Department of Communicative Disorders
California State University, Long Beach
2010-2013
Strategic Plan
GOAL 1: Revise the graduate curriculum to address additional coursework specific to child language disorders, across the age span, from birth to adolescence, including collapsing content from the Department’s phonology seminar (CD663) into the child language seminar (CD662) and expanding the child language seminar to include two (2) comprehensive courses, covering the topics of both speech and language disorders in children: 1) 0-5 years of age, and 2) school age children (K-12).
GOAL 2: Address additional avenues for collaboration with local school districts and medical settings for student and faculty research opportunities.
GOAL 3: Seek additional avenues of community outreach and community leadership, fostering increased community involvement in acquiring resources for the Department and the clinic.
GOAL 4: Explore additional avenues for student learning and community education in the area of assistive technology and alternative and augmentative communication (AAC), including the development of either:
GOAL 5: Enhance the content of the newly created CD575 (Educational Topics in SLP) to include additional content in the areas of:
Insert the following. Note: the section titled Strategic Plan can remain unchanged.
Program Statistics
Note: The Department has two graduate programs, a Traditional M.A. Program and a Special Cohort M.A. Program (effective Fall 2008). When applicable information is addressed given each specific program.
Department Employment Rates in the Profession of Speech-Language Pathology (SLP) Upon Program Completion
Academic Year |
Number of Graduates |
Percentage of Graduates |
2010/2011 |
48 |
100% |
2009/2010 |
11 |
100% |
2008/2009 |
56 |
100% |
Student National Examination (Praxis) Passing Rates
Note: Effective Fall 2009 all students within both M.A. programs are asked to attempt the Praxis in the final semester of their graduate program (prior to graduation). Students are not required to pass this examination on the first attempt –or- to pass it prior to graduation. The data below represents TOTAL passing rates for both programs, given student attempts prior to and/or after graduation.
Academic Year |
Number of Students Who Attempted |
Total Pass Rate |
2010/2011 |
48 |
100% |
2009/2010 |
11 |
100% |
2008/2009 |
56 |
100% |
Graduate Program Expected Completion Rates
WITH CSD Undergraduate Degree (Full-Time Status)
Program |
Expected Length |
Special Cohort M.A. Program |
2.0 Years = 6 semesters consecutive, Fall, Spring, and Summer |
Traditional M.A. Program |
2.5 Years = 5 semesters, Fall and Spring only |
WITHOUT CSD Undergraduate Degree
Note: The Department no longer accepts students to either graduate program without required undergraduate pre-requisites. As such, the time indicated below is reflective of enrollment in the program’s Master's Preparatory program prior to completion of one of the Department’s graduate programs.
Program |
Expected Length |
Special Cohort M.A. Program |
Total of 3 years (9 semesters as follows): Post-Baccalaureate: 1.0 year = 3 consecutive semesters, Fall, Spring, and Summer Graduate Program: 2.0 Years = 6 consecutive semesters, Fall, Spring, and Summer |
Traditional M.A. Program |
Total of 3.5 years (8 semesters as follows): Post-Baccalaureate: 1.0 year = 3 consecutive semesters, Fall, Spring, and Summer Graduate Program: 2.5 Years = 5 semesters Fall and Spring only |
Graduate Program Actual Completion Rates
Academic Year |
Number of Graduates |
Number of Students Who Completed Within Expected Completion Times |
Number of Students Who Completed After Expected Completion Times |
Number of Students Not Completing |
2010/2011 |
48 |
100% |
0 |
1 |
2009/2010 |
11 |
100% |
0 |
0 |
2008/2009 |
56 |
100% |
0 |
0 |
