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CCTC Accreditation 2022

Speech-Language Pathology

Contact Person
Sabrina Nii

Sergio La Porta

Associate Dean
Song Lee

For technical issues
Contact Laura Rabago at

1. Program Summary

Program Design 

The Department of Communicative Sciences and Deaf Studies (CSDS) is part of the College of Health and Human Services at California State University, Fresno. The program offers five options at the undergraduate level and two at the graduate level. The speech-language pathology option includes academic coursework and clinical practicum. The graduate academic coursework in speech-language pathology is primarily seminars. The graduate speech-language pathology program is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CFCC) and the California Commission on Teacher Credentialing (CCTC).

A shared governance model is used within the CSDS department. Faculty work collaboratively to make key curricular decisions. Communication within the program and among the institution is ensured by several mechanisms. First, there are twice-a-month meetings of all CSDS faculty. These meetings address all current student, program, and college issues. Second, the department chair attends twice-a-month Dean’s Cabinet meetings. Third, the CSDS graduate coordinator has regular meetings with the Division of Graduate Studies. Fourth, CSDS has a faculty member who attends all sessions of the Academic Senate. Fifth, CSDS faculty participate in a variety of university and college committees—relevant information from those committees is shared during the CSDS faculty meetings.

Coursework and field experiences are structured to meet ASHA Standards. Accordingly, our program of study is designed to ensure that candidates demonstrate knowledge in the following areas:

  • Professional practice competencies
  • Foundations of speech-language pathology practice
    • Identification and prevention of speech, language, and swallowing disorders and differences
    • Evaluation of speech, language, and swallowing disorders and differences
      • Intervention to minimize the effects of changes in the speech, language, and swallowing mechanisms
      • General knowledge and skills applicable to professional practice

There have been no major changes in the program over the past 2 years. However, there have been several modifications. For example, in response to employer feedback regarding the need for additional instruction in IEP development, training access to the Special Education Information System (SEIS) was obtained and an assignment was added to our course sequence to address this need. A guest lecture was also added to our CSDS 114 course to ensure students start being exposed to this information earlier on in their program. The impacts of changes such as these are reviewed at least annually through the Student Outcome Assessment Plan (SOAP) process.

Means for stakeholder input include normal communication with the faculty, department chair, and the dean; participation in or comments to the CSDS advisory committee; written client evaluations of the services performed in the CSDS speech and hearing clinic; and public comments to our accreditation body, the Council on Academic Accreditation in Audiology and Speech-Language Pathology. Additional input is obtained by employer, alumni, and graduate student exit surveys.

Course of Study (Curriculum and Field Experience)

Description of the Sequence of Coursework, Including Courses in Critical Areas

Generally, a bachelor's degree in speech-language pathology is required to apply to the graduate program in Speech-Language Pathology. For students with a bachelor's degree outside of speech-language pathology, students may complete a prerequisite "bridge" program to take the required undergraduate prerequisites. These bridge programs should include coursework in normal communication development and processes, disordered processes and development, diagnostic and treatment methods, audiology, and statistics. It is strongly recommended that applicants have a minimum of 30 units of prerequisite courses for consideration for full classified admission Currently, Fresno State does not have a formal "bridge" program of this nature.

Upon admittance to the graduate program in Speech-Language Pathology, students move through the program in a cohort. Exhibit 4.1 provides an outline of the current course sequence. Courses are designed to address critical areas, including work with students from culturally and linguistically diverse backgrounds (e.g., CSDS 214) and a wide variety of disability eligibility areas (e.g., CSDS 202, CSDS 204, CSDS 210, CSDS 214, CSDS 215, CSDS 216, CSDS 218, CSDS 220).

Coordination and Connection of Coursework with Fieldwork

Field placements (practicum) occur throughout the candidate’s academic coursework to allow for opportunities to integrate the knowledge and skills obtained during courses into field experiences. The program of study is organized in such a way that courses and clinical practicum taken early in the program are expanded upon and supplemented in courses and practicum taken later in the program.

During their field experience, candidates are required to practically apply their knowledge gained from coursework. During their CSDS 257 student teaching placement, candidates acquire experience with a variety of speech/language disorders, assessment and intervention techniques, and diverse populations that may range in age from birth to 22. Candidates participate and demonstrate proficiency in the following: speech/language/hearing screening, evaluation, and intervention; writing, presentation, and implementation of IEP/IFSPs; a variety of service delivery models; provision of services for children with Autism Spectrum Disorder; assistance to classroom teachers in providing modifications and accommodations of curriculum for students; and monitoring of student progress. In addition, each candidate exhibits understanding of multi-tiered intervention (e.g., response to intervention). Candidates engage in consultation and/or collaboration with teachers and other relevant personnel as part of a school field experience. Candidates consult with teachers, other personnel, and families during the prevention, assessment, and IEP process.

Number and Type of Field Placements

During their graduate program, candidates complete three semesters of CSDS 230 in the California State University Fresno Speech, Language, and Hearing Clinic or in a community clinical placement. During this placement, candidates provide speech/language therapy under the direct supervision of a certified and licensed speech-language pathologist (clinical supervisor).

Candidates obtain practice in selecting, administering, and interpreting a variety of assessment instruments that are valid, reliable, and culturally sensitive to a variety of ethnically diverse clients. Candidates plan, implement, and evaluate treatment and write reports while maintaining cultural sensitivity to the clients in which they serve.

During their second semester on campus, candidates concurrently complete their audiology clinical practicum experience (CSDS 250). Within this placement, candidates demonstrate the ability to appropriately interpret diagnostic audiological test results along with suggesting appropriate recommendations. Candidates are also required to develop aural rehabilitation therapy plans, goals, and objectives. Outcomes must be charted appropriately while making modifications as needed as well as documenting the effectiveness of treatment.

Once candidates complete their three semesters of on campus clinical practicum in CSDS 230, they then complete a clinical practicum assignment in the public schools (CSDS 257) under the direct supervision of a master clinician/supervisor in a school setting. While completing their CSDS 257 student teaching, candidates are concurrently enrolled in CSDS 209, Professional Issues in Communicative Disorders (1 unit). Students also complete an externship in  speech-language pathology (CSDS 267), often in a medical or private practice setting.

Field Supervision, Advisement, Evaluation: Frequency, type, from BOTH the program personnel and the district employed individual (master teacher) with required in a program

During the program, candidates are guided and coached on the practical application of their knowledge and skills gained from their coursework. Performance is evaluated using formative processes. During both their on-campus (CSDS 230) and off-campus (CSDS 257) practicum in the CSUF Speech, Language and Hearing Clinic and in local school districts, candidates are directly supervised by a licensed and certified speech-language pathologist. While completing on-campus clinical practicum, candidates receive a written 3-week, midterm, and final evaluation from their clinic supervisor as well as regular verbal and/or written feedback throughout the semester. During their student teaching, all candidates receive a written midterm and final evaluation, with some also receiving a 3-week evaluation (at master teacher discretion).

Throughout their student teaching field experience, the university supervisor provides supervision via emails and telephone conversations with the candidate and master clinician. The university supervisor may visit the school site during the semester, although the master clinician remains as the primary direct supervisor.

Assessment of Candidates

There are two primary means by which CSDS graduate speech-language pathology candidates are assessed for program competencies: The Knowledge and Skills Acquisition process and the clinical practicum evaluations. As described in the following two paragraphs, these assessments are conducted throughout a candidate’s academic and clinical program. Candidates are informed of these assessments during first semester orientation meetings, first meetings of the relevant courses, and in the program’s graduate student handbook. These assessments are currently conducted using CALIPSO, a web-based evaluation tool aligned with the CFCC standards.

Knowledge and Skills Acquisition (KASA)

The KASA form records the clinical and academic standards set forth by the American Speech, Language, and Hearing Association (ASHA) that are required for all students as they progress through the graduate program. Classes are identified in which each of these standards is addressed. For each of these classes, competency verification is monitored using CALIPSO to ensure that each student is gaining the knowledge needed to meet those standards as they move through the program. While the student is taking those classes that have been identified, the instructor uses CALIPSO to document that the specified academic and clinical competencies are met. If a student does not demonstrate competency, an action plan is established and the instructor works with the student to ensure that the competencies are addressed and mastered prior to graduation. Each semester, the graduate student meets with their academic advisor to monitor acquisition of required competencies. If competency is not demonstrated in any area, the academic advisor would then be aware of that in addition to the instructor. The academic advisor and instructor will continue to work with the student to try to ensure that the competency is mastered prior to moving forward in the program. However, if a competency is not mastered by the time of graduation, then the KASA evaluation will not be approved, and the student will not be eligible for the Certificate of Clinical Competence through ASHA.

Supervisor’s Evaluation of Candidate Performance (includes on campus clinical placement and educational field placement).

The CALIPSO performance evaluation is completed for each student by his or her clinical supervisor every semester. This performance evaluation is completed following each on-campus (CSDS 230), student teaching (CSDS 257), and externship (CSDS 267) clinical experience. 

Location, Delivery Model, and Pathway

Location Delivery Pathway


Delivery Model


Main Campus

In-Person; academic courses are taught in a face-to-face format, clinical experiences start on campus and move into the community as the program progresses

Traditional Student Teaching

2. Organizational Structure

3. Faculty Qualifications

Faculty Distribution Table

Faculty Distributions



Cynthia Cavazos

Full Time



Katrina Kuyumjian

Part Time

Jamie Hammond

Part Time

Wendy Garbarino

Part Time

Louise Mueller

Part Time

Courtney Gebhart

Part Time

Misty Carlson

Part Time

Amanda Fitts-Caress

Part Time

Amber Ladd

Part Time

Edith Mendez

Part Time

Amy Prince

Part Time



Frances Pomaville


Donald Freed


Steven Skelton


Christine Maul




Brooke Findley

Tenure Track

Stephen Roberts

Tenure Track



Annotated Faculty List

Faculty List

Cynthia Cavazos, AuD, CCC/A, FAAA
Full Time
CSDS 250 Advanced Practice in Audiology

Katrina Kuyumjian, M.A., CCC-SLP
Part Time
CSDS 209 Professional Issues in Communicative Disorders 

Louise Mueller, AuD, CCC/A
Part Time
CSDS 250 Advanced Clinical Practice: Audiology 

Jamie Hammond, M.A., CCC-SLP
Part Time
CSDS 230 Advanced Clinical Practice in Speech-Language Pathology 

Stephen Roberts, Ph.D., MBA, CRC, CLCP, CCC-A, FAAA
Tenure Track
CSDS 202 Aural Rehabilitation
CSDS 250 Advanced Clinical Practice: Audiology

Christine Maul, Ph.D., CCC-SLP
CSDS 214 Seminar in Child Language Disorders
CSDS 230 Advanced Clinical Practice in Speech-Language Pathology 

Brooke Findley, Ed.D., CCC-SLP, BCBA
Tenure Track
CSDS 200 Graduate Studies and Research Methods in Communicative Disorders
CSDS 204 Seminar in Stuttering

Frances Pomaville, Ph.D., CCC-SLP
CSDS 216 Seminar in Voice Disorders
CSDS 220 Introduction to Dysphagia and Traumatic Brain Injury 

Wendy Garbarino, M.A., CCC-SLP
Part Time
CSDS 210 Seminar in Communicative Disorders with Orofacial Anomalies

Donald Freed, Ph.D., CCC-SLP
CSDS 207 Seminar in Neurogenic Language Disorders
CSDS 213 Seminar in Motor Speech Disorders
CSDS 220 Introduction of Dysphagia and Traumatic Brain Injury
CSDS 230 Advanced Clinical Practice in Speech-Language Pathology 

Steven Skelton, Ph.D., CCC-SLP
CSDS 230 Advanced Clinical Practice in Speech-Language Pathology
CSDS 257 Student Teaching: Speech-Language Pathology 

Courtney Gebhart, M.A., CCC-SLP
Part Time
CSDS 230 Advanced Clinical Practice in Speech-Language Pathology

Misty Carlson, M.A., CCCC-SLP
Part Time
CSDS 230 Advanced Clinical Practice in Speech-Language Pathology

Amanda Fitts-Caress, M.A., CCC-SLP
Part Time
CSDS 230 Advanced Clinical Practice in Speech-Language Pathology 

Amber Ladd, M.A., CCC-SLP, BCBA
Part Time
CSDS 230 Advanced Clinical Practice in Speech-Language Pathology

Edith Mendez, M.A., CCC-SLP
Part Time
CSDS 230 Advanced Clinical Practice in Speech-Language Pathology 

Amy Prince, M.A., CCC-SLP, BCBA
Part Time
CSDS 230 Advanced Clinical Practice in Speech-Language Pathology


Since the university does not require a vacancy to be posted for adjunct faculty, the department keeps a pool of interested applicants. The pool consists of applicants with relevant K-12 experience. The university’s Temporary Faculty Appointment document states,

“If a department does not have a posted vacancy announcement, please contact the department for information on applying for the temporary pool. The university provides an on-line directory to search for departments and phone number. The below application will be required for new hires:

  • Temporary Faculty Application Form (rev 06/2019):  Submit an application, Curriculum Vitae (resume), cover letter, three current letters of recommendation to the department. Contact department for other materials required.

See The California State University Bargaining Agreement Article 12 and the guidelines used by Fresno State for the appointment of new temporary faculty.

The following links to guidelines used by search committees at California State University, Fresno in the recruitment of new faculty:

4. Course Sequence

5. Course Matrix

Not Applicable

6. Fieldwork and Clinical Practice

Program candidates are placed in schools in the surrounding region. Every effort is made by program faculty to ensure that candidates are in the best possible placement to support their development. As demonstrated by the data represented below, our region is home to some of the most diverse student populations in the state, meaning candidates in all programs have opportunities to develop as practitioners while working with students from diverse racial, ethnic, and socioeconomic backgrounds, as well as students with disabilities.

7. Credential Recommendation

The Knowledge and Skills Acquisition (KASA) form (EXHIBIT 7.1.1) represents the clinical and academic standards determined by the American Speech, Language, and Hearing Association (ASHA).  The department utilizes the KASA form to monitor and ensure only qualified students are recommended for the credential. As the students progress through the program, academic coursework and clinical experiences are monitored and checked complete by faculty.  If a student exhibits reduced performance, a remediation plan is developed and the student must successfully complete the plan before the standard in question is met. 

The Clinical Education Checklist (EXHIBIT 7.1.2) is also utilized to monitor student progress in all areas required including successful completion of the KASA form, clinical hours, and other program completion requirements as a whole.  A Cumulative Evaluation (EXHIBIT 7.1.2) report may also be generated to provide proof of successful student experience and contact with clients with a range of severity, range of disorders, professional collaborative practice, multicultural aspects, linguistic diversity, as well as average scores in all standard areas of assessment the student earned while in the program. 

This documentation is reviewed by program faculty to determine that all requirements are met prior to student recommendation for the Preliminary Speech-Language Pathology Credential.