Strategic Plan

Speech Language Pathology Graduate Program

Review of Three-Year Strategic Plan, 2016–2019, Updated September 2017

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.

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.

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.

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.

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.

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.

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

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.