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LEARNING GOALSGraduate students enrolled in the CSD Program, upon completion, will: Engage in advanced academic coursework developing research-based andtheoretical understanding of the field in order to become competent researchersand/or clinicians through thoughtful discussion and scientific investigation.Gain the knowledge and skills to be competent and compassionate speech languagepathologists who effectively assess, diagnose, and treat persons with communicativedisorders.Demonstrate maturity, responsibility, empathy, professionalism, and effectivecommunication skills as guided by the American Speech-Language HearingAssociation’s (ASHA) Code of Ethics8

ADMISSIONS POLICIES AND PROCEDURESThe CSD Graduate Program uses Communication Sciences and Disorders ComputerApplication System (CSDCAS) to collect all requirements for admission, which are as follows:a. Iona University Graduate Admission Applicationb. CSD Supplemental Applicationc. Three letters of Referenced. Graduate Record Exam (GRE) Scores (recommended, not required)e. Resumef. Brief VideoThe most successful candidates will have completed all pre-requisite courseworkrequirements, written a well-organized and unique personal statement, obtained threestrong letters of reference, scored between a 140-160 on each section of the GRE, earned aminimum 3.3 grade point average for all major courses, and documented a myriad of workand extracurricular experiences on their resume.The application process will begin when the University has received all of the above materialthrough CSDCAS. Completed applications will be reviewed by a Graduate AdmissionsCounselor and Iona University faculty members. Faculty members will independently evaluateeach application and assign a rating based on a judgment of the applicant's overall potentialfor successful graduate study based on the documents submitted with the student’sapplication. Students will receive information about their admissions’ status within the springsemester of their application.Conditional Acceptance & Support PlansIf all prerequisites are not complete at time of admission, applicants will receive a conditionaladmittance until all prerequisite courses are complete.If applicants earned less than a B, but higher than a D , in a prerequisite course and/or havea GPA lower than a B, a support plan for the applicant’s first semester of study will beimplemented. Prerequisites with less than a C cannot be accepted. Support plans may includethe following: seminars addressing challenging content for the applicant, 1:1 meetings withthe program director to enhance study and organizational skills, registration for a 1-creditsupport class (CSD 599) and other colloquia to support the applicant’s transition to graduatestudies in CSD.Transfer CreditA student wishing to apply credit earned at another institution of higher education to amaster’s degree at Iona University must obtain a New York Presbyterian Iona School of HealthScienceGraduate Programs Transfer Credit Authorization form from the Admissions ’ office.This form requires the signature of the Department Chairperson or Graduate ProgramDirector and a representative from the Dean’s office. The student must also have anofficial transcript from the other institution sent to the Admissions office. It is stronglyrecommended that students have transfer credit approved prior to enrolling. Courseworkmust have been completed within the past five years with a minimum grade of B, and may9

not have been used for any other degree program at any other college/ university. Coursework must be clearly delineated at the graduate level and directly relate to theconcentration of Speech- Language Pathology. A maximum of six (6) credits from otherinstitutions may be transferred for credit towards the graduate degree with a concentrationin in Speech- Language Pathology.10

English Language CompetencyThe Iona University CSD Graduate Program will follow the Iona University GraduateAdmissions English Language Policy, which is stated on Iona’s uate-arts-science.aspxThe English Language Policy is as follow: IBT TOEFL: 80 or better, OR IELTS: 6.5 or better11

CURRICULUMDegree CompletionThe Master of Arts degree program in Speech-Language Pathology is a competency-basedprogram. Therefore, students are expected to achieve a minimum competency level of B inrequired didactic courses and clinical education practicum.The minimum graduate requirements for the Master of Arts degree program in Speech Language Pathology are: 58 semester hours of course work, consisting of, at a minimumo 45 required semester hours (15 courses) in the Speech-Language Pathologycurriculum, ando 13 required semester hours in clinical practicum (5 practicum courses)an overall graduate grade point average of at least 3.00 (A 4.00) with a minimumcompetency level of B in all courses and clinical practicum;400 clock hours of clinical observation and practicum with individual clients. Clockhours must be distributed as follows:o Clinical Observation (25 clock hours minimum) prior to beginning initialclinical practicumo Clinical Practicum consisting of direct client/patient contact (375 clock hoursminimum), at least 325 clock hours at the graduate level.Sample Typical ProgramFall Semester 1CSD 515 Language Disorders in ChildrenCSD 505 Neuroanatomy and PhysiologyCSD 603 Advanced Speech Sound DisordersCSD 610 Practicum 1Spring Semester 1CSD 500 Language Disorders in AdultsCSD 615 Evaluation Procedures for Diagnostic Purposes in Speech-Language PathologyCSD 524 Dysphagia in Adults and ChildrenCSD 611 Practicum 2SummerCSD 519 Language Development and Disorders in School-Age ChildrenCSD 521 Augmentative and Alternative CommunicationCSD 580 Clinical CommunicationCSD 612 Practicum 3Fall Semester 2CSD 570 Aural RehabilitationCSD 517 Research Methods in Speech and Hearing12

CSD 581 Cognitive Communication and AgingCSD 613 Practicum 4Spring Semester 2CSD 501 Voice DisordersCSD 575 Fluency DisordersCSD 527 Social Communication Development and DisorderCSD 614 Practicum 5Program DurationStudents are required to spend a minimum of five semesters (including the summersemester between the first and second years) to complete the requirements for the M.A.degree. Any of the following is likely to require extension of the minimum duration forcompletion of the program of study and delay graduation: Unsatisfactory performance in academic courses Unsatisfactory performance in clinic practica or externship assignments Violation of the ASHA Code of Ethics.If it is necessary for the graduate student to alter his/her graduate education by reducingthe number of courses and/or clinical assignments during one or more semesters due toillness, family situations, etc., the duration of his/her graduate education is automaticallyextended and he/she should not expect to graduate according to the originally projectedgraduation date. Students who accept clinical practicum placements that requirepreliminary training or other commitments that extend the residency period beyond theduration of graduate study specified above should not expect to graduate according to theoriginally projected graduation date.Continuous EnrollmentStudents who fail to complete all academic or clinical requirements in the minimum timeperiods described above must maintain continuous enrollment as a condition of theircontinued candidacy for the graduate degree.Leaves of Absence, Withdrawals, & ReadmissionStudents will follow the University policies in regards to leaves of absence and withdrawals,all which are stated in the Iona University Graduate Catalog. It should be noted that since CSDcourses are offered only once per academic year and require a certain sequence in order tooptimize learning, a leave or withdrawal will put the student significantly behind in his orher plan of study. For example, if a student withdraws from all courses during the Fallsemester, the student will not be able to rejoin the program until the following Fall.Students who have been inactive for one year (two semesters) or more must file anapplication for readmission and remit a reapplication fee. Students should note thatrequests for readmission will be reviewed under the admission requirements in place atthe time that the request is submitted. Please see the Graduate Catalog and the Office ofGraduate Admission for additional information.13

Student RecordsStudent progress toward acquiring competencies required for graduation and certification(i.e., CAA standards & CFCC standards) will be documented using a web-based trackingapplication, CALIPSO, to enable you to have access at any time to your academic and clinicalprogress through the program. In addition, during each academic term, you and the graduateprogram director will update your progress by the graduate program using the KASA feature inCALIPSO. This form will summarize your progress through the program. It will also help youverify that your degree completion is on track and that the prerequisites for your Clinical Fellowship(CF) are up-to-date.Upon graduation, students are provided with their academic and clinical records (i.e., all clinicaldocuments; documents in CALIPSO). Records are maintained in a locked cabinet in the CSDdepartment. If alumni are in need of their records, a formal request to the CSD Program Directorshould be made. Paper records are maintained for 5 years and CALIPSO records are maintainedfor 8 years. The program director and department administrative assistant have access to paperrecords; the program director and clinic director have access to the CALIPSO records.In addition, current students and graduates may obtain an official transcript by visiting:Transcripts & Enrollment Verification Iona UniversityThe CSD program follows all University policies and procedures in regards to studentrecords. Please contact the Provost office for additional information about University policy.14

Inter-Professional Education at Iona UniversityAll CSD Students participate in the Iona University Inter-Professional Education (IPE) Curriculum which areacademic modules built into courses across the Graduate CSD Curriculum.IPE is defined as educational activities where “ two or more professions (students, residents and healthworkers) learn with, about, and from each other to enable effective collaboration and improve healthoutcomes.” (World Health Organization, 2010). While IPE has its roots in healthcare, it is not exclusive tohealthcare delivery and is applicable to a range of practice settings including education. At Iona University,Faculty in Communication Sciences and Disabilty (CSD), Education, Marriage and Family, Nursing,Occupational Therapy, School Psychology, Mental Health Counseling, and Social Work programs havecollaborated on developing the Iona University IPE curriculum.IPE prepares pre-professional students for interprofessional collaborative practice which has beendemonstrated to impact positively what is known as the Quadruple Aim of healthcare (Institute of HealthcareImprovement, 2007, Bodenheimer & Sinsky, 2014).This illustration indicates that interprofessional education (and collaborative practice) contributes toenhanced provider well-being, which leads to improved quality of care and patient experience, whichcontributes to improved population health, which reduces the cost of care.The mission of the Iona University IPE Initiative is to prepare professional degree students for competentinterprofessional collaboration, characterized by cultural and professional humility, in a broad range ofpractice settings. As such, our graduates will be reflective practitioners who are: Aware of how their personal and professional positionalities influence and impact upontheir relationships with other professionals and those they serve Committed to client-centered interprofessional practice Skilled in interprofessional communication that fosters high quality, integrated service delivery Capable of delivering trauma-informed, culturally-sustaining services within theirpractice communities Adept in the use of self-care strategies that allow them to persist in their professions15

Poised to serve as effective change agents in the pursuit of social, economic, and environmentaljusticeThe Iona University IPE Curriculum includes an introductory module, a case-based curriculum, andopportunities to participate in IPE service learning and fieldwork experiences.Bodenheimer, T. & Sinsky, C. (2014). From triple to quadruple aim: Care of the patient requires care of theprovider. Ann. Fam Med, 12(6): 573-6. Doi: 10.1370/afm.1713.16

EVALUATION OF STUDENT PERFORMANCEAll classroom assessment measures will reflect the individual course goals and objectives,which will be provided in writing and distributed to all students during the first week ofeach class. All course objectives must be directly related to the program’s learning goals.Evaluation by written examination, aural examination, oral presentation, group activities,projects, research papers, and competency testing are among some of the techniques to beused by the faculty. Clinical practicum performance will be evaluated based on specificobjectives determined by each practice setting.Knowledge and Skills AcquisitionKnowledge and Skills CompetenceThe current MA in Speech-Language Pathology curriculum is in accordance with the Council forClinical Certification in Audiology and Speech-Language Pathology’s (CFCC) 2020 standardsand the CAA’s 2017 standards. The course sequence has been reviewed and adapted to complywith these standards to provide you with multiple opportunities to acquire and demonstratecompetency in all the knowledge and skills areas. Every course syllabus will list a set ofstandards (i.e., knowledge and/or skills) that will be met upon successful completion of thecourse. The department has set a competency of 80% or better on each of the assessments aimedat fulfilling the standards. (See Knowledge and Skills Summary in Appendix.) Additionally, inorder to demonstrate acquisition of these knowledge and skills, the status of all graduate studentsis monitored in formative and summative manners. Formative assessment is on- going andexamples of formative assessment include quizzes, homework assignments, projects, papers, andmid-term assessments in academic and clinical courses, clinical supervisor comments ondiagnostic reports, weekly therapy plans, and long-term therapy plans. Examples of summativeassessment are final assessments and grades in academic and clinical courses, supervisor’scomments on end of semester progress reports, ratings of clinical skills using the evaluation formin CALIPSO and a comprehensive examination required for graduation. Iona’s graduate programin speech-language pathology is designed to assess and track students’ ongoing progress in boththe academic and clinical components of their programs.Knowledge and Skills Remediation PlanIf a student fails to achieve the minimum competency level specified for a given assessm entwithin a course, the instructor will provide the student an opportunity to remediate theknowledge/skill area. Such remediation might entail retaking a part or all of the assessment orcompleting another assessment specifically designed to address the specific knowledge and/orskills area. The faculty member will provide a time-line for completing the remediation. Unlessstated otherwise, students are required to complete the remediation prior to the commencementof the next semester/Graduation. The remediation is offered as a means of ensuring thatstudents achieve a minimum level of competency on all standards. Any improvements inknowledge and/or skill as a consequence of the remediation plan will not be considered towards the finalcourse grade. A note of the remediation offered to each student and the outcome of the processwill be documented in the student’s file (see Appendix B), in accordance with theDepartment’s knowledge and skills-tracking process. All remediation plans, along with student'sachievement of knowledge and skills, will be posted by the Program Director to the student'sCALIPSO account each semester.17

Policy on ExaminationsAll examinations or skill/competency evaluations shall be stated and dated clearly in eachcourse outline at the start of the semester. If the course schedule must be revised, theinstructor will provide adequate notice. Unless stated in the course outline, there will be norepeat testing for failed student performance. Students will only be excused from any type ofperformance evaluation with a documented reason for the absence. Any student who mustbe absent from an exam must notify the course instructor in advance. Documentation for theabsence must be given to the course instructor. In the event of an emergency, the studentmust make every effort to contact the instructor on the day of the exam using the contactinformation provided in the head of the syllabus for the class, and must provide writtendocumentation immediately upon returning to the University. Make-up examinations will bescheduled at the discretion of the course instructor. The student must coordinate with theinstructor with regard to suitable date and conditions of any make-up examination or otherform of performance evaluation.Policy on Written AssignmentsAll written materials submitted in fulfillment of the Speech-Language Pathology program’scoursework and other obligations must meet professional standards. Each written documentsubmitted must be clearly legible, complete, and concise and must meet the requirementsand criteria established by the course instructor or clinical supervisor. The writing skills ofa professional must efficiently and effectively communicate critical information needed bythe reader. The professional standard established for the Speech- Language Pathologyprogram is the sixth edition of the Publication Manual of the American PsychologicalAssociation. Unless otherwise stated, all written assignments must be typed or electronicallyprinted. Each student is responsible for proofreading all written work for both content andstyle before submission. Students are expected to produce original work. Proper citations ofreference materials must be made at all times. Any student representing another student’swork as her or his own shall be subject to disciplinary action.18

GradesThe graduate degree program in Speech-Language Pathology is a competency-basedprogram. Therefore, students are expected to achieve a minimum competency level of “B”in all required courses. Grades are earned as follows:AAB B93-10090-9287-8983-86BC CF80-8277-7973-76 73If a student receives a grade of “C ” (or lower) in a required course, he/she must meet withthe Program Director prior to beginning additional course work.1. Students who receive a grade other than “A,” or “B” in a course taken for credittoward the graduate degree must comply with a competency-based remediationplan agreed to by the student and a group of CSD faculty. If after one remediationthe student has still not met all competencies addressed in the course, the student'sfaculty group may opt to deny th

The graduate program in Communication Sciences and Disorders is part of the Department of Communication Sciences and Disorders and is housed in the New York Presbyterian Iona School of Health Sciences School of Iona University. The Graduate CSD Handbook is designed to assist students with their course of study while at Iona University.