Standard IV: Students

Standard 4.0 Students

4.1 Admissions Criteria

Students accepted into the SHU SLP graduate program must have at least a 3.0 cumulative undergraduate GPA, and at least a 3.3 GPA in the basic science and SLP pre-requisite coursework, with no grade below C, must have completed 25 hours of observation of certified SLP practice, submitted GRE scores, and 2 letters of recommendation from academic sources. An interview is also generally required. These standards meet or exceed those of the University as a whole, as can be seen in the information provided in the Graduate Catalog:

and the Admissions Office website as well as at the SLP website.

As stated in our application, our pre-requisite GPA requirement is higher than the University's because our experience suggests that students need to master the basic science and other pre-requisite material at a relatively high level in order to succeed in a graduate SLP program. We believe our use of interviews also assists us in matching students to our program.

4.2 Student Adaptations

The SHU SLP program makes all reasonable accommodations to promote inclusion and student success. The University Graduate Catalog states the University’s policy on respect for diversity.

SLP Department policy on non-discrimination and on students with disabilities is stated on p. 1 and 37 of the SLP Student Academic Manual and on p. 7 and 24 of the SLP Student Clinical Manual.

University policy for accommodating students with disabilities and the services provided by the Office of Special Learning Services are described in the University graduate catalog.

Because of the importance of English Language proficiency in the ability to acquire knowledge during graduate study, and to deliver services in clinical placement, the SLP Student Academic Manual also states the Departmental policy on English Language Proficiency on p. 32.

4.3 Student Intervention

As explained in our application, each student’s academic performance is reviewed by the full faculty at each midterm Any student failing or at risk of failing to acquire any knowledge or skill competency is identified and instructed to meet with the advisor to develop a plan to address the issue. These students are reassessed at the end of the semester to ensure the plan has been effective. If it has not, the student is referred to the Professional Performance Committee for further action. Similar procedures are followed by Clinical Educators in monitoring and addressing clinical skill deficiencies.

The Professional Performance Committee (PPC) monitors the implementation of intervention plans. The PPC, along with DCE and Chair reviews all students’ performance at the end of each semester. Any student with a GPA below 3.0 or a grade in any course or clinic below B- or who has not met all competencies expected for that semester will be notified by the PPC of probabtionary status and required to develop a Contract of Remediation with the appropriate advisor. Return to good stand is contingent on the PPC’s decision that the Contract of Remediation has been fulfilled.

These processes are spelled out in the SLP Student Academic Manual entries on Academic Probation (p. 29), Advancing with the Curriculum (p. 30), Remediation (p. 50), and in the SLP Student Clinical Manual Remediation section (p. 37).

4.4 Student Information

Students are informed about the program's policies and procedures, expectations primarily through the SHU SLP Academic and Clinical Manuals.

4.5 Student Complaints

Students are informed about the processes that are available to them for filing a complaint against the program:

4.6 Student Advising

Each student is assigned both an academic and a clinical advisor who meets with the student at least once during each semester of the graduate program. The schedule for advising is given in the SLP Faculty Handbook (p. 37). Faculty contact students each semester to arrange these meetings.

Students are provided with information regarding advising in the SLP Student Academic Manual (p. 28) and in the SLP Student Clinical Manual (p. 29).

Faculty fill out a form at each advising meeting to document the advisement session. Hard copies of these forms can be found in each student’s Department file.

4.7 Student Progress Documentation

As stated in our application, progress in clinical education is documented through CALIPSO, which records each student’s clinical hours, including distribution of ages, cultural differences, severities, and types of disorders. Progress through the academic program is tracked by academic advisors through regular meetings with each student each semester. Records of these meetings are kept in each student’s Department file. In addition, full-faculty review of all students’ performance takes place at a faculty meeting midterm each semester. View a Sample Student Midterm Review (names have been removed).

Finally, the Chair, DCE and Chair of the Professional Performance Committee review all graduate students’ transcripts at the end of each semester to ensure none has earned a GPA below 3.0 or a grade below B- in any course or clinic.

4.8 Availability of Student Records

As explained in our application, student academic records are maintained by the Office of the University Registrar. The Registrar maintains student records in paper form for five years and electronically indefinitely. Students receive an updated transcript each semester from the Registrar, and may request an official transcript at any time after graduation for $9.95 from the Registrar’s office. Clinical records are kept on CALIPSO, which students may access at any time. CALIPSO maintains indefinite access for all students and graduates. In addition, the DCE downloads each student’s CALIPSO file upon graduation and keeps an electronic copy as a back-up. To assist students in qualifying for the relevant credentials (ASHA CCC, CT State Department of Health license, CT State Department of Education SLP Teacher Endorsement), the Coordinator of Educational Placements reviews each student’s transcript upon entry into the program and alerts the student to courses that will be needed for CT teacher endorsement. A list of these courses for each student is sent to academic advisors, who remind students of the need to complete these requirements at advising meetings. Information on credentialing is made available to students in detail in the SLP Student Academic Manual (p.22-26) and is reviewed both at Orientation and in the Capstone Course (SLP 690).

4.9 Student Support Services

As stated in our application, students are informed about student support services on the following University websites:

This information is also presented at a mandatory Graduate student orientation for all new students.

Information on student support services is also given in the SLP Student Academic Manual (p. 56).