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DOCTORATE

Doctor of Speech-Language Pathology · SLPD

Online or Limited-Residency | 28 Months | For Practicing SLPs
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Curriculum

The core and concentration courses are designed to enhance clinical, research, teaching, and leadership skills. The SLPD program with its limited-residency and online-only models will provide the flexibility for the practitioner to continue professional work obligations during the seven-semester, 40-credit program. The capstone emphasizes application of scientific principles related to the clinical problems seen in the discipline.

The SLPD program is committed to the development of the healthcare professional who can:

  • Demonstrate analytical methodologies for the evaluation of clinical practice and the application of scientific evidence.
  • Initiate evidence-based practice and policy strategies that optimize access to care and clinical outcomes
  • Develop knowledge expertise in an area of clinical research;
  • Influence ethical and legal management of healthcare through education of providers, consumers, and society at large;
  • Collaborate with interprofessional teams necessary to improve clinical care for populations of clients;
  • Integrate leadership expertise with clinical perspective and sound business practices to help transform the evolving healthcare system at local, regional, national, and international levels.
Limited-Residency Curriculum
Online Only Curriculum

Core Courses

All students are required to complete research methods/biostatistics courses as well as required leadership courses. These courses provide the foundation for the concentration courses and the ability to participate in and critique research.

Speech-Language Pathology Courses

These courses focus specifically on the discipline of speech-language pathology, emphasizing ethics, supervision, and evidence-based SLP practice.

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Concepts of leadership related to current healthcare organizations are examined. Specific concepts including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint and admission included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies and crisis communication are explored. Leadership functions and decision-making are analyzed.

This course is designed to prepare healthcare professionals with the knowledge, skills, and abilities necessary to make independent judgments about the validity of sources of evidence. The primary focus is on critical appraisal of research, including identifying potential sources of bias and making a professional judgment of the seriousness of the risk of bias. This course will also cover the concepts of evidence-based practice with emphasis on forming answerable clinical questions and effective literature search strategies. The evaluative approach to appraising the research literature will prepare the students to critique and judge evidence based on the accuracy and validity of diagnostic tests, effectiveness of clinical interventions, prognosis for patients with health-related conditions, and chance of harm or benefit from select preventative and therapeutic factors. Within key activities and assignments, students will formulate a key clinical question, rapidly search medical and health-related databases, perform a critical appraisal of research evidence, and describe the application of the evidence.

This course provides an introduction to general research principles and research ethics. The student will be introduced to the following topics in the research process: question formulation, principles of measurement, basic design and methodological features, issues of reliability and validity, and fundamentals of conducting a literature review. A quantitative article critique will be conducted in class and outside of class. The class format will include lecture, small group discussion, and practice.

This pass/fail course reviews PubMed, Index Medicus, other search methodologies, American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction and formats.

This course introduces the student to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and application to clinical issues.

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This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions.

This course is designed to prepare speech-language pathology students with the knowledge, skills and abilities necessary to make independent judgments about the validity of clinical research and to implement evidence-based clinical practice in clinical environments. This course focuses on the concepts of evidence-based practice, with emphasis on forming answerable clinical questions and effective literature search strategies. The EBP approach prepares students to find, appraise, and integrate evidence for clinical decision-making, with particular emphasis in this course on (a) prognosis for a given client, and (b) effectiveness of clinical interventions. Based on presentation of case scenarios, students will formulate the key question(s), rapidly search medical and health-related databases, select best available evidence, appraise the evidence using the EBP approach, and describe application of the evidence in a clinical context.

This course is designed to prepare the student with knowledge to assume the role of a speech-language pathology clinical supervisor. Topics related to supervision include its definition, history, theories, resources, major roles/responsibilities/styles of clinical supervisors, diversity, and expectations/needs of supervisees; the supervision of graduate students, speech-language pathology assistants, Clinical Fellows, and other rehabilitation professionals will be discussed.

This course builds on the knowledge derived from SLP 602 by introducing students to advanced clinical teaching skills requiring critical thinking and clinical problem solving and ethical decision-making. Students will also demonstrate effective communication and interpersonal skills, including accommodations appropriate for personal/cultural/linguistic factors and conflict resolution. Students will examine the research questions and methodology in the supervision literature. Students will identify supervision needs, develop a plan of action, demonstrate supervisory competence, and engage in effective supervisory behavior that includes advocacy, and recognition of the critical role of inter-professional practice.This course builds on the knowledge derived from SLP 602 by introducing students to advanced clinical teaching skills requiring critical thinking and clinical problem solving and ethical decision-making. Students will also demonstrate effective communication and interpersonal skills, including accommodations appropriate for personal/cultural/linguistic factors and conflict resolution. Students will examine the research questions and methodology in the supervision literature. Students will identify supervision needs, develop a plan of action, demonstrate supervisory competence, and engage in effective supervisory behavior that includes advocacy, and recognition of the critical role of inter-professional practice. Prerequisite: SLP 602

This course provides a comprehensive overview of ethics in the clinical practice of speech-language pathology (SLP). Students define and distinguish moral, ethical and legal foundations in clinical practice, analyze the cardinal documents of the profession, and compare and contrast national and state ethical standards. Additional topics include theories of ethics, professional malpractice, ethical principles of research, ethical decision-making, and how ethics can impact the various environments in which SLP practice occurs.

The purpose of this course is to learn basic interpreting biostatistics reported in peer- reviewed journal articles. Topics will include ways of describing data, how to graphically display data, and looking for and testing relationships or differences in data.

The primary professional focus for speech-language pathologists (SLPs) typically involves clinical practice; that practice can occur in a wide variety of settings, each with its own unique challenges and opportunities. This course explores current issues of organization and ongoing management of SLP clinical practice, with an emphasis on administration/organization/management of healthcare, school, and private practice settings.

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Faculty-directed clinical, basic, or applied research practicum, which may include but not limited to review of literature preparation, human subjects committee proposal development, data collection, and presentation/manuscript preparation. Graded Pass/Fail.

Optional course, may be taken in substitution for another course, with Program Director approval. May be repeated up to 6 credits.

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Capstone Residency, One course per semester until completion.

Concentrations (Students select one track; 3 courses, 9 credits required)

This track is for SLPs new to the profession (less than five years of professional experience) or SLPs with an interest in clinical research. The SLPD Clinical Research (CR) Concentration track offers a course of study for the SLP working in clinical practice that addresses the need for locating, understanding, and synthesizing research to meet the needs of complex clinical clients. Doctoral candidates will gain competencies related to the application of evidence-based practice concepts to determine efficacy of treatments or to compare treatments for challenging clients. Students will conduct a clinical investigation using a single-case research design. The investigation will include determination of a clinical research topic based on an intervention, appraisal, and synthesis of the evidence in the selected topic, and creation of a five-chapter evidence-based capstone project. Graduates may choose to advance the speech-language pathology practice through clinical research by submitting a presentation at a local, state, or national conference or peer-reviewed journal.

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This course is designed to provide students with the foundation for successful completion of an evidence-based practice (EBP) project. This course emphasizes knowledge of current expectations for speech-language pathologists engaging in EBP in clinical practice, familiarizing students with capstone progression, project quality and scope, and doctoral-level communication requirements. Each student is expected to develop the introduction, literature review, and method for the capstone project, and, if appropriate, submit the project to the Institutional Review Board.

This course is the second of three that are specifically designed to provide students with the foundation for successful completion of an evidence-based practice (EBP) project. This course emphasizes knowledge of current expectations for speech-language pathologists engaging in EBP in clinical practice, and familiarizing students with capstone progression, project quality and scope, and doctoral-level communication requirements. Prerequisite: SLP 606

This course is designed as a culmination of the student’s learning experiences, with an emphasis on the implementation and presentation of a complete evidence-based practice (EBP) project. Students are expected to demonstrate depth of knowledge in select areas of clinical practice through the advanced synthesis of information and expertise in interpreting and applying clinical research. The ultimate goal of the capstone project is that students will demonstrate the ability to function as independent clinician researchers and to use their knowledge and skills in order to effect systems change in professional environments. Prerequisite: SLP 607

This track is for SLPs with more than five years of professional experience and currently in higher education settings. The SLPD Healthcare Professions Education (HPE) Concentration track leads the student who would like to focus on teaching and learning in higher education. Doctoral students will explore the dimensions of adult learning, instructional design principles, and pedagogical methodology through a variety of courses which include practical applications for the development of healthcare professions education students. Coursework includes instructional theory, design/delivery, and evaluation and assessment of learning, education technology and curriculum development focused specifically on healthcare professions. Students will determine a research topic, locate, appraise, and synthesize the evidence in the selected topic, and create a five-chapter evidence-based capstone project for submission to a peer-reviewed journal.

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This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices.

This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed.

Choose one of the following (Semester 5):

This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans.

Students will learn how effective health professions curricula must integrate the basic and clinical sciences, connect didactic to experiential learning, be competency-based and time-variable, include andragogic underpinnings and approaches of delivery, and create meaningful program outcomes and assessment opportunities that verify quality and excellence. In addition timely issues such as the curricular incorporation of clinical experiences/education, the sociocultural aspects of healthcare, and pertinent accreditation issues and constraints for healthcare professions will be addressed.