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Communication Disorders Programs Strategic Plan

 

 

2016-2019 Strategic Plan

 

Communication Disorders Program

 

Focus Area:  Maintaining Viability/Clinic Staffing Adequacy

Action Plan:

  • High number of low enrollment clinic courses: explore alternative staffing models
  • Workload analysis-balance between instructors and supervisors: Educate administrators and leverage for an alternative model; explore one client per content area taught by doctoral faculty

Focus Area: Community and global engagement

Action Plan:

  • Increase access to typically developing children-explore community resources (preschool, Children’s Museum, Ryves Hall preschool, VCSC); Add assignments to CD 213, CD 522, CD 619, CD 627
  • Increase number of community-based placements: Meet with local school and skilled nursing facilities; explore alternative course delivery models to increase student availability [hybrid and truly hybrid]; reach out to local agencies such as Hamilton Center
  • Analyze CALIPSO data to ensure that students are getting experiences with clients that are culturally and linguistically diverse; explore travel abroad opportunities for graduate students.

Focus Area: Interprofessional Education

Action Plan:

  • Identify opportunities for students to fulfill electives by taking courses in other disciplines within the university.
  • Develop a team taught course that involves multiple faculty teaching as part of the course.
  • Investigate for grand rounds or other collaborative opportunities for single or ongoing IPE events with programs in the College of Health and Human Services.

Focus Area: Recruiting and retaining high level faculty

Action Plan:

  • Obtain approval for a new tenure-track faculty search in Fall 2016
  • Explore workload issues, especially related to clinic staffing/supervision
  • Identify a mentor from within the department/program to mentor junior faculty while preparing their review materials annually.

Focus Area: Student Success and Retention

Action Plan:

  • Engage undergraduate and graduate students in social events to develop affinity for program and social connections
  • Identify additional sources of funding for graduate school and generate resources for students to know about assistantships.
  • Ensure on-time completion of major requirements:  Have professional advisors in Educational Student Services complete the advisement process.  Assign a mentor from the CD program as a resource for information post-graduation.