BA French


This is the Educational Effectiveness Evaluation Plan for this program. See department website for additional information about this program

Learning Outcomes

  • 1. Students must demonstrate knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The applicant must have demonstrated the ability to integrate information pertaining to normal and abnormal human development across the life span. (IV-B, ASHA Certification standards in speech-language pathology; CTCC program standard 1).
  • 2. Students must have demonstrated knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas: articulation; fluency; voice and resonance, including respiration and phonation; receptive and expressive language (phonology, morphology, syntax, semantics, pragmatics, prelinguistic communication and paralinguistic communication) in speaking, listening, reading, writing; hearing, including the impact on speech and language; swallowing (oral, pharyngeal, esophageal, and related functions, including oral function for feeding, orofacial myology); cognitive aspects of communication (attention, memory, sequencing, problem-solving, executive functioning); social aspects of communication (including challenging behavior, ineffective social skills, and lack of communication opportunities); augmentative and alternative communication modalities (aligns with CCTC Program standard 4 and ASHA Certification standards in speech-language pathology IV-C).
  • 3. For each of the above mentioned areas in SLO #2, students must gain knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates (aligns with CTC Program standard 4 and ASHA Certification standards in speech language pathology IV-D).
  • 4. Students must have demonstrated knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice. This must include demonstrated knowledge of the principles of basic and applied research and research design, knowledge of how to access sources of research information, and have demonstrated the ability to relate research to clinical practice. This aligns with the ASHA 3.1.1B Professional practice competencies in evidence-based practice and 3.1.6B General knowledge and skills applicable to professional practice in ethical conduct. This also aligns with CTC program design standard #1 for the Calif. SLP credential programs.

Course requirements for the degree

» University Catalog

Curricular Map

The curricular map shows how each required course contributes to the program's learning outcomes.

» Curricular Map (PDF)

Annual Learning Outcomes Assessment Report(s)

In a process called assessment, the faculty of each degree program measure student attainment of program learning outcomes goals on an annual basis. The assessment processes used by this program can be found in the link (PDF) below:

» Learning Outcomes Assessment Process (PDF)

Assessment Rubric

In assessing learning outcomes, program faculty often develop rubrics which establish criteria and expectations showing how outcomes are evaluated. The assessment processes used by this program can be found in the link (PDF) below:

» Learning Outcomes Assessment Rubric (PDF)

Program Review

Program review represents Chapman's commitment to excellence in academic programs through periodic review of educational effectiveness. Every 5 to 7 years, program faculty members prepare a self-study report, which is reviewed by external, expert reviewers, numerous Chapman faculty governance councils and committees, and the Office of the Provost. Program review provides an opportunity for each program to reflect on its educational effectiveness as well as its contribution to the university's mission and strategic plan. The results of program review guide institutional planning, budgeting and decision-making.