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Mission Statement

Our Department Mission

The pursuit of excellence in the academic and clinical preparation of students in speech-language pathology, in conducting research, and in the provision of services to the University and to the community-at-large.

Our Department Goals

The Department of Speech-Language Pathology strives to:

  • Provide effective, state-of-the-art instruction and clinical education in speech-language pathology,
  • Contribute to the advancement of knowledge in the field through research and professional development, and
  • Serve the community by providing on-campus speech and language services.

We aspire to provide our students with the knowledge and skills needed to solve clinical problems, administer comprehensive assessments, and implement evidence-based interventions for a diverse client population in both medical and school-based settings.

Our Strategic Plan

Informed by our mission and goals, and those of the College of Health and Human Services (CHHS) and California State University, Long Beach (CSULB), this strategic plan outlines the ways in which the Department of Speech-Language Pathology intends to achieve its vision for the future.  We recognize that strategic planning is an ongoing process, given ever-changing internal and external needs. This plans maps our efforts through 2020, which will be evaluated, and, when necessary, revised each academic year.

Focus Area 1: Community Collaboration

Goal Statement (Community Collaboration): The Department will continue to strengthen community collaboration with local school districts, clinics, and medical settings, with an emphasis on:

  • Enhancing and sustaining adequate placement within local clinics and medical settings for all students interested in CD670 externships
  • Enhancing and sustaining adequate placement within local schools and educational settings for all students interested in CD686A externships

Issues: Through curricular changes, the Department has expanded the option for graduate students to complete an externship in a medical setting (CD670).  To date, the program has been successful in placing students for this externship option, within local medical setting; however, the medical placement coordinator notes that competition for placements in these settings is increasing, due to demand from other CSU programs and other California and out-of-state private programs.  At present, placements are not consistently available at specific sites and require extensive effort to identify.  The program’s school-based internship coordinator also notes a continued need to collaboration with local school districts to identify and sustain quality internships placements for students in school-based settings.  As with medical internships, at present the program has been able to identify adequate placements in the area, but continued efforts to sustain this success are also needed.

Outcomes: Maintain 100% placement success for placement of students who are completing both CD686A (school-based) and CD670 (medial-based) internships through 2020.


  • Develop a workshop on supervision as a resource and incentive for those who supervise CSULB students in school or medical placements.
  • Streamline CSULB affiliation agreements to allow for ease in execution by community partners.
  • Form an Advisory Board taskforce comprised of members from medical settings who can provide in-depth external stakeholder feedback on the most effective ways to identify, promote, and sustain placements for CSULB students.
  • Form an Advisory Board taskforce comprised of members from school settings who can provide in-depth external stakeholder feedback on the most effective ways to identify, promote, and sustain placements for CSULB students.

Focus Area 2: Clinic Resources

Goal Statement (Clinic Resources): Seek additional avenues for community outreach and involvement in acquiring external resources for the department and the clinic.

Issues: The Department clinic has a robust and important role within the local community in providing needed clinical services to community members across the lifespan. Presently, external funding for the clinic is limited to the revenue it generates from the fees.  These funds generated from fees support the daily operations of the clinic, including its equipment and administrative needs.  The Department does not currently receive sustained external funding from non-fee sources, such as sustained donations, grants, or contracts. Further, the Department anticipates some reduction in fee revenue, due to Medicare billing requirements, starting Fall 2018.  As such, additional revenue sources are needed.

Outcomes:  By 2020, 80% of clinic operational and equipment needs will be met with external, non-fee sources.


  • Work with CHHS Development Officer to identify and best highlight clinic resources and revenue as a key funding priority for the Department.
  • Identify and pursue creative ways to highlight and share clinic success, such as a Clinic eNewsletter, Client Success link on webpage, or other media related efforts.
  • Create an annual list of clinic needs (equipment and operational) to share with community partners and the Department’s Advisory board. Use this list to:
    • Consistently pursue applicable internal funding sources on behalf of the clinic (e.g., Lottery funds, alumni grants, etc.)
  • Compile a list of applicable external grant funding opportunities and form a taskforce (comprised of internal and external partners) to submit at least 1 grant proposals on behalf of the clinic annually.

Focus Area 3: Curricular Innovation

Goal Statement (Curricular Innovation): Assess and revise Department curriculum to include; a) assessing undergraduate curriculum on the topics of counseling and behavioral management, and b) implementing and assessing graduate curriculum on topics of telepractice, interprofessional education, and supervision. 

Issues:  Feedback from Department Advisory Board members, alumni surveys, and externship supervisors revealed a need for enhanced content in the area of counseling and behavioral management.  To this end, the Department created an undergraduate course in this area: CD464 -Behavior Management and Counseling in Speech-Language Pathology.  Assessment of this course is needed to ensure it is meeting its intended purpose. Further, the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) standards were revised, effective Fall 2017, to include additional emphasis on specific professional practice competency and knowledge and skills in the area of telepractice, interprofessional education, and supervision.  The program has content infused within each of these areas, but assessment of its effectiveness is needed, as is an evaluation of the Department’s curriculum overall relative to all new CAA Professional Practice Competency.

Outcome:  Submit curricular revisions (as needed) during the Fall 2018 curriculum cycle, given formal assessment of CD464 and CAA Professional Practice Competencies (Standard 3.1.1B).


  • Form sub-committees to:
    1. Assess the impacts of CD464 in meeting curricular intent
    2. Assess and recommend curricular changed (if any) relative to the content of CAA Professional Practice Competencies (Standard 3.1.1A)
  • Join the Council on Academic Programs in Communication Sciences and Disorders (CAPCSD) and fund a representative to the annual conference to learn and share best-practices and current national and state models in curriculum, clinical service provision, and related academic topics.