Strategic Plan for Communication Sciences & Disorders
Strategic Plan for Communication Sciences & Disorders
Context For Planning
The College of Health Professions took its first step toward offering
degrees in speech-language pathology and audiology in 2010 by offering
the undergraduate prerequisite courses that all applicants for graduate
school must complete. This was accomplished by offering an emphasis in
speech-language pathology within the major of Allied Health Sciences. A
new Master of Science in speech-language pathology was proposed in 2011
and received final approval in 2012, at which time an application was
submitted for candidacy accreditation through the Council on Academic
Accreditation in Audiology and Speech-Language Pathology (CAA).
Candidacy was awarded in 2013 and the first cohort of M.S. students were
matriculated in Fall, 2013. A proposal was submitted in 2011 for a new
Doctor of Audiology (Au.D.) program. This proposal continues to make
its way through the approval process. Currently, the anticipated start
date for the Au.D. is Fall 2018.
Mission
To prepare graduate students to become speech-language pathologists or
audiologists who demonstrate excellence in clinical practice and who
strive to be life-long learners. The undergraduate emphasis provides
students with a foundation in theoretical and applied aspects of the
discipline to facilitate success in their future endeavors.
Vision
The Department of Communication Sciences and Disorders will become a
leader in the academic and clinical education of speech-language
pathology and audiology students through exemplary classroom and
clinical instruction, extensive practicum opportunities, and retention
of outstanding faculty. As a result, graduates will be life-long
learners, leaders in their professions, advocates for their
clients/patients, and the critical thinkers and problem solvers of tomorrow.
Value Statement
Centered on professional education
Accessible and supportive of students
Excellent teaching
Foundation in evidence-based practice
Strategic Priorities, outcomes, and key objectives
Strategic Priority Area 1: Actively engage learners at all levels.
Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.
Outcome B: Grand Valley is diverse and inclusive.
Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.
Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.
Strategic Priority Area 2: Further develop exceptional personnel.
Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.
Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.
Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.
Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.
Strategic Priority Area 3: Ensure the alignment of institutional structures and functions.
Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.
Strategic Priority Area 4: Enhance the institution's image and reputation.
Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.
Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.
Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.