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Strategic Plan 2015-2020

The Graduate Program in Speech-Language Pathology is a geographically freestanding program within the School of Health Sciences. Our Strategic Plan has guided our development from its inception in 2000 to its current status as an academic and clinical program accredited by the Council of Academic Accreditation (CAA) of the American Speech-Language Hearing Association (ASHA) through 2016. The program currently graduates approximately 50 students annually with a retention rate of 99%.

Our Strategic Plan is not static. It is dynamic. We use it and adapt it to developments in the profession, ongoing observations of our students, and feedback from graduates. The program’s Strategic Plan, formulated in 2015, was revised based upon the ongoing SWOT analysis (Strengths, Weaknesses, Opportunities and Threats), that the faculty undertook at its retreat during the summer of 2015.

Focus: Clinic

Issue

With the new location as a result of the recent move of the Speech-Language Pathology Program, community awareness needs to be raised regarding the scope, breadth and availability of speech-language pathology and audiology services to the community. This is necessary so that the Touro graduate program in Speech-Language Pathology continues to serve as a resource to the community, provides a continued source of clients and patients to our students for internship experiences, and results in revenue to the clinic.

Outcome

Increased community awareness to our program to all potential consumers, organizations, schools and residents is necessary to ensure a continued referral stream and ensure clinic growth. Outcome is to increase the base number of community referral sources.

Strategy

Who: Rosalie Unterman, Karen Schwartz and Sarah Shain
Target Group: Community referral sources

Specific Activities:

  • Evaluate and contact potential sites within the community
  • Develop outreach programs
  • Conduct in-services at outreach sites
  • Provide invitations to tour our facility
  • Conduct screenings
  • Create contact schools and agencies to create an after-school language-based program for children
  • Increase enrollment in Aphasia support group for Russian-speaking clients
  • Target other identified populations for specific support and therapy groups
  • Increase advertising in the community via flags, banners, flyers, magazines and newspapers

Measurement Criteria

Three new referral sources each year will be contacted, relationships encouraged and referrals cultivated. This will occur each year for the next five years. Evaluation criteria will be determined by monitoring of number of referrals and individual referral sources annually to be completed by clinic director and department chairperson.

Focus: Technology

Issue

With Touro’s iPad initiative, move to new state of the art facilities with updated technology, acquisition of new faculty and rapid growth and availability of technology for both instruction and clinical intervention and assessment, the faculty must increase their awareness of, utilization of and inclusion of technology in all aspects of the Touro Master’s Program in Speech-Language Pathology.

Outcome

Increased use of technology is necessary within a Speech-Language Pathology program to ensure state of the art instruction, use of technology by and for students, and continued use of updated technology in provision of clinic services. Each faculty member will demonstrate increased understanding of and use of technology in the classroom and where applicable throughout the program.

Strategy

Who:Rivka Molinsky (Assistant Dean of Students and Innovation), IT program consultant, Irina Vaynshteyn and France Weill
When:Reviews to occur over the next five academic years
Target Group:Faculty and students

Specific Activities:

  • A technology committee will be formed to evaluate current needs and use, availability of technology for both course instruction and clinical use. Faculty will conduct survey as to current awareness and use of technology within the program.
  • Recommendations will be made as to high priority, essential and recommended areas of technology. Needs for updated technology, new equipment and programs will be monitored
  • Individual instruction and group learning experiences will be scheduled and provided to inform faculty of available technology and use. Calipso will be introduced into the program.
  • Interdepartmental committee was established for the development of electronic medical records (EMR). Our representative is Dr. France Weill.

Measurement Criteria

Success will quantitatively be measured by each faculty member demonstrating the use of at least new technology-based models per year (one per semester). Program chair will review data submitted by faculty for evaluation.

Focus: Research

Issue

While each student is now required to complete a research project as part of the graduate program requirement and submissions for publications and presentations are increasing, a program’s quality is enhanced by greater research opportunities, acquisitions of grants and external funding, greater faculty involvement in research, increased professional presentations and publications.

Outcome

Increased number of faculty involved in research and increased faculty awareness in grant and funding opportunities and applications.

Strategy

Who:Isabella Reichel, IT consultant
When:Over next five-year period through 2020 
Target Group:Administration, Faculty, Students 

Specific Activities:

  • The faculty will be surveyed to generate research areas for focus, determine areas of faculty interest and availability, and ideas for possible funding.
  • College support will be sought to pursue areas of outside funding and training in competing for grants and generating grant proposals. College support for research will be generated through increased availability of support personnel for technology and statistics as needed. Access to necessary technology and statistical support will be increased and incorporated into a broadened research program.
  • Current faculty not involved in research will begin to be phased in to participate in current research programs and establish new research projects.

Measurement Criteria

The number of new faculty involved in research on a yearly basis will be monitored quantitatively, training activities will be documented, and numbers of presentations, article submissions and possible grant applications will be monitored.

Focus: Interprofessional Education (IPE)

Issue

ASHA’s envisioned future statement (2025) “identifies the significance of interprofessional education in collaborative practice models for audiologists and speech-language pathologists.” ASHA further envisions that alignment with reimbursement systems and an IPE approach to training and educating new professionals will be key areas of focus.

Outcome

Increased intra- and inter-curricular IPE activities and increased IPE events, programs and opportunities.

Strategy

Increase interprofessional education collaborative models and opportunities in professional practice in addition to increasing opportunities and awareness in training knowledge and skills within all graduate students. 

Who:Steven Blaustein, France Weill, Rachelle Kirshenbaum
When:Over next five years continuing through 2020
Target Group:Faculty, Students, Administration, SHS

Specific Strategies:

  • Interprofessional education approaches and considerations will be embedded into all courses as relevant to subject areas of instruction
  • Outreach to other School of Health Science departments including Nursing, Psychology, Occupational Therapy, and Physical Therapy, as well as the School of Social Work and Medical Schools.
  • Increase guest faculty to our program from other departments to provide instruction in relevant interprofessional areas and increase availability and use of Speech-Language Pathology faculty to provide training to other Touro programs
  • Develop an interprofessional education interdepartmental course co-taught by School of Health Sciences faculty in key areas of clinical practice necessitating interprofessional collaboration

Measurement Criteria

Determine baseline of current interprofessional education curriculum by course and number of yearly events and opportunities, and determine quantitative and qualitative increase from baseline. To be evaluated by interprofessional educational committee and program director.