Long-term Strategic Plan (2014–17)
Maintain a graduate curriculum consistent with the program mission.
- Conduct a regular review of didactic course work, frequency and sequence of offerings, corresponding learner outcomes, formative and summative assessment procedures for breadth, scope, relevance, and currency of content and its delivery.
- Conduct a regular review of on-campus and external placement experiences, corresponding learner outcomes, formative and summative assessment procedures for breadth, scope, relevance, and currency of the knowledge and skills obtained and their interface with didactic course work.
- Enhance student diversity within the academic/clinical training program by identifying factors contributing to successful completion of existing programs, and by providing mentoring opportunities to encourage those from diverse and underrepresented groups to pursue higher education in communication sciences and disorders.
Recruit and retain a stable high-quality academic, research and clinical faculty.
- Hire a full-time tenure track academic/research faculty member to serve as program director.
- Hire full-time tenure track faculty whose primary responsibility is clinical instruction and applied clinical research.
- Hire full time tenure track academic/research faculty with expertise in the areas of language/phonological, neurogenic, voice and fluency disorders.
Maintain a state-of-the-art research and clinical training facility.
- Upgrade technological and physical infrastructure of the existing DRD SLHC.
- Secure additional state-of-the-art software for research and clinical applications.
- Secure additional office and lab space for existing and newly hired faculty.
- Secure start up funds for new faculty research equipment.
Encourage curricular innovations in both didactic course work and clinical practicum to expand student knowledge and skills consistent with the program mission and best practices in communication sciences and disorders.
- student participation in the existing collaborative program with the Brooklyn College Early Childhood Center
- the dedicated Hanen modeled parent training programs
- the SOE collaborative bilingual extension program for students pursuing bilingual certification as teachers of students with speech and language disabilities
- community outreach to provide off-campus clinical services
- a dedicated on-campus adult neurogenic/swallowing training program
- an on-campus group parent counseling and support program
- a dedicated audiologic rehabilitation group
- student training and clinical services for patients with Parkinson's disease incorporating the LSVT program
- opportunities for student training in group clinical intervention
- interdisciplinary partnerships to support college students with a range of communication and related disabilities
Expand external support through public and private funding to support various academic and clinical training initiatives.
- Support the efforts of faculty to work individually and collaboratively to develop proposals for state and federal funding initiatives.
- Continue efforts in alumni fundraising to support existing named graduate scholarships (Davidow, Silverman, Bloodstein and Cherry) as well as various clinical training initiatives.
- Pursue DOE funding initiatives to provide additional student tuition scholarships.
The following documents were used to help develop the Master of Science Program in Speech-Language Pathology Strategic Plan (2014–17):
- Brooklyn College Mission Statement
- Master of Science Program in Speech-Language Pathology Mission Statement
- Strategic Plan for Brooklyn College (2011–16)
- Master of Science Program in Speech-Language Pathology Strategic Plan (2010–13)