The curriculum for the Master of Science (M.S.) program in Speech-Language Pathology at San Francisco State University is specifically structured to meet the accreditation requirements by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA). Its primary goal is to equip students with the necessary knowledge and skills to become competent and culturally sensitive speech-language pathologists, with a strong emphasis on the importance of research in clinical practice.
The program provides students with a range of academic and clinical experiences under the guidance of experienced instructors, clinical researchers and supervisors. This ensures that students develop the essential proficiency needed for their future careers. The curriculum also fulfills the academic and clinical requirements for certification by ASHA, for the State of California for Speech-Language Pathology Services Credential (SLPSC) and for licensure to practice speech-language pathology. It is, therefore, essential for students to complete all the required academic courses and clinical practica in order to meet the accreditation criteria and licensing standards.
The curriculum is carefully designed to align with the program's mission, vision and strategic initiatives, ensuring comprehensive and effective training for aspiring speech-language pathologists as described below.
The mission of the Department of Speech, Language and Hearing Sciences (SLHS) at San Francisco State University is based on our commitment to antiracism and other forms of anti-discrimination as fundamental to our professions and essential to our preparation of professionals to:
- Identify, challenge and dismantle institutional, environmental, sociocultural, informational, attitudinal and linguistic barriers to accessible, equitable and transformative communication for individuals with communication disabilities and those whose right of expression are diminished or silenced;
- Develop, model, disseminate and adopt best practices in the provision of equitable, competent, compassionate and culturally/linguistically responsive services to individuals with communication disabilities across the lifespan and
- To promote linguistic diversity and recognize the use of different languages and Englishes among our students and professionals as an asset to our academic and professional community.
The vision of the SLHS department at SF State is to be a leader in the field of Speech, Language and Hearing Sciences for advancing critical thinking, equity and scientific rigor. We aspire to meet the challenges of creating pathways for recruiting, supporting, retaining and nurturing highly qualified students and professionals who represent diverse histories, identities, life experiences and perspectives. The SLHS administration, faculty, student body and professional partners represent a community of practice that respects and supports individuals with communication disabilities; that integrates research with clinical practice; that embodies equity; and that fosters an inclusive student/professional community in service of accessible communication for all.
- Strategic Initiative One: Acquire, incorporate and develop university resources and address systemic inequities to support a growing department.
- Strategic Initiative Two: Refine curriculum to reflect social justice, equity and anti-racism through evidence-based practice and cutting-edge clinical research.
- Strategic Initiative Three: Meet the urgent need for diverse racial/ethnic, cultural, disability and socioeconomic representation in our student body and in the field at large, especially traditionally underrepresented and marginalized groups.
- Strategic Initiative Four: Deepen the integration of technology into teaching, clinical work and research to support diversifying student body and access equity.
It is essential for the Department of Speech-Language and Hearing Sciences (SLHS) to incorporate evaluation cycles at key points throughout the academic year to align with its mission, vision, and strategic initiatives.
The evaluation process includes:
- A yearly evaluation process
- Multiple sources of data from all stakeholders
- Key student assignments embedded within clinical, academic and professional practice competencies
- Timely provision of student support
Our improvement cycle is based on tools such as “Plan-Do-Study-Act.” More information about our continuous improvement process can be found on the Data Kitchen website.