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Masters of Science in Education: Program in Speech-Language Pathology

The M.S. Ed. program in speech-language pathology is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology of the American Speech-Language-Hearing Association (2200 Research Boulevard #310, Rockville, Maryland 20850, phone: 800-498-2071 or 301-296-5700). The program leads to the Master's degree in Speech-Language Pathology and prepares students for careers as speech-language pathologists in public schools as well as hospitals, clinics, private practice, rehabilitation centers, and numerous other settings. Graduates satisfy all the academic and clinical mandates for certification in Speech-Language Pathology from ASHA. Furthermore, more than 99 percent of program graduates pass the ASHA national certification examination. The master's program itself consists of a minimum of 39 hours of coursework in such varied areas as stuttering, cleft palate, aphasia, child language disorders and voice disorders, among others. All program graduates complete the clinical practicum requirements stipulated by ASHA in a variety of clinics, hospitals, medical centers, rehabilitation institutions, and private practice settings which provide plentiful and high-quality clinical experiences. The graduate program also requires the completion of a thesis research paper and a written comprehensive examination

Admissions

To be eligible to apply, applicants to the Speech-Language Pathology M.S. Ed. Program must have an earned degree anticipated in the next semester with an undergraduate GPA of at least 2.80.  The applicant must have completed the Graduate Record Examination (GRE) with the following minimum scores: 146 Verbal, 140 Quantitative, and 4.0 Analytic.  Applicants who have earned an undergraduate degree in another field are welcome to apply and, if accepted, will be required to complete at least two semesters of additional prerequisite coursework.

New in 2014! Applications to the ODU Speech-Language Pathology program will take place through Communication Sciences and Disorders Central Application System (CSDCAS at www.capcsd.org/csdcas/students.php).  All documents (transcripts, letters of recommendation, essay) are to be submitted to CSDCAS.  CSDCAS requires applicants to pay $100 for one application and $45 for each additional application submitted through the system.  In addition, applicants will be provided a link to apply to Old Dominion University's graduate application system to provide a minimal amount of additional information.  Applicants will also pay a fee of $50 to Old Dominion University.  Prospective students from ODU's undergraduate speech-language pathology program should contact Dr. Raymer for additional instructions.

Off Campus Placements

Sentara Healthcare
Riverside Health System Hospitals
Bay Pointe Kindred Healthcare
Nansemond Pointe Kindred Healthcare
Lake Taylor Hospital (Genesis Rehabilitation)
Kempsville Health & Rehabilitation Center
Carrington Place
Harbour Pointe Evergreen Rehabilitation
Rehabilitation Associates
Physiotherapy Associates
Children's Hospital of the Kings Daughters
Bon Secours Hampton Roads Health System

Student Outcome Data

Past 3 years

2012-2013

2011-2012

2010-2011

Program Completion Rates

(within 6 semesters if admitted with bachelors degree in SLP/CSD;

within 8 semesters if admitted with bachelors degree in other than SLP/CSD)

88.9% (51/54)

80% (12/15)

100% (18/18)

100% (21/21)

Praxis 2 Pass Rates

(at least 600)

100% (54/54)

100% (15/15)

100% (18/18)

100% (21/21)

Program Employment Rates

(within one year of graduation)

100% (54/54)

100% (15/15)

100% (18/18)

100% (21/21)

 Length of Time to Complete Degree:

Students with Undergraduate SLP Degree:                6  Semesters

Students without Undergraduate SLP Degree:           8  Semesters

Speech-Language Pathology Program Strategic Action Plan

STRATEGIC GOAL 1: Improve Graduate Program Academic Quality

1a. Improve graduate program academic quality by engaging in annual graduate curriculum review

1a.1. Schedule faculty meetings to evaluate goals, objectives and content of each graduate course

1a.2. Evaluate goals, objectives and content of graduate courses based upon comments made in student course and practica evaluations

1a.3. Evaluate goals, objectives and content of graduate courses based upon students' written exit evaluations and interviews

1a.4. Evaluate goals, objectives and content of graduate courses based upon comments made in CFY sponsor evaluations of recent graduates

1a.5.   Evaluate goals, objectives and content of graduate courses based upon ASHA/CAA standards

1a.6. Evaluate goals, objectives and content of graduate courses based upon Praxis 2 results

1a.7. Evaluate goals, objectives and content of graduate courses based upon supervisor evaluations of student on-campus clinical practicum performance

1a.8. Evaluate goals, objectives and content of graduate courses based upon supervisor evaluations of student off-campus clinical practicum performance

1a.9. Evaluate goals, objectives and content of graduate courses based upon input from student focus groups

1a.10. Evaluate goals, objectives and content of graduate courses based upon input from program's advisory board

1b. Improve graduate program academic quality by engaging in annual undergraduate curriculum review

1b.1. Schedule faculty meetings to evaluate the goals, objectives and content of each undergraduate prerequisite course

1b.2. Evaluate goals, objectives and content of all undergraduate courses with regard to how they provide a foundation for graduate courses as reflected in student evaluations

1b.3. Evaluate goals, objectives and content of all undergraduate courses with regard to how they provide a foundation for graduate courses as reflected in ASHA/CAA standards

1b.4 Evaluate goals, objectives and content of all undergraduate courses with regard to how they provide a foundation for graduate courses as reflected in Praxis 2 scores

1b.5. Evaluate goals, objectives and content of all undergraduate courses with regard to how they provide a foundation for clinical practica.

1c. Improve graduate program academic quality through student exposure to a broader variety of mentors.

1c.1. Increase the utilization of guest instructors

1c.2. Schedule student seminars with speakers from varied professional settings

1c.3. Identify professionals in the community to serve as mentors for minority students

STRATEGIC GOAL 2: Improve Programmatic Awareness of Professional Forces, Movements and Activities External to the University Environment

2a. Improve programmatic awareness of national forces, movements and activities.

2a.1. Join Council of Academic Programs in Communication Sciences and Disorders

2a.2. Select faculty member to monitor pertinent events on the national level

2a.3. Selected faculty member should provide reports at faculty meetings

2a.4 Program determines need for action

2b. Improve programmatic awareness of state forces, movements and activities.

2b.1. Select faculty member to monitor pertinent events on the state level

2b.2. Selected faculty member should provide pertinent reports at faculty meetings

2b.3   Program determines need for action

2c. Improve programmatic awareness of regional forces, movements and activities.

2c.1. Faculty will meet with program advisory board on an annual basis

2c.2. Program determines need for action

STRATEGIC GOAL 3: Improve Administrative and Advising Services

3a. Improve student-related administrative services.

3a.1. Utilize electronic record-keeping system for observation experience

3a.2. Utilize electronic record-keeping system for monitoring of KASA requirements

3a.3.   Expand electronic record-keeping system for monitoring of clinical clock hours

3a.4.   Utilize computerized administration of comprehensive examinations                                                                                                                              

3b. Improve general administrative services.

3b.1. Utilize electronic grade-change system

3b.2. Utilize Banner system for monitoring budget

3b.3.   Select faculty member to coordinate budget planning with program director

3b.4. Select faculty member to coordinate equipment acquisition with program director

3c. Improve advising services.  

3c.1. Improve efficiency and personalized contact regarding undergraduate advising by assigning them to specified faculty members instead of solely to program director

3c.2. Improve communication of program requirements and advising by scheduling group semester registration meetings with graduate students in which Graduate Student Handbook is reviewed

3c.3. Maintain personalized contact with newly-admitted graduate students by scheduling individual orientation sessions with the program director                                                                                                                                

STRATEGIC GOAL 4: Increase Program Visibility

4a. Maintain program visibility at the national level.

4a.1. Encourage faculty representation at every ASHA convention

4a.2. Encourage faculty representation on national committees and boards

4a.3. Disseminate program accomplishments and activities on the national level through an annual newsletter

4b. Maintain program visibility at the state level.

4b.1. Encourage faculty representation at every convention of the Speech and Hearing Association of Virginia

4b.2. Encourage faculty representation on state committees and boards

4b.3. Disseminate program accomplishments and activities on the state level through an annual newsletter

4b.4. Attempt to re-establish the council of state program directors

4c. Maintain program visibility at the regional level.

4c.1. Utilize the program's advisory board to maintain regional contacts

4c.2. Maintain ongoing formal relationships with local institutions and agencies through annual reviews of contracts

4c.3. Disseminate program accomplishments and activities on the regional level through an annual newsletter

STRATEGIC GOAL 5: Improve Efficiency of Recruiting/Admissions Process  

5a. Monitor program website.

5a.1. Update program information on website at the completion of each semester

5a.2. Monitor accuracy of program information on website at the completion of each semester

5b. Utilize administrative assistant more efficiently in admissions process.

5b.1. Administrative assistant will track applicants' application data and contact information

5b.2. Administrative assistant will maintain spreadsheet on all applicants

5b.3. Administrative assistant will maintain spreadsheet on all applicants attaining cut-off criteria

5b.4. Administrative assistant will record applicant data noting complete and incomplete applications

5b.5 Administrative assistant will maintain log of all preceding activities

5b.6. with faculty approval, administrative assistant will arrange appointments for targeted applicants with program director

5c. Monitor potential graduate program candidates from Old Dominion University's undergraduate program.

5c.1. Identify potential program applicants upon declaration of major based upon SAT scores, high school grades, transfer grades and community college grades

5c.2. Identify potential program applicants based upon grades in general education courses

5c.3. Identify potential program applicants based upon grades in initial 15 hours of major coursework

5c.4. Schedule graduate school information sessions with potential applicants                                                                                                                                 

7.5d. Expose program to wider audience.

5d.1. Disseminate flyers and program information to other university programs

5d.2. Participate in recruiting fairs at national conventions

5d.3. Disseminate flyers and program information to regional and state high school guidance departments

STRATEGIC GOAL 6: Improve Programmatic Resources

6a. Identify resources available from private agencies and donors.

6a.1. Establish private-public partnerships with agencies and donors which traditionally support speech-language and hearing causes (Lions, Sertoma, Scottish Rite) to support clinical activities

6a.2. Establish private-public partnerships with agencies and donors which traditionally support speech-language and hearing causes to raise public awareness of speech-language and hearing issues

6a.3. Establish private-public partnerships to provide scholarship support for students

6b. Hire additional faculty.

6b.1. Hire a doctoral-level faculty member to allow program to increase its interaction in regional and state-wide activities (such as the state consortium and innovative collaboration with Eastern Virginia Medical School and other agencies) as well as its participation in funded research

6b.2. Hire a master's-level clinical faculty member to allow program to increase its capacity for innovative clinical programming and interaction with regional agencies

STRATEGIC GOAL 7:  Improve Quality of Clinical Practica

7a. Improve quality of on-campus practica.

7a.1. Establish an advisory board to provide external feedback regarding clinical practica activity

7a.2. Utilize an electronic record-keeping system for monitoring student clock hours

7a.3. Utilize an electronic record-keeping system for management of patrons' records

7a.4. Upgrade audio/video capabilities of clinical monitoring system

7a.5. Obtain additional computers for clinical computer laboratory

7a.6. Continue to acquire and utilize software for therapeutic and diagnostic purposes

7a.7. Explore further relationships with Lions Club to develop hearing aid dispensing program and additional clinical experiences for students

7b. Improve quality of off-campus practica. 

7b.1. Establish an advisory board to provide external feedback regard clinical practica activity

7b.2. Revise supervisors' evaluation form every three years, minimally, or as needed

7b.3. Revise student's evaluation form every three years, minimally, or as needed

7b.4.   Formalize mid-semester meetings between supervisors and students

7b.5.   Formalize end-of-semester meetings between supervisors and students

7b.6.   Utilize electronic record-keeping system for maintaining clock hours

7b.7.   Identify additional off-campus practicum sites on an ongoing basis

STRATEGIC GOAL 8:  Improve Scholarly Activity

8a. Increase scholarly activity on national level

8a.1. Increase number of peer-reviewed publications

8a.2. Increase number of national paper presentations

8a.3. Increase funded research activity

8b. Increase scholarly activity on state level

8b.1. Increase number of state paper presentations

8b.2. Increase funded research activity

8. c. Increase scholarly activity on regional level

8c.1. Increase number of presentations to regional groups8c.2.  Seek research funding from regional and private agencies

 

Program Mission and Goals

The mission of the program in Communication Sciences and Disorders reflects both the mission statements of the university and college as well as the following academic and clinical goals. The program is committed to the development of students who will in turn, commit themselves to lifelong learning, continuous personal and profession assessment and evaluation and who will exhibit an ongoing regard for the varied and complex representation of the human condition.

                                                     

Academic Goals: ensure that students:

1.      Meet ASHA requirements, and state licensure and certification requirements

2.      Understand trends and issues related to the profession

3.      Attain knowledge regarding assessment, identification, and treatment of a wide variety of communication disorders

4.      Understand the social and cultural bases of speech and language behaviors

5.      Attain a fundamental ability to read and interpret the literature of the profession

6.      Gain an appreciation of research, including skills in research design, data collection, research reporting, statistical analysis, and in the application of scientific methodology in the resolution of professional problems.

Clinical Goals: ensure that students:

1.      Meet ASHA's clinical requirements as well as requirements for state licensure and certification

2.      Demonstrate an ability to apply knowledge pertaining to identification, assessment and treatment of communication disorders in closely-supervised, competency-based clinical activities in an on-campus setting

3.      Demonstrate the ability to apply such knowledge in a variety of clinical settings

4.      Attain  competencies as stated in the program's clinical settings

5.      Demonstrate the professional, ethical, and clinical behaviors described in the clinic manual and reflective of the highest purposes of the profession.