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					  Institution: Bridgewater State College        Proposed Degree: Communication Sciences & Disorders


                                                                                            07/08-213
                       New Academic Programs - Submission Template

                              Review Guidelines Prior to Submitting Materials
              http://www.mass.edu/p_p/includes/academic/expeditedProgAppFinalGuidelines.pdf

               Information requested may be typed directly onto form rows. Boxes will expand.
                                Submit one hard copy and one copy on CD.
                         Submit complete application between August 15 – April 15.

Proposed Degree Title:
                                Communication Sciences and Disorders
This is a proposal to move the present Bridgewater State College concentration in Communication
Disorders to a major in Communication Sciences and Disorders.

Proposed CIP Code:




Date of Trustee Board Vote:


Date Letter of Intent (attach copy) submitted to Chancellor: (must be 30 days prior to application submission)

Letter of Intent from Dean Anna Bradfield is attached. See Appendix A.


Chief Academic Officer (CAO) Name and Title:              Nancy Kleniewski, Ph.D.
                                                          Provost and Vice President for Academic Affairs

CAO Phone Number:                508-531-2434

CAO Email:                       nkleniewski@bridgew.edu

Has the Chief Academic Officer reviewed this petition?                    Yes


  A. Alignment with Institution Mission Priorities.
How does the proposed program align with the institution’s mission priorities?

        The Communication Disorders program, a concentration offered by the Department of
Special Education and Communication Disorders in the School of Education and Allied Services, is a
pre-professional program for undergraduate students interested in preparation for graduate study in
Speech-Language Pathology and/or Audiology. The mission of the program is consistent with the
academic mission of Bridgewater State College.
                                  Mission of Bridgewater State College

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  Institution: Bridgewater State College     Proposed Degree: Communication Sciences & Disorders


        Bridgewater State has a dual mission:
               To educate the residents of Southeastern Massachusetts and the Commonwealth,
               and
               To use its intellectual, scientific and technological resources to support and advance
               the economic and cultural life of the region and the state.
The mission statement also affirms that:
               Bridgewater State College educates its students to think critically, communicate
               effectively and act responsibly within a context of personal and professional ethics.
        Southeastern Massachusetts is cited as the fastest-growing region in the northeastern United
States. Bridgewater State College has delineated priorities to ensure that the mission of the College
is accomplished effectively. Of these priorities, those listed here are specifically applicable to the
offerings of the Communication Disorders program.
               Continue to strengthen and improve undergraduate and graduate education across
                the curriculum.
               Develop selected undergraduate programs and a broader array of graduate programs
               to meet regional economic needs.
                         Mission of the Communication Disorders Program
       In accordance with the mission of Bridgewater State College, the Communication Disorders
program educates students who reside in Southeastern Massachusetts who are interested in careers
as Speech-Language Pathologists and/or Audiologists. Bridgewater State College offers the only
Communication Disorders program in this geographic area among the public and private four-year
institutions located south of Boston and east of Worcester. A student would have to travel to Boston
for the same degree available at two private institutions, or to the other two public institutions offering
this major, Worcester State College and the University of Massachusetts/Amherst. Enrollment in the
Bridgewater State College Communication Disorders programs also includes students from Central
and Western Massachusetts as well as New Hampshire, Connecticut, and Rhode Island.
       In keeping with the mission, the program contributes to the resources that support the
economic and cultural life of the state. Employment opportunities as Speech-Language Pathologists
are plentiful, especially in school districts, in Southeastern Massachusetts as well as throughout the
United States. The Communication Disorders curriculum has a strong multicultural emphasis that is
well suited to the diverse cultural needs of this region. Our students are from the diverse
backgrounds of this region and tend to return ―home‖ to practice once they earn their graduate
degrees elsewhere.
       As a pre-professional program, the curriculum, assignments, projects, and assessment
measures, all strive to develop students’ critical thinking and communication skills in and out of the

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  Institution: Bridgewater State College      Proposed Degree: Communication Sciences & Disorders


academic and clinical situation. A major emphasis of the Communication Disorders curriculum is
professional and personal ethics. The students are familiarized with and expected to abide by the
American Speech-Language-Hearing Association Code of Ethics, which regulates all aspects of
professional conduct. Students, as future colleagues and professionals, are encouraged to behave
collegially and ethically. Appropriate behavior is modeled by program faculty in their interactions with
each other and with students. Clinical examples of ethical problems and behaviors are discussed
throughout the curriculum.
       The intention of the Communication Disorders program is consistent with the College’s
priorities to ensure the mission is accomplished effectively. The department and program faculty
continually work to strengthen and improve the curriculum. Program faculty meet to discuss courses
and course content to be sure offerings are in compliance with the standards and guidelines of the
American Speech-Language-Hearing Association (ASHA). While ASHA does not accredit
undergraduate programs, students are expected to have a specific foundation before making
application to graduate school. Faculty and staff attend two annual conferences, ASHA and the
Council of Academic Programs in Communication Sciences and Disorders (CAPCSD), in order to
remain current with academic and clinical standards and practices. The faculty also participates in
the Northeast Council of Clinic Directors biannual meetings. The focus of discussions includes
clinical education as it relates to academic education in Speech-Language Pathology. Participants
share curriculum content, student clinician assessment procedures, supervisory techniques,
strategies for supporting marginal students and those with learning disabilities, and general concerns
institutions share in their endeavor to provide their students with appropriate clinical education and
clients with appropriate clinical services.
        In summary, the Communication Disorders program educates students of Southeastern
Massachusetts who aspire to become Speech-Language Pathology and Audiology professionals.
Courses are designed to develop and encourage critical thinking, communication skills, and ethical
behavior. The program faculty remains current with standards and guidelines of the profession to
ensure that students are well educated in the foundations of normal and disordered communication
and well prepared for entry into a graduate program. The Communication Disorders program is
clearly in keeping with the academic mission of Bridgewater State College.



  B. Alignment with System Priorities
1. Will this proposed program address a regional/local/state workforce shortage? Explain.

       Yes, this program addresses the regional/local/state workforce shortage in two ways. First,
successful graduates qualify for Massachusetts licensing as Speech-Language Pathologist Assistants

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   Institution: Bridgewater State College    Proposed Degree: Communication Sciences & Disorders


(SLPAs). Many schools, as well as other facilities, hire individuals with this qualification to cover the
shortage of ASHA certified and Massachusetts Speech-Language Pathologists. As SLPAs, they work
under the supervision of the credentialed Speech-Language Pathologist. Second, successful
graduates of the program are eligible to apply for graduate study in Speech-Language Pathology and
Audiology. Those who meet the stringent academic requirements of the graduate institution to which
they apply are accepted, and, upon completion of the graduate program, qualify for ASHA certification
and Massachusetts licensure as Speech-Language Pathologists.
2. With what other institutions have articulation agreements been arranged for this program?
(attach agreements)

NONE

3. How will the proposed new academic program broaden participation and completion at the
institution by underrepresented and underserved groups?

       Graduates of Communication Sciences and Disorders programs typically work with
underrepresented and underserved groups. A major focus of the academic and clinical curriculum in
awareness and knowledge of aspects of cultural diversity. Not only is there a regional/local/state
workforces shortage, but this shortage exists nationally. To compound the effects of this national
shortage, there is a specific shortage of speech-language pathologists from diverse backgrounds to
work with clients from diverse backgrounds. Because of this, ASHA strongly supports the recruitment
of students from diverse backgrounds into pre-professional undergraduate programs as well as
graduate programs.
       Like programs throughout the country, Communication Sciences and Disorders students at
Bridgewater State College are predominantly white females. Like education, speech-language
pathology is largely a female dominated profession. The Bridgewater State College program faculty
encourages the enrollment of students from diverse backgrounds, students who are bilingual, as well
as students who are male.

   C. Overview of Proposed Program
1. Context.
Describe the program’s development, as well as its proposed administrative and operational
organizational structure.

        The Communication Disorders program at Bridgewater State College has been a successful
and effective academic concentration for at least the past 25 years. Prior to 1996 the program was
part of the Speech Communication, Theatre Arts, and Communication Disorders Department in the
School of Arts and Sciences. In 1996 it was incorporated in the Department of Special Education
and Communication Disorders in the School of Education and Allied Studies. The Department is

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  Institution: Bridgewater State College    Proposed Degree: Communication Sciences & Disorders


chaired by a faculty member who oversees the undergraduate and graduate majors in Special
Education and the undergraduate concentration in Communication Disorders. Since the chair is a
faculty member in Special Education, that individual focuses on the undergraduate Special Education
major. There is a Graduate Coordinator of Special Education and a Coordinator of Communication
Disorders, each is a faculty member in their respective field. There are no anticipated changes in the
administrative and operational organizational structure. Should this proposal to move the
Communication Disorders program from a concentration to a Communication Sciences and
Disorders major meet with approval, the program will remain in the same department and school.

2. Description.
What is the intent /purpose of the program?

       The intent and purpose of the Communication Sciences and Disorders major at Bridgewater
State College, as a pre-professional program, is to prepare undergraduates for graduate professional
study in Speech-Language Pathology or Audiology.
       The goals of the Communication Disorders program are based on the Council of Academic
Accreditation (CAA) standards and guidelines put forth for graduate programs seeking accreditation.
As an undergraduate pre-professional program whose students seek entry into accredited graduate
programs, the BSC Communication Disorders program works to ensure students have knowledge of
the scope and practice of the various professions relevant to Communication Disorders as well as the
prerequisite knowledge in order to prepare them to meet the academic and clinical rigors of graduate
study. Therefore, the academic and clinical education goals of the undergraduate program in
Communication Disorders are as follows:
   Academic Goals
       Academic goals apply to all students enrolled in the Communication Disorders program.
      Develop the student’s understanding and knowledge of the normal processes of speech,
       language, and communication development across the lifespan.
      Develop the student’s understanding and knowledge of disordered processes of speech,
       language, and communication across the lifespan.
      Develop the student’s understanding and knowledge of prevention, assessment, and
       treatment of speech, language, and communication disorders across the lifespan.
      Develop the student’s understanding and knowledge of multicultural issues as they relate to
       speech, language, and communication development and disorders.
      Instill in the student the desire to maintain a curiosity in the dynamics of the profession by
       encouraging continuing education and professional development.
      Develop the student’s ability to integrate and apply theoretical knowledge gained in academic

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  Institution: Bridgewater State College     Proposed Degree: Communication Sciences & Disorders


       coursework into the clinical situation.
      Establish the student’s awareness of multicultural issues as they relate to the provision of
       clinical services to clients and families from diverse cultural backgrounds.
      Establish the student’s ability to provide clinical services and engage in professional behavior
       in accordance with the ASHA Code of Ethics.
    Clinical Goals
       Clinical goals apply to those students who qualify by grade point average and permission of
faculty to elect to participate in clinical practicum courses during their senior year. This option is
limited to those seniors who not only meet the academic requirements, but, began the program
during their sophomore year.
      Establish and develop the student’s clinical skills consistent with the ASHA Scope of Practice
       relating to screening, identifying, assessing, interpreting, diagnosing, treating, and preventing
       disorders of communication.
      Establish and develop the student’s ability to plan and implement appropriate treatment
       programs for children with speech, language, and hearing disorders.
      Establish and develop the student’s ability to interact effectively with other professionals,
       paraprofessionals, clients, and their families while engaging in the clinical practice of Speech-
       Language Pathology and Audiology.
      Instill in the student the desire to maintain a commitment to ongoing refinement of clinical
       skills.

What knowledge and skills will students acquire?

        Student learning outcomes have been determined for each course offering based on the
ASHA standards and practices. Outcomes designed for each course contain reference to the
specific theories and content of either the normal processes or the disorder, multicultural issues as
they relate to the topic, and influences of the normal processes of lifespan development. Students
who successfully complete the BSC Communication Sciences and Disorders major courses and
cognate courses will be able to:
COMD 220 Introduction to Communication Disorders
      Understand basic terminology, theories, and principles regarding communication sciences
       and disorders.
      Classify and describe etiologies, symptoms, and characteristics of a variety of communication
       disorders.




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  Institution: Bridgewater State College    Proposed Degree: Communication Sciences & Disorders


COMD 281 Anatomy and Physiology of Speech
      Identify anatomical structures involved in speaking and hearing.
      Explain the role of the respiratory system in speech production and swallowing.
      Explain the role of the phonatory system in speech production and swallowing.
      Explain the role of the articulatory system in speech production and swallowing.
      Explain the role of the auditory system in speech perception and production.
      Explain the role of the nervous system in speech perception and production, swallowing, and
       language comprehension and production.
COMD 282 Speech and Hearing Science
      Use terminology of speech and hearing science.
      Relate acoustic and physiological phonetics.
      Explain basic physics of sounds, resonance, and spectrum analysis.
      Describe acoustic features of vowels and consonants.
      Describe the role of resonance in articulation.
      Match coarticulation and prosodic sound patterns with their production mechanisms.
      List patterns of perception for vowels and consonants.
      Identify models of speech perception.
      Identify models of speech production.
      Relate pertinent issues to developmental, gender, and ethnic differences.
COMD 290 Language Acquisition and Development
      Use terminology, theories, and principles regarding the acquisition of language.
      Format a foundation in normal processes to encourage critical and clinical thinking as
       prerequisites for courses on the disordered processes of communication.
      Observe and write about the processes of language acquisition in children who are
       developing normally.
      Explain the effects of culture and gender in the language acquisition process.
COMD 294 Phonetics
      Describe the physiological, acoustic, and phonetic characteristics of speech production.
      Describe several sound classification systems including distinctive features and phonological
       process analysis.
      Develop the auditory perceptual abilities necessary to accurately transcribe spoken English.
      Use broad and narrow transcription of the International Phonetic Alphabet (IPA).
      Apply course content to the dialectal variations of Standard American English, non-native
       speakers, and clinical speech disorders.

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  Institution: Bridgewater State College       Proposed Degree: Communication Sciences & Disorders


COMD 312 Language Disorders in Children
      Define developmental language disorders in children.
      Describe behavioral characteristics of language disorders in specific populations and across
       developmental stages.
      Differentiate among screening, norm-referenced, and clinical assessment procedures.
      Describe assessment of language comprehension.
      Describe assessment of language expression.
      Outline interventional planning and methods.
      Explain the effect of culture of language assessment and treatment.
      Explain legal rights of children with language disorders.
COMD 313 Articulation Disorders
      Explain the clinical implications of phonetics
      Use diacritics in phonetic transcriptions to describe clinical symptoms
      Discuss the theoretical foundations for understanding and treatment of articulation and
       phonological disorders
      Discuss developmental stages of phonologic acquisition
      List assessment strategies
      Discuss comorbid problems
      Address dialect and cultural issues
      List various treatment strategies for various phonetic disorders
      List various clinical strategies for treatment of phonologic disorders
      List articulation and phonological disorders in special populations
COMD 351 Introduction to Audiology
      Identify and define basic terminology and elements of anatomy and physiology of the auditory
       system
      Identify and define basic terminology used in the measurement of sound
      Identify and describe etiologies associated with hearing impairment
      Explain the implications and impact of hearing impairment
COMD 352 Clinical Audiology
      Explain assessment procedures of pure tone and speech audiometry, site of lesion testing,
       tympanometry, otoacoustic emissions, auditory brainstem response
      Interpret the results of assessment procedures
      Identify appropriate referral sources
COMD 480 Clinical Procedures: An Overview

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  Institution: Bridgewater State College     Proposed Degree: Communication Sciences & Disorders


      Conduct oneself in a professional manner
      Develop skills for professional writing skills
      Develop oral presentation skills
      Develop clinical planning and reporting skills
      Discuss the scope of practice and professional responsibilities
      Explain client/patient rights
      Discuss organization and clinical-administrative procedures
      Discuss multicultural issues related to clinical practice
      Develop analytic clinical observation skills
      Use the World Wide Web to access accurate and reliable clinical information
COMD 325 Voice Disorders in Children and Adults
      Explain the anatomy and physiology of the speech mechanism and the biomechanics of
       respiration, phonation, and resonation.
      Explain the components of the voice evaluation.
      Describe vocal pathologies related to organic changes and faulty use of the vocal
       mechanism.
      Describe remediation procedures for vocal hyperfunction, and organic, neurogenic, and
       resonance disorders.
COMD 393 Aural Rehabilitation
      Describe the anatomy and physiology of the ear, related pathologies, and the types of
       resultant hearing losses.
      Explain the normal processes involved in auditory perception, auditory processing, and
       auditory learning, and of how normal functional serves as a basis for remediation.
      Describe the effects of hearing loss on communication, educational, vocational and
       psychosocial functioning.
      Design and implement rehabilitative intervention plans based on considerations of
       communicative abilities and communicative needs of deaf/hard-of-hearing individuals.
      Outline auditory training, amplification, speechreading, speech development, and language
       acquisition techniques.
      Meet the audiological, communication, educational and vocational needs of deaf/hard-of-
       hearing children and adults in a variety of service delivery sites which may differ in philosophy
       of communication and treatment.
COMD 451 Clinical Strategies (practicum track)
      Demonstrate competency in

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Institution: Bridgewater State College      Proposed Degree: Communication Sciences & Disorders


        o   Principles of change within the clinical setting
        o   Technical and process skills used by beginning clinicians
        o   Explaining the implications of handicapping conditions in order to design appropriate
            instructional and environmental modifications to meet individual student needs
        o   Applying principles of behavior management and their application within the clinical
            setting
        o   Developing strategies for working collaboratively with related service providers and
            families
        o   Adjusting therapy to accommodate the cultural diversity of clients
        o   Developing an awareness of biases and limitations in the beginning clinician’s
            background that may restrict his or her responsiveness to clients from other cultural
            backgrounds.
    Demonstrate competency managing clinical information by
        o   Conducting a complete chart review and gather data to formulate a treatment plan
        o   With assistance, analyzing reports and diagnostic findings
        o   Writing a variety of clinical reports including initial therapy plans, therapy session
            plans, progress summaries, and SOAP notes
        o   Utilizing the World Wide Web to access information relevant to case management
    Demonstrate competency in problem solving by
        o   Integrating information as demonstrated by the ability to manage clinical and
            theoretical information from part to whole and whole to part
        o   Developing a therapy plan including selecting and sequencing treatment targets and
            writing behavioral objectives
        o   Observing, recording and interpreting client-clinician behavior and interaction in the
            clinical process
        o   With assistance, using data from observations, assessment and trial teaching to
            determine the ―next step‖ in therapy
    Demonstrate competency in professionalism by
        o   Listening to clients and respond appropriately to both verbal and non-verbal
            communication
        o   Evaluating the clinician’s role, behavior and performance within the clinical setting
        o   Demonstrating positive regard for culture, religion, gender and sexual orientation of
            clients/students
        o   Using copyrighted educational materials in an ethical manner


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  Institution: Bridgewater State College   Proposed Degree: Communication Sciences & Disorders


COMD 490 Clinical Practicum: Speech-Language Pathology (practicum track)
      Demonstrate competency through application of knowledge of theory and content course
       information
          o   Preparing Individual Education Programs within various service delivery models
          o   Accommodating handicapping conditions in order to design appropriate instructional
              and environmental modifications that will promote the academic, social, emotional,
              cultural, and vocational needs of clients
          o   Appling principles of behavior management within a variety of instructional
              environments
          o   Implementing strategies for working cooperatively with related service providers and
              client families
          o   Employing consulting techniques for providing information and support to client,
              families, school and community personnel
      Demonstrate competency in communication
          o   Communicating sensitively with language appropriate to client age, level of
              development, gender, race, ethnic, linguistic and socioeconomic background, and
              individual learning style and need
          o   Listening and interacting with clients, families, and colleagues
          o   Serving as a model for individuals with communication disorders
      Demonstrate competency in clinical practice
          o   Developing appropriate therapy plans that reflect knowledge of the disorder being
              treated by appropriately constructing and writing long-term goals and short-term
              objectives
          o   Developing appropriate therapy plans that reflect sensitivity to client’s form diverse
              racial, socioeconomic, linguistic, and cultural backgrounds
          o   Choosing appropriate tasks and materials
          o   Implementing appropriate reinforcement (type/schedule) for the client
          o   Demonstrating flexibility by adapting to change within the session
          o   Collecting data utilizing a variety of methods, judging and recording client responses
              accurately, and analyzing data to make treatment decisions
          o   Providing clear and appropriate directions to clients and making appropriate
              transitions between therapy tasks
      Demonstrate competency in problem solving
          o   Integrating theory, content, and clinical information as demonstrated by the ability to
              manage information from part to whole and whole to part

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  Institution: Bridgewater State College     Proposed Degree: Communication Sciences & Disorders


           o   Fostering client’s creative and analytical thinking skills
           o   Creating a learning environment that encourages client self-advocacy and increased
               independence
      Demonstrate competency in professionalism
           o   Understanding legal and moral responsibilities of the profession
           o   Learning from supervision and experience
           o   Using copyrighted materials in an ethical manner
           o   Maintaining a safe environment where universal precautions are practiced
           o   Practicing within the ASHA Code of Ethics and other standards and policies of the
               profession
SPED 203 Cultural Diversity in Schools and Society
      Develop a sense of diversity in our schools and society.
      Identify relevant laws, mandates, and issues and demonstrate skill in applying this information
       to the servicing of all children.
      Define major terms relevant to multicultural education and demonstrate respect and
       acceptance of linguistic and cultural differences of a microculture.
      Demonstrate skill in analyzing major issues for the linguistically and culturally different
       student, including learners with special needs.
      Implement a comparative evaluation of the spectrum of current approaches to counseling
       techniques utilized with professionals and parents.
      Survey the federal, state, and community agencies available to the schools and parents.
      Investigate current sources of information on issues of diversity, including special education
       resources.
      Investigate variations in beliefs, tradition, and values across cultures within society and their
       effect on the relationship among child, family, and schooling.
      Assess information on various cognitive, communication, physical, cultural, social, and
       emotional behavior of individuals.
      Incorporate strategies that consider the influence of diversity on instructional decisions,
       assessment, and educational placement of individuals with diverse learning needs.
      Demonstrate skill in dealing with different learning styles of individuals with learning
       differences, and how to adapt teaching to these styles.
      Discuss ways of creating a safe, positive, and supportive learning environment in which
       diversity is valued.
      Analyze differing perceptions of deviance and disability, including those from mental health,


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  Institution: Bridgewater State College      Proposed Degree: Communication Sciences & Disorders


        religion, legal corrections, education, and social welfare.
       Identify factors that influence the overrepresentation of culturally and linguistically diverse
        students in special education programs.
ENGL 323 Introduction to Linguistics
       Explain and analyze the rule systems of phonetics, phonology, morphology, syntax,
        semantics, and pragmatics.
       Understand the sub-fields of historical linguistics, psycholinguistics, and sociolinguistics.
       Examine and explain her/his own linguistic awareness and beliefs.
       Apply techniques to analyze language to discover how languages are organized.


For what careers will graduates be prepared?

       While the focus of the undergraduate Communication Disorders program is to prepare
students for graduate study in Speech-Language Pathology or Audiology, two important points must
be emphasized: First, not unlike students who are ―pre-med‖ majors, and, for whatever reason, do
not continue on to medical school, students of Communication Disorders may not, for whatever
reason, continue on to graduate study in Speech-Language Pathology or Audiology. This does not
diminish the value of their undergraduate degree or their success as an undergraduate student.
Second, an undergraduate degree in Communication Disorders is as valuable an educational
experience and as preparatory for joining the workforce as a degree in psychology, communications,
English, history, and the sciences. Skills related to critical thinking, problem solving, multicultural
issues, and ethical behavior, learned through any context, generalize to life in any context.
       Career options are typically presented to the students as follows:
Plan A – obtain a masters degree in one of the professional areas in Communication Disorders
Plan B – minor in a related field with the possibility of pursuing employment and/or graduate study in
that area. Students who choose a minor field often select Special Education or Psychology.
Graduate study may be pursued in Communication Disorders after graduation or after a period of
employment in the related field.
Plan C – pursue other career options including: speech-language pathology assistant (ASHA does
not have licensing or credentialing requirements, but, as of 2006, Massachusetts does have state
licensing requirements for which successful graduates of the BSC Communication Disorders
program automatically qualify); classroom assistant or paraprofessional or individual aide; and, any
other employment opportunities for which a bachelor’s degree is considered an entry-level
requirement. Again, graduate study in Communication Disorders may be pursued at a later date.
Plan D – pursue additional education (including graduate study) in a related field such as nursing,


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  Institution: Bridgewater State College    Proposed Degree: Communication Sciences & Disorders


medical technology, social work, typical education, special education, deaf education, reading, or in
the business field.
       To support this outline of career options, Fogg, Harrington, and Harrington (1999), in The
College Majors Handbook: The Actual Jobs, Earnings, and Trends for Graduates of 60 College
Majors, published in by JIST Works, Inc. in Indianapolis, Indiana, list the top 10 occupations that
employ persons with only a bachelor’s degree in Communication Disorders. They include: special
education and general teachers, health service professionals, other service occupations, insurance
and real estate, marketing and sales occupations, and management-related occupations.

3. Curriculum, Requirements.
Provide a complete description of the curriculum. Attach curriculum outline (see page 5) and
course syllabi.

   Curriculum Outline
       See Appendix B
   Course Sequence
       See Appendix C
   Course Syllabi
        See Appendix D
   Description of Curriculum and Course Offerings
       The undergraduate Communication Sciences and Disorders program has two tracks available
for students to achieve this goal. The traditional track is a ―non-practicum track‖ and may be
completed in two years. Students entering the program with greater than 54 credit hours and/or
having had declared their major after their sophomore year begin the course sequence during the fall
of their junior year and complete the requirements for the concentration at the end of the spring
semester in their senior year (four semesters). Successful completion of the ―non-practicum track‖
provides the students with prerequisite academic and clinical knowledge required to apply to
graduate school and engage in graduate level professional studies. These students also qualify for
the Massachusetts License as a Speech-Language Assistant.
       The second track, the ―practicum track,‖ offers undergraduate students a unique option in
their undergraduate Communication Sciences and Disorders education. Students entering the
program prior to having earned 54 credit hours and/or during their freshman or sophomore year are
automatically placed on this track. Within the four semesters of the sophomore and junior years, the
student completes the requirements for the major. This allows the student to have the opportunity to
participate in several clinical practicum experiences during the senior year. While the practicum
experiences are electives, the student must have a grade point average of 2.75 overall and in the


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  Institution: Bridgewater State College     Proposed Degree: Communication Sciences & Disorders


major, as well permission of the Communication Sciences and Disorders faculty prior to enrolling.
The ―practicum track‖ option is unique in that most Communication Sciences and Disorders program
do not have this option available to undergraduate students. This unique aspect of the BSC
Communication Sciences and Disorders program affords qualified senior students clinical training as
part of the academic curriculum. Clinical training opportunities require the student to integrate
academic course content into practical clinical situations as well as to ―think critically, communicate
effectively, and act responsibly‖ in accordance with the mission of BSC.
       There are several distinct advantages to students’ participation in the ―practicum track‖. In
addition to having the opportunity to integration knowledge and enhance critical thinking, students
involved in the practicum experience gain invaluable experience that prepares them for graduate
study as well as employment in a clinical setting as a clinician or as an assistant. Students learn how
to set goals, implement therapy, evaluate the effect of the therapy, interact with clients and their
families, engage in the supervisory process, and self-evaluate – to name a just a few of the skills
useful in graduate school and in the work place. Such experience aids graduate schools in
evaluating applicants. It is easy to predict academic success from transcripts of past performance. It
is much more difficult to determine which of those applicants will have the potential to succeed in
clinical situations, regardless of their academic achievements. Practicum students typically apply to
graduate school with a letter of recommendation from the clinical supervisor that speaks directly to
their development of clinical skills needed for success. Those students who do not go on to graduate
school have gained experience in the clinical setting to take with them should they choose to work as
speech-language pathology assistants, thereby making them more desirable in the workplace.
   Course Offerings
       The undergraduate Communication Sciences and Disorders course offerings are determined
by ASHA standards and guidelines.
ASHA: At least 27 semester credit hours in basic science course work:
      At least 6 semester credit hours must be in the biological/physical sciences and mathematics.
           o   BSC CORE curriculum requirements fulfill this requirement. Specific courses
               recommended by the Communication Sciences and Disorders program are:
                      BIOL 100 General Principles of Biology (lab)
                      MATH 107 Principles of Mathematics I
                      MATH 110 Elementary Statistics
      At least 6 semester credit hours must be in the behavioral and/or social sciences.
           o   BSC CORE curriculum requirements fulfill this requirement. The specific course
               required by the Communication Sciences and Disorders program is:
                      PYCH 227 Development Through the Life Cycle

                                                                                                       15
  Institution: Bridgewater State College     Proposed Degree: Communication Sciences & Disorders


      At least 15 semester credit hours must be in the basic human communication processes, to
       include course work each of the following three areas of speech, language and hearing: the
       anatomic and physiologic bases, the physical and psychophysical bases, the linguistic and
       psycholinguistic aspects.
           o   Communication Sciences and Disorders program requirements provide the student
               with 15 semester credit hours:
                        COMD 281 Anatomy and Physiology of Speech
                        COMD 282 Speech and Hearing Science
                        COMD 294 Phonetics
                        COMD 290 Language Acquisition and Development
                        ENGL 323 Introduction to Linguistics
ASHA: At least 36 semester credit hours in professional coursework, 30 of which must be completed
at the graduate level.
      At least 6 of the 36 semester hours of professional course work must be in the minor areas of
       concentration.
           o   Communication Sciences and Disorders program requirements fulfill this requirement
               for students seeking a master’s degree in either Speech-Language Pathology or
               Audiology. Because the majority of students go on to pursue the master’s degree in
               Speech-Language Pathology, the following courses are counted toward the minor
               area which requires 3 semester hours to be in rehabilitation.
                        COMD 351 Introduction to Audiology
                        COMD 393 Aural Rehabilitation
      At least 20 of the 36 semester credit hours of professional coursework must be in the major
       area of concentration (Speech-Language Pathology or Audiology).
           o   Communication Sciences and Disorders program requirements provide 6 – 9
               semester credit hours toward the 20 semester credit hours in the major area of
               concentration. Note – 30 of the 36 semester credit hours are to be completed at the
               graduate level:
                  COMD 313 Articulation Disorders
                  COMD 312 Language Disorders in Children
                  COMD 325 Voice Disorders in Children and Adults OR COMD 381 Neurological
                   Bases of Speech and Language
ASHA: 400 Clock Hours of Supervised Clinical Observation/Practice.
      These requirements consist of supervised clinical observation (25 clock hours) and
       supervised clinical practicum (375 clock hours), of which 325 must be completed at the

                                                                                                16
  Institution: Bridgewater State College     Proposed Degree: Communication Sciences & Disorders


       graduate level.
           o    Communication Sciences and Disorders program requirement to complete the 25
                supervised clinical clock hours of observation:
                   COMD 480 Clinical Procedures: An Overview
           o    Communication Sciences and Disorders program elective to contribute to 350
                supervised clinical practicum 350 clock hours:
                   COMD 490 Clinical Practicum: Speech-Language Pathology (3 – 6 semester
                    hours)
Additional courses required for graduation with a major in Communication Sciences and Disorders.
       o   COMD 220 Introduction to Communication Sciences and Disorders
       o   SPED 203 Cultural Diversity Issues in Schools and Society
Elective courses offered by the Communication Sciences and Disorders program:
       o   COMD 451 Clinical Strategies in Communication Disorders
       o   COMD 452 Speech-Language Therapy Techniques
       o   COMD 325 Voice Disorders in Children and Adults
       o   COMD 381 Neurological Bases in Speech and Language
       o   COMD 310 Prevention of Speech, Language, and Communication Disorders
       o   COMD 231 Sign Language I
       o   COMD 233 Sign Language II


Describe procedures and arrangements for independent work, internship or clinical
placement arrangements, if applicable.

   Independent Work
       Students wishing to engage in an independent or directed study may arrange to do so with a
Communication Sciences and Disorders faculty member of their choice. Independent or directed
studies must me the requirements determined by Bridgewater State College and may be conducted
under the course COMD 499 Directed Study in Communication Disorders (1-3 credits).
   Internship
       Students wishing to participate in an internship may do so under the direction of the
Communication Sciences and Disorders faculty member of their choice. Internships must meet the
requirements determined by Bridgewater State College Office of Internships and may be conducted
under the course SPED 498 Internship in Special Education (3 – 15 credits). A new course proposal
will be submitted to governance requesting a COMD 498 Internship in Communication Sciences and
Disorders (3 – 15 credits) course.


                                                                                               17
  Institution: Bridgewater State College    Proposed Degree: Communication Sciences & Disorders


   Clinical Placement
      Seniors who meet the prerequisite requirements in terms of courses completed, GPA in the
major, overall GPA, and permission of Communication Sciences and Disorders faculty may enroll in
COMD 490-001 Clinical Practicum: Speech Pathology (3 credits) for clinical placement in the BSC
Speech-Language-Hearing Center. This feature is unique to the undergraduate Communication
Sciences and Disorders program at Bridgewater State College. One hundred percent supervision is
provided by the Clinic Director/Supervisor. Second semester, the students may choose to remain in
the on-campus clinic for 3 or 6 credits or, if prerequisites are met, they may be placed in a public
school. Supervision in the latter setting is provided by the on-site ASHA certified and Massachusetts
licensed speech-language pathologist.

Describe role and membership of external advisory committee, if any.

NONE

4. Students.
For first year and transfer students, outline requirements for admission and graduation,
expected time from admission to graduation, projected degree completion rates, and
transferability of program participants’ credits to other institutions.

   Admission Requirements
       To date, and not unlike the other majors in allied studies in the BSC School of Education and
Allied Studies, the Communication Sciences and Disorders program does not have specific
admission requirements for first year or transfer students. Any student accepted to Bridgewater
State College is eligible to major in Communication Sciences and Disorders. However, unlike majors
in education, Communication Sciences and Disorders students do not have to pass a state
administered exam to enroll in upper level courses or to be granted a degree. The number of
students majoring in Communications Sciences and Disorders has never been so overwhelming as
to necessitate the ―weeding out‖ of weaker students. Clear and frank advising is used to be sure all
students are aware of their performance in relation to their potential for success in the
Communication Sciences and Disorders professions.
       Because there are no admissions requirements to enroll in the Communication Sciences and
Disorders major, students elect the program as their major and then become advisees of the full-time
faculty. Advisors present a realistic picture of the type of student performance that leads to a
successful professional in Speech-Language Pathology and Audiology. Through their interactions
with advisors, faculty, and instructors, as well as discussion of frank information presented in each
course, students are aware of the rigorous academic and clinical qualifications that must be met to be
accepted into a graduate program. Through the candid sharing of information and academic support,

                                                                                                       18
  Institution: Bridgewater State College      Proposed Degree: Communication Sciences & Disorders


students are aware of their potential for success. Students who do not meet the expectations
typically self-select to either change their major or pursue alternate career options.
    Graduation Requirements
          Students wishing to graduate with a major in Communication Sciences and Disorders must
successfully complete the required 11 courses in the major (totaling 33 credits) and 3 cognate
courses (totaling 9 credits). Successful completion is determined by BSC standards and includes an
overall GPA of 2.0 and the major courses, the cognate courses, and the CORE curriculum
requirements, for a total of 120 credits for a bachelor’s degree.
    Admission to Graduation Timeline
         The Communication Sciences and Disorders major may be completed in two years of full-time
study.
    Projected Degree Completion Rates
          Students who enter the program as freshmen or sophomores can complete the program in
three years and students who enter the program as juniors can complete the non-practicum track in
two years.
    Transferability of Credits to Other Institutions
          Because any undergraduate curriculum in Communication Sciences and Disorders is
determined by ASHA guidelines, courses taken in the major at BSC would transfer to other
institutions offering the same major. Of courses, students would be subject to the new institutions’
requirements regarding minimum grade acceptable for transfer and the number of credits that can be
applied toward a major.

5. Feasibility.
Describe faculty, staffing, library and information technologies, facility (including lab and
equipment), fiscal and or other resources required to implement the proposed program.
Distinguish between resources needed and on-hand. Complete faculty form (page 8). Display
positions to be filled with qualifications. Attach vitae for current faculty.

    Faculty and Staff
          The present Communication Sciences and Disorders program is functioning as a
concentration with 2 full-time faculty, 1 full-time clinic director/supervisor (APA staff), and 5 visiting
lecturers. This proposal includes a plan to increase the full-time faculty by one position and reduce
the number of visiting lecturers by one. See Appendix E for the completed faculty form and Appendix
F for vitae of current faculty.
    Library
          The Clement C. Maxwell Library text and media resources are ample due to the excellent
services provided by the library staff. The library has nearly 500,000 volumes and subscribes to over

                                                                                                        19
  Institution: Bridgewater State College     Proposed Degree: Communication Sciences & Disorders


1,500 periodicals in print format. Open stacks allow direct access to the collections. Users of the
facility also have access to over 2000 on-line full text journals. All of the professional journals
necessary to support the Communication Sciences and Disorders major are available on-line. A
wide selection of databases, including Medline, PsychLit, and Dissertation Abstracts, are available to
the college community. Other text sources as well as media sources are available through inter-
library loan. By reciprocal agreement, faculty and students may also take advantage of the holdings
of the medical and educational libraries of Harvard University. Bridgewater State College is a
member of the Southeastern Massachusetts cooperating Libraries, a consortium of libraries that
pools materials and services for uses of the consortium which includes Stonehill College, Wheaton
College, and the University of Massachusetts/Dartmouth. The library staff is available to develop the
students’ information literacy.
    Facility
        The present program has a functioning Speech-Language-Hearing Center on the BSC
campus. Speech-language therapy is provided to clients from the greater BSC community by senior
Communication Sciences and Disorders students under the supervision of the full-time clinic director.
The clinic shares equipment with the academic courses that require use of the equipment;
specifically a portable audiometer and portable tympanometer for COMD 351 Introduction to
Audiology and a Visi-Pitch for COMD 325 Voice Disorders in Children and Adults. Equipment
requires yearly calibration and/or occasional replacement. The present budget allows for these
expenses.
    Fiscal Resources
      Because the program is a functioning concentration, it has an allocated budget in the
Department of Special Education and Communication Disorders. Additional expenses will be
incurred with the addition of new faculty.
6. Licensure and Accreditation.
Is this program intended to prepare students for licensure? If yes, name licensure
organization and licensing exam. Project student passing rates. What professional or
specialized accreditation will be pursued for the program? Project accreditation timelines.

        Yes, as of July 2006, Massachusetts implemented a licensing procedure for Speech-
Language Pathology Assistants (SLPAs). Undergraduate students who successfully complete the
Communication Disorders concentration qualify for Massachusetts Licensure as Speech-Language
Pathology Assistants. There is no licensing exam. There is no specialized accreditation needed by
the program.




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  Institution: Bridgewater State College      Proposed Degree: Communication Sciences & Disorders


7. Program Effectiveness Goals, Objectives, and Assessment.

   Goals Accomplished Since Program Review in October 2006
       Goals that were established as a result of the undergraduate program review and the external
site reviewer’s report are being addressed since October 2006 as a means of program development.
The following goals have been successfully addressed and implemented:
      Goal: Develop new courses and move them through the governance process in order to
       enhance the present undergraduate curriculum in order to prepare students for graduate
       study and/or employment as Speech-Language Pathology Assistants.
           o   Action: The following course were developed, approved, and incorporated into the
               existing curriculum:
                         COMD 381 Neurological Bases of Speech and Language
                         COMD 391 Understanding Language and Linguistics within the Clinical
                          Process
                         COMD 310 Prevention of Speech, Language, and Communication Disorders
                         COMD 452 Speech and Language Therapy Techniques
      Goal: Explore ways to expand clinic space. This could take the form of working agreements
       with nearby programs, schools, and facilities currently offering clinical services.
           o   Action: In the summer of 2006, a proposal for expansion of speech-language services
               was submitted to the Dean of the School of Education and Allied Studies. In the
               spring of 2008, the program received word that clinic space would be allocated in the
               fall in the redesign of the Burnell School facility.
      Goal: Designate Joanne Abdallah as Clinic Director, which better defines the role she
       currently fills.
           o   Action: The proposal for the appointment of Joanne Abdallah as Clinic Director was
               submitted to the Dean of the School of Education and Allied Studies and incorporated
               into the 2008-2009 budget.
      Goal: Develop a full disclosure statement for use in advising Communication Disorders
       students to take courses related to ASHA Standard III. The statement will be signed and
       dated by each student and advisor. The original will remain in the students’ advising folder
       and a copy will go to the student for her/his records.
           o   Action: A disclosure statement was development and is in use in the program.
      Goal: Obtain an additional faculty member for the Communication Disorders program.
           o   Action: Dr. Suzanne Miller was appointed to a temporary full-time faculty position
               during the 2006-2007 academic year. A full-time, tenure track position was posted,


                                                                                                    21
   Institution: Bridgewater State College         Proposed Degree: Communication Sciences & Disorders


                   and Dr. Miller was appointed to the faculty in September 2007.
        Goal: Broaden offerings in American Sign Language (COMD 231, COMD 232) as a service
         to other academic programs of the college. Also develop a plan to add these ASL courses to
         the general education curriculum.
              o    Action: This suggestion was discussed within the program and within the department.
                   Due to the difficulty of finding a master’s or doctoral level instructor of this content area
                   who is also in keeping with cultural issues in the Deaf community, it was determined
                   that this is not a feasible goal at this time.
        Establish a clearer mission statement for the Communication Disorders program reflecting its
         contributions to BSC.
              o    Action: This was done and is incorporated into this proposal.
        Goal: Expand the statement regarding purpose and goals of the Communication Disorders
         program to include other options for its graduates.
              o    Action: This was done and is incorporated into this proposal.
    Ongoing Goals
         Additional goals determined during the undergraduate program review and from the external
site reviewer’s report are ongoing. They are delineated in Appendix F.
    Program Assessment Strategies
         Program assessment strategies are incorporated into Ongoing Goals and delineated in
Appendix F. Assessment measures will include course evaluations and student exit surveys. Results
from these assessments will be used in program evaluation and development. In addition, the
undergraduate Communication Sciences and Disorders program will undergo the requisite program
review on the scheduled timetable determined by Bridgewater State College.




   D. External Review.
Attach the review team report and institutional response.           (obtain BHE approval of reviewers in advance; provide
review standards – see appendix - to team)

See Appendix G for the External Reviewer’s Report of the Undergraduate Communication Disorders
Program Review conducted in February 2006. The institutional response is included in Appendix H.

   E. Market Analysis
1. Need for graduates. What is the local/regional/state labor market outlook for graduates of the
proposed program? Include data and data sources that form the basis for need assessment.

          According to the U.S. Department of Labor, in the field of Speech-Language Pathology ―job


                                                                                                                       22
  Institution: Bridgewater State College     Proposed Degree: Communication Sciences & Disorders


opportunities are excellent‖ and ―are expected to grow 11 percent from 2006 to 2016‖ and several
sources report a shortage of certified SLPs. (http://www.bls.gov/oco/ocos099.htm#outlook). ASHA
(http://www.asha.org/about/publications/leader-online/archives/2002/q2/020430b.htm) reports that
Speech-language Pathology and Audiology will be among the hottest professions in the country in
the next decade, according to recent employment growth projections in the U.S. Bureau of Labor
Statistics’ (BLS) 2002–2003 Occupational Outlook Handbook. The professions ranked among the
tip 30 – out of 700 – fastest growing occupations over the next decade, with the number of audiology
positions expected to climb 45% and the number of speech-language pathology positions to grow by
39% from 2000-2010, according to the BLS November 2001 Monthly Labor Review. The BLX
pointed to key trends that will contribute to the growth:
      As America ages and the population over age 55 increases rapidly, the number of people with
       hearing loss will continue to climb because hearing loss is strongly associated with aging.
      Baby boomers are now approaching middle age, a time when the possibility of neurological
       disorders—and associated speech, language, and hearing disorders—increases.
      Medical advances have improved the survival rate of premature infants, trauma, and stroke
       victims, bringing the need for speech, language, and hearing assessment and treatment.
      Greater awareness of the importance of early identification of speech, language, and hearing
       disorders also will increase employment


       Also, according to ASHA, (http://www.asha.org/students/professions/trends.htm), job growth
for audiology is expected to continue for the next eight years. Because hearing loss is strongly
associated with aging, rapid growth in older population groups will cause the number of persons with
hearing and balance impairments to increase markedly. In addition, members of the baby boom
generation are now entering middle age, when the possibility of neurological disorders and
associated hearing impairments increases. Medical advances are also improving the survival rate of
premature infants and trauma and stroke victims, who then need assessment and possible
treatment. Greater awareness of the importance of early identification and diagnosis of hearing
disorders in infants also will increase employment. Most states now require that all newborns be
screened for hearing loss and receive appropriate early intervention services. Employment in
educational services will increase along with growth in elementary and secondary school
enrollments, including enrollment of special education students. Federal law guarantees special
education and related services to all eligible children with disabilities. The number of audiologists in
private practice will rise due to the increasing demand for direct services to individuals as well as
increasing use of contract services by hospitals, schools, and nursing care facilities.


       Excellent job opportunities in speech-language pathology are expected to continue for the
                                                                                                     23
  Institution: Bridgewater State College      Proposed Degree: Communication Sciences & Disorders


next eight years. The expanding population in older age groups is prone to medical conditions that
result in speech, language and swallowing problems. Medical advances are also improving the
survival rate of premature infants and trauma and stroke victims, who then need assessment and
possible treatment. An increased emphasis has been placed on early identification of speech and
language problems in young children. The combination of growth in the profession and an expected
increase in retirements over the coming years should create excellent job opportunities for speech-
language pathologists. In addition, many opportunities exists for those with the ability to speak a
second language. Employment in educational services will increase along with growth in elementary
and secondary school enrollments, including enrollment of special education students. Federal law
guarantees special education and related services to all eligible children with disabilities. Greater
awareness of the importance of early identification and diagnosis of speech, language, and
swallowing disorders will also increase employment. The number of speech-language pathologists in
private practice will rise due to the increasing use of contract services by hospitals, schools, and
nursing care facilities.
2. Student Demand / Target Market. What is the student market for the proposed program?
Discuss demographics, location, proposed market share, etc. Provide data, e.g., survey results,
etc., that form the basis for enrollment projections (see page 4)

         Over at least the past 10 years, the undergraduate concentration in Communication
Disorders has consistently maintained an enrollment of approximately 100 students spread across
the three years of study. About 20 – 30 students graduate each year. The Special Education and
Communication Disorders Department, with support from the School of Education and Allied
Studies, intends to re-establish the graduate program in Speech-Language Pathology. The
graduate program will serve to increase the undergraduate enrollment when students have the
potential of continuing at BSC for their master’s degree in the field. Below is a table of enrollment for
each Fall semester since 1999.

                           Total Number of Majors by Fall Semester
   ‘99        ‘00          ‘01      ‘02     ‘03       ‘04      ‘05              ‘06        ‘07
   125        109           92     102      105       131      140              123        145

                       Total Number of Baccalaureate Degree Recipients
 ’98-‘99     ’99-‘00     ’00-‘01 ’01-‘02 ’02-‘03 ’03-‘04 ’04-‘05 ’05-‘06                  ’06-‘07
   57          40           30      28       23       20       15      43                   25


         The Communication Disorders program is a pre-professional program, attracting students
who wish to become Speech-Language Pathologists. Speech-Language Pathologists are described
as ―social,‖ ―artistic,‖ and ―investigative.‖ Their ―social‖ characteristics include interests in people,


                                                                                                        24
  Institution: Bridgewater State College      Proposed Degree: Communication Sciences & Disorders


teamwork, human welfare, and communication services, with work activities related to teaching,
explaining, and helping. Potential social skills include people skills, verbal ability, listening, showing
and understanding. The ―artistic‖ characteristics attributed to this group include interests in self-
expression and art appreciation, with work activities related to writing and creating visual art.
Potential artistic skills include creativity, musical talent, and artistic expression with values tending
toward beauty, originality, independence, and imagination. The ―investigative‖ characteristics
include interests in science, theories, ideas, and data, with work activities related to performing lab
work, solving abstract problems, and researching. Potential investigative skills include math, writing,
and analysis, with values tending toward independence, curiosity, and learning. Other occupations
listed under the ―social, artistic, investigative‖ code that require at least a college degree include
teacher, social worker, psychologist, attorney, librarian, clergy member, reporter, writer, editor, to
name a few.
        In addition to the above characterizations, the majority of Communication Disorders students
at Bridgewater State College are white females. Average class size ranges from 17 to 22 students,
generating a range of 711 to 1120 credit hours.

3. Duplication.
Identify existing public and private programs/institutions in the region or state that offer the
same or similar programs. Discuss size / enrollment trends for these programs.

        Bridgewater State College, Worcester State College, and the University of
Massachusetts/Amherst are the only state colleges/university offering the undergraduate degree in
Communication Sciences and Disorders in Massachusetts. Worcester State College and the
University of Massachusetts/Amherst offer masters programs in Speech-Language Pathology, and
the University of Massachusetts offers the masters degree in Audiology and the doctoral degree in
both areas. Other undergraduate Communication Sciences and Disorders programs are offered at
public institutions, including Elms College, Springfield College, Boston University, Northeastern
University, and Emerson College. While all of the programs listed here offer undergraduate
programs, the latter three programs focus on graduate education in Speech-Language Pathology.
Data provided by the Bridgewater State College Office of Institutional Research show that BSC
confers more undergraduate degrees in Communication Sciences and Disorders than Worcester
State College, a comparable state institution.
4. Competitive advantage. Apart from the obvious pricing advantage of public institutions, what will
distinguish the proposed program in the academic marketplace?

        Because any undergraduate academic curriculum in Communication Sciences and Disorders
is determined by ASHA guidelines, all programs are basically similar. However, unlike the

                                                                                                         25
  Institution: Bridgewater State College      Proposed Degree: Communication Sciences & Disorders


undergraduate programs at the other institutions that offer an undergraduate major in
Communication Sciences and Disorders throughout Massachusetts, Bridgewater State College is
the ONLY undergraduate program that offers a clinical practicum experience during the students’
senior year.
        As previously mentioned, this unique aspect of the BSC Communication Sciences and
Disorders program affords qualified senior students clinical training as part of the academic
curriculum. Clinical training opportunities require the student to integrate academic course content
into practical clinical situations as well as to ―think critically, communicate effectively, and act
responsibly‖ in accordance with the mission of BSC.
        There are several distinct advantages to students’ participation in the clinical practicum
experience. In addition to having the opportunity to integration knowledge and enhance critical
thinking, students involved in the practicum opportunity gain invaluable experience that prepares
them for graduate study as well as employment in a clinical setting as a clinician or as an speech-
language pathology assistant. Students learn how to set goals, implement therapy, evaluate the
effect of the therapy, interact with clients and their families, engage in the supervisory process, and
self-evaluate – to name a just a few of the skills useful in graduate school and in the work place.
Such experience aids graduate schools in evaluating applicants. It is easy to predict academic
success from transcripts of past performance. It is much more difficult to determine which of those
applicants will have the potential to succeed in clinical situations, regardless of their academic
achievements. Practicum students typically apply to graduate school with a letter of
recommendation from the clinical supervisor that speaks directly to their development of clinical
skills needed for success. Those students who do not go on to graduate school have gained
experience in the clinical setting to take with them should they choose to work as speech-language
pathology assistants, thereby making them more desirable in the workplace.

6. Marketing Plan. Describe the institution's marketing plan, including time lines, for the proposed
program?

        Because the program is already in existence and functioning successfully, there are no
marketing plans. However, once the program becomes a major, it is anticipated that enrollment will
increase. The program will be much easier to locate on the Bridgewater State College website.
Presently it is embedding within the Special Education program. The determination of the
Communication Sciences and Disorders program as a major will allow students to recognize it as a
separate entity from Special Education. This will reduce the confusion students encounter when it is
viewed as part of Special Education. Given the present situation of the program as a concentration
within Special Education, students assume, in error, that like Special Education, they must double

                                                                                                       26
  Institution: Bridgewater State College    Proposed Degree: Communication Sciences & Disorders


major in an Arts and Science major and pass the Massachusetts Tests for Education Licensure
(MTEL).

  F. Budget Projection
a. Budget Narrative.

       The only projected budget expense is the addition of one full-time tenure track faculty
member. The salary and fringe cost for this category is estimated at $100,000.00. Because the
program is functioning as a concentration, there are no ―one-time start-up costs‖. The program has
a budget within the Department of Special Education and Communication Disorders. Moving the
existing program from a concentration to a major will have little impact on the department or
program budget.

b. Program Budget.

       As mentioned above, because the program is presently functioning as a concentration, there
are no proposed costs.

                               NEW ACADEMIC PROGRAM BUDGET

  One Time/ Start                                                     Annual Expenses
    Up Costs
                                Cost Categories           Year 1     Year 2     Year 3      Year 4
                       Full Time Faculty
          X            (Salary & Fringe)                $100000.




                                                                                                 27
Institution: Bridgewater State College     Proposed Degree: Communication Sciences & Disorders



              APPENDIX G – ONGOING PROGRAM GOALS DESCRIPTION

           Goal                Measurable Objective               Strategy for          Timetable
                                                                 Achievement
Add 1 full-time tenure        Qualified individual hired   Request a temporary full-   With
track faculty position.       as member of full-time       time position for the       approval, hire
                              faculty.                     2008-2009 academic          a temporary
                                                           year, post a full-time      full-time
                                                           position for 2009-2010      faculty
                                                           academic year.              member for
                                                                                       2008-09
                                                                                       year, conduct
                                                                                       search,
                                                                                       appoint full-
                                                                                       time faculty
                                                                                       member
                                                                                       starting Fall
                                                                                       2009.
Designate secure              Allocated space in the       Faculty and clinic staff    Space design
computer workspace for        new clinic area in the       will assist in the design   will occur
clinical requirements in or   Burnell School facility      of the new clinic area in   during the
near the clinic that will     will allow students to       the Burnell School          summer of
assure client                 work on clinic               facility.                   2008 and be
confidentiality.              documents while                                          ready for
                              maintaining client                                       occupancy in
                              confidentiality.                                         the fall.
Establish an annual exit      Yearly data will be          The procedure currently     This will be
interview to determine to     compiled and available       in place for tracking       addressed
which graduate schools        to faculty, students, and    graduate school             during the
seniors applied, which        administration.              acceptance and              2008-2009
schools accepted and                                       attendance will be          academic
which rejected and which                                   formalized.                 year.
offered
assistantships/fellowships.

Develop a yearly follow-up    Yearly data will be          Faculty and clinic staff    This will be
survey to determine how       compiled and available       will develop a survey to    addressed
students enrolled in          to faculty, students, and    be sent to students two     during the
Communication Sciences        administration.              years post graduation       2008-2009
and Disorders graduate                                     from Bridgewater State      academic
programs feel about their                                  College.                    year.
undergraduate
preparation after two
semesters in graduate
school.




                                                                                                  28
Institution: Bridgewater State College    Proposed Degree: Communication Sciences & Disorders


      APPENDIX G – ONGOING PROGRAM GOALS DESCRIPTION (continued)

          Goal                Measurable Objective              Strategy for          Timetable
                                                                Achievement
Develop a general survey     Yearly data will be         Faculty and clinic staff    This will be
to determine the             compiled and available      will develop a survey to    addressed
perceived benefits of        to faculty, students, and   be sent to students two     during the
undergraduate                administration.             years post graduation       2008-2009
Communication Sciences                                   from Bridgewater State      academic
and Disorders education                                  College.                    year.
for those graduates going
into other graduate areas
and those choosing other
options.
Develop a modified           KASA form will be           Faculty and clinic staff    This will be
Knowledge and Skills         available for students to   will review each course     addressed
Acquisition Summary          bring with them to their    and determine the           during the
(KASA) for distribution to   graduate program.           knowledge and skills        2008-2009
graduate schools as                                      addressed in each in        academic
students transition to                                   order to formulate a        year.
graduate education in                                    KASA from specific to
Communication                                            the Communication
Disorders.                                               Sciences and Disorders
                                                         program at BSC

Offer an annual or           BSC will offer an annual    Faculty and clinic staff    This will be
biannual continuing          or biannual continuing      will work with the          addressed
education conference.        education conference for    appropriate office on the   during the
                             practicing Speech-          BSC campus to develop       2009-2010
                             Language Pathologists,      a continuing education      academic
                             Audiologists, and related   program.                    year.
                             professionals to assist
                             them in the maintenance
                             of their credentials.
Develop a new course –       The course will be put      Faculty and clinic staff    This will be
COMD 498 – Internship in     through the governance      will develop the course     addressed
Communication                procedure for approval.     requirements.               during the
Disorders.                                                                           2007-2008
                                                                                     academic
                                                                                     year.




                                                                                                29
Institution: Bridgewater State College            Proposed Degree: Communication Sciences & Disorders


                                   APPENDIX B – CURRICULUM OULINE
                                  Undergraduate Program Curriculum Outline
                                     (Insert additional rows as necessary.)

                    Required (Core) Courses in the Major (Total # courses required = 11)
Course Number          Course Title                                                                Credit Hours

COMD 220                 Introduction to Communication Sciences and Disorders                      3

COMD 281                 Speech Anatomy and Physiology                                             3

COMD 282                 Speech and Hearing Science                                                3

COMD 290                 Language Acquisition and Development                                      3

COMD 294                 Phonetics                                                                 3

COMD 312                 Language Disorders in Children                                            3

COMD 313                 Phonological and Articulation Disorders                                   3

COMD 351                 Introduction to Audiology                                                 3

COMD 393                 Aural Rehabilitation                                                      3

COMD 325 OR 381          Voice Disorders in Children and Adults – OR – Neurological Bases in       3
                         Speech and Language (one of these electives is REQUIRED)
COMD 480                 Clinical Procedures                                                       3

                                                                   Sub Total Required Credits      33


                Elective Courses (Total # courses required = 0 ) (attach list of choices if needed)
COMD 231                 Sign Language I                                                            3

COMD 232                 Sign Language II                                                          3

COMD 391                 Understanding Language and Linguistics within the Clinical Process        3

COMD 451                 Clinical Strategies                                                       3

COMD 452                 Speech and Language Therapy Techniques                                    3

COMD 310                 Prevention of Speech, Language, and Communication Disorders               3

COMD 490                 Clinical Practicum: Speech Pathology                                      3 or 6

COMD 325                 Voice Disorders in Children and Adults                                    3

COMD 381                 Neurological Bases in Speech and Language                                 3

                                                                     Sub Total Elective Credits    [0]


                                Cognate Courses (Total # courses required = 3)
SPED 203                  Cultural Diversity Issues in School and Society                          3

PYCH 227                  Development Through the Life Cycle                                       3

ENGL 323                  Introduction to Linguistics                                              3

                                                                    Sub Total Cognate Credits      9

                                                  TOTAL CREDITS REQUIRED FOR MAJOR IN              42
                                                COMMUNICATION SCIENCES AND DISORDERS

Distribution of General Education Requirements                                                     # of Gen Ed
Attach List of General Education Offerings (Course Numbers, Titles, and Credits)                   Credits

                                                                                                                  30
Institution: Bridgewater State College         Proposed Degree: Communication Sciences & Disorders


Arts and Humanities, including Literature and Foreign Languages                               [0]

Mathematics and the Natural and Physical Sciences                                             [0]

Social Sciences                                                                               [0]

                                                        Sub Total General Education Credits   [0]

                                            Curriculum Summary
                      Total number of courses required for the degree    40
                                Total credit hours required for degree   120
Prerequisite, Concentration or Other Requirements: Cognate courses are included in the table above




                             Graduate Program Curriculum Outline - NONE



                              APPENDIX C – COURSE SEQUENCE




                                                                                                     31
Institution: Bridgewater State College       Proposed Degree: Communication Sciences & Disorders



                                                               APPENDIX E – FACULTY FORM

                                         Summary of Faculty Who Will Teach in Proposed Program

                    Please list full-time faculty first, alphabetically by last name. Add additional rows as necessary.


Name of faculty             Check if     Courses Taught        Number     Division of   Full- or     Full- or part-   Sites where individual
member (Name, Degree        Tenured      Put (C) to indicate   of         College of    Part- time   time in other    will teach program
and Field, Title)                        core course. Put      sections   Employment    in Program   department or    courses
                                         (OL) next to any                                            program
                                         course currently                                            (Please
                                         taught online.                                              specify)

Example:
Ciocci, Sandra                 X          COMD 220            2          Day &         Full-time    No                Bridgewater State
Ph.D. Speech-Language                     COMD 294            2          Evening                                      College
Pathology                                 COMD 312            1
Professor                                                      1
                                          COMD 313            2
                                          COMD 393            1
                                          COMD 391            1
                                          SPED 203            1
Miller, Suzanne                           COMD 220            2          Day           Full-time    No                Bridgewater State
Ph.D. Speech-Language                     COMD 313            1                                                       College
Pathology                                                      2
                                          COMD 480
Assistant Professor                                            2
                                          COMD 381            1
                                          COMD 325
Abdallah, Joanne                          COMD 281            1          Day &         Full-time    No                Bridgewater State
M.S. Speech-Language                      COMD 282            1          Evening                                      College
Pathology                                                      2
                                          COMD 451
Clinic Director                                                2
                                          COMD 490            2
                                          SPED 203
Abdelal, Ahmed                            COMD 281            1          Day           Part-time    No                Bridgewater State
Ph.D. Linguistics                         COMD 282            1                                                       College
Visiting Lecturer                                              1
                                          COMD 294


                                                                                                                                               32
Institution: Bridgewater State College      Proposed Degree: Communication Sciences & Disorders

Caliendo, Glenna                          COMD 231        6          Day &        Part-time      No    Bridgewater State
M.A. Mathematics                                                      Evening                           College
Visiting Lecturer
Fellman, Fern                             COMD 290        2          Day          Part-time      No    Bridgewater State
M.A. Speech-Language                                                                                    College
Pathology
Visiting Lecturer
Meyer, Kym                                COMD 351        2          Evening      Part-time      No    Bridgewater State
M.A. Audiology                                                                                          College
Visiting Lecturer
Rankin, Evelyn                            COMD 290        1          Day &        Part-time      No    Bridgewater State
M.A. Speech-Language                      COMD 312        1          Evening                           College
Pathology                                                  1
                                          COMD 232
Visiting Lecturer




                                                                                                                             33
Institution: Bridgewater State College   Proposed Degree: Communication Sciences & Disorders

                                     APPENDIX F – FACULTY VITAE




                                                                                               34

				
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