SLP Overview

The undergraduate SLP program at Misericordia University is a 5-year entry level masters degree program. A potential applicant can enter the undergraduate program in Speech-Language Pathology under one of two circumstances:

1. As a Traditional Undergraduate student who has been accepted into the 5-year professional program.
2. As an Undergraduate Transfer student who has not been conferred a baccalaureate degree. 

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Misericordia University offers individuals who already have a baccalaureate degree the opportunity to earn a masters degree in Speech-language Pathology.

A potential applicant can enter the program in Speech-Language Pathology under one of two circumstances:

1. As a graduate holding the baccalaureate degree with communication sciences and disorders - Post-Baccalaureate Major.
2. As a graduate holding the baccalaureate degree in a major other than communication sciences and disorders- Post-Baccalaureate Non-Major.

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College of Health Sciences Clinical Education Policies

As part of the undergraduate curriculum, the student will be expected to earn a minimum of 25 clock hours of supervised observation before they begin any clinical practicum. Undergraduate transfers, students possessing a baccalaureate degree in a discipline other than communication sciences and disorders and students who have not completed their observation hours must complete their 25 clock hours of observation before beginning graduate clinical work. The Speech-Language Pathology program at Misericordia University is unique because students may complete one semester of undergraduate clinic before beginning the master's coursework. These students are given one or two clients to work with during the semester before they start their graduate coursework and clinic.

The clinical component of the Speech-Language Pathology program is integrally tied to the academic component. The Speech-Language Pathology program's philosophy is that students should have as much of the academic preparation completed as possible so that they can integrate and use that information effectively when conducting assessment or intervention with persons having speech and/or language disorders. All practicum experiences are intended to allow students to gain practical experience with children and adults exhibiting speech and/or language disorders in a variety of settings, including public schools, outpatient facilities, private practices, rehabilitation centers, acute care facilities, hospitals, and long-term care facilities. The graduate clinical curriculum is sequenced in such a way that students work towards completion of most of their academic coursework within the first graduate year, as well as completing two in-house treatment clinics and one diagnostic clinic. Students will be able to earn between 50 to 75 clock hours of practicum over the course of these in-house clinics.

The second year of graduate study is primarily devoted to external clinical practicum placements. Most students will not need to enroll in SLP 630 Fieldwork III as their practicum experiences in SLP 610 Fieldwork I and SLP 620 Fieldwork II should be sufficient to allow them to complete all practicum requirements for ASHA certification. Those students who do not meet the Department's and ASHA's certification standards related to clinical practicum upon completion of SLP 620 will be required to enroll in SLP 630 to meet the appropriate standards.

Students who enter the master's program with clinical clock hours earned at the undergraduate level and students who transfer from a graduate program at another institution of higher education who have earned practicum clock hours will be allowed to transfer those clock hours as long as they were obtained at an accredited institution and were earned under ASHA's standards for clinical practicum. The academic semester or quarter hour credit for practicum, however, will not be transferred to count toward the academic standards.

By the time a student graduates with a master's degree from the program, he or she will have met all practicum requirements for professional certification. This includes a minimum of 400 clock hours of appropriate clinical experience, with a minimum of 25 clock hours of the 400 being obtained in clinical observation.

The practicum experiences will be varied both in terms of clinical settings to which students are assigned, and the diversity of communication disorders that the student will encounter. The net result of all clinical experiences will be a well-prepared, rounded, competent clinician who will be ready to take his or her place in the professional world.

(updated May 2014)

Mission Statement

The Speech-Language Pathology program is committed to providing an educational experience which produces competent speech-language pathologists who are critical thinkers and educated consumers of research, and which prepares its graduates students for productive careers in speech-language pathology and as advocates for, and participants in, life-long learning. As an entry-level professional program, the speech-language pathology curriculum reflects a commitment to the complementary relationship between liberal arts and professional studies that enables graduates to adapt to constantly evolving societal and professional needs that includes distance/digital education. The Department of Speech-Language Pathology is committed to the provision of affordable, quality professional education that expresses the founding Sisters' values and attitudes of hospitality, justice, mercy, and service.

The overall goal is to develop a well-rounded empathetic competent professional who will provide the highest quality of care to individuals with communication disorders.

Program Goals

The goals of the Speech-Language Pathology department at Misericordia University are to prepare graduates who:

1. Engage in contemporary, competent, legal, and ethical practice.
2. Value the critical inquiry in the validation and advancement of the science of speech language pathology and audiology.
3. Describe the roles and responsibilities of speech-language pathologists as professionally autonomous practitioners within the health care and educational systems.
4. Accept the responsibility for education of self, the community, the profession, clients, and colleagues in the health care and educational systems.
5. Value and foster communication and interaction with colleagues for the benefit of optimal service to clients with communication disorders.
6. Respect and respond to contemporary bio-psycho-social diversity in interactions with clients, families, colleagues, and the community. It is the mission of the Speech-Language Pathology program to educate and prepare students who will be ethical and competent clinicians in the provision of services to persons with speech-language hearing disorders.

Executive Summary of Strategic Plan

The faculty and staff in the Department of Speech-Language Pathology are committed to pursuing excellence by continually monitoring, assessing, and improving the academic and clinical components of the program. Through a department-wide process, faculty and staff within the SLP department established long-term strategic planning goals and objectives.

Components of the current plan were developed by the faculty to provide the SLP department with a focus that is in congruence with the university’s stated mission and values, as well as the academic and clinical training goals of the program, and are intended to reflect the role of the SLP Program within the community.

In terms of Ongoing Program Review: The SLP department continually assesses, reviews, and updates the academic and clinical components of the program as it endeavors to provide every student with the highest quality education through a rigorous and demanding learning experience. The result of this ongoing self-study is the identification of important issues that require further examination over the course of an academic year.

The SLP department continues to increase efforts to ensure that student clinicians have opportunities to work with diverse populations as part of their internal and external practicum placements. This effort has enhanced Misericordia’s role within the community.

In terms of Updating Resources: The program utilizes equipment and materials for instruction and clinical service delivery. It is important that instrumentation and clinical materials be updated regularly to reflect current best-practice standards. It is essential that faculty, staff, and students receive on-line HIPAA training to remain in compliance with current health care policies.

In addition, the SLP department moved to the renovated Passan Hall, College of Health Sciences and Education building in spring 2010. The facility, houses the entire Speech-Language Pathology Department as well as other departments and conference rooms. The facility includes the SharePoint Networking System, a SLP classroom, faculty and staff offices, a student resource room, sensory motor gymnasium, several SLP research laboratories including a Speech-Science Lab, a Fluency Lab, an EEG Lab, an AAC Lab (i.e., assistive technology), Language Lab, Voice Lab, Anatomage Virtual Dissection Table, a Cognitive Science Lab, and the Movia's Kebbi Robot that is used with children with autism. The facility also includes our in-house state-of-the-art Speech-Language and Hearing Center. Our new clinic has a cutting-edge video-capture system to digitally record all clinical sessions for live and play-back analysis by students and supervisors; however, the SLP department believes in continuously updating resources.

SLP Strategic Plan 2023-2024
LONG TERM STRATEGIC PLAN:

Last Revised: August 25, 2023

The faculty and staff in the Department of Speech-Language Pathology are committed to pursuing excellence by continually monitoring, assessing, and improving the academic and clinical components of the training program. Through a department-wide process, faculty and staff within the SLP department established the following set of long-term strategic planning goals and objectives. Components of the current plan were developed to provide the SLP department with a focus that is in congruence with the university’s stated mission and values, as well as the academic and clinical training goals of the program, and are intended to reflect the role of the SLP Program within the community. Ongoing review, assessment, and revision of the long-term strategic plan will take place, as needed.

I. Long-term program goal

Ongoing Program Review

The SLP department continually assesses, reviews, and updates the academic and clinical components of the program as it endeavors to provide every student with the highest quality education through a rigorous and demanding learning experience. The result of this ongoing self- study is the identification of important issues that require further examination over the course of an academic year. The SLP department continues to increase efforts to ensure that student clinicians have opportunities to work with diverse populations as part of their internal practicum placements. This effort has enhanced Misericordia’s role within the community.

I. Specific Measurable Objectives

a)     The SLP department will continue to actively pursue various methods for marketing clinical services and seminars to the community in an effort to increase the number and diversity of the type of clients that student clinicians are able to work with as part of their internal practicum placements.
b)     The SLP department will continue to actively recruit students from diverse backgrounds and marginalized communities.

II. Strategies for Attainment

a)     Clinical service offerings and seminars will be marketed to the community through a variety of methods including the following:

1. Direct mailings to potential referral sources (physicians, daycare facilities, retirement communities, and school districts with diverse populations (e.g., Hazleton Area School District).
2. Newspaper stories and interviews with faculty and clinical staff.
3. College of Health Science Recruitment Fair
4. SLP Department Open Houses
5. Career Day
6. Speaker Series

b)    Expand the scope of services offered through the Speech-Language and Hearing Center to attract a more diverse client population, such as Augmentative and Alternative Communication (AAC) users and individuals with sensory-motor integration disorders.
c)     Explore inter-departmental (PT, OT) referral to diversify the clinical population as well as Interprofessional Education.
d)    Expand the scope of recruitment to include students from diverse backgrounds and marginalized communities.

III. Schedule of Analysis

a)     Ongoing

IV. Mechanism for Regular Evaluation

a)     Monitor referral sources for clients who contact and/or enroll in the Speech-Language and Hearing Center.
b)    Monitor Speech-Language and Hearing Center diverse population utilization through the SLP department’s Share Point software.
c)     Communicated with Misericordia University Office of Admissions to track enrollment and demographics of incoming students in working towards diversity, equity, and inclusion (DEI) objectives.

 V. Progress in Meeting Objectives

a)     Speech and language services are being provided to culturally diverse clients through a joint program with Hazleton Area School District’s Office of Special Education Early Intervention Program, Wyoming Valley Children’s Association, New Story school, and the Career Day.
b)    Outreach efforts have resulted in an increase in the number and diversity of clients receiving services in the Speech-Language and Hearing Center.
c)     The Speech-Language and Hearing Center is serving a greater number of clients who have language problems because of strokes and autism. Also, clients who have fluency disorders, voice problems, sensory motor disorders, as well as individuals who use AAC devices are now seen more at our Center.
d)    Free speech-language and hearing screenings are now being offered to students, faculty, and staff at the university as well as members of the community.
e)     Continued communication with Admissions is ongoing to increase enrollment consistent with DEI objectives.

II. Long-term program goal

Updating Resources

The program uses equipment and materials for instruction and clinical service delivery. It is important that instrumentation and clinical materials be updated regularly to reflect current best-practice standards. It is essential that faculty, staff, and students receive on-line HIPAA training to remain in compliance with current health care policies. In addition, the SLP department is located in a state-of-the art facility that houses the entire Speech-Language Pathology Department as well as other departments and conference rooms. The facility includes the SharePoint Networking System, a SLP classroom, faculty and staff offices, a student resource room, sensory motor gymnasium, several SLP research laboratories including a Speech-Science Lab, a Fluency Lab, an EEG Lab, an AAC Lab (i.e., assistive technology), Language Lab, Anatomage Virtual Dissection Table, a Cognitive Science Lab, and the Movia’s Kebbi Robot that is used with children with autism. The facility also includes our in-house state-of-the-art Speech-Language and Hearing Center. Our clinic has a cutting-edge video-capture system to digitally record all clinical sessions for live and play-back analysis by students and supervisors; however, the SLP department believes in continuously updating resources.

I. Specific Measurable Objectives

a)     Conduct an internal resource-assessment for the SLP department each semester.
b)    Conduct an annual review of inventory and clinic materials to determine the need for new/updated instrumentation, clinical tests, programs, and tools.
c)     Obtain external grant funding.
d)    Implement a records management and data documentation system.
e)     Implementation of online undergraduate SLP prerequisite courses for those with Bachelor’s degrees.
f)     Implementation of online graduate SLP program.
g)    Expansion of physical space.

II. Strategies for Attainment

a)     Solicit input from SLP department members, students, and faculty/staff in specialized areas (Speech-Language and Hearing Center, Speech Science, office support, etc.) to determine specific equipment needs.
b)    Develop a formal mechanism for recommending equipment and materials throughout the academic year.
c)     Devote time at the SLP department retreat to review, propose, and prioritize short- and long-term equipment and material needs for the SLP department.
d)    Identify a member of the SLP department to maintain a prioritized list of equipment and material needs.
e)     Investigate alternative funding sources (e.g., grants, donations) for new equipment.
f)     Provide on-line HIPAA training for faculty, staff, and students.
g)    Implement the SharePoint Network System for use by all faculty, staff, and students to complete all necessary clinical documentation and to enhance departmental collaboration.
h)    Implement a data document system so that all clinical and academic records and files will be available in electronic format.

 III. Schedule of Analysis

a)     August 2023: Complete SLP Departmental Resource Needs Survey.
b)    August 2023: discuss short- and long-term equipment and material needs at the fall SLP department retreat.
c)     September 2023 and January 2024, the SLP Department Administrative Assistant will conduct equipment and inventory updates.
d)    October 2023: Continue scanning clinical and academic documents into an electronic database.
e)     Explore alternative funding mechanisms through Misericordia’s Office of Grants and Sponsored Research as well as through the Office of Government, Corporate, and Foundation Relations.

IV. Mechanism for Regular Evaluation

a)     Regular review at Department-wide meetings.

V. Progress in Meeting Objectives

a)     August 2023: discussed short- and long-term equipment and material needs at the fall departmental retreat. More testing material was requested by the Clinical Director. The SLP department will purchase these materials in fall 2023.
b)    The SLP Department Chair has already met with both Grant offices and submitted three grants to fund additional equipment and materials. All three grants were funded.

IMPLEMENTATION

The Long-Range Strategic Plan for the Program will be formally reviewed and reassessed by faculty and staff in the Department of Speech-Language Pathology during the SLP department retreat. The plan and the results of the regular evaluation of the plan and its implementation is shared with faculty, students, staff, alumni, and other interested parties.