Proposed Graduate Program in Master of Science in Communication Disorders CIP 510203 Concept Paper

Proposed Graduate Program in Master of Science in Communication Disorders CIP 510203 Concept Paper Prepared by Amy J. Hadley, Ed.D. CCC-SLP, Assistant Professor, Speech Pathology and Audiology with Dr. Richard Berry, Associate Professor, Speech Pathology and Audiology Stacey DeNafo, Clinical Director, Speech Pathology and Audiology Dr. Reva Curry, Interim Dean, School of Health Sciences January 23, 2009 (Revised)

1) Objectives a) Objectives, Rationale, and Intellectual Merit Richard Stockton College has offered an undergraduate degree in Speech Pathology and Audiology (SPAD) for over 30 years. The SPAD program is intended to be a pre-professional program that prepares undergraduate students for admission to graduate school. The primary objective of a Master of Science Degree in Communication Disorders would be to offer students an opportunity to obtain the entry level degree required for professional licensure and certification in Speech-Language Pathology. There are currently no graduate level programs in Communication Disorders offered within the southern portion of New Jersey. i) The program in Communication Disorders would apply for candidacy from the Council on Professional Standards in Speech Language Pathology and Audiology of the American Speech-Language Hearing Association (ASHA), the nationally recognized certifying body for the profession of speech-language pathology. Undergraduate programs such as the current Speech Pathology and Audiology Program at Richard Stockton are not eligible for ASHA certification. Graduate programs in Communication Disorders (which include speech-language pathology) require ASHA certification. As such, the program would need to meet the following requirements of CAA (from: http://www.asha.org): (1) The institution must offer a graduate degree program that is specifically designed to prepare students for entry into independent professional practice as an audiologist or as a speech-language pathologist. Typically, this goal is accomplished by offering an educational program leading to a master s or clinical doctoral degree offered through graduate or professional schools. (2) The parent institution(s) of the program and the appropriate state or other governing authority must have granted authorization to the program to offer the graduate degree program for which candidacy is sought. The program must provide with the application materials documented evidence that these approvals have been received. (3) The institution must conduct a comprehensive self-analysis that demonstrates how the program will meet each of the accreditation standards, and the results of this analysis must be documented in the application for candidacy as its development plan. The parent institution of higher education and the appropriate state authority must have approved this plan and must verify the intent to implement it fully. Candidacy status is awarded to programs that voluntarily apply for this status and provide evidence of an 2

achievable development plan and sustainable institutional and professional support. (4) The institution of higher education within which the applicant audiology and/or speech-language pathology program is housed must hold regional accreditation from one of six regional accrediting bodies: (including) Middle States Commission on Higher Education. ii) The current undergraduate program in SPAD includes a clinical component. The Speech and Hearing Clinic located in the West Quad building, offers speech pathology and audiology services to members of the community at a reduced fee while serving as a lab for students. According to CAA standards, graduate students must obtain a minimum of 325 clock hours of supervised clinical experience at the graduate level out of a total of 400 required hours to be eligible for ASHA certification in Speech-Language Pathology. Twenty-five of the required hours are in clinical observation. Our current undergraduate usually accrue 25 hours of observation with approximately another 15-20 clinical hours spent in direct client service. Up to 75 hours of undergraduate clinical hours may be applied to the 400 total clock hours required for certification. iii) The Stockton Speech and Hearing Clinic currently serves clients ages 2 years to adult. As the clinic offers a discounted rate, part of the population served includes the uninsured, the underinsured, and children who do not meet eligibility criteria for school district supported services. Our referral base currently includes the Betty Bacharach Rehabilitation Center in Pomona, NJ. Clients come not only from Atlantic County but from surrounding counties as well. iv) Having graduate students in speech-language pathology treat clients from the community would increase the scope of services provided at the clinic. The clinic would be able to accept clients with more challenging communication disorders than those currently treated by the undergraduate clinicians under supervision. Undergraduates would continue to have a clinical component to their program with increased emphasis on clinical observation. b) Degree Requirements The curriculum would be based on standards established by CAA and guided by the Knowledge and Skills Acquisition Summary (See Appendix). Students in the undergraduate program in SPAD are currently being provided with a copy of the KASA Summary Form so that they may begin preparing a knowledge and skills portfolio to present to their graduate programs. Some of the KASA items are already part of the undergraduate curriculum (e.g. Knowledge of the Principles of 3

2) Need Biological Sciences). The program will include: face-to-face courses, hybrid courses, and clinical experiences both on campus and at our off-campus affiliated sites. c) Academic Objectives The process of obtaining candidacy and accreditation from the Council on Professional Standards in Speech Language Pathology and Audiology of the American Speech-Language Hearing Association (ASHA) is a stringent and rigorous process (See Appendix). The program would increase research partnerships between faculty and students as part of the graduate curriculum. d) Faculty Qualification Faculty in the Graduate Program in Communication Disorders would be expected to hold a terminal degree in the field or a related field and hold current certification from the American Speech-Language Hearing Association. Faculty would be expected to engage in teaching, scholarship, and service activities as outlined in the current: College-wide Policies and Procedures on Faculty Evaluation, School of Health Sciences Policies and Procedures on Faculty Evaluation, and forthcoming Program Policies and Procedures on Faculty Evaluation. e) Professional Objectives The professional objective of the program is that graduating students would receive a Masters Degree in Communication Disorders which is currently the minimal entry degree in the profession. Students would be prepared to be employed as clinical fellows preparing them for ASHA certification. a) Economic Impact i) Speech-language pathologists find employment in a variety of settings including education and health care. According to the Bureau of Labor Statistics (2007) report on Occupational Employment Projections to 2016, job growth is projected in both healthcare and education. An additional 12,000 speech-language pathologists are projected to be employed nationally by 2016, representing an 11% change from 2006. In addition, according to the Occupational Outlook Handbook: 2008-2009 Edition (Bureau of Labor Statistics, 2008) the combination of growth in the occupation and an expected increase in retirements over the coming years should create excellent job opportunities for speech-language pathologists. 4

ii) iii) iv) In New Jersey, by 2014 a 10.2 percent change over 2004 employment levels in the field of education and a 24.7 percent change in health care related employment are expected (Division of Labor Market and Demographic Research, 2006). One factor in the employment projection is the increase in the population of individuals age 55 and older. In New Jersey, the percentage of the population over age 65 between the years 2004-2014 is projected to be approximately 16%. An increase (8.5% since the 1990s) in the population age 65 and older suggests that more individuals will be retiring from the work force, creating vacancies. In the American Speech-Language Hearing Association ASHA s Schools 2008 Survey, 72% of respondents (ASHA certified Speech-Language Pathologists working in schools) reported that for their type of employment facility and geographic location, job openings were more numerous than job seekers. Twenty-one percent of the respondents were aged 55 or older and the same percentage had nearly 30 years of experience. v) ASHA s 2007 Workforce Report on Healthcare summarized that 59% of respondents reported more job openings that job seekers and 38% reported that they had funded, unfilled positions. b) Justification Competition i) The American Speech-Language Hearing Association (ASHA) has identified as a focused initiative, the persistent vacancies for qualified speech-language pathologists and audiologists in educational and health care employment settings. ii) iii) The persistent rate of vacancies has persisted in health care and educational settings in the State of New Jersey. To be initially licensed as a speech-language pathologist in the State of New Jersey, the individual must hold a Master s degree or equivalent from an accredited college/university acceptable to the New Jersey Commission on Higher Education (75 hours of academic credit on human communication, development and disorders and clinical techniques, 25 clock hours of supervised observation and 350 clock hours of supervised clinical experience for education obtained after Jan. 1, 1993) or a Bachelor s degree from an accredited college or university and at least 42 post baccalaureate semester hours acceptable towards a master s degree of at least 30 semester hours in either speech-language pathology or audiology; at least 21 of the 42 hours shall have been obtained from a single college or university; no more than 6 semester hours may be in 5

courses that provide credit for clinical practice obtained during academic training. (ASHA, 2008, June). The requirements for teacher certification as a Speech-Language Specialist include: Master s or higher degree in speech-language pathology from a regionally accredited college or university (and) passing a state-approved test of comprehensive knowledge in the field of speech-language pathology. (ASHA, 2008, June) iv) One of the effects of this shortage has been the use of emergency certified personnel in the New Jersey schools. The emergency certification program has allowed individuals with a Bachelors degree in Speech- Language pathology to be employed for a limited time period in the public schools (usually one year with continued employment contingent on acceptance to a Masters program). Compliance with federal legislation that describes highly qualified personnel, such as No Child Left Behind, necessitates that such emergency programs be discontinued and all entry level speech-language pathologists (specialists) hold a Masters Degree. v) In the public schools of New Jersey, support personnel, such as speech aides are note used. Speech correctionists (Bachelor s level) are being transitioned into speech language specialist certification. All requirements for the certification upgrade must be met by December 31, 2015. (ASHA, 2008, June) Speech correctionists who have chosen not to complete the upgrade requirements will not be able to continue employment in their current positions. vi) vii) viii) ix) According to ASHA s Supply and Demand for Speech-Language Pathologists Resource List (2007) approximately 43% of students who applied to graduate programs in communication disorders were accepted. While there are numerous reasons for students not being accepted into graduate programs, lack of available program is certainly a factor for candidates in the Southern New Jersey area. Stockton s undergraduate program in SPAD currently has an enrollment of approximately 180 students. Between 40-45 students graduate from the program annually. Students wishing to remain in the Southern New Jersey area usually seek admission to one of the accredited programs in the Philadelphia area which requires commuting and increased tuition expenses for out-of-state students. These programs accept approximately 30 full-time students annually. There is currently no accredited graduate program in Delaware. A survey (November 2008) of currently enrolled students in the undergraduate speech pathology and audiology program indicated that 67 of the approximately 180 full-time students (37%) would be interested in 6

applying to a Master of Science in Communication Disorders Program at Stockton. x) A survey of fifty-one Speech Pathology and Audiology alumni who had graduated from Stockton within the last ten years indicated that 18% would be interested in applying to a Masters Program in Communication Disorders at Richard Stockton College. Several replied that they already held a masters degree but would have been interested in attending Stockton had the degree been available. xi) xii) xiii) xiv) xv) A review of the American Speech-Language Hearing Association s Higher Education data base revealed a median acceptance rate of 38% for graduate programs in Communication Disorders in NY, NJ, MD, and PA. The number of applications received at area institutions ranged from 48-509. The number of full-time students accepted ranged from 4-226. Students seeking a Masters Degree in Communication Disorders from a public New Jersey university apply to Montclair University, William Paterson University, or Kean University, all of which are located in the northern part of the state. These programs which all operate at capacity accept 30-35 students per year from a huge applicant pool (e.g. 240-300 applicants annually at Montclair). Seton Hall University, located in northern New Jersey, also offers a Masters program with equally competitive admissions. This suggests that a large pool of potentially qualified applicants is being underserved in the New Jersey and Delaware Valley areas. The College of New Jersey has recently closed its graduate program in Communication Disorders. The Committee on Higher Education of the New Jersey Speech-Language Hearing Association consists of representatives from the graduate programs in Communication Disorders at: Montclair University, William Paterson University, Kean University, Seton Hall University, and the undergraduate program at Richard Stockton College. The Committee has determined that there is a need for a Masters Program in Communication Disorders in the southern part of the state. This is particularly true in view of the recent closing of the graduate program at The College of New Jersey. Dr. Roberta Wohle, the NJ State Director of Special Education contacted the President of the New Jersey Speech-Language Hearing Association to arrange a meeting regarding the need for additional master s level programs in South Jersey. The members of the Committee on Higher Education of the New Jersey Speech-Language Hearing Association and the Association President will meet with Dr. Wohle on February 20, 2009. 7

xvi) xvii) The current faculty meets with potential students and their families at the Stockton Open House programs throughout the year. Participants consistently ask about the potential for Stockton developing a Masters program in Communication Disorders. Students and families also report this as a factor for consideration in selecting an undergraduate program. Refer to copy of e-mail from Dr. George Shellum, Director of Special Services (see Appendix). c) Mission i) Creation of a Masters program in Communication Disorders is consistent with the Graduate Education Mission Statement: Through accessible graduate education the College responds to the State and regional needs. ii) iii) Addition of a Masters program in Communication Disorders would also serve the mission of Richard Stockton College by responding to the changing needs of students, the community and the region through providing increased opportunities for education, service, and scholarship. It is expected that the undergraduate program and the graduate program would share common goals. While the undergraduate program s mission would be to prepare students for admission to a graduate program of study within the context of a liberal arts curriculum, the graduate program s mission would be to prepare students to obtain licensure and certification as highly qualified professionals in the field. Both programs, however, would operate under common principles such as foundational knowledge of math and science, foundational research skills, skills for interdisciplinary practice, and principles of evidence-based practice. 3) Students a) Target Population The target student population will include: students with undergraduate degrees in speech-language pathology and students with undergraduate degrees in other fields who wish to obtain a Masters Degree in Communication Disorders. Consistent with the policies of the American Speech-Language Hearing Association, and using recruiting practices recommended by ASHA, recruiting will include encouragement of applications from individuals with culturally and linguistically diverse backgrounds. Recruiting will also take place at state and national conferences to increase the likelihood of a well-qualified and diverse applicant pool. The program is expected to run on a cohort basis similar to the advanced degree programs in Occupational Therapy and Physical Therapy currently at Stockton. The cohort model would be comprised of a group of no more than 30 students (including undergraduates taking 5000 level courses as part 8

of the dual degree program) who would follow a specific course sequence throughout the program and graduate at the same time. Because Stockton is a public institution in the State of New Jersey higher education system, preference would be given to residents of the State of New Jersey. Preference would also be given to students who have received or will receive their undergraduate degree from Stockton. Non-Stockton students would also be considered for admission. b) Optimal Enrollment 4) Program Resource The optimal enrollment in the program would be capped at 30 students. This is based on communication with faculty at other successful programs, proposed faculty resources at Stockton, and the ability of the program to provide successful supervised clinical experiences on- and off-campus. a) Faculty i) In addition to the two existing full-time lines in the SPAD program, and the continued need for a full-time clinic director for the Speech and Hearing Center, an additional two tenure-track faculty positions would be required for the graduate program courses. One faculty member would need to specialize in adult neurogenic disorders. One new faculty member would need to be hired the first year. The second new faculty member could be hired for the beginning of the second year. ii) iii) Adjunct faculty will also continue to be needed to support instruction as well as on- and off-site clinical supervision. The 2008 Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology include the following. The numbering of the following points corresponds to the original numbering of the standards. 2.1 All faculty members, including all individuals providing clinical education, are qualified and competent by virtue of their education, experience, and professional credentials to provide academic and clinical education assigned by the program. Qualifications and competence to teach graduate-level courses and to provide clinical education must be evident in terms of appropriateness of degree level, practical or educational experiences specific to responsibilities in the program, and other indicators of competence to offer graduate education. All individuals providing clinical education, both on- 9

site and off-site, must have appropriate experience and credentials for the professional area in which clinical education is provided. The faculty must possess appropriate qualifications and expertise to provide the depth and breadth of instruction for the curriculum, consistent with the institutional expectations for clinical graduate programs. Academic content is to be taught by doctoral-level faculty except where there is a compelling rationale for instruction by an individual with other professional qualifications that satisfy institutional policy. 2.2 The number of full-time doctoral-level faculty in speech-language pathology, audiology, and speech, language, and hearing sciences and other full- and part-time faculty is sufficient to meet the teaching, research, and service needs of the program and the expectations of the institution. The institution provides stable support and resources for the program s faculty. A sufficient number of qualified doctoral-level faculty with full-time appointments is essential for accreditation. This number must include research-qualified faculty (e.g., Ph.D.s). The program must document that the number of doctoral-level and other faculty is sufficient to offer the breadth and depth of the curriculum, including its scientific and research components, so that students can complete the requirements within a reasonable time period and achieve the expected knowledge and skills. The faculty must have sufficient time for scholarly and creative activities, advising students, participating in faculty governance, and other activities consistent with the institution s expectations. Faculty must be accessible to students. Institutional commitment to the program s faculty is demonstrated through documentation of stability of financial support for faculty, evidence that workload assignments are consistent with institutional policies, and evidence of positive actions taken on behalf of the program s faculty. The program must demonstrate that faculty members have the opportunity to meet the institution s criteria for tenure, promotion, or continued employment, in accord with the institution s policies. 2.3 Faculty members maintain continuing competence. Faculty can demonstrate continuing competence in a variety of ways, including course and curricular development, professional development, and research activities. Evidence of each faculty member s professional development activities must appear in faculty vitae. 10

The program must demonstrate that support, incentives, and resources are available for the continued professional development of the faculty. Examples of evidence include release time for research and professional development, support for professional travel, and professional development opportunities on campus. iv) Completion of the proposed Masters Degree in Communication Disorders at Richard Stockton College would require approximately 60 graduate credits which include a thesis plus a minimum of 325 clock hours of clinical practicum. Admission to the Masters Program in Communication Disorders would be based on the cohort model. This would allow for appropriate planning of curriculum and faculty needs. In addition, an accelerated dual degree program would be available. v) The estimated need for faculty includes 5 full-time (tenure-track faculty), along with adjunct faculty members, and a full-time clinical director. vi) Adjustments would be made to the existing undergraduate program. Students seeking a Bachelor s Degree in SPAD who are not accepted into the accelerated dual degree program would be enrolled in a BA program as they would not be eligible to enroll in courses linked to the accelerated model. This would allow additional opportunities for study in the General Studies curriculum. This model is appropriate as it retains the prerequisite courses required for admission to a graduate program in Communication Disorders. A B.S. degree would also be available and would be incorporated into the dual degree model. b) Curriculum Refer to Appendix for the proposed curricula. These are based on ASHA accreditation standards and review of the curricula of several ASHA accredited programs in Communication Disorders. c) Equipment, Materials and Library i) The SPAD program is fortunate to have a Speech and Hearing Clinic in the West Quad building. This facility would be utilized by the graduate program as well. As the complexity of our caseload may change, purchase of additional diagnostic tests and therapy materials is anticipated. Present estimated cost is $2000. As is customary in other Communication Disorders graduate programs a lab fee may need to be assessed for recurring clinical expenses (e.g. diagnostic test protocols). In addition, the equipment in the audiology suite needs to be updated to meet the needs of our current undergraduate program as well as the proposed graduate program. Price bids are currently being explored. In addition, additional 11

affiliations would need to be developed with local healthcare and educational agencies for clinical placements. ii) iii) The SPAD program is also fortunate that Richard Stockton offers graduate programs in health sciences and education. Many of the library resources required by these programs are also of value to a Communication Disorders program. Additional library resources are not anticipated. It is also anticipated that the research and practice needs of graduate students will lead to increased interdisciplinary collaboration with programs at Stockton including: nursing, public health, occupational therapy, physical therapy, education, psychology and social work. d) Accreditation i) As discussed in section 1 above, objectives and as illustrated in the Appendix, the program will seek candidacy for accreditation from the Council on Professional Standards in Speech Language Pathology and Audiology of the American Speech-Language Hearing Association (ASHA). ii) The program must obtain candidacy status before operating. e) Evaluation and Assessment i) As part of the accreditation process, the Masters Program in Communication Disorders would be responsible for providing evidence of compliance with CAA standards (see Appendix). ii) iii) Student progress would be tracked using the Knowledge and Skills Acquisition Summary form (see Appendix). Faculty would continue procedures currently in place for program evaluation. 12

References American Speech-Language Hearing Association. (2007). 2007 Health Care Surveys. Retrieved July 27, 2008, from http://www.asha.org American Speech-Language Hearing Association. (2008). 2008 school survey summary report: Number and type of responses. Retrieved July 27, 2008, from http://www.asha.org American Speech-language Hearing Association. (2008, June). New Jersey state characteristics of licensure law. Retrieved July 27, 2008, from http://www.asha.org Bureau of Labor Statistics. (2007). Occupational outlook handbook: 2008-2009 edition. Retrieved July 27, 2008, from United States Department of Labor Web Site: http://www.bls.gov/oco/ocos099.htm Bureau of Labor Statistics. (2008). Industry-Occupation employment matrix. Retrieved July 27, 2008, from U.S. Department of Labor Web Site: http://data.bls.gov/oep/nioem/empiohm.jsp Council on Academic Accreditation. (2008). CAA accreditation manual. Retrieved July 27, 2008, from American Speech-Language Hearing Association Web Site: http://www.asha.org Division of Labor Market and Demographic Research (2006, September). Projections 2014: New Jersey employment and population in the 21 st century. Retrieved July 28, 2008 from New Jersey Department of Labor and Workforce Development Web Site: http://www.wnjpin.net/onestopcareercenter/labormarketinformation/lmi03/index.html Surveys and Information Team. (2007). Supply and demand for speech-language pathologists resource list. Retrieved July 27, 2008, from American Speech-Language Hearing Association Web Site: http://www.asha.org 13

From ASHA: Standards Compliance Continuum http://www.asha.org/about/credentialing/accreditation/accredmanual/stdscompliancecontinuum.htm The standards compliance continuum highlights CAA's expectations for a program's development and achievement as related to the 2008 Standards for Accreditation. Programs are expected to demonstrate, at a minimum, the designated level of development outlined below. The CAA will apply this compliance schedule for its review and decision on a program's candidacy application and reports. For example, decisions to award candidacy to an applicant program will be based on the expectations listed in the column, "CAA's award of candidacy." Key: P = Compliance with the standard is planned and a timeline is established for meeting compliance expectations I = Plan is implemented; compliance expectations met M = Plan is implemented and compliance maintained; program improvements have been initiated Level III: Program Level I: Level II: 2008 Standards for Improvement/ Development Application Accreditation Maintenance Proposal STD. 1.0 Administration & Governance 1.1 Regional Accreditation CAA's CAA's Readiness to approval approval of Approval CAA's submit of 1st 2nd/3rd for a site award of candidacy annual annual visit candidacy application progress progress report report I I I M M 14

1.2 Mission, Goals, Objectives P/I P/I I M M 1.3 Program Strategic Plan P/I I I M M 1.4 Program Authority & P P/I I M M Responsibility 1.5 Program Director I I I M M 1.6 Equitable Treatment I I I M M 1.7 Accuracy of Public Information P P/I P/I P/I/M P/I/M STD. 2.0 Faculty 2.1 Faculty Qualifications P I I M M 2.2 Faculty Sufficiency P P/I P/I I/M I/M 2.3 Continuing Competence P P/I P/I I/M I/M STD. 3.0 Curriculum 3.1 Overall Curriculum P/I P/I P/I I/M I/M Sufficiency 3.2 Curriculum Currency & Diversity P P P I M 3.3 Scientific & Research P I I M M Foundations 3.4 Sequence of Learning Experiences P P/I P/I I/M M 3.5 Supervision P P/I P/I I/M M 15

3.6 External Placements P P/I I I/M M 3.7 Clinical Sites P P/I P/I M M 3.8 Mode of Delivery P P P M M STD. 4.0 Students 4.1 Student Admission Criteria I I I M M 4.2 Student Adaptations P/I P/I I M M 4.3 Student Information P P/I I I/M M 4.4 Student Advising P P/I I M M 4.5 Mode of Delivery P I I M M STD. 5.0 Assessment 5.1 Program Assessment of P/I P/I P/I I/M M Students 5.2 Student Progress P P/I P/I I/M M Documentation 5.3 Program Effectiveness P P/I P/I P/I P/I/M 5.4 Evaluation of Faculty for Continuous P/I P/I P/I I/M I/M Improvement STD. 6.0 Program Resources 6.1 Institutional P P/I P/I I/M I/M 16

Financial Support 6.2 Physical Facilities 6.3 Program Equipment & Educational/Clinical Materials 6.4 Program Support Services & Resources P P I M M P P/I I I/M M P I I M M 17

Faculty Ratios at NJ Graduate Programs in Communication Disorders Name of Institution Number of Full-time Number of Full-time Notes Graduate Students Faculty William Paterson 45 6 Includes one audiologist. In addition, one full-time clinic director. Montclair 80 4.5 In process of hiring one additional faculty member. Also have 3 full-time clinical staff. Kean 75 7 All faculty are on overload. Also have an undergraduate program. Also have a clinic coordinator & 10-12 adjuncts (for courses &/or supervision) Seton Hall 49 7 Plus 2 additional adjuncts. Richard Stockton College is the only institution in New Jersey that currently offers an undergraduate degree in Speech Pathology and Audiology. 18

Sample Sequence I MS in communication Disorders Revised January 1, 2009 Fall 1 Spring 1 Summer 1 Neurological Bases of Communication Advanced Clinical Methods Language Disorders in Young Children Clinical Observation Lab if needed (1 credit) (Semester Total: 9-10 credits) Clinical Practicum I (on campus) Research in Communication Disorders Dysphagia Motor Speech Disorders (Semester Total: 12 credits) Fall 3 Disorders of Phonology Language Disorders in School-Aged Children and Adolescents Diagnostic Methods (Semester Total: 9 credits) Audiology Elective (Semester Total: 6 credits) Fall 2 Spring 2 Summer 2 Adult/Pediatric Disorders of Practicum Voice Acquired Adult Disorders of Language Disorders Fluency Thesis (3 credits) Communication Disorders in Culturally and Linguistically Diverse Populations Adult/Pediatric Practicum Thesis (3 credits) (Semester Total: 9 credits) (Semester Total: 9 credits) (Semester Total: 6 credits) 19

Sample Sequence II (No Summer Courses) MS in communication Disorders Revised September 30, 2008 Fall 1 Spring 1 Neurological Bases of Communication Advanced Clinical Methods Language Disorders in Young Children Clinical Observation Lab if needed (1 credit) Disorders of Phonology Language Disorders in School-Aged Children and Adolescents Diagnostic Methods Fall 2 Spring 2 Clinical Practicum I (on campus) Research in Communication Disorders Dysphagia Motor Speech Disorders Adult/Pediatric Practicum Acquired Adult Language Disorders Elective Disorders of Voice Fall 3 Spring 3 Communication Disorders in Culturally and Linguistically Diverse Populations Adult/Pediatric Practicum Thesis (3 credits) Disorders of Fluency Audiology Thesis (3 credits) 20

Proposed Curricula July 28, 2008 B.S. Speech Pathology and Audiology-Accelerated Program Program Requirements C or higher required for all SPAD courses 80 credits Course Title Credits BIOL 1180 Functional Human Anatomy 4 PSYC 3323 or PSYC 3322 Note: Prerequisite for PSYC 3323 and PSYC 3322 is PSYC 1100 Developmental Psychology: Childhood & Adolescence Lifespan Development 4 SPAD 2305 Statistics for Health Professionals 4 SPAD 2119 Introduction to Communication Disorders 4 SPAD 2115 Language Acquisition 4 SPAD 1101 Phonetics 4 SPAD 1102 Speech Science I 4 SPAD 1103 Speech Science II 4 TBA Clinical Methods in Speech Pathology 4 TBA Speech and Language Disorders 4 SPAD 3121 Aural Rehabilitation 4 SPAD 3611 Seminar in Speech Pathology and Audiology 4 (May substitute elective with permission of preceptor) SPAD Cognate 4 SPAD Cognate 4 TBA 5XXX Audiology 4 TBA 5XXX Clinical Practicum in Communication Disorders I 4 TBA 5XXX Research in Communication Disorders 4 TBA 5XXX Language Disorders in Young Children 4 TBA 5XXX Diagnostic Methods 4 TBA5XXX Neurological Bases of Communication 4 General Studies Requirements 32 credits GEN 4 GNM 4 GIS 4 GNM 4 GAH 4 GSS 4 GAH 4 GSS 4 At Some Distance 16 credits Note: In accordance with the ASHA Knowledge and Skills Summary, it is highly recommended that the SPAD student enroll in a minimum of one course in mathematics and one in the physical sciences. These are required for ASHA certification in addition to a course in biology and a course in the social sciences. 21

Proposed Curricula July 28, 2008 B.A. Speech Pathology and Audiology Program Requirements C or higher required for all SPAD courses 64 credits Course Title Credits BIOL 1180 Functional Human Anatomy 4 PSYC 3323 or PSYC 3322 Note: Prerequisite for PSYC 3323 and PSYC 3322 is PSYC 1100 Developmental Psychology: Childhood & Adolescence Lifespan Development 4 SPAD 2305 Statistics for Health Professionals 4 SPAD 2119 Introduction to Communication Disorders * ± 4 SPAD 2115 Language Acquisition * 4 SPAD 1101 Phonetics * 4 SPAD 1102 Speech Science I * 4 SPAD 1103 Speech Science II * 4 TBA Clinical Methods in Speech Pathology ± 4 SPAD 3120 Phonology 4 SPAD 3123 Language Disorders ± 4 SPAD 2120 Introduction to Audiology 4 SPAD 3121 Aural Rehabilitation* 4 SPAD 3611 Seminar in Speech Pathology and Audiology 4 SPAD Cognate 4 SPAD Cognate 4 * Indicates required prerequisites for admission to the graduate program in Communication Disorders. ± Course requires clinical observation. General Studies Requirements 32 credits GEN 4 GNM 4 GIS 4 GNM 4 GAH 4 GSS 4 GAH 4 GSS 4 At Some Distance 32 credits Note: In accordance with the ASHA Knowledge and Skills Summary, it is highly recommended that the SPAD student enroll in a minimum of one course in mathematics and one in the physical sciences. These are required for ASHA certification in addition to a course in biology and a course in the social sciences. 22

Appendix Monday 11/17/2008 To: Dr. Richard Berry and Dr. Amy Hadley, Richard Stockton College My school district (as are many others across the county) is in desperate need for a Speech Language Pathologist. We have advertised regionally and on NJHire for the last three months and have received no applications. I was wondering, perhaps hoping that there may be a student in your program that was graduating early and may not yet be accepted into a graduate program. I have hired two individuals previously from Stockton (names omitted) who were able to work towards their degree and full certification while employed in our district. Because the State Department of Education has not been able to establish SLP certification programs in sufficient numbers to meet the demand, we are again in a situation where we are unable to locate fully certified personnel. We are in a position to offer employment to a graduating undergraduate student with a major in Speech Language Pathology. As we have done in the past, we would arrange for an emergency certificate and the individual would apply to a graduate program and work towards a master degree and ASHA certification. We have one excellent ASHA certified SLP on staff who would provide great support and guidance to any young person coming out with a BS degree. Our district will reimburse students for up to 12 credits per year as long as they agree to remain in the district for three years. I have exhausted options closer to our district. Would you please circulate this posting among potential students. If you have any other questions or need further clarification, do not hesitate to contact me at: George W. Shellem, Ph. D. Director of Special Services Penns Grove - Carneys Point Regional School District 100 Iona Ave Penns Grove, New Jersey 856 299-4250, Ext. 1124 gshellem@pennsgrove.k12.nj.us Thank you! 23

Preliminary Budget Considerations Masters Program in Communication Disorders 1. Faculty Expense a) 2 additional faculty members @ $125,000 each (salary and benefits) b) (9 graduate credit load) x $1,500 = $13,500 tuition generated/faculty member 2. Faculty member #1 to be added year 1 3. Faculty member #2 to be added year 2 24

This is a sampling of job postings found in an internet-based search on January 22, 2009. Courier Post Newspaper (Cherry Hill) 1. Camden County Educational Services Commission SPEECH/LANGUAGE SPECIALISTS (FT/PT) (CFY supervision available; PA & DE retirees w/nj certification welcomed) 2. SunDance Rehabilitation Speech Language Pathologist (SLP) excellent compensation and benefits package recognition and appreciation new grad mentoring balanced work/home environment CEU and licensure support student loan repayment programs where applicable domestic partner benefits promotional opportunities, both clinical and management H1B visa sponsorship/transfers flexible schedules, and much more 3. A major hospital in south NJ is looking for a full-time Speech Language Pathologist for its Child Development Services Department. Salaries vary based on experience; $5K relocation package for candidates located more than 45 miles, must move and commit for 1 year. 4. CareOne Rehabilitation: Speech-Language Pathologist 5. Holy Redeemer Rehabilitation: Home Care Speech Therapist Performs medically prescribed speech therapy treatment to restore speech, language and swallowing skills and limit further disability following injury. 6. Description Seeking a part time pediatric feeding specialist to work in the Pediatric Feeding and Swallowing Center at The Children's Hospital of Philadelphia. Join an interdisciplinary team providing evaluation and treatment services to children with a variety of feeding disorders. Our speech-language pathologists evaluate oral motor and swallowing function via clinical bedside assessment and videofluroscopy. They collaborate with physicians, nurse practitioners, nutritionists, psychologists, occupational therapists, and social workers, to provide comprehensive recommendations for maximizing children s' feeding skills. They provide education and instruction to patients, families/significant caregivers, health care professionals, students, and the community. 25

7. Speech-Language Pathologist HEALTHSOUTH Rehabilitation Hospital of Toms River. Benefits: To attract and retain the best professionals, we offer a comprehensive and competitive benefits package that includes medical, dental, vision, 401(k), college savings plan, employee assistance program, pre-paid legal plan and much more. 8. Several additional openings were listed in Philadelphia and Wilmington, DE New Jersey Hire (njhire.com): Five positions were posted on January 22, 2009 for Speech-language pathologists in New Jersey public schools. Advance for Speech-Language Pathologists: Speech-Language Pathologist: Tender Touch, Lakewood, NJ; Geriatrics ; Sub Acute / Long-Term Care Press of Atlantic City (pressofatlanticcity.com) Two South Jersey school districts were advertising vacancies for Speech-language pathologists. AtlantiCare HomeCare was advertising for speech-language pathology openings. 26