The MS program requires 5 semesters and 60 credits to complete. Students matriculate for a Fall semester start only. Enrollment is limited to full time.
Core coursework comprises content in speech-language pathology pertaining to both education-based and medical based service delivery with emphasis on interprofessional team dynamics. In addition, students complete advanced coursework in gross/head and neck anatomy, neuroscience/neurology, critical thinking, ethics, and contemporary professional issues.
Clinical skills labs are intended to provide students with direct opportunity to apply theoretical knowledge learned in the classroom to hands-on clinical practice. Clinical skills labs may comprise such activities as simulated life-like scenarios using standardized patients and high-fidelity manikins, or application of an assessment or intervention learned in the classroom. Clinical skills labs are generally 2 or 4 hours in length per week depending on a 16- o r 8 – w e e k course timeline. Most core courses have both didactic and clinical skills lab components.
Interprofessional collaborative education is infused throughout the curriculum. Similarly, not only will students receive close mentorship from program-specific faculty, but they will have the opportunity to collaborate with interprofessional faculty from a wide range of programs such as Physical Therapy, Occupational Therapy, Education, Nursing, Physician Assistant and Respiratory Therapy. Some coursework will be completed with students training in other professional programs. The critical thinking course series is the most explicit example of this model whereby students will have the opportunity to work within interprofessional teams on case presentations, clinical decision making and reasoning processes, and self-evaluation skills.
Students will complete a series of three 1 credit courses aimed to prepare students to become critical consumers of quantitative and qualitative research literature and to provide students with the knowledge and skills needed to design and implement clinical research. Students will work in teams (in some cases interprofessional teams) under the mentorship of faculty to plan, carry out, and disseminate their clinical research capstone project.
Students will complete a minimum of 375 clinical hours of direct contact with clients/patients working in diverse clinical settings with diverse populations. In accordance with the requirements necessary to obtain clinical certification through the American Speech-Language-Hearing Association, up to 75 clinical hours may be obtained through clinical simulation methodologies.
Some coursework will be an online or hybrid online/face to face format. Didactic coursework in a student’s final semester is 100% online to afford the opportunity to complete an out-of-state externship.
Students in their final semester will need to pass comprehensive written and practical examinations. Comprehensive examinations are intended to assess a student’s competency in both knowledge and skills in the practice of speech-language pathology.
IPE710 Critical Thinking w/in Interprofessional Frame. I – 1 credit
SLP702 Gross Anatomy w/ Advanced Head/Neck – 3 credits
SLP704 Fundamentals of Interdisc. Research – 1 credit
SLP708 Human Neuroscience & Neurology – 2 credits***
SLP720 Acq. Neuroling./Neurocog. Disorders I – 1 credit***
SLP7201 Neuroling./Neurocog. Disorders I Lab – 1 credit***
SLP724 Pediatric Lang. & Lit. Disorders I – 1 credit
SLP7241 Pediatric Lang. & Lit. Disorders I Lab – 1 credit
SLP728 Speech Sound Disorders – 2 credits
SLP7281 Speech Sound Disorders Lab – 1 credit
*SLP770 Diagnostics Lab or
SLP771 earing Measurement – 1 credit
*SLP785 Clinical Practicum:Campus Lab School – 1 credit
IPE711 Critical Thinking w/in Interprof. Frame. II – 1 credit
SLP705 Clinical Research Captsone I – 1 credit
SLP721 Acq. Neuroling./Neurocog. Disorders II – 1 credit***
SLP7211 Acq. Neuroling./Neurocog. Disorders II Lab – 1 credit***
SLP725 Pediatric Lang. & Lit. Disorders II – 1 credit***
SLP734 Swallowing/Swallowing Disorders I – 1 credit***
SLP7341 Swallowing/Swallowing Disorders I Lab – 1 credit
SLP743 Voice and Resonance Disorders – 2 credits
SLP 431 Voice and Resonance Disorders Lab – 1 credit
SLP740 Augmentative/Alternative Comm – 1 credit
SLP7401 Augmentative/Alternative Comm Lab – 1 credit
*SLP770 Diagnostics Lab or
SLP771 Hearing Measurement – 1 credit
SLP780 Clinical Practicum: Outpatient Clinic I – 1 credit
*SLP785 Clinical Practicum: Campus Lab School – 1 credit
IPE-712 Critical Thinking w/in Interprof. Frame. III – 1 credit
SLP-700 Interprofessional Collab. Pract. – 2 1redits
SLP-716 Counseling/Effective Comm. – 2 credits
SLP-735 Swallowing/Swallowing Disorders II – 1 credit***
SLP-7351 Swallowing/Swallowing Disorders II Lab – 1 credit
SLP-756 Medical Speech-Language Pathology – 2 credits***
SLP-758 Neuromotor Speech Disorders – 1 credit***
SLP-781 Clinical Practicum: Outpatient Clinic II – 1 credit
SLP-788 Clinical Practicum: Language- Literacy Clinic – 1 credit
SLP706 Clinical Research Capstone II – 1 credit
SLP714 Early Intervention/School-Based SLP – 2 credits***
SLP738 Fluency and Fluency Disorders – 2 credits
SLP7381 Fluency and Fluency Disorders Lab – 1 credit
SLP747 Aural Rehab: Hearing Disorders – 2 credits
SLP7471 Aural Rehab: Hearing Disorders Lab – 1 credit
SLP782 Clinical Practicum: Outpatient Clinic III – 1 credit
SLP790 Clinical Practicum: School Based Extern. or
SLP791 Healthcare Extern. – 3 credits
Comprehensive Written/Pract. Exams – 0 credits
IPE715 Interprof. Ethical/Legal Issues in Pract. – 2 credits***
SLP730 Soc. Comm. Development/Disorders – 1 credit***
**SLP790 Clinical Practicum: School Based Extern. – 1.5 credits
or
SLP791 Healthcare Extern. – 3 credits
**SLP792 Optional Practicum: Special Elective Ext. – 1.5 credits
Total Credits = 60
*Half of the cohort will take in Fall I and the other half will take in Spring I
**Students may opt to take SLP-790 or 791 for 1.5 credits (8 weeks) instead of 3 credits (16 weeks) if they wish to take an additional 1.5 credit special elective externship in an area of interest. Students must take a total of 3 credits of externship in their final Spring semester.
***Courses meet online
Students will complete several on-campus clinical practicum experiences and a minimum of two off-campus externships.
Students will rotate in the on-campus clinic for 3-4 semesters providing diagnostic and intervention services to individuals across the lifespan with communication disorders. Students will train individually and within a team of peers under close faculty mentorship.
Students will complete three 5-week on-campus school-based clinical rotations across one semester in the Early Learning Center, Pre-K Program, and K-8 Laboratory School. Students will train to prevent, assess, and treat communication disorders within an interprofessional team of teachers and reading specialists.
Students will complete an off-campus language-literacy practicum experience to develop clinical skill competencies in the areas of prevention, evaluation, intervention, professional practice, and interaction within an interprofessional clinical setting. Special emphasis will be placed on cultivating interprofessional collaborative case management planning, sound clinical reasoning and self-reflective skills through direct experience working with populations across the lifespan requiring language-literacy support. Students will accrue clinical clock hours to fulfill the requirements for certification and licensure
Students will work with the Director of Clinical Education to arrange externship placements. A minimum of two externship placements are required. Students in their final semester will have the opportunity to complete out-of-state externships.
The program is committed to providing students with an innovative, high-technology training environment so that they can practice at the highest levels using modern technologies. Students will have access to state-of-the-art laboratories and equipment including:
A state-of-the-art simulation center where students participate in predetermined life-like scenarios to practice procedures and decision making in a safe and realistic environment.
A skills laboratory dedicated to the scope of respiratory care including access to artificial airways and models, mechanical ventilation equipment, and manikins. Students will have hands-on experience working directly with respiratory care students and faculty to understand the unique collaborative relationship between speech-language pathologists and respiratory care therapists.
Advanced study of gross and head/neck anatomy and physiology provided through Carlow’s various on-campus labs utilizing a wide variety of 3-D models, a virtual anatomy table, and human cadavers.
| Number | Credits | Catalog Name | Course Length | Description |
|---|---|---|---|---|
| SLP 700 | 1 | Interprofessional Collaborative Practice and Contemporary Professional Issues | 8 weeks | This course is aimed to provide students with an understanding of contemporary professional issues relevant to speech-language pathology. Topics will include scope of practice, state licensure, legislation, national certification, billing, coding, reimbursement, telepractice, supervision, employment issues, interprofessional collaborative practice, cultural and linguistic competence, and professional advocacy |
| SLP 700 | 3 | Gross Anatomy with Advanced Head and Neck | 16 weeks | This course is aimed to provide students with an overview of the structural organization and function of the human body with focal appreciation for the head and neck regions. Students will attain an in depth understanding of functional anatomy through cadaver prosections, 3-D and virtual models, and interactive laboratory experiences. |
| SLP 704 | 1 | Fundamentals of Interdisciplinary Research and Evidence-Based Practice | 8 weeks | This course is the initial 1 credit of a 3 credit course series aimed to prepare students to become critical consumers of quantitative and qualitative research literature and to provide students with the knowledge and skills needed to design and implement a clinical research capstone project. Topics include research ethics, the scientific method, research designs, methods of data analysis, critical appraisal of evidence, and the integration of research principles into evidence-based clinical practice. |
| SLP 705 | 1 | Clinical Research Capstone I | 16 weeks | This course is the second 1 credit of a 3 credit course series aimed to prepare students to become critical consumers of quantitative and qualitative research literature and to provide students with the knowledge and skills needed to design and implement a clinical research capstone project. Students will design their clinical research capstone project and complete the Institutional Review Board (IRB) approval processes under the mentorship of selected faculty. |
| SLP 706 | 1 | Clinical Research Capstone II | 16 weeks | This course is the final 1 credit of a 3 credit course series aimed to prepare students to become critical consumers of quantitative and qualitative research literature and to provide students with the knowledge and skills needed to design and implement a clinical research capstone project. Students will implement their clinical research capstone project and analyze their study results in preparation for oral dissemination under the mentorship of selected faculty. |
| SLP 708 | 1 | Human Neuroscience and Neurology (online) | 16 weeks | This course is aimed to provide students with an introduction to the neurobiological mechanisms that underlie the structural and functional organization of the nervous system. Students will learn the neural pathways involved in sensory and motor processing and higher cerebral functions. Additionally, content will address the developing and aging nervous system, as well as the impact of common neurologic pathologies on evidence-based interprofessional service delivery. |
| SLP 714 | 2 | Early Intervention and School-Based Speech-Language Pathology (online) | 16 weeks | This course is aimed to provide students with an in-depth study of the roles, responsibilities, and duties of early intervention (EI) and school-based speech-language pathologists. Topics covered include reviewing the history of educational law and policies and the evolution of speech pathology in school-based settings. Students will learn the requirements for referral, evaluation, and eligibility categories under state and federal regulations including compliance monitoring. Special emphasis will be placed on developing effective interprofessional collaborative approaches in the management of speech and language services in EI and school-based settings, cultural and linguistic competence, models of inclusion, and school-based service delivery methods. |
| SLP 716 | 2 | Counseling and Effective Communication Across Interprofessional Settings | 4 weeks | This course aims to provide students with a theoretical and practical framework for effective counseling and communication across a variety of interprofessional clinical settings. Topics will include self-evaluation mechanisms relative to the practice of interaction, application of a theory-based framework for counseling, and the development of counseling microskills Special emphasis will be placed on preparing students to effectively acknowledge the needs, values, preferred communication, and cultural/linguistic background of the individuals served across a variety of communicative contexts. |
| SLP 720 | 2 | Acquired Neurolinguistic and Neurocognitive Disorders I (online) | 8 weeks | This is the initial course in a two-part course series which aims to prepare students with the knowledge and skills needed to provide diagnostic and intervention services to adults with acquired neurolinguistic and neurocognitive disorders. Topics will include exploration of evidence-based research pertaining to characteristics, underlying etiologies, assessments, and treatment procedures for persons with acquired aphasia. Special emphasis will be placed on the medical, ethical, psychological, cultural, and linguistic correlates of acquired aphasia across diverse populations and the implementation of clinical methodologies that are sensitive to cultural and linguistic differences. |
| SLP 7201 | 1 | Acquired Neurolinguistic and Neurocognitive Disorders Clinical Skills Lab I (online) | 8 weeks | This clinical skills lab is designed to be taken as a corequisite with SLP 720 with the aim of developing the skill competencies necessary for assessing, diagnosing, and treating adults with aphasia. Students will have the opportunity to apply theoretical knowledge learned in SLP 720 to hands-on clinical practice within a closely mentored learning environment. |
| SLP 721 | 1 | Acquired Neurolinguistic and Neurocognitive Disorders II (online) | 8 weeks | his is the second course in a two-part course series which aims to prepare students with the knowledge and skills needed to provide diagnostic and intervention services to adults with acquired neurolinguistic and neurocognitive disorders. Topics will include exploration of evidence-based research pertaining to characteristics, underlying etiologies, assessments, and treatment procedures for persons with right hemispheric disorders, dementia, traumatic brain injury, and other acquired cognitive-linguistic communication disorders. Special emphasis will be placed on the medical, ethical, psychological, cultural, and linguistic correlates of acquired neurocognitive communication disorders across diverse populations and the implementation of clinical methodologies that are sensitive to cultural and linguistic differences. |
| SLP 7211 | 1 | Acquired Neurolinguistic and Neurocognitive Disorders Clinical Skills Lab II (online) | 8 weeks | This clinical skills lab is designed to be taken as a corequisite with SLP 721 with the aim of developing the skill competencies necessary for assessing, diagnosing, and treating adults with right hemispheric disorders, dementia, traumatic brain injury, and other acquired cognitive-linguistic communication disorders. Students will have the opportunity to apply theoretical knowledge learned in SLP 721 to hands-on clinical practice within a closely mentored learning environment. |
| SLP 724 | 1 | Pediatric Language and Literacy Disorders I | 8 weeks | This is the initial course of a two-part series aimed to prepare students with the knowledge and skills needed to provide diagnostic and intervention services to children with language and literacy disorders. Topics will include exploration of evidence-based research pertaining to characteristics and underlying etiologies relevant to developmental language and literacy disorders, as well as assessment and treatment procedures for children in the prelinguistic, emerging language, and developing language periods. Special emphasis will be placed on the psychological, cultural, linguistic, and developmental correlates of language and literacy disorders from prelinguistic to developing language stages across diverse populations and the implementation of clinical methodologies that are sensitive to cultural and linguistic differences. |
| SLP 7241 | 1 | Pediatric Language and Literacy Disorders Clinical Skills Lab I | 8 weeks | This clinical skills lab is designed to be taken as a corequisite with SLP 724 with the aim of developing the skill competencies necessary for assessing, diagnosing, and treating children with developmental language and literacy disorders. Students will have the opportunity to apply theoretical knowledge learned in SLP 724 to hands-on clinical practice within a closely mentored learning environment. |
| SLP 725 | 1 | Pediatric Language and Literacy Disorders II (online) | 8 weeks | This is part two of the course series aimed to prepare students with the knowledge and skills needed to provide diagnostic and intervention services to children with language and literacy disorders. Topics will include exploration of evidence-based research pertaining to characteristics and underlying etiologies relevant language and literacy disorders in school aged children, as well as assessment and treatment procedures for children in the language for learning and advanced language stages. Special emphasis will be placed on the psychological, cultural, linguistic, and developmental correlates of language and literacy disorders across diverse populations and the implementation of clinical methodologies that are sensitive to cultural and linguistic differences. |
| SLP 728 | 2 | Speech Sound Disorders | 16 weeks | This course aims to prepare students with the knowledge and skills needed to provide diagnostic and intervention services to children with speech sound disorders. Topics will include exploration of evidence-based research pertaining to characteristics, underlying etiologies, assessments, and treatment procedures for children with speech sound disorders. Special emphasis will be placed on the developmental, medical, ethical, psychological, cultural, and linguistic correlates of speech sound disorders across diverse populations and the implementation of clinical methodologies that are sensitive to cultural and linguistic differences. |
| SLP 7281 | 1 | Speech Sound Disorders Clinical Skills Lab | 16 weeks | This clinical skills lab is designed to be taken as a corequisite with SLP 728 with the aim of developing the skill competencies necessary for assessing, diagnosing, and treating children with speech sound disorders. Students will have the opportunity to apply theoretical knowledge learned in SLP 728 to hands-on clinical practice within a closely mentored learning environment. |
| SLP 730 | 1 | Social Communication Development and Disorders (online) | 8 weeks | This course provides students with clinically relevant and crucial topics pertinent to social communication development and disorders. Topics will include exploration of evidence- based research pertaining to characteristics, underlying etiologies, assessments, and treatment procedures for persons with social communication disorders, including those diagnosed with autism spectrum disorder. Special emphasis will be placed on the psychological, cultural, linguistic, and developmental correlates of social communication disorders across diverse populations and the implementation of clinical methodologies that are sensitive to cultural and linguistic differences. |
| SLP 734 | 1 | Swallowing and Swallowing Disorders I (online) | 8 weeks | This is the initial course of a two-part series aimed to prepare students with the knowledge and skills needed to provide diagnostic and intervention services to persons with swallowing disorders across the lifespan. Topics will include exploration of the biomechanics of normal and abnormal swallowing, as well as evidence-based research pertaining to underlying etiologies and assessments for persons with swallowing disorders. Special emphasis will be placed on the medical, interprofessional, psychological, and ethical correlates of swallowing assessment procedures across diverse populations and the implementation of clinical methodologies that are sensitive to cultural and linguistic differences. |
| SLP 7341 | 1 | Swallowing and Swallowing Disorders Clinical Skills Lab I | 8 weeks | This clinical skills lab is designed to be taken as a corequisite with SLP 734 with the aim of developing the skill competencies necessary for preventing, assessing, and diagnosing swallowing disorders. Students will have the opportunity to apply theoretical knowledge learned in SLP 734 to hands-on clinical practice within a closely mentored learning environment. |
| SLP 735 | 1 | Swallowing and Swallowing Disorders II (online) | 8 weeks | This is part two of the course series aimed to prepare students with the knowledge and skills needed to provide diagnostic and intervention services to persons with swallowing disorders across the lifespan. Topics will include evidence-based research pertaining to interventions for persons with swallowing disorders. Special emphasis will be placed on the medical, interprofessional, psychological, and ethical correlates of intervention procedures and complex decision-making across diverse populations and the implementation of clinical methodologies that are sensitive to cultural and linguistic differences. |
| SLP 7351 | 1 | Swallowing and Swallowing Disorders Clinical Skills Lab II | 8 weeks | This clinical skills lab is designed to be taken as a corequisite with SLP 735 with the aim of developing the skill competencies necessary for the clinical management of swallowing disorders. Students will have the opportunity to apply theoretical knowledge learned in SLP 735 to hands-on clinical practice within a closely mentored learning environment. |
| SLP 738 | 2 | Fluency and Fluency Disorders | 16 weeks | This course aims to prepare students with the knowledge and skills needed to provide diagnostic and intervention services to persons with fluency disorders across the lifespan. Topics will include exploration of evidence-based research pertaining to characteristics, underlying etiologies, assessments, and treatment procedures for persons with developmental stuttering and other fluency disorders. Special emphasis will be placed on the psychological, cultural, linguistic, and developmental correlates of fluency disorders across diverse populations and the implementation of clinical methodologies that are sensitive to cultural and linguistic differences. |
| SLP 7381 | 1 | Fluency and Fluency Disorders Clinical Skills Lab | 16 weeks | This clinical skills lab is designed to be taken as a corequisite with SLP 738 with the aim of developing the skill competencies necessary for assessing, diagnosing, and treating persons with fluency disorders across the lifespan. Students will have the opportunity to apply theoretical knowledge learned in SLP 738 to hands-on clinical practice within a closely mentored learning environment. |
| SLP 740 | 1 | Augmentative and Alternative Communication | 16 weeks | This course aims to prepare students with the knowledge and skills needed to provide diagnostic and intervention services to individuals with augmentative and alternative communication (AAC) needs across the lifespan. Topics will include an in-depth understanding of the selection and use of high and low technology AAC systems as well as evidence-based assessment and treatment procedures across diverse populations with AAC needs. Special emphasis will be placed on AAC needs specific to individuals with developmental and acquired conditions as well as the interprofessional, ethical, psychological, cultural, and linguistic considerations in the AAC clinical decision-making process. |
| SLP 7401 | 1 | Augmentative and Alternative Communication Clinical Skills Lab | 16 weeks | This clinical skills lab is designed to be taken as a corequisite with SLP 740 with the aim of developing the skill competencies necessary for assessing and treating individuals with augmentative and alternative communication needs across the lifespan. Students will have the opportunity to apply theoretical knowledge learned in SLP 740 to hands-on clinical practice within a closely mentored learning environment. |
| SLP 743 | 2 | Voice & Resonance Disorders | 16 weeks | This course aims to prepare students with the knowledge and skills needed to provide diagnostic and intervention services to persons with voice and resonance disorders across the lifespan. Topics will include exploration of evidence-based research pertaining to characteristics, underlying etiologies, assessments, and treatment procedures for persons with voice and resonance disorders. Special emphasis will be placed on the medical, psychological, and ethical correlates of voice and resonance disorders across diverse populations and the implementation of clinical methodologies that are sensitive to cultural and linguistic differences. |
| SLP 7431 | 1 | Voice & Resonance Disorders Clinical Skills Lab | 16 weeks | This clinical skills lab is designed to be taken as a corequisite with SLP 743 with the aim of developing the skill competencies necessary for preventing, assessing, diagnosing, and treating voice and resonance disorders. Students will have the opportunity to apply theoretical knowledge learned in SLP 743 to hands-on clinical practice within a closely mentored learning environment. |
| SLP 747 | 2 | Aural Rehabilitation: Treatment of Hearing Disorders | 16 weeks | This course aims to prepare students with the knowledge and skills needed to provide rehabilitative services to persons with hearing disorders across the lifespan. Topics will include exploration of assessment and intervention methodologies integral to an evidence-based client-centered rehabilitative model for persons with congenital and acquired hearing disorders. Special emphasis will be placed on the roles and responsibilities of the speech-language pathologist in the practice of aural rehabilitation, as well as the implementation of clinical methodologies that are sensitive to cultural and linguistic differences. |
| SLP 7471 | 1 | Aural Rehabilitation: Treatment of Hearing Disorders Clinical Skills Lab | 16 weeks | This clinical skills lab is designed to be taken as a corequisite with SLP 747 with the aim of developing the skill competencies necessary to provide rehabilitative services to persons with hearing disorders across the lifespan. Students will have the opportunity to apply theoretical knowledge learned in SLP 747 to hands-on clinical practice within a closely mentored learning environment. |
| SLP 756 | 2 | Medical Speech Pathology within an Interprofessional Framework (online) | 8 weeks | This course will explore pathophysiologic mechanisms impacting the management of patients with medically based communication and swallowing disorders. Students will learn how to approach medical case management specific to communication and swallowing disorders using a review of systems framework. Topics will include medical chart review, pharmacology/pharmacotherapeutics, radiologic testing, laboratory studies, vital signs, and disease processes affecting critical systems of the body. Special emphasis will be placed on interprofessional learning experiences from various different healthcare professionals. |
| SLP 758 | 1 | Neuromotor Speech Disorders (online) | 8 weeks | This course is aimed to prepare students with the knowledge and skills needed to provide diagnostic and intervention services to individuals with neuromotor speech disorders. Topics will include exploration of evidence-based research pertaining to characteristics, underlying etiologies, assessments, and treatment procedures for persons with dysarthria and apraxia of speech across the age continuum. Special emphasis will be placed on applying the typical neurologic substrates of motor speech to clinical case management, as well as the impact of common neurologic pathologies on evidence-based interprofessional service delivery. |
| SLP 770 | 1 | Diagnostics Lab | 16 weeks | This lab experience aims to develop clinical diagnostic skills relevant to the scope of speech-language pathology. Students will acquire knowledge and skills in the fundamental concepts and practice of the diagnostic process. Special emphasis will be placed on taking case histories; formulating, conducting, and adapting assessment procedures; cultural and linguistic considerations in the assessment processes; interpreting data; and writing diagnostic reports. |
| SLP 771 | 1 | Hearing Measurement Lab | 16 weeks | This lab experience aims to develop knowledge and clinical skills relevant to audiological screening and referral procedures relevant to the scope of speech-language pathology. Special emphasis will be placed on conducting otoscopy, otoacoustic emissions (OAE), tympanography, and pure tone screening procedures across the lifespan. |
| SLP 780 | 1 | Clinical Practicum: Outpatient Clinic I | 16 weeks | This introductory on-campus practicum series aims to develop clinical skill competencies in the areas of prevention, evaluation, intervention, professional practice, and interaction within a closely mentored outpatient setting. Special emphasis will be placed on cultivating sound clinical reasoning and self-reflective skills through direct experience with clinical case management. Students will accrue clinical clock hours to fulfill the requirements for certification and licensure. |
| SLP 781 | 1 | Clinical Practicum: Outpatient Clinic II | 12 weeks | This on-campus practicum series aims to build on Outpatient Clinic I in developing clinical skill competencies in the areas of prevention, evaluation, intervention, professional practice, and interaction within a closely mentored outpatient setting. Special emphasis will be placed on cultivating sound clinical reasoning and self-reflective skills through direct experience with clinical case management. Students will accrue clinical clock hours to fulfill the requirements for certification and licensure. |
| SLP 782 | 1 | Clinical Practicum: Outpatient Clinic III | 16 weeks | This on-campus practicum series aims to further build on Outpatient Clinic II in developing clinical skill competencies in the areas of prevention, evaluation, intervention, professional practice, and interaction within a closely mentored outpatient setting. Special emphasis will be placed on cultivating sound clinical reasoning and self-reflective skills through direct experience with clinical case management. Students will accrue clinical clock hours to fulfill the requirements for certification and licensure. |
| SLP 785 | 1 | Clinical Practicum: Campus Laboratory School | 16 weeks | This introductory on-campus school-based practicum experience aims to develop clinical skill competencies in the areas of prevention, evaluation, intervention, professional practice, and interaction within three diverse school settings:(1) Early Learning Center (0-3 years) (2) Preschool, and (3) K-8. Special emphasis will be placed on cultivating sound clinical reasoning and self-reflective skills through direct experience working with diverse populations in a variety of school-based settings ranging from infancy through 8th grade. Students will accrue clinical clock hours to fulfill the requirements for certification and licensure. |
| SLP 788 | 1 | Clinical Practicum: Language-Literacy Clinic | TBD | This special experience off-campus language-literacy practicum experience aims to develop clinical skill competencies in the areas of prevention, evaluation, intervention, professional practice, and interaction within an interprofessional clinical setting. Special emphasis will be placed on cultivating interprofessional collaborative case management planning, sound clinical reasoning and self-reflective skills through direct experience working with populations across the lifespan requiring language-literacy support. Students will accrue clinical clock hours to fulfill the requirements for certification and licensure. |
| SLP 790 | 1.5 3 | Clinical Practicum: School-Based Externship | 8 weeks 16 weeks | This externship rotation aims to further develop clinical skill competencies in the areas of prevention, evaluation, intervention, professional practice, and interaction within school-based settings. Students will accrue clinical clock hours to fulfill the requirements for certification and licensure. |
| SLP 791 | 1.5 3 | Clinical Practicum: Healthcare Externship | 8 weeks 16 weeks | This externship rotation aims to further develop clinical skill competencies in the areas of prevention, evaluation, intervention, professional practice, and interaction within the healthcare setting. Students will accrue clinical clock hours to fulfill the requirements for certification and licensure. |
| SLP 792 | 1.5 | Clinical Practicum: Specialty Externship | 8 weeks | This externship rotation aims to further develop clinical skill competencies in the areas of prevention, evaluation, intervention, professional practice, and interaction within a selected setting or special practice scope. Students will accrue clinical clock hours to fulfill the requirements for certification and licensure. |
| IPE 710 | 1 | Critical Thinking within an Interprofessional Framework I | 8 weeks | This course is the initial 1 credit of a 3 credit course series aimed to promote the development of critical thinking within the construct of an interprofessional clinical team. Students will be introduced to concepts pertaining to interprofessional collaborative practice including learning about the practice scope of various health professions, providing a framework for shared critical thinking, and exploring how professions can work collaboratively to make evidence-based clinical decisions. Emphasis will be placed on the components of critical thinking including the role of cognitive biases in clinical decision-making processes. |
| IPE 711 | 1 | Critical Thinking within an Interprofessional Framework II | 8 weeks | This course is the second 1 credit of a 3 credit course series aimed to promote the development of critical thinking within the construct of an interprofessional clinical team. Students will have the opportunity to apply critical thinking concepts relevant to interprofessional collaborative practice using a case-based format. Emphasis will be placed on making sound clinical decisions within the dynamics of the interprofessional team and developing self-evaluation skills. |
| IPE 712 | 1 | Critical Thinking within an Interprofessional Framework III | 8 weeks | This course is the final 1 credit of a 3 credit course series aimed to promote the development of critical thinking within the construct of an interprofessional clinical team. Students will advance their ability to apply critical thinking concepts relevant to interprofessional collaborative practice using a case-based format. Emphasis will be placed on refining the interprofessional clinical decision-making process and acquiring proficient self-evaluation skills needed for life-long learning. |
| IPE 715 | 2 | Interprofessional Ethical and Legal Issues in Clinical Practice (online) | 16 weeks | This course examines the ethical, moral, and legal accountability and professional responsibility for clinical practitioners, leaders, and educators. Ethical leadership and the roles of the leaders, team members, and educators in clinical practice as it relates to social justice, technology and business, research, and advanced practice specialty areas will be explored. The regulatory and legal framework for various interprofessional clinical practices will be addressed. Ethical reasoning, decision making, and action will be applied. |