Description

ASHA is moving towards a competency-based model for certification as a speech-language pathologist (SLP). Programs can capitalize on this change by not only modifying their method of assessing student knowledge and skills but also their overall approach to student learning. Most graduate SLP programs classify the majority of their coursework based on the big nine disorder areas. In addition, it is common for each of those nine disorder areas to be given nearly equal weight in terms of course credits. In many ways this view of curriculum is at odds with competency-based education which emphasizes outcomes not the amount of time spent learning each content area. This session will present multiple, alternative designs for coursework and clinical practica that more closely align with competency-based education.

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