Strategic Plan

Strategic Plan

Strategic Plan 2008-2014:

Outcomes and revisions from annual retreats in 2010 and 2013

 

VISION STATEMENT: to become the premier graduate educational institution for speech-language pathology in the state of Kentucky

MISSION STATEMENT: (revised, 7/9/10) The mission of the speech-language pathology faculty is to provide the highest quality academic education, facilitate student access to a variety of clinical populations and settings, expand the scientific base of speech-language pathology through basic and applied research, and maintain student diversity and community partnerships.

 

Focus Area One: Clinical preparation of students

Issues: The forced closure of the Myers Hall Speech-Language Clinic due to budgetary constraints had the potential to negatively affect new core students’ clinical preparation, which in turn had the potential to jeopardize future, full-time placements.

 

Outcomes:

  1. Earn initial clinical hours in a supervised, part-time clinical setting.
  2. Earn clinical competencies needed for the skills portion of KASA.

Indicators of Success:

  1. Students will earn a minimum of 25 initial hours per semester
  • In 2009, students earned an average of 42.55 clinical hours in the spring semester placement in our community partnership with Jefferson County Public Schools. Therefore, in 2011, initial placements were reduced from two semesters to one semester, because students earned approximately 25 hours or more in one semester.
  1. Students will obtain a minimum of 5 competencies after two consecutive part-time placements with the same supervisor in the first year of the program.
  • In 2009, students earned more than 5 competencies in the spring semester placement in our community partnership with Jefferson County Public Schools. Therefore, the outcome was met.
  • However, once the faculty determined that it was more optimal to have the initial student hour placement one semester, the faculty determined that this outcome was no longer appropriate. A review of graduating students’ competencies supported the decision to drop the expectation for competencies from the initial 25 hours. due to the reduction to a single semester, students now receive clinical competencies from this placement only under exceptional circumstances, as approved by the clinic director.


Long Term Goal:

By January, 2011, the speech-language pathology section will increase community partnerships with public schools to include districts in the Ohio Valley Educational Consortium.

  • Placements are now possible within the Ohio Valley Educational Consortium for the beginning placement

 

Focus Area Two: program development within specialty areas such as autism, rural settings, early intervention, multi-cultural, pediatric feeding and swallowing, the elderly.

Outcomes:

  1. develop concentrations of practice in specialty areas such as the elderly, pediatric feeding, multi-cultural, rural populations, early intervention, social group communication and inner city populations.
  2. increase funding resources for students to pursue the targeted concentrations.
  3. ensure the program continues to be a competitive institution for speech-language pathology at the state and national level.

Indicators of Success:

  1. The program will be able to offer increased assistantship monies for students.
  • The program funded two additional assistantships.
  • An outside benefactor created an annual scholarship for a student in financial need.
  • Students are eligible for tuition assistance for student teaching from the College of Education and Human Development, as well as for on-line courses required for teacher certification. The student teaching award was granted to a student in 2013.
  1. The program will offer an expanded program of study in specialty areas.
    1. The program hired a new faculty member with expertise in pediatric feeding and swallowing;
    2. The program amended the curriculum, by expanding a one day seminar into a 3 credit hour Special Topics course in pediatric feeding and swallowing impairments.

3. The program will increase the level of care for specialty population(s) in the community.

  • Faculty members offer early intervention experience in their private practice, both privately and in affiliation with Kentucky First Steps program.
  • Faculty member Rhonda Mattingly has conducted continuing education courses for speechpathology.com in areas relating to infant-toddler outcomes, and this information is available to students as well as professionals.
  • Students are placed in inner city schools for initial practicum placements in our community partnership with Jefferson County Public Schools.
  • Students are placed with the STAR program, for individuals with autism, and courses include guest lecturers from professionals from STAR and from the private school for autism, The Academy at St. Andrews.
  • Students have been placed in rural communities for full-time placements, using Ohio Valley Educational Consortium as well as program contracts with rural counties in Kentucky in multiple settings.
  • Training in areas related to the elderly have benefited from faculty member Alan Smith’s use of the U of L standardized patient program. Students complete cognitive assessments, with specially trained standardized patients. Students can obtain competency in the scoring of the assessment, as well as the administration, via digital recordings of the assessment.
  • Practicum placements where elderly are concentrated (hospitals, nursing homes and rehabilitation centers) have been maintained and expanded.

Long Term Goal:

By April, 2011, the faculty will establish a formal partnership with a funding source, via the University of Louisville signature partnership in the west end of Louisville. To date, this long term goal has been explored but has not been met.

 

Focus Area Three: Community Clinic

 

The program has a commitment to meet clinic needs in the community, by re-establishing the university training clinic. Steps to re-open the university training clinic were hampered by financial and physical location issues.

  • Prior to June, 2012 the program was in a building slated to be closed whenever a new location could be provided. It was not prudent to open a clinic without the assurance that the move would include clinical space.

 

Outcomes:

  • In June, 2012, the program was moved into a new location, but the university did not provide any space for an on-site, clinical component.
  • Repeated investigations into obtaining Kentucky Medicaid certification for billing have not been successful. Kentucky Medicaid continues to restrict credentialing to rehabilitation settings, where both medical and related therapies, such as OT or PT, are provided. Since we only offer Speech therapy, and the majority of our clients require Kentucky Medicaid assistance, we are unable to fund and staff a University Speech clinic.

 

Focus Area Four: Increase educational experiences for both graduate students and professionals

 

The program regularly examines the graduate curriculum to ensure that the depth and breadth of courses reflect the changing demands of the profession. The faculty is committed to continue this practice, as well as to demonstrate leadership within the community, to reflect state and national (ASHA) standards in clinical care.

Outcomes:

  1. Review course progression and required courses for the program on a biannual basis.
  2. Encourage student participation in state and national conventions and locally sponsored ASHA CEU opportunities.

Indicators of Success:

  1. The program reviews courses regularly. The graduate core course sequence reflects the most common curriculum needs for practicum placements by placing the majority of courses within the first year of the program.
  2. Course schedules are adjusted to allow students to attend the state and national conventions. Some students attend the state convention each year. Most students attend the national ASHA convention about every other year. There is partial assistance from the Graduate School to fund students’ attendance at the National ASHA Convention. Students were excused from class to attend the regional course on Lee Silverman Voice Treatment in 2012.

Focus Area Five: Maintain opportunities for cultural diversity within the curriculum

Outcomes:

  1. Infuse ethnic, economic and cultural considerations into academic courses.
  2. Maintain placements in school, hospital and rehabilitation settings with diverse cultural, economic and ethnic populations.
  3. Improve recruitment efforts to obtain qualified applicants of diverse cultural, economic and ethnic backgrounds for the graduate program.

Indicators of Success:

  1. Lectures, presentations and research in each course reflect current understanding of the influence that cultural, economic and ethnic factors bring to normal development as well as to assessment and treatment of various disorders.
  2. Placements within the Kentuckiana region and rural areas in this and adjoining states reflect cultural, economic and ethnic diversity.
  3. The faculty recruited future graduate students in the Arts & Sciences undergrad programs at a general assembly. The program will continue to accept the best qualified applicants, regardless of cultural, economic or ethnic background.

Focus Area Six: Provide relevant cutting edge technology in academic, clinical and research areas

Outcomes:

  1. Maintain teaching practices which utilize cutting edge technology.
  2. Develop a laboratory with appropriate cutting edge instrumentation.
  3. Maintain practicum placements with cutting edge instrumentation.

Indicators of Success:

  1. Courses will continue to utilize the possibilities within Blackboard to enhance teaching. Such options include course notes, student discussion boards, Tegrity that is used to record and allow access to lectures, wikis, blogs and portfolios.
  2. Students and faculty will begin to use outlets such as Google docs to create shared space for presentations and on-going projects.
  3. Students are utilizing the Computer Speech Lab (Kay Pentax) to access and analyze various types of speech and voice disorders.
  4. Practicum placements utilizing cutting edge instrumentation for dysphagia, aphasia, autism, augmentative and alternative communication, and neonatal issues will be maintained and expanded.