Expand the Number of Slots Available in the Northern Arizona University Speech Language

Expand the number of slots available in the Northern Arizona University Speech Language Pathologist Summers Only Program from 30 to 60 by 2011

2011-2012 Student Participation A. NAU/Speech 1. Graduate Level Speech Language Pathologist Student Participation

Describe the Summers Only program. The Summers Only Track is a specialized schedule for completing the Master’s Degree in Clinical Speech-Language Pathology. It is designed for speech-language professionals working as speech-language pathology assistants (SLPAs) who wish to continue in their school-based jobs during the academic year while pursuing the MS degree primarily in the summers.

The Summers Only course work is completed in three summers (12 credits per summer) with three online courses during the academic year. The first two practicum semesters are completed following summer three at the work site with supervision from an ASHA certified speech-language pathologist. The culminating clinical experience, the externship, is completed in the fourth summer.

To apply for the Summers Only Track, the applicant must have (a) a bachelor’s degree in Speech-Language Pathology (or its equivalent) or a bachelor’s degree in an area other than Speech-Language Pathology and must have completed seven pre-requisite courses (Phonetics; Anatomy and Physiology of Speech and Hearing; Language Development in Children; Audiology; Hearing Science; Speech-Language Science; Neurological Foundations of Speech, Language and Hearing) with grade of B or better and (b) an SLPA license or its equivalent in the state of residence; (c) employment of at least 20 hours/week as an SLPA or its equivalent, and (d) have an available supervisor who is ASHA-certified. Actual supervision of at least 25% of your direct clinical contact hours is required after your third summer at which time the two practica ensue in the employment school setting.

Describe evidence (websites, informational flyers, personnel). Website The Summers Only Track, along with the eligibility criteria and admissions procedure, is described on the Communication Sciences and Disorders website at: www.nau.edu/chhs/csd Information Flyer The information flyer was distributed by Cindy Doyen to 135 special education directors or speech-language pathology coordinators and to approximately 20 other individuals who had expressed interest in our Summers Only track. (Appendix A) Diversity Flyer A second flyer was sent to 163 Summers Only students and 135 speech- language pathology coordinators and/or their special education directors. (Appendix B). Personnel The SPDG personnel included: Elise Lindstedt, PhD: Project Director. Dr. Lindstedt oversaw all SPDG, ie Summers Only activities). Her activities involved (1) development of recruitment flyers and (2) oversight of the admissions process. Dr. Lindstedt recruited the summer teaching faculty comprised of NAU full time faculty and visiting faculty and oversaw all summer class scheduling. Cindy Doyen, MS: Cindy Doyen individually advised all Summers Only students, including the newly entering students. She designed and sent a total of 32 issues of the SO Newsletter (Appendix C for sample) to all SO students. The 2011-12 Newsletters are sent by email. 2011 Summers Only Expanded Cohort Instructors: Four instructors were hired to teach the additional sections of the second year classes to the expanded 2011 entering class. Two of A. NAU/Speechthe four sections1. wereGraduate taught Level by CSD Speech full time Language faculty and Pathologist two sections Student were taught Participation by newly hired faculty, (1) Sandy Stewart, NAU Doctoral Candidate, and (2) John Madden, Professor, University of North Dakota. Describe processes to recruit graduate level speech pathologist students into the Summers Only program.

Describe processes to recruit graduate level speech pathologist students into the Summers Only program. The CSD recruitment efforts are listed below.

A recruitment flyer emphasizing NAU’s interest in graduate students with cultural and linguistic diversity backgrounds was sent to 163 SO students and their supervisors. All students and supervisors were instructed to forward the flyer to their special education director or speech-language pathology coordinator. Elise Lindstedt spoke to the NAU chapter of the National Student Speech-Language-Hearing Association club about the Summers Only track. Membership of NSSLHA is composed largely of undergraduate students interested in pursuing a Master’s degree. Judy King PhD, CSD faculty member, conducted recruitment activities through funding from the Ottens Foundation to mentor current undergraduate Native American students through their SST courses. In 2011-12 the number of undergraduate SST participants increased from five to eight. The purpose is for these students to complete the undergraduate prerequisite courses, obtain the SLPA license and work under the supervision of an ASHA-certified SLP. They would then apply to the Summers Only Track of the MS degree program. If continuing recruitment efforts targeting Native American students is successful, these students would form a Native American cohort in the Summers Only Track.

Describe evidence (email distributions, informational flyers and literature, round-up dates, informational meeting dates).

The following communications were distributed to the Summers Only students:

General Recruitment Flyer (Appendix A) Diversity Recruitment Flyer (Appendix B) 37 Newsletters (Appendix C for Sample 06/22/12) Summers Only Student Orientation Powerpoint (presented June 12, 13, 14, 2012) to students in Years 1, 2, and 3 respectively. (Appendix D)

Due to time constraints and cost effectiveness of distributing information by email, the face-to-face roundups were not held. In lieu of the round-ups, the recruitment flyers were sent to the Summers Only students, their supervisors, their special education directors and the individuals who had information from NAU about the Summers Only program. The recruitment flyers were sent out by Cindy Doyen, Summers Only Coordinator. Analyze student participation gains and/or losses for 2011-2012 compared to the target of 60 available seats.

A. NAU/SpeechNAU admitted 1.36 Graduatestudents into Level the 2012Speech entering Language class, exceedingPathologist the Student standard Participation class size of 30 students but falling short of the target of 60 students. All entering students received grades of ‘A’ or ‘B’ in all year 1 classes. All students received grades of ‘A’ or ‘B’ in Year 2 classes. All but one student received grades of ‘A’ or ‘B’ in Year 3 classes. (Appendices F,G, H). The one student receiving a ‘C’ grade is taking a leave of absence. The NAU Graduate College policy regarding grades is: Academic Continuation Policy (Probation and Dismissal)(Graduate College policy): “If you are working toward a graduate degree or certificate, you must maintain a 3.0 grade point average for all courses taken and for all courses required in your plan. No more than 6 units of C grades can be counted on a master's degree. A grade below C does not earn graduate credit. A graduate student with a grade point average below 3.0 is placed on probation. Admission to a program may be revoked for any graduate student who receives unsatisfactory grades. If you have more than 6 units of graduate work with a grade of C or below, you cannot continue in your master's or doctoral plan, regardless of your grade point average.” The CSD Department policy regarding grades of ‘C’: When a student receives a course grade of ‘C’ indicating that they have not met the learner outcomes, the course instructor typically requires the student to repeat the course. The instructor has the responsibility to sign off on the competencies/learner outcomes for each student in the class. All competencies must be met by each student and documented on the Knowledge and Skills Acquisition (KASA) form as a requirement of graduation.

Describe evidence (section numbers and student lists). The 2012 Year 1 20 new Arizona resident students (37 total students) forming the SPDG supported cohort completed the following Year 1 summer classes during summer 2012. 2012 Entering Class SSI: June 11 – July 6, 2012: SSII: July 9 – Aug 3, 2012 Prefix/Course # Title Section Class # Instructor I: CSD 541Lang. Dis. School-Age 801 1595 SecordI: CSD 556Audiology for SLPs 801 1600 Skelton/YellinII: CSD 531Lang. Dis. Preschool 801 1206 HarmonII: CSD 557Phonological Disorders 801 1665 Secord The 2011 expanded cohort with 31 additional students (61 total) forming the SPDG supported cohort completed the following Year 1 summer classes during summer 2011. The cohort was distributed across both sections of each class. 2011 Entering Class SSI: June 6 – July 1, 2011 SS II: June 6 – July 1, 2011 Prefix/Course # Title Section Class # Instructor I: CSD 554Quant. & Qual. Methods 801 1582 StewartI: CSD 551Motor Speech Disorders 801 1215 FarinellaII: CSD 551Motor Speech Disorders 802 1682 FarinellaII: CSD 651Stuttering: Diagnosis & Ther. 801/802 1360 KingII CSD 554Quant. & Qual. Methods 802 1221 MaddenSee Appendices F and G for Class Lists

The additional 31 students (61 total) forming the SPDG supported cohort completed the following Year 1 summer classes during summer 2011. The cohort was distributed across both sections of each class. Summer Session I: June 6 – July 1, 2011 Prefix/Course # Title Section Class # Instructor CSD 541 CSD 541Lang. Dis. School-Age Lang. Dis. School-Age 801 802 1595 2335 Secord SecordCSD 556 CSD 556Audiology for SLPs Audiology for SLPs 801 802 1600 1942 Skelton/Yellin Skelton/Yellin Summer Session I: June 6 – July 1, 2011 Prefix/Course # Title Section Class # Instructor CSD 531 CSD 531Lang. Dis. Preschool Lang. Dis. Preschool801 802 1594 1953 Harmon HarmonCSD 557 CSD 557Phonological Disorders Phonological Disorders801 802 1943 1944 Sosa Sosa Describe evidence (section numbers and student lists). The 2012 Year 1 20 new Arizona resident students (37 total students) forming the SPDG supported cohort completed the following Year 1 summer classes during summer 2012. 2012 Entering Class SSI: June 11 – July 6, 2012: SSII: July 9 – Aug 3, 2012 Prefix/Course # Title Section Class # Instructor I: CSD 541Lang. Dis. School-Age 801 1595 SecordI: CSD 556Audiology for SLPs 801 1600 Skelton/YellinII: CSD 531Lang. Dis. Preschool 801 1206 HarmonII: CSD 557Phonological Disorders 801 1665 Secord The 2011 expanded cohort with 31 additional students (61 total) forming the SPDG supported cohort completed the following Year 1 summer classes during summer 2011. The cohort was distributed across both sections of each class. 2011 Entering Class SSI: June 6 – July 1, 2011 SS II: June 6 – July 1, 2011 Prefix/Course # Title Section Class # Instructor I: CSD 554Quant. & Qual. Methods 801 1582 StewartI: CSD 551Motor Speech Disorders 801 1215 FarinellaII: CSD 551Motor Speech Disorders 802 1682 FarinellaII: CSD 651Stuttering: Diagnosis & Ther. 801/802 1360 KingII CSD 554Quant. & Qual. Methods 802 1221 MaddenSee Appendices F and G for Class Lists

The additional 31 students (61 total) forming the SPDG supported cohort completed the following Year 1 summer classes during summer 2011. The cohort was distributed across both sections of each class. Summer Session I: June 6 – July 1, 2011 Prefix/Course # Title Section Class # Instructor CSD 541 CSD 541Lang. Dis. School-Age Lang. Dis. School-Age 801 802 1595 2335 Secord SecordCSD 556 CSD 556Audiology for SLPs Audiology for SLPs 801 802 1600 1942 Skelton/Yellin A. NAU/Speech 1. Graduate Level Speech Language Pathologist Student Participation Skelton/Yellin SummerProcesses Session I:in June place 6 to – retainJuly 1, students 2011 into the Summers Only program. Learning supports for Prefix/Coursestudents # are delineated Title in every course Section syllabus. Following Class #are examples from Instructor Summer CSD 531course syllabi that describe the retention efforts provided by instructors: CSD 531Lang. Dis. Preschool Disability/accessLang. Dis. Preschool801 statement: If you have emergency medical information to share with me, if you need802 special1594 arrangements in case the building must be evacuated, or if you need accommodations in this 1953 course Harmon because of a disability, please make an appointment with me. My office location and hours are Harmon listed atCSD the 557top of this syllabus. If you plan to request disability accommodations, you are CSDexpected 557Phonological to register with Disorders the Disability Resources (DR.) The DR office is located at Ponderosa Bldg # Phonological92, 523-8773 Disorders801phone, 523-6906 tty). 802Assessment 1943 of knowledge and skill: The student’s knowledge and skills will be assessed using paper 1944 and Sosa pencil tests. Students will demonstrate mastery over the knowledge regarding ethical conduct Sosa in research and demonstrate their skill in critically evaluating the various sections of an experimental article during class exercises and in tests. Remediation: All students must score 70% or better on every evaluation. Students who fail a paper and pencil test will be allowed to review the course material and have opportunity to ask questions to the instructor about the material before retaking the tests to meet the KASA standards of ASHA. Remediated scores will only be used for meeting the ASHA standards and cannot be used for course grade. Student’s progress on these formative assignments will be reviewed each week and those students in need of remediation will be informed via e-mail. These students will be provided with oral/written feedback to improve their performance.

Describe evidence (number of initial and returning participants in each cohort 2007-2011, workshops and number of participants).

Number of active (initial and returning) participants in cohorts 2007-2011

201237201160201038200927 off campus externship There was one workshop offered in summer 2012 entitled: Pathways to Excellence in Language and Literacy: A Multiple Top-10 Approach Wayne Secord. (Appendix E) Total Participants: 109 42 students 35 supervisors or other professionals 4 faculty

Special Talk: July 5, 2012 Telepractice. Michael Towey Total Participants: 20 Process of Selection B. NAU/Speech 1. Graduate Level Speech Language Pathologist Process of Selection Describe the selection criteria of graduate level SLP students into the Summers Only program.

The following components are factored into the selection process for ranking applicants for the Summers Only program:

GRE scores GPA AZ residency Bilingual language Skills (Spanish, Navajo, Hopi, Aphache) Letters of interest Letters of reference

The total points possible is 20.

Applicants must have an undergraduate GPA of 3.0 to be eligible for admittance into Northern Arizona University’s Graduate College. There are no specific cutoff scores for the GRE. All applicants are ranked according to their overall profile score. Letters of recommendation are read and evaluated for all applicants and scores on these letters in some cases boosted an applicant up into the acceptance category. In 2012 only those applicants with GRE subtest scores above the 20th percentile were accepted into the program. A total of 20 points is possible in the ranking system. Those scoring in 13-20 range were accepted into the Summers Only track.

Describe evidence (eligibility requirements).

In order to apply the applicant must have: Bachelor’s degree in Speech-Language Pathology (or its equivalent) or a Bachelor’s degree in an area other than Speech-Language Pathology Completed all of the prerequisite courses listed below, and An SLPA license (at a minimum) or its equivalent in your state Employment of at least 20 hours/week as an SLPA or its equivalent, and Have an available supervisor who is ASHA-certified. The successful applicant must provide NAU with a copy of the supervisor’s current ASHA membership card and a copy of their employment contract. Actual supervision of at least 25% of direct clinical contact hours is required after the third summer of courses at which time the two practica are started in the school-work setting.

The prerequisite courses are: Phonetics Anatomy and Physiology of Speech and Hearing Language Development in Children Audiology; Speech-Language Sciences Hearing Science Neurological Foundations of Speech, Language and Hearing B. NAU/Speech 1. Graduate Level Speech Language Pathologist Process of Selection Describe the selection process to grant applicants with diversities and/or disabilities priority over other applicants.

The Department of Communication Sciences and Disorders regards and respects diversity in all aspects of its operations and specifically in attracting diverse students to its Master of Science degree in Clinical Speech-Language Pathology program. This regard is reflected in the CSD Mission statement: The mission of the Program in Communication Sciences and Disorders at Northern Arizona University is to advance the knowledge and practice in human communication and its disorders, to prepare our students to lead in the professions of Speech Language Pathology and Audiology, and to enable all individuals to communicate, read, write, think, and learn, in order to succeed in a changing world. Further, the Program of Communication Sciences and Disorders is committed to enriching research, teaching, learning and the professional service environment by embracing the cultural and linguistic diversity of our region and nation. The Speech-Language-Hearing Clinic, a primary clinical training rotation for our graduate students, offers bilingual clinical services in Spanish and Navajo. Therefore, bilingual language fluency in these languages is a highly valued clinical skill. The admissions committee of the Department of Communication Sciences and Disorders values those applicants who have language fluency in one of the regionally important languages – Spanish, Navajo, Hopi, Apache. While specific point value is not assigned to bilingual skills in the admissions ranking formula, non-English language fluency is a mitigating factor for lower GRE scores.

(Appendix B)

Describe evidence (student lists, percent of students with diversities and/or disabilities).

Diversity is a broad term encompassing the whole of human experience. NAU defines diversity as the whole of the human experience marked by complexity, shaped by historical, social, economic, and political phenomena and characterized by differences.

Northern Arizona University and the Department of Communication Sciences and Disorders value cultural and linguistic diversity in its graduate program. Evidence of this regard is the recruitment efforts to attract applicants who possess linguistic diversity skills that are clinically valuable in northern Arizona.

Summer 2012 Diversity statistics: Of the 36 entering students in Summer of 2012, 9 students (25%) reported ethnic diversity. Of the 20 entering Arizona resident students of 2012, 4 students reported ethnic diversity. Of the 36 entering students in Summer 2012, one was eligible for disability resources. Total entering Arizona residents with differences or disabilities – 5/20 (25%) (Appendix F) Tracking C. NAU/Speech 1. Graduation Describe the process to track the graduation of students in the Summers Only program.

A CSD database is maintained which documents all aspects of progress through the Summers Only program. During Summer Year 1, Year 2 and Year 3, Cindy Doyen, the Summers Only Coordinator, conducts individual advising appointments with all of the students. Employment and supervisor information is updated. Progress through coursework, practicum, externship and graduation of all students is tracked and provided in a database.

(Appendix F,G,H,I,J) (Appendix K: Knowledge and Skills Acquisition form)

Describe evidence (graduation records).

From the entering class of 2009 there were 21 Arizona resident graduates. Remaining students in entering class 2009 and all students in entering classes 2010, 2011 and 2012 are expected to graduate in 2013, 2014 and 2015 respectively.

2009 – 2012 Arizona Resident /Diversity Summary Statistics

Entering Year AZ Residents Diverse AZ Res 2011-12 AZ Grads 0827/34 (79%)N/A150920/27 (74%)9/27 (33%)211019/37 (51%)6/19 (32%)19 Expected 1136/61 (59%)3/36 (8%)36 Expected1220/36 (56%)4/20 (20%)20 Expected Appendix J C. NAU/Speech 2. Employment Describe processes to track the employment of students working in Arizona schools/districts during and after completion of the Summers Only program.

During the 2010-11 funding year, CSD began tracking the employment of students working in Arizona schools more closely. Employment data were collected on 2011 entering students and 2012 entering students. Students are required to provide updated annual ASHA certification documentation of their supervisors and they are required to provide copies of their current employment contracts. These employment contracts are placed in each student’s file.

(Appendix F, G)

Describe evidence (include student number, email, and school district).

Student names, email addresses, graduation dates and employment information are provided in:

(Appendix J: Summary) (Appendix P: 2012 entering class) (Appendix O: 2011 entering class) (Appendix N: 2010 entering class) (Appendix M: 2009 entering class) Outreach for Students of Diversity D. NAU/Speech 1. Outreach for Students of Diversity Describe the efforts to communicate with special education directors and SLP coordinators to attract SLPs from diverse backgrounds to apply to the Summers Only graduate program.

A diversity recruitment flyer was sent to 163 Summers Only students and 135 supervisors and/or special education directors. All recipients were instructed to forward the flyer to their special education directors. For future distribution of diversity recruitment materials, the NAU CSD Department is developing a master list of the special education directors across Arizona.

(Appendix B)

Describe evidence.

Appendix B: Diversity flyer