Program Name: Communicative Disorders. Program Coordinator: Donna M. Fitzgerald-DeJean, PhD, CCC-SLP

Transcription

1 Program Name: Communicative Disorders Program Coordinator: Donna M. Fitzgerald-DeJean, PhD, CCC-SLP Report Completed by: Donna M. Fitzgerald-DeJean, PhD, CCC-SLP Spring 2015 i

2 Table of Contents Page Number Introductory Review 1 1. Program Mission 2 1.1Mission Statement for the Program Relationship to Institutional Mission 2 2. Program Curriculum Most Recent Curriculum Study Major/Minor Student Learning Outcomes and Assessment General Education Requirements Anticipated Changes Program Rationale Similar Programs Nearby Relationship with These Programs Assessing Demand for Program Outside Interest in the Program Students Enrollment Admissions Policies and Practices Award Productivity and Graduation Record Career Counseling: Follow-up and Student Placement: Special Student Services: Faculty Faculty Who Are Direct Participants in the Program: 34 Table 1: Faculty Profile and Teaching Load Narrative of Faculty Accomplishments: 36 Table 2: Faculty Research /Scholarly Activities 38 Table 3: Faculty Service and Awards Staffing Changes: Strengths or Specialists Not Existing in Present Faculty: Special Faculty Services: Departmental Objectives Related to the Program Annual Plans for Program Changes in Departmental/Program Objectives: Anticipated Changes in Departmental/Program Objectives: Resources Informational Resources/Libraries Facilities-Equipment Current Facilities and Equipment Needed Additional Facilities Needed Additional Equipment 49 Conclusion 49 APPENDIX A APPENDIX B ii

3 Narrative Introductory Review Subsequent to the previous program review, the team remained highly focused on areas identified in the review for improvement, specifically the development of student clinical competencies and post graduate/employer surveys. At that time, the mission of the Nicholls Communicative Disorders (COMD) program was to educate its majors in the areas of speech-language pathology and audiology to pursue entry level practice and/or graduate studies. With the responsibility to ready graduates for the workforce as speech-language pathology assistants (SLP-A), the clinical competencies and job success of graduates were viewed as important outcomes. However, over the course of this review period, there was a significant shift in work force opportunities and student interest. The availability of SLP-A jobs decreased due to the high supervisory demands on fully licensed speech-language pathologists (SLP) and, in order to increase preparation for graduate studies, Nicholls COMD Program graduates began requesting more rigorous undergraduate academic training. In 2012, the mission of the Nicholls COMD Program transitioned to be recognized as an innovative leader in the preparation of undergraduate students in the field of speech language pathology [SLP] and audiology [AUD]. Therefore, since the COMD Program would no longer prepare students to enter the workforce, the employer survey was not pursued and instead the following changes were implemented: 1. Throughout the current review period, syllabi for clinical practicums are reflective of systematic refinement towards competency based skill acquisition. As multiple faculty are often involved in delivery of each section of practicum these courses have more collaborative development than academic courses taught by a single individual. During 2014, faculty studied the student learning outcomes (SLOs) of courses across the curriculum and identified that an opportunity existed to more systematically align SLOs to ensure competency based learning across the curriculum. During Fall 2014, core parameters of knowledge were identified which were necessary to meeting university and COMD SLOs. By the end of the Fall semester, new SLOs were drafted for each course offered in the fall. This spring, faculty are drafting new SLOs for the rest of the COMD courses in order for these comprehensive revisions to be submitted for approval to Course and Curriculum in Fall Electronic surveys for graduating seniors and alumni were developed. The Exit Interview survey was implemented in 2010 and has been administered to graduating seniors each semester. Initiated in 2010, the Nicholls COMD Alumni Survey was developed and the database of 5 years of students built, in order for it to be administered from November to December, Both of these mechanisms have proved to be extremely beneficial to identify areas of strengths and weakness in order to systematically continue to improve the COMD program. 3. To strengthen alumni competitiveness for graduate school acceptance, comprehensive curriculum changes were made during this review period to increase the rigor and scholarly focus which included replacing the third clinical practicum with a new course in neuroscience. The Nicholls COMD Alumni Survey indicated 1

4 that graduates are completing graduate studies with superior to average grade point averages and successfully joining the professional work force. 1. Program Mission 1.1 Mission Statement of the Program In the field of COMD, a large proportion of individuals train as speech-language pathologists which requires a minimum educational requirement of a master s degree for certification. Becoming an audiologist (AUD) is an associated, less common COMD career path which requires an educational minimum of a doctorate. The Nicholls State University COMD Program, which has been in existence for over 40 years, strives to be recognized as an innovative leader in the preparation of undergraduate students in the field of speech language pathology and audiology to pursue graduate studies. 1.2 Relationship to Institutional Mission The mission of the program is consistent with the missions of the department of Allied Health Sciences (AHSC), the College of Nursing and Allied Health (CNAH), and the university. The primary goal of the COMD Program is to prepare its majors to participate in society and in the workforce as productive, responsible, and engaged citizens and as educated individuals to meet the communication needs of Louisiana [La.] and beyond. Nicholls State University revised its mission in 2011 to further focus on educating a diverse student body in a culturally rich and engaging learning environment to support the educational, cultural, and economic needs of its service region while cultivating productive, responsible, and engaged citizens. Similarly, the CNAH mission focuses on the preparation of well-educated healthcare professionals to meet the healthcare needs of the service region and global society through teaching, research, and service in a student-centered environment that fosters faculty, staff, and student engagement. The department of AHSC endeavors via allied health careers, to meet the unique geographic and multicultural health needs of the region and beyond through teaching, research, and service. The COMD program strives to prepare undergraduate students to pursue graduate studies in the field of speech language pathology and audiology through teaching, clinical experience, research, and regional service in a personalized and dynamic learning environment that fosters faculty, staff, and student engagement with diverse client populations. The dedication to teaching, research, and service to develop well-educated professionals to meet the demands of the regional, state, and global workforce needs are very well aligned throughout the respective mission statements. 2. Program Curriculum Below is the curriculum that is listed in the University Catalog: Communicative Disorders Program The university awards the Bachelor of Science degree with a major in Communicative Disorders to the student upon successful completion of the curriculum listed below. This program of study includes both academic and clinical education experiences at a variety of 2

5 clinical education sites. To be considered for placement in the first clinical education experience course (COMD 330), the student must 1) be a communicative disorders major; 2) have achieved an overall grade point average of 2.7 (4.0 scale); 3) have successfully completed all prerequisite courses (ENGL 102, MATH 102, 110 or 214, COMD 278, 279, 281 and 327 with a grade of C or better), and 4) have completed the program s specified clinical health requirements. Meeting these requirements does not guarantee immediate placement in COMD 330. The students accepted into the cohort for each semester (fall and spring) will be determined in accordance with available faculty and clinical facilities. A master s degree is required for anyone seeking certification. Bachelor of Science Degree in Communicative Disorders (CLR) Computer Literacy Requirement; (GER) General Education Requirement; (OCR) Oral Communication Requirement; (UR) University Requirement Suggested Course Sequence: YEAR* COURSE NAME COURSE NUMBER REQUIREMENT CREDIT HRS 1 Biological Sciences Elective Sequence 1 Biological Sciences Elective Sequence ** GER 3 ** GER 3 1 ENGL 101 GER 3 1 ENGL 102 GER 3 1 Freshman Seminar Course UR 1 1 HIST Elective GER 3 1 Humanities Elective GER 3 1 MATH 101 or 117 GER 3 1 MATH 102 or 110 or 214 GER 3 1 PSYC 101 GER 3 1 SPCH 101 OCR 3 2 Computer Literacy Elective *** CLR 2 2 COMD COMD COMD COMD EDUC

6 2 ENGL Literature Elective GER 3 2 COMD PSYC Elective 200 level or above **** GER 3 2 HPED Elective 2 3 COMD Approved Elective NURS 315 or FACS COMD COMD COMD COMD COMD COMD COMD PSYC COMD COMD Approved Elective FACS 461, NURS 460 or PSYC Approved Elective DIET 330, FACS 480, or SOCI COMD COMD COMD ENGL 368 or 468 GER 3 4 Physical Sciences Elective GER 3 4 NURS Fine Arts Elective GER 3 TOTAL HOURS 120 *Recommend complete as Freshman (1), Sophomore (2), Junior (3), Senior (4) Courses in major should be taken in a sequential order. Students should obtain a curriculum plan from their advisor. ** Suggested Biology Electives: BIOL 114; 116 *** Suggested Computer Literacy Electives: CMPS 107; 108; 109 **** Suggested Psychology Elective: PSYC 212 4

7 2.1 Most Recent Curriculum Study: a. The most recent curriculum studies for the Bachelor of Science in COMD were completed in 2011, 2012, 2013, and b. Courses and Curricula approved the following changes: Review Year COMD Curriculum Changes 2011 PHYS 121 was renamed COMD 121. NURS 315 was deleted and a new course COMD 399 was added. FACS 460 was deleted and a Physical Science Elective was added COMD 340 was deleted and AHSC 425 was added. COMD 399 was deleted and NURS 315 was added. Minimum overall Grade Point Average (GPA) for acceptance into required clinical courses for graduation (COMD 330, 430 and 440) was increased from overall GPA of 2.3 to COMD 350 was deleted and an Approved Elective: FACS 461, NURS 460, or PSYC 313 was added. COMD 415 and CMPS 109 were deleted and a HEP Elective was added. AHSC 425 was deleted and COMD 399 added. SOCI 151 was deleted and an Approved Elective: SOCI 204, DIET 330, or FACS 480 was added. COMD 440 was deleted and COMD 340 was added. Gerontology Electives were expanded to allow FACS 470 in addition to NURS 315. Prerequisite changes: COMD 386: COMD 281 and added COMD 384. COMD 395: COMD 278 deleted added COMD 330, COMD 384, and PSYC 208. COMD 397: COMD 278, COMD 380 and added COMD 384. COMD 399: COMD 380 and added COMD 430 and PSYC 208. COMD 400: COMD 390 and added COMD 281. COMD 430: C or better in COMD 340. COMD 436: COMD 330 prerequisite was expanded to allow as corequisite also MATH 110 omitted as MATH Elective option. 2.2 Major/Minor: The COMD Program requires successful completion of 120 hours of coursework to attain the Bachelor of Science in COMD. This program includes academic and clinical pedagogy to prepare graduates for a master s degree program in SLP or a clinical doctorate in AUD, credentials required for accreditation by the American Speech-Language-Hearing Association (ASHA). The following coursework may contribute to the mastery of clinical competencies required for certification: COMD Academic courses- 54 hours; COMD Clinical courses- 9 hours; Science, English and Psychology - 9 hours each; and electives in aging, medical terminology and cultural diversity. A COMD minor is not offered. 5

8 2.3 Student Learning Outcomes and Assessment: Assessment Tables for each of the past five academic years: Year: Program Learning Outcome 1 Demonstrate mastery in the cognitive domain specific to speech-language pathology and audiology at the undergraduate level. Action Plan for A. Continue to trend and monitor outcome. B. Develop Employer Survey C. Initiate Exit Interviews. D. Assess knowledge of norm referenced tests used to assess language disorders Assessment Methods A. Credentialing examination. B. Employer Survey C. Exit Interviews: 1. Graduate Exit Interview 2. Alumni Survey D. Communicative Disorders (COMD) 281 Diagnostic Review Report. Targets (Expected Results) A. 90% of graduates will pass the credentialing exam. B. 3 or greater on a 5 point Likert Scale of overall knowledge of graduates by 90% of employers. C or greater on a 3 point Likert Scale by 90% of students or greater on a 3 point Likert Scale by 90% of alumni. D. Minimum of 80% by 90% of class. Results (attach evidence) A. 100% (15/15) students scored 80% or better; goal met and refined. 6

9 B. Survey not developed; goal not met. C. 1. Mean rating for 3/3 students; goal met for data collected. 2. Survey developed, not implemented; goal not met. D. Not implemented yet. Use of Results (Action Plan for ) A. Measure clinical problem-solving in COMD 440 with COMD Evaluation of Student Clinician Therapy Performance Rating Form. B. Remove measure; students expected to pursue graduate degree for certification. C. 1. Continue to trend and measure outcomes. 2. Measure Alumni response with new survey. D. Assess in next session of COMD 281. Program Learning Outcome 2 Demonstrate behavioral observation skills necessary for speech-language pathology and audiology at the undergraduate level. Action Plan for Utilize observational criteria and authentic techniques to assess expressive language skills in preschool children. Assessment Methods COMD 279 Preschool Observation and Language Sampling assignment. Targets (Expected Results) 80% by 90% of class. Results (attach evidence) Not yet implemented; goal not met. Use of Results (Action Plan for ) Data collection has begun for reporting next year. 7

10 Program Learning Outcome 3 Employ ethical behavior in the practices of speech-language pathology and audiology after studying the American Speech-Language-Hearing Association (ASHA) Code of Ethics. Action Plan for Written ethics assignment. Assessment Methods COMD 436 Written Ethics assignment. Targets (Expected Results) 80% by 90% of class. Results (attach evidence) Not yet implemented; goal not met. Use of Results (Action Plan for ) Data collection has begun for reporting next year. Summary Of the 7 assessment methods included in the Nicholls University COMD Program Action Plan for , faculty indicate that the 2 assessment methods completed revealed student functioning at successful levels. It was recommended that assessment of performance of clinical performance in COMD 440 be further refined next year, whereas, criterion on assessment via Exit Interviews should be maintained. Of the 5 remaining assessment methods, faculty has determined that 4 remain relevant indicators which should be pursued next year. However, upon further deliberation, faculty has determined that the 5th indicator, attainment of Employer Survey data, should be removed relative to the growing trend in the field of decreased employment opportunity for speech-language assistants and stronger demand for graduate level prepared speech-language pathologist and audiologists. Year: Plan Program Learning Outcome 1 Demonstrate mastery in the cognitive domain specific to speech-language pathology and audiology at the undergraduate level. Action Plan for A. Measure clinical problem-solving in Communicative Disorders (COMD) 440 with COMD Evaluation of Student Clinician Therapy Performance Rating Form. 8

11 B. 1. Continue to trend and measure outcomes. 2. Initiate Alumni Survey. C. Assess knowledge of norm referenced tests used to assess language disorders. Assessment Methods A. COMD 440- COMD Evaluation of Student Clinician Therapy Performance Rating Form, Implementation Section, items 9 and 12, final score (derived from mean of clinical session ratings on Evaluation of Student Clinician Therapy Performance). B. Exit Interviews: 1. Graduate Exit Interview 2. Alumni Survey C. COMD 281 Diagnostic Review Report. Targets (Expected Results) A. 90% of students score 3.2 or better on 4 point scale (4 Demonstrates Independence to 0 Not Effective) on each item. B or greater on a 3 point Likert Scale by 90% of students for Item 19 (Therapy Methods Taught) for each of 4 areas assessed (Articulation, Language, Voice and Fluency) or greater on a 3 point Likert Scale by 90% of alumni for corresponding areas assessed above (Articulation, Language, Voice and Fluency). C. Minimum of 80% by 90% of class. Results (attach evidence) A. 100% (19/19) COMD 440 students 3.2 or better on each item; goal met. B % (16/16) anonymous surveys from SP 2011, FA 2011 and SP 2012; goal met. 2. Not implemented yet. C. 23/23 (100%) of students attained a score of 80% or over; goal met and shifted to assessment in COMD 395 to assess the ability to score, analyze, and provide basic interpretation of results in articulation and language diagnostic measures. Use of Results (Action Plan for ) A. Refine assessment instrument; continue to trend and measure outcomes. B. 1. Continue to trend and measure outcomes. 9

12 2. Measure Alumni response with new survey. C. Assess scoring, analysis, and basic interpretation of diagnostic results in COMD 395. Program Learning Outcome 2 Demonstrate behavioral observation skills necessary for speech-language pathology and audiology at the undergraduate level. Action Plan for Utilize observational criteria and authentic techniques in COMD 279 to assess expressive language skills in preschool children. Assessment Methods COMD 279 Preschool Observation 3 including Language Sampling assignment. Targets (Expected Results) 80% by 90% of class. Results (attach evidence) 95% (36/38) students at 80% or over; goal met. Use of Results (Action Plan for ) Continue to trend and monitor outcome. Program Learning Outcome 3 Employ ethical behavior in the practices of speech-language pathology and audiology after studying the American Speech-Language-Hearing Association (ASHA) Code of Ethics. Action Plan for Written ethics assignment. Assessment Methods COMD 436 Written Ethics assignment. Targets (Expected Results) 80% by 90% of class. 10

13 Results (attach evidence) 20/20 (100%); goal met. Goal will be expanded to assess ethics, professional behavior and confidentiality to prepare students for clinical experiences and graduate school. Use of Results (Action Plan for ) Expand to written assignment in Ethics, Professional Behavior and Confidentiality. Summary The COMD program was very fortunate that as the Program Director retired at the end of that she helped to facilitate the marked improvement in measurement of student outcomes over the last year. She had lead the faculty in getting assessment procedures in place, as well as, implementing 2 in her own courses. Thus, all faculty were positioned to address the objectives developed in and the new Program Director inherited 2 of the courses with assessments. Therefore, of the 6 assessment methods included in the Nicholls University COMD Program Action Plan for , faculty indicates that all but 1 has been met indicative of student functioning at successful levels. For reasons indicated above, 3 assessment methods will be continued at assessment levels, while 2 will be refined/ expanded. Since students performed well in the relatively theoretical written diagnostic assignment in COMD 281 (which is a prerequisite for clinic), next year students will be assessed in the more advanced COMD 395 in their ability to score, analyze, and interpret diagnostic measures. Additionally, in order to stay abreast of increasing ethical/professional standards in university and clinic settings, the scope of the ethical behavior assessment will be expanded. Due to gaps in availability of alumni demographic data, unfortunately the alumni survey had to be deferred again. Year: Plan Program Learning Outcome 1 Demonstrate mastery in the cognitive domain specific to speech-language pathology and audiology at the undergraduate level. Action Plan for A. Refine assessment instrument; continue to trend and measure outcomes. B. 1. Continue to trend and measure outcomes. 2. Measure Alumni response with new survey. C. Assess scoring, analysis, and the basic interpretation of diagnostic results in Communicative Disorders (COMD)

14 Assessment Methods A. COMD 440- COMD Evaluation of Student Clinician Therapy Performance Rating Form (Implementation- Items 9 and 12 same, but, document refined to include pages for session data in file). B. Exit Interviews: 1. Graduate Exit Interview. 2. Alumni Survey Graduates (5 yrs. post-graduation) C. 1.COMD 395 Diagnostic Review Activity. Targets (Expected Results) A. 90% of students score 3.2 or better on 4 point scale (4 Demonstrates Independence to 0 Not Effective) on each item. B or greater on a 3 point Likert Scale by 90% of students for Item 19 (Therapy Methods Taught) for each of 4 areas assessed (Articulation, Language, Voice and Fluency) or greater on a 3 point Likert Scale by 90% of alumni for corresponding areas assessed above (Articulation, Language, Voice and Fluency). C. Minimum of 80% by 90% of class. Results (attach evidence) A. 94% (16/17) COMD 440 students 3.2 or better; goal met. B % (19/19) surveys from Fall 2012 and SP 2013 graduates; goal met. 2. Survey developed, but, delay in completing database; data collection has started, but, goal not met. C. 15/16 (94%) of students attained a score of 80% or over; goal met. Use of Results (Action Plan for ) A. Continue to trend and measure outcomes. B. 1. Continue to trend and measure outcomes. 2. Measure Alumni response with new survey. C. Continue to trend and measure outcomes. 12

15 Program Learning Outcome 2 Demonstrate behavioral observation skills necessary for speech-language pathology and audiology at the undergraduate level. Action Plan for Utilize observational criteria and authentic techniques in COMD 279 to assess expressive language skills in preschool children. Assessment Methods COMD 279 Preschool Observation including Language Sampling assignment. Targets (Expected Results) 80% by 90% of class. Results (attach evidence) 85% (23/27) students at 80% or over; goal not met. Since written language competency is a component of writing observational reports, the goal will be refined to include that assessment too. Use of Results (Action Plan for ) Continue COMD 279 Preschool Observation and Language Sample activity with same format, but, expand rubric to assess clinical observational reporting, language sampling and writing style more sensitively; add a written language competency. Program Learning Outcome 3 Employ ethical behavior in the practices of speech-language pathology and audiology after studying the American Speech-Language-Hearing Association (ASHA) Code of Ethics. Action Plan for Expand to written assignment in Ethics, Professional Behavior and Confidentiality. Assessment Methods COMD 436 Written Ethics, Professional Behavior and Confidentiality assignment. Targets (Expected Results) 80% by 90% of class. Results (attach evidence) 15/16 (94%); goal met. 13

16 Use of Results (Action Plan for ) Continue to trend and monitor outcomes. Summary Although indicators suggest that student outcomes in the program are strong, faculty are hesitant to make significant changes during this time of transition. With recent curriculum changes omitting one clinical practicum, faculty is monitoring student outcomes carefully and revisiting teaching strategies across coursework. The last section of COMD 440 Clinical Practicum in Speech and Language is projected to be offered in SP Going forward, faculty will begin to examine tying student learning outcomes of COMD courses with Program Learning Outcomes. Year: Plan Program Learning Outcome 1 Demonstrate mastery in the cognitive domain specific to speech-language pathology and audiology at the undergraduate level. Action Plan for A. Continue to trend and measure outcomes. B. 1. Continue to trend and measure outcomes. 2. Measure Alumni response with new survey. C. Continue to trend and measure outcomes with new activity. Assessment Methods A. Communicative Disorders (COMD) 440- COMD Evaluation of Student Clinician Therapy Performance Rating Form (Implementation- Items 9 and 12). B. Exit Interviews: 1. COMD Graduate Exit Interview- Item 19 (Therapy Methods Taught) for each of 4 areas assessed (Articulation, Language, Voice and Fluency). 2. Alumni Survey Graduates (5 yrs. post-graduation) - Item 12- Those Working as SLP-A & Item 13- Those Pursuing/Who Pursued COMD Graduate Studies. C. COMD 395 Diagnostic Review Activity. 14

17 Targets (Expected Results) A. 90% of students score 3.2 or better on 4 point scale (4 Demonstrates Independence to 0 Not Effective) on each item. B or greater on a 3 point Likert Scale by 90% of students for each of 4 areas assessed or greater on a 3 point Likert Scale by 90% of alumni for each of 4 areas assessed. C. Minimum of 80% by 90% of class. Results (attach evidence) A. 100% (18/18) of students score 3.2 or better on 4 point scale for both items; faculty deemed goal met. B % (14/14) at 2 or greater on all 4 areas; faculty deemed goal met % of respondents (10/10 working as SLP-A (Item 12) & 25/25 pursuing/pursued COMD Graduate Studies (Item 13) responded with a 2 or greater on 3 pt. Likert scale for all 4 areas; faculty deemed goal met. C. 100% (6/6) of students performed above 80% on the activity; faculty deemed goal met. Use of Results (Action Plan for ) A. Program faculty agreed that although COMD 440 Clinical Practicum III has ended (due to curriculum change), that the COMD program should endeavor to maintain SLOs at this level with this SLOs administered in COMD 430 Clinical Practicum II and continued at same level of 90% score 3.2 or better on both items. B. 1. Program faculty agreed that although COMD 440 Clinical Practicum III has ended reducing the amount and potentially parameters of clinical experiences that the program should endeavor to maintain SLOs at this level to ensure that clinical methods are effectively learned. Monitoring should continue with target of 90% of participants rating 2 or greater on 3 pt. Likert Scale on Item 19 on all 4 parameters of Annual Exit Interview. 2. Program faculty agreed that since COMD 440 Clinical Practicum III has ended, that the Alumni Survey should be repeated in 5 years with continued monitoring of the Items 12 & 13 with target of 90% of 2 or greater on 3 pt. Likert Scale across all 4 parameters. C. Program faculty agreed that without COMD 440 Clinical Practicum III that previous levels of clinical diagnostic experience would be decreased and that monitoring of this SLOs should be continued to ensure that previous student outcomes are maintained with 90% of students attaining 80% or greater on diagnostic activity. 15

18 Program Learning Outcome 2 Demonstrate behavioral observation skills necessary for speech-language pathology and audiology at the undergraduate level. Action Plan for Continue COMD 279 Preschool Observation and Language Sample activity with same format, but, expand rubric to assess clinical observational reporting, language sampling and writing style more sensitively; add a written language competency. Assessment Methods COMD 279 Preschool Observation and Language Sampling assignment: A. Assess content of clinical report. B. Rate written language competency. Targets (Expected Results) A. 80% by 90% of class. B. 85% of students score 3 or better on 4 point scale (4-Demonstrates Independence to O Is Not Effective). Results (attach evidence) A. 92.6% (25/27) 80% or better on clinical report; faculty deemed goal met. B. 44% (12/27) at 3 or better on Writing competency; goal not met. Use of Results (Action Plan for ) A. Program faculty agreed to continue and monitor with target of 90% of students at 80% or better on final (3rd) observation report including language sample. B. Program faculty agreed that writing should be monitored at slightly lower target of 80% of students - 3 or better on 4 pt. rating for writing competency. Additionally, faculty felt that due to the high emphasis on writing in the COMD curriculum, that students below 80% next year should be referred to the Writing Center and that if the overall class, again, fell below the target, that an additional target should be added in COMD 281 (the subsequent course) to add a Writing Competence to the last Observation Report written in that course. Program Learning Outcome 3 Employ ethical, professional behavior in the practices of speech-language pathology and audiology after studying the American Speech-Language-Hearing Association (ASHA) Code of Ethics. 16

19 Action Plan for Continue to trend and monitor. Assessment Methods COMD 436 Written Ethics, Professional Behavior and Confidentiality assignment. Targets (Expected Results) 80% by 90% of class. Results (attach evidence) 85% (24/28) attained a score of 12/15 or better on assignment. Use of Results (Action Plan for ) All faculty agreed although entry GPA has increased in COMD program that due to the serious nature of this target, that it should be closely monitored and remain at the targeted 80% attained by 90% of students. Year: Plan Program Learning Outcome 1 Demonstrate mastery in the cognitive domain specific to speech-language pathology and audiology at the undergraduate level. Action Plan for A. Continue to trend and measure outcomes in earlier course. B. 1. Continue to trend and measure outcomes. 2. Remeasure alumni response (deferred until 2018). C. Continue to trend and measure outcomes. Assessment Methods A. Communicative Disorders (COMD) 430- COMD Evaluation of Student Clinician Therapy Performance Rating Form (Implementation- Items 9 and 12). B. Exit Interviews: 1. COMD Graduate Exit Interview- Item 19 (Therapy Methods Taught) for each of 4 areas assessed (Articulation, Language, Voice and Fluency). 17

20 2. Alumni Survey Graduates (5 yrs. post-graduation) - Item 12- Those Working as SLP-A & Item 13- Those Pursuing /Who Pursued COMD Graduate Studies C. COMD 395 Diagnostic Review Activity. Targets (Expected Results) A. 90% of students score 3.2 or better on 4 point scale (4 Demonstrates Independence to 0 Not Effective) on each item. B or greater on a 3 point Likert Scale by 90% of students for each of 4 areas assessed or greater on a 3 point Likert Scale by 90% of alumni for each of 4 areas assessed. C. Minimum of 80% by 90% of class. Results (attach evidence) A. To be completed August, B. 1. To be completed August, Deferred until C. To be completed August, Use of Results (Action Plan for ) A. To be completed August, B. 1. To be completed August, Deferred until C. To be completed August, Program Learning Outcome 2 Demonstrate behavioral observation skills necessary for speech-language pathology and audiology at the undergraduate level. Action Plan for In Fall 2014, continue COMD 279 Preschool Observation and Language Sample activity with same format assessing clinical observational reporting, language sampling and written language competency; if overall class does not meet writing competency, in Spring, 2015, add a Writing Competence to the last Observation Report written in COMD 281 (the subsequent course) at same targets. 18

21 Assessment Methods COMD 279 Preschool Observation and Language Sampling assignment (and COMD 281 last Clinical Observation Report if needed). A. Assess content of clinical report. B. Rate written language competency. Targets (Expected Results) A. 80% by 90% of class. B. 80% of students score 3 or better on 4 point scale (4-Demonstrates Independence to O Is Not Effective). Results (attach evidence) A. To be completed August, B. To be completed August, Use of Results (Action Plan for ) A. To be completed August, B. To be completed August, Program Learning Outcome 3 Employ ethical, professional behavior in the practices of speech-language pathology and audiology after studying the American Speech-Language-Hearing Association (ASHA) Code of Ethics. Action Plan for Continue to trend and monitor. Assessment Methods COMD 436 Written Ethics, Professional Behavior and Confidentiality assignment. Targets (Expected Results) 80% by 90% of class. Results (attach evidence) To be completed August

22 Use of Results (Action Plan for ) To be completed August, General Education Requirements: a. No COMD courses may be completed for fulfillment of general education requirements. b. The COMD courses are primarily 200+ level coursework designed to systematically acclimate students to aspects of COMD including: academic and clinical concepts; anatomy and physiology for communication and hearing; evidenced-based research practices; and professional behavior and practices. Coursework draws heavily on the University s core proficiency skills with most COMD courses having objectives linked to Effective Communication, Higher Order Thinking and Independent Learning, and Reading Comprehension. Additionally, courses associated with clinical application also tend to include objectives associated with: Quantitative Reasoning & Mathematics, Information Literacy, and Computer Literacy. These outcomes are particularly important to developing the abilities to: track and document client behavior; independently locate information outside of recommended course materials; and identify and use suitable clinical materials and techniques. 2.5 Anticipated Changes: Relative to curriculum, under the guidance of the relatively new department head, a departmental committee was developed to standardize course syllabi this fall. Subsequently, COMD faculty identified that program syllabi generally contained 6 or more SLOs per course rather than the recommended maximum of 4. Additionally, rather than specifically addressing general domains (i.e. Critical Thinking and Effective Communication) SLOs were tied more specifically to content and COMD assessment/intervention procedures to be learned in course (i.e. language sampling). During Fall 2014, core parameters of the COMD curriculum were identified which closely aligned it with university SLOs. These parameters included: Scientific Foundation, Principles and Practices of Research, Clinical Application, and Effective Communication. Then, COMD courses were delineated as SLO Level 1-3 courses as the complexity and rigor systematically increased over the course of the curriculum. By the end of the semester, faculty had developed 4 draft SLOs for each of the courses taught in the fall. Currently, faculty are in the process of drafting refined SLOs for the rest of the COMD courses and inserting them into the standardized departmental syllabi. These revised syllabi are projected to be submitted to the Nicholls Courses and Curriculum Committee in Fall 2015 for approval. Strong COMD program outcomes are illustrated in Appendix A Section 6. During the course of this review period, average ACT scores of majors have increased while Program Award Productivity and Number of Years to Graduation have surpassed university outcomes. In Fall Spring 2012, the number of students exploring COMD was at a high, ranging from respectively. Subsequently, in the following year ( ), there were 20 COMD graduates resulting in the highest levels for both program indicators for the last 10 years reviewed. Unfortunately, these indicators have decreased in the last one and half years 20

23 as the program mission was changed. To this end, program faculty have been actively reeducating the university and regional community, while recruiting to reverse this recent trend. Currently, new recruiting materials are needed. On a longer term basis, once the COMD Program returns to graduation rates approximating 20 students per year, the feasibility of a COMD graduate program should be studied. With the growing elderly segment of the United States population, the COMD work force is being decreased by the proportionally large baby boomer population beginning to retire. This population trend is also expected to inadvertently create increased medical COMD work force needs. Additionally, in pediatric settings of early intervention, schoolbased treatment, and private practice, additional COMD services are being sought to intervene with earlier identification and increased incidence of autism. With the current limited graduate placement options, a COMD graduate program may be a viable option for retaining COMD alumni for post-graduate studies and attracting both in-state and out- ofstate graduate students to the university. 3. Program Rationale 3.1 Similar Programs Nearby: Institutions offering undergraduate programs in communication sciences and disorders within a 100 mile radius of Nicholls State University include the following: Location Baton Rouge, La. Hammond, La. Lafayette, La. New Orleans, La. Institution Louisiana State University (LSU) Southern University (SU) Southeastern Louisiana University (SELU) University of Louisiana at Lafayette (ULL) Xavier University of Louisiana (XULA) Louisiana State University Health Sciences Center (LSUHSC) 3.2 Relationships with These Programs The above 5 programs are undergraduate, pre-professional programs in communication sciences and disorders. All of the above programs, except XULA, additionally have graduate programs in SLP. Clinical doctorates in AUD are only awarded at LSUHSC. Of these programs, only LSUHSC does not have an undergraduate program. Historically the XULA, SELU, Nicholls and SU programs were similar, with more required coursework in higher level COMD courses (i.e. diagnostics, fluency and voice), as well as, requiring a minimum of 100 clinical practicum hours for eligibility for state licensure as an SLP-A. Contrastingly, programs at LSU and ULL were more liberal arts oriented, offering courses such as diagnostics, fluency, voice and clinical practicums as electives. Recent curriculum changes at XULA have resulted in a curriculum more similar to LSU and ULL as these higher level COMD courses and practicums have been shifted to electives. The SELU program remains the most similar to Nicholls with required coursework in diagnostics, a fluency/voice class, and 2 semesters of clinical practicum. However, the SELU program singularly continues to require the 100 minimum clinical practicum hours necessary for eligibility for SLP-A state licensure. Nevertheless, the Nicholls curriculum still ensures that graduates earn the majority of the allowable 75 undergraduate clinical practicum hours 21

24 which ASHA allows graduate schools to accept towards certification. (Note: Despite web search and numerous attempted faculty contacts, SU curriculum information has not been available.) As noted earlier, the vast majority of COMD majors pursue graduate studies in SLP rather than AUD. However, core audiology courses are prerequisite to graduate studies in both SLP and AUD, thus, they are required in all of these undergraduate programs. At the beginning of the review period, although students were able to incur AUD hours via hearing screening during SLP practicums, XULA, SELU and Nicholls required Audiological Diagnostic Practicums. Currently, XULA is the only undergraduate program offering Audiological Practicum, but, on an elective basis. The Nicholls COMD Program has earned a strong reputation for both academic and clinical preparation. Therefore, it appears that as individual student credentials have increased and the program reputation grown, graduates have succeeded in being accepted to all of the above graduate programs during this review cycle. In 2013, feedback from the electronic Nicholls COMD Alumni Survey indicated that over 75% of respondents pursuing/completing graduate studies were in the GPA range in graduate school. Relative to personal impressions of the overall strengths in Nicholls COMD Program preparation, alumni most valued: Clinical Expertise of Faculty (81%), Effective Supervision (81%) and Knowledge Base of Faculty (78%). Relative to academic and clinical training, those working as SLP-As most highly valued their Nicholls Articulation and Language preparation (both 70%), whereas, those attending/finished graduate schools cited Audiology (74%), Clinical Practicum (72%), and Voice (68%) as particularly advantageous. It should be noted that this represented a 50% response rate with 36 responding out of 72 graduates with available addresses. This feedback reinforced faculty impressions as alumni working as SLP-As tend to service primarily children with articulation and language impairments and coursework cited by those pursing/completing graduate studies are reflective of our program advantages noted above. All COMD faculty are actively involved in graduate school placement and are unaware of any alumni during this review period who were unsuccessful in completing graduate school for academic reasons. The COMD Program continues to be a member of Council of Academic Programs in Communicative Sciences and Disorders (CAPCSD) an international organization dedicated to offering comprehensive solution-oriented support to undergraduate and graduate programs in communication sciences and disorders. It is estimated that over 95% of undergraduate and graduate programs in our country. The council meets in conjunction with the ASHA Convention each fall and sponsors the CAPCSD Annual Convention in the spring. Faculty of all members are welcome to attend. Additionally, the COMD Program continues to be a member of the National Association of Pre-Professional Programs (NAPP) which is dedicated to supporting approximately 50 undergraduate communication sciences and disorders programs which are not affiliated with COMD graduate programs. This group is also open to our faculty and meets at the same meetings as CAPCSD. 4. Assessing Demand for the Program 4.1 List the types of jobs in which graduates with this degree could be expected to be employed. Graduates of the COMD program have completed the prerequisites to apply to graduate programs in: Speech Pathology and Audiology. Additionally, the COMD degree also provides a strong foundation for alumni interested in pursuing graduate degrees in early childhood, elementary, secondary, and special education. 22

25 4.2 Specify regional need for graduates as per Louisiana Economic Development forecast and Louisiana Workforce Commission projections and surveys. According to the U.S. Bureau of Labor and Statistics (BLS), SLPs held 134, 000 jobs in 2012 and it was projected that 26,000 jobs would be needed by While an 11% growth rate is projected for all occupations, a 19% growth rate is projected for SLP which is faster than average. Although Audiology represents a smaller occupational sector with 13,000 jobs in 2012, projected growth is forecasted at 34% placing it in the much faster than average range. Regionally, COMD occupational forecasts for 2022 are similar with projected need in the southeastern states ranging from: 13% in La. to 26% in Texas for SLP and 26% in La. to 37% in Texas for AUD. Also, rural areas tend to be more underserved that urban areas. In this vein, Nicholls COMD Advisory Board members representing the schools and health care at the annual meeting on October 10, 2014, raised the issue of a growing number of open positions in the River Parish Region as numerous SLPs are/or are nearing retirement. 4.3 Provide data on degrees awarded, number currently employed and projected demand for graduates. Degrees Awarded Year Total Fall 2009-Spring 2014 Graduates T=80 Accepted Graduate Studies: In COMD Accepted Graduate Studies: In COMD or Another field 50 (63%) 55 (67%) Fall 2011-Spring 2013 Graduates T=38 Applied/ Accepted COMD Graduate Studies: First cycle Accepted Graduate Studies: After 1 st cycle 20 (53%) 27 (71%) According to data for the academic year from ASHA and the Council of Academic Programs in Communication Science and Disorders (CAPCSD), the 236 SLP master s degree programs with the average 32 student admissions per cycle (i.e. most accepting once per year) reported an acceptance rate of 22% of the total 60,456 applications. Similarly during this period, the 70 AUD programs, with an average class size of 11, reported an acceptance rate of 32% of a total of 5, 177 applications. Fortunately, these acceptance rates are rates of individual student acceptance as students are advised to apply to multiple schools. However, since the majority of supervised clinical practicum hours accepted for ASHA certification must be attained at the graduate level, historically, undergraduate class sizes have been much larger than graduate school classes. Also, although the mission of the Nicholls COMD program is to prepare graduates for associated graduate programs, it is the 23

26 process of successfully matriculating through the Nicholls COMD program which helps some students realize that they may be suited to another field. A small percentage of Nicholls COMD students continues to very successfully enter associated graduate degree programs. Projected demand for graduates: To better support the Nicholls COMD program change in mission, students are now actively advised in the process for application to graduate school. Since the vast majority of the COMD students are La. residents, faculty relationships are being fostered with all 8 ASHA accredited COMD graduate programs in state universities across La. Thus, in addition to neighboring schools above, there are also master s degree programs for SLP at University of Louisiana at Monroe (ULM) and Louisiana State Health Science Shreveport (LSU HSC- S) with Louisiana Tech University (La. Tech) having both SLP and AUD graduate studies. All of these schools are actively seeking applicants who can handle the academic rigors of COMD graduate school and establish acceptable clinical competencies for ASHA certification. Thus, in considering the program differences noted in the earlier curriculum review, when a student has incurred a strong GPA in the Nicholls COMD program and applies to a COMD graduate program, this is indicative of a student both academically and clinically suited to the field, with a high probability of completion of graduate studies. Relative to the individual graduate student advising, information from the graduate programs and tracking of graduate acceptance data has reinforced that it is more effective to help students hone in on the programs where they appear individually more competitive and would feel comfortable. Also, while some of the smaller programs may be easier for the student to be accepted, students are encouraged to budget and plan to visit all programs which they are seriously considering. COMD students are encouraged to attend graduate school Open Houses, but, if they cannot, they are still provided an offer for an introduction to the program faculty to schedule a face to face visit. As a result, in this application cycle, all graduate programs in La. have received at least 1 Nicholls student application which faculty felt to be a strong competitor for application to that program. Additionally, students are advised to plan and budget: to prepare via books and/or courses for the GRE, to take it the GRE the summer of their junior year (while they are typically) away from academic pressures, and to allow time for any necessary retakes in order to get within the range that their target graduate schools prefer. Optimally, faculty hope that students are accepted in their first application cycle, however, they will continue to coach and support students in subsequent applications. Data tracking graduates from Fall 2011-Spring 2013 reflects alumni success in the reapplication process. 5. Outside Interest in the Program 5.1 Identify interest on the part of local groups, industry, research centers, other educational institutions, or state agencies (example: hospitals, culinary institutes, business.) and indicate the nature of contact made with these groups and the results of these contacts. Under the supervision of ASHA certified SLP and AUD faculty, students of this program have gained valuable clinical experience while servicing individuals in the community speech and hearing clinic and through outreach services for over 40 year. During the review period, screening and diagnostic SLP and AUD services were provided free of charge at the Jo Carol Nolen Speech and Hearing Clinic (JCN). A large proportion of the clients served at the JCN were addressed via the semester screening arrangement for all Nicholls Speech (SPCH) 101 students. This screening assists in the identification of students in the Public Speaking class in need of SLP, AUD or ENT referrals. Additionally, in Spring 24