Strategic Plan

Speech-Language Pathology Graduate Program

Review of Progress on Three-Year Strategic Plan, 2016–2019

The Master of Science in Speech-Language Pathology program at California Baptist University, in keeping with its Christian ideals, seeks to educate and prepare students with the knowledge, skills, passion and compassion to become licensed and nationally certified speech-language pathologists who reflect a vision of service to the community consistent with the mission of the university.

The three-year strategic plan of the program is in alignment with the overarching missions of the college and university and as such embraces the ethics of Christian faith, scientific discovery, and high quality academic and professional preparation of our students. In collaboration with college and department administration, the SLP faculty have crafted the following three-year strategic plan consisting of four strategic priorities: 

I. Strategic Priority #1 – Uphold our commitment to excellent didactic and clinical teaching by supporting development of faculty pedagogy and incorporating interprofessional education into the curriculum.

September 2017: CBU MS SLP faculty attended national and international conventions to enhance their content expertise in preparation for graduate teaching assignments. The faculty received institutional support to attend these conferences which typifies CBU’s commitment to supporting faculty development. In addition, the program faculty and students are now utilizing alternative clinical education as a new pedagogy and learning tool.

April 23, 2018: Interprofessional education was formally incorporated into the curriculum for the Master of Science program for the 2018–2019 year. The courses IPE 510, Exposure; IPE 520, Immersion; and IPE 530, Competency, were adopted by the Graduate Curriculum Committee and now appear in the 20182019 catalog as required courses for our students. CBU MS SLP faculty also attended national and state conventions to enhance their content expertise, and received institutional support to attend conferences where they presented research. In addition, the program faculty and students are now utilizing alternative clinical education as a new pedagogy and learning tool in both academic and clinical courses.

II. Strategic Priority #2 – Establish the provision of high-quality graduate clinical education at CBU, imbued with the guiding principles of professionalism, academic excellence, a focus on evidence-based practice, service and personal growth.

September 2017: The university hired a full-time director of clinical education to start in the 2017–2018 academic year, along with multiple qualified adjunct clinical faculty to perform supervision. The Clinical Education Center on the Health Science Campus opened in January 2017, with students having access to a rich inventory of assessment and treatment materials for both children and adults across the areas of speech, language, cognition, voice, swallowing and hearing. Students currently provide services to more than 25 child and adult clients in the areas of speech and language development, social communication, acquired aphasia and apraxia and cognitive communication disorders. The program also offers students and faculty the opportunity to use cutting-edge technology for multiple aspects of the clinical education program including electronic tracking and documentation of clinical hours and competencies, clinical simulation software and remote observation software.

April 23, 2018: A 6x6 soundproof audiology suite was installed at the Clinical Education Center (CEC) on the Health Science campus, which has now been operating for a year and a half, serving eight students per semester and up to 32 clients with a variety and severity of communication disorders for clients across the life span. A steady client stream for both children and adults has been established over the last 18 months, with a waiting list at this time. In addition, over 700 Headstart preschoolers received hearing screenings during their school days from first year graduate students in the fall of 2017.

III. Strategic Priority #3 – Create and expand community partnerships, including dissemination of best practices in clinical supervision for our community partners, that support our ethics of academic and scientific discovery, service, professionalism, Christian faith and relationships.

September 2017: The program continued to expand the number and variety of clinical affiliation sites throughout the Inland Empire and Orange County through adding multiple private practices, school sites and some excellent medical sites. Currently we have 69 external sites as well as the on-campus Clinical Education Center where students earn hours under clinical supervision. One of the core values for CBU is “globally minded” and another is “equipped to serve.” The faculty was pleased to embark upon two major community partnerships that allow us to have our students earn hours with underserved populations through the provision of free speech-language and hearing screenings as well as individualized services in community settings. Graduate students are earning clinical hours by offering services to underserved populations of at-risk preschool children as well as adults with complex communication needs.

April 23, 2018: The Director of Clinical Education, Dr. Danette Bonillo, was selected to attend the Clinic Director Symposium at the annual CAPSCD Convention in Austin, Texas in spring 2018. The faculty also participated in clinical supervision for alternative clinical education.  During summer of 2018, both first and second year graduate students at the program’s Clinical education Center on the Health Science Campus operated the first ever “adult neurogenics camp”, Communication Recovery-Riverside, for adults with stroke and brain injury, as well as a Language Literacy Camp for children ages three to five with hearing impairments. The program also expanded the number and variety of clinical affiliation sites throughout the Inland Empire, Los Angeles County and Orange County; currently there are 122 external sites as well as the on campus Clinical Education Center where students earn hours under clinical supervision.

IV. Strategic Priority #4 – Develop framework for academic and scientific discovery by establishing mechanisms to promote faculty-student collaboration, research and service.

September 2017: The faculty participated in the planning and delivery of a major Interprofessional Education (IPE) event which involved students from nursing, physician assistant studies, public health, athletic training, psychology and speech-language pathology. Three new courses for IPE are being added to the program in the 2017–2018 academic year, and students will engage in IPE learning experiences across multiple healthcare related disciplines. In addition, faculty members initiated two IRB approved research projects that involve student collaboration.

April 23, 2018: Second year students in our first cohort incorporated evidence-based practice by producing and presenting research posters for the Capstone course and at the annual Research Colloquium.  In addition, faculty members collaborated with four second year students on ASHA proposals and continued with several IRB approved research projects that involved student collaboration both inside and outside of the classroom. New service opportunities were established for undergraduate student volunteers, who are now regularly selected to provide ongoing support and assistance at the Clinical Education Center.