Department of Communicative Disorders Strategic Plan

VISION STATEMENT

MISSION STATEMENT

• A consistency in the knowledge and skills taught in both academic and clinical settings will facilitate our student’s ability to translate research into clinical practice.

1. Students will experience a seamless transition from classroom experience to clinical practice in both on-site and off-site clinical practicum

1. 90% of students will respond with a rating of 4 or higher on a 6 pt scale of satisfaction when asked about the relationship between coursework and clinical practice on the graduate student exit survey.
2. 80% of employers/supervisors will respond with a rating of 4 or higher on a 6 pt scale of satisfaction when asked about the academic and clinical preparation and training of our students.

1. Clinical supervisors will be given release time during the semester to take required and elective courses with the master’s and doctoral curricula to promote continuity between what is taught in the classroom and practiced in the clinic.
2. Clinical supervisors will be given access to Moodle sites for all courses taught at the Master’s level in order to become familiar with materials and procedures taught in academic courses.
3. Academic courses in the core curriculum (504, 508, 523, 526, 531, 535, 540) will incorporate the use of case studies, clinical projects, etc. to provide hands-on activities in assessment and treatment of communicative and/or swallowing disorders
4. Academic faculty with CCCs will become actively involved in clinical cases within their areas of expertise on an as needed basis. Academic faculty without CCCs will be available for consultation and regularly observe therapy in order to be familiar with the types of clinical cases typically seen in the on-campus clinic.
5. Academic faculty will develop and direct clinical research projects in conjunction with specialty clinics giving students first-hand knowledge of how research and practice work hand-in-hand.
6. Second year master’s students will complete a clinical action research project using one of their clinical cases and present the results of their research at the CODI graduate conferences held in the spring of each year.

Update 2012

All of the 6 strategies have been implemented each year with somewhat mixed results. In 2009, 100% of students were satisfied to very satisfied with the relationship between their coursework and their clinical experiences with an average rating of 5.29 on a 6 pt scale. This fell to 70% and an average rating of 3.65 in 2010 but with continued attention to increasing clinical projects in classes and other strategies the percentage of students giving a rating of satisfied or higher increased to 100% with an average rating of 4.75. Employer data is more limited with only 4 responses but 100% were satisfied or very satisfied with clinical background and training and clinical skills of UL, Lafayette students they have employed. While the responses were limited, they were based on 25+ employees who received their Master ’s degree from UL, Lafayette

• Enhancements of several areas of clinical expertise within the department will establish the on-campus clinic as a center for excellence and cutting-edge clinical service delivery and increase the clinical skills of all student clinicians.

1. Increased quality of clinical preparation of students.
2. Increased revenue for the department through increases in clinical populations.

1. 80% of employers/supervisors will respond with a rating of 4 or higher on a 6 pt scale of satisfaction when asked about the clinical background and clinical skills of our students
2. Revenue from clinical fees will increase by 10% over the five year period.

1. By Summer, 2010, two additional specialty clinics will be created (preschool group and adult neurogenic group) and take clients in addition to the ongoing literacy project. Feasibility of continuing groups into the regular semester will be studied pending success of the summer projects.
2. By summer 2011, a fluency specialty clinic will be created.
3. The department will invest in upgrading the current AAC technology and materials in order to provide expanded services to individuals across the lifespan in need of assessment and/or therapy using AAC.
4. The department head and Dean of the College of Liberal Arts will prepare a proposal for the administration to create additional clinical supervisor lines in order to increase the capacity of the on-campus clinic.
5. The clinic director will increase the total number of clients seen in the on-campus clinic, targeting populations associated with the speciality areas of the faculty and clinical staff (literacy, fluency, AAC, cochlear implant).

Update 2012

The preschool and neurogenic specialty clinics were piloted in Summer, 2010 and now are continued on a year-round basis. The fluency specialty clinic is scheduled to begin Summer, 2012. The number of individuals provided treatment services through the clinic has increased from 78 in 2009 to over 100 for 2010 and 2011. The department was able to hire an additional full-time clinical supervisor for the 2011-12 academic year and has received approval to hire an additional full-time supervisor for the 2012-13 academic year. As noted above, a recent survey of employers revealed 100% responding that they were satisfied with the clinical training of UL, Lafayette students.

• The establishment of strong bonds between the department and the professional community will generate a positive image for the department & promote scientific-based best practices in delivery of speech-language-hearing services through the region.

1. Increase in number and variety of off-campus clinical placements
2. Increase in collaborative research with clinicians and facilities outside the university setting.
3. Increased CEU opportunities for the professional community
4. Increased departmental impact in local and state professional organizations

1. 70% of students will be placed in a facility that matches their top priority for off-campus placement.
2. Increased number of CEUs earned by the community from university provided programs
3. Increased number of publications involving non-university affiliated SLPs
4. Increased number of faculty holding office in regional and state professional organizations.

1. The department will offer a series of lectures each semester /academic year for continuing education credit for practicing SLPs in the community at a minimal cost. Faculty will donate their time and departmental facilities will be used to minimize costs.
2. Demonstration sessions for practicing clinicians will be incorporated into clinical research projects/specialty clinics (literacy, adult neurogenic, fluency, AAC). Professionals from the community will be invited to visit summer specialty clinics to gain first hand-experience in setting up similar programs in their clinics, schools, private practices.
3. Faculty and clinical staff members will seek opportunities to partner with non-profit agencies to promote clinical services offered by our clinic and increase the visibility of the department in the community.
4. The department will support faculty and clinical staff who accept leadership roles in regional and state professional organizations with resources to help them accomplish their duties (GA assistance, release time and travel funds to attend meetings, office supplies and support).

Update 2012

The department has sponsored continuing education opportunities and offered one presentation for ASHA CEUs for a minimal fee in the Spring of 2010 but no individuals from the community attended. New off-campus sites have been added with the department now maintaining contracts with 52 external sites. The department now provides office space for the Aphasia Center of Acadiana and several faculty members serve on the board of this non-profit which has increased the visibility of the department throughout the Acadiana region as well as increased the number of adults with acquired neurogenic deficits seeking services through the clinic. The department recently co-sponsored a table at the 2011 Women’s Conference with the Aphasia Center to promote the clinical services available. Conversations have been initiated with the VA Hospital in Pineville to provide services for veterans of Mideast conflicts who may be returning to school. During the three year period, 5 faculty members (Drs Roussel, Arehole, Nelson and Ms Whittington and Andries) have served on the Board of Directors of the Louisiana Speech Language Hearing Association with Dr. Roussel serving as President for one year

• An organized concerted effort to recruit and attract well-qualified students to both the master’s and doctoral programs from both outside and within the department will increase the number of professionals for both clinical and academic positions within the state and local region.

1. Increased number of PhD graduates completing the program in 3 ½ to 4 years.
2. Increased number of MS graduates.
3. Increased number of students from our master’s program moving into the PhD program. .

1. 80% of PhD students will complete the degree in 4 years or less.
2. Number of MS graduates will increase by 10% each year over the 5 year period.
3. A minimum of 1 UL-Lafayette MS student will enter the PhD program each year.

1. The curriculum committee will explore the feasibility of offering a research elective for high-achieving undergraduate students which could take the form of involvement in an ongoing faculty research project.
2. Academic advising at the undergraduate level will include information on doctoral level study and employment opportunities for individuals with a PhD.
3. The curriculum committee will evaluate the effectiveness of the current research classes in the Master’s program and make recommendations for modifications to encourage clinical research.
4. The master’s students will be required to attend at least one CODI 600 (Research Colloquium) presentation per semester and submit a reflection to their portfolio.
5. The graduate coordinator and senior faculty will submit proposals for presentations at state conventions in targeted states and use recruitment funds from the graduate school to purchase booth space for recruitment of students and young professionals for the graduate programs.
6. The department will guarantee a scholarship or fellowship to at least one of the top five graduating MS students to continue their education at the PhD level.

Update 2012

The department has sent representatives to the Texas Speech Language Hearing Association convention for the past 2 years to promote our MS and PhD graduate programs. Master’s students now attend at least 1 research colloquium presentation within the department. The applied research class for Master’s students (CODI 550) has been extended over 2 semesters in the second year of graduate study. Over the past two years (2010, 2011) only 30 % of graduates with the PhD completed their studies in 4 years or less. In this same time span, at least 1 student from our Master’s program was accepted into the PhD program each year and 2 were supported with fellowships. The number of MS graduates has increased from 16 in 2008 to 22 in 2011 which meets our benchmark of a 10% increase each year.

• Increased external funding for both research and clinical activities will enhance the department’s image as a high-producing research unit within the university.

1. Improved departmental infrastructure (computers, specialized equipment) for both clinical and research components
2. Increased funding for faculty travel and salary support for summer research.
3. Increased funding for supplemental pay/benefits for faculty/staff providing clinical supervision.

1. Increase in the number of external grant proposals submitted and funded.
2. Increase foundation support by $10,000 per year.
3. Increase student generated clinic funding by $10,000 per year.

1. Faculty will prepare and submit BoRSF proposals for both enhancement and research grants each time the department is eligible.
2. Senior faculty will work with the research office to identify national grant opportunities and submit proposals to generate funds for faculty support, student support and infrastructure improvements.
3. The department head will investigate the procedures necessary to put into place an additional fee on all clinic courses (302, 401, 510) with the additional fees coming to the department to offset costs associated with clinical instruction.
4. The department head will appoint an ad hoc committee to design and implement a CODI Development Fund through targeted financial contributions from alumni.
5. The annual Graduate Conference will be expanded and offered to the public as an ASHA approved continuing education event. Fees will be charged for admission with proceeds going to the CODI Development Fund or the clinic account.

Update 2012

The department has received one BoRSF Enhancement grant and several smaller private foundation grants to establish the CODI Eye Tracking Research and Education Lab. A clinical fee was added to all clinical practicum courses to generate funds to support clinical education. To date these funds have been used to support travel, certification and continuing education of the clinical faculty, purchase of new equipment for AAC use, and maintenance of existing clinical infrastructure. Plans to expand and upgrade the existing clinical monitoring systems using monies generated by this fee are in place. A committee was appointed by the department head and the CODI Enhancement Fund was established through the UL, Lafayette Foundation. A campaign to appeal to alumni for support is in the planning stages.