This website has been designed to meet the requirements of accreditation for the Master of Science (M.S.) education program in Speech Language Pathology {residential} at San Francisco State University, which is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA), 2200 Research Boulevard #310, Rockville, Maryland 20850, 800-498-2071 or 301-296-5700.
The current accreditation cycle by CAA is 2017-2025. Furthermore, the Speech, Language and Hearing Sciences (SLHS) credential program at San Francisco State is accredited by the California Commission on Teacher Credentialing (CCTC).
The speech-language pathology curriculum is designed to train competent, culturally sensitive speech-language pathologists who can appreciate and understand the importance of research in clinical practice. In order to accomplish this goal, a multitude of academic and clinical experiences are provided to the students under the direction of skilled instructors, clinical researchers and supervisors both on and off campus. The development of clinical skills requires academic knowledge, the ability to understand and engage in research and a sensitivity to clients' needs, values and cultures.
The SLHS department curriculum includes all academic and clinical experiences necessary for American Speech and Hearing Association (ASHA) certification in speech-language pathology, the State of California Speech-Language Pathology Services Credential (SLPSC) and the State of California license to practice speech-language pathology. Students are required to complete all academic courses. The practice of speech-language pathology in the state of California requires a license issued by the Speech-Language Pathology and Audiology Examining Committee Medical Board of California. Exempted settings are public schools and federal facilities. The academic and clinical requirements for the state license are similar to those of ASHA requirements in speech-language pathology.
This website serves as a repository and information resource in which our program processes and evidence are organized for each of the six CAA Accreditation Standards.
Program Structure
The speech-language pathology curriculum is designed to train competent, culturally sensitive speech-language pathologists who can appreciate and understand the importance of research in clinical practice. To accomplish this goal, the students are provided with many academic and clinical experiences under the direction of skilled instructors, clinical researchers and supervisors both on and off campus. Developing clinical skills requires academic knowledge, understanding and engaging in research and sensitivity to clients' needs, values and cultures.
Our curricula prepare students to meet the standards of American Speech and Hearing Association (ASHA) certification in speech-language pathology, California state licensure in speech-language pathology and the California Speech-Language Pathology Services Credential.
A total of 35 units of academic courses are required for the Master of Science degree in speech-language pathology. Clinical practica totals six units. Internships totaling 14 units are based on the number of experiences necessary for the student to obtain the 375 clinical clock hours plus 25 observation hours required for ASHA certification and California state licensure. Students should plan to complete these requirements over a minimum of 5 full-time semesters, which includes a summer session. The program is delivered in a face-to-face/residential modality, with modifications available to students in internship placements located outside of the San Francisco Bay Area (during the second year of the program).
Students who wish to pursue a specialization may need to take up to 15 additional units, which will result in an additional one to two semesters of graduate work.
The mission of the Department of Speech, Language and Hearing Sciences (SLHS) at San Francisco State University is based on our commitment to antiracism and other forms of anti-discrimination as fundamental to our professions and essential to our preparation of professionals to:
- Identify, challenge and dismantle institutional, environmental, sociocultural, informational, attitudinal and linguistic barriers to accessible, equitable and transformative communication for individuals with communication disabilities and those whose right of expression are diminished or silenced;
- Develop, model, disseminate and adopt best practices in the provision of equitable, competent, compassionate and culturally/linguistically responsive services to individuals with communication disabilities across the lifespan and
- To promote linguistic diversity and recognize the use of different languages and Englishes among our students and professionals as an asset to our academic and professional community.
The vision of the SLHS department at SF State is to be a leader in the field of Speech, Language and Hearing Sciences for advancing critical thinking, equity and scientific rigor. We aspire to meet the challenges of creating pathways for recruiting, supporting, retaining and nurturing highly qualified students and professionals who represent diverse histories, identities, life experiences and perspectives. The SLHS administration, faculty, student body and professional partners represent a community of practice that respects and supports individuals with communication disabilities; that integrates research with clinical practice; that embodies equity; and that fosters an inclusive student/professional community in service of accessible communication for all.
- Strategic initiative 1: Acquire, incorporate and develop university resources and address systemic inequities to support a growing department.
- Strategic initiative 2: Refine curriculum to reflect social justice, equity and anti-racism through evidence-based practice and cutting-edge clinical research.
- Strategic initiative 3: Meet the urgent need for diverse racial/ethnic, cultural, disability and socioeconomic representation in our student body and in the field at large, especially traditionally underrepresented and marginalized groups.
- Strategic initiative 4: Deepen the integration of technology into teaching, clinical work and research to support diversifying student body and access equity.
It is integral to the Mission, Vision and Strategic Initiatives of the Department of Speech, Language and Hearing Sciences (SLHS) at San Francisco State University to have cycles of evaluation embedded at key points throughout the academic year.
The evaluation process includes:
- A yearly evaluation process
- Multiple sources of data from all stakeholders
- Key student assignments embedded within clinical, academic and professional practice competencies
- Timely provision of student support
Our improvement cycle is based on tools such as “Plan-Do-Study-Act.” More information about our continuous improvement process can be found on the Data Kitchen website.