (KU 1-4) 

SLO6: has knowledge of and experience with individuals from culturally/linguistically diverse backgrounds and with client/patient populations across the life 

span (KU 1-3)

Program Level 

Student Learning 

Outcomes 

Assessment 

Measure(s) 

Assessment Criteria 

Results of Assessment 

Action Taken 

(Closing the Loop: New action or follow 

up from last Assessment Report) 

SLO1: demonstrate 

knowledge of basic 

human communication 

and swallowing 

processes, including their 

biological, neurological, 

acoustic, psychological, 

developmental, and 

linguistic and cultural 

bases (KU 4) 

Direct: Student 

Assessment 

Management System 

(SAMS see above 

description) for basic 

process prerequisite 

courses: CDD 2251 

Introduction to Speech, 

Language and Hearing 

Disorders, CDD 2254 

Phonetics, CDD 2255 

Language Development, 

CDD 2260 Anatomy and 

Physiology of the Ear and 

Speech Mechanism, CDD 

3251 Speech Science, 

CDD 3258 Disorders of 

Speech Production and 

Voice, CDD 3259 Basic 

Audiology and CDD 3269 

Neuroscience for Speech 

and Hearing 

Learning markers for 

basic communication 

processes coursework 

are entered based on 

transcripts for 50 first 

year students 

Recent analyses of the 

learning markers revealed 

weakness in knowledge base 

in neuroscience 

Added required course in Neuroscience 

for the SLP to basic human 

communication processes coursework 

which revealed a slight improvement in 

student performance in CDD 5231 

Aphasia, CDD 5238 Motor Speech 

Disorders, and CDD 5269 Dysphagia. This 

conclusion was based on professors’ 

judgments, but will now be quantified 

and analyzed when we have collected 

two years of data (grades) for CDD 5231: 

Aphasia (50 students per year), CDD 

5239: Motor Speech (25 students per 

year), and CDD 5269: Dysphagia (50 

students per year) to compare with the 

two years of data prior to the 

introduction of the required Neuro for 

SLP course . 

Praxis Scores (from 45 

second year students) 

Indirect: Number of 

students in need of 

remediation plans for 

grades less than B in basic 

communication processes 

Praxis Scores are 

analyzed by categories, 

one of which is basic 

human communication 

disorders and 

swallowing 

Grades less than B 

identified at end of 

each semester 

Praxis scores were 

determined to be a strength 

for our students 

A total of 4 remediation 

plans for CDD 5231 Aphasia, 

CDD 5238 Motor Speech 

Disorders, and CDD 5269 

Dysphagia prior to the 

No action required 

First year anecdotal data collected, to be 

followed by data collection (grades) for 

next two years for comparison with preand 

post-neuroscience course grades for 

three courses listed above see above)

coursework (CDD 5231 

Aphasia, CDD 5238 Motor 

Speech Disorders and 

CDD 5269 Dysphagia) 

introduction of CDD 3269 

Neuroscience for the SLP 

SLO2: demonstrate 

knowledge of the nature 

of speech, language, 

hearing and 

communication disorders 

and differences and 

swallowing disorders, 

including their etiologies, 

characteristics, 

anatomical/physiological, 

acoustic, psychological, 

developmental, and 

linguistic and cultural 

correlates (KU 1-4) 

Graduating Student 

Survey 

Direct: SAMS data for 

CDD 5229: Disorders of 

Phonology and 

Articulation, CDD 5231: 

Aphasia, CDD 5235: 

Language Disorders in 

Children, CDD 5240 

Disorders of Fluency, CDD 

5262 Disorders of Voice, 

CDD 5264: Augmentative 

and Alternative 

Communication, and CDD 

5269: Dysphagia 

Comprehensive Exam 

Indirect: 

Graduating Student 

Survey 

47 students completed 

the survey 


knowledge of 

communication 

disorders are entered 

based on transcripts 

for 50 first year 

students and 50 

second year students 

These data are 

collected at 

appropriate intervals 

(November, March and 

June, for a total of 50 



the survey 

Based on a scale of 1-5, 1 

being “strongly agree,” the 

mean response was 1.45 

Students moved from 

“developing” to “entry level 

proficient” in knowledge of 

specific communication 

disorders, as prescribed by 

the ASHA KASA (see above 

description) 

One student failed the 

comprehensive examination 

during AY 2012 and three 

failed the SLP Praxis test 

(out of 47 students) 

Mean response for “strongly 

agree” was 1.38 


No action required unless a remediation 

plan is required for a particular student 

Students were either placed in a study 

group for the next administration of the 

exam or they enrolled in test review 

classes. 


SLO3: possess 

knowledge and skills 

reflective of the 

principles and methods 

of prevention, 

assessment and 

intervention for people 

Direct: SAMS - data from 

CDD 5202 Clinical 

Methods in SLP, CDD 

5227/8 Advanced Clinical 

Practica in SLP 1 & 2, 

Data from clinical skill 

evaluations after each 

practicum are entered 

at the end of each of 

the four clinical 

experiences. These are 

numerical ratings that 

One student required to 

repeat first clinical 

experience as a remediation 


plan is required for a particular student. 

While data have not been aggregated 

previously, a data base program is being 

developed to enable us to do this next 

year.

with communication and 

swallowing disorders, 

with specific reference to 

articulation, fluency, 

voice and resonance, 

receptive/expressive 

language, hearing, 

swallowing as well as the 

cognitive and social 

aspects of 

communication (KU 1-4) 

CDD 5229: Disorders of 

Phonology and 

Articulation, CDD 5231: 

Aphasia, CDD 5235: 

Language Disorders in 

Children, CDD 5240 

Disorders of Fluency, CDD 

5262 Disorders of Voice, 

CDD 5264: Augmentative 

and Alternative 

Communication, and CDD 

5269: Dysphagia 

are assigned to a 

student’s performance 

in each of their clinical 

practica, both on 

campus and out on 

externships. 


prevention, 

assessment and 

intervention 

coursework are 

entered based on 

transcripts for 25 first 

on-campus clinical 

experience students 

and 25 second on – 

campus clinical 

experience students 

and for 50 clinical 

externs each semester 

year round. 

Students moved from 

“developing” to “entry level 

proficient” in ability to 

assess, treat and prevent 

communication and 

swallowing disorders 


plan is required for a particular student 

Praxis Scores 

Overall and category 

scores are analyzed 

Praxis scores were 

determined to be a strength 

for our students 



Indirect: Graduating 

Student Survey 

Scores and pass rate 

data are collected at 



June for a total of 50 



the survey 


Comprehensive Exam this 

year 



Student was placed in a study group 

preparing for the next administration of 

the exam 


SLO4: have knowledge of 

standards of ethical 

conduct and 

Direct: SAMS data from 

CDD 5237: Contemporary 

Issues in SLP are entered 

Final grade of B or 

better for this online 

class 

All students passed this 

required class, but results 

for specific student 

Next year, the two ASHA assessments will 

be entered on SAMS as “trackables.” In 

addition, this course by its very nature

contemporary 

professional issues and 

certification (KU 2 & 4) 

(for a total of 25-50 

students each year 

depending on when in 

their programs they take 

this required class). 

performance on ASHA Ethics 

Questionnaire as well as 

ASHA Cultural Sensitivity 

Quiz are not recorded 

separately 

must be continually updated due to the 

changing nature of the state and federal 

legislative and regulatory climates 




Scores and pass rate 

data are collected at 



June for a total of 50 



the survey 


Comprehensive Exam this 

year 



Student reviewed the exam with the 

professors who wrote the questions that 

were failed and the student was placed in 

a study group preparing for the next 

administration of the exam 


SLO5: have knowledge of 

processes used in 

research and the 

integration of research 

principles into evidencebased 

clinical practice 

(KU 1-4) 

Direct: SAMS data from 

CDD 5298 Advanced 

Seminar in Research in 

SLP I for 50 first year 

students 

SAMS data and clinical 

evaluation forms from 

CDD 5227/5228 Advanced 

Clinical Practicum in SLP I 

& II 

Students must receive 

IRB approval for their 

research studies by the 

end of CDD 5298 in 

order to begin data 

collection 

Student must integrate 

Evidence-Based 

Practice rationales in 

all clinical activity, 

reflected in the 

successful completion 

of each clinical 

experience with a 

grade of B or better 

Occasionally a student 

requires an “incomplete” 

grade and required more 

time, but typically all of the 

students receive approval in 

a timely manner 

This was accomplished since 

failure to use EBP was not 

the reason for two students 

to need a remediation plan 

following a clinical 

experience 



SAMS data from CDD 

5299 Advanced Seminar 

in Research in SLP II for 50 

A completed thesis 

(including the College 

of Education rubric for 

Most students, with an 

occasional student requiring 

extra time, complete the 

Consistent use of the College of Education 

evaluation rubric, making it a “trackable” 

on SAMS which will enable us to

second year students 

n.b. 5298-5299 is a 

Spring-Fall sequence 

rather than a Fall-Spring 

sequence hence the 

students begin it in their 

first year and complete it 

in their second year 

evaluating a thesis 

project) and 

presentation at Kean 

University Research 

Days are required 

requirements for 5298 and 

5299 in a timely manner; 

however, the Kean 

University College of 

Education thesis project 

evaluation rubric has not 

been used consistently 

qualitatively evaluate each thesis rather 

than just assigning a letter grade to it 




the survey 




Evidence-Based Practice 

(EBP) is infused in all of 

the required disorderbased 

courses (listed 

above in SLOs 2 and 3) 

Reflected in the 

learning markers which 

are entered into SAMS 

for these courses 

Successful course 

completion considered to 

reflect EBP proficiency 


SLO6: has knowledge of 

and experience with 

individuals from 

culturally/linguistically 

diverse backgrounds and 

with client/patient 

populations across the 

lifespan (KU 1-3) 

Direct: SAMS data for all 

academic and clinical 

graduate level 

coursework for 50-100 

first and second year 

students 

Learning markers for all 

required courses are 

entered into SAMS, 

reflecting the 

integration of cultural 

and linguistic 

sensitivity/diversity 

into all of these 

courses, which will be 

reflected in students’ 

clinical diagnostic and 

treatment practices 

(which in turn are 

evaluated individually 

and indirectly by clinic 

supervisor assigned to 

each student) 

Kean University continues to 

be a culturally and 

linguistically diverse student 

body, and the Kean 

University’s Center for 

Communication Disorders 

SLP graduate students 

successfully serve a diverse 

community of clients across 

the lifespan. Census 

numbers range each 

semester year round from 

50-75 student clinicians 

serving upwards of 125 

clients during a semester 

including toddlers to 

geriatric clients who come 

from a variety of cultures 

and who speak a variety of 

languages 

No action required




the survey 




Kean University is in the top 

five universities in the 

United States for “diversity” 

Kean and the community it 

serves is extremely diverse 

across parameters of 

culture, race, ethnicity and 

language, so it is part of who 

we all are, i.e., we “live” it so 

we don’t really “assess” it 

A new course in Bilingual 

Speech-Language 

Pathology was offered 

this year for the first time 

by a multilingual 

professor who is currently 

developing a Bilingual SLP 

concentration within our 

MA program 

This course is being 

evaluated by several of 

our bilingual students 

and the instructor both 

on content as well as 

part of a self-study 

process for the 

Bilingual SLP 

concentration 

development 

So far, only “rave reviews” 

and great enthusiasm for a 

bilingual concentration; 

formal course evaluations 

are not yet available 

The Bilingual SLP concentration 

development is continuing through the 

Summer 2012, with a report on progress 

and proposal due during the Fall 2012 

semester 

Clinical evaluations after 

each clinical experience 

Clinical caseloads 

attempt to provide 

diversity across many 

different parameters 

Clinical experience was 

noted to be widely 

diversified across age, 

culture and presenting 

communication disorder 

Continue to monitor and balance this for 

every student across four required clinical 

experiences 

n.b. 266 out of the 270 possible responses to the Kean University Qualtrics online survey from 47 graduating Speech-Language Pathology 

graduate students regarding their entry-level proficiencies associated with the six SLOs based on the American Speech-Language-Hearing 

Association’s (ASHA) Knowledge and Skills Assessment (KASA) were ranked “strongly agree” and “agree.”

Academic Assessment Report - AY 2012 - Kean University

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