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SPEECH AND HEARING PROGRAMSCHOOL OF HEALTH SCIENCESSTRATEGIC PLAN2015- 2020Speech and Hearing Program Strategic Plan 2015-2020TABLE OF CONTENTSMission statement2vision statement2Strategic plan purpose and process2sph program history4swot analysis4alignment of Mission and goals with university7critical success factors9focus areas17focus area 1: excellence in education17focus area 2: viability of the sph program……………………………………………………………………….20focus area 3: research and scholarship22focus area 4: diversity23focus area 5: interprofessional education24focus area 6: community outreach25mission and goal consistency26speech and hearing strategic plan updates/ statusay 2015-2016 / 2016-2017focus areas 31focus area 1: excellence in education31focus area 2: viability of the sph program37focus area 3: research and scholarship41focus area 4: diversity44focus area 5: interprofessional education46focus area 6: community outreach49Speech and Hearing ProgramSchool of Health SciencesCleveland State UniversitySTRATEGIC PLAN 2015 - 2020Mission Statement The mission of the Speech and Hearing Program is to provide students with excellent educational and clinical experiences that emphasize innovation, collaboration, and inter-professional explorations.The Bachelor of Arts in Speech and Hearing equips undergraduate students with the knowledge of basic human communication processes and critical thinking skills that enable students to compete as candidates for admission to graduate study in communication sciences and disorders or other fields. The Master of Arts Program in Speech-Language Pathology, which complies with the standards of the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA), prepares future clinicians to provide excellent, culturally-relevant services to children and adults with communication disorders in the Northern Ohio region and the global society. Vision StatementThe Speech and Hearing Program at Cleveland State University will be recognized as the leader in providing excellent, innovative, diverse, and collaborative educational experiences and clinical services in communication sciences and disorders within the Northern Ohio region and global society.Strategic Plan Purpose and ProcessThe Strategic Plan for the Speech and Hearing Program (hereafter, “SPH” or “Program”) is intended to guide short- and long-term activities and decisions over a five year period. The Strategic Plan commencing in the 2010-2011 academic year culminated in 2015-2016. The new Strategic Plan was revised in the 2016- 2017 academic year and ends in 2020 – 2021. The strategic planning process is a fluid process that continues to evolve over time as a result of various circumstances and faculty review. The strategic plan in place during 2010- 2016 continues to be reviewed and is still undergoing modification. Some goals have been met, others were no longer appropriate, and other goals need to be continued. The process for the 2016-2017 Strategic Plan includes review of the Program’s current Strategic Plan (2010); an analysis of the Program’s strengths, weaknesses, opportunities and threats (SWOT analysis); review of the evidence prepared for the SPH Program’s 2011 ASHAre-accreditation visit; review of minutes from annual Program retreats; review of the goals,plans, and needs discussed at Program meetings; review of the Program’s annual Assessment Reports, prepared according to the guidelines of the CSU Office of Student LearningAssessment; review of client satisfaction questionnaires from the Speech and Hearing Clinic; andreview of student surveys, course evaluations, and comments made at the annual “Status of the Class” meeting for first year graduate students.The Program faculty then began the process of reconsidering the vision and mission of the program as it aligns with the mission of the University, College of Sciences and Health Professions and the School of Health Sciences. The alignment of the Program’s vision and mission with that of the University, College and School will be discussed in a separate section of this document.The Programs in the School of Health Sciences are key components of CSU’s mission to provide health care degree programs to serve Northeast Ohio, where medical care is the largest employer in the region. The School of Health Sciences strives to participate fully in CSU’s efforts in education, research, community outreach, and workforce development. Given this emphasis, coupled with the CSU president’s initiative to bring more visibility to CSU’s health professions, in July 2015, the Speech and Hearing Program moved into a new building, the Center for Innovation in Medical Professions. This new center houses the CSU Health and Wellness Clinic, nursing simulation labs, and Occupational Therapy/ Physical Therapy (OT/PT) training labs, distance learning classrooms, meetings rooms, study areas, faculty offices, Northeast Ohio Medical University classrooms, labs and offices; and a state-of-the art Speech and Hearing Clinic which includes a Dysphagia and Voice lab.SPH Program Goals/ObjectivesThe following goals and objectives were developed by the Speech and Hearing Program members in 2016. The goals and objectives will be included as objectives under the identified focus areas and long term goals that begin on page 16. The Program goals are:To equip a diverse undergraduate student body with the knowledge of basic human communication processes and the critical thinking skills that enable students to compete as superior candidates for admission to graduate study in communication sciences and disorders or other fieldsTo provide excellent graduate education that meets or exceeds the professional standards for clinical certification and state licensure and that prepares future speech-language pathologists to provide optimal care and enhance the quality of life for individuals with communication disordersTo prepare future speech-language pathologists to fill diverse roles in the profession, work with integrity, and collaborate with families and other professionals in a variety of work settingsTo provide students with clinical and research opportunities that deepen their understanding and appreciation of evidence-based practices and inter-professional collaborationsTo equip students to attain leadership roles in clinical settings in the community, region, and global society by promoting skills in effective communication, critical thinking, and clinical reasoning and to encourage participation in research and life-long learningTo provide high quality and innovative clinical services in speech, language, and hearing assessment and intervention, along with preventative care, to members of the communityTo prepare culturally competent clinicians to serve diverse populationsSPH Program HistoryThe SPH Program was first accredited by ASHA in 1971. At the time, Speech and Hearing was a freestanding department in the College of Arts and Sciences. The College of Science was founded in the fall of 2004 when the sizable College of Arts and Sciences was divided into two smaller more cohesive administrative units, the College of Liberal Arts and Social Sciences and the College of Science. In 2006, the Department of Speech and Hearing merged into the Department of Health Sciences (HSC) to create one administrative unit with multiple programs which included the SPH Program. In June 2010, the Department of Health Sciences became the School of Health Sciences and the College of Sciences was renamed the College of Sciences and Health Professions.SWOT Analysis completed in August 2015StrengthsWeaknessesCommentsNew building offers “state of the art” learning environment – classrooms, lab and clinicCaring, dedicated faculty and staffInnovative with the transformation of practice (e.g., updating curriculum)Profession in high demandStrong candidate pool of applicants for graduate programCreative teaching styles, varied pedagogical methodsCampus is growing/ improvingParking convenience for clientsDowntown location, near freewayComparatively low cost tuitionDiverse/experienced/qualified faculty and staffFaculty: research active, scholarly, published, clinically experienced and well-connected in communityPositive outcomes in the community with regard to the quality of CSU graduate studentsEngaged, student-centered learningQuality teaching Strong clinical supervisionDiverse student bodyStrong collaboration within our school and university (committees, mentoring, IPE opportunities for students and faculty)Administration’s support to fill and expand faculty positions while acknowledging a university-wide “freeze” on hiringStrong administrative supportStrong school leadership that is supportive of all programs and committed to equality and fairness across all programsSupport from administrative to move professional staff (clinical) to faculty linesStrong applicant pool for graduate programStrong professional community partnersDiverse affiliations with clinical sitesIncrease in the number of SPH students being accepted in the Honors CollegeIncrease in number of SPH students selected as candidates for college valedictorianMore students are being accepted into graduate programsStudents are increasingly becoming more interested in researchThe normative 5 semesters of graduate academic and clinical breadth makes it necessary to work at a rapid paceLimited number of electives for undergraduates and graduatesAdvising: we need to develop a “Plan B” for advising undergraduate students who are not accepted into graduate programsNeed to improve web presenceNeed to improve marketing initiativesPart-time American Sign Language instructors for undergraduates make it difficult to manage the demand for ASL and establish cohesiveness among instructorsCSU parking is unfriendly CSU’s continues to work to provide a safe campus and safe learning community.We have been declined in our efforts to become providers for all Medicaid HMO’s. The Cleveland area is saturated with speech and language service providers.We are improving in faculty researchWe are facing challenges with third party billing as guidelines continue to change and grow in complexity *This has changed—electives have been developed for graduates and UG*This is in progress*This is improving11/2018- faculty profiles have been updated*There has been major improvements with community engagements (08/2018)*Improving by adding highly qualified instructors. The Program will advocate for at least one full time ASL instructor in 2019.*This has improved with free parking for our clients directly behind IM building (August 2015)*University provides escorts to transport students, faculty and visitors from campus to parking lots or nearby facilities*We will continue to seek provider status at every “open” period*Faculty have plans to increase grand seeking activity*In progress 10/2018. We are exploring several options for third party billingOpportunitiesThreatsCommentsSupport for our name change to Communication Sciences and DisordersIncrease in number of electives (cognition/ counselling)Opportunity to become and ASHA CEU providerOpportunity to assign a faculty member to the role of Undergraduate Coordinator to attend to the many needs of UG students and give the graduate Program Director more time to dedicate to strengthening graduate programIntegrate/develop cross listed courses with the College of Education/ Autism Spectrum DisordersIPE curriculum can be expanded in the new IM buildingOpportunity to improve diversity in graduate program by offering support to diverse undergraduate pool of candidatesOpportunity to improve web presenceOpportunity to develop community educational/ prevention programsPotential development of academic presence within hospital systemsOpportunity to develop a post-baccalaureate program in SPHReal opportunity for increased research for faculty and studentsOpportunity to connect/collaborate with pipeline programs (UHF)Slow process for advancement of initiatives (i.e. change of name from SPH to CSD has been in the works for 7 years)Within the IM building, there is no dedicated space faculty collaboration/ neighboring units are highly territorialThere is increased competition for clinical sites Increased competitions with area universities who have expanded clinical programs in CSDSome hospitals have added “on-boarding” fees for graduate externs making thus increasing the cost for graduate education overallCost of graduate and undergraduate education continues to climb. Students are burdened with loans and many students are working full time jobsThere is a growing concern for saturation of the job market in CSD in northeastern Ohio.Alignment of Mission and Goals with University, the College of Science and Health Professions and the School of Health SciencesMission -Cleveland State UniversityOur mission is to encourage excellence, diversity and Engaged Learning by providing a contemporary and accessible education in the arts, sciences, humanities and professions, and by conducting research, scholarship and creative activity across these branches of knowledge. We endeavor to serve and engage the public and prepare our students to lead productive, responsible and satisfying lives in the region and global society.The mission of the SPH Program specifically addresses excellence in education, innovation and culturally relevant services to people with communication disorders in the Northern Ohio region and global society.Vision- Cleveland State UniversityWe will be recognized as a student-focused center of scholarly excellence that provides an accessible, engaged and exceptional education to all. We will be a place of opportunity for those who seek truth, strive toward excellence and seek a better life for themselves and for their fellow citizens. As a leader in innovative collaboration – both internally and externally – with business, industry, government, educational institutions and the community, the University will be a critical force in the region’s economic development. We will be at the forefront of moral, ethical, social, artistic and economic leadership for the future and embrace the vitality that comes with risk. We will be the strongest public university in the region and be known for our scholarship and diversity in service to students and to our community.The vision of the SPH Program aligns with scholarly excellence and the focus on leading in innovative collaborative clinical services to improve the lives of citizens in our community and global society. The Program’s vision also aligns with the university’s commitment to diversity in service to students and the community.Mission - College of Sciences and Health Professions To educate students for careers in science and provide science education to all students in the University.To foster the development and application of new knowledge through research and scholarship.To promote a culture of service to the University and its diverse communities.Within this broad context the College will:Advance the purposes and activities of all disciplines of its constituent departments by uniformly facilitating, encouraging, and respecting the pedagogy, scholarship, and practice of each.Promote quality teaching through pedagogical excellence, instructional innovation, and application of technology.Meet the needs of all CSU students in engaged learning through excellent instruction, individualized advising, and involvement in research and scholarship.Foster the creation of new knowledge through basic and applied research that both respects the methodologies and customs of each discipline and encourages cross-disciplinary collaboration.Work with community partners to provide instruction with a real-life context and to understand community problems and find solutions for them.Forge internal and external partnerships that promote the advancement of science and its application.Promote a culture of service to the University, urban, and professional communities.Serve appropriate University, urban, regional, national, international, and professional communities.The SPH Program mission aligns with the college in its quest for education in science and service to the university and its diverse communities. The Program’s mission has strong emphasis on real-life context and working collaboratively with community partners. Mission – School of Health SciencesThe School of Health Sciences prepares students in the health sciences and health professions to optimize care to enhance the quality of life of individuals and communities within the health system.At the heart of the mission of the SPH Program is excellence in preparing students to optimize care and enhance the quality of life of individuals in the community. Our mission is to prepare future clinicians to provide excellent, culturally-relevant services.Vision School of Health Sciences The School of Health Sciences will be the leader in building capacity of health care professionals to optimize the health and well-being of individuals and communities within the health system.The vision of the SPH Program aligns with striving for recognition as leaders in the provision of excellent clinical services (in communication sciences and disorders) in communities near and far.Critical Success FactorsCritical success factors define where an organization has achieved excellent outcomes and desired results. These are areas where the organization has had its greatest impact. Critical success factors significantly shape the direction of strategic planning and suggest long range objectives for an organization. Areas of high success should be retained as future priorities. It will be necessary to continue to focus attention and resources on the activities that are integral to the ongoing success of the Program. Culture, Ideology, and CommitmentSPH is situated within the CSU’s signature theme, “Health.” SPH is a successful program that is appropriately housed in the School of Health Sciences within the College of Science and Health Professions. The departments and programs within the college continue to constitute Northeast Ohio’s premier education and research institution for the health professions and continue to be a source of pride for the university and Northeast Ohio. In 2015, the SPH Program moved into the Center for Innovation in Health Professions. In addition to the state of the art Speech and Hearing Clinic, the IM building houses Health and Wellness Services which is a high quality medical facility committed to serving the medical needs of the CSU community. Staffed by certified nurse practitioners and doctors, it offers a wide variety of services including primary and same day care, health counseling, limited in-house pharmacy and lab services, shots and immunizations, and more. There are interactive classrooms for PT, OT, SPH, nursing, and Northeast Ohio Medical College (NEOMED). High tech simulation labs and exam rooms are also in the IM building that was designed with collaboration and interprofessional education as a focus. The IM building is the site of the CSU- Northeast Ohio Partnership for Urban Health which is a unique collaboration with NEOMED that was developed to address the changing health care needs in the urban community. The partnership was established in 2010 to also provide a mechanism for CSU students to gain the training needed to become medical students.The SPH Program is an organization with a strong sense of purpose that exerts a positive influence on the community. The dedicated SPH students, faculty, and professional staff choose to be a part of this program. There is a strong, pervasive, visible collective commitment to a common mission and set of values. Students and faculty engage in exploration and acquire new knowledge together. The Program’s many community practica sites offer students a broad view of the range of professional service delivery options in speech-language pathology. Students earn knowledge and skills in treated individuals who are culturally and linguistically diverse. The high rate of professional employment of SPH graduates attests to employers’ perceptions of the Program’s quality. Program alumni recognize the powerful impact their CSU experience had on their professional success and stay connected and committed to the Program as field and clinic supervisors.Program and Clinic funding and number of Program personnel have remained adequate to accomplish Program objectives. The College and University have allowed the Program to initiate new faculty hires and fill faculty and professional staff vacancies at a time when budgetary restrictions prevented some vacancies from being filled. This attests to the College’s and University’s desire to maintain the integrity of the Program. The administration has also supported the establishment of clinical faculty lines for the program as well as promoting clinical professional staff members to faculty as Professors of Practice.Students: Applicants, Enrollment, and OutcomesGraduate applications, enrollment and retention. The SPH graduate program draws a large applicant pool annually. Positive trends continue to be noted from 2010 to 2016 for the following growth indicators: (a) the number of applicants to the graduate program, (b) the number of matriculated students, (c) the number of graduate credit hours generated by the program, (d) the number and percentage of students who are retained in the program until completion, (e) the number of graduate degrees awarded, (f) the number of graduate students whose tuition costs have been supported by tuition waivers and stipends. CSU posts an annual Book of Trends at 2014, the graduate program in Speech-Language Pathology has admitted culturally and linguistically diverse cohorts.Graduate student outcomes. The SPH Program consistently demonstrates high rates for (a) program completion, (b) passing the Praxis examination, and (c) employment of SPH graduates. Outcome data can be found at potential future graduate applicant pool, as measured by undergraduate enrollment and retention. There is an increase in the number of undergraduate SPH majors from 2010 – 2017. Trends also reflect more undergraduate degrees awarded to SPH majors. Finally SPH majors are increasingly candidates for Valedictorian of the College of Science. Finally, there is cultural and linguistic diversity among undergraduate SPH majors. (need survey information and retention rates)The potential future graduate applicant pool, as measured by the number of post-baccalaureate and non-degree graduate students enrolled, continues to be consistently large from 2010- 2017.The potential future of the applicant pool is enhanced because undergraduate and post-baccalaureate students are receiving research mentorship through various CSU programs, including the Honors College, Honors and Scholars Programs, the McNair Scholars Program, and Urban Health Fellows Program. There has also been a steady increase in the number of undergraduate Speech and Hearing majors who are candidates for the College of Sciences and Health Professions Valedictorian and other scholarly recognition by the university.The undergraduate American Sign Language (ASL) curriculum has successfully fulfilled the requirements of the Transfer Assurance Guides associated with Ohio’s Articulation and Transfer Policy by the Ohio Department of Education. ASL continues to enroll a large number of students who elect these courses to fulfill general education requirements in foreign language and U.S. Diversity.The CSU Speech and Hearing Clinic: A Valued Training Site and Community AgencyThe Speech and Hearing Clinic is recognized by the College, University, and community as providing quality clinical services.The Speech and Hearing Clinic continues to serve a culturally and linguistically diverse population, affording students the opportunity to provide services to diverse clients across the lifespan.There has been major technological upgrades to operating systems within the SPH Clinic. The program implemented the use of Calipso in 2015, which is a web-based application that manages key aspects of clinical education (i.e. clock hours, clinical competency rating forms, supervisor evaluations, etc.). The Clinic also implemented use of B-line Medical system which is captures therapy and assessments with the use of video cameras that are strategically positioned at several different angles in each therapy/assessment room. The B-line system records clinical events at the push of a button and offers secure monitoring, debriefing, and the capability to annotate narrative evaluation of the clinical service in real time. There is a sufficient amount of on-campus clinical supervisors to provide quality supervision during evening and weekend hours.The Speech and Hearing Clinic maintains its Medicare/Medicaid approved status. The most recent site visit was successfully completed in October 2018.Equipment, materials, assessment tools, and technology are updated frequently to positively impact student centered learning and clinical services.The SPH Program developed a partnership with St. Vincent Charity Hospital in 2016 that provided medical residents with an opportunity to observe speech-language services in an outpatient setting. The potential mutual benefit from this partnership is far reaching. Some initial ideas include assistance with developing a support group for stroke patients, audiological referrals and resident engagement lectures where residents provide lectures to CSU students (topics: aging, neuro-cognitive disorders, drug abuse, etc.) and CSU faculty provide lectures to medical residents (services and rehabilitation process for patients with communication disorders across the lifespan).The Speech and Hearing Clinic conducts successful focused outreach throughout the community to maintain its partnerships and to attract individual clients and group contracts.Service Learning Initiatives were initiated in 2016-17. Graduate students followed a best practice model to select a need for service, find community partners, and align the service experience with program mission and goals, educational goals, managing the project or program, and fostering reflective learning throughout the process. The following is a summary of those activities:Talk and Play is a collaborate program with LaParade Early Learning Center in Euclid, Ohio. Students created developmentally appropriate lessons to increase language development and pre-literacy skills for children 3-5 yrs. Graduate clinicians visited the center for one hour sessions once a week during the spring semester.A Book Drive was conducted during the spring semester 2017. Graduate clinicians collected over 200 children’s books to distribute to Rainbow Babies and Children’s Hospitals and pediatric clients at the Cleveland State University Speech and Hearing Clinic. A Family Literacy Program was created to encourage parents in the CSU Speech and Hearing Clinic to engage in reading on a daily basis with their children birth-5 yrs. Students developed simple theme-based book enrichment activates for clients.Mom’s Care More (MCM) Teen Mom Education Program involved graduate students working with teen parents to emphasize the importance of early literacy and activities to facilitate language development. The program offered ways to help young parents at Cleveland Municipal School District’s East Technical High School maximize their child’s literacy and language potential by providing talks on language development, practical activities to do at home and a social media platform (Facebook) to ask questions and receive more information. Minds Matter is a Service Learning Initiative designed to strengthen memory and cognitive skills in senior citizens in our community. The Program partnered with Fatima Family Center to provide intervention to enhance memory, attention, processing speed and executive functioning. This initiative began spring semester 2018.Finally, the Speech and Hearing Program began a Language and Auditory Enrichment Program working in collaboration with Cleveland Municipal School district’s Willson Elementary School’s preschool program for children who are Deaf. Theme-based language, literacy and auditory activities were provided for one hour each week during the spring semester of 2017.Clinical Field PracticaGraduate students continue to experience diverse off-campus clinical placements in medical settings. Student externship placement sites include a variety of settings that reflect the socioeconomic, cultural, and linguistic diversity of greater Cleveland.The SPH Program maintains consistent contact with the College of Education and Human Services, whereby clinical field placements in schools prepare Program graduates to receive the Ohio Department of Education Teaching License in speech-language pathology. School placements expose students to varied socioeconomic, cultural, and linguistic communities in greater Cleveland and surrounding neighborhoods.Faculty and Professional StaffFaculty are nationally recognized as scholars and provide service to professional organizations.Internal and external funding supports faculty researchFaculty lines have been increased for the SPH Program to include two tenure track clinical facultyProgram Director and Clinic Administrator converted to faculty (2017)The majority of graduate level academic coursework provided by faculty who hold doctoral degrees.Faculty and staff continue to complete graduate level coursework beyond their current degrees. One doctoral level faculty member earned a Master’s degree in Legal Studies, a faculty member earned a certificate in Autism through the College of Education, another faculty member who holds a clinical doctorate is currently ABD for a research doctorate (2018)Faculty continue to provide innovative improvements to provide student centered learning. For example one faculty member introduced Student Round Table Pedagogy in the neurogenic communication disorders course spring semester 2018. This innovative approach incorporated in the instructor’s teaching highlights the old concept of “Student- learning through discussion and debate.”? The purpose of this approach to teaching is to invigorate the stilted traditional lecture format that is so common in university settings and thus remove the element of? boredom from portions of the syllabus that are so heavily draped in facts.? ?In this approach, groups of students are assigned to research a topic, based on the established course syllabus, and present to the class in a literal round table discussion format. The group has a student leader/moderator who assigns aspects of the topic to each member of the panel.? During the presentation, the role of the moderator is to introduce the panel, briefly outline to the audience (which is comprised of the other class members) the nature of the topic under discussion. Each panel participant responds to issues on the particular aspect of the topic as posed by the moderator. The benefits of the round-table discussion are readily seen as it provides an opportunity for total student engagement. Students also develop a sense of “owning the topic” and in small ways assume the role of experts in the area researched.Faculty and staff consistently provide a relevant, integrated curriculum which complies with accreditation standards and prepares our students to meet certification standards. The curriculum is designed to meet the current and emerging needs of the profession of speech-language pathology.Academic Curriculum and Instruction: Revision and ImprovementCurricular revision continues to keep the coursework in line with current professional practice demands in speech-language pathology. Student exit surveys and alumni surveys indicated a need for a course in cognition. A clinical faculty member who had expertise in cognition and traumatic brain injury was hired in the fall of 2017. The elective course, Optimizing Cognitive Rehabilitation will be offered fall 2018.The graduate exit requirement has undergone several revisions. The exit requirement allows each graduate student to implement principles of research and to demonstrate clinical problem solving.Interprofessional Education has a growing presence in the academic and clinical curriculum. The Speech and Hearing Program participated in collaboration with the CSU’s School of Nursing in a program entitled, “We are the Medicine.” The program this year focused on developing intra-curricular designs to foster interprofessional teamwork involving Speech and Hearing graduate students along with students from nursing, occupational therapy, physical therapy, social work, pharmacy, Health Sciences and pre-medical undergraduate students. The focus this year was on cases/scenarios that involved death/dying and palliative care. Over 360 students in the health professions participated this year along with a staff of faculty members who served as facilitators representing a variety of disciplines. The Speech and Hearing Program participated in the United States Department of Health and Human Services Health Resources & Services, Health Resources & Services Administration (HRSA) Grant along with CSU’s School of Nursing. This initiative was designed to develop interprofessional teamwork involving Speech and Hearing graduate students along with students from nursing, occupational therapy, physical therapy, social work, pharmacy, Health Sciences and pre-medical undergraduate students. Students work together on Simulation Case Studies that involved assessment and intervention of a medical case/scenario twice during the academic year. Speech and Hearing faculty and staff members were also trained as facilitators and also participated in the Simulation Case Studies. The Project Manager for IPE for the School of Health Sciences organized a graduate course, HSC 560 – Interdisciplinary Health Care Teams. Graduate students in physical therapy, occupational therapy, and speech-language pathology were introduced to the team approach to healthcare delivery. Didactic and experiential-based learning opportunities addressed concepts of values and ethics, roles and responsibilities, IPE communication, teams and teamwork, and leadership development.There is increased interest in undergraduate American Sign Language courses will continue to benefit the Program in terms of enrollment and visibility across the University and in the community.In conclusion, there have been several areas where critical success factors have been identified. These factors will significantly shape the direction of the strategic plan. There is substantial evidence of Program growth. The Program continues to maintain high levels of program effectiveness.Trends Impacting Professional Education in Speech-Language PathologySPH is poised to respond to a variety of societal trends that will affect the profession of speech-language pathology. These trends must be considered in shaping the Program’s goals and objectives for education, research and clinical serviceThere is a critical need for student-centered undergraduate and graduate education to train the next generation of service providers. There is a need to develop clinicians who are culturally competent and who are able to engage in the local and global communities to assess and treat communication disorders due to the following factors:The population is aging. The proportion of elderly people will increase from 13% of the population in 2009 to 20% in 2030. This will result in approximately 72 million older people (Lubinski & Hudson, 2017). This is a global phenomenon.Aging accompanies an increase in functional limitations and the prevalence of chronic conditions (i.e., hypertension, diabetes, stroke, cancer, heart disease, etc.)The world is becoming more diverse. There is an increasing number and percentage of racial, ethnic and linguistic minorities. Today’s school population is 44% minority, this will grow to 62% by 2050 (Lubinski & Hudson, 2017)Affecting the delivery of speech-language pathology services is the abundance of poverty in the United States. 43.6 million people (14.3%) lived in poverty in the United States in 2010. 36 percent of all those who live in poverty are children (Lubinski & Hudson, 2017).There are health disparities among the poor and minority people in the country. Chronic disease tends to have a more severe affect on people of color and those who live in poverty.Children of color are disproportionately impacted by communication disorders. Black children are (9.6 percent) more likely to have a communication disorder than white children (7.8 percent) and Hispanic children (6.9 percent).More than 40 million Americans have communication disorders, costing the U.S. approximately $154 -186 billion annuallyBy the first grade, roughly 5% of children have noticeable speech disorders6 – 8 million Americans have some form of language impairmentNearly one in 12 children have a disorder related to voice, speech, language or swallowingApproximately 1 million Americans suffer from aphasiaFocus Areas, Long Range Strategic Goals, Issues and Action ObjectivesThis strategic plan is informed by the mission of the SPH Program and the School of Health Sciences’ mission and goals. The strategic plan outlines the ways in which the Program intends to achieve its vision for the future. The strategic planning process is an ongoing process that involves re-evaluation and revision each year.There are seven Program goals. They will appear in the next section of Focus Areas and Long Term Goals as objectives.Focus AreasThe following focus areas have been identified to enhance or improve the SPH Program:Excellence in Education (Graduate Program in Speech-Language Pathology and Undergraduate SPH Program)Viability of the ProgramResearch and ScholarshipDiversityInterprofessional EducationCommunity OutreachPlease note that six program goals have been included as objectives under the appropriate focus area and long term goal.FOCUS AREA 1: EXCELLENCE IN EDUCATIONLong Term Goal 1: To provide excellent education that meets students’ needs for pre-professional development Objective 1.1: To equip a diverse undergraduate student body with the knowledge of basic human communication processes and the critical thinking skills that enable students to compete as superior candidates for admission to graduate study in communication sciences and disorders or other fieldsObjective 1.2: To provide excellent graduate education that meets or exceeds the professional standards for clinical certification and state licensure and that prepares future speech-language pathologists to provide optimal care and enhance the quality of life for individuals with communication disordersIssues: The cost for higher education continues to climb. Universities are faced with budgetary restrictions and dwindling resources, yet the demand for a high quality graduate program to prepare exceptionally qualified speech-language pathologists remains high. The Program must find a way to ensure that students receive excellent, state-of-the-art education.The Program must also remain attentive to the undergraduate SPH majors and ensure that they are equipped with the knowledge of basic communication processes and the critical thinking skills that enable students to compete as superior candidates for admission to graduate study in communication sciences and disorders or other fields.Outcomes:The Program will increase the number of undergraduate SPH majors who seek admission to graduate study in communication sciences and disorders or other fields.The Program will continue to provide excellent clinical and academic training for professional practice in speech-language pathology by providing student-centered, diverse learning opportunities. Students will demonstrate that they meet established competencies relating to the acquisition of knowledge and skills across broad areas of knowledge in speech-language pathology. Program graduates will be able to find employment in the profession and demonstrate effective practice.Indicators for Success:The number of undergraduates admitted to graduate programs will increase by 20% over the next three yearsStudents will demonstrate that they meet established competencies for each graduate courseGraduate students will pass the Praxis with 90 to 100% pass rates90 to 100 % of the SPH graduates will find employment in the field within 6 months of graduationAction ObjectivesResponsible PersonContinuously review curriculum to align coursework and clinical experiences with the needs of the community and the trends in the profession of speech-language pathology, addressing emerging considerations and opportunitiesCurriculum CommitteeAll Program MembersAction ObjectivesResponsible PersonPartner with community agencies to provide educational and clinical opportunities for studentsProgram DirectorClinic AdministratorClinical and Academic FacultyExpand opportunities for students to experience health care and educational field placements, pediatric and adult settings, private practices, and other diverse clinical opportunities. Clinic AdministratorClinical Coordinators Review the need for course revisions, additions, deletionsCurriculum CommitteeAll Program MembersExpand the academic course offering for electives (i.e., Advanced AAC course, Cognition, TBI and Communication Disorders)Curriculum CommitteeAll Program MembersContinue to seek student feedback via course evaluations, Status of the Class meeting, exit surveys, and other opportunitiesProgram DirectorAll faculty /staffContinue to provide students with regular meetings with their advisors and improve upon the documentation process of advising meetingsAll faculty /staffEncourage 1:1 faculty: student mentorships (or professional staff: student)All faculty /staffExplore mechanisms for providing on- and off-site clinical supervisors with training, support, and skills enhancementClinic AdministratorClinical Faculty/StaffMaintain state-of-the art technology in academic classrooms, clinic and labsAll Faculty/StaffInclude content related to cultural and linguistic diversity in all relevant coursesAll Faculty/StaffIncorporate prevention in all clinical and academic curriculaAll Faculty/StaffInfuse professional practice competencies in the curriculum in every academic course and practicaAll Faculty/StaffExpand course offerings that meet the University diversity requirement and the general education requirementsAll Faculty/StaffImprove undergraduate advising by assigning undergraduates to faculty advisorsProgram DirectorImprove undergraduate advising by developing “Plan B” options for undergraduate SPH majors that will include suggestions for other applicable graduate programsCollaborative effort: All Faculty/StaffEnsure that the Tutoring and Academic Success Center (TASC) has qualified tutors for undergraduate Speech and Hearing coursesProgram DirectorFOCUS AREA 2: VIABILITY OF THE SPH PROGRAMLong Term Goal 2: To ensure the strength and viability of the Program Issues: Institutions for accreditation are placing more requirements on academic programs to meet the demand for providing high quality training for health care providers in both the academic and clinical environments.All programs in the School of Health Sciences are encouraged to increase the size of cohorts due to the abundance of qualified candidates in the applicant pool. While increasing the class sizes bring more revenue in terms of enrollment, it presents challenges to the faculty who must provide clinical training which includes 400 clinical hours for each student.Indicators for Success:Annual report will continue to be submitted and acceptable to ASHAProgram will be re-accredited in 2019Action ObjectivesResponsible PersonMaintain ASHA accreditation. Program Director/All Faculty All StaffExplore an increase in the graduate program class size. Class size is determined as resources permit. An increase would be predicated upon developing: -An appropriate an corresponding number of academic faculty -An appropriate and corresponding number of professional staff -An appropriate and corresponding number of clinical supervisors -An appropriate and corresponding number of administrative staff -An appropriate and corresponding number of clinical placements -An appropriate and corresponding number of CSU Speech and Hearing Clinic clients and contractsProgram DirectorDirector/ School of Health SciencesFacultyStaffDevelop an Advisory Committee to seek the strategic advice and direction from experts in the profession Program Director/ Faculty/ StaffReview admissions and performance standards for students in order to recruit highly qualified students. Program Director/ Faculty/ Staff/ Director of School of Health Determine strategies for addressing personnel shortages (faculty, professional staff, administrative staff, and clinical supervisors). Director SHS/ PDContinue to build strong affiliation agreements with community agencies that provide diverse field placements and observation experiences for students. Clinic Administrator/Clinical Coordinator Off Campus Placements/ Clinical Coordinator of Student Teaching/ Program Director/ Faculty/ StaffContinue to pursue contracts for clinical services with community agencies.Continue collaborations with the CSU College of Education and Human ServicesClinic Administrator/Clinical Coordinator Off Campus Placements/ Clinical Coordinator of Student Teaching/ Program Director/ Faculty/ StaffObtain ASHA CEU Provider statusSpearheaded by Faculty Member: Violet CoxPursue changing of status of full time clinical professional staff members to faculty lines (i.e. Clinical Faculty or Professors of Practice)Director of School of Health SciencesFOCUS AREA 3: RESEARCH AND SCHOLARSHIPLong Term Goal 3: To enhance Program research productivity and participate in research endeavors that add to the body of knowledge in communication sciences and disorders and that has the potential to improve the quality of life for individuals who have communication disorders across the lifespanIssues: There is limited sources of funding for research in both extramural and intramural sectors. Faculty report a need for additional time to apply for grant funding.Indicators for success: 10% increase in presentations and publications for faculty 10% increase in student presentations and publications each year 10% increase in acquiring funding for research.Action ObjectivesResponsible Person Enhance and integrate academic and clinical faculty and student research projectsCollaborative Effort Develop a forum for interested faculty to discuss research ideas and methodsCollaborative EffortEncourage and support projects that attract internal and external funding. Collaborative EffortExplore research that will meet the research, service, or programmatic needs of local agencies (e.g., speech-language program development, progress monitoring, and program evaluation). Collaborative EffortExplore opportunities for collaborative researchCollaborative EffortEncourage students to complete Master’s thesesCollaborative EffortEncourage graduate students to participate in research and develop posters to present research findingsCollaborative EffortEncourage undergraduate students to participate in research and develop posters to present research findingsCollaborative EffortDevelop a mechanism to systematically collect information regarding faculty and student research activityCollaborative EffortFOCUS AREA 4: DIVERSITYLong Term Goal 4: To maintain a diverse student body and learning environment through responsive innovation in admission and student experiencesIssues: Ethnic minorities are severely underrepresented in the profession of speech-language pathology. While diversity exists in the undergraduate courses in communication sciences and disorders, statistics continue to show that unrepresented minorities are not entering the profession.Indicator for success: Increase admission of underrepresented minorities in the graduate program by 20% over the next five years.Action ObjectivesResponsible PersonPromote diversity and a culture of inclusion in every aspect of the SPH ProgramCollaborative EffortContinue to review, refine and implement an active recruitment strategy for attracting and increasing the number students in the Program from underrepresented minority groups--Continue policy of reserving a minimum of five spaces in the graduate program for qualified, talented students from the CSU undergraduate program and post-baccalaureate students.--Encourage all undergraduate students to participate in NSSLHA--Establish a mentoring program for students from underrepresented minority programs--Partner with university pipeline programs (Urban Health Fellows, MC2 Program, McNair Scholars Program, etc.) to inform students about careers in communication sciences and disorders--Offer to present topics to entry-level courses such as Introduction to Health Sciences about the profession Collaborative EffortCollaborative EffortCollaborative EffortCollaborative EffortCollaborative EffortFOCUS AREA 5: INTERPROFESSIONAL EDUCATIONLong Term Goal 5: Continue to develop and refine Inter-professional education (IPE) modelof teaching and learning consistent with the workforce requirements for multidisciplinaryteaming across the professionsObjective 5.1: To provide students with clinical and research opportunities that deepen their understanding and appreciation of evidence-based practices and inter-professional collaborationsIssues: There is not a formal course in the curriculum that speaks to interprofessional education. While principles of IPE and evidence-based practices are infused throughout the curriculum, IPE is often explored as a part of the graduate practicum in speech-language pathology. It becomes a challenge to integrate SLP students with those from OT, and PT who have IPE as a required course in the curricula.Indicator for success: Students in the SPH Program will have a 20% increase in the number of IPE opportunities over the next five years.Action ObjectivesResponsible PersonSLP Faculty and staff will pursue IPE opportunities within the College of Science and other with other education and health professionalsAll faculty and staff – collaborative effortThe SPH Program will foster team teaching across the curriculum with other education and health professionals All faculty and staff – collaborative effortParticipate in IPE teams within the university to develop a practice model that supports IPE clinical education and practiceAll faculty and staff – collaborative effortDevelop IPE research ideas and projectsAll faculty and staff – collaborative effortFOCUS AREA 6: COMMUNITY OUTREACHLong Term Goal 6: Continue to engage in activities that improve the quality of life for individuals with communication disorders in the region and global society by expanding and improving outreach opportunities for students participating in the Speech and Hearing ClinicObjective 6.1: To equip students to attain leadership roles in clinical settings in the community, region, and global society by promoting skills in effective communication, critical thinking, and clinical reasoning and to encourage participation in research and life-long learningObjective 6.2: To provide high quality and innovative clinical services in speech, language and hearing assessment and intervention, along with preventative care, to members of the communityObjective 6.3: To prepare culturally competent clinicians to serve diverse populationsIssues: The Speech and Hearing Clinic must generate income. Most of the clients who receive services in our Clinic are from low socio-economic income families, and are unable to pay for services. Over the years, insurance reimbursement for services have either dwindled or become difficult to collect. Yet, our vision is to be recognized as the leader in providing excellent clinical services to the Northern Ohio region and global society.Indicator for success: The number of persons served by the SPH Clinic will increase by 40% over the next five years.Action ObjectivesResponsible PersonExpand role of CSU Clinic in early interventionProgram Director/Clinic Administrator/ Clinical CoordinatorsDevelop and incorporate service learning initiativesProgram Director/Clinic Administrator/Clinical CoordinatorsInfuse prevention of communication disorders in clinic and academic curriculumCollaborative Effort – All faculty/staffEnhance current outstanding clinical placement sites. Clinic Administrator/ Clinical CoordinatorsExplore international, sustainable service learning projects.Collaborative Effort – All faculty/staffExplore advocacy opportunities for individuals with communication disorders through partnerships with local and state community members and agencies. Collaborative Effort – All faculty/staffExpand the development of support groups for individuals with communication disorders and their families.Clinic Administrator/ Clinical CoordinatorsMission and Goal ConsistencyVisionSPH ProgramSchool of Health SciencesCollege of Science and Health ProfessionsCleveland State UniversityThe Speech and Hearing Program at Cleveland State University will be recognized as the leader in providing excellent, innovative, diverse, and collaborative educational experiences and clinical services in communication sciences and disorders within the Northern Ohio region and global society.Vision:The School of Health Sciences will be the leader in the building capacity of health care professionals to optimize the health and well-being of individuals and communities within the health system.Values: EducationInnovationCollaborationServiceAdvocacyResearchKnowledge TranslationAs a new college, the College of Sciences and Health Professions is developing our vision statement. In the meantime, please reference the University's?vision statement.We will be recognized as a student-focused center of scholarly excellence that provides an accessible, engaged and exceptional education to all (diverse). We will be a place of opportunity for those who seek truth, strive toward excellence and seek a better life for themselves and for their fellow citizens. As a leader in innovative collaboration – both internally and externally – with business, industry, government, educational institutions and the community, the University will be a critical force in the region’s economic development. We will be at the forefront of moral, ethical, social, artistic and economic leadership for the future and embrace the vitality that comes with risk. We will be the strongest public university in the region and be known for our scholarship and diversity in service to students and to our community.MissionSPH ProgramSchool of Health SciencesCollege of Science and Health ProfessionsCleveland State UniversityThe mission of the Speech and Hearing Program is to attain excellence by providing students with educational and clinical experiences that emphasize innovation, collaboration, and inter-professional explorations.The Bachelor of Arts in Speech and Hearing equips undergraduate students with the knowledge of basic human communication processes and critical thinking skills that enable students to compete as candidates for admission to graduate study in communication sciences and disorders or other fields. The Master of Arts in Speech Pathology and Audiology, which complies with the standards of the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA), prepares future clinicians to provide excellent, culturally-relevant services to children and adults (diversity) with communication disorders in the Northern Ohio region and the global society. The School of Health Sciences prepares students in the health sciences and health professions to optimize care to enhance the quality of life of individuals and communities within the health system.To educate students for careers in science and provide science education to all students in the University.To foster the development and application of new knowledge through research and scholarship.To promote a culture of service to the University and its diverse communities.Our mission is to encourage excellence, diversity and?Engaged Learning?by providing a contemporary and accessible education in the arts, sciences, humanities and professions, and by conducting research, scholarship and creative activity across these branches of knowledge. We endeavor to serve and engage the public and prepare our students to lead productive, responsible and satisfying lives in the region and global society.(As they become SLPs)GoalsSPH ProgramSchool of Health SciencesCollege of Science and Health ProfessionsCleveland State UniversityTo equip a diverse undergraduate student body with the knowledge of basic human communication processes and the critical thinking skills that enable students to compete as superior candidates for admission to graduate study in communication sciences and disorders or other fieldsTo provide excellent graduate education that meets or exceeds the professional standards for clinical certification and state licensure and that prepares future speech-language pathologists to provide optimal care and enhance the quality of life for individuals with communication disordersTo prepare future speech-language pathologists to fill diverse roles in the profession, work with integrity, and collaborate with families and other professionals in a variety of work settingsTo provide students with clinical and research opportunities that deepen their understanding and appreciation of evidence-based practices and inter-professional collaborationsTo equip students to attain leadership roles in clinical settings in the community, region, and global society by promoting skills in effective communication, critical thinking, and clinical reasoning and to encourage participation in research and life-long learningTo provide high quality and innovative clinical services in speech, language, and hearing assessment and intervention, along with preventative care, to members of the communityTo prepare culturally competent clinicians to serve diverse populations1. Offer state-of-the-art programs2. Promote student success3. Expand external funding4. Collaborate broadly5. Build leadership capacity6. Publicize achievements7. Strengthen collegialityWithin this broad context the College of Sciences and Health Professions will:Advance the purposes and activities of all disciplines of its constituent departments by uniformly facilitating, encouraging, and respecting the pedagogy, scholarship, and practice of each.Promote quality teaching through pedagogical excellence, instructional innovation, and application of technology.Meet the needs of all CSU students in engaged learning through excellent instruction, individualized advising, and involvement in research and scholarship.Foster the creation of new knowledge through basic and applied research that both respects the methodologies and customs of each discipline and encourages cross-disciplinary collaboration.Work with community partners to provide instruction with a real-life context and to understand community problems and find solutions for them.Forge internal and external partnerships that promote the advancement of science and its application.Promote a culture of service to the University, urban, and professional communities.Serve appropriate University, urban, regional, national, international, and professional communities.SPEECH AND HEARINGSTRATEGIC PLAN UPDATES/STATUSAY 2015- 2016 2016- 20172017-2018FOCUS AREA 1: EXCELLENCE IN EDUCATIONLong Term Goal 1: To provide excellent education that meets students’ needs for pre-professional development Objective 1.1: To equip a diverse undergraduate student body with the knowledge of basic human communication processes and the critical thinking skills that enable students to compete as superior candidates for admission to graduate study in communication sciences and disorders or other fieldsObjective 1.2: To provide excellent graduate education that meets or exceeds the professional standards for clinical certification and state licensure and that prepares future speech-language pathologists to provide optimal care and enhance the quality of life for individuals with communication disordersAction ObjectivesStatus/ DatesResponsible PartyContinuously review curriculum to align coursework and clinical experiences with the needs of the community and the trends in the profession of speech-language pathology, addressing emerging considerations and opportunitiesOngoing-2015 – Discussed the need for additional coursework in cognition. Considering offering as a third elective course2016 -2017 – Approved for search for Assistant Clinical Professor (Replacement- Randazzo)Spring 2017 – hired Chad McCarney who has a specialty in cognition and adult neurogenic disorders. Will develop an elective in cognitionSummer 2017 Cognition elective developedAugust 2018 – Professor McCarney resigned. Emily St. Julian hired as Interim Assistant Clinical Professor. Professor St. Julian also has expertise and training in adult neurological communication disorders.Fall 2018 – Offered Optimizing Cognitive Rehabilitation as an electiveCurriculum CommitteeAll Program MembersPartner with community agencies to provide educational and clinical opportunities for students8/2015 Partnered with LaParade to extend services to preschool students. Provided speech-language and hearing screenings2016-2017 Partnered with St. Vincent Charity Hospital- Residents will obtain observation experiences in speech-language pathology. Opportunity for adult neurological communication disorders referrals2016-2017 developed Service Learning Initiatives:Talk & PlayFamily Literacy ProgramMom’s Care MoreMinds MatterEnrichment for at risk families residing at Salvation Army Homeless ShelterEnrichment Language- Ramah Junior AcademySpring 2017 Partnered with Cleveland Municipal School District – Preschool Hearing Impaired Classroom Auditory and Language Enrichment ProgramBrigette Culliver continues to maintain relationship with LaParade owners and administratorsClinical staff will maintain affiliations with variousExpand opportunities for students to experience health care and educational field placements, pediatric and adult settings, private practices, and other diverse clinical opportunities. 2016-2017- Continue affiliation with Friendships in Teams - Private Practice (Nicole Gerami) Autism Camp2016-2017 Partnered with Cuyahoga County Board of Developmental Disabilities to initiate a social communication group2016- contract established with Albert Einstein Academies to provide speech and language services (charter school)Fall 2018 contract established with Stonebrook Montessori to provide speech and language servicesDoreen Binnie/ Brigette Culliver/ Sue Neff/Myrita Wilhite/ Carol SpearsReview the need for course revisions, additions, deletions2015-20162016-2017 – curriculum committee working hard to change course description in the catalog. 2017-2018 – Developed modules for graduate studentsModules include the following:(Completed Fall 2018)-Behavior Management-Data Collection?-Diversity-Clinical Report Writing-Autism-School Based SLP/IEP (Individualized Educational Program)(Pending: to be completed by?Fall 2019)-Basic?Intervention Strategies?for:AphasiaAugmentative & Alternative CommunicationAural Rehabilitation?Phonology/ArticulationMiddle School LanguagePreschool Language?-Using?Visual SupportsSpring 2015- Transfer Assurance Guides were developed for all undergraduate American Sign Language courses to comply with Ohio’s Articulation and Transfer Policy. Students are guaranteed the transfer of applicable credits among Ohio’s public colleges and universities and equitable treatment in the application of credits to admissions and degree requirements.?All courses were approved in November 2017.Curriculum CommitteeExpand the academic course offering for electives (i.e., Advanced AAC course, Cognition, TBI and Communication Disorders)2015-2016 - Added faculty member April Yorke with expertise in AAC2016-2017 – Hired Chad McCarney – to create elective course in cognitionFall 2018 – Offered Optimizing Cognitive Rehabilitation as an electiveSpring 2019 Offering Alternative Assistive Communication Collective effort – all program membersContinue to seek student feedback via course evaluations, Status of the Class meeting, exit surveys, and other opportunitiesOngoing effort – status of the Class meeting occurs during the first practicum meeting of the summer term every year.Exit surveys are completed every year.All faculty and staff participate in Status of the Class Meeting.Surveys administered by Administrative AssistantContinue to provide students with regular meetings with their advisors and improve upon the documentation process of advising meetingsongoingAll faculty /staffEncourage 1:1 faculty: student mentorships (or professional staff: student)ongoingAll faculty /staffExplore mechanisms for providing on- and off-site clinical supervisors with training, support, and skills enhancement2015-2016- Clinic Administrator held in-services for on-campus supervisors to acclimate staff to use of B-line (recording system) and Calipso. Supervisor Manuals are updated annuallyAnnual supervisor meeting2016-2017 – Clinic Administrator held annual supervisor meeting. Manuals are updated annually Spring 2018 - FEES Training Seminar for area professionals and clinical supervisors Clinic AdministratorClinical Faculty/StaffViolet CoxMaintain state-of-the art technology in academic classrooms, clinic and labsSummer 2015: moved into the Center for Innovation in Medical Professions- state of the art facility2015 – 2016Annual submission of Tech fee monies in October.10 new Maico portable audiometers were purchasedFall 2017New Fiberoptic Endoscopic Evaluation of the Swallow (FEES) equipment was ordered along with a new VideostrobeAll Faculty/StaffInclude content related to cultural and linguistic diversity in all relevant coursesOngoingEach instructor is asked to infuse cultural and linguistic diversity into graduate courses (2016)All Faculty/StaffIncorporate prevention in all clinical and academic curriculaOngoingEach instructor is asked to infuse prevention into graduate coursesAll Faculty/StaffInfuse professional practice competencies in the curriculum in every academic course and practicaOngoingEach instructor is asked to infuse professional practice competencies into graduate coursesAll Faculty/StaffIndicators for successThe number of undergraduates admitted to graduate programs will increase by 20% over the next three yearsStudents will demonstrate that they meet established competencies for each graduate courseGraduate students will pass the Praxis with 90 to 100% pass rates 90 to 100 % of the SPH graduates will find employment in the field within 6 months of graduationMean prior to 2015 = 38%2015 – 2016 = 76% admitted to graduate programs> 20%2016-2017 = 76% admitted> 20%2017 – 2018 = 71% admitted> 20%Instructors monitor competencies for each course.Students are staffed regularly at program meetings to determine students who need extra supports both clinically and academically2015-2016 (Praxis pass rate 96%)2016-2017 (100% pass rate)2017-2018 (100% pass rate)2018-2019 100% of graduates consistently find employment within 6 months of graduationCollaborative effort: All Faculty/StaffFOCUS AREA 2: VIABILITY OF THE SPH PROGRAMLong Term Goal 2: To ensure the strength and viability of the Program Action ObjectivesStatus/ DatesResponsible PartyMaintain ASHA accreditation. Continue to review Policies and ProceduresAnnual RetreatRegular Program Meetings to ensure student success and that program is complying with accreditation standards Ongoing Program Director/All Faculty All StaffExplore an increase in the graduate program class size. Class size is determined as resources permit. An increase would be predicated upon developing: -An appropriate an corresponding number of academic faculty -An appropriate and corresponding number of professional staff -An appropriate and corresponding number of clinical supervisors -An appropriate and corresponding number of administrative staff -An appropriate and corresponding number of clinical placements -An appropriate and corresponding number of CSU Speech and Hearing Clinic clients and contracts2015- 2016 – completed a feasibility study and determined that increasing class size is not appropriate at this time. We will continue to seek admission for up to 35 studentsProgram DirectorDirector/ School of Health SciencesFacultyStaffDevelop an Advisory Committee to seek the strategic advice and direction from experts in the profession 2015-2016 – Initiated discussion of an advisory committee2017-2018 – identified community leaders who would serve provide invaluable insight to the ProgramSpring 2018 held first advisory committee meeting – members met with program and then with other faculty, staff and advisory committee members in the School of Health Sciences.Members: JoManette Nousak, Kelly Ann Canterberry Antel, Samantha Brown, Sarah Miller, Bruce Thomas, Kristin ThomasFall 2018 held second advisory meetingProgram Director/ Faculty/ StaffReview admissions and performance standards for students in order to recruit highly qualified students. 2015 continue to maximize use of CSDCAS to streamline admissions processContinue to hold 5 seats in each incoming graduate class for CSU students (UGs, post-baccalaureates)Continue to prepare undergraduates for the competitive nature of the application process for graduate school and the rigors of graduate studyProgram Director/ Faculty/ Staff/ Director of School of Health Determine strategies for addressing personnel shortages (faculty, professional staff, administrative staff, and clinical supervisors). Ongoing – Administration is highly supportive of replacing faculty/staff members who resign or retireDirector SHS/ PDContinue to build strong affiliation agreements with community agencies that provide diverse field placements and observation experiences for students. OngoingClinic Administrator/Clinical Coordinator Off Campus Placements/ Clinical Coordinator of Student Teaching/ Program Director/ Faculty/ StaffContinue to pursue contracts for clinical services with community agencies.Continue collaborations with the CSU College of Education and Human ServicesOngoingClinic Administrator/Clinical Coordinator Off Campus Placements/ Clinical Coordinator of Student Teaching/ Program Director/ Faculty/ StaffObtain ASHA CEU Provider status2016- Met with Peggy Irwin of the Dean’s Office along with two members of the Continuing Education Department to discuss ASHA CEU Provider Status2017- 2018- Still working with CSU to obtain ASHA Provider Status. Will re-visit this initiative in Spring 2019Spearheaded by Faculty Member: Violet CoxPursue changing of status of full time clinical professional staff members to faculty lines (i.e. Clinical Faculty or Professors of Practice)Fall 2017 – Program Director and Clinic Administrator converted to Professors of PracticeFall 2018 – Director of the SHS is supportive of and has had talks with the Dean regarding converting the Clinical Coordinators of Student Teaching and Off-Campus Placements to Professors of Practice. The Director of the SHS will continue to pursue this fall 2018 and spring 2019.Director of School of Health SciencesIndicators for SuccessAnnual report will continue to be submitted and acceptable to ASHAProgram will be re-accredited in 20192015 – Annual report submitted on time and accepted2016-- Annual report submitted on time and acceptedAccreditation Team and Strategic Planning Steering Committee organized:Monica Gordon PersheyViolet O. CoxApril YorkeBrigette WilsonMyrita Wilhite2017-- Annual report submitted on time and accepted2018—Re-accreditation application submittedInitial Observation receivedSite Visit scheduled: February 25, 26, 2019FOCUS AREA 3: RESEARCH AND SCHOLARSHIPLong Term Goal 3: To enhance Program research productivity and participate in research endeavors that add to the body of knowledge in communication sciences and disorders and that has the potential to improve the quality of life for individuals who have communication disorders across the lifespanAction ObjectivesStatus/ DatesResponsible Party Enhance and integrate academic and clinical faculty and student research projectsExit Projects – evolving to integrate academic/clinical faculty and student research projects(Attached Appendix shows topics of research projects from 2015 – 2018)2018 – boasted a record number (17) of Student research posters presented at the College of Science Research Day in April 2018Collaborative Effort Develop a forum for interested faculty to discuss research ideas and methods2017- Don Allensworth-Davies now the SHS Associate Director for Research and InfrastructureWill hold monthly luncheons –faculty to present research2018 – Two faculty members from SPH Program have presented: April Yorke, Violet CoxCollaborative EffortEncourage and support projects that attract internal and external funding. Ongoing – list of funding:2016--$2500 Faculty Civic Innovation Grant, Cleveland State University, Cleveland, OH- Summer Program for Children with Hearing Loss - Wilhite2018 --$238, 441. Regionally Aligned Priorities in Delivering Skills (RAPIDS) grant. (Grant received in collaboration with several faculty members in School of Health Science at CSU.)—Program members: Yorke, Spears2018 $5000. Literacy for Individuals with Complex Communication Needs- Undergraduate Summer Research Award- YorkeCollaborative EffortExplore research that will meet the research, service, or programmatic needs of local agencies (e.g., speech-language program development, progress monitoring, and program evaluation). OngoingCollaborative EffortExplore opportunities for collaborative research2016- PresentCollaborative research project with Rehabilitation Team at University Hospitals and the SHS. Wilson/WilhiteCollaborative EffortEncourage students to complete Master’s theses~ 2 students per year complete thesis2015 (3 – Hodge, Deuley, Lotter)2016 (1 – Horan)2017( 1 – Volkar)2018 (2 – Meeks, Menendez)Collaborative EffortEncourage graduate students to participate in research and develop posters to present research findingsExit project re-organized2018 – 4 UG students presented research posters at annual OSLHA convention.2018- 17 graduate students presented research posters at the COS Research DayCollaborative EffortEncourage undergraduate students to participate in research and develop posters to present research findingsOngoing2015 - 2018– Honors and Scholars students/ McNair Scholars participating in Research Approximately 2 per termCollaborative EffortDevelop a mechanism to systematically collect information regarding faculty and student research activityOngoing Collaborative EffortIndicators for success10% increase in presentations and publications for faculty Averaging ~ 2 presentations /year2015NBASLH Presentation Cox, Culliver, WilhiteNBASLH Presentation CulliverNBASLH Presentation WilhiteNBASLH Presentation 2016OSSPEACBinnie, SpearsCulliver, D’Amore, Spears(Distance-Learning with Barbados)2017Association Allied Health Professionals ConferenceDomholdt, Guiffre, Ekelman, Wilhite2018 OSSPEAC ConferenceBinnie, ThompsonBlack Diamonds ConferenceWilhite, Wilson10% increase in student presentations and publications each yearSignificant increase in graduate student presentations in 2018 due to re-structuring the exit projects17 student posters 4/201810% increase in acquiring funding for researchOngoing FOCUS AREA 4: DIVERSITYLong Term Goal 4: To maintain a diverse student body and learning environment through responsive innovation in admission and student experiencesAction ObjectivesStatus/ DatesResponsible PartyPromote diversity and a culture of inclusion in every aspect of the SPH ProgramOngoing2016- started the first annual “End of the Year” Celebration – breakfast and awards for graduate and undergraduate studentsCollaborative EffortContinue to review, refine and implement an active recruitment strategy for attracting and increasing the number students in the Program from underrepresented minority groups--Continue policy of reserving a minimum of five spaces in the graduate program for qualified, talented students from the CSU undergraduate program and post-baccalaureate students.--Encourage all undergraduate students to participate in NSSLHA--Establish a mentoring program for students from underrepresented minority programs--Partner with university pipeline programs (Urban Health Fellows, MC2 Program, McNair Scholars Program, etc.) to inform students about careers in communication sciences and disorders--Offer to present topics to entry-level courses such as Introduction to Health Sciences about the profession OngoingContinue to retain at least (5) CSU UG’s and post-baccalaureate201 students who meet criteria for admissionsAdmitted student reflect national demographicsOngoingCollaborative EffortCollaborative EffortCollaborative EffortCollaborative EffortCollaborative EffortIndicator for success Increase admission of underrepresented minorities in the graduate program by 20% over the next five years.2015-2016MFWBHNNE229273112016-2017MFWBHNNE431340122017- 2018MFWBHNNE034321012018-2019MFWBHNNE0341102M = MaleF = FemaleW= WhiteB = BlackH = HispanicNNE = Non-native English SpeakerStudents self-identify in admissions demographic informationThe Program continues to promote diversity FOCUS AREA 5: INTERPROFESSIONAL EDUCATIONLong Term Goal 5: Continue to develop and refine Inter-professional education (IPE) modelof teaching and learning consistent with the workforce requirements for multidisciplinaryteaming across the professionsObjective 5.1: To provide students with clinical and research opportunities that deepen their understanding and appreciation of evidence-based practices and inter-professional collaborationsAction ObjectivesStatus/ DatesResponsible PartySLP Faculty and staff will pursue IPE opportunities within the College of Science and other with other education and health professionals2015 – 2016Collaboration with Go Baby GoThree graduate speech-language pathology students participated in an experiential learning elective designed to promote interprofessional interactions in collaboration with the Go Baby Go Sensory Friendly Time Program. This monthly occurring collaborative event with the Children’s Museum of Cleveland allows families with children who have motor impairments to “play” utilizing specially designed mobility equipment (including modified ride on cars (ROC) and hands- free, multi-directional over-ground harness systems (MOH) to engage with the museums mobile exhibits.The students’ involvement in these events provides a unique opportunity to directly apply discipline specific knowledge regarding the mechanical use of equipment to optimize a child’s performance as well as implementation of motor, cognitive and speech-related activities that are developmentally appropriate.2016- 2018The Speech and Hearing Program participated in collaboration with the CSU’s School of Nursing in a program entitled, “We are the Medicine.” The program this year focused on developing intra-curricular designs to foster interprofessional teamwork involving Speech and Hearing graduate students along with students from nursing, occupational therapy, physical therapy, social work, pharmacy, Health Sciences and pre-medical undergraduate students. The focus this year was on cases/scenarios that involved death/dying and palliative care. Over 360 students in the health professions participated this year along with a staff of faculty members who served as facilitators representing a variety of disciplines. 2017 – Madalynn Wendland appointed Associate Director/Project Manager for IPE for School of Health Sciences2017The Project Manager for IPE for the School of Health Sciences organized a graduate course, HSC 560 – Interdisciplinary Health Care Teams. Graduate students in physical therapy, occupational therapy, and speech-language pathology were introduced to the team approach to healthcare delivery. Didactic and experiential-based learning opportunities addressed concepts of values and ethics, roles and responsibilities, IPE communication, teams and teamwork, and leadership development.All faculty and staff – collaborative effortThe SPH Program will foster team teaching across the curriculum with other education and health professionals Ongoing – see above All faculty and staff – collaborative effortParticipate in IPE teams within the university to develop a practice model that supports IPE clinical education and practiceOngoing – see aboveAll faculty and staff – collaborative effortDevelop IPE research ideas and projects2016 – PresentContinue collaboration with University Hospitals Research Project and the CSU School of Health SciencesAll faculty and staff – collaborative effortIndicator for successStudents in the SPH Program will have a 20% increase in the number of IPE opportunities over the next five yearsSPH Program involvement with IPE initiatives and opportunities have increased by more than 50% since 2010- 2015All faculty and staff – collaborative effortFOCUS AREA 6: COMMUNITY OUTREACHLong Term Goal 6: Continue to engage in improve the quality of life for individuals with communication disorders in the region and global society by expanding and improving outreach opportunities for students participating in the Speech and Hearing ClinicObjective 6.1: To equip students to attain leadership roles in clinical settings in the community, region, and global society by promoting skills in effective communication, critical thinking, and clinical reasoning and to encourage participation in research and life-long learningObjective 6.2: To provide high quality and innovative clinical services in speech, language and hearing assessment and intervention, along with preventative care, to members of the communityObjective 6.3: To prepare culturally competent clinicians to serve diverse populationsAction ObjectivesStatus/ DatesResponsible PartyExpand role of CSU Clinic in early intervention2015 –Continue contract with LaParade Early Learning Center2018Pursing contract with Head StartProgram Director/Clinic Administrator/ Clinical CoordinatorsDevelop and incorporate service learning initiatives2016-17First year graduate students in the SPH launched five service learning initiatives. Graduate level students followed a best practice model to select a need for service, find community partners, align the service experience with educational goals, managing the project or program, and fostering reflective student learning throughout the process. Cleveland Connects: The First 2,000 Days, sponsored by PNC Bank is a state wide effort to improve the first 2,000 days of a child’s life (birth-5 yrs.). The Cleveland State Speech and Hearing Clinic began five learning projects to initiate its own independent model of this initiative to targeting speech, language and auditory related activities to assist in this state wide effort. The following is a summary of those activities:Talk and Play is a collaborate program with LaParade Early Learning Center in Euclid, Ohio. Students created developmentally appropriate lessons to increase language development and pre-literacy skills for children 3-5 yrs. Graduate clinicians visited the center for one hour sessions once a week during the spring semester.A Book Drive was conducted during the spring semester 2017. Graduate clinicians collected over 200 children’s books to distribute to Rainbow Babies and Children’s Hospitals and pediatric clients at the Cleveland State University Speech and Hearing Clinic. A Family Literacy Program was created to encourage parents in the CSU Speech and Hearing Clinic to engage in reading on a daily basis with their children birth-5 yrs. Students developed simple theme-based book enrichment activates for clients.Mom’s Care More (MCM) Teen Mom Education Program involved graduate students working with teen parents to emphasize the importance of early literacy and activities to facilitate language development. The program offered ways to help young parents at Cleveland Municipal School District’s East Technical High School maximize their child’s literacy and language potential by providing talks on language development, practical activities to do at home and a social media platform (Facebook) to ask questions and receive more information. Auditory Enrichment ProgramWorking in collaboration with Cleveland Municipal School district’s Willson Elementary School’s preschool program for Deaf children. Theme-based language, literacy and auditory activities were provided for one hour each week during the spring semester of 2017.2018Mind MattersStudents worked with senior citizens at the Fatima Family Center during spring semester 2018 to provide activities to prevent mild cognitive impairment in the elderly. The Program received an outpouring of positive feedback from the participants in this program.Program Director/Clinic Administrator/Clinical CoordinatorsInfuse prevention of communication disorders in clinic and academic curriculumOngoingCollaborative Effort – All faculty/staffEnhance current outstanding clinical placement sites. OngoingClinic Administrator/ Clinical CoordinatorsExplore international, sustainable service learning projects.2019Exploring a return service learning project to BarbadosCollaborative Effort – All faculty/staffExplore advocacy opportunities for individuals with communication disorders through partnerships with local and state community members and agencies. OngoingCollaborative Effort – All faculty/staffExpand the development of support groups for individuals with communication disorders and their families.2016-17Support Group for Parents of Children with Autism – facilitated by a parent of a child with autism spectrum disorder. Clinic Administrator/ Clinical CoordinatorsIndicator for successThe number of persons served by the SPH Clinic will increase by 40% over the next five years.2015- 2016# clients served in on campus clinic = 117# served in service learning initiatives = 02016- 2017# clients served in on campus clinic = 118 # served in service learning initiatives = ~2002017- 2018# clients served in on campus clinic = 113# served in service learning initiatives = ~ 250These numbers do not include contracted sitesThe Program will need to track those served in contracted schools to provide a more accurate reflection of the number of people served.All SPH Faculty/Staff ................
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