University of Wisconsin-Stevens Point
School of Communicative Disorders
Strategic Plan Document
Revised Statement 5/7/09
Mission for the Graduate Programs in the
School of Communicative Disorders
The mission of the graduate program in the School of Communicative Disorders at the University of Wisconsin-Stevens Point is to provide a foundation of professional preparation in speech-language pathology. The program fosters analytical thinking through research opportunities and facilitates application to clinical practice. Learning opportunities are provided to students to develop the knowledge and skills necessary to competently assess and treat individuals with speech, language, hearing, and/or swallowing disorders from diverse backgrounds in a variety of work settings.
Mission for the Undergraduate Program in the School of Communicative Disorders
The mission of the undergraduate program in the School of Communicative
Disorders at the University of Wisconsin-Stevens Point is to provide students a
liberal education that prepares them to be global citizens.
Students develop beginning knowledge and clinical skills in the area of
communicative disorders. Upon
completion of this pre-professional program, students are eligible to apply to a
graduate program leading to a Master’s of Science Degree in Speech-Language
Pathology and/or a Clinical Doctorate in Audiology.
Vision Statement
In 10 years, the School of Communicative Disorders will be recognized by
potential students, employers and consumers as the premier training program of
Speech-Language Pathologists and Audiologists in the state of Wisconsin and as a
major service provider in the area of speech and language, and audiology.
Envisioned Future
In response to the shortage of speech-language pathologists and audiologists, by
2018, the School of Communicative Disorders (SCD) will have 18 full time
faculty. Because of the increase in
full time faculty, the SCD will have enrolled 150-200 undergraduate majors and
60 graduate students majoring in Speech-Language Pathology.
There will also be a total of 24 students at UWSP enrolled in our joint
AuD program with the University of Wisconsin-Madison.
The School of Communicative Disorders will provide many of the
undergraduate courses on-line and this would be a way of targeting students
having degrees in other areas, and wish to pursue a degree in Communicative
Disorders or take the prerequisite coursework that will make them eligible to
apply to our graduate program in Speech-Language Pathology or to our joint AuD
program.
All clinical and research technology will be current and “state of the art.”
This new technology will prepare students for their future profession.
In addition, because of this new clinical and research technology will
become a major recruiting tool for new faculty and students.
This will provide more research opportunities for faculty members to
conduct research.
This overall expansion of the Department and the Center for Communicative
Disorders will make it possible to be an insurance provider.
There will be a total of three support staff with one position
exclusively devoted to third party billing.
Becoming an insurance provider will increase the number of individuals
being seen at our Center for Communicative Disorders.
In the Central Wisconsin area, our Center will also become a major
Speech-Language and Audiology Center.
The Center for Communicative Disorders will be updated and will have a more
professional atmosphere. Therapy
rooms and audiological rooms will also be updated and all rooms will be equipped
with new digital video systems that clinical supervisors will be able to
supervise students from their offices using their office computers.
The clinic will meet all HIPPA requirements, which will allow The Center
for Communicative Disorders to bill electronically.
A computer practice management system will be implemented, which will
allow the clinic to run more efficiently.
This system will allow for managing client information, making
appointments, tracking client accounts, billing, electronically submitting
insurance claims, and general accounting functions.
Focus Area 1: Staffing
Add highly qualified faculty and staff to the School of Communicative Disorders
(SCD) to support high quality academic and clinical education experiences for
students and provide opportunities to support research for faculty and staff.
Issue:
As indicated in the Visionary Statement,
if UWSP School of Communicative Disorder is to be recognized as the premier
training program in the State more staffing is needed in order to ensure
adequate academic and clinical training and address the national shortage of
Speech-Language Pathologists and Audiologists.
Indicator of Success:
Five new faculty positions hired and one administrative support staff.
Strategies to Achieving Focus Area:
By 2011, the SCD will document the workload necessary to justify one new faculty
position and one administration staff position.
By 2015, the SCD will document the workload to justify the University to give
permission to hire two new faculty/staff positions.
By 2018, the SCD will document the workload to justify the University to give
permission to hire two new faculty/staff positions.
Focus Area 2: Technology
Issue:
Current technology is out dated and affecting student preparation, on going
research, and service delivery.
Indicator of Success:
SCD will update the following technology across the department:
1.
New video observation system, update motor speech lab and teletherapy
technology,
2.
Clinic practice management system (billing, patient information system,
accounting, and scheduling).
3.
SAMs (computer tracking of student learning outcomes).
4.
Develop a systematic replacement plan
for Departmental Technology
·
New practice management system by Spring 2009.
·
The video observation system will be operational by Fall 2010.
·
Updated motor speech and Teletherapy technology by 2012.
·
SAMs receiving training and implemented by Spring 2009
·
Departmental Technology Plan for replacing technology by 2010.
Strategies to Achieving Focus Area:
Seek UW System grants, private and federal grants, and other funding sources to
upgrade technology, and use departmental resources.
Focus Area 3: Recruitment of high
quality undergraduate students into the major and recruit high quality students
into our graduate program.
Issue:
·
Limited university-wide resources to aid in recruitment of undergraduates into
Communicative Disorders.
·
Limited undergraduate scholarships for incoming students.
·
Limited allocations
of graduate assistantships.
Indicator of Success:
·
More University resources put into recruitment materials for Communicative
Disorders and other undergraduate majors at UWSP.
·
Development of scholarships for undergraduate students majoring in Communicative
Disorders.
·
Maintain current number of graduate assistantships for new graduate students, as
well as, continuing graduate students.
Strategies to Achieving Focus Area:
By 2012, work with the College of Professional Studies Development Officer to
create a source of funding for establishing undergraduate scholarships for
Communicative Disorders majors.
By 2009, develop a recruitment plan that will consist of the following:
·
Contacting High School Guidance Counselors in the Central Wisconsin region and
providing them informational materials regarding Communication Disorders (Speech
Language Pathology and Audiology).
·
Working with Admissions and the Undeclared Advisors at UWSP to increase their
knowledge of Communication Disorders as a major.
·
Increase consistency of Communicative Disorders staff involvement in the
recruitment process.
Focus Area 4: Physical Appearance
of the Department
Issue:
Outdated appearance of the clinical room furniture, stained ceiling tiles, dirty
ceiling vents, and old paint.
All of these items affect the professional image of the Department and the
Center for Communicative Disorders.
Current office furniture and workspace not in compliance with ergonomic
recommendations.
Outcomes:
·
Replace ceiling tiles and/or new ceiling and ceiling vents.
·
Update and replace furniture in the therapy rooms, and faculty and staff
offices.
·
Paint department; including staff and faculty offices, replace old carpeting as
needed in offices, clinical rooms and audiology suites and labs.
Indicator of Success:
·
Ceiling and vents will be replaced, painted,
and/or cleaned.
·
New furniture in all therapy and diagnostic rooms, Audiology suites and labs,
faculty and support staff offices.
·
Department area will be painted.
·
Carpet will be replaced as needed.
Strategies to Achieving Focus Area:
·
By 2012, State funding will be used to replace, paint,
and clean ceiling.
·
By 2013, use State funding to update offices with ergonomically recommended work
stations and replace carpeting.
University of Wisconsin Consortium Audiology Program
STRATEGIC PLAN: 2008-2010
MISSION
The mission of the University of Wisconsin (UW) consortium (UW-Madison and UW-Stevens Point) program is train to Au.D. students with a focus on developing practical knowledge and skills for future clinical practice. The UW-Madison has the additional mission to train Ph.D. students with a focus on developing knowledge and skills for designing and implementing scholarly research.
The mission of the Au.D. program is to prepare future audiologists with a strong clinical and theoretical background to practice in a variety of settings and to be life-long learners.
The professional program consists of a four-year program of coursework and clinical clerkship culminating in the Au.D. degree.
The academic objectives of the program are:
1. To prepare students to enter the profession of audiology fully able to function as independent audiologists in private practice,
medical clinics,
and school settings.
2. To provide a strong theoretical, technical, and scientific base for the clinical practice of audiology.
3. To prepare students to meet certification and licensure requirements for the practice of clinical audiology.
4. To prepare students to be life-long learners.
University of Wisconsin Consortium Audiology Program
STRATEGIC PLAN: 2008-2010
FOCUS AREA: COURSE COVERAGE
ISSUE: Tougher economic times have lead to an inability to hire (or long delays before given permission to hire) in order to maintain the required number of faculty members. This has resulted in the need to continually recruit temporary staff, to reallocate the time and tasks of current clinical and academic faculty members, or to ask that they work as an overload to teach the required courses.
OUTCOME
· Identify and implement creative, less expensive ways to cover classes.
INDICATOR OF SUCCESS
· Complete and/or initiate two new ways to cover classes.
STRATEGIES 2008
By September 1, 2008, the combined Audiology faculty (UW-Madison and UW-Stevens Point) will have identified more cost-efficient and time-efficient ways to cover the following courses that have remained uncovered due to inability to hire: Practice Management, Instrumentation, Counseling, Occupational Audiology.
By September 1, 2008, the combined Audiology faculty will have discussed ways to decrease the load of clinical faculty who have agreed to continue to teach a course as an overload.
STRATEGIES 2009
By January 1, 2009, the Audiology faculty will have implemented one of the new ways to cover the Practice Management class, which will be offered in Spring, 2009. Potential options include intercampus agreements, distance learning, on-line courses, and the traveling scholar program.
STRATEGIES 2010
By January 1, 2010, the Audiology faculty will have implemented one of the new ways to cover the Occupational Audiology class, which will be offered in Summer, 2010.
By August, 2010, the Audiology faculty will have reviewed the two new methods of covering Practice Management and Occupational Audiology (including student evaluations and feedback) and made plans to adjust if necessary (i.e., if a new faculty hire is still not possible).
FOCUS AREA: STUDENT FINANCIAL AID AND FUNDING
ISSUE: Tougher economic times will lead to greater financial difficulties for students, particularly for out of state students, which may result in a decline in students applying or accepting our AuD program in favor of more affordable programs.
OUTCOMES
Identify and pursue funding from sources outside the university and identify ways to reduce either the program or fees from within the university.
INDICATORS OF SUCCESS
Investigate two sources of outside funding and begin the process to acquire funds if feasible. Investigate one method for reducing costs from within the university and begin the process of instituting the change if feasible. We will continue to monitor the number of qualified in-state and out-of-state applicants to the Au.D. program. We will ask potential students for the reason they decline our invitation to join our program. We will submit training grant proposals to federal agencies to request funding for students.
STRATEGIES 2008
By December 1, 2008, the audiology faculty will have investigated other professions that allow superior students to begin their programs in the 4th year of college, and determined the mechanisms that are required for such a program to work. This is a way to reduce costs to students from within the university. By December 1, 2008, the audiology faculty will have a training grant or will have submitted a new training grant proposal.
STRATEGIES 2009
By April 1, 2009, the audiology faculty will have researched states that do not have AuD programs to see if they can fund their students in our program.
By December, 2009, we will have submitted a proposal to the university administration to allow superior students to begin the Au.D. program in their 4th year of college.
STRATEGIES 2010
By September 1, 2010, the audiology faculty will have implemented a program in which students can begin the AuD program in their 4th year of college.
FOCUS AREA: DIVERSITY
ISSUE: There is increasing diversity in our clinical clientele that will pose challenges in terms of our ability to serve minority, disadvantaged, elderly, and rural populations.
OUTCOME
An increase in diversity in the student body will help to improve clientele relations, competence of students, and understanding among future colleagues. The cultural competence of the Au.D. students will be enhanced
INDICATORS OF SUCCESS
We will recruit one non-traditional or minority student to the Au.D. program each year
We will have an expanded number of clinical placements that will give students more exposure to clientele from diverse cultural, ethnic, or economic backgrounds.
STRATEGIES 2008
Each year we will send recruitment materials to colleges that have large populations of minority and/or non-traditional students By December 1, 2008, the audiology faculty will have submitted a new training grant proposal that will include methods for recruiting and funding a more diverse student body. We will work with the Waisman Center to increase the diversity and size of its clinical pediatric population through cooperation in the development of a Maternal and Child Health training grant The UWSP campus will work to increase the diversity population through cooperation with the Stevens Point Area School District, Achievement Center and the United Migrant Opportunity Services.
STRATEGIES 2009
By December 1, 2009, the audiology faculty will have a training grant or will have submitted a new training grant proposal that will include methods for recruiting and funding a more diverse student body By December 1, 2009, the faculty will re-evaluate the recruitment process to identify procedures that work and those that do not in order to make the process of recruitment of non-traditional and minority students more efficient If the new MCH training grant is approved, we will work with the Waisman Center to increase the diversity and scope of its clinical services; otherwise we will work with the Waisman Center in preparation of future grants. The UWSP campus will work to increase the diversity population through cooperation with the Stevens Point Area School District, Achievement Center and the United Migrant Opportunity Services.
STRATEGIES 2010
By December 2010, the audiology faculty will have identified opportunities and funding sources to attract new minority and non-traditional students to the AuD program and to bring them to the university for recruitment visits
FOCUS AREA: PhD SHORTAGE IN AUDIOLOGY
ISSUE: There is an increasing shortage of PhD teacher-researcher-scholars to fill faculty openings and to conduct research in the discipline.
OUTCOME
Increase the number of incoming audiology PhD students.
INDICATORS OF SUCCESS
Increase the number of incoming audiology PhD students by one student every two years.
Begin a combined AuD-PhD program,
Recruit 1 AuD-PhD student per year to begin the AuD-PhD program
STRATEGIES 2008
By December 1, 2008, the audiology faculty will have investigated the possibility of allowing superior students to start the program in the 4th year of college. By December 1, 2008, audiology faculty will have investigated different ways to recruit and fund PhD students.
STRATEGIES 2009
By September 1, 2009, the audiology faculty will have submitted to the university administrators a plan for a combined Au.D.-Ph.D. program By September 1, 2009, the audiology faculty will have recruited at least one new PhD student and implemented one new/improved method for funding the student.
STRATEGIES 2010
By September 1, 2010, the audiology faculty will have an approved AuD-PhD program and at least 1 student into the new program.
The program will continue to seek new sources for funding students in the Au.D., Ph.D., and Au.D./Ph.D. programs