Communication Sciences & Disorders

School of Applied Sciences, University of Mississippi

Vision, Mission, and Strategic Plan

DEPARTMENT VISION

Our vision is to provide an exemplary educational experience that prepares the next generation of researchers, scholars, and leaders in the field of communication sciences and disorders.

DEPARTMENT MISSION

Our mission is to:

  • Educate speech-language pathologists who are independent thinkers and problem-solvers and who are able to perform at the highest levels within the discipline, such that they can assist individuals with communication and swallowing disabilities reach their personal potential and maintain a quality of life over the lifespan.
  • Educate students who are culturally competent, globally sensitive, and able to provide evidence-based clinical care for individuals they serve with communication and swallowing disorders.
  • Conduct transformative research on the biological and developmental bases of communication as well as conduct research to advance treatments for individuals with communication and swallowing disorders.
  • Engage in outreach activities that directly benefit and support the university community, students, as well as individuals and their families.
  • Commit to maintaining a positive collaborate environment both within and beyond the discipline as a means to provide new and innovative solutions for people with communication and swallowing disorders.

DEPARTMENT VALUES

Our values are as follows:

  • We commit to being good stewards of our resources by sharing our knowledge and expertise with students, our clients and their families, other professionals, the general public, and with collaborating colleagues in clinical practice and academia.
  • We commit to providing an educational program that places an emphasis on the integrated connections of research, teaching, and clinical service.
  • We accept the challenge and responsibility to advance scientific knowledge of communication sciences and disorders through basic and clinical research.
  • We pledge to provide the highest quality of ethical clinical care to the community of individuals with communicative disorders.
  • We commit to a work environment that protects academic freedom and encourages honesty, openness, and integrity.
  • We commit to meeting all state and federal guidelines to ensure student and patient privacy.
  • We commit to working together as a team to support, respect, and encourage one another.

Strategic Plan

Executive Summary: Department of Communication Sciences & Disorders:

Strategic Plan: 2018-2021

2018-2019:

  • Add faculty member with expertise in adult neurogenic disorders or closely related area
  • Add faculty member with expertise in voice, dysphagia or related area
  • Expand clinical space
  • Expand research laboratory space
  • Add clinical faculty/supervisor with expertise in dysphagia

2019-2020:

  • Expand inter-professional training models within the department
    • Implement APD intervention training with inter-professional collaboration from SLP and audiology
    • Implement group aural rehab training with inter-professional collaboration from SLP and audiology
  • Refine the graduate electronic portfolio development process to ensure that students have a clear understanding of related expectations and value of the electronic portfolio. (Action created in response to the 2017-2018 graduating student survey)
  • Limit each graduate faculty to teaching no more than 6 graduate courses throughout the MS program of study.(Action created in response to a graduating student comment on the 2017-2018 graduating student survey).

2020-2021:

  • Retain high quality faculty producing innovations in clinical services, research & scholarship
  • Implement efficient and high quality clinical service delivery across various speech, language, hearing and swallowing disorders
  • Improve attendance of research and clinical faculty at the departmental research colloquia and clinical grand rounds by integrating the two activities in one forum

 

2018-2019
CSD Action SAS Action UM Action Metrics
Add faculty member with expertise in adult neurogenic disorders or closely related area Foster excellence in graduate & professional training Enhance the quality of academic programs # of faculty
Add faculty member with expertise in voice, dysphagia or related area Foster excellence in graduate & professional training Enhance the quality of academic programs # of faculty
Expand clinical space Transition academic units to GHM and SOC as opportunities come available

Expand service learning opportunities

Foster excellence in graduate & professional training

Plan for enrollment growth, enhance the campus, and foster a healthy student environment

 

Foster excellence in graduate and professional education

Total usable square footage, by type
Expand research laboratory space Transition academic units to GHM and SOC as opportunities come available

 

Increase faculty awareness of existing resources available for supporting faculty excellence

Develop mechanisms to support research and creative achievements

 

Foster excellence in graduate and professional education

Total usable square footage, by type
Add clinical faculty/supervisor with expertise in dysphagia Foster excellence in graduate & professional training Enhance the quality of academic programs # of faculty

 

2019-2020
CSD Action SAS Action UM Action Metrics
Expand inter-professional training models within the department

~Implement APD intervention training with inter-professional collaboration from SLP and audiology

~Implement group aural rehab training with inter-professional collaboration from SLP and audiology

Foster excellence in graduate & professional training Enhance the quality of academic programs

 

Encourage the development of experiential learning in all academic programs.

# of faculty, students, and programs in experiential learning

 

# of grad degrees awarded

Refine the graduate electronic portfolio development process to ensure that students have a clear understanding of related expectations and value of the electronic portfolio. (Action created in response to the 2017-2018 graduating student survey) Document use of experiential learning opportunities that help students understand the relevance of information to their professional field of study. Foster excellence in graduate and professional education # of faculty and students participating in experiential learning

 

Percentage of graduate students completing electronic portfolios.

Limit each graduate faculty to teaching no more than 6 graduate courses throughout the MS program of study.(Action created in response to a graduating student comment on the 2017-2018 graduating student survey). Use faculty credential profiles to help guide faculty hires to assure diverse student exposure. Promote competitive recruitment and retention of a diverse community of excellent faculty by effective hiring practices that focus upon the key traits of success # of classes taught by graduate faculty

 

# of faculty teaching graduate courses in their specific areas of expertise

 

2020-2021
CSD Action SAS Action UM Action Metrics
Retain high quality faculty producing innovations in clinical services, research & scholarship Increase faculty awareness of existing resources available for supporting faculty excellence through communication mechanisms within the university and School of Applied Sciences.

Develop new research incentive opportunity (5/year) that focuses on faculty mentor/mentee support for research and conference presentation with peer-reviewed manuscript outcome.

Support Faculty Excellence # of retained faculty

 

Percentage of faculty receiving promotions among those who apply for promotions

 

# of refereed articles published

Implement efficient and high quality clinical service delivery across various speech, language, hearing and swallowing disorders Foster excellence in graduate & professional training

 

Encourage the development of experiential learning

Enhance quality of academic programs # of faculty, students, and programs in experiential learning

# of grad degrees awarded

# of disorders served through the UM clinic

# of clinical settings

Improve attendance of research and clinical faculty at the departmental research colloquia and clinical grand rounds by integrating the two activities in one forum Develop programs that build “bright pathways” for students to engage in intellectual pursuits with faculty, staff, and students.

 

Develop programs and opportunities to foster intellectual engagement among faculty, staff, students, and external partners.

Foster an intellectual and engaged environment Percentage of research and clinical faculty/staff and students attending the research/clinical forum.