西北大學(xué)

Northwestern University (NU) is home to one of the most respected, well-known clinical Speech Language Pathology (SLP) programs in the world. With world-renowned research faculty, extraordinary clinical faculty, a state of the art clinic, and progressive curriculum, NU develops exceptional master’s level speech-language pathologists prepared to provide stellar, evidence-based services to individuals nationally and internationally. Our master’s level graduates are prepared to treat any of the estimated 42 million Americans of all ages with communicative and/or swallowing disorders in a variety of settings, including hospitals, skilled nursing facilities, homes, and schools.

Our evidence-based curricular model focuses on developing our students’ scientific decision‐making, critical thinking, self‐awareness, professional leadership, and engagement in intellectual dialogue.

Curricular Design

We have created an innovative, responsive, flexible, evidence-based, seven-quarter curriculum focused on active development of student acumen in the following areas:

Scientific approach to decision making
Critical consumption and application of research
Comprehension of and engagement in the research process
Self-supervision
Professional leadership
Engagement in intellectual dialogue that contributes to the learning community within and beyond the field

Our curriculum is enhanced with the following elements:

Modified Concept-Based Curriculum

Underlying concepts differ based on term in a whole-part-whole progression:

Quarters 1 and 4 address concepts reaching across the field (Q1 – fundamentals, Q4 – synthesis)
Quarters 2 and 3 address client context (pediatric versus adults)

Pediatric and adult curriculum are offered twice, allowing for division of class and coordination with clinical team

Immersive Curriculum

Students are immersed in course content and clinical practice.
Clinical experiences allow for immediate application of didactic material.
Clinical methods courses are directly related to course and clinical concepts.

Integrated Clinical Teaming

Team meetings capitalize on opportunities for team-based learning (TBL).
Though not interdisciplinary, these teams provide practice for eventual professional team behaviors.
Advanced students have opportunities to take leadership roles within the team.

Summative Assessment of Synthesis within and across Concepts

Simulated assessments with clinical competency requirements are incorporated during the winter and spring terms.

Support and Development of Clinical Skill

Students have familiarity with basic clinical methods prior to providing service.
The clinical curriculum allows for continuum of supervision, including:

Support from novice to intermediate student.
Side-by-side service provision (1:1:1) for many treatment sessions.

Support and Development of Self-Supervision, Leadership, & Contribution to the Learning Community

Direct instruction and class discussion regarding these topics begins during orientation and extends throughout the program.
Opportunities for practice and skill development are embedded throughout the duration of the program.

Embedded Experiences in Self-Assessment

Self-assessment across different domains begins during orientation.
Quarterly and weekly self-assessments regarding clinic services are completed during all clinical placements (on and off campus).
Generic Abilities and the Emotional Intelligent Leadership Inventory are completed three times during program (start, mid, and end).