Issue II Managing the Impact of Market-Driven Changes in Communication Sciences and Disorders

This session examined some of the market-driven changes occurring in the work place and how they have, will, or  should influence admission policies, curriculum design and implementation, qualifications and composition of faculty, and the type, level, and content of academic and clinical instruction.  The following represents a few of the questions raised and points considered regarding the challenges of challenges of change in our professional employment settings.

-  How can professional education programs better prepare students to work with an increasingly culturally and linguistically diverse population?

-  How can program directors predict, understand and monitor supply and demand of speech-language pathologists and audiologists? -  What are some of the entry-level skills currently required for audiologists and speech-language pathologists to succeed on the job?  Note:  Faculty must weigh the importance of preparation in  disorder specific skills versus more general skills.  Faculty must  recognize the gap that may exist between what they identify as critical skills at graduation and what practicum supervisors identify as critical skills for success at externship and/or employment sites.

-  What are some of the challenges and opportunities created by the introduction of the SLP assistant?

-  What, if any, are the effects of market-driven changes on doctoral education and those who hold Ph.Ds in the work setting?  
-  What are some of the current challenges imposed on educational programs by these market-driven changes?

Practicum Issues

Curriculum Issues

Suggestions for future CAPCSD Programs.

Issue III Formative and Summative Assessments:  Doing It with Meaning

This session examined outcome strategies and how CSD programs might use them.  Summative assessments were reviewed, and various formative assessment techniques were presented for audiology and speech-language pathology.  The following summarizes the discussions and questions raised about assessment strategies and their application to the new CCC-A standards and the proposed CCC-SLP standards.

General Issues Related to Assessment

-  What Strategies are being used by CSD programs for student and program assessment and what issues of problems are associated with these strategies?

 Exit Assessments Strategies

 Note:  allows students to opt out if CSD is not for them; allows students with poor  interpersonal skills to be counseled out.

Comprehensive Examinations Strategies


 Course Evaluations/Evaluation of Faculty:  Issues/Problems

 Evaluation of Supervisors:  Issues/Problems

 Alumni and Employer Surveys:  Issues/Problems

-  How can programs obtain on-going feedback from students about their progress in the program?

  1. Brown bag lunch meetings with students.
  2. Questionnaire dedicated to attitudes and atmosphere in the program.
  3. Student advisory board that gives students representation but avoids confrontation.

-  How are formative evaluations being used in  academic courses?  Is “formative assessment” different from good teaching?



-  How are formative evaluations being used in  clinical experiences?



-  How can formative evaluations be used to help weak clinicians?

 Note:  This may be a more significant problem for doctoral students (i.e., AuD students)  who have invested four years in their programs as opposed to the two years invested for master’s programs.

-  What are some admission strategies that may be used to avoid admitting students who are likely to be poor clinicians?

-  How can we link what’s being learned in the classroom with what’s being learned in the clinic?

-  Suggestions for future CAPCSD Programs.