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Communication Disorders Programs Strategic Plan
2016-2019 Strategic Plan
Communication Disorders Program
Focus Area: Maintaining Viability/Clinic Staffing Adequacy
- 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
- 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
- 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
- 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
- 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.