MS in Speech-Language Pathology Strategic Plan

Mission Statement for the Speech, Language, Hearing Sciences Department

The mission of the Speech/Language/Hearing Sciences Department is to impart knowledge about human communication and its disorders; to foster the necessary skills to practice speech language pathology competently; to extend the knowledge of human communication and its disorders to the general public; practicing professionals, and students; and to serve individuals affected by communication disorders in a diverse society.

Vision Statement for the Speech, Language, Hearing Sciences Department

The Speech Language Hearing Sciences department at Minnesota State University Moorhead aims to be the premiere program in the field of human communication sciences and disorders in the region. We seek to transform outstanding students into speech-language pathologists who will competently and compassionately meet the needs of individuals with communication and swallowing disorders.

Program Objectives

Recruiting and retaining a diverse body of high-quality students to our undergraduate and graduate programs and supporting them throughout high-quality rigorous courses, clinical experiences and faculty-mentored research opportunities.

Meeting the regional workforce need for speech-language pathologists in school and medical settings.

Operating in a collegial student-focused environment where all students, faculty, clinical educators and staff are respected and valued for their unique strengths.

Employing and retaining high-quality faculty and clinical educators through provision of appropriate workloads, mentoring and infrastructure so they can excel in classroom and clinic instruction, research and service endeavors.

Fostering collaboration between the departments within our College of Education and Human Services, within MSUM, and with surrounding organizations in the region.

Serving the region through the MSUM Speech-Language & Hearing Clinic by providing state-of-the-art assessments, interventions, technologies and resources.

Functioning as a financially sustainable SLHS department to provide an extraordinary undergraduate and graduate education.

MSUM Strategic Anchor: Student Achievement

We will define the distinctive attributes of our academic experience, building on the strengths that differentiate MSUM regardless of a student’s academic major. We will also ensure that we offer the optimal mix of programs and delivery modes to achieve our enrollment goals and financial sustainability.

  • Long-term (2021-2025): Maintain state-of-the-art facilities and market technology-infused program
    • 20-21: Explore marketing the technology-infused SLP program.
    • 20-21: Reconfigure/remodel facilities to meet the needs of the students and the department and meet HIPAA and FERPA regulations
      • Continue to work with the dean and building service manager to address needs in Murray
    • 20-21: Upgrade iPads
    • 20-21: Update materials for clinic; develop a procedure
    • 20-21: Purchase a VisiPitch/Nasometer for clinic and courses
    • 20-21: Training videos
  • Long-term (2020-2025): Successfully run the Regional Assistive Technology Center
    • 20-21: Agreement with Forbes AAC company for AAC loans and demonstrations
    • 20-21: AAC/AT course offering with ASHA
    • 20-21: RATC will continue to collaborate with STAR with demonstrations and loans for assistive technology tools and supports for Minnesota residents.
  • Long-term (2020-2025): Expand telepractice
    • 20-21: Expand Telepractice teaching techniques and strategies to meet the needs of the students and clients during the pandemic.
  • Long-term (2020-2025): Maintain accreditation to continue offering graduate program
    • 20-21: Submit annual report and be 100% compliant
    • 20-21: Submit program review of SLP graduate program for MSUM
  • Long-term (2020-2025): Improve retention rates of SLHS students
    • 20-21: Dept Chair will serve on the CEHS Retention and Recruitment committee
    • 20-21: Continue SLHS Learning Community
    • 20-21: Continue SLHS Student Advisory Board (SAB)
    • 20-21: Continue effective advising practices
      • Group advising with cohorts
      • Assign one advisor for each cohort; freshmen advisor teach FYE 101 course
      • Establish plans of study for all majors
      • Post-bacc/new transfer student orientation
      • Video clips for advising and registration
      • The graduate coordinator continues to advise all graduate students.
      • Maintain high student outcomes on graduate program benchmarks.
      • D2L advising site for graduate program
      • Be a pilot program for new scheduling system for minnstate
  • Long-term (2020-2025): Recruit and retain excellent students in SLHS and SLP programs
    • 20-21: Work with admissions by responding to prospective, admitted and accepted students following visits
    • 20-21: Chair will serve on the CEHS Retention and Recruitment committee
    • 20-21: Explore starting an AAC certificate for the grad program
    • 20-21: Explore Praxis II preparation options to help students
    • 20-21: Update handouts and order as needed
    • 20-21: Continue to work with Student Relations Coordinator for CEHS
    • 20-21: Upgrade iPads
    • 20-21: Update materials for clinic; develop a procedure
    • 20-21: Purchase a VisiPitch/Nasometer for clinic and courses
    • 20-21: Recruit undergraduate
      • Participate in preview days
      • Give tours to prospective students
    • 20-21: Intentionally celebrate student success to retain students, to highlight program and to celebrate faculty/staff success
      • Post successes on Dragon Digest and on website
      • Twitter for MSUM SLP
      • Explore UG social media
      • Wall of honor
      • Graduation reception/hooding
    • 20-21: Evaluate and revise graduate application process as needed
    • 20-21: Host graduation receptions and hooding ceremony
    • 20-21: Host UG social; modify from previous years
    • 20-21: Modify Graduate social
  • Long-term (2020-2025): Implement strategies to navigate current resources and meet needs of students for certification/accreditation
    • 20-21: Curriculum revisions
      • Graduate
        • Complete course/program revisions
        • Curriculum mapping and program comparisons (Program Review)
        • Academic
          • Explore collaboration between counseling department and SLP program
          • Add SLP 690 spring semester due to need for more instruction on swallowing disorders
          • Expanded Simucase into 1st year grad curriculum
        • Clinic changes
          • School based documentation
          • All students will have a school placement for off-campus
          • Explore Grand Forks placement options and others within the 90 mile radius.
          • Areas of need: hearing, oral-peripheral exams, adult hours. swallowing, etc.
            • More intentional documentation
            • Explore ideas for more exposure in these areas
            • Add SLP 690 spring semester
          • Research changes
            • Modify oral defense due to pandemic
          • Undergraduate
            • Begin the program review process for 21-22
            • Complete course/program revisions
            • Curriculum mapping
    • 20-21: Continue VALT system for clinic
      • Training for all students and supervisors during orientation
      • Training videos
    • 20-21: Continue use of Fusion
      • Clinic orientation
      • Training videos
    • 20-21: Reach financial sustainability for clinic within the SLP program
      • Obtain financial information from administration
      • Review metrics, clinic budgets, clinic revenue and make changes given upcoming staffing changes
      • Financial committee meet quarterly to review the status of the clinic (chair, clinic director, ESC, and accounting technician)
      • Explore contracts with outside entities
    • 20-21: All clinical educators will complete two hours of clinical supervision (1/1/21)
  • Long-term (2020-2025): Assessment procedures are revised to appropriately assess programs
    • 20-21: Submit assessment data for undergrad and graduate program in October
    • 20-21: Meet SLOs for both undergrad and graduate assessment

MSUM Strategic Anchor: Diversity and Inclusion

We will continue to build our organizational capacity to achieve equitable educational outcomes for all students, recognizing that achieving equity will require changing our systems, policies, practices, assumptions, and campus climate.

  • Long-term (2020-2025): Support undergraduate students from underrepresented groups.
    • 20-21: meet with the Office of Diversity and Inclusion
  • Long-term (2020-2025): Develop, initiate, evaluate and revise study abroad programs for the SLHS/SLP programs
    • 20-21: Investigate new collaborative study abroad opportunity for 2021-2022 with social work and counseling for SLHS/SLP students
  • Long-term (2020-2025): Bring American Sign Language and Deaf Culture courses back to MSUM.
    • 20-21: Offer SLHS 301 fall
  • Long-term (2020-2025): Recruit graduate students from underrepresented groups.
    • 20-21: Explore offering one scholarship specifically for an underrepresented group
    • 20-21: Explore recruiting from certain areas of MN and ND
    • 20-21: Promote major to high schools in regions with high populations of underrepresented groups; work with admissions
    • 20-21: Chair participate on CEHS Retention and Recruitment committee
    • 20-21: Apply for Dille Grant for phase one of SLHS Community Engagement for Diversity and Inclusion project
  • Long-term (2020-2025): Build cultural competency through coursework and clinical experiences.
    • 20-21: Continue activities related to cultural competency development in undergraduate and graduate coursework.
    • 20-21: Complete curriculum review and mapping by Graduate Committee
    • 20-21: Apply for Dille Grant for phase one of SLHS Community Engagement for Diversity and Inclusion project
  • Long-term (2020-2025): Continue to provide clinical services to a diverse clientele.
    • 20-21: Headstart screenings
    • 20-21: Apply for Dille Grant for phase one of SLHS Community Engagement for Diversity and Inclusion project
  • Long-term (2020-2025): Recruit faculty/staff from underrepresented group
    • 20-21: Hire adjuncts from underrepresented

MSUM Strategic Anchor: Community Development/Engagement

We will build community partnerships that strengthen and sustain our academic programs, enhance students’ educational experiences and meet important community needs.

Collaborate with professionals/organizations in our field or related fields outside of MSUM

  • Long-term (2020-2025): Strategically plan off-campus screenings for efficient and student needs; strategically plan service learning opportunities based on resources and student needs.
    • 20-21: Provide service-learning activities for memory screenings.
    • 20-21: Continue speech, language and hearing screenings in the area
    • 20-21: Participate in the Cleft Palate clinic through the ND Department of Health
    • 20-21: SLP 627 Bethany service learning at the Memory care unit or assisted living
    • 20-21: Mandatory service learning for SLHS 204 and 682 (paused for fall due to pandemic)
  • Long-term (2020-2025): Foster relationships and collaborations with community organizations and members.
    • 20-21: Continue involvement with Community Advisory Board
    • 20-21: Work with ND DPI to provide scholarship and support employment in ND
    • 20-21: Continue to be a local Chapter of the National Stuttering Association
    • 20-21: Foster continued strong relationship with FM Sertoma
  • Long-term (2020-2025): Collaborate with organizations outside of MSUM in order to provide opportunities for students and to serve the community/region
    • 20-21: Continue with STAR grant in order to connect RATC with MN residents for assistive technology needs
    • 20-21: Assistive technology clinic with Essentia Detroit Lakes, MN; quarterly evaluations conducted
    • 20-21: RATC will collaborate with the ALS Foundation to meet communication needs for ALS clientsv
    • 20-21: Collaboration with Essentia therapy center in Detroit Lakes for Augmentative and Alternative Communication
    • 20-21: Collaboration with the ND Department of Health to provide services at the regional Cleft Palate clinic five times an academic year
    • 20-21: Collaboration with local medical SLPs regarding implementation of new IDDSI framework for swallowing diet texture levels
    • 20-21: Implement SLP 690 Swallowing as an elective for graduate students wanting more experience for medical placements
  • Long-term (2020-2025): Explore additional IPE/IPP opportunities for our students
    • 20-21: Collaborate with U. of Mary’s Occupational Therapy dept and University of Jamestown’s Physical Therapy dept
    • 20-21: Collaborate with Special Education on IEP training for students
    • 20-21: IPE/IPP panel
  • Long-term (2020-2025): Share knowledge and skills with community professionals in the field and in related fields
    • 20-21: Invite local professionals in our fields and related fields to speak in SLHS courses.
    • 20-21: Provide consultation with current professionals related to areas of expertise.
    • 20-21: Plan for 2022 Spring Symposium
    • 20-21: Offer ASHA continuing education units through the partnership with Minnesota Department of Education for presentations and continuing education courses offered through the SLHS Department/MSUM Speech Language & Hearing Clinic.

Collaborate with students, and other faculty/staff and programs at MSUM

  • Long-term (2020-2025): Increase collaborations with other programs and departments to benefit students’ learning
    • 20-21: Exploring a counseling certificate for the SLP program by collaborating with the Counseling program
    • 20-21: SLHS faculty/staff speak in classes in other programs
    • 20-21: CEHS visiting scholar events coordination
    • 20-21: Intercollegial Academic Service Learning committee
    • 20-21: Preview days and SOAR days
    • 20-21: Collaborate with Shirley Johnson CEHS, Special Education, for IPE Case Study activity within SLHS 343 Clinical Procedures and Special Educations Methods Class
    • 20-21: Faculty-mentored student research will be accepted at regional and national conferences
    • 20-21: Collaborate with Taryn Akgul CEHS, Counseling for IPE Case Study activity with SLP 624 Fluency class
    • 20-21: IPE course or opportunities with Special Education re: IEP training
    • 20-21: Active participation in Student Academic conference: mentoring student research; volunteering at event; dept. involvement in planning committee and as liaison between SAC and Graduate Council
    • 20-21: Increase communication between our program; our student groups and FM Sertoma and Delta Zeta sorority as the four groups share some common missions
    • Collaboration with area graduate programs in OT and PT to provide interprofessional opportunities for our students

Articulation agreements

  • Long-term (2020-2025): Increase the number of articulation agreements for our undergraduate program
    • 20-21: Investigate other agreements such as with MState’s ASL program.