Speech-Language Pathology Program Feasibility Study
Sacred Heart University
2010-2011
Educational Program Consultant: Rhea Paul, Ph.D., CCC-SLP
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R. Paul
SHU Feasibility Study for SLP Graduate Training Program
Degree to be awarded: M.S. in Speech-Language Pathology
College and Unit in which the program will be housed: College of Education and Health Professions
Location of the program to be offered (physical location/facilities): ?New Building?
Proposal Table of Contents
Program Accreditation Requirements Overview and Timeline…………………………4
Purpose and Objectives of the Program………………………………………………….8
Program Administrator………………………………………………………………………11
Faculty Requirements ………………………………………………………………………11
Resources Needed …………………………………………………………………………12
Space Needed ………………………………………………………………………………19
Curricular Issues and Proposed Curriculum ……………………………………………..20
Cost/Revenue Analysis/Enrollment Projection …………………………………………..23
Admissions and Competition Analysis…………………………………………………….24
Strengths ……………………………………………………………………………………..27
Challenges …………………………………………………………………………..……….27
Conclusion and Recommendations ……………………………………………………….28
Appendix A……………………………………………………………………………………30
Appendix B……………………………………………………………………………………31
PROGRAM ACCREDUTATION PROCESS OVERVIEW
Table 1 summarizes the timetable for the certification process. The components of this process are listed below.
Submission and approval of DHE New Program Application. This application requires detailed description of:
o Program objectives
o Clientele
o Institutional finance
o Institutional resources including new revenue, new expenditures, and projected enrollment; as well as library and other resources.
o Faculty policies, hiring processes, qualification, and duties
o Detailed plan for curriculum and instruction
o Student personnel, admission, and graduation policies
o Maintenance of student and alumni records
o Physical plant and facilities
o Catalog and publications
o Certification and accreditation details and timeline
o Consideration of relation to existing programs at the Institution, other programs in CT, demand for graduates, articulaton with career opportunities.
In addition, the Application must include:
o Program summary
o Draft catalog copy
o Audited annual financial state form the Institution
o Copy of letter of approval from regional accrediting association
o Copy of IPEDS Institutional Characteristics Survey
Application for Accreditation by the American Speech, Language, and Hearing Association.
o Submit signed application with eligibility statement and fee for readiness review to ASHA CAA
o Once readiness review is completed, and approved, submit application for candidacy
o Receive review and comments from CAA
o Submit dates for site visit
o Site visit is conducted
o Site visit report is submitted to Program
o Program responds to site visit
o Program response is reviewed by CAA; Candidacy decision is made (for 5 years)
o Graduate students are enrolled
o 3-4 annual reports submitted
o Application for accreditation submitted at least 12 months before end of 5 year candidacy term
Teacher Certification
Applicants for CT teacher certification as an SLP must take required education courses from an NCATE accredited Education Program.
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ACCREDITATION TIMELINE
Table 1.
Semester / Action / Steps to Accreditation / Department Roll-out*Summer 2011 / Apply for DHE approval for new program / Prepare DHE document / Hire Director
Fall 2011 / Submit ASHA application for Candidacy for Accreditation / Submit signed application and eligibility statementa with application fee for review by CAA
Spring 2012 / Submit application for candidacyb / After receiving “readiness approval” from CAA / Hire 3 Faculty
Summer 2012 / Submit site visit dates / Hire 1 Clinical Educator
Fall 2012 / CAA site visitc / Enroll undergraduates (20)
Spring 2013 / Candidacy decision by CAA (5 years) / Hire 2 Faculty
Summer 2013 / Hire 1 Clinical Educator
Fall 2013 / Enroll undergraduates (20)
Enroll 1st class of graduate students (25)
Spring 2014 / Hire 1 Faculty
Summer 2014 / Submit 1st Annual report / Hire 1 Clinical Educator
Fall 2014 / Enroll undergraduates (20)
Enroll 2nd class of graduate students (25)
Spring 2015 / Hire 1 Faculty
Summer 2015 / Submit 2nd t Annual report / Hire 1 Clinical Educator**
Fall 2015 / Enroll undergraduates (20)
Enroll class of graduate students (45)+
Spring 2016 / Hire 1 Faculty**
Summer 2016 / Submit 3rd Annual report OR Application for Accreditation
Fall 2016 / Enroll undergraduates (20)
Enroll class of graduate students (45) +
Spring 2017
Summer 2017 / Submit 4th Annual report (AND Application for Accreditation, if not done in 2016).
Fall 2017 / Roll-out complete, ASHA CAA Accreditation awarded for 8 years / Enroll undergraduates (20)
Enroll class of graduate students (45) +
*Supplement hires with adjunct faculty as needed
** If program is filled to capacity
+ The move to a class of 45/year can be deferred if necessary. If this is deferred last set of hires can also be deferred.
aContent of Application for candidacy Eligibility statement: 18 months prior to first enrollments:
· Develop a Mission Statement that aligns with SHU’s Mission
· Create strategic plan
1. include range of stakeholders
2. state specific objectives
3. assign project director
4. convene steering committee
5. collect data re: need, resources
bOnce Readiness to Submit Candidacy Application is conferred; at least 12 months prior to first enrollments:
· Prepare and submit Candidacy Application, which includes descriptions of
1. Governance
2. Faculty
3. Curriculum
4. Students
5. Assessment
6. Resources
· Invite public comment
cCandidacy Visit
· Public information necessary for accreditation:
1. Catalog copy
2. Clinic Handbook
3. Faculty Handbook
4. Student Handbook
5. Program website
6. Printed brochures
Conclusions and Recommendations
1. Preparation for accreditation from ASHA, NCATE, and DHE will require at least two years before graduate students can be admitted.
2. A Program Director will need to be hired prior to admission of students to prepare documents for application for these accreditations.
3. Clerical assistance will be required.
SHU SLP Feasibility
R. Paul
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PURPOSES AND OBJECTIVES OF THE PROGRAM
This program will address a need, documented below to increase the number of speech-language pathologists available in the state and region to provide services to communicatively handicapped individuals. It will also provide opportunities for additional qualified candidates to complete a training program in speech-language pathology and embark on a career of service. The need for this opportunity is also documented below.
Speech-Language Pathology Needs in Connecticut and the Nation
SHU’s mission, which includes responsibility for thecommon good of society, is consistent with the provision of professional education that serves the needs of the community. Speech-Language Pathology is profession that is in demand, both nationally and in CT.
Needs Assessment:
§ According to the U.S. Bureau of Labor Statistics, employment of speech-language pathologists is expected to grow by 19 percent from 2008 to 2018, faster than the average for all occupations.
o As the members of the baby-boom generation continue to age, the possibility of neurological disorders and associated speech, language, and swallowing impairments increases.
o Medical advances also are improving the survival rate of premature infants and trauma and stroke victims, who then need assessment and sometimes treatment.
o Employment in educational services will increase with the growth in elementary and secondary school enrollments, including enrollment of special education students. Greater awareness of the importance of early identification and diagnosis of speech and language disorders in young children will also increase employment.
o In healthcare facilities, restrictions on reimbursement for therapy services may limit the growth of speech-language pathologist jobs in the near term. However, the long-run demand for therapists should continue to rise as growth in the number of individuals with disabilities or limited function spurs demand for therapy services.
o The number of speech-language pathologists in private practice should increase because hospitals, schools, and nursing care facilities will contain costs by increasingly contracting out for these services.
§ In addition to job growth, a number of job openings in speech-language pathology will be due to retirements. Opportunities should be favorable, particularly for those with the ability to speak a second language, such as Spanish.
Table 2. Projections Data1
Occupational Title / Employment, 2008 / ProjectedEmployment, 2018 / Change,
2008-18 /
Number / Percent /
Speech-language pathologists / 119,300 / 141,400 / 22,100 / +19
§ For Connecticut the state Department of Labor ranks SLP as one of the “most in demand” occupations. Annual openings are expected to grow by 30% by 20162.
§ Speech-Language Pathology is ranked 24th in the top 60 “Fastest Growing” occupations identified by the Connecticut Department of Labor3.
There is a national shortage of speech-language pathologists, which is increasing annually1:
§ Shortages are reported in 72% of schools in 2008, compared to 68% of schools in 2006, 62% in 2004 and 51% in 20001.
§ There has been a 39% increase in job openings between 2000 and 2010.
o In one study, 59% of school administrators stated that the greatest barrier to recruitment was the shortage of qualified applicants (82% in western, 78% in mountain/plains, 64% in southeast)4.
There is a current shortage of Speech-Language Pathologists in Connecticut.
§ CT SDE has named Speech-Language Pathology a “Teacher Shortage Area” for 2010-2011.
§ According to the report of the SDE Speech-Language Pathology Advisory Committee:
o There are 118 open positions in 2009-2010
o The SLP shortage rank for CT schools is 1 (Fall Hiring Survey, CSDE Data Bulletin, Apr. 2010)
§ According to a ConnCASE Membership Survey of SLPs (2009), a state-wide shortage of 24 open positions among members responding was reported; 24 that districts were forced to use contract services due to inability to fill positions.
Pay levels for Speech-Language Pathology services are rising nationally.
§ According todata collected by ASHA4 from 1999 through 2008, salaries for SLPs professionals made gains that outpaced inflation.
o Salaries for full-time Speech-Language Pathologists in school settings (who work 9–10 months per year) increased 45% from 1999 to 2008, from $40,000 to $58,000.
o For SLPs in health care settings, salaries grew 44.4% from 1999 to 2007, from $45,000 to $65,000.
o The U. S. Bureaus of Labor Statistics reports median pay is $62,000.
Demand for SLPs remains, despite recessionary times5.
§ ASHA’s 2009 Schools survey revealed that despite tough economic times
o only 21% of school districts responding reduced the number of SLP positions,
o only 8% reported lay-offs or involuntary reductions in hours
o 74% reported either no change in the number of positions, or increases,
o However, 17% reported that open positions were not filled (whether this was due to shortages or cut-backs is not clear).
Student Interest in careers in SLP appears to be growing.
§ Data from the Scholastic Aptitude Test indicate a 15% increase in reported interest of test takers in the Northeast Region in the field of Communication Disorders from 2007 to 2010.
o Connecticut students show a 92% increase (although numbers are small; 13 in 2007 to 25 in 2010 indicated interest).
o Similar trends are seen in neighboring states, including ME (40%), New Hampshire (17%), and RI (40%). MA and VT report small decreases.
Conclusion.
According the to U.S. Bureau of Labor Statistics and Connecticut Department of Labor, favorable job opportunities are expected and faster than average job growth is projected for Speech-Language Pathology. Despite the current recession (which is likely to induce individuals to return to school to acquire new, more marketable skills), SLP positions are available nationally and in CT; pay is competitive. Student interest in the field is growing in our state and, to some extent, in our region. Speech-Language Pathology is likely to be a field that will attract students in the coming years.
1 U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, 2010-11 Edition.
2 Connecticut Department of Labor Statewide Occupational Forecast 2006-2016.
3Therrien, R., Bridges, C., Meyerholff, R. & Baker, J. (2003). “Workforce Demands and the Implications for Education Report.” Connecticut Department of Labor
4 National Coalition on Personnel Shortages in Special Education and Related Services
5American Speech-Language-Hearing Association
STAFFING REQUIREMENTS
PROGRAM ADMINISTRATOR
The Program Administrator will require a Ph.D. in Speech-Language Pathology, at least five years’ experience teaching in a University Speech-Language Pathology program, ASHA certification, CT state licensure, and administrative experience. A regional or national reputation is preferred.
FACULTY REQUIREMENTS
Faculty for the proposed program will be required to hold a Ph.D. in Speech-Language Pathology, or its equivalent. ASHA certification and CT state licensure and CT state licensure are also preferred. ABD candidates with appropriate qualifications may be considered. Depending on the ultimate size of the program from 6-8 faculty will need to be hired.
CLINICAL EDUCATOR REQUIREMENTS
Clinical Educators will be required to hold a Master’s Degree in Speech-Language Pathology, ASHA certification and CT state licensure, and five years’ experience as a Speech-Language Pathologist in clinical and/or educational settings.
ADJUNCT FACULTY
In order to offer additional sections of required courses, coverage for faculty leaves and sabbaticals, and adequate coverage for clinical supervision, it is likely that adjunct faculty will be needed. These individuals will be required to hold a Master’s Degree in Speech-Language Pathology, ASHA certification and CT state licensure, and five years’ experience as a Speech-Language Pathologist in clinical and/or educational settings.
RESOURCES NEEDED
Faculty
An academic program’s greatest resource is its faculty. In order to have an excellent training program it is crucial to have excellent faculty. Table 3 summarizes the estimated needs for Faculty for the proposed SHU program.
Table 3.
Role / Rank / Year Hired / DutiesDepartment Chair / Prof. / 2011-2012
or
2012-2013 / Hire faculty, clinical education staff
Prepare accreditation application
Manage accreditation process through first five years of program operation
Teach one course in area of expertise
Faculty 1 / Ass’t./Assoc. Prof. / 2012-2013 / Teach undergrad./grad courses in Adult Language Disorders
Faculty 2 / Ass’t. Prof. / 2012-2013 / Teach undergrad./grad courses in Child Language Disorders
Faculty 3 / Ass’t. Prof. / 2012-2013 / Teach undergrad./grad courses in Child Speech Disorders
Faculty 4 / Ass’t./Assoc. Prof. / 2013-2014 / Teach undergrad./grad courses in Adult Speech Disorders
Faculty 5 / Ass’t. Prof. / 2013-2014 / Teach undergrad./grad courses in Child Cognitive/Communication Disorders
Faculty 6 / Ass’t. Prof. / 2014-2015 / Teach undergrad./grad courses in Adult Cognitive/Communication Disorders
Faculty 7* / Ass’t .Prof. / 2015-2016 / Teach undergrad./grad courses in Speech & Hearing Science
Faculty 8** / Ass’t./Assoc. Prof. / 2016-2017 / Teach undergrad./grad courses in CMD in Special Populations
* IF program is filled to capacity