Strategic Plan

Speech-Language Pathology Graduate Program

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

Updated November 11, 2019

The Master of Science in Speech Language Pathology 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 has crafted the following three-year strategic plan consisting of four strategic priorities: 

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.

CBU faculty collaborated in research and presented their work at national and state conventions, where they also enhanced their content expertise, and received institutional support to attend conferences. During IPE 520, Immersion, MS SLP graduate students and PTA undergraduate students collaborated for the first time in regards to stroke rehabilitation. For the second year the Clinical Education Center offered its students an additional interprofessional education opportunity by collaborating with faculty specializing in the deaf and hard of hearing, as well as local interpreters, during the second annual Language Literacy Camp for deaf and hard of hearing children. Students learned valuable information about deaf culture and American Sign Language. Interpreters were available during the camp as well for students and parents. Alternative clinical education with simulation was utilized in the dysphagia course, as well as an IPE experience with the radiologic science students. In addition, faculty wrote original material for the large scale interprofessional education disaster simulation, IPE 530. Faculty also engaged in additional collaboration and research. The program has also collaborated with other disciplines within the university to establish and implement a three course sequence for interprofessional education in the graduate curriculum. 

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

The Clinical Education Center on campus provided 1200 hours of therapy services over the last academic year serving persons from two to 92 years old who have both developmental and acquired communication, cognitive and swallowing disorders. The program is now offering students and clients access to advanced technology for analysis of speech and voice. Use of alternative clinical education in the form of Simucase has expanded to be part of all clinical practicums and four academic courses. The Clinical Education Center has increased its client stream, hours able to be earned and variety of types of communication disorders served. Approximately 40 persons are in need of service for fall, 2019, with a waiting list as well. A grant was submitted to support next year’s language literacy camp serving deaf and hard of hearing children, and a professional presentation discussing the data from the most recent language and literacy camp is planned for spring as well.

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.

The faculty continued to develop meaningful community partnerships and now has over 250 clinical affiliation sites, and has established partnerships offering students academic and field experiences with organizations like Riverside University Healthcare System Medical Center, American Heart Association, Riverside Medical Clinic, and the California School for the Deaf, Riverside. One faculty member is serving on an ASHA board while two others serve on the advisory board for CSHA District 10. Graduate students participated in service opportunities on campus and in the community during National Aphasia Awareness month. The Director of Clinical Education created and disseminated education modules for training clinical supervisors in best practices for supervision. She also conducts annual review of clinical supervisors and ongoing training.

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

Faculty continued individual scholarship, such as article and book publications, and also continued to contribute to a culture of academic and scientific discovery through ongoing promotion of faculty and student collaboration. Faculty and students are scheduled to give presentations at ASHA and CSHA, with one faculty presentation planned for CAPSCD.