College of Liberal Arts and Sciences

Communication Disorders

Communication Disorders, SUNY New Paltz Strategic Plan (Fall 2008)

SUNY New Paltz Mission Statement

In the proud tradition of SUNY, the State University of New York at New Paltz is committed to providing high quality, affordable education to students from all social and economic backgrounds. We are a faculty and campus community dedicated to the construction of a vibrant intellectual/creative public forum which reflects and celebrates the diversity of our society and encourages and supports active participation in scholarly and artistic activity. SUNY New Paltz is an active contributor to the schools, community institutions and economic/cultural life of our region. We are selective in admitting students who show promise of thriving in a learning environment which is challenging, student-centered, and personalized. Our goal is for students to gain knowledge, skills, and confidence to contribute as productive members of their communities and professions and active citizens in a democratic nation and a global society.

Goal. Our goal is to integrate clinic, classroom, and research experiences in order to better serve our students and the region as a whole as per our mission. We seek to help our students become passionate, knowledgeable professionals.

History. The clinical and academic facets of our program are firmly established and well respected locally and throughout New York and the adjacent states. Our students are welcomed at practicum sites throughout the region and, over 98% of our graduates consistently obtain employment in the field by the time they graduate.

Status. Recently we have initiated a phase of growth and change in both the clinical and academic aspects of our program. We have hired new clinical and academic staff including new doctoral level faculty. We have upgraded our facilities and our equipment. We are now poised to strengthen and develop our program and have initiated a plan to do so. This plan is outlined here below.

Strategy - the Plan to attain our Goal. Develop a pervasive focus on “how” and “why” in both class and clinic to integrate the two and build professionalism:

  1. Class into Clinic:
    • develop specialty clinics guided by academic or adjunct faculty with expertise
    • increase on-campus clinic experience opportunities
    • utilize professional academic consultants
      • members of the academic faculty who have specific areas of clinically applicable expertise (e.g., child and adult language, speech perception, bilingualism, craniofacial issues) but are not supervising; clinical supervisors may consult for specific expertise or may direct students to do so
    • emphasize evidence-based practice, theoretical and physical applications of clinical knowledge
    • implement grand rounds in clinical courses
      • include faculty with student clinicians and supervisors in professional case discussions
    • develop practicum syllabi to link scope of practice, course-based assessment and projects where appropriate
  2. Clinic into the Classroom:
    • emphasize practice-based evidence, clinical basis of theoretical and physical knowledge
    • discussion groups, grand rounds
    • case study platform linked to comprehensive exam
    • formal case study guidelines for both class and clinic
    • integrate capstone classes with clinic
  3. More Research in Class and Clinic:
    • add new undergraduate research class
    • enhance recognition of research:
      • involve students with more faculty research as research-related faculty grow both in number and infrastructure
    • add new graduate research practicum
  4. Professionalism:
    • foster respect for student clinicians themselves and the profession
    • post professional issues on Blackboard
    • enhance professionalism of both on and off campus clinic sites
      • increase regular off-campus site visits
      • off-campus clinic guidebook

General Implementation and Assessment:

  • implement and monitor assessment plans created for the Speech-Language Hearing Center (SLHC) and clinical practica as well as course and program assessments
    • tracked at monthly meetings
  • revisit goals regularly at faculty meetings
    • Faculty discuss/share how they are fostering the class/clinic/research connection
  • begin implementation in undergraduate classes (assess via plan in place)
  • continue (or begin for incoming students) at graduate orientation (assess via plan in place)

Possible long-term issues for future planning:

  • additional clinic space for specialty clinics, offices, and clinic treatment rooms
  • expanded summer offerings, both academic (especially specialty electives) and clinic
  • intersession clinical practicum
  • staffing needs - academic, clinical and administrative – that may arise with expansion