Eastern New Mexico University Assessment Report Program

Eastern New Mexico University

Assessment Report

Program:

Health and Human Services Department: CDIS Program

Academic Year: 2017-2018

Prepared by:

Dwayne Wilkerson, CDIS Undergraduate Program Director

Dr. Suzanne Swift, CDIS Graduate Coordinator/Department Chair

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TABLE OF CONTENTS

Executive Summary …………….………………………………….……. 3 Undergraduate Learning Objectives and Outcomes

UG Learning Objective #1……………………………….………….... 5 UG Learning Objective #2………………………………...…………... 6 UG Learning Objective #3……………………….……….…………... 7 UG Learning Objective #4………………………….…….…………... 8 UG Learning Objective #5…………………………….…………….... 9 UG Learning Objective #6………………………..…….……………... 10 UG Learning Objective #7……………………….……….…………... 11 UG Learning Objective #8……………………………………………. 12

Undergraduate Learning Outcomes by Course

CDIS 144……………………………………………………...…….…. 15 CDIS 244………………………………………………….……….…... 18 CDIS 300…………………………………………………………….…. 21 CDIS 303………………………………………………….………….… 23 CDIS 310………………………………………………….………….... 26 CDIS 311…………………………………………………………….…. 28 CDIS 320………………………………………………………………. 31 CDIS 323…………………………………………………………….…. 33 CDIS 324…………………………………………………………….…. 35 CDIS 330…………………………………………………………….…. 36 CDIS 332……………………………………………………………….. 38 CDIS 342……………………………………………………………….. 41 CDIS 400……………………………………………………………….. 43 CDIS 421……………………………………………………………….. 45 CDIS 433………………………………………………………………… 48 CDIS 434……………………………………………………………….. 50 CDIS 441……………………………………………………………….. 52 CDIS 441L………………………………………………….…………... 55 CDIS 445………………………………………………….……………. 56 CDIS 446………………………………………………….……………. 57

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CDIS 454……………………………………………………………….. 58 CDIS 455……………………………………………….………………. 62 UG Courses in Transition…………………………………………..….. 64

Graduate Learning Outcomes and Supplemental Data GR Learning Objective #1………………………………………….….. 65 GR Learning Objective #2………………………………………….….. 65 GR Learning Objective #3………………………………………….….. 66 GR Learning Objective #4……………………………………...……... 66 Praxis Examination Category Analysis…………………………... 67 Praxis Pass Rates (5 year rates)…...………………….……….... 67 Praxis Pass Rates (Residential vs. Distance)…...........………... 68 GR Learning Objective #5………………………………………….…. 69

Program Completion Rates (4 year rates)………………….….... 70 GR Learning Objective #6………………………………….......…….. 71

Employment Rates of Graduates...…………………………….… 71 Employment Rates of Graduates (Residential vs. Distance)…. 72

Graduate Learning Outcomes by Course CDIS 500…………………………………………..……………………. 73 CDIS 504…………………………………………..……………………. 76 CDIS 511…………………………………………..……………………. 79 CDIS 512…………………………………………..……………………. 83 CDIS 516…………………………………………..……………………. 85 CDIS 517…………………………………………..……………………. 88 CDIS 525…………………………………………..……………………. 91 CDIS 526…………………………………………..……………………. 93 CDIS 527…………………………………………..……………………. 95 CDIS 528…………………………………………..……………………. 98 CDIS 529…………………………………………..……………………. 100 CDIS 540…………………………………………..……………………. 104 CDIS 550…………………………………………..……………………. 106 CDIS 554…………………………………………..……………………. 108 CDIS 557…………………………………………..……………………. 111 CDIS 560…………………………………………..……………………. 113

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CDIS 573…………………………………………..……………………. 115 CDIS 590…………………………………………..……………………. 117

Curricular Map of Student Learning Outcomes Changes to Plan………………………………………………………... 120 Changes to Academic Process…………………………………….…. 121 Changes to Curriculum……………………………….…………….….. 122 Curricular Map……………………………………………………….….. 123

Supplemental Documentation CDIS Mission Statement…………………………………………….… 129 UG KASA Checklist………………………………………………. ….... 132 UG KASA Learning Outcomes by Course …………...….………….….. 134 Graduate KASA Checklist………………………………………….….. 148 Graduate Admissions Rubric…………………………………….……. 150 Portfolio Scoring Rubric…………………………………………….….. 153 Graduate Research Scoring Rubric …….…………………..……...... 160

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Executive Summary

Summary: This assessment plan serves as a measure of student learning outcomes across the undergraduate and graduate

curriculum in the CDIS program. These outcome measures are used for the purpose of aggregating data that that is routinely collected

at this level for program planning, self-study reports, program review, accreditation, and the effectiveness plan. The assessment data

was analyzed in three ways, application of the learning outcomes across the program, course specific student learning outcomes, and

trend data across assessment cycles.

Results: The eight undergraduate learning objectives used in this assessment consist of foundational knowledge related to basic

human communication and swallowing processes in a specific area (e.g., biological, neurological, linguistic, acoustic, etc.). Each

learning objective was composed of curricular-based student learning outcomes that were measured in specific undergraduate courses.

The assessment results were reported based on aggregate student performance on instructor selected assessments (i.e., skills

performance, student projects, course notebooks, portfolios, scoring rubrics, graded assignments, quizzes and/or exams, etc.). The

performance criteria used to measure the undergraduate outcomes was 70% of the total number of students meeting course specific

student learning outcomes with a recommended cut-off score of 75% or higher. Across 48 core undergraduate learning outcomes, the

average percentage of students who met the 75% or higher performance criteria ranged from 77% to 100%. The mean score was 89%

as compared to 86% from the previous assessment cycle, with a standard deviation of 6.11.

The second analysis measured course specific student learning outcomes across 22 undergraduate and 18 graduate courses taught

in 96 different course sections. In addition to analyzing the data based on the percentage of total students that met course specific

measures, the data was disaggregated by instructor, course type, and length of the course. Descriptive statistics were used to compare

the results, which indicated continued variation in performance when comparing course type (in-class, synchronous/asynchronous

Mediasite, traditional online) and course length (16 weeks and 8 weeks).

A third analysis looked at trend data over the past six years based on the percentage of undergraduate students who met the 75% or

higher performance criteria by course type without regard for course length. A visual analysis of the results indicated that the greatest

percentage of undergraduate and graduate students successfully meeting learning outcomes has shifted from in-class courses to

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Mediasite courses. This may indicate that this type of course delivery is superior to other methods, or that this finding is an artifact of

the continued increased enrollment in synchronous and asynchronous Mediasite courses. In addition, the data reflects an overall

positive trend in 83.33% of undergraduate courses assessed, based on the percentage of students meeting learning outcomes. By

course type, a positive trend was noted in 56.25% of the online WW course sections, 41.66% of the AW course sections, and 46.66%

of in-class sections.

Closing the Loop: An analysis of the assessment data indicated that the majority of undergraduate and graduate student learning

outcomes were met during this assessment cycle based on the current measures and data collection procedures. The overall results

of the assessment were positive in that the findings indicated a continued level of effectiveness in program design, curriculum

development, instructional methodologies, as well as the assessment process. These findings again confirmed the need to ensure

comparable instructional rigor and data collection methodologies between different sections of the same course. During this

assessment cycle, instructors were given the opportunity to suggest changes, additions, and/or deletions to the student learning

outcomes for their course(s) in order to make the assessment process more effective and meaningful at the instructional level. Plans

for improvement and/or modifications based on the results of the assessment and the instructor’s input include: (1) Continued revision

of student learner outcomes for CDIS 433 to determine which outcomes are essential to the course and best reflect the curricular

content. (2) Add new CDIS electives courses in the next assessment cycle that are currently being developed and/or piloted including

the development of student learning outcomes. (3) Continued review of all undergraduate learning outcomes to determine if changes

are needed or if there is overlap between courses. (4) Provide additional information and faculty training on the assessment process

to ensure that all student learning outcomes are being appropriately assessed and reported. (4) Continue analysis of trend data related

to performance variability using a variety of variables. (5) Continued revision of the online data collection instrument for greater

efficiency and effectiveness in reporting and analyzing the assessment data.

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Eastern New Mexico University Assessment Report/Plan

Academic Units 2017-2018

Curricular Map of Undergraduate Student Learning Objectives and Outcomes

Measure = Intended student learning outcome Performance Criteria = Standard against which performance is assessed

Outcome = Result Action Taken = Use of results to improve student learning

Undergraduate Learning Objective #1

Knowledge Outcome: CDIS undergraduate students will demonstrate knowledge of basic human communication and swallowing processes including their biological bases

Gen Ed. Competency? ,X ¸No _ Yes Accreditation Objective? X No _ Yes

Measure(s)

100.1) From production through auditory reception, detail all structures and functions required to produce and perceive speech. Students must specifically identify respiratory, phonatory, resonatory, and articulatory components including variations produced in coarticulatory and connected speech contexts with longer linguistic units.

100.2) Develop and implement an oral-motor assessment protocol

100.3) Relate anatomical structure (e.g., dentition, occlusion) and function (e.g.

extension, retraction) to place, manner, and voicing descriptors for normal phoneme development/production

Performance Criteria

70% of total students will meet course specific, entry-level competency for these outcome measures, based on the results of instructor selected assessments (i.e., skills performance, student projects, course notebooks, portfolios, scoring rubrics, graded assignments, quizzes, and/or exams, with a recommended cut-off score of 75% or higher, etc.)

Population/Timeline

100.1) CDIS 300, AY 2017-18

100.2) CDIS 300, AY 2017-18

100.3) CDIS 311, AY 2017-18

Results

Outcome(s)

100.1) An average of 81.00% of total students met this outcome at ≥ 75%



Action(s) Taken

Continue plan unchanged



Timeline for Action(s)

100.1) AY 2018-19 100.2) AY 2018-19

100.3) AY 2018-19

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Knowledge Outcome: CDIS undergraduate students will demonstrate knowledge of basic human communication and swallowing processes including their neurological bases

Gen Ed. Competency? X No _ Yes Accreditation Objective? X No _ Yes

Measure(s)

200.1) Identify and explain functions for cranial nerves 200.2) Differentiate structures within and functions of neurological systems

200.3) Identify and list functions for UMN and LMN systems

200.4) Explain the blood supply of the brain and brain stem

200.5) Identify lobes and their functions

200.6) Identify cortical structures of hearing and vision



Population/Timeline

200.1) CDIS 421, AY 2017-18 200.2) CDIS 421, AY 2017-18

200.3) CDIS 421, AY 2017-18

200.4) CDIS 421, AY 2017-18

200.5) CDIS 421, AY 2017-18

200.6) CDIS 421, AY 2017-18

Results

Outcome(s)







Action(s) Taken








200.1) AY 2018-19 200.2) AY 2018-19

200.3) AY 2018-19

200.4) AY 2018-19

200.5) AY 2018-19 200.6) AY 2018-19

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Knowledge Outcome: CDIS undergraduate students will demonstrate knowledge of basic human communication and swallowing processes including their acoustic bases


Measure(s)

300.1) Create and analyze waveforms for frequency, amplitude, and periodicity

300.2) Spectrographically analyze and identify selected vowel and consonant

sounds 300.3) Analyze voice samples for jitter, shimmer, mean harmonics-to-noise

ratio, voicing, and pitch spectrographic analysis 300.4) Define formant and describe the manner in which variations in

physiology affect formant frequencies 300.5) Demonstrate competency with basic principles of audiometric evaluation

(to include tympanometry) 300.6) Analyze and interpret audiometric Results



Population/Timeline

300.1) CDIS 400, AY 2017-18

300.2) CDIS 400, AY 2017-18

300.3) CDIS 400, AY 2017-18

300.4) CDIS 400, AY 2017-18

300.5) CDIS 342/446*, AY 2017-18

300.6) CDIS 342, AY 2017-18

Results

Outcome(s)





300.5) An average of 82.67%* of total students met this outcome at ≥ 75%


*Includes data from 342 only

Action(s) Taken








300.1) AY 2018-19 300.2) AY 2018-19

300.3) AY 2018-19

300.4) AY 2018-19

300.5) AY 2018-19

300.6) AY 2018-19

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Knowledge Outcome: CDIS undergraduate students will demonstrate knowledge of basic human communication and swallowing processes including their psychological bases


Measure(s)

400.1) Integrate basic principles of cognitive psychology into intervention contexts

400.2) Integrate basic principles of behavior modification into intervention

contexts 400.3) Address multiple learning styles in therapeutic contexts



Population/Timeline

400.1) CDIS 441, AY 2017-18

400.2) CDIS 441, AY 2017-18

400.3) CDIS 441, AY 2017-18

Results

Outcome(s)




Action(s) Taken





400.1) AY 2018-19 400.2) AY 2018-19

400.3) AY 2018-19

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Knowledge Outcome: CDIS undergraduate students will demonstrate knowledge of basic human communication and swallowing processes including their developmental bases


Measure(s)

500.1) Describe how theories of speech and language development explain the emergence of communication



Population/Timeline

500.1) CDIS 330, AY 2017-18

500.2) CDIS 330, AY 2017-18

Results

Outcome(s)


Action(s) Taken



500.1) AY 2018-19

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Knowledge Outcome: CDIS undergraduate students will demonstrate knowledge of basic human communication and swallowing processes including their linguistic bases


Measure(s)

600.1) Differentiate the parameters of speech and language according to form, content, and use as well as phonology, morphology, syntax, semantics, and pragmatics

600.2) Transcribe normal speech sample using IPA, diacritics, syllable shapes,

and place/manner/voicing analysis 600.3) Transcribe normal language sample; Compute MLU, MLR, TTR,

semantic analysis, clause density (e.g., coordination/subordination index)

600.4) Using a normal sample, score NRT and analyze results according to

strengths/weaknesses and developmental norms 600.5) Compose Results detailing results of sample



Population/Timeline

600.1) CDIS 330, AY 2017-18

600.2) CDIS 310, AY 2017-18

600.3) CDIS 332, AY 2017-18

600.4) CDIS 311/332*, AY 2017-18

600.5) CDIS 332, AY 2017-18

Results

Outcome(s)






*Includes data from two courses

Action(s) Taken







600.1) AY 2018-19 600.2) AY 2018-19

600.3) AY 2018-19

600.4) AY 2018-19

600.5) AY 2018-19

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Knowledge Outcome: CDIS undergraduate students will demonstrate knowledge of basic human communication and swallowing processes including their cultural bases


Measure(s)

700.1) Describe impact of and modifications necessary for successful interactions with diverse multicultural clientele

700.2) Describe impact of and modifications necessary for successful

assessment with diverse multicultural clientele



Population/Timeline

700.1) CDIS 441, AY 2017-18

700.2) CDIS 454, AY 2017-18

Results

Outcome(s)

700.1) An average of 90% of total students met this outcome at ≥ 75%


Action(s) Taken




700.1) AY 2018-19 700.2) AY 2018-19

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Knowledge Outcome: CDIS undergraduate students will demonstrate knowledge of disordered communication at the pre-professional level


Measure(s)

800.1) Transcribe disordered speech sample using IPA, diacritics, syllable shapes, and place/manner/voicing analysis; relate to developmental norms

800.2) Relate anatomical structure (e.g., dentition, occlusion) and function (e.g., hyper/hypo) to pattern of error

800.3) Transcribe disordered language sample; Compute MLU, MLR, TTR,

semantic analysis, clause density (e.g., coordination/subordination index); relate to developmental norms

800.4) Describe common etiologies and characteristics of speech and

language disorders 800.5) Explain basic differences in delay vs. disorder vs. difference in speech

and language profiles 800.6) Relate type of hearing loss to anatomical structure and function

800.7) Discriminate and describe amplification systems

800.8) Discriminate and describe communication methods for deaf and HOH individuals

800.9) Match amplification and communication method to client need based on

type and degree of loss in conjunction with communication profile 800.10) Discriminate and explain various intervention models for addressing

speech and language disorders

800.11) Use elementary principles of EBP to justify decision making process

800.12S) Using a disordered sample, score NRT and analyze results

according to strengths/weaknesses and developmental norms (Speech) 800.12L) Using a disordered sample, score NRT and analyze results according

to strengths/weaknesses and developmental norms (Language)



Population/Timeline

800.1) CDIS 311, AY 2017-18

800.2) CDIS 311, AY 2017-18

800.3) CDIS 332, AY 2017-18

800.4) CDIS 311/332*, AY 2017-18

800.5) CDIS 311/332*, AY 2017-18

800.6) CDIS 342, AY 2017-18

800.7) CDIS 434, AY 2017-18

800.8) CDIS 434, AY 2017-18

800.9) CDIS 434, AY 2017-18

800.10) CDIS 441, AY 2017-18

800.11) CDIS 441, AY 2017-18

800.12S) CDIS 454, AY 2017-18

800.12L) CDIS 454, AY 2017-18

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Undergraduate Learning Objective #8 (Cont.)

Measure(s)

800.13) Complete syllable shape, positional, and place/manner/voice analysis; identify error types (SODA), pattern of error, intelligibility index, and phonetic inventory

800.14) Integrate and analyze findings from case history (social, educational,

medical, etc.), oral motor structure and function, articulatory and phonological assessments, receptive/expressive language in all parameters (syntax, morphology, semantics, pragmatics, narrative, problem solving, etc.), auditory skills, literacy, dynamic assessment, cultural/linguistic variables

800.15S) Compose Results detailing results of sample; provide preliminary

diagnosis, eligibility, statement of functional need, and prognosis; select and construct goals/objectives in order of target need; recommend treatment approach to include modifications; MUST BE SUPPORTED BY REFERREED EBP (Speech)

800.15L) Compose Results detailing results of sample; provide preliminary

diagnosis, eligibility, statement of functional need, and prognosis; select and construct goals/objectives in order of target need; recommend treatment approach to include modifications; MUST BE SUPPORTED BY REFERREED EBP (Language)

800.16) Apply the ASHA COE to case-based situations

800.17) Explain scope of practice, legal policy, etc.

800.18) Complete clinical observations as assigned

800.19) Complete clinical application assignments

800.20) Prepare an informational session on communicative disorders



Population/Timeline

800.13) CDIS 454, AY 2017-18

800.14) CDIS 454, AY 2017-18

800.15S) CDIS 454, AY 2017-18

800.15L) CDIS 454, AY 2017-18

800.16) CDIS 441, AY 2017-18

800.17) CDIS 441, AY 2017-18

800.18) CDIS 441L, AY 2017-18

800.19) CDIS 441, AY 2017-18

800.20) CDIS 441, AY 2017-18

Results

Outcome(s)




Action(s) Taken





800.1) AY 2018-19 800.2) AY 2018-19

800.3) AY 2018-19

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Results (Cont.)

Outcome(s)









800.12S) An average of 83.00 of total students met this outcome at ≥ 75%

800.12L) An average of 84.67% of total students met this outcome at ≥ 75%



800.15S) An average of 80.67% of total students met this outcome at ≥ 75%

800.15L) An average of 82.50% of total students met this outcome at ≥ 75%






*Includes data from two courses

Action(s) Taken





















800.4) AY 2018-19 800.5) AY 2018-19

800.6) AY 2018-19

800.7) AY 2018-19

800.8) AY 2018-19

800.9) AY 2018-19

800.10) AY 2018-19

800.11) AY 2018-19

800.12S) AY 2018-19

800.12S) AY 2018-19

800.13) AY 2018-19

800.14) AY 2018-19

800.15) AY 2018-19

800.15) AY 2018-19

800.16) AY 2018-19

800.17) AY 2018-19

800.18) AY 2018-19

800.19) AY 2018-19

800.20) AY 2018-19

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Curricular Map of Undergraduate Student Learning Outcomes

by Individual Course and Course Type

Measure = Intended student learning outcome Performance Criteria = Standard against which performance is assessed

Outcome = Result Data Sources = Methodologies for collecting outcomes data

Color Key: FALL SPRING SUMMER Data Collection Format: Assessment Data Surveys

CDIS 144 Introduction to ASL

Measure(s)

CDIS 144.001) Acquire a working knowledge of foundational ASL signs, fingerspelling, and numbers.

CDIS 144.002) Demonstrate beginning receptive/expressive signing skills and ASL interpreting.

CDIS 144.003) Demonstrate basic knowledge about ASL as a language related to linguistic structure and function.

CDIS 144.004) Demonstrate basic knowledge about Deaf culture related the arts (Deaf literary forms, art, music, theatre, and dance).

CDIS 144.005) Demonstrate basic knowledge about Deaf culture related to Deaf history and cultural oppression.

CDIS 144.006) Demonstrate basic knowledge about Deaf culture related to Deaf history and cultural advancements related to technology.

CDIS 144.007) Demonstrate basic knowledge about Deaf culture including controversies related hearing loss/deafness, Deaf education, and the Deaf community.

Data Sources

Quiz/Exam/Skills performance



Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay



Population/Timeline

CDIS 144, AY 2017-18

Gen Ed. Competency? _ No X Yes

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Learning Outcomes Analysis: Aggregate Data – All students

Course: 144 Outcome: 144.001

Instructor Delivery Weeks Total Avg Dev. Score Z-Score

Gray 001 16 90.00 1.00 0.8660

Gray 002 16 88.00 -1.00 -0.8660

Gray 001 16 90.00 1.00 0.8660

Gray 002 16 88.00 -1.00 -0.8660

Sum 356.00

Mean 89.00

Variance 1.33

St Dev. 1.15

Course: 144 Outcome: 144.002 Instructor Delivery Weeks Total Avg Dev. Score Z-Score

Gray 001 16 100.00 2.50 0.5000

Gray 002 16 100.00 2.50 0.5000

Gray 001 16 90.00 -7.50 -1.5000

Gray 002 16 100.00 2.50 0.5000

Sum 390.00

Mean 97.50

Variance 25.00

St Dev. 5.00




Gray 001 16 90.00 2.00 1.2247

Gray 002 16 88.00 0.00 0.0000

Gray 001 16 86.00 -2.00 -1.2247

Gray 002 16 88.00 0.00 0.0000

Sum 352.00

Mean 88.00

Variance 2.67

St Dev. 1.63



Gray 001 16 90.00 0.25 0.1987

Gray 002 16 91.00 1.25 0.9934

Gray 001 16 90.00 0.25 0.1987

Gray 002 16 88.00 -1.75 -1.3908

Sum 359.00

Mean 89.75

Variance 1.58

St Dev. 1.26




Gray 001 16 90.00 0.25 0.0319

Gray 002 16 100.00 10.25 1.3061

Gray 001 16 81.00 -8.75 -1.1150

Gray 002 16 88.00 -1.75 -0.2230

Sum 359.00

Mean 89.75

Variance 61.58

St Dev. 7.85



Gray 001 16 100.00 11.50 1.2236

Gray 002 16 89.00 0.50 0.0532

Gray 001 16 77.00 -11.50 -1.2236

Gray 002 16 88.00 -0.50 -0.0532

Sum 354.00

Mean 88.50

Variance 88.33

St Dev. 9.40

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88.70%

85.50%

88.36%

75.32%

88.86%

72.71%

88.50%

70.00%

80.00%

90.00%

100.00%

2013-14 2014-15 2015-15 2016-17 2017-18

CDIS 144: Percentage of Students Meeting Outcomesby Course Delivery Type

001

002




Gray 001 16 85.00 6.75 0.4337

Gray 002 16 55.00 -23.25 -1.4938

Gray 001 16 85.00 6.75 0.4337

Gray 002 16 88.00 9.75 0.6264

Sum 313.00

Mean 78.25

Variance 242.25

St Dev. 15.56

Course: 144 Aggregate Data


Gray 001 16 92.14 3.46 1.2081

Gray 002 16 87.29 -1.39 -0.4857

Gray 001 16 85.57 -3.11 -1.0836

Gray 002 16 89.71 1.04 0.3612

Sum 354.71

Mean 88.68

Variance 8.22

St Dev. 2.87

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CDIS 244 ASL I

Measure(s)

CDIS 244.001) Acquire a working knowledge of foundational ASL signs, fingerspelling, and numbers at an intermediate level. CDIS 244.002) Demonstrate intermediate receptive/expressive signing skills and ASL interpreting. CDIS 244.003) Demonstrate intermediate knowledge about ASL as a language related to linguistic structure and function. CDIS 244.004) Demonstrate enhanced knowledge about Deaf culture related the arts (Deaf literary forms, art, music, theatre, and dance) at an intermediate level. CDIS 244.005) Demonstrate enhanced knowledge about Deaf culture related to Deaf history and cultural oppression at an intermediate level. CDIS 244.006) Demonstrate enhanced knowledge about Deaf culture related to Deaf history and cultural advancements related to technology at an intermediate level. CDIS 244.007) Demonstrate enhanced knowledge about Deaf culture including controversies related hearing loss/deafness, Deaf education, and the Deaf community at an intermediate level.

Data Sources




Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay



Population/Timeline

CDIS 244, AY 2017-18

Gen Ed. Competency? _ No X Yes




Gray 001 16 88.00 0.00

Sum 88.00

Mean 88.00

Variance

St Dev.



Gray 001 16 100.00 0.00

Sum 100.00

Mean 100.00

Variance

St Dev.

20




Gray 001 16 100.00 0.00

Sum 100.00

Mean 100.00

Variance

St Dev.



Gray 001 16 88.00 0.00

Sum 88.00

Mean 88.00

Variance

St Dev.




Gray 001 16 100.00 0.00

Sum 100.00

Mean 100.00

Variance

St Dev.



Gray 001 16 93.14 0.00

Sum 93.14

Mean 93.14

Variance

St Dev.




Gray 001 16 88.00 0.00

Sum 88.00

Mean 88.00

Variance

St Dev.



Gray 001 16 88.00 0.00

Sum 88.00

Mean 88.00

Variance

St Dev.

21

90.00%

84.14%82.86%

93.14%

80.00%

85.00%

90.00%

95.00%

100.00%

2014-15 2015-16 2016-17 2017-18

CDIS 244 : Percentage of Students Meeting Outcomesby Course Delivery Type

001

22

CDIS 300 Speech-Language-Hearing Anatomy and Physiology

Measure(s)

100.1) From production through auditory reception, detail all structures and functions required to produce and perceive speech. Students must specifically identify respiratory, phonatory, resonatory, and articulatory components including variations produced in coarticulatory and connected speech contexts with longer linguistic units.

100.2) Develop and implement an oral-motor assessment protocol

Data Sources

Paper/Essay

Protocol



Population/Timeline

CDIS 300, AY 2017-18




Bougie 001 16 100.00 19.00 1.5740

Bougie 1AW 16 82.00 1.00 0.0828

Barrow 1WW 8 75.00 -6.00 -0.4971

Barrow 3WW 8 60.00 -21.00 -1.7397

Bougie 1WW 16 73.00 -8.00 -0.6627

Barrow 2WW 8 82.00 1.00 0.0828

Barrow 3WW 8 91.00 10.00 0.8284

Bougie 1WW 8 85.00 4.00 0.3314

Sum 648.00

Mean 81.00

Variance 145.71

St Dev. 12.07



Bougie 001 16 100.00 11.63 1.5192

Bougie 1AW 16 86.00 -2.38 -0.3104

Barrow 1WW 8 91.00 2.63 0.3430

Barrow 3WW 8 92.00 3.63 0.4737

Bougie 5WW 8 73.00 -15.38 -2.0093

Barrow 2WW 8 88.00 -0.38 -0.0490

Barrow 3WW 8 91.00 2.63 0.3430

Bougie 1WW 8 86.00 -2.38 -0.3104

Sum 707.00

Mean 88.38

Variance 58.55

St Dev. 7.65

23




Bougie 001 16 100.00 15.19 1.6905

Bougie 1AW 16 84.00 -0.81 -0.0904

Barrow 1WW 8 84.00 -8.81 -0.9809

Barrow 3WW 8 76.00 -8.81 -0.9809

Bougie 5WW 8 73.00 -11.81 -1.3149

Barrow 2WW 8 85.00 0.19 0.0209

Barrow 3WW 8 91.00 6.19 0.6887

Bougie 1WW 8 85.50 0.69 0.0765

Sum 678.50

Mean 84.81

Variance 80.71

St Dev. 8.98

84.50%84.83%

83.07% 82.67%

78.33%

81.80%

92.00%

86.00%

75.00%

78.50%

81.50%

100.00%

73.00%

67.50%

76.50%

85.75%84.00%

60.00%

65.00%

70.00%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


WW

001

AW

24

CDIS 303 Language Science

Measure(s)

CDIS 303.001) Describe the primary differences between vowels and consonants from a phonetic/phonological perspective CDIS 303.002) Analyze monosyllabic and multisyllabic words using tree diagrams to indicate all of the syllabic features CDIS 303.003) Demonstrate basic language analysis and coding skills in the context of a variety of linguistic units and categories CDIS 303.004) Identify and define the language universals (phonology, morphology, syntax, semantics, and pragmatics) in relationship to linguistic form, content, and function *CDIS 303.005) Develop a working definition for language based on information presented in the class as applicable to a spoken and/or signed language.

Data Sources Assignment/Exam Assignment/Exam Assignment/Exam Assignment/Exam/Essay

Assignment/Exam/Essay



Population/Timeline

CDIS 303, AY 2017-18




Wilkerson 1WW 16 76.00 -9.50 -0.9393

Wilkerson 2WW 16 76.00 -9.50 -0.9393

Wilkerson 001 16 100.00 14.50 1.4336

Wilkerson 1AW 17 86.00 0.50 0.0494

Wilkerson 2AW 18 95.00 9.50 0.9393

Sherman 1WW 8 80.00 -5.50 -0.5438

Sum 513.00

Mean 85.50

Variance 102.30

St Dev. 10.11



Wilkerson WW 16 47.00 -26.50 -0.7932

Wilkerson WW 16 19.00 -54.50 -1.6312

Wilkerson 001 16 100.00 26.50 0.7932

Wilkerson 1AW 17 95.00 21.50 0.6435

Wilkerson 2AW 18 100.00 26.50 0.7932

Wilkerson 1WW 8 80.00 6.50 0.1945

Sum 441.00

Mean 73.50

Variance 1116.30

St Dev. 33.41

25




Wilkerson WW 16 61.00 -5.50 -0.1157

Wilkerson WW 16 78.00 11.50 0.2418

Wilkerson 001 16 44.00 44.00 0.9253

Wilkerson 1AW 17 68.00 76.00 1.5983

Wilkerson 2AW 18 68.00 57.00 1.1987

Wilkerson 1WW 8 80.00 13.50 0.2839

Sum 399.00

Mean 66.50

Variance 2261.15

St Dev. 47.55



Wilkerson WW 16 94.00 -0.67 -0.0859

Wilkerson WW 16 100.00 5.33 0.6870

Wilkerson 001 16 100.00 5.33 0.6870

Wilkerson 1AW 17 100.00 5.33 0.6870

Wilkerson 2AW 18 94.00 -0.67 -0.0859

Wilkerson 1WW 8 80.00 -14.67 -1.8893

Sum 568.00

Mean 94.67

Variance 60.27

St Dev. 7.76




Wilkerson WW 16 100.00 3.33 0.4082

Wilkerson WW 16 100.00 3.33 0.4082

Wilkerson 001 16 100.00 3.33 0.4082

Wilkerson 1AW 17 100.00 3.33 0.4082

Wilkerson 2AW 18 100.00 3.33 0.4082

Wilkerson 1WW 8 80.00 -16.67 -2.0412

Sum 580.00

Mean 96.67

Variance 66.67

St Dev. 8.16



Wilkerson WW 16 75.60 -7.77 -1.0306

Wilkerson WW 16 74.60 -8.77 -1.1633

Wilkerson 001 16 88.80 5.43 0.7210

Wilkerson 1AW 17 89.80 6.43 0.8537

Wilkerson 2AW 18 91.40 8.03 1.0660

Wilkerson 1WW 8 80.00 -3.37 -0.4467

Sum 500.20

Mean 83.37

Variance 56.79

St Dev. 7.54

26

91.00%

79.00%

89.43%

81.00%

88.80%

93.33%

82.50%

86.64%

80.30%

90.60%

86.47%

97.68%

89.47%

76.73%75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

2013-14 2014-15 2015-16 2016-17 2017-18


001

AW

WW

27

CDIS 310 Phonetics

Measure(s)

600.2) Transcribe normal speech sample using IPA, diacritics, syllable shapes, and place/manner/voicing analysis

Data Sources

Speech sample



Population/Timeline

CDIS 310, AY 2017-18

Learning Outcomes Analysis/Aggregate Data – All students



Martin 001 16 77.00 -9.25 -0.9043

Martin 1AW 16 72.00 -14.25 -1.3931

Howard 1WW 8 93.00 6.75 0.6599

Bougie 2WW 8 73.00 -13.25 -1.2953

Martin 1WW 16 87.00 0.75 0.0733

Salley 2WW 8 92.00 5.75 0.5621

Lebsack 4WW 8 100.00 13.75 1.3442

Salley 1WW 8 96.00 9.75 0.9532

Sum 690.00

Mean 86.25

Variance 104.63

St Dev. 10.23

28

92.00%

80.00%

92.00%

90.00%

80.00%

77.00%

92.16%

90.25% 91.25%

95.20%

98.00%

90.16%

85.00%

90.00%

85.00%

72.00%70.00%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


001

WW

AW

29

CDIS 311 Articulation Disorders

Measure(s)

100.3) Relate anatomical structure (e.g., dentition, occlusion and function (e.g. extension, retraction to place, manner, and voicing descriptors for normal phoneme development/production


strengths/weaknesses and developmental norms 600.5) Compose report detailing results of sample

800.1) Transcribe disordered speech sample using IPA, diacritics, syllable

shapes, and place/manner/voicing analysis; relate to developmental norms

800.2) Relate anatomical structure (e.g., dentition, occlusion and function (e.g.,

hyper/hypo to pattern of error 800.4) Describe common etiologies and characteristics of speech and


and language profiles

Data Sources

Chart/Exam

GFTA/APP Analysis

Articulation Report

Speech sample

Assessment Report

Exam/Paper/Essay

Case based exercises



Population/Timeline

CDIS 311, AY 2017-18




Mason 1WW 8 98.00 -0.86 -0.5447

Lebsack 2WW 16 100.00 1.14 0.7263

LaPrade 3WW 8 96.00 -2.86 -1.8157

Lebsack 001 16 100.00 1.14 0.7263

Lebsack 1AW 16 100.00 1.14 0.7263

Salley 2WW 8 100.00 1.14 0.7263

LaPrade 1WW 8 98.00 -0.86 -0.5447

Sum 692.00

Mean 98.86

Variance 2.48

St Dev. 1.57



Mason 1WW 16 98.00 1.86 0.2884

Lebsack 2WW 8 100.00 3.86 0.5989

LaPrade 3WW 8 96.00 -0.14 -0.0222

Lebsack 001 8 100.00 3.86 0.5989

Lebsack 1AW 16 100.00 3.86 0.5989

Salley 2WW 16 82.00 -14.14 -2.1960

LaPrade 1WW 8 97.00 0.86 0.1331

Sum 673.00

Mean 96.14

Variance 41.48

St Dev. 6.44

30




Mason 1WW 16 98.00 0.83 0.2073

Lebsack 2WW 8 100.00 2.83 0.7047

LaPrade 3WW 8 95.00 -2.17 -0.5389

Lebsack 001 8 100.00 2.83 0.7047

Lebsack 1AW 16 100.00 2.83 0.7047

Salley 2WW 16

LaPrade 1WW 8 90.00 -7.17 -1.7824

Sum 583.00

Mean 97.17

Variance 16.17

St Dev. 4.02



Mason 1WW 16 98.00 1.50 0.2725

Lebsack 2WW 8 100.00 3.50 0.6358

LaPrade 3WW 8 95.00 -1.50 -0.2725

Lebsack 001 8 100.00 3.50 0.6358

Lebsack 1AW 16 100.00 3.50 0.6358

Salley 2WW 16

LaPrade 1WW 8 86.00 -10.50 -1.9075

Sum 579.00

Mean 96.50

Variance 30.30

St Dev. 5.50




Mason 1WW 16 97.00 0.43 0.1096

Lebsack 2WW 8 100.00 3.43 0.8769

LaPrade 3WW 8 93.00 -3.57 -0.9135

Lebsack 001 8 100.00 3.43 0.8769

Lebsack 1AW 16 100.00 3.43 0.8769

Salley 2WW 16 96.00 -0.57 -0.1462

LaPrade 1WW 8 90.00 -6.57 -1.6808

Sum 676.00

Mean 96.57

Variance 15.29

St Dev. 3.91



Mason 1WW 16 96.00 -1.71 -0.5447

Lebsack 2WW 8 100.00 2.29 0.7263

LaPrade 3WW 8 92.00 -5.71 -1.8157

Lebsack 001 8 100.00 2.29 0.7263

Lebsack 1AW 16 100.00 2.29 0.7263

Salley 2WW 16 100.00 2.29 0.7263

LaPrade 1WW 8 96.00 -1.71 -0.5447

684.00

Mean 97.71

Variance 9.90

St Dev. 3.15

31




Mason 1WW 16 98.00 -0.57 -0.2874

Lebsack 2WW 8 100.00 1.43 0.7186

LaPrade 3WW 8 95.00 -3.57 -1.7964

Lebsack 001 8 100.00 1.43 0.7186

Lebsack 1AW 16 100.00 1.43 0.7186

Salley 2WW 16 100.00 1.43 0.7186

LaPrade 1WW 8 97.00 -1.57 -0.7904

Sum 690.00

Mean 98.57

Variance 3.95

St Dev. 1.99



Mason 1WW 16 97.57 0.26 0.0931

Lebsack 2WW 8 100.00 2.69 0.9583

LaPrade 3WW 8 94.57 -2.74 -0.9758

Lebsack 001 8 100.00 2.69 0.9583

Lebsack 1AW 16 100.00 2.69 0.9583

Salley 2WW 16 95.60 -1.71 -0.6093

LaPrade 1WW 8 93.43 -3.88 -1.3830

Sum 681.17

Mean 97.31

Variance 7.88

St Dev. 2.81

100.00%

73.71%

84.71%

70.00%

92.29%

100.00%

93.59%90.63%

90.74%

86.70%

95.14% 96.23%

90.71%

70.00%

92.29%

100.00%

60.00%

65.00%

70.00%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


001

WW

AW

32

CDIS 320 Issues in Disabilities

Measure(s)

CDIS 320-001) Students will critically appraise their own beliefs as well as the viewpoints of others. Students will learn to critique/defend and negotiate differences in opinion. CDIS 320-002) Students will recognize and communicate how disabilities have been viewed and treated historically in the U.S. and across the globe. The student will also compare/contrast how different societies presently view individuals with a disability. CDIS 320-003) Students will analyze relationships between culture, religion, SES, gender, and disability. CDIS 320-004) Students will recognize, communicate, and critically appraise barriers for, stigmas about, and discrimination of individuals with a disability.

Data Sources

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay



Population/Timeline

CDIS 244, AY 2017-18


Course: 320 Outcome: 320-001


Costa-Guerra 1WW 16 78.00 -6.00 -1.2940

Costa-Guerra 2WW 16 87.00 3.00 0.6470

Costa-Guerra 1WW 16 83.00 -1.00 -0.2157

Costa-Guerra 2WW 16 82.00 -2.00 -0.4313

Costa-Guerra 1WW 8 90.00 6.00 1.2940

Sum 420.00

Mean 84.00

Variance 21.50

St Dev. 4.64



Costa-Guerra 1WW 16 82.00 -3.60 -1.2496

Costa-Guerra 2WW 16 83.00 -2.60 -0.9025

Costa-Guerra 1WW 16 87.00 1.40 0.4859

Costa-Guerra 2WW 16 88.00 2.40 0.8331

Costa-Guerra 1WW 8 88.00 2.40 0.8331

Sum 428.00

Mean 85.60

Variance 8.30

St Dev. 2.88

33


Course: 320 Outcome: 320-003 Instructor Delivery Weeks Total Avg Dev. Score Z-Score

Costa-Guerra 1WW 16 85.00 -3.60 -1.1805

Costa-Guerra 2WW 16 88.00 -0.60 -0.1967

Costa-Guerra 1WW 16 90.00 1.40 0.4591

Costa-Guerra 2WW 16 87.00 -1.60 -0.5247

Costa-Guerra 1WW 8 93.00 4.40 1.4428

Sum 443.00

Mean 88.60

Variance 9.30

St Dev. 3.05


Costa-Guerra 1WW 16 88.00 -3.40 -1.4118

Costa-Guerra 2WW 16 92.00 0.60 0.2491

Costa-Guerra 1WW 16 93.00 1.60 0.6644

Costa-Guerra 2WW 16 90.00 -1.40 -0.5813

Costa-Guerra 1WW 8 94.00 2.60 1.0796

Sum 457.00

Mean 91.40

Variance 5.80

St Dev. 2.41


Course: 320 Aggregate Data Instructor Delivery Weeks Total Avg Dev. Score Z-Score

Costa-Guerra 1WW 16 83.25 -4.15 -1.4405

Costa-Guerra 2WW 16 87.50 0.10 0.0347

Costa-Guerra 1WW 16 88.25 0.85 0.2950

Costa-Guerra 2WW 16 86.75 -0.65 -0.2256

Costa-Guerra 1WW 8 91.25 3.85 1.3364

Sum 437.00

Mean 87.40

Variance 8.30

St Dev. 2.88

85.00%

90.50% 91.00%

96.42%

93.60%

87.40%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


WW

34

CDIS 323 Multicultural Issues in Communicative Disorders

Measure(s)

323-001) Contrast communication differences and communication disorders in culturally and linguistically diverse clients 323-002) Complete a self-assessment to become aware of his/her own cultural awareness, examine how personal attitude and belief systems may affect his/her ability to work with culturally different clients 323-003) Identify cultural difference in communication styles, belief systems, socioeconomic circumstances, and linguistic variables that may impact speech-language pathology and other medical services to members of specific culturally and linguistically diverse groups 323-004) Describe potential limitations of standardized tests with culturally and linguistically diverse clients 323-005) Independently design an intervention plan for a chosen culture incorporating dialect and language differences that includes significant cultural practices and holidays

Data Sources

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay



Population/Timeline

CDIS 421, AY 2017-18



Atkinson 1WW 16 97.00 0.00 Sum 97.00

Mean 97.00

Variance

St Dev.


Atkinson 1WW 16 100.00 0.00

Sum 100.00

Mean 100.00

Variance

St Dev.




Atkinson 1WW 16 89.00 0.00

Sum 89.00

Mean 89.00

Variance

St Dev.



Atkinson 1WW 16 n/a

Sum

Mean

Variance

St Dev.

35




Atkinson 1WW 16 n/a

Sum

Mean

Variance

St Dev.



Atkinson WW 16 95.33

Sum 95.33

Mean 95.33

Variance

St Dev.

88.60%

95.33%

80.00%

85.00%

90.00%

95.00%

100.00%

2016-17 2017-18


1WW

36

CDIS 324 Literacy Development and Disorders

Measure(s)

324-001) Identify elements of illiteracy prevention 324-002) Identify the link between language development and literacy development 324-003) Identify risk factors for written language disorders

Data Sources

Exam/Paper/Essay Exam/Paper/Essay

Exam/Paper/Essay



Population/Timeline

CDIS 421, AY 2017-18




Atkinson 1WW 16 90.00 0.00 Sum 90.00

Mean 90.00

Variance

St Dev.



90.00 0.00

Sum 90.00

Mean 90.00

Variance

St Dev.




90.00 0.00

Sum 90.00

Mean 90.00

Variance

St Dev.

Course: 324-001 Aggregate Data


90.00

Sum 90.00

Mean 90.00

Variance

St Dev.

First assessment cycle – no trend data

37

CDIS 330 Speech and Language Development

DIS 330 Speech and Language Development

Measure(s)

500.1) Describe how theories of speech and language development explain the emergence of communication

500.2) Construct a chart of developmental milestones to include auditory skills,

speech development, language development, cognitive development, psycho-social emotional development, gross/fine motor development, and play skills development

600.1) Differentiate the parameters of speech and language according to form,

content, and use as well as phonology, morphology, syntax, semantics, and pragmatics

Data Sources

Paper/Essay

Developmental Chart




Population/Timeline

CDIS 330, AY 2017-18




Sherman 001 16 70.00 -14.80 -1.0434

Sherman 1AW 16 70.00 -14.80 -1.0434

Salley 1WW 8 96.00 11.20 0.7896

Mason 2WW 8 100.00 15.20 1.0716

Howard 2WW 8 88.00 3.20 0.2256

Sum 424.00

Mean 84.80

Variance 201.20

St Dev. 14.18



Sherman 001 8 70.00 -8.40 -0.5578

Sherman 1AW 16 70.00 -8.40 -0.5578

Salley 1WW 16 64.00 -14.40 -0.9562

Mason 2WW 8 100.00 21.60 1.4343

Howard 2WW 16 88.00 9.60 0.6375

Sum 392.00

Mean 78.40

Variance 226.80

St Dev. 15.06

38




Sherman 001 8 70.00 -11.60 -0.9091

Sherman 1AW 16 70.00 -11.60 -0.9091

Salley 1WW 16 80.00 -1.60 -0.1254

Mason 2WW 8 100.00 18.40 1.4421

Howard 2WW 16 88.00 6.40 0.5016

Sum 408.00

Mean 81.60

Variance 162.80

St Dev. 12.76

100.00%

80.00%

93.00% 93.33%

41.00%

70.00%

82.05%

90.62%

87.80%92.58% 92.00%

89.33%

95.00%93.33%

41.00%

70.00%

35.00%

45.00%

55.00%

65.00%

75.00%

85.00%

95.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


001

WW

AW

39

CDIS 332 Language Disorders in Children

Measure(s)

600.3) Transcribe normal language sample; Compute MLU, MLR, TTR, semantic analysis, clause density (e.g., coordination/subordination index


strengths/weaknesses and developmental norms 600.5) Compose report detailing results of sample

800.3) Transcribe disordered language sample; Compute MLU, MLR, TTR,

semantic analysis, clause density (e.g., coordination/subordination index; relate to developmental norms

800.4) Describe common etiologies and characteristics of speech and


and language profiles

Data Sources

Language sample

PLS/TOLD/CELF Analysis

Language Report

Language Sample

Exam/Paper/Essay




Population/Timeline

CDIS 332, AY 2017-18




Hamilton 1WW 16 90.00 0.14 0.0152

Salley 2WW 8 75.00 -14.86 -1.5765

Mason 3WW 8 100.00 10.14 1.0763

Lebsack 001 16 92.00 2.14 0.2274

Lebsack 1AW 16 100.00 10.14 1.0763

LaPrade 2WW 8 92.00 2.14 0.2274

Sherman 1WW 8 80.00 -9.86 -1.0460

Sum 629.00

Mean 89.86

Variance 88.81

St Dev. 9.42



Hamilton 1WW 16 90.00 0.43 0.0457

Salley 2WW 8 75.00 -14.57 -1.5537

Mason 3WW 8 100.00 10.43 1.1120

Lebsack 001 8 92.00 2.43 0.2590

Lebsack 1AW 8 100.00 10.43 1.1120

LaPrade 2WW 8 90.00 0.43 0.0457

Sherman 1WW 8 80.00 -9.57 -1.0206

Sum 627.00

Mean 89.57

Variance 87.95

St Dev. 9.38

40




Hamilton 1WW 16 90.00 -3.43 -0.4900

Salley 2WW 8 96.00 2.57 0.3675

Mason 3WW 8 100.00 6.57 0.9392

Lebsack 001 8 92.00 -1.43 -0.2042

Lebsack 1AW 8 100.00 6.57 0.9392

LaPrade 2WW 8 96.00 2.57 0.3675

Sherman 1WW 8 80.00 -13.43 -1.9193

Sum 654.00

Mean 93.43

Variance 48.95

St Dev. 7.00



Hamilton 1WW 16 90.00 0.71 0.0760

Salley 2WW 8 75.00 -14.29 -1.5208

Mason 3WW 8 100.00 10.71 1.1406

Lebsack 001 8 92.00 2.71 0.2890

Lebsack 1AW 8 100.00 10.71 1.1406

LaPrade 2WW 8 88.00 -1.29 -0.1369

Sherman 1WW 8 80.00 -9.29 -0.9885

Sum 625.00

Mean 89.29

Variance 88.24

St Dev. 9.39




Hamilton 1WW 16 90.00 -4.00 -0.5410

Salley 2WW 8 100.00 6.00 0.8115

Mason 3WW 8 100.00 6.00 0.8115

Lebsack 001 8 92.00 -2.00 -0.2705

Lebsack 1AW 8 100.00 6.00 0.8115

LaPrade 2WW 8 96.00 2.00 0.2705

Sherman 1WW 8 80.00 -14.00 -1.8935

Sum 658.00

Mean 94.00

Variance 54.67

St Dev. 7.39



Hamilton 1WW 16 90.00 -4.00 -0.5410

Salley 2WW 8 100.00 6.00 0.8115

Mason 3WW 8 100.00 6.00 0.8115

Lebsack 001 8 92.00 -2.00 -0.2705

Lebsack 1AW 8 100.00 6.00 0.8115

LaPrade 2WW 8 96.00 2.00 0.2705

Sherman 1WW 8 80.00 -14.00 -1.8935

Sum 658.00

Mean 94.00

Variance 54.67

St Dev. 7.39

41

86.00%

100.00%

86.67%

94.75%

72.00%

92.00%

89.86%

89.80%

94.76%

91.97%91.77%

89.97%88.00%

96.67% 94.75%

72.00%

100.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


001

WW

AW


Course: 332 Aggregate Data Instructor Delivery Weeks Total Avg Dev. Score Z-Score

Hamilton 1WW 16 90.00 -1.69 -0.2379

Salley 2WW 8 86.83 -4.86 -0.6835

Mason 3WW 8 100.00 8.31 1.1693

Lebsack 001 8 92.00 0.31 0.0436

Lebsack 1AW 8 100.00 8.31 1.1693

LaPrade 2WW 8 93.00 1.31 0.1843

Sherman 1WW 8 80.00 -11.69 -1.6450

Sum 641.83

Mean 91.69

Variance 50.50

St Dev. 7.11

42

CDIS 342 Basic Audiology

Measure(s)

300.5) Demonstrate competency with basic principles of audiometric evaluation (to include tympanometry

300.6) Analyze and interpret audiometric report

800.6) Relate type of hearing loss to anatomical structure and function

Data Sources

Exam/Skills Demonstration

Write audiometric report

Report Summary



Population/Timeline

CDIS 342, AY 2017-18




Lingnau 001 16 75.00 -7.67 -1.0735

Lingnau 1AW 16 80.00 -2.67 -0.3734

Hall 2WW 8 86.00 3.33 0.4668

Hall 3WW 8 80.00 -2.67 -0.3734

Lingnau 001 16 75.00 -7.67 -1.0735

Lingnau 1AW 16 79.00 -3.67 -0.5134

Hall 2WW 8 86.00 3.33 0.4668

Hall 3WW 8 85.00 2.33 0.3267

Lingnau 1WW 8 98.00 15.33 2.1471

Sum 744.00

Mean 82.67

Variance 51.00

St Dev. 7.14



Lingnau 001 8 100.00 10.11 0.6505

Lingnau 1AW 16 90.00 0.11 0.0071

Hall 2WW 8 88.00 -1.89 -0.1215

Hall 3WW 8 96.00 6.11 0.3932

Lingnau 001 16 50.00 -39.89 -2.5662

Lingnau 1AW 16 100.00 10.11 0.6505

Hall 2WW 8 95.00 5.11 0.3288

Hall 3WW 8 92.00 2.11 0.1358

Lingnau 1WW 8 98.00 8.11 0.5218

Sum 809.00

Mean 89.89

Variance 241.61

St Dev. 15.54

43




Lingnau 001 8 100.00 8.89 1.2001

Lingnau 1AW 16 90.00 -1.11 -0.1500

Hall 2WW 8 88.00 -3.11 -0.4200

Hall 3WW 8 90.00 -1.11 -0.1500

Lingnau 001 16 75.00 -16.11 -2.1752

Lingnau 1AW 16 100.00 8.89 1.2001

Hall 2WW 8 92.00 0.89 0.1200

Hall 3WW 8 91.00 -0.11 -0.0150

Lingnau 1WW 8 94.00 2.89 0.3900

Sum 820.00

Mean 91.11

Variance 54.86

St Dev. 7.41



Lingnau 001 8 91.67 3.78 0.4429

Lingnau 1AW 16 86.67 -1.22 -0.1433

Hall 2WW 8 87.33 -0.56 -0.0651

Hall 3WW 8 88.67 0.78 0.0912

Lingnau 001 16 66.67 -21.22 -2.4881

Lingnau 1AW 16 93.00 5.11 0.5992

Hall 2WW 8 91.00 3.11 0.3648

Hall 3WW 8 89.33 1.44 0.1693

Lingnau 1WW 8 96.67 8.78 1.0291

Sum 791.00

Mean 87.89

Variance 72.75

St Dev. 8.53

100.00%

94.33%

79.17%

89.27%90.91%

88.67%90.50%

88.11%90.60%

85.67%

89.83%

70.00%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

105.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


001

WW

AW

44

CDIS 400 Speech and Hearing Science

Measure(s)

300.1) Create and analyze waveforms for frequency, amplitude, and periodicity 300.2) Spectrographically analyze and identify selected vowel and consonant

sounds 300.3) Analyze voice samples for jitter, shimmer, mean harmonics-to-noise

ratio, voicing, and pitch spectrographic analysis 300.4) Define formant and describe the manner in which variations in

physiology affect formant frequencies

Data Sources

Speech lab assignment



Exam/Paper/Essay



Population/Timeline

CDIS 400, AY 2017-18




Martin 1WW 16 94.00 0.50 0.2611

Martin 001 16 92.00 -1.50 -0.7833

Martin 1AW 16 92.00 -1.50 -0.7833

Martin 1WW 8 96.00 2.50 1.3056

Sum 374.00

Mean 93.50

Variance 3.67

St Dev. 1.91



Martin 1WW 16 94.00 0.50 0.2611

Martin 001 16 92.00 -1.50 -0.7833

Martin 1AW 16 92.00 -1.50 -0.7833

Martin 2AW 16 96.00 2.50 1.3056

Sum 374.00

Mean 93.50

Variance 3.67

St Dev. 1.91

45

90.75%

83.50%

85.50%

92.50%

95.00%

91.50%89.19%

92.50%

95.00%

92.50%

85.00%

90.50% 91.00%

94.37%

95.00%

93.62%

80.00%

85.00%

90.00%

95.00%

100.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


001

WW

AW




Martin 1WW 16 92.00 -1.00 -0.5000

Martin 001 16 92.00 -1.00 -0.5000

Martin 1AW 16 92.00 -1.00 -0.5000

Martin 2AW 16 96.00 3.00 1.5000

Sum 372.00

Mean 93.00

Variance 4.00

St Dev. 2.00



Martin 1WW 16 90.00 -1.25 -0.5000

Martin 001 16 90.00 -1.25 -0.5000

Martin 1AW 16 90.00 -1.25 -0.5000

Martin 2AW 16 95.00 3.75 1.5000

Sum 365.00

Mean 91.25

Variance 6.25

St Dev. 2.50




Martin 1WW 16 92.50 -0.31 -0.1551

Martin 001 16 91.50 -1.31 -0.6516

Martin 1AW 16 91.50 -1.31 -0.6516

Martin 2AW 16 95.75 2.94 1.4583

Sum 371.25

Mean 92.81

Variance 4.06

St Dev. 2.01

46

CDIS 421 Neuroscience of Communication

Measure(s)

200.1) Identify and explain functions for cranial nerves 200.2) Differentiate structures within and functions of neurological systems

200.3) Identify and list functions for UMN and LMN systems

200.4) Explain the blood supply of the brain and brain stem

200.5) Identify lobes and their functions

200.6 Identify cortical structures of hearing and vision

Data Sources

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay



Population/Timeline

CDIS 421, AY 2017-18

Learning Outcomes Analysis: Aggregate Data – All students Course: 421 Outcome: 200.1


Weems 1WW 16 76.00 -14.00 -1.7392

Weems 001 16 100.00 10.00 1.2423

Weems 1WW 16 93.00 3.00 0.3727

Weems 3WW 16 91.00 1.00 0.1242

Weems 1WW 8 93.00 3.00 0.3727

Weems 2WW 8 87.00 -3.00 -0.3727

Sum 540.00

Mean 90.00

Variance 64.80

St Dev. 8.05



Weems 001 16 79.00 -6.00 -1.0113

Weems 1WW 16 85.00 0.00 0.0000

Weems 2WW 16 93.00 8.00 1.3484

Weems 1WW 8 91.00 6.00 1.0113

Weems 2WW 8 79.00 -6.00 -1.0113

Weems 2WW 8 83.00 -2.00 -0.3371

Sum 510.00

Mean 85.00

Variance 35.20

St Dev. 5.93

47



Weems 001 16 70.00 -9.67 -1.1839

Weems 1WW 16 80.00 0.33 0.0408

Weems 2WW 16 85.00 5.33 0.6532

Weems 1WW 8 83.00 3.33 0.4082

Weems 2WW 8 90.00 10.33 1.2656

Weems 2WW 8 70.00 -9.67 -1.1839

Sum 478.00

Mean 79.67

Variance 66.67

St Dev. 8.16



Weems 001 16 81.00 -5.17 -0.6639

Weems 1WW 16 89.00 2.83 0.3641

Weems 2WW 16 96.00 9.83 1.2635

Weems 1WW 8 74.00 -12.17 -1.5633

Weems 2WW 8 86.00 -0.17 -0.0214

Weems 2WW 8 91.00 4.83 0.6211

Sum 517.00

Mean 86.17

Variance 60.57

St Dev. 7.78



Weems 001 16 85.00 -5.83 -0.9070

Weems 1WW 16 100.00 9.17 1.4252

Weems 2WW 16 96.00 5.17 0.8033

Weems 1WW 8 91.00 0.17 0.0259

Weems 2WW 8 90.00 -0.83 -0.1296

Weems 2WW 8 83.00 -7.83 -1.2179

Sum 545.00

Mean 90.83

Variance 41.37

St Dev. 6.43



Weems 001 16 74.00 -12.67 -1.3545

Weems 1WW 16 100.00 13.33 1.4258

Weems 2WW 16 89.00 2.33 0.2495

Weems 1WW 8 91.00 4.33 0.4634

Weems 2WW 8 83.00 -3.67 -0.3921

Weems 2WW 8 83.00 -7.83 -1.2179

Sum 520.00

Mean 86.67

Variance 87.45

St Dev. 9.35

48

Learning Outcomes Analysis: Aggregate Data – All students Course: 421 Aggregate Data


Weems 001 16 77.50 -8.89 -1.5769

Weems 1WW 16 92.33 5.94 1.0546

Weems 2WW 16 92.00 5.61 0.9954

Weems 1WW 8 86.83 0.44 0.0788

Weems 2WW 8 86.83 0.44 0.0788

Weems 2WW 8 82.83 -3.56 -0.6308

Sum 518.33

Mean 86.39

Variance 31.77

St Dev. 5.64

78.00%

88.00%

93.50%

85.90%

90.58%

77.50%

86.58%

89.96% 89.50%

86.46%

88.17%

75.00%

80.00%

85.00%

90.00%

95.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


001

WW

49

CDIS 433 Medical Concepts for Communication Disorders

Measure(s)

433-001) List the professional roles and responsibilities typically encountered by SLPs in medical settings 433-002) Demonstrate use and understanding of medical terminology, abbreviations, and notations as they pertain to Speech-Language Pathologists 433-003) Write SOAP notes using appropriate form, content, and style 433-004) Interpret physician’s history and physical and diagnostic reports 433-005) List vital signs and describe how they are typically obtained

Data Sources

Exam/Paper/Essay

Exam/Paper/Essay

Exam/Paper/Essay Exam/Paper/Essay Exam/Paper/Essay



Population/Timeline

CDIS 421, AY 2017-18




Martin 1WW 8 95.00 0.00 Sum 95.00

Mean 95.00

Variance

St Dev.



Martin 1WW 16 95.00 0.00 Sum 95.00

Mean 95.00

Variance

St Dev.




Martin 1WW 16 95.00 0.00 Sum 95.00

Mean 95.00

Variance

St Dev.



Martin 1WW 16 95.00 0.00 Sum 95.00

Mean 95.00

Variance

St Dev.

50




Martin 1WW 16 90.00 0.00

Sum 90.00

Mean 90.00

Variance

St Dev.



Martin WW 16 94.00 -1.00

Sum 94.00

Mean 94.00

Variance

St Dev.


51

CDIS 434 Aural Rehabilitation

Measure(s)

800.7) Discriminate and describe amplification systems 800.8) Discriminate and describe communication methods for deaf and HOH

individuals

800.9) 800.9 Match communication methodologies to client need based on type and degree of loss in conjunction with communication profile

Data Sources

Exam/Paper/Essay

Exam/Paper/Essay




Population/Timeline

CDIS 434, AY 2017-18




Lingnau 001 16 92.00 0.43 0.0635

Lingnau 1AW 16 100.00 8.43 1.2479

Hall 1WW 8 84.00 -7.57 -1.1210

Lingnau 1WW 16 95.00 3.43 0.5076

Hall 2WW 8 84.00 -7.57 -1.1210

Hall 3WW 8 87.00 -4.57 -0.6768

Lingnau 2WW 8 99.00 7.43 1.0998

Sum 641.00

Mean 91.57

Variance 45.62

St Dev. 6.75



Lingnau 001 16 64.00 -20.00 -1.7912

Lingnau 1AW 16 93.00 9.00 0.8061

Hall 1WW 8 84.00 0.00 0.0000

Lingnau 1WW 16 95.00 11.00 0.9852

Hall 2WW 8 92.00 8.00 0.7165

Hall 3WW 8 75.00 -9.00 -0.8061

Lingnau 2WW 8 85.00 1.00 0.0896

Sum 588.00

Mean 84.00

Variance 124.67

St Dev. 11.17

52




Lingnau 001 16 77.00 -14.71 -1.9738

Lingnau 1AW 16 93.00 1.29 0.1725

Hall 1WW 8 97.00 5.29 0.7091

Lingnau 1WW 16 95.00 3.29 0.4408

Hall 2WW 8 91.00 -0.71 -0.0958

Hall 3WW 8 89.00 -2.71 -0.3641

Lingnau 2WW 8 100.00 8.29 1.1115

Sum 642.00

Mean 91.71

Variance 55.57

St Dev. 7.45



Lingnau 001 16 77.67 -11.43 -1.7181

Lingnau 1AW 16 95.33 6.24 0.9378

Hall 1WW 8 88.33 -0.76 -0.1145

Lingnau 1WW 16 95.00 5.90 0.8877

Hall 2WW 8 89.00 -0.10 -0.0143

Hall 3WW 8 83.67 -5.43 -0.8161

Lingnau 2WW 8 94.67 5.57 0.8376

Sum 623.67

Mean 89.10

Variance 44.25

St Dev. 6.65

89.00%

100.00%

95.17%

91.59%90.13%

91.11%89.17%

86.47%85.33%

89.17% 88.67%

80.00%

85.00%

90.00%

95.00%

100.00%

105.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


001

WW

AW

53

CDIS 441 Speech-Language Preclinical

Measure(s)

400.1) Integrate basic principles of cognitive psychology into intervention contexts

400.2) Integrate basic principles of behavior modification into intervention

contexts 400.3) Address multiple learning styles in therapeutic contexts

700.1) Describe impact of and modifications necessary for successful

interactions with diverse multicultural clientele 800.10) Discriminate and explain various intervention models for addressing

speech and language disorders 800.11) Use elementary principles of EBP to justify decision making process

800.16) Apply the ASHA COE to case-based situations

800.17) Explain scope of practice, legal policy, etc.

800.19) Complete clinical application assignments

800.20) Prepare an informational session on communicative disorders

Data Sources

Application assignment/Therapy lesson plan

Exam/Therapy lesson plan

Application assignment/ Therapy lesson plan

Cultural competency exam/ Application assignment

Application assignment/Essay

Application assignment/ Therapy lesson plan



Therapy lesson plans/ Language sample-analysis

Application assignment/ Service learning project



Population/Timeline

CDIS 441, AY 2017-18




Wilkerson 1WW 16 78.00 1.33 0.0634

Wilkerson 1WW 16 97.00 20.33 0.9668

Wilkerson 1WW 8 55.00 -21.67 -1.0302

Sum 230.00

Mean 76.67

Variance 442.33

St Dev. 21.03



Wilkerson 1WW 16 94.00 -4.00 -1.1547

Wilkerson 1WW 16 100.00 2.00 0.5774

Wilkerson 1WW 16 100.00 2.00 0.5774

Sum 294.00

Mean 98.00

Variance 12.00

St Dev. 3.46

54




Wilkerson 1WW 16 94.00 11.00 0.4502

Wilkerson 1WW 16 100.00 17.00 0.6958

Wilkerson 1WW 16 55.00 -28.00 -1.1460

Sum 249.00

Mean 83.00

Variance 597.00

St Dev. 24.43



Wilkerson 1WW 16 100.00 10.00 0.5774

Wilkerson 1WW 16 100.00 10.00 0.5774

Wilkerson 1WW 16 70.00 -20.00 -1.1547

Sum 270.00

Mean 90.00

Variance 300.00

St Dev. 17.32




Wilkerson 1WW 16 100.00 13.00 0.8444

Wilkerson 1WW 16 91.00 4.00 0.2598

Wilkerson 1WW 16 70.00 -17.00 -1.1043

Sum 261.00

Mean 87.00

Variance 237.00

St Dev. 15.39



Wilkerson 1WW 16 100.00 0.00

Wilkerson 1WW 16 100.00 0.00

Wilkerson 1WW 16 100.00 0.00

Sum 300.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Wilkerson 1WW 16 97.00 9.33 0.4958

Wilkerson 1WW 16 100.00 12.33 0.6552

Wilkerson 1WW 16 66.00 -21.67 -1.1510

Sum 263.00

Mean 87.67

Variance 354.33

St Dev. 18.82



Wilkerson 1WW 16 88.00 -6.33 -1.1138

Wilkerson 1WW 16 99.00 4.67 0.8207

Wilkerson 1WW 16 96.00 1.67 0.2931

Sum 283.00

Mean 94.33

Variance 32.33

St Dev. 5.69

55

Learning Outcomes Analysis: Aggregate Data – All students CDIS 441 Learning Outcomes Analysis: Aggregate Data – All students Course: 441 Outcome: 800.19


Wilkerson 1WW 16 100.00 1.33 0.8729

Wilkerson 1WW 16 99.00 0.33 0.2182

Wilkerson 1WW 16 97.00 -1.67 -1.0911

Sum 296.00

Mean 98.67

Variance 2.33

St Dev. 1.53



Wilkerson 1WW 16 100.00 0.00

Wilkerson 1WW 16 100.00 0.00

Wilkerson 1WW 16 100.00 0.00

Sum 300.00

Mean 100.00

Variance 0.00

St Dev. 0.00

81.78%

93.22%

87.10%

90.47%

92.83%91.53%

80.00%

85.00%

90.00%

95.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

CDIS 441 : Percentage of Students Meeting Outcomesby Course Delivery Type

WW




Wilkerson 1WW 16 95.10 3.57 0.3805

Wilkerson 1WW 16 98.60 7.07 0.7539

Wilkerson 1WW 16 80.90 -10.63 -1.1344

Sum 274.60

Mean 91.53

Variance 87.86

St Dev. 9.37

56

CDIS 441L Speech-Language Preclinical

Measure(s)

800.18) Complete clinical observations as assigned

Data Sources

Practicum activity



Population/Timeline

CDIS 441L, AY 2017-18


Course: 441L Outcome: 800.18 Instructor Delivery Weeks Total Avg Dev. Score Z-Score

Wilkerson 1WW 16 91.00 -2.00 -0.5774

Wilkerson 1WW 16 91.00 -2.00 -0.5774

Wilkerson 1WW 8 97.00 4.00 1.1547

Sum 279.00

Mean 93.00

Variance 12.00

St Dev. 3.46

77.50%

93.04% 92.67% 93.00%

70.00%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

2014-15 2015-16 2016-17 2017-18

CDIS 441L: Percentage of Students Meeting Outcomesby Course Delivery Type

WW

57

CDIS 445 Speech-Language Practicum

Measure(s)

CDIS 445.001) Demonstrate basic clinical competencies in the delivery of therapy services .

Data Sources

Skills performance



Population/Timeline

CDIS 445, AY 2017-18




Wilkerson 001 16 100.00 0.00 Sum 100.00

Mean 100.00

Variance

St Dev.

100.00% 100.00% 100.00% 100.00% 100.00%

80.00%

85.00%

90.00%

95.00%

100.00%

2013-14 2014-15 2015-16 2016-17 2017-18

CDIS 445: Percentage of Students Meeting Outcomes by Course Delivery Type

WW

58

CDIS 446 Speech-Language Practicum

Measure(s)

300.5) Demonstrate competency with basic principles of audiometric evaluation (to include tympanometry) .

Data Sources

Skills performance



Population/Timeline

CDIS 445, AY 2017-18




Lingnau 001 16 100.00 0.00

Lingnau 001 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00


59

CDIS 454 Speech and Language Assessment

Measure(s)

700.2) Describe impact of and modifications necessary for successful assessment with diverse multicultural clientele

800.12S) Using a disordered sample, score NRT and analyze results according to strengths/weaknesses and developmental norms (Speech) 800.12L) Using a disordered sample, score NRT and analyze results according to strengths/weaknesses and developmental norms (Language) 800.13 Complete syllable shape, positional, and place/manner/voice analysis; identify error types (SODA, pattern of error, intelligibility index, and phonetic inventory 800.14 Integrate and analyze findings from case history (social, educational,

medical, etc., oral motor structure and function, articulatory and phonological assessments, receptive/expressive language in all parameters (syntax, morphology, semantics, pragmatics, narrative, problem solving, etc., auditory skills, literacy, dynamic assessment, cultural/linguistic variables

800.15S) Compose report detailing results of sample; provide preliminary

diagnosis, eligibility, statement of functional need, and prognosis; select and construct goals/objectives in order of target need; recommend treatment approach to include modifications; MUST BE SUPPORTED BY REFERREED EBP (Speech)

800.15L) Compose report detailing results of sample; provide preliminary

diagnosis, eligibility, statement of functional need, and prognosis; select and construct goals/objectives in order of target need; recommend treatment approach to include modifications; MUST BE SUPPORTED BY REFERREED EBP (Language)

Data Sources

Assessment Report

GFTA/APP Analysis


Diagnostic Report

Diagnostic Report

Diagnostic Report

Diagnostic Report



Population/Timeline

CDIS 454, AY 2017-18

60




Sherman 001 16 75 -10.50 -0.8890

Sherman 1AW 16 75 -10.50 -0.8890

Worthington 1WW 16 78 -7.50 -0.6350

Worthington 1WW 16 100.00 14.50 1.2277

Worthington 2WW 8 100.00 14.50 1.2277

Worthington 1WW 8 85.00 -0.50 -0.0423

Sum 513.00

Mean 85.50

Variance 139.50

St Dev. 11.81

Course: 454 Outcome: 800.12S


Sherman 001 16 75 -8.00 -1.1795

Sherman 1AW 16 75 -8.00 -1.1795

Worthington 1WW 16 83 0.00 0.0000

Worthington 1WW 16 90 7.00 1.0321

Worthington 2WW 8 90 7.00 1.0321

Worthington 1WW 8 85.00 2.00 0.2949

Sum 498.00

Mean 83.00

Variance 46.00

St Dev. 6.78


Course: 454 Outcome: 800.12L


Sherman 001 16 75 -9.67 -1.2887

Sherman 1AW 16 75 -9.67 -1.2887

Worthington 1WW 16 89 4.33 0.5777

Worthington 1WW 16 90 5.33 0.7110


Worthington 1WW 8 89.00 4.33 0.5777

Sum 508.00

Mean 84.67

Variance 56.27

St Dev. 7.50



Sherman 001 16 75 -8.83 -1.1622

Sherman 1AW 16 75 -8.83 -1.1622

Worthington 1WW 16 94 10.17 1.3376

Worthington 1WW 16 85 1.17 0.1535



Sum 503.00

Mean 83.83

Variance 57.77

St Dev. 7.60

61




Sherman 001 16 75 -5.17 -0.7383

Sherman 1AW 16 75 -5.17 -0.7383

Worthington 1WW 16 72 -8.17 -1.1671

Worthington 1WW 16 85 4.83 0.6907


Worthington 1WW 8 89.00 8.83 1.2623

Sum 481.00

Mean 80.17

Variance 48.97

St Dev. 7.00

Course: 454 Outcome: 800.15S


Sherman 001 16 75 -5.67 -0.8404

Sherman 1AW 16 75 -5.67 -0.8404

Worthington 1WW 16 83 2.33 0.3460

Worthington 1WW 16 79 -1.67 -0.2472

Worthington 2WW 8 79 -1.67 -0.2472

Worthington 1WW 8 93.00 12.33 1.8291

Sum 484.00

Mean 80.67

Variance 45.47

St Dev. 6.74


Course: 454 Outcome: 800.15L


Sherman 001 16 75 -7.50 -0.8609

Sherman 1AW 16 75 -7.50 -0.8609

Worthington 1WW 16 94 11.50 1.3200

Worthington 1WW 16 79 -3.50 -0.4017

Worthington 2WW 8 79 -3.50 -0.4017

Worthington 1WW 8 93.00 10.50 1.2052

Sum 495.00

Mean 82.50

Variance 75.90

St Dev. 8.71



Sherman 001 16 75.00 -7.90 -1.2605

Sherman 1AW 16 75.00 -7.90 -1.2605

Worthington 1WW 16 84.71 1.81 0.2885

Worthington 1WW 16 86.86 3.95 0.6302

Worthington 2WW 8 86.86 3.95 0.6302

Worthington 1WW 8 89.00 6.10 0.9719

Sum 497.43

Mean 82.90

Variance 39.33

St Dev. 6.27

62

77.00%

100.00%

95.29%

73.50%75.00%

93.50% 96.17% 93.38%

90.63%

80.31%

75.00%

96.71%

73.50%

86.85%

70.00%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18


001

WW

AW

63

CDIS 455 Introduction to Research in CDIS

Measure(s)

CDIS 455.001) Demonstrate understanding of the basic tenets of ethical practices in Communication Sciences research.

CDIS 455.002) Demonstrate a basic knowledge of concepts in Communication Sciences research, including: observation and measurement, hypotheses and research questions, Type I/Type II errors, dependent and independent variables, experimental control, levels of evidence, extraneous or confounding variables, reliability, fidelity, validity, generalization, and social validity.

CDIS 455.003) Demonstrate a knowledge of group and single subject designs and the difference between design and statistics.

CDIS 455.004) Identify and explain research measures and outcomes: levels of measurement, normal distribution, parametric and non-parametric measurement, visual displays, central tendency, variability, correlation, regression, significance, power, alpha levels, independent t-test, and ANOVA/MANOVA.

Data Sources

Quiz/Exam

Quiz/Exam

Quiz/Exam

Quiz/Exam



Population/Timeline

CDIS 143, AY 2017-18



Instructor Delivery Weeks 455.001 Dev. Score Z-Score

Lingnau 001 16 83 -10.75 -1.3274

Lingnau 1AW 16 100 6.25 0.7718

Copple 1WW 16 100.00 6.25 0.7718

Copple 1WW 16 92.00 -1.75 -0.2161

Sum 375.00

Mean 93.75

Variance 65.58

St Dev. 8.10



Lingnau 001 16 83 -8.25 -1.1796

Lingnau 1AW 16 100 8.75 1.2511

Copple 1WW 16 90.00 -1.25 -0.1787

Copple 1WW 16 92.00 0.75 0.1072

Sum 365.00

Mean 91.25

Variance 48.92

St Dev. 6.99

64




Lingnau 001 16 83 -3.00 -0.2257

Lingnau 1AW 16 100 14.00 1.0533

Copple 1WW 16 69.00 -17.00 -1.2790

Copple 1WW 16 92.00 6.00 0.4514

Sum 344.00

Mean 86.00

Variance 176.67

St Dev. 13.29



Lingnau 001 16 83 1.75 0.0639

Lingnau 1AW 16 100 18.75 0.6851

Copple 1WW 16 100.00 18.75 0.6851

Copple 1WW 16 42.00 -39.25 -1.4342

Sum 325.00

Mean 81.25

Variance 748.92

St Dev. 27.37




Lingnau 001 16 83.00 -5.06 -0.5610

Lingnau 1AW 16 100.00 11.94 1.3229

Copple 1WW 16 89.75 1.69 0.1870

Copple 1WW 16 79.50 -8.56 -0.9489

Sum 352.25

Mean 88.06

Variance 81.43

St Dev. 9.02

65

Courses in the Process of Developing and/or Piloting Updated Student Learning Outcomes

• CDIS 243 Survey of Communicative Disorders o Course is in the process of transitioning to upper division; revising student learning outcomes.

• CDIS 493/593 TPS/Telepractice

• CDIS 493/593 TPS/Case Studies in Speech and Language

• CDIS 493/593 TPS/Professional Writing in Speech-Language Pathology

o To be included in the next assessment cycle



Population/Timeline

CDIS 243 (143), AY 2017-18

90.00%

95.00%

100.00% 100.00%

83.00%

70.00%

89.00%

100.00% 100.00%

84.62%

70.00%

75.00%

80.00%

85.00%

90.00%

95.00%

100.00%

2013-14 2014-15 2015-16 2016-17 2017-18

CDIS 455: Percentage of Students Meeting Outcomes by Course Delivery Type

001

AW

WW

66

Graduate Student Learning Objectives and Outcomes

Measure: Intended student learning outcome Performance Criteria: Standard against which performance is assessed

Outcome: Result Action Taken: Use of results to improve student learning

Graduate Learning Objective #1

CDIS graduate students will acquire entry-level competence with SLP knowledge and skills. Gen Ed. Competency? X No _ Yes Accreditation Objective? _ No X Yes

Measure(s)

1) Classroom based assessment – Students will show proficiency with core curricular knowledge presented in CDIS coursework by meeting all knowledge and skills outcomes (KASA).


1) 100% of graduating students will meet 100% of KASA outcomes before graduating.

Timeline/Population

1) Graduating students in 2017-18

Results

Finding(s) or Outcome(s)

1) 100% (50/50) of graduating students during 2017-18 met 100% of

KASA outcomes. Individual results are reported in each student’s

KASA.

Action(s) Taken

1) Continue plan unchanged


1) AY 2018-19


CDIS graduate students will learn to be competent researchers. Gen Ed. Competency? X No _ Yes Accreditation Objective? _ No X Yes

Measure(s)

2) Students will complete research as specified in the ENMU CDIS Graduate Handbook and the final research scoring rubric. This must include:

• Paper

• Poster

• Presentation


2) 100% of students will complete the project with a grade of B or better before graduating.

Timeline/Population


Results


2) 100% (50/50) of students graduating during 2017-18 successfully completed their research project requirements with a grade of B or better.

Individual results are reported in each student’s KASA.

Action(s) Taken

2) Continue plan unchanged Note: 98% (46/47) of students taking 573 in SP17 earned a B or better (1 must re-take)


2) AY 2018-19

67


CDIS graduate students will demonstrate overall programmatic competence through completion of the capstone portfolio project.

Gen Ed. Competency? X No _ Yes Accreditation Objective? _ No X Yes

Measure(s)

3) Students will complete portfolio projects as specified in the ENMU CDIS Graduate Handbook and in the final portfolio scoring rubric


3) 100% of students will pass their portfolio assessment before graduating.

Timeline/Population


Results


3) 100% (50/50) of students graduating during the 2017-18 academic year successfully passed their portfolio assessment.

Action(s) Taken



3) AY 2018-19


CDIS graduate students will pass the ETS Praxis National Examination in Speech/Language Pathology & Audiology (NESPA).

Gen Ed. Competency? X No _ Yes Accreditation Objective? _ No X Yes

Measure(s)

4) Students will pass their national exam (NESPA)


4) 80% of students will pass the NESPA within 1 year of graduation

Timeline/Population


Results


4) 98% (49/50) of CDIS graduate students taking the exam in 2017-18 passed the NESPA within 3 months of graduation (see table below for detail)

Action(s) Taken



4) AY 2018-19

68

Curricular Map of Graduate Student Learning Outcomes by Individual Course and Course Type

Measure = Intended student learning outcome Performance Criteria = Standard against which performance is assessed*

Outcome = Result Data Sources = Methodologies for collecting outcomes data

Color Key: FALL SPRING SUMMER Data Collection Format: Assessment Data Surveys

Performance criteria vary by outcome and by instructor – entry level competence differs across objectives. All students must pass all KASA outcomes prior to graduating. The data below is a snapshot of student competency with each KASA outcome at their first assessment attempt. This information is presented as evidence of program planning. The percentage of outcomes passed on the first attempt is influenced by many factors: undergraduate preparation, student information retention, faculty teaching, validity of assessment instruments, etc. The data below is one of many factors the program considers while modifying courses, curricula, resource requests, faculty load, student tutoring, etc.

The program uses student completion data, NESPA scores, and student employment rates post-graduation to assess the effectiveness of the program. We hope to use the data below to increase our overall efficiency and effectiveness.

CDIS 500 Research Methods in Communicative Disorders

Measure(s)

500.1) Understand necessary components of research (e.g., IRB, proposal, annotated bibliographies)

500.2) Differentiate research paradigms (qual/quan) and designs (e.g., descriptive, causal-comparative, correlation)

500.3) Differentiate knowledge of research methodology (i.e., subject, procedures, analysis, variables, etc.)

500.4) Describe validity, reliability, sampling, data collection, observation/recording, and scores/scales used in research

500.5) Discriminate dependent/independent variables and understand hypothesis testing

500.6) Explain basic statistical data (e.g., descriptive/inferential/psychometric stats, alpha, probability, error, power)

500.7) Understand essential components of quality research articles and apply required elements in a literature review (scientific justification, etc.)

500.8) Complete Protection of Human Research Participants Course

Data Sources

Skills performance, student projects, course notebooks, portfolios, scoring rubrics, graded assignments, quizzes, and/or exams.

Population/Timeline

CDIS 500, AY 2017-18

69




Swift 001 16 96.00 1.00 0.7071

Swift 1SW 16 94.00 -1.00 -0.7071

Sum 190.00

Mean 95.00

Variance 2.00

St Dev. 1.41



Swift 001 16 56.00 -3.00 0.6703

Swift 1SW 16 62.00 3.00 0.7421

Sum 118.00

Mean 59.00

Variance 6980.00

St Dev. 83.55




Swift 001 16 64.00 -11.00 0.5970

Swift 1SW 16 86.00 11.00 0.8022

Sum 150.00

Mean 75.00

Variance 11492.00

St Dev. 107.20



Swift 001 16 91.00 1.50 0.7189

Swift 1SW 16 88.00 -1.50 0.6952

Sum 179.00

Mean 89.50

Variance 16025.00

St Dev. 126.59




Swift 001 16 73.00 8.50 0.7934

Swift 1SW 16 56.00 j-8.50 0.6087

Sum 129.00

Mean 64.50

Variance 8465.00

St Dev. 92.01



Swift 001 16 55.00 -7.50 0.6178

Swift 1SW 16 70.00 7.50 0.7863

Sum 125.00

Mean 62.50

Variance 7925.00

St Dev. 89.02

70




Swift 001 16 100.00 2.00 0.7214

Swift 1SW 16 96.00 -2.00 0.6925

Sum 196.00

Mean 98.00

Variance 19216.00

St Dev. 138.62



Swift 001 16 100.00 0.00 0.7071

Swift 1SW 16 100.00 0.00 0.7071

Sum 200.00

Mean 100.00

Variance 20000.00

St Dev. 141.42




Swift 001 16 79.38 -10.13 -0.0800

Swift 1SW 16 81.50 -8.00 -0.0632

Sum 160.88

Mean 80.44

Variance 166.52

St Dev. 12.90


71

CDIS 504 Fundamentals of Clinical Practice

Measure(s)

504.1) Explain the rules and principles of the Code of Ethics 504.2) Explain the scope of practice for speech-language pathologists as defined

by ASHA, the CFR, and the state of NM 504.3) Understand current DOE policy (in CFR), NM state standards, and other

legislation which impacts service delivery in educational and health care settings (e.g., HCFA, IDEA, NCLB)

504.4) Show competency with clinical forms/writing (i.e., lesson plan, progress note,

goals/objectives) 504.5) Understand principles of cognitive and behavioral psychology/applied

behavioral analysis, to include task analysis, ecological inventory, and incorporation of ADL domains into the therapeutic process)

504.6) Understand basic intervention techniques (e.g., prompting/assist, modeling,

imitation, rehearsal, signal modification, feedback, prepractice) 504.7) Differentiate basic intervention methods (facilitation, maintenance,

induction), models (speaker-oriented, communication-oriented, child-centered, clinician-directed, hybrid), and approaches to target population profiles (indirect language stimulation, whole language, drill, script therapy, Milieu teaching, focused stimulation, vertical structuring)

504.8) Collect and interpret basic case history information 504.9) Participate in IPE activities, demonstrate team-building skills, and articulate

skills learned during transdisciplinary education 504.11) Complete a prevention activity AND locate and provide information about

educational/resource individuals, groups, and relevant organizations that address communication disorders (including prevention)

Data Sources


Population/Timeline

CDIS ____, AY 2017-18

72




Wilkerson 001 16 100.00 0.00

Wilkerson 001 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Wilkerson 001 16 100.00 0.00

Wilkerson 001 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Wilkerson 001 16 100.00 1.50 0.7071

Wilkerson 001 16 97.00 -1.50 -0.7071

Sum 197.00

Mean 98.50

Variance 4.50

St Dev. 2.12



Wilkerson 001 16 84.00 0.00

Wilkerson 001 16 84.00 0.00

Sum 168.00

Mean 84.00

Variance 0.00

St Dev. 0.00




Wilkerson 001 16 84.00 -6.50 -0.7071

Wilkerson 001 16 97.00 6.50 0.7071

Sum 181.00

Mean 90.50

Variance 84.50

St Dev. 9.19



Wilkerson 001 16 85.00 -6.00 -0.7071

Wilkerson 001 16 97.00 6.00 0.7071

Sum 182.00

Mean 91.00

Variance 72.00

St Dev. 8.49

73




Wilkerson 001 16 86.00 -4.50 -0.7071

Wilkerson 001 16 95.00 4.50 0.7071

Sum 181.00

Mean 90.50

Variance 40.50

St Dev. 6.36



Wilkerson 001 16 93.00 6.50 0.7071

Wilkerson 001 16 80.00 -6.50 -0.7071

Sum 173.00

Mean 86.50

Variance 84.50

St Dev. 9.19




Wilkerson 001 16 100.00 1.50 0.7071

Wilkerson 001 16 97.00 -1.50 -0.7071

Sum 197.00

Mean 98.50

Variance 4.50

St Dev. 2.12



Wilkerson 001 16 100.00 0.00

Wilkerson 001 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Wilkerson 001 16 93.20 9.20 0.6520

Wilkerson 001 16 94.70 10.70 0.7583

Sum 187.90

Mean 93.95

Variance 199.13

St Dev. 14.11


74

CDIS 511 Articulation/Phonological Disorders

Measure(s)

511.1) Relate anatomical and physiological substrates of speech to normal and disordered articulation

511.2) Relate speech/phonological development theories to normal and disordered articulation 511.3) List/explain developmental milestones of speech/phonological skills

acquisition, to include auditory skills, phonological development, and the impact of culture on accent and dialect development

511.4) Phonetically transcribe disordered articulation (using diacritics

appropriately) 511.5) Describe the psychosocial impact of phonological/articulation disorders 511.6) Apply various classification systems to articulation productions (PMV,

Distinctive Features, Phonological Processes) 511.7) Apply motor learning theory and principles to speech assessment and

articulation interventions 511.8) Differentially select assessment methodologies based on presentation of

articulatory characteristics; describe multiple assessment practices, to include both norm and criterion referenced methods (i.e., standardized assessments and speech samples)

511.9) Classify misarticulations according to developmental/non-developmental,

age-appropriate/age-inappropriate, mislearned/functional (traditional vs. compensatory)/obligatory, and motor-based/phonological categories

511.11) Identify etiologies of and discriminate dysarthria, apraxia, articulation

disorder, phonological processing disorder, structural deviations error, motor-based difficulty, and misarticulation resulting from mislearning; describe probable characteristics of articulation resulting from differential etiologies

511.12) Differentiate articulation/phonological delay vs. disorder vs. difference; discriminate cultural or dialectal differences from articulation disorders 511.13) Design appropriate intervention for various articulatory error profiles, including prevention whenever possible

Data Sources


Population/Timeline

CDIS 511, AY 2017-18

75




Swift 001 8 100.00 5.00 0.7071

Swift 1SW 8 90.00 -5.00 -0.7071

Sum 190.00

Mean 95.00

Variance 50.00

St Dev. 7.07



Swift 001 8 67.00 -5.00 -0.7071

Swift 1SW 8 77.00 5.00 0.7071

Sum 144.00

Mean 72.00

Variance 50.00

St Dev. 7.07




Swift 001 8 67.00 -5.00 -0.7071

Swift 1SW 8 77.00 5.00 0.7071

Sum 144.00

Mean 72.00

Variance 50.00

St Dev. 7.07



Swift 001 8 100.00 0.00

Swift 1SW 8 100.00 0.00 Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Swift 001 8 67.00 -5.00 9.4752

Swift 1SW 8 77.00 5.00 10.8894

Sum 144.00

Mean 72.00

Variance 50.00

St Dev. 7.07



Swift 001 8 100.00 2.00 0.7071

Swift 1SW 8 96.00 -2.00 -0.7071

Sum 196.00

Mean 98.00

Variance 8.00

St Dev. 2.83

76




Swift 001 8 67.00 -3.00 -0.7071

Swift 1SW 8 73.00 3.00 0.7071

Sum 140.00

Mean 70.00

Variance 18.00

St Dev. 4.24



Swift 001 8 75.00 0.00 Swift 1SW 8 75.00 0.00 Sum 150.00

Mean 75.00

Variance 0.00

St Dev. 0.00




Swift 001 8 67.00 -4.00 -0.7071

Swift 1SW 8 75.00 4.00 0.7071

Sum 142.00

Mean 71.00

Variance 32.00

St Dev. 5.66




Mean 75.00

Variance 0.00

St Dev. 0.00




Swift 001 8 67.00 -4.00 -0.7071

Swift 1SW 8 75.00 4.00 0.7071

Sum 142.00

Mean 71.00

Variance 32.00

St Dev. 5.66



Swift 001 8 67.00 -4.00 -0.8944

Swift 1SW 8 73.00 2.00 0.4472

Sum 140.00

Mean 70.00

Variance 20.00

St Dev. 4.47

77




Swift 001 8 69.67 -30.33 -0.7717

Swift 1SW 8 75.00 -25.00 -0.6360

Sum 144.67

Mean 72.33

Variance 1545.11

St Dev. 39.31


78

CDIS 512 Voice Disorders

Measure(s)

512.1) Understand normal respiratory and laryngeal/phonatory anatomy and physiology/neurophysiology, including changes across the lifespan

512.2) Describe the relationship of perceptual voice characteristics to physical

correlates of sound 512.3) Differentiate neurogenic, structural, hyperfunctional, psychogenic, and

systemic etiologies of voice disorders 512.4) Describe characteristics of voice disorders (pitch, loudness, quality) and the

perceptual and laryngoscopic findings associated with each 512.5) Understand prevention, assessment, and treatment methodologies

appropriate to specific conditions resulting in voice disorders; Use EBP to justify actions

Data Sources


Population/Timeline

CDIS 512, AY 2017-18




Copple 001 16 100.00 12.50 0.7071

Copple 1SW 16 75.00 -12.50 -0.7071

Sum 175.00

Mean 87.50

Variance 312.50

St Dev. 17.68



Copple 001 16 86.00 12.00 0.7071

Copple 1SW 16 62.00 -12.00 -0.7071

Sum 148.00

Mean 74.00

Variance 288.00

St Dev. 16.97




Copple 001 16 86.00 15.50 0.7071

Copple 1SW 16 55.00 -15.50 -0.7071

Sum 141.00

Mean 70.50

Variance 480.50

St Dev. 21.92



Copple 001 16 86.00 -6.00 -0.7071

Copple 1SW 16 98.00 6.00 0.7071

Sum 184.00

Mean 92.00

Variance 72.00

St Dev. 8.49

79




Copple 001 16 43.00 -6.00 -0.7071

Copple 1SW 16 55.00 6.00 0.7071

Sum 98.00

Mean 49.00

Variance 72.00

St Dev. 8.49



Copple 001 16 80.20 -11.80 -1.3906

Copple 1SW 16 69.00 -23.00 -2.7106

Sum 149.20

Mean 74.60

Variance 668.24

St Dev. 25.85


80

CDIS 516 Language Assessment

Measure(s)

516.1) Relate language development theories to normal and disordered language productions

516.2) Describe the development of prelinguistic communication, language,

cognition, and social behaviors; describe milestones to include listening, speaking, reading,and writing

516.3) Explain the reciprocal relationships between language, cognition,

psychological/psychosocial factors, and environment (including culture and poverty) to include listening, speaking, reading,and writing

516.4) Identify preventative measures, causes, characteristics, and contributing

factors for receptive and expressive language delays and disorders in listening, speaking, reading, and writing with consideration for cognitive and psychosocial factors

516.5) Understand basic principles of assessment, including NRT, CRT, SS,

percentile rankings, etc.; understand confounding variables impacting assessment and present strategies for addressing them (e.g., attention, memory, behavior, culture, language/dialect)

516.6) Assess all modalities of developmental language disorders using multiple

instruments and methodologies (listening, speaking, reading, and writing) 516.7) Describe assessment, characteristics of, and interventions for central

auditory processing disorders 516.8) Identify effective modifications and alternative models for traditional

language assessment (e.g., dynamic assessment, extension testing, authentic assessment, portfolio assessment)

516.9) Assess and analyze paralinguistics, semantics, phonology/literacy,

morphology/syntax, pragmatics, problem-solving, narrative, organization, meta-linguistics across the lifespan using NRT, CRT, and language/writing samples

516.11) Interpret language assessment results 516.12) Compose goals/objectives based on assessment and compose preliminary POC for language disordered profiles

Data Sources


Population/Timeline

CDIS 516, AY 2017-18

81




Swift 001 16 100.00 4.00 0.7071

Swift 1SW 16 92.00 -4.00 -0.7071

Sum 192.00

Mean 96.00

Variance 32.00

St Dev. 5.66



Swift 001 16 73.00 -6.00 -0.7071

Swift 1SW 16 85.00 6.00 0.7071

Sum 158.00

Mean 79.00

Variance 72.00

St Dev. 8.49




Swift 001 16 100.00 1.00 0.7071

Swift 1SW 16 98.00 -1.00 -0.7071

Sum 198.00

Mean 99.00

Variance 2.00

St Dev. 1.41



Swift 001 16 82.00 0.50 0.7071

Swift 1SW 16 81.00 -0.50 -0.7071

Sum 163.00

Mean 81.50

Variance 0.50

St Dev. 0.71




Swift 001 16 82.00 -7.00 -0.7071

Swift 1SW 16 96.00 7.00 0.7071

Sum 178.00

Mean 89.00

Variance 98.00

St Dev. 9.90



Swift 001 16 73.00 -9.50 -0.7071

Swift 1SW 16 92.00 9.50 0.7071

Sum 165.00

Mean 82.50

Variance 180.50

St Dev. 13.44

82




Swift 001 16

Swift 1SW 16

Sum 0.00

Mean

Variance 0.00

St Dev. 0.00



Swift 001 16 91.00 -3.50 -0.7071

Swift 1SW 16 98.00 3.50 0.7071

Sum 189.00

Mean 94.50

Variance 24.50

St Dev. 4.95




Swift 001 16 73.00 -9.50 -0.7071

Swift 1SW 16 92.00 9.50 0.7071

Sum 165.00

Mean 82.50

Variance 180.50

St Dev. 13.44



Swift 001 16 91.00 -3.50 -0.7071

Swift 1SW 16 98.00 3.50 0.7071

Sum 189.00

Mean 94.50

Variance 24.50

St Dev. 4.95




Swift 001 16 91.00 -3.50 -0.7071

Swift 1SW 16 98.00 3.50 0.7071

Sum 189.00

Mean 94.50

Variance 24.50

St Dev. 4.95



Swift 001 16 86.00 4.50 6.3640

Swift 1SW 16 94.33 12.83 18.1491

Sum 180.33

Mean 90.17

Variance 184.94

St Dev. 13.60


83

CDIS 517 Language Intervention

Measure(s)

517.1) Apply specific language theories and principles of language development to intervention planning

517.2) Design intervention with consideration for environmental variables;

incorporate culture, dialect, and difference into language therapy planning 517.3) Describe common characteristics of language intervention programs used

with birth to 3, preschool, early and late elementary, middle school, and older adolescent clients

517.4) Describe communication characteristics of certain disabilities and be familiar

with programs and procedures commonly used for intervention (e.g., LD, MR, CAPD, Autism, deafness)

517.5) Describe specific characteristics of rehabilitation programs for hard of

hearing, deaf, and individuals with hearing aids/cochlear implants to include total communication, oral/aural intervention programs, and strategies for working with interpreters

517.6) Understand best practices in self-contained, inclusionary, consultative, and

collaborative intervention models 517.7) Understand intervention methodologies for developmental language

disorders across listening, speaking, reading, and writing modalities 517.8) Design appropriate intervention for various language delay/disorder profiles,

to include cognitive and psychosocial aspects in the classroom and home programs for generalization and maintenance

Data Sources


Population/Timeline

CDIS 517, AY 2017-18




Lebsack 001 16 100.00 0.00 Lebsack 1SW 16 100.00 0.00 Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Mean 100.00

Variance 0.00

St Dev. 0.00

84





Mean 100.00

Variance 0.00

St Dev. 0.00




Mean 100.00

Variance 0.00

St Dev. 0.00





Mean 100.00

Variance 0.00

St Dev. 0.00




Mean 100.00

Variance 0.00

St Dev. 0.00





Mean 100.00

Variance 0.00

St Dev. 0.00




Mean 100.00

Variance 0.00

St Dev. 0.00

85




Lebsack 001 16 100.00 0.00

Lebsack 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00


86

CDIS 525 Fluency Disorders

Measure(s)

525.1) Explain theories of stuttering as they relate to the prevention, development, maintenance, and resolution of stuttering behaviors

525.2) Understand the impact of culture, SES, gender, age, and other

intrinsic/extrinsic client variables on stuttering behaviors and assessment/intervention; understand the impact of stuttering on social behaviors

525.3) Differentiate and classify types of dysfluency (e.g., neurogenic,

psychogenic) and specific stuttering behaviors (e.g., blocks, repetitions, prolongations)

525.4) Assess stuttering and cluttering, to include objectively determining the

frequency and rate of stuttering behaviors (combined and by stuttering type)

525.5) Evaluate various intervention protocols for efficacy and applicability to

specific stuttering behaviors and construct plans of care for various stuttering profiles (must consider EBP and include consideration of intrinsic/extrinsic client and family variables; must consider generalization and maintenance)

525.6) Apply cognitive and behavioral psychology principles to stuttering

assessment and intervention

Data Sources


Population/Timeline

CDIS 525, AY 2017-18




Swift 001 16 100.00 2.50 0.7071

Swift 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54



Swift 001 16 88.00 -1.50 -0.7071

Swift 1SW 16 91.00 1.50 0.7071

Sum 179.00

Mean 89.50

Variance 4.50

St Dev. 2.12

87




Swift 001 16 100.00 0.00

Swift 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Swift 001 16 100.00 2.50 0.7071

Swift 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54




Swift 001 16 100.00 1.00 0.7071

Swift 1SW 16 98.00 -1.00 -0.7071

Sum 198.00

Mean 99.00

Variance 2.00

St Dev. 1.41



Swift 001 16 88.00 2.50 0.7071

Swift 1SW 16 83.00 -2.50 -0.7071

Sum 171.00

Mean 85.50

Variance 12.50

St Dev. 3.54




Swift 001 16 96.00 -1.50 -0.4243

Swift 1SW 16 93.67 -3.83 -1.0842

Sum 189.67

Mean 94.83

Variance 16.94

St Dev. 4.12


88

CDIS 526 Neurogenic Speech Disorders

Measure(s)

526.1) Understand CNS systems and pathways important for speech production 526.2) Understand etiology and site of lesion for each type of neurogenic motor

speech disorder; Use case history information to support dx 526.3) Discriminate different types of motor speech disorders by characteristics 526.4) Assess underlying neuromotor symptomology for motor speech disorders 526.5) Treat underlying neuromotor symptomology for motor speech disorders 526.6) Understand how different types of motor speech disorders affect each

component of the speech system (i.e., respiratory, phonatory, articulatory, resonatory, prosodic)

Data Sources


Population/Timeline

CDIS 526, AY 2017-18




Weems 001 16 66.00 3.00 0.7071

Weems 1SW 16 60.00 -3.00 -0.7071

Sum 126.00

Mean 63.00

Variance 18.00

St Dev. 4.24



Weems 001 16 86.00 -1.50 -0.7071

Weems 1SW 16 89.00 1.50 0.7071

Sum 175.00

Mean 87.50

Variance 4.50

St Dev. 2.12




Weems 001 16 86.00 1.00 0.7071

Weems 1SW 16 84.00 -1.00 -0.7071

Sum 170.00

Mean 85.00

Variance 2.00

St Dev. 1.41



Weems 001 16 79.00 -1.00 -0.7071

Weems 1SW 16 81.00 1.00 0.7071

Sum 160.00

Mean 80.00

Variance 2.00

St Dev. 1.41

89




Weems 001 16 100.00 15.00 0.7071

Weems 1SW 16 70.00 -15.00 -0.7071

Sum 170.00

Mean 85.00

Variance 450.00

St Dev. 21.21



Weems 001 16 52.00 -1.00 -0.7071

Weems 1SW 16 54.00 1.00 0.7071

Sum 106.00

Mean 53.00

Variance 2.00

St Dev. 1.41




Weems 001 16 78.17 -1.83 -1.2964

Weems 1SW 16 73.00 -7.00 -4.9497

Sum 151.17

Mean 75.58

Variance 52.36

St Dev. 7.24


90

CDIS 527 Craniofacial Anomalies

Measure(s)

527.1) Understand basic principles of genetics and the embryological development of craniofacial structures

527.2) Understand the relationship between communication disorders,

chromosomal/genetic conditions, and their neurological/anatomical correlates

527.3) Understand etiological, anatomical/physiological, cognitive, and

psychosocial/cultural components of craniofacial management 527.4) Understand mechanisms, etiologies, characteristics, and prevention, for

hearing disorders; understand the impact of types and degrees of hearing loss

527.5) Understand assessment and intervention for hearing disorders, to include

types and severities of loss and aided/unaided interventions; read and interpret audiogram and basic tympanometric data; Justify decisions with EBP support

527.6) Identify characteristics of craniofacial anomalies/cleft palate types (including

classifications) and their associated articulatory/resonatory correlates 527.7) Assess, discriminate, and design intervention for various craniofacial profiles

resulting in multiple communication disorder characteristics, including referral as necessary (e.g., feeding, hearing loss, language, resonance, and articulation to include phonological, functional/compensatory, motoric, and obligatory speech errors); Justify decisions with EBP

527.8) Understand primary and secondary treatment procedures for addressing

craniofacial anomalies and accompanying complications, including communication disorders: justify conclusions using EBP support

527.9) Understand etiologies, characteristics, assessment, and interventions

(including referral) for disorders of resonance: hypernasal, hyponasal, cul-de-sac, and mixed resonances; knowledge of VP Incompetence, VP Insufficiency, VPM, and prosthetic management devices is required

Data Sources


Population/Timeline

CDIS 527, AY 2017-18

91




Copple 001 16 43.00 -27.50 -0.7071

Copple 1SW 16 98.00 27.50 0.7071

Sum 141.00

Mean 70.50

Variance 1512.50

St Dev. 38.89



Copple 001 16 43.00 -27.50 -0.7071

Copple 1SW 16 98.00 27.50 0.7071

Sum 141.00

Mean 70.50

Variance 1512.50

St Dev. 38.89




Copple 001 16 43.00 -27.50 -0.7071

Copple 1SW 16 98.00 27.50 0.7071

Sum 141.00

Mean 70.50

Variance 1512.50

St Dev. 38.89



Copple 001 16 100.00 3.00 0.7071

Copple 1SW 16 94.00 -3.00 -0.7071

Sum 194.00

Mean 97.00

Variance 18.00

St Dev. 4.24




Copple 001 16 100.00 0.00

Copple 1SW 16 100.00 0.00 Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Copple 001 16 100.00 6.00 0.7071

Copple 1SW 16 88.00 -6.00 -0.7071

Sum 188.00

Mean 94.00

Variance 72.00

St Dev. 8.49

92




Copple 001 16 100.00 0.00 Copple 1SW 16 100.00 0.00 Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Copple 001 16 100.00 0.00 Copple 1SW 16 100.00 0.00 Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Copple 001 16 100.00 0.00

Copple 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Copple 001 16 81.00 -16.00 -3.7712

Copple 1SW 16 97.33 0.33 0.0786

Sum 178.33

Mean 89.17

Variance 256.11

St Dev. 16.00


93

CDIS 528 Dysphagia

Measure(s)

528.1) Understand normal anatomy/physiology for swallowing, including neurophysiology, oral, pharyngeal, esophageal, and related function. Changes across the lifespan must be considered

528.2) Understand the impact of cultural variations on feeding/swallowing behavior 528.3) Discriminate characteristics and pathophysiology of dysphagia for each

stage of swallowing, including possible reasons for penetration and aspiration

528.4) Identify and apply prevention strategies for swallowing disorders associated

with specific conditions 528.5) Understand assessment methods appropriate to specific disorders resulting

in swallowing disorders 528.6) Understand intervention methods appropriate to specific disorders resulting

in swallowing disorders

Data Sources


Population/Timeline

CDIS 528, AY 2017-18




Bratcher 001 16 95.00 -1.50 -0.7071

Bratcher 1SW 16 98.00 1.50 0.7071

Sum 193.00

Mean 96.50

Variance 4.50

St Dev. 2.12



Bratcher 001 16 86.00 -6.00 -0.7071

Bratcher 1SW 16 98.00 6.00 0.7071

Sum 184.00

Mean 92.00

Variance 72.00

St Dev. 8.49

94




Bratcher 001 16 9.00 -14.50 -0.7071

Bratcher 1SW 16 38.00 14.50 0.7071

Sum 47.00

Mean 23.50

Variance 420.50

St Dev. 20.51



Bratcher 001 16 82.00 2.00 0.7071

Bratcher 1SW 16 78.00 -2.00 -0.7071

Sum 160.00

Mean 80.00

Variance 8.00

St Dev. 2.83




Bratcher 001 16 59.00 2.00 0.7071

Bratcher 1SW 16 55.00 -2.00 -0.7071

Sum 114.00

Mean 57.00

Variance 8.00

St Dev. 2.83



Bratcher 001 16 32.00 -11.50 -0.7071

Bratcher 1SW 16 55.00 11.50 0.7071

Sum 87.00

Mean 43.50

Variance 264.50

St Dev. 16.26




Bratcher 001 16 60.50 -19.50 -6.8943

Bratcher 1SW 16 70.33 -9.67 -3.4177

Sum 130.83

Mean 65.42

Variance 473.69

St Dev. 21.76


95

CDIS 529 Neurogenic Language Disorders

Measure(s)

529.1) Understand CNS systems and pathways used in language production 529.2) Identify neurogenic language disorders and their psychosocial impact

across the lifespan 529.3) Describe characteristics of disordered language due to neuropathology for

each parameter in listening, speaking, reading, and writing 529.4) Understand etiologies for, identify, and assess cognitive characteristics of

communication disorders (e.g., memory, attention, organization, problem-solving, executive functioning, and sequencing)

529.5) Identify etiologies, assessment, and intervention for social, communication,

and psychological characteristics associated with aphasia (including behavior)


and psychological characteristics associated with right hemisphere (including behavior)


and psychological characteristics associated with TBI (including behavior) 529.8) Identify etiologies, assessment, and intervention for social, communication,

and psychological characteristics associated with dementia (including behavior)

529.9) Understand methods of prevention for neurogenic language disorders

associated with specific conditions 529.11) Understand assessment methodologies appropriate to aphasia, right

hemisphere, TBI, and dementia across listening, speaking, reading, and writing modalities

529.12) Understand intervention methodologies appropriate to aphasia, right

hemisphere, TBI, and dementia across listening, speaking, reading, and writing modalities

529.13) Design intervention for cognitive and social aspects of neurogenic

language disorders

Data Sources


Population/Timeline

CDIS 529, AY 2017-18

96




Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54



Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54




Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54



Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54




Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54



Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54

97




Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54



Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54




Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54



Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54




Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54



Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54

98




Bratcher 001 16 100.00 2.50 0.7071

Bratcher 1SW 16 95.00 -2.50 -0.7071

Sum 195.00

Mean 97.50

Variance 12.50

St Dev. 3.54


99

CDIS 540 Oral Motor Disorders

Measure(s)

540.1) Understand normal anatomy/physiology and neurophysiology for speaking and feeding, including development across the lifespan

540.2) Understand the psychosocial role of feeding and the impact of oral-

motor/feeding/swallowing disorders on clients and significant others, to include maladaptive behavioral responses

540.3) Describe causes and conditions which result in oral-motor/orofacial myology

disorders which may affect speech or feeding 540.4) Analyze case history information to differentially dx/determine POC for

patient scenarios, including referral 540.5) Describe characteristics of oral-motor/orofacial myology disorders and

identify limiting and maintaining factors which negatively impact oral-motor/orofacial myology disorders as they affect feeding and/or speech performance, (i.e., medical issues, motor development disorders, sensory integration difficulties, etc.); Describe strategies to address these issues

540.6) Understand comprehensive and differential assessment of oral-

motor/orofacial myology disorders as they may affect speech and feeding disorders

540.7) Design EBP-based intervention for various oral-motor/orofacial myology

client profiles (e.g., recommending non-oral supplementation, administering oral stimulation, applying NSOME, OME as a component of motor-based articulation therapy): Compose referral letters as necessary

Data Sources


Population/Timeline

CDIS 540, AY 2017-18




Swift 001 8 83.00 -0.50 -0.7071

Swift 1SW 8 84.00 0.50 0.7071

Sum 167.00

Mean 83.50

Variance 0.50

St Dev. 0.71



Swift 001 8 100.00 0.00 Swift 1SW 8 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00

100





Mean 100.00

Variance 0.00

St Dev. 0.00



Swift 001 8

Swift 1SW 8 96.00 0.00 Sum 96.00

Mean 96.00

Variance

St Dev.




Swift 001 8 83.00 -8.50 -0.7071

Swift 1SW 8 100.00 8.50 0.7071

Sum 183.00

Mean 91.50

Variance 144.50

St Dev. 12.02



Swift 001 8 100.00 0.00 Swift 1SW 8 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Swift 001 8 67.00 9.00 0.7071

Swift 1SW 8 49.00 -9.00 -0.7071

Sum 116.00

Mean 58.00

Variance 162.00

St Dev. 12.73



Swift 001 8 88.83 -7.17

Swift 1SW 8 89.86 -6.14 Sum 178.69

Mean 89.35

Variance 89.10

St Dev. 9.44


101

CDIS 550 Augmentative and Alternative Communication

Measure(s)

550.1) Describe characteristics of AAC systems, both aided and unaided 550.2) Understand and consider physical characteristics of AAC users in

assessment and intervention 550.3) Understand and consider psychological, social, linguistic, and cognitive

variables which impact AAC use, including prelinguistic/paralinguistic communication skills in speaking, listening, reading, and writing

550.4) Describe assessment methods for communication systems (e.g., switch

selection, device features) across various modalities (listening, speaking, reading, writing)

550.5) Describe intervention strategies across various modalities using high and

low-tech AAC devices and systems (e.g., feature matching, cognitive training, selection of sign/symbol systems and devices, integration of AAC user into various environments, partner training)

Data Sources


Population/Timeline

CDIS 550, AY 2017-18




Copple 001 16 100.00 1.00 0.7071

Copple 1SW 16 98.00 -1.00 -0.7071

Sum 198.00

Mean 99.00

Variance 2.00

St Dev. 1.41



Copple 001 16 100.00 3.50 0.7071

Copple 1SW 16 93.00 -3.50 -0.7071

Sum 193.00

Mean 96.50

Variance 24.50

St Dev. 4.95

102




Copple 001 16 100.00 0.00

Copple 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Copple 001 16 89.00 3.00 0.7071

Copple 1SW 16 83.00 -3.00 -0.7071

Sum 172.00

Mean 86.00

Variance 18.00

St Dev. 4.24




Copple 001 16 100.00 1.50 0.7071

Copple 1SW 16 97.00 -1.50 -0.7071

Sum 197.00

Mean 98.50

Variance 4.50

St Dev. 2.12



97.80 11.80 2.7813

94.20 8.20 1.9328

Sum 192.00

Mean 96.00

Variance 206.48

St Dev. 14.37


103

CDIS 554 Current Trends and Professional Issues in Communicative Disorders

Measure(s)

554.1) Explain and apply the rules and principles of the Code of Ethics to clinical, academic, and research hypotheticals

554.2) Analyze new information and current trends in CDIS for validity, reliability,

and applicability; Evaluate and make recommendations about current trends in assessment and intervention practices using EBP (e.g., cleft-palate repair, PE tube placement, NSOME use, feeding plates, Vital/E-stim)

554.3) Demonstrate knowledge of relevant technological developments in the

assessment and treatment of persons with communication disorders 554.4) Demonstrate knowledge of client counseling in CDIS 554.5) Demonstrate knowledge of IEP practices and Medicare/Medicaid

reimbursement billing policies and procedures 554.6) Demonstrate knowledge of current and relevant legal issues and policies,

including abuse reporting, policy changes, ASHA practice policies, ASHA guidelines, and advocacy; Demonstrate knowledge of local, state, and national regulations and policies relevant to professional practice

554.7) Demonstrate knowledge of local, state, and national regulations and policies

relevant to professional practice 554.8) Demonstrate knowledge of professional practices/ethics for business

planning and social media usage 554.9) Describe requirements of continuing education and procedures for obtaining

specialty recognition

Data Sources


Population/Timeline

CDIS 554, AY 2017-18

104




Bougie 001 16 100.00 0.00

Bougie 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Bougie 001 16 100.00 0.00

Bougie 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Bougie 001 16 100.00 0.00

Bougie 1SW 16 100.00 0.00 Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Bougie 001 16 100.00 0.00

Bougie 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Bougie 001 16 100.00 0.00

Bougie 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Bougie 001 16 100.00 0.00

Bougie 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00

105




Bougie 001 16 100.00 0.00

Bougie 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Bougie 001 16 100.00 0.00

Bougie 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Bougie 001 16 100.00 0.00

Bougie 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Bougie 001 16 100.00 0.00

Bougie 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00


106

CDIS 557 Clinical Applications of Research Methods

Measure(s)

557.1) Critically review published research (to include all components across multiple designs): Meta-analysis; Quantitative large group design; Quantitative small group design; Quantitative single subject design; Case study; Qualitative design; Other

557.2) Analyze given data and integrate/synthesize relevant findings with literature

to solve problems in clinical case situations: 1 Clinical Problem PICO (What is best practice for….); 1 Clinical Treatment PICOs (Is this tx efficacious?);

1 EBP case evaluation 557.3) Describe the relationship of research, EBP, and RTI 557.4) When presented with clinical problems, construct research designs for

issues in CDIS 557.5) Determine and author appropriate methodology for literature review

completed in CDIS 500 557.6) Submit IRB proposal for personal research

Data Sources


Population/Timeline

CDIS 557, AY 2017-18



Instructor L Weeks Total Avg Dev. Score Z-Score

Lingnau 001 16 100.00 0.00

Lingnau 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Lingnau 001 16 100.00 1.50 0.7071

Lingnau 1SW 16 97.00 -1.50 -0.7071

Sum 197.00

Mean 98.50

Variance 4.50

St Dev. 2.12

107




Lingnau 001 16 100.00 1.00 0.7071

Lingnau 1SW 16 98.00 -1.00 -0.7071

Sum 198.00

Mean 99.00

Variance 2.00

St Dev. 1.41



Lingnau 001 16 88.00 -4.50 -0.7071

Lingnau 1SW 16 97.00 4.50 0.7071

Sum 185.00

Mean 92.50

Variance 40.50

St Dev. 6.36




Lingnau 001 16 100.00 1.50 0.7071

Lingnau 1SW 16 97.00 -1.50 -0.7071

Sum 197.00

Mean 98.50

Variance 4.50

St Dev. 2.12



Lingnau 001 16 98.00 0.00

Lingnau 1SW 16 98.00 0.00

Sum 196.00

Mean 98.00

Variance 0.00

St Dev. 0.00




Lingnau 001 16 97.67 5.17 0.8119

Lingnau 1SW 16 97.83 5.33 0.8381

Sum 195.50

Mean 97.75

Variance 55.14

St Dev. 7.43


108

CDIS 560 Analytical Approaches to Clinical Research

Measure(s)

560.1) Differentially select appropriate analysis procedures (to include statistical formulas)

560.2) Solve statistical problems 560.3) Analyze and interpret data for qualitative and quantitative designs (e.g.,

coding, thematic analysis, basic to intermediate statistics for non-experimental, quasi-experimental, and experimental designs)

560.4) Make appropriate inferences and generalizations based on data 560.5) Identify limitations of results 560.6) Critique research findings/implications for published articles; Apply relevant

findings to clinical questions 560.7) Report data with preliminary analysis for methodology completed in CDIS

557

Data Sources


Population/Timeline

CDIS 560, AY 2017-18




Swift 001 16 100.00 0.00

Swift 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Swift 001 16 100.00 0.00

Swift 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00

109




Swift 001 16 88.00 -2.50 -0.7071

Swift 1SW 16 93.00 2.50 0.7071

Sum 181.00

Mean 90.50

Variance 12.50

St Dev. 3.54



Swift 001 16 100.00 10.00 0.7071

Swift 1SW 16 80.00 -10.00 -0.7071

Sum 180.00

Mean 90.00

Variance 200.00

St Dev. 14.14




Swift 001 16 75.00 -8.00 -0.7071

Swift 1SW 16 91.00 8.00 0.7071

Sum 166.00

Mean 83.00

Variance 128.00

St Dev. 11.31



Swift 001 16 88.00 -1.50 -0.7071

Swift 1SW 16 91.00 1.50 0.7071

Sum 179.00

Mean 89.50

Variance 4.50

St Dev. 2.12




Swift 001 16 100.00 2.00 0.7071

Swift 1SW 16 96.00 -2.00 -0.7071

Sum 196.00

Mean 98.00

Variance 8.00

St Dev. 2.83



Swift 001 16 93.00 3.00 0.2121

Swift 1SW 16 93.00 3.00 0.2121

Sum 186.00

Mean 93.00

Variance 18.00

St Dev. 4.24


110

CDIS 573 Clinical Research Colloquium

Measure(s)

573.1) Summarize, conclude, and make recommendations for data/results obtained in CDIS 560

573.2) Defend research in peer-critique settings 573.3) Construct professional poster describing/explaining research 573.4) Present research findings at professional/research conference, to include

PowerPoint 573.5) Compose and submit professional paper (of completed research) to

program

Data Sources


Population/Timeline

CDIS 573, AY 2017-18




Swift 001 16 100.00 0.00

Swift 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Swift 001 16 100.00 0.00

Swift 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00

111




Swift 001 16 100.00 0.00

Swift 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Swift 001 16 100.00 0.00

Swift 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Swift 001 16 100.00 0.00

Swift 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Swift 001 16 100.00 0.00

Swift 1SW 16 100.00 0.00

Sum 200.00

Mean 100.00

Variance 0.00

St Dev. 0.00


112

CDIS 590 Graduate Seminar

Measure(s)

590.1) Describe the rationale for program accreditation and identify academic program accreditation

590.2) Describe requirements of certification, licensure, continuing education, and

other relevant professional credentialing issues 590.3) Complete (draft) application for certification and licensure 590.4) Formulate a feasible and reasonable business plan for SLP practice 590.5) Identify missing information, relevant questions, and pertinent information in

case study formats 590.6) Demonstrate communication skills sufficient for effective clinical &

professional interaction with clients/patients and relevant others - Comprehend, compose, explain, and discuss diagnostic

590.7) Differentially diagnose and determine POC in case study formats 590.8) Collaborate with a team to discuss case findings, problems, and resolutions

(including additional assessments, treatments, referrals, and overall plan of care); Articulate strategies for continued IPE; Demonstrate skill sets to maximize IPE values

Data Sources


Population/Timeline

CDIS 590, AY 2017-18




Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Sum 400.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Sum 400.00

Mean 100.00

Variance 0.00

St Dev. 0.00

113




Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Sum 400.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Sum 400.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Sum 400.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Sum 400.00

Mean 100.00

Variance 0.00

St Dev. 0.00

114




Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Sum 400.00

Mean 100.00

Variance 0.00

St Dev. 0.00



Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Sum 400.00

Mean 100.00

Variance 0.00

St Dev. 0.00




Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Bratcher 001 16 100.00 0.00

Bratcher 1SW 16 100.00 0.00

Sum 400.00

Mean 100.00

Variance 0.00

St Dev. 0.00


115

Praxis Examination Category Analysis 2017-18 Graduates

Praxis Examination Pass Rates

5 year rates

Period

# Taking Exam Pass Rate (%)

Taken within 3 months of graduation ENMU's Average Score

600/162 required for certification and NM licensure

FA17-SU18 50 98 177

FA16-SU17 41 98 175

FA15-SU16 37 100 173

FA14-SU15 28 100 660/176

FA13-SU14 22 100 661

Foundations & Professional Practice

Screening, Assessment, Evaluation, &

Diagnosis

Planning, Implementation, &

Evaluation of Treatment Total Score

NESPA Maximum Range 35-36 34-36 34-36 34-36

NESPA Average Range 20-30 20-30 18-29 18-30

ENMU Performance Range 17-34 20-34 16-31 160-193

Average Raw Points Available 35.7 35.14 34.64 35.16

Average ENMU Raw Points Earned 26.2 26.6 24.86 25.89

Average ENMU PCR 73.5 75.7 71.8 73.67

ENMU Pass Rate NSD from 1617 NSD from 1617 NSD from 1617 98%

116

Praxis Examination Pass Rates Residential vs. Distance Students

Period Primary Attendance

(more than 50%) # Taking Exam # Passing Exam

Pass Rate (%) Taken within 3 months of

graduation

ENMU's Average Score

FA17-SU18 Residential 12 12 100 177

Distance 38 37 97 177

Total 50 49 98 177


Distance 33 33 100 176

Total 41 41 100 175


Distance 16 16 100 173

Total 37 37 100 173

3 yr avg Residential 13.67 (n=41) 13.67 (n=41) 100 175

Distance 29 (n=87) 28.67 (n=86) 99 175

Avg. Total 42.67 (n=128) 42.33 (n=127) 99 175

117


CDIS graduate students will complete the program in a timely manner Gen Ed. Competency? X No _ Yes Accreditation Objective? _ No X Yes

Measure(s)

5) Students will complete the program in a timely manner (see graduate catalog for detail)


5) 80% of students will complete the program within their established timeframe

Timeline/Population


Results


5) 98% of students completing did so within their expected time frames;

100% of all students admitted completed the program

Action(s) Taken

5) Continue with guidelines now specified in the graduate catalog.


5) 2018-19

118

4-year Program Completion Rates Residential vs. Distance Students

Students who attend full-time with no pre-requisites needed should complete within 8 semesters Students who attend full-time who need pre-requisites should complete within 11 semesters

Students who attend part-time with no pre-requisites needed should complete within 12 semesters Students who attend part-time who need pre-requisites should complete within 15 semesters

Period # % Complete

within 8 semesters

% Complete within

11 semesters

% Complete within

12 semesters

% Complete within

15 semesters

# Complete on time

# Complete Later than on

time

# not Complete

Total Complete

2017-18 50 68% 26% 4% 2% 98% 2% 0% 50 (100%)

Res. 12 9 2 1 0 12 0 0 12 (100%)

DE 38 25 11 1 1 37 1 0 38 (100%)

2016-17 42 76% 17% 5% 0% 98% 0% 2% 41 (98%)

Res. 9 6 2 0 0 8 0 1 8 (89%)

DE 33 26 5 2 0 33 0 0 33 (100%)

2015-16 37 92% 8% 0% 0% 100% 0% 0% 37 (100%)

Res 21 19 2 0 0 21 0 0 21 (100%)

DE 16 15 1 0 0 16 0 0 16 (100%)

3 Yr Avg 43 78% 18% 3% 1% 98% 1% 1% 99%

3 Yr Total 129 100 23 4 1 127 1 1 128

Res 42 34 6 1 0 41 0 1 41 (98%)

DE 87 66 17 3 1 86 1 0 87 (100%)

2016-2017: 1 student suspended for poor academic performance

119


ENMU CDIS graduates will be employed as SLPs Gen Ed. Competency? X No _ Yes Accreditation Objective? _ No X Yes

Measure(s)

6) Students will obtain employment as SLPs


6) 80% of graduates will be employed as SLPs within 1 year of graduation

Timeline/Population


Results


6) 100% of graduates were employed within 1 year of graduation

Action(s) Taken

6) Continue plan


6) 2017-18

Employment Rates of Graduates

Period Employment Rate in Profession

# of Graduates % of Graduates Employed within

1 year of graduation Reason for Unemployment

2017-2018 50 In progress

2016-2017 41 100

2015-2016 37 100

2014-2015 28 100

2013-2014 22 100

2012-2013 17 100

2011-2012 13 100

2010-2011 9 100

120

Employment Rates of Graduates Residential vs. Distance Students

Period Employment Rate in Profession

# of Graduates % of Graduates Employed within

1 year of graduation Reason for Unemployment

2017-2018 Residential 12 In progress

Distance 38 In progress

Total 41 100

2016-2017 Residential 8 100

Distance 33 100

Total 41 100

2015-2016 Residential 21 100

Distance 16 100

Total 37 100

2014-2015 Residential 13 100

Distance 15 100

Total 28 100

3 year average Residential 14.33 100

Distance 14.67 100

Total 29 100

121

Eastern New Mexico University Curricular Map of Student Learning Objectives and Outcomes

Listed below are the improvements in the program over the past year that have resulted from the above assessment findings.

Changes to Plan:

Revise Student Learning Outcome s Collect/Analyze Additional Data and Information Change Method(s) of Data Collection

Revise Measurement Approach(es) Change Timetable for Data Collection Other planned change(s)

Details for each checked item:

Revise Student Learning Outcomes – Changes Implemented and Ongoing: All additions and revisions to the student learning outcomes are reflected in the revised Undergraduate KASA Learning Outcomes by Course listing. The current listing includes all course taught during the previous year including general education and global diversity courses. Additional revisions are made as appropriate to ensure that the outcomes are reflective of curricular changes in specific courses. Changes Planned: CDIS 243 will be changed to an upper division course in the new undergraduate catalog. This will result in revised student learner outcomes for the course. Based on input during data collection, revision of the student learner outcomes for CDIS 433 will continue in order to determine which outcomes are essential to the course. CDIS 455 is being revised and new student learning outcomes are being piloted. The revised CDIS 243/3xx and 455 will be included in the next assessment cycle as well as several new CDIS elective courses. Ongoing review of all undergraduate learning outcomes to determine if changes are needed or if there is overlap between courses.

Revise Measurement Approach(es) – Changes Implemented and Ongoing: Assessment data from all course sections, class types, and semesters have been included in this document as reflected in the course specific outcomes and the aggregate student performance for each course. In addition, trend data is included to reflect the percentage of students meeting competencies by course type. The undergraduate KASA learner outcomes are reflective of the outcomes listed in each course syllabus. New in this assessment cycle, are course specific graduate student learner outcomes data. The graduate student learner outcomes are related to entry level competencies as defined in the graduate KASA. All graduate

students must pass all KASA outcomes prior to graduating. Changes Planned: Ongoing review of undergraduate syllabi to ensure consistency between the student learning outcomes in the assessment plan and the course. Identifying specific assessment tools used to measure learning outcomes for each course as part of assessment data collection. Implement increased use of rubrics for outcomes measurement, and explore additional assessment methodologies.

Collect/Analyze Additional Data and Information – Changes Implemented and Ongoing: Continued use and refinement of an online survey methodology for greater efficiency in collecting and analyzing the assessment data in a user-friendly format. Changes Planned: Ongoing revision of the assessment data collection survey to include additional data points. Ongoing analysis of student performance between course types to ensure comparable course content, instruction, and assessment methodologies.

Change Timetable for Data Collection – Changes Implemented and Ongoing: Implement revised data collection schedule by semester and/or eight week sections to allow for ongoing data analysis that will better inform the program of needed changes.

122

Changes to Academic Processes:


Modify Frequency or Schedule of Class Offerings – Changes Implemented and Ongoing: Continued course scheduling modifications in order to make it possible for students to start their matriculation during any semester.

Make Technology Related Improvements – Changes Implemented and Ongoing: Increased Mediasite lecture capture capabilities, both desktop recorder and ad hoc recordings, to enhance online instruction. Adjunct faculty are encouraged to include recorded presentations throughout their courses. Continued incorporation of asynchronous Mediasite course offerings at the undergraduate level to enhance online course delivery.

Implement Additional Training – Changes Implemented and Ongoing: The CDIS program continues to be interested in having online courses being Quality Matters certified. Exploring additional instructor training as necessary to accomplish this goal including distance adjunct faculty. All faculty including adjuncts have been made aware of the newly implemented Online Course Standards. Revise Advising Standards or Processes – Changes Implemented and Ongoing: Continued shifting of advising loads to new faculty members once they are trained and ready to start advising. Designated faculty handle specialized advising such as second Bachelor’s degrees and CDIS levelers.

Revise Admission Criteria – Changes Implemented and Ongoing: Continued review, refinement, and training in the graduate applications process and admission requirements. Began reviewing the multiple mini interview (MMI) process for piloted implementation in fall 2018.

Changes Planned

Changes Implemented Changes

Planned

Changes Implemented

Modify Frequency or Schedule of Class Offerings

Revise Advising Standards or Processes

Make Technology Related Improvements Revise Admission Criteria

Make Personnel Related Changes Other Implemented/planned change(s)

Implement Additional Training

123

Changes to Curriculum:


Changes Planned

Changes Implemented Changes

Planned

Changes Implemented

Revise and/or Enforce Prerequisites

Add Course(s)

Revise Course Sequence

Delete Course(s)

Revise Course Content

Other implemented / planned change(s)

Add Course(s) – Added CDIS 433 as an elective course. Changes Planned: Changing CDIS 243 to an upper division course. Adding several new CDIS elective courses as part of the revised CDIS Clinical Practice minor. These courses include: Case Studies in Communication Disorders, Professional Writing in Communication Disorders, Survey of Autism and Augmentative and Alternative Communication, Survey of Swallowing, Motor Speech, and Aphasia, Survey of Voice and Fluency, and Telepractice.

124

Eastern New Mexico University Curricular Map of Student Learning Outcomes

Enter course numbers for your department across the top of the matrix. In the column below, indicate where the targeted outcome is “introduced,” “emphasized,” “reinforced,” or “assessed.”

I = Outcome is introduced E = Outcome is emphasized R = Outcome is reinforced A = Outcome is assessed

Undergraduate Program Core Objectives

Course numbers →

144 243 244 300 303 310 311 320 323 324 330 332 342 400 421 433 434 441 441L 445 446 454 455

UG Obj. #1 100.1 I ERA ER ER ER ER

UG Obj. #1 100.2 A ER R ER

UG Obj. #1 100.3 IE ER ERA ER ER

UG Obj. #2 200.1 I ERA






UG Obj. #3 300.1 I ER ER RA

UG Obj. #3 300.2 I E RA

UG Obj. #3 300.3 I E RA

UG Obj. #3 300.4 I E RA

UG Obj. #3 300.5 I ERA ER A

UG Obj. #3 300.6 I ERA ER

UG Obj. #4 400.1 I ER ERA



UG Obj. #5 500.1 I ER ERA ER ER ER ER



UG Obj. #6 600.2 I ERA ER ER ER ER

125

Course numbers →

144 243 244 300 303 310 311 320 323 324 330 332 342 400 421 433 434 441 441L 445 446 454 455

UG Obj. #6 600.3 I ER ERA ER

UG Obj. #6 600.4 ERA ERA ER

UG Obj. #6 600.5 I ER ERA ER ER

UG Obj. #7 700.1 I ER ER ER ER ER ERA ER

UG Obj. #7 700.2 IE ER ER ERA

UG Obj. #8 800.1 I ERA ER ER


UG Obj. #8 800.3 I ER ERA ER ER

UG Obj. #8 800.4 I E A ER ERA ER ER

UG Obj. #8 800.5 I ERA ER ER ER ER ERA ER ER


UG Obj. #8 800.7 IER ERA

UG Obj. #8 800.8 I ER ER ER ER ER ER ERA ER

UG Obj. #8 800.9 IER ERA

UG Obj. #8 800.10 IER ERA ER

UG Obj. #8 800.11 I ER ER ER ER ER ER ER ERA ER

UG Obj. #8 800.12S IER ER ERA

UG Obj. #8 800.12L IER ER ERA

UG Obj. #8 800.13 I ER ER ERA

UG Obj. #8 800.14 IER ER ER ERA

UG Obj. #8 800.15S IER ER ERA

UG Obj. #8 800.15L IER ER ERA

UG Obj. #8 800.16 IER ER ERA ER

UG Obj. #8 800.17 IRA

UG Obj. #8 800.18 IRA

UG Obj. #8 800.19 IRA

UG Obj. #8 800.20 IRA

126



Undergraduate Program

Course numbers →

144 243 244 300 303 310 311 320 323 324 330 332 342 400 421 433 434 441 441L 445 446 454 455

SLO CDIS 144.001 IRA ER


SLO CDIS 144.003 IRA ER ER





SLO CDIS 244.001 IRA







SLO CDIS 303.001 IRA ER ER ER


SLO CDIS 303.003 IRA ER ER ER ER







127



Undergraduate Program

Course numbers →

144 243 244 300 303 310 311 320 323 324 330 332 342 400 421 433 434 441 441L 445 446 454 455














SLO CDIS 445.001 IEA ERA





128

Enter course numbers for your department across the top of the matrix. In the column below, indicate where the targeted outcome is “introduced,” “emphasized,” “reinforced,” or “assessed.” I = Outcome is introduced E = Outcome is emphasized R = Outcome is reinforced A = Outcome is assessed

Graduate Program

Course numbers 500 501 502 503 506 511 512 516 517 525 526 527 528 530 531 532

Gr Outcome 7A See attached – Knowledge and Skills Acquisition (KASA) Form - Revised: A KASA is completed for each graduate student in

Gr Outcome 7B1 the program, and is updated at the end of each semester. This form specifies which outcomes are measured in the courses

Gr Outcome 7B2 listed in this table.

Gr Outcome 7B3

Gr Outcome 8

Gr Outcome 9

Gr Outcome 10

Gr Outcome 11

Course numbers 540 550 554 565 589

Gr Outcome 7A

Gr Outcome 7B1

Gr Outcome 7B2

Gr Outcome 7B3

Gr Outcome 8

Gr Outcome 9

Gr Outcome 10

Gr Outcome 11

129

Supplemental Documentation

1. CDIS Mission Statement

2. Undergraduate KASA Checklist

3. Undergraduate KASA Learning Outcomes by Course

4. Graduate Knowledge and Skills Acquisition (KASA) Checklist

5. Graduate Admissions Rubrics

6. Portfolio Scoring Rubric

7. Graduate Research Scoring Rubric

130

CDIS Mission Statement

131

Mission

Program Mission: The mission of the Communicative Disorders (CDIS) program is twofold:

1) To meet the needs of the community and to better serve those having communicative impairments by increasing graduation rates of Master’s level speech language pathologists, and…

2) To provide a comprehensive outcome-based education supplemented by active learning experiences, both on and off campus to CDIS students at ENMU.

Students obtaining a baccalaureate degree in CDIS should be academically capable and show proficiency with pre-professional competencies (graduate program pre-requisite skills) in CDIS content areas, basic research, introductory clinical practice, and verbal/written presentation abilities. The comprehensive nature of the undergraduate program, with its emphasis on a broad theoretical foundation in normal and disordered human communication is to prepare students for graduate study in speech/language pathology and/or audiology.

Graduate students in CDIS must demonstrate entry-level competence as defined by the American Speech-Language-Hearing Association (ASHA) accreditation policy and as specified by Knowledge and Skills Acquisition (KASA) learning outcomes. ASHA is the national professional, scientific, and credentialing organization for speech-language pathologists, audiologists, and speech, language, and hearing scientists. The use of KASA learning outcomes as recommended by ASHA’s Council for Clinical Certification (CFCC) demonstrates compliance with accreditation standards related to preparing students to meet ASHA certification requirements. The KASA learning outcomes link knowledge area standards as specified by the CFCC with specific graduate curriculum knowledge and skills that must be acquired by the conclusion of the graduate program. The overall mission of the Graduate program in CDIS is to prepare students for national certification and licensure as practicing speech-language pathologists.

Link to University Mission: Eastern New Mexico University combines a traditional learning environment with twenty-first century technology to provide a rich educational experience. The CDIS program enhances this mission with its diversified learning formats. Each semester we offer face-to-face on campus courses, hybrid courses incorporating Mediasite lecture capture (synchronous/asynchronous), and online/internet courses. All courses are Blackboard enhanced. In addition to this, our courses offer maximum flexibility to meet the needs of both traditional and non-traditional students through course offerings in both 8 and 16 week formats with evening and weekend courses available. Eastern emphasizes liberal learning, freedom of inquiry, cultural diversity and whole student life. The ENMU CDIS Program supports these tenets through advanced critical thinking and application tasks during applied learning and life activities, particularly those which work toward the understanding of communicative and cultural diversity (including the diversity of disability). Active learning takes place during case study, laboratory, and clinical practicum exercises, as does scholarship as students design and complete various data-gathering and research activities to improves services to the clients they serve.

Link to College Mission: The CDIS mission likewise enhances that of the College of Liberal Arts & Sciences in providing courses with content that transcends a wide spectrum of the liberal arts and sciences. Courses address areas such as speech, language(s)/cultural diversity, anatomy/physiology, biology/genetics, acoustics and properties of sound, psychological principles, research, grammar composition/writing, public speaking, and community/client services. As CDIS graduates must provide autonomous services in community based settings, students completing our programs are well prepared for “on your feet” decision making and leadership roles within their occupational placements.

132

Link to Graduate School Mission: The mission of the graduate program in CDIS supports that of the Graduate School in multiple ways. The program seeks to encourage research, independent thought, and intellectual/analytical growth by providing up-to-date instruction in the prevention, identification, evaluation, and remediation of speech, language, swallowing, and hearing disorders. The intensive classroom and clinical educational experiences prepare students for state licensure and certification by the American Speech-Language-Hearing Association, and ultimately, to secure successful careers in the field of speech-language pathology and to provide services to clients with communicative disorders.

URL: www.enmu.edu/cdis

http://www.enmu.edu/cdis

133

Undergraduate Knowledge and Skills Acquisition (KASA) Checklist (Sample Page)

135

Undergraduate KASA Learning Outcomes by Course

136

UG KASA LEARNING OUTCOMES BY COURSE

CDIS 144

144.001 Acquire a basic knowledge of foundational ASL signs, fingerspelling, and numbers.

CDIS 144

Demonstration/Quiz/Exam

144.002 Demonstrate beginning receptive/expressive signing skills and ASL interpreting.

CDIS 144


144.003 Demonstrate basic knowledge about ASL as a language related to linguistic structure and function.

CDIS 144


144.004 Demonstrate basic knowledge about Deaf culture related the arts (Deaf literary forms, art, music, theatre, and dance).

CDIS 144

Demonstration/Essay

144.005 Demonstrate basic knowledge about Deaf culture related to Deaf history and cultural oppression.

CDIS 144

Paper/Essay

144.006 Demonstrate basic knowledge about Deaf culture related to Deaf history and cultural advancements related to technology.

CDIS 144

Paper/Essay

144.007 Demonstrate basic knowledge about Deaf culture including controversies related hearing loss/deafness, Deaf education, and the Deaf community.

CDIS 144

Paper/Essay

137

CDIS 243/3xx

TBD CDIS 243

Exam/Paper/Essay

CDIS 243

Exam/Paper/Essay

CDIS 243

Exam/Paper/Essay

CDIS 244

244.001 Acquire knowledge of ASL signs, fingerspelling, and numbers at an intermediate level.

CDIS 244


244.002 Demonstrate intermediate receptive/expressive signing skills and ASL interpreting.

CDIS 244


244.003 Demonstrate knowledge about ASL as a language related to linguistic structure and function at an intermediate level.

CDIS 244


244.004 Demonstrate knowledge about Deaf culture related the arts (Deaf literary forms, art, music, theatre, and dance) at an intermediate level.

CDIS 244

Demonstration/Essay

244.005 Demonstrate knowledge about Deaf culture related to Deaf history and cultural oppression at an intermediate level.

CDIS 244

Paper/Essay

138

244.006 Demonstrate knowledge about Deaf culture related to Deaf history and cultural advancements related to technology at an intermediate level.

CDIS 244

Paper/Essay

244.007 Demonstrate knowledge about Deaf culture including controversies related hearing loss/deafness, Deaf education, and the Deaf community at an intermediate level.

CDIS 244

Paper/Essay

CDIS 300 100.1 From production through auditory reception, detail all structures and functions required to produce and perceive speech. Students must specifically identify respiratory, phonatory, resonatory, and articulatory components including variations produced in coarticulatory and connected speech contexts with longer linguistic units.

CDIS 300

Paper/Essay

100.2 Develop and implement an oral-motor assessment protocol

CDIS 300

Protocol

CDIS 303

CDIS 303.001 Describe the primary differences between vowels and consonants from a phonetic/phonological perspective

CDIS 303


CDIS 303.002 Analyze monosyllabic and multisyllabic words using tree diagrams to indicate all of the syllabic features

CDIS 303


CDIS 303.003 Demonstrate basic language analysis and coding skills in the context of a variety of linguistic units and categories

CDIS 303


CDIS 303.004 Identify and define the language universals (phonology, morphology, syntax, semantics, and pragmatics) in relationship to linguistic form, content, and function

CDIS 303

Demonstration/Essay

139

CDIS 303.005 Develop a working definition for language based on information presented in the class as applicable to a spoken and/or signed language.

CDIS 303

Paper/Essay

CDIS 310

600.2 Transcribe normal speech sample using IPA, diacritics, syllable shapes, and place/manner/voicing analysis

CDIS 252

Speech sample

CDIS 311

100.3 Relate anatomical structure (e.g., dentition, occlusion and function (e.g. extension, retraction to place, manner, and voicing descriptors for normal phoneme development/production

CDIS 311

Chart/Exam

600.4 Using a normal sample, score NRT and analyze results according to strengths/weaknesses and developmental norms

CDIS 311

GFTA/APP Analysis

600.5 Compose report detailing results of sample

CDIS 311

Articulation Report

800.1 Transcribe disordered speech sample using IPA, diacritics, syllable shapes, and place/manner/voicing analysis; relate to developmental norms

CDIS 311

Speech sample

800.2 Relate anatomical structure (e.g., dentition, occlusion and function (e.g., hyper/hypo) to pattern of error

CDIS 311

Assessment Report

800.4 Describe common etiologies and characteristics of speech and language disorders

CDIS 311

Exam/Paper/Essay

140

800.5 Explain basic differences in delay vs. disorder vs. difference in speech and language profiles

CDIS 311


CDIS 320

320- 001 Students will critically appraise their own beliefs as well as the viewpoints of others. Students will learn to critique/defend and negotiate differences in opinion.

CDIS 320

Exam/Paper/Essay

320-002 Students will recognize and communicate how disabilities have been viewed and treated historically in the U.S. and across the globe. The student will also compare/contrast how different societies presently view individuals with a disability.

CDIS 320

Exam/Paper/Essay

320-003 Students will analyze relationships between culture, religion, SES, gender, and disability.

CDIS 320

Exam/Paper/Essay

320-004 Students will recognize, communicate, and critically appraise barriers for, stigmas about, and discrimination of individuals with a disability.

CDIS 320

Exam/Paper/Essay

CDIS 330

500.1 Describe how theories of speech and language development explain the emergence of communication

CDIS 330

Paper/Essay

500.2 Construct a chart of developmental milestones to include auditory skills, speech development, language development, cognitive development, psycho-social emotional development, gross/fine motor development, and play skills development

CDIS 330

Chart

141

600.1 Differentiate the parameters of speech and language according to form, content, and use as well as phonology, morphology, syntax, semantics, and pragmatics

CDIS 330


CDIS 332

600.3 Transcribe normal language sample; Compute MLU, MLR, TTR, semantic analysis, clause density (e.g., coordination/subordination index

CDIS 332

Language sample

600.4 Using a normal sample, score NRT and analyze results according to strengths/weaknesses and developmental norms

CDIS 332


600.5 Compose report detailing results of sample

CDIS 332

Language Report

800.3 Transcribe disordered language sample; Compute MLU, MLR, TTR, semantic analysis, clause density (e.g., coordination/subordination index; relate to developmental norms

CDIS 332

Language Sample

800.4 Describe common etiologies and characteristics of speech and language disorders

CDIS 332

Exam/Paper/Essay

800.5 Explain basic differences in delay vs. disorder vs. difference in speech and language profiles

CDIS 332


CDIS 342

300.5 Demonstrate competency with basic principles of audiometric evaluation (to include tympanometry)

CDIS 342


142

300.6 Analyze and interpret audiometric report CDIS 342

Write audiometric report

800.6 Relate type of hearing loss to anatomical structure and function

CDIS 342

Report Summary

CDIS 400

300.1 Create and analyze waveforms for frequency, amplitude, and periodicity

CDIS 400


300.2 Spectrographically analyze and identify selected vowel and consonant sounds

CDIS 400


300.3 Analyze voice samples for jitter, shimmer, mean harmonics-to-noise ratio, voicing, and pitch spectrographic analysis

CDIS 400


300.4 Define formant and describe the manner in which variations in physiology affect formant frequencies

CDIS 400

Exam/Paper/Essay

CDIS 421

200.1 Identify and explain functions for cranial nerves CDIS 421

Exam/Paper/Essay

200.2 Differentiate structures within and functions of neurological systems

CDIS 421

Exam/Paper/Essay

143

200.3 Identify and list functions for UMN and LMN systems CDIS 421

Exam/Paper/Essay

200.4 Explain the blood supply of the brain and brain stem

CDIS 421

Exam/Paper/Essay

200.5 Identify lobes and their functions

CDIS 421

Exam/Paper/Essay

200.6 Identify cortical structures of hearing and vision

CDIS 421

Exam/Paper/Essay

CDIS 433

433-001 List the professional roles and responsibilities typically encountered by SLPs in medical settings

CDIS 433

Exam/Paper/Essay

433-002 Demonstrate use and understanding of medical terminology, abbreviations, and notations as they pertain to Speech-Language Pathologists

CDIS 433

Exam/Paper/Essay

433-003 Write SOAP notes using appropriate form, content, and style

CDIS 433

Exam/Paper/Essay

433-004 Interpret physician’s history and physical and diagnostic reports

CDIS 433

Exam/Paper/Essay

144

433-005 List vital signs and describe how they are typically obtained

CDIS 433

Exam/Paper/Essay

CDIS 434

800.7 Discriminate and describe amplification systems CDIS 434

Exam/Paper/Essay

800.8 Discriminate and describe communication methods for deaf and HOH individuals

CDIS 434

Exam/Paper/Essay

800.9 Match communication methodologies to client need based on type and degree of loss in conjunction with communication profile

CDIS 434


CDIS 441:

400.1 Integrate basic principles of cognitive psychology into intervention contexts

CDIS 441

Application assignment/

Therapy lesson plan

400.2 Integrate basic principles of behavior modification into intervention contexts

CDIS 441

Exam/Therapy lesson plan

400.3 Address multiple learning styles in therapeutic contexts

CDIS 441


Therapy lesson plan

700.1 Describe impact of and modifications necessary for successful interactions with diverse multicultural clientele

CDIS 441

Cultural competency exam/

Application assignment

145

800.10 Discriminate and explain various intervention models for addressing speech and language disorders

CDIS 441

Application

assignment/Essay

800.11 Use elementary principles of EBP to justify decision making process

CDIS 441


Therapy lesson plan

800.16 Apply the ASHA COE to case-based situations CDIS 441

Application

assignment/Essay

800.17 Explain scope of practice, legal policy, etc. CDIS 441

Application

assignment/Essay

800.19 Complete clinical application assignments CDIS 441

Therapy lesson plans/

Language sample-analysis

800.20 Prepare and an informational session on communicative disorders

CDIS 441


Service learning project

CDIS 441L

800.18 Complete clinical observations as assigned CDIS 441

Skills Demonstration

CDIS 445

CDIS 445.001 Demonstrate basic clinical competencies in the delivery of therapy services

CDIS 445

Skills Demonstration

146

CDIS 446

300.5 Demonstrate competency with basic principles of audiometric evaluation (to include tympanometry

CDIS 342/446


CDIS 454

700.2 Describe impact of and modifications necessary for successful assessment with diverse multicultural clientele

CDIS 454

Assessment Report

800.12S Using a disordered sample, score NRT and analyze results according to strengths/weaknesses and developmental norms

Speech

CDIS 454

GFTA/APP Analysis

800.12L Using a disordered sample, score NRT and analyze results according to strengths/weaknesses and developmental norms

Language

CDIS 454


147

800.13 Complete syllable shape, positional, and place/manner/voice analysis; identify error types (SODA, pattern of error, intelligibility index, and phonetic inventory

CDIS 454

Diagnostic Report

800.14 Integrate and analyze findings from case history (social, educational,

medical, etc., oral motor structure and function, articulatory and phonological assessments, receptive/expressive language in all parameters (syntax, morphology, semantics, pragmatics, narrative, problem solving, etc., auditory skills, literacy, dynamic assessment, cultural/linguistic variables

CDIS 454

Diagnostic Report

800.15S Compose report detailing results of sample; provide preliminary diagnosis, eligibility, statement of functional need, and prognosis; select and construct goals/objectives in order of target need; recommend treatment approach to include modifications; MUST BE SUPPORTED BY REFERREED EBP

Speech

CDIS 454

Diagnostic Report

800.15L Compose report detailing results of sample; provide preliminary diagnosis, eligibility, statement of functional need, and prognosis; select and construct goals/objectives in order of target need; recommend treatment approach to include modifications; MUST BE SUPPORTED BY REFERREED EBP

Language

CDIS 454

Diagnostic Report

CDIS 455

CDIS 455.001 Demonstrate understanding of the basic tenets of ethical practices in Communication Sciences research

CDIS 455

Quiz/Exam

CDIS 455.002 Demonstrate a basic knowledge of concepts in Communication Sciences research, including: observation and measurement, hypotheses and research questions, Type I/Type II errors, dependent and independent variables, experimental control, levels of evidence, extraneous or confounding variables, reliability, fidelity, validity, generalization, and social validity

CDIS 455

Quiz/Exam

CDIS 455.003 Demonstrate a knowledge of group and single subject designs and the difference between design and statistics

CDIS 455

Quiz/Exam

148

CDIS 455.004 Identify and explain research measures and outcomes: levels of measurement, normal distribution, parametric and non-parametric measurement, visual displays, central tendency, variability, correlation, regression, significance, power, alpha levels, independent t-test, and ANOVA/MANOVA

CDIS 455

Quiz/Exam

149

Graduate Knowledge and Skills Acquisition (KASA) Checklist (Sample Page)

151

Graduate Admissions Rubrics

152

Graduate Admissions Rubric – Applicant # _____________________ Rater_______________ Total Score ___________

Please note: The purpose of the rubric is to give comparable, relative assessment of admissions materials. All final decisions are reached by the faculty

admissions committee via discussion and consensus in accordance with the Eastern New Mexico University Graduate School guidelines.

CDIS Application – 35% 0 1 2 3 Clinical Observations

No experience Clock Hours: Less than 10 hours Clock Hours: More than 10 hours Clock Hours: More than 10 hours

Clinical Experience

No experience Clock Hours: < 5 hours Clock Hours: 6-10 hours Clock Hours: 11+ hours

Research Experience No experience Assisted with professor’s project Independent or group research project Research presentation (poster or paper)

Second Language Skills Novice level Conversational level Professional level Interpreter level

Personal Characteristics (Weakness and Strategies)

Limited response Negative Neutral Positive

Total

Assessment Scores – 30% Conversion Student Score

0 1 2 3

GRE Verbal (410.5 = 2 yr avg) 147 (36%) <370 or 144 (<26%) 380 – 460; 145 - 151 (27-50%) 470 – 550; 151-156 (51-72%) 560+ or 157+ (73%+)

GRE Quantitative (474.29 = 2 yr avg) 151 (51%) <520 or 144 (<26%) 530 – 620; 145 –149 (27-50%) 630 – 710; 150 -155 (51-73%) 720 + or 156+ (74%+)

GRE Writing (3.71 = 2 yr avg) <3.5 3.5 4.0 4.5+

UG GPA (3.29 = 2 yr avg) <3.0 3.0 - 3.5 3.51 - 3.75 3.76 - 4.0

CDIS GPA (3.32 = 2 yr avg) <3.25 3.26 - 3.5 3.51 - 3.75 3.76 - 4.0

CDIS Related Courses GPA <3.25 3.26 - 3.5 3.51 - 3.75 3.76 - 4.0

Total

Additional Information

Work Experience No experience No applicable experience Possibly helpful Likely helpful

Exceptional Circumstance Not Applicable Mild impact Moderate impact Significant impact

Personal Characteristics – Weaknesses & Strategies Poor Fair Good Excellent

Course Repeats 5+ Repeats 3-5 Repeats 1-2 Repeats No Repeats

153

Essay 0 1 2 3 4

Thesis/Focus Thesis absent Thesis unclear; subject to interpretation

Theme apparent, but tangential prose distracting

Thesis clear with a few non-sequiters

Thesis clear and focus maintained.

Creativity Completely banal Obvious, unimaginative Conventional Somewhat original Original

Plausibility Impossible Improbable Possible Likely effective Should succeed

Development Added impossible resources; Ignored facts/instructions given

Improbable resources, but creative; Missed major supports

Used some resources but left others untouched; Missed several supports

Used most resource but missed minor supports

Recognizes and uses all reasonable resources/supports

Inferencing

Absent or unreasonable assumptions; Missed information not explicitly stated

Marginal; Did not assume what was reasonably implied

Adequate; No glaring omissions Good inferences; Noted subtleties that others missed

Inferences comprehensive and clever.

Deduction Logic

Deductions incorrect and conclusions off-base; Very short-sighted

Deductions untenable and conclusions are flawed; Short-term thinking apparent

Deductions viable, defensible; Conclusions relate to deductions, but some leaps are evident

Deductions pretty accurate; Good conclusions, but neglected some important minor points

Deductions well supported, logical, and comprehensive; Makes perfect sense!

Critical Thinking Reasoning

Tenets cannot be supported by scenario; Does not make connections

Links/rationales are few and weak. Makes faulty judgments; Biased

Makes obvious connections, but neglects confounding variables

Rationales are well explained and only minor issues neglected

Makes excellent conclusions and explained decisions sufficiently

Decision Making Sacrifices “weakest” member; Clear loser; Decisions alarming

Rationalized, but decisions are questionable

Decisions arguable, but some aspects are acceptable

Decisions result in reasonable benefit and try to negate harm to castaways.

Values people equally; Consideration of EVERYONE’S needs.

Problem Solving Problem unsolved Problem lessened, not solved Problem only partially-solved; flaws apparent

Problem mostly solved Problem solved completely

Tone Word Use

Disrespectful; disinterested; flippant; inaccurate word usages

A bit sarcastic or toadying; too harsh or tepid; repetitive vocabulary

Ordinary tone; vocabulary ordinary, but appropriate

Semi-professional tone; Good vocabulary range and accuracy of usage; vernacular terms

Professional tone; Exceptional vocabulary range and polished word selection

Organization Structure

Multiple errors of sentence structure (i.e., fragments, run-ons); simplistic

A bit disorganized or rambling; transitions are poor; Formulaic and tedious sentences; some sentence fragments

Routine transitions and some non-standard syntax; some errors but workable

Competent organization without sophistication; errors are few; effective, but not exciting

Well-developed; smooth transitions; rich, powerful, engaging writing

Mechanics Spelling, punctuation capitalization, length

Frequent errors; far too wordy or cursory

Several errors; a bit too wordy or cursory

Occasional errors Insignificant errors; concise OR comprehensive

No errors; concise but comprehensive

Sub-Totals

Grand Total

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Portfolio Scoring Rubric

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PORTFOLIO GUIDELINES AND REQUIREMENTS

All students are required to complete a portfolio of their graduate work to program faculty during their last semester of coursework. The student is

required to turn in 1 portfolio in a digital media format. The portfolio will remain on-file with the CDIS department as evidence of compliance to

ASHA program standards. Students should turn in the digital copy on a slide style jump drive placed inside a clasped small manila envelope placed

inside a plastic presentation folder with the students name showing through on a page in front of the envelope.

PORTFOLIO PREPARATION

Format

Portfolios should be divided into tabbed and labeled, color coded sections that are prefaced by a table of contents. Additionally, each section

should contain an itemized summary/cover page that lists the comprehensive contents of each section in the order in which they are presented

(e.g., Letter of Application, November, 2005; Resume, October, 2005; etc.). Each item within a section should then be divided by a color

coded sheet (e.g., all documents in the writing section are separated by a blue piece of paper) which identifies the document to follow (a

‘title” page of sorts). Hyperlinks should be used to link the table of contents to each section and each section contents page should have

hyperlinks to each of its contents. At the end of each section there should be a hyperlink back to the table of contents. Contents should not be

paginated.

Specific Contents:

1) Synthesis Paper:

This paper should summarize your learning experience, the impact your education has made/will make, your present strengths and

weaknesses, and future goals for employment and/or educational endeavors. It should be typed with 12 font using 1-inch margins, be

double-spaced, and should be 3-5 pages.

2) Letter of Application and Resume:

Write a letter of application for a position in speech-language pathology that is of interest to you. Compose a resume summarizing your

employment goals, credentials, education, experience, presentations, organizations, professional/community activities, and awards/honors.

Your letter should not exceed 1 page and your resume should not exceed 2 pages. These should be typed with 10-12 font in the body

using margins of no less than 1 inch.

3) Professional Credentials:

Compile necessary documentation to support your resume. This should include your completed ASHA application and appropriate state

licensure form and final clock hour logs (one page log showing hours completed in areas) of practicums completed, prefaced by the summary

form. Also include your unofficial copies of academic transcripts. If passing NESPA scores have been obtained, should be included as well.

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If not obtained, the student should have documentation which details either the date on which he/she will be taking the NESPA, or the date on

which he/she will be taking their comprehensive exams.

4) Clinical Experience:

Write a 2-page double spaced summary which clearly states your clinical strengths, weaknesses, and plans for future development in your

areas of personal need or interest. In addition, this section must provide an index of relevant work completed with an ENMU faculty/staff

supervisor onsite at ENMU or at CCS. This index should state the initials of the client, the date of the report, the site of the report, the area

treated, and the name of the supervisor. The index must address each of the following areas:

§ Child evaluation report

§ Adult evaluation report

§ Child lesson plan/plan of care

§ Adult lesson plan/plan of care

§ Child long term goals and short term objectives

§ Adult long term goals and short term objectives

§ Child SOAP/session note

§ Adult SOAP/session report

§ Child report of 9 weeks/term/semester progress

§ Adult report of 9 weeks/term/semester progress

If any of the above were not completed with an ENMU faculty onsite at ENMU or at CCS, then a demonstration of the work that exhibits the

student’s ability to complete the above should be included in this section.

This section must further contain at least one original example of a clinical work product you created from each of the following work sites

(cannot be a duplicate document used above);

§ University

§ Head Start/preschool

§ Public school (K-12)

§ Medical site

§ Other site (private practice, nursing home, early intervention FIT, adult DD, stuttering camp, etc.).

Documentation should reflect a variety of speech-language impairments and must minimally reflect 3 (e.g., articulation, language, voice,

fluency).

This allows you to do an index for the 10 reports required and simply create a reference to items that you have done with an ENMU

supervisor to include the initials of the client, the date of the report, the site of the report, the area treated, and the name of the supervisor.

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Students must NOT submit actual practicum documents from real clients. Students who are unable to reference a selected work completed

with an ENMU supervisor must create a “hypothetical” document to demonstrate their mastery of the above - listed skill

5) Major Graduate Research Project/Special Project:

A) This section should begin with a bulleted/listed summary that synthesizes

the following information:

▪ Title of study

▪ Advisor(s)

▪ Purpose of the study

▪ Methodology including research design, subject(s), setting, materials, evaluation procedure(s), and statistical analysis methods

▪ Results of the study (must include chart/table exemplifying results)

▪ Discussion and/or clinical implications

B) Completed “publication-ready” paper including

o Formal abstract (100-120 words unless specified otherwise by publisher)

o Body of paper with introduction, literature review, methodology, results, interpretation/discussion, references, and appendices.

C) Presentation Artifacts

▪ PowerPoint slides

▪ Poster

▪ Brochure and/or webpage

▪ Other handouts

D) Other Project Artifacts

o Human subjects proposal and acceptance letter(s)

o Letter of submission for refereed journal

o Submission guidelines for journal selected

o Evidence of conference presentation

o Evidence of community presentation/distribution

E) A three-page learning experience paper specifying what you have learned

regarding professional research, problems in conducting the study, strengths and weaknesses of your research, what you might have done

differently next time, and additional supports needed.

Students completing a thesis will, of course, substitute their thesis and appropriate artifacts in lieu of the publication-ready paper above.

6) Other Research:

Include evidence of other student research such as participation in faculty sponsored research, study done with practicum supervisors, single

subject designs done as a part of therapy, survey projects, meta-analysis of professional writings, therapeutic and other program reviews,

research papers, article reviews/abstracts, etc. At least 3 items should be submitted.

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7) Other Professional Projects:

This section should provide other examples of original student work. Items to be considered for this section should NOT include your special

project or more formalized, data-driven research, but rather should include other projects such as student-created checklists, therapy games,

resource guides, staff/parent handouts, topic notebooks, or other clinical/educational tools such as original student created case histories or

progress tracking/reporting forms. Lengthy or bulky projects (e.g., topic notebooks) that do not fit readily into the portfolio should be

summarized rather than directly inserted. Compiled projects should be careful to include references. At least 5 items should be submitted.

8) Professional Writing:

This section should include examples that display your proficiency with writing professional letters to colleagues, clients/parents, supervisors,

administrators, etc. Persuasive letters such as scholarship requests, grant proposals, funding application letters, or submissions for

professional offices (e.g., ASHA delegate, student officers, etc,) are also of interest. At least 5 items should be submitted.

9) Presentation Activities:

Provide evidence of formal presentation activities. Items to be considered include national, state, regional, local, or class presentations

completed by the student. The following criteria must be met for each item submitted:

▪ Title of presentation

▪ Audience

▪ Setting (Date/time/location)

▪ Length of presentation

▪ Number of attendees

▪ Purpose/Learner objectives

▪ Handouts

▪ Convention program/presentation schedule if applicable

At least 5 items should be submitted for this section. 1 item may consist of a web-based presentation venue (e.g., webpage).

10) Continuing Education:

The student must provide evidence of attendance at 6 continuing education events completed during their graduate matriculation period.

Include certificates if given. Attendance at departmentally sponsored relevant classes taken for credit that do not count toward completion of

degree plan requirements (electives) will typically qualify as a single continuing education event; however, approval of the program director

must be secured prior to electives counting as continuing education credit.

11) Additional Sections:

Students should be aware that additional sections may be added on an “as needed” basis as the CDIS Program continues to develop

assessment procedures for the ASHA standards. Additional sections may also be required for students who have not meet KASA

requirements.

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PORTFOLIO SCORING

Portfolios will be assessed according to the checklist for evaluating portfolios and will be graded with a PASS or FAIL during CDIS 590- Graduate

Seminar.

For the portfolio itself, each student will be rated as pass or fail in each of the following parameters (a full checklist is attached for reference):

▪ Overall portfolio quality

▪ Synthesis paper

▪ Letter of application and resume

▪ Professional credentials

▪ Clinical experience

▪ Special project

▪ Other research

▪ Professional writing

▪ Presentation activities

▪ Continuing education

▪ Program assessment

▪ Additional sections (if applicable)

PORTFOLIO DUE DATES

All portfolios are due by 5:00 pm according to the following schedule:

▪ If graduating in a fall semester, your portfolio is due on the last Friday in October

▪ If graduating in a spring or summer semester, your portfolio is due on the last Monday in March

▪ If any due date falls during an official University recess, your portfolio is due exactly one week prior.

Portfolios should be turned in to the faculty teaching CDIS 590.

***Late portfolios will not be accepted. If your portfolio does not arrive in the Program Office by the date and time required, you will fail to meet

departmental graduation requirements and your graduation will be deferred until such time as you have met all requirements.

PORTFOLIO SUPPORTS

An overview and question/answer session specifically addressing the portfolio process will be provided for students during CDIS 500, 557, 560, 573

and each spring semester during CDIS 590: Graduate Seminar. Students should also feel free to schedule an individual appointment with faculty to

ask additional questions, gain further guidance, view portfolio examples, or to review their portfolio at any time.

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Requirements Checklist

Format Pass/Fail If deficient, what is missing

Specifics 1. Synthesis Paper

2. Letter of Application

Resume’

3. Professional Credentials

4. Clinical Experiences Summary

10 Total

5 Sites

3 Disorders

5. Major Graduate Project Bulleted Summary

Paper (print ready)

Presentation

Other Artifacts-HS form, etc

Learning Summary

6. Other Research (3 items)

7. Other Professional projects (5 items)

8. Professional Writing (5 items)

9. Presentation Activities (5 items)

10. Continuing Ed (6 items)

** KASA Outcomes 800.1, 800.2, 800.3, 800.4, 800.5, 800.6, 800.7, 800.8, 800.9, 800.11 will all be verified via this checklist.

Swift/Weems/Bratcher – updated 8/22/16

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Graduate Research Scoring Rubric

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CDIS 560 Data Grading Rubric

Unacceptable Less than Expected As Expected Better than Expected

Study Execution 0-4 6 8 10

Did not anticipate nor control for confounding variables

Partial control for expected confounding variables, but reacted slowly or did not recognize problems until too late.

Anticipated and controlled for expected confounding variables

Anticipated and controlled for expected variables and reacted quickly to attempt control of unexpected confounding variables

Data Collection 0-4 6 8 10

Data was collected in an inappropriate manner or minimal n was not obtained

Data was collected in appropriate manner with less than required n as specified in IRB and/or approved by supervisor

Data was collected in appropriate manner with required n as specified in IRB & approved by supervisor

Data was collected in exemplary manner with attention to detail and high treatment fidelity; required n was exceeded

Independence 0-4 6 8 10

Relied on supervisor to initiate meetings, structure data, & select statistic; did not solve problems; required supervisor for vast majority of all data analysis

Required significant supervisor support; suggested resolutions which were untenable; relied on supervisor to solve problems; presented raw data to supervisor with no preliminary ideas or analysis.

Requested support as needed; suggested tenable solutions; worked with supervisor to resolve issues; presented partially complete data to supervisor for assistance

Required minimal support; presented solutions to supervisor for approval; submitted largely complete statistical analysis to supervisor for approval

Descriptive: Computation & Calculation Fundamentals

0-6 9 12 15

Could not organize data or compute statistics competently without extensive assistance; Incompetent Excel user

Could only organize data and compute statistics with moderate assistance; Emergent Excel user

Was able to organize data and compute statistics with minimal assistance; Fair Excel user

Was able to organize data and compute statistics without assistance; Good Excel user

Inferential: Computation & Calculation Fundamentals

0-8 12 16 20

Analysis does not match design of research; Could not select or compute statistics competently without extensive assistance (including post-hocs); Incompetent with statistics calculator

Analysis partially matches design of research; Could only select and compute statistics with moderate assistance (including post-hocs); Emergent calculator user

Analysis matches design of research; Was able to select and compute statistics with minimal assistance; (including post-hocs); Fair calculator user

Analysis matches design of research; Was able to select and compute statistics without assistance; (including post-hocs); Good calculator user

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Interpretation 0-4 6 8 10

Could not interpret statistics competently without extensive assistance

Could only interpret statistics with moderate assistance

Was able to interpret statistics with minimal assistance

Was able to interpret statistics without assistance

Answered Research Question(s)

0-6 9 12 15

Did not answer research question Marginally answered research question

Mostly answered research question; all questions are included in model

Answered research question; Analysis is thorough and exhaustive

Timeliness 0-4 6 8 10

Scheduled late and completed late Scheduled late and completed on time

Scheduled appropriately and completed on time

Scheduled and completed early

Charts and Graphs (Optional) 0-4 6 8 10

None included Charts and graphs included but have mistakes; detract from understanding of date

Charts and data included but distracting and/or hard to read; do not add to understanding of data

Neat and easy to read; enhance the understanding of the data

Total

Grand Total Grade

Student Name: _____________________________________________ Supervisor Signature: ________________________________________ Date: _____________________________________________________

Eastern New Mexico University Assessment Report Program

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