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Department of Speech-language Pathology - Sacred Heart University

By Wesley Hawkins,2014-01-29 00:39
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Department of Speech-language Pathology - Sacred Heart Universityof,Heart

    Sacred Heart University College of Health Professions

    Department of Speech-Language Pathology

VISION STATEMENT

    MISSION STATEMENT

    CORE VALUES

    SERVICE TO THE COMMUNITY STRATEGIC PLAN

Vision for 2018: Educating Leaders in Speech-Language Pathology

    The Department’s vision includes integration of academic programs and clinical education that lead to engaged learning, academic

    excellence, clinical competence, and inter-professional practice. The SHU Speech-Language Pathology Program aspires to build capacity

    for provision of the highest quality services provided by licensed and certified speech-language pathologists for individuals with

    communication disorders and their families in Connecticut and surrounding areas. Through a commitment to academic excellence,

    innovative models of clinical training, multidisciplinary preservice education, and research experiences for master’s level students in

    speech language pathology, SHU faculty will nurture the development of culturally competent, collaborative practitioners and future

    leaders in the profession of speech-language pathology.

    The Department will be known for:

    ; Excellence of academic programs that highlight highly effective practices and engaged learning

    ; Innovation in clinical education

    ; Inter-professional collaboration in teaching, research, clinical education, and service

    ; Success of a diverse student population prepared to serve a multicultural society

    ; Scholarship that showcases evidence-based practice

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Our Mission

    The Department of Speech-Language Pathology seeks to foster the development of women and men who demonstrate intellectual and professional integrity, who value compassionate service to others, and who demonstrate leadership in their profession and advocacy for

    their clients. The Department strives to teach the skills necessary for developing ethical responses to the new and ever-changing

    circumstances of a future filled with discoveries, technological advancements, and social change. Our mission is to prepare students for

    careers in speech-language pathology by educating master’s level speech-language pathologists who meet all requirements for the

    Certificate of Clinical Competence in Speech-Language Pathology from the Council for Clinical Certification in Audiology and Speech-

    Language Pathology. Students will attain knowledge and skills in basic human communication processes, and in the prevention, assessment, and treatment of communication disorders. In addition, we aim to provide undergraduate students with the academic background enabling them to successfully enter graduate education in Communication Disorders. To accomplish this mission, the Department will (1) maintain Council of Academic Accreditation (CAA) standards of accreditation in the academic and clinical education of

    its graduate students; (2) maintain high standards in clinical services and pre-service clinical education; (3) encourage ethical practice

    among all students, faculty and staff; and (4) advance the understanding of human communication and related disorders through adherence to evidence-based practices, as well as faculty and student research activities. It is our mission to create a learning community

    that values diversity, advocates for life-long learning, promotes a culture of collaboration and respect for others, and guides the

    development of professionals to provide competent and compassionate service to people with communication disorders and their families

    throughout the lifespan in educational and health care settings. The Department is committed to professional and academic excellence

    and measures this by the quality of its faculty, programs, resources, research productivity, and student achievements. The Department

    provides opportunities for students to gain knowledge, experience, skills, and values necessary to begin a first career or prepare for new

    career challenges in response to the changing needs of society.

    The Department’s collaboration with professional partners within the College and in the community ensures that students benefit from an

    integration of academic, clinical and research experiences; this collaboration also enriches the health care endeavors of the community

    and instills an ethic of community service among students.

    The Speech-Language Pathology Department at SHU adheres to the Code of Ethics of the American Speech-Language and Hearing

    Association.

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    Core Values

    The core values of the Department accord with those of Sacred Heart University’s College of Health Professions, which are:

    1. Active and Engaged Learning We believe an academic environment in which both the faculty and students are committed to

    making optimal use of available teaching-learning strategies and resources. Among those resources, our clinical and fieldwork

    experiences are integral to the learning process. We provide an engaging, welcoming, yet challenging environment where students

    experience faculty and staff who demonstrate caring, respect, a commitment to their success.

    2. Pursuit of Wisdom Our faculty is engaged in scholarly and creative pursuits, exhibit enthusiasm for “the search for truth,” engage

    with students in challenging received ideas, and use their discoveries to inform their teaching and benefit their students and the

    community.

    3. Innovation We develop and use methods such as problem-based, inverse teaching, team-based, inter-professional, and service

    learning methods in our curricula.

    4. Integrity We hold our students and ourselves to high professional standards for ethical behavior within our academic programs

    and in interactions with each other.

    5. Leadership We encourage faculty, students, and staff to take on leadership roles in both the professional and general

    communities, contribute to the growth of knowledge and its dissemination within our given disciplines, and take active roles in

    policy development and implementation.

    6. Diversity- We offer opportunities for students with diverse backgrounds and learning styles by hiring a culturally competent faculty

    and staff who can adapt offerings and support systems within the college and university to provide the best opportunity for success.

    We infuse diversity issues throughout all aspects of the academic and clinical curriculum.

    7. Service to Others We are preparing leaders to serve and because of this our students must interact with, empathize with,

    communicate with, and learn from the diverse populations we call community. Our graduates can neither teach, nor care for, nor

    serve people they do not understand so community-based instruction is critical to their success as professionals and human beings.

    Our community-based clinical education models insures that student interact with clients and colleagues from diverse communities

    throughout their education.

    8. Spiritual and Personal Growth We believe meaningful lives come from an education built upon deep respect for the dignity of

    each person, the value of compassionate service, and a recognition of the responsibility of each individual to contribute to building

    a more just society.

    9. Collaboration We encourage inter-professional collaboration with the other departments within the Colleges of Health Professions

    and Education to deliver curricula that model the team-based practices clinicians experience in their work settings. We involve

    community-based practitioners and educators in the learning process because we believe theoretical knowledge is complemented

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    by experience and skills honed in the workplace, and provide field placements in real clinical settings, under the guidance of

    experienced clinical supervisors, from the earliest point in the clinical education curriculum. 10. Professionalism We strive to provide a model of professional attire, demeanor, communication, and interaction in all our

    interactions with students, clients, and colleagues, and to expect professional behavior in students’ academic and clinical activities.

    11. Responsiveness As leaders in professional education, we believe it is our role to anticipate and be responsive to the changing

    environment in education and health care, to enhance our own knowledge through active participation in continuing professional

    education, to monitor our teaching effectiveness through the examination of student attitudes and outcomes and make adjustments

    as necessary, and to respond to the learning needs of all students.

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    Strategic Plan

    GOAL/OBJECTIVE:

    University Goal 1: Increase Academic Excellence and Distinctiveness: Sacred Heart University will enhance its distinctive commitment to academic excellence demonstrated by the work of students who take responsibility for their learning and who

    are encouraged and guided by a faculty dedicated to innovative teaching and actively engaged in scholarly and creative work that advances their fields.

Objective 1:

Promote active and engaged learning

Strategies for achieving the above:

Strategy 1:

    Engage faculty in development activities on the scholarship of teaching offered by the University and College.

Strategy 2:

    Engage faculty in programs to increase faculty skills in the use of new and emerging education technology and in teaching skills for

    engaging students in the classroom offered by the University and College.

Strategy 3:

    Participate in college-wide Faculty-Student Scholarship day.

Strategy 4:

    Develop collaborative clinical experiences with OT, PT, NUR, ED to provide pre-professional collaborative practice and service learning experiences for students.

     Strategy 5:

    Use and monitor effectiveness of problem-based learning and inverse teaching strategies, as well as other pedagogical innovations, in

    academic courses.

GOAL/OBJECTIVE:

    University Goal 1: Increase Academic Excellence and Distinctiveness: Sacred Heart University will enhance its distinctive

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    commitment to academic excellence demonstrated by the work of students who take responsibility for their learning and who are encouraged and guided by a faculty dedicated to innovative teaching and actively engaged in scholarly and creative work that advances their fields.

Objective 2:

Increase connectedness of undergraduate and graduate students in SLP and related departments.

Strategies for achieving the above:

Strategy 1:

    Provide opportunities for undergraduate students to work and learn with graduate students and faculty through participation in National Student Speech-Language & Hearing Association

Strategy 2:

    Provide opportunities for students to work and learn with colleagues in PT and OT through participation in SHU Tri-Alliance campus

    chapter, as well as through pre-professional collaborative clinical practica.

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GOAL/OBJECTIVE:

    University Goal 1: Increase Academic Excellence and Distinctiveness: Sacred Heart University will enhance its distinctive commitment to academic excellence demonstrated by the work of students who take responsibility for their learning and who are encouraged and guided by a faculty dedicated to innovative teaching and actively engaged in scholarly and creative work that advances their fields.

    Objective 3:

Increase and develop faculty and clinical education staff.

Strategies for achieving the above:

Strategy 1:

    Following Business Plan agreed to by University administration during the development year of the SLP Department, hire two tenure-

    track faculty and one clinical educator each year for the first three years of program operation, and one tenure-track faculty member

    and one clinical educator in the fourth year.

    Strategy 2

    Implement plans to balance faculty work-load to include time for scholarship, advising, service, and active engaged teaching and clinical education through course assignments and scheduling.

Strategy 3:

    Develop capacity to generate funds through faculty practice for activities supporting faculty development, such as attendance at national and international conferences.

Strategy 4:

    Provide mentoring to junior faculty through regular meetings with Department Chair to monitor and support their growth as teachers and scholars.

     Strategy 5:

    Structure opportunities for students to work with faculty on their research through work-study funding and course activities, both to

    support the development of faculty scholarship and to provide students with engaged learning opportunities.

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GOAL/OBJECTIVE:

    University Goal 1: Increase Academic Excellence and Distinctiveness: Sacred Heart University will enhance its distinctive commitment to academic excellence demonstrated by the work of students who take responsibility for their learning and who are encouraged and guided by a faculty dedicated to innovative teaching and actively engaged in scholarly and creative work that advances their fields.

Objective 4:

Improve student academic achievement.

Strategies for achieving the above:

Strategy 1:

    Intentionally provide supportive teaching while maintaining high academic standards to prepare undergraduate students for graduate education.

Strategy 2:

    Enhance diversity of background among graduate classes by admitting a mix of SHU undergraduates and students from other undergraduate programs.

Strategy 3:

    Consider developing six-year program for high-achieving high school students who will be offered provisional early admission to the

    graduate program upon admission to SHU.

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GOAL/OBJECTIVE:

    University Goal 1: Increase Academic Excellence and Distinctiveness: Sacred Heart University will enhance its distinctive commitment to academic excellence demonstrated by the work of students who take responsibility for their learning and who

    are encouraged and guided by a faculty dedicated to innovative teaching and actively engaged in scholarly and creative work that advances their fields.

Objective 5:

Strengthen the academic reputation of the CHP and its programs.

    Strategies for achieving the above:

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    Strategy 1:

    Develop undergraduate inter-professional clinical reasoning course.

Strategy 2:

    Promote and recognize faculty and student scholarly accomplishments through social media, website news pages, community continuing education activities and campus events.

Strategy 3:

    Promote student participation in professional involvement at the state and national level through National

    Student Speech-Language-Hearing Association and Tri-Alliance activities and involvement with

    Connecticut Speech-Language and Hearing Association conferences and advocacy actions.

Strategy 4:

    Develop inter-professional resources to promote health care practice, research, and student engagement

    through community activities such as screenings, continuing education offerings for practicing clinicians, and inter-professional continuing education through collaborative activities with OT, PT, and NUR.

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