Additional Program Info

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)

ASHA Graduate Student Scholarship

Cara Imbalzano - 2019
Midori Rodriguez - 2013
Nicholas Barone - 2011

PSHA NSSLHA Chapter Honors - 2011, 2012, 2015-19

NSSLHA National Chapter Honors - 2007

NSSLHA National Bronze Chapter Status - 2010

NSSLHA National Silver Chapter Status - 2012

NSSLHA National Gold Chapter Status - 2019

PSHA NSSLHA Student Membership Award - 2008 -2016

PSHA Von Drach Memorial Scholarship - awarded to one student in Pennsylvania for Outstanding Academic Achievement 2008 - 2019:

• Cara Imbalzano (2020)
• Danielle Spagnuolo (2019)
• Samantha Buldo (2018)
• Abriel McCann (2017)
• Tia Spagnuolo (2016)
• Midori Rodriguez (2014)
• Mary Gulotta (2013)
• Maria Kidron (2012)
• Nicholas Barone (2011)
• Kaitlyn Frey (2010)
• Laura Bauman (2009)
• Katrina Emerick (2008)

NESHAP Undergraduate Scholarship Award

• Jenna Reed (2019)
• Danielle Spagnuolo (2017)
• Samantha Buldo (2016)

Doctoral Students/Doctoral Candidates/Ph.D.s

Jessica Sofranko Kisenwether, Ph.D., CCC-SLP
'12 Ph.D., The Pennsylvania State University
'07 M.S., Speech-Language Pathology, Misericordia University

Erik Raj, Ph.D., CCC-SLP
'15 Ph.D., Wayne State University
'09 M.S., Speech-Language Pathology, Misericordia University

Nicholas Barone, Ph.D., CCC-SLP
'15 Ph.D., James Madison University
'12 M.S., Speech-Language Pathology, Misericordia University

Carly Jo Hosbach-Cannon, Ph.D., CCC-SLP
'16 Ph.D., Syracuse University
'09 M.S., Speech-Language Pathology, Misericordia University

Kelly DeHaven, M.S., CCC-SLP
'08 M.S., Speech-Language Pathology, Misericordia University
Doctoral Student—Arcadia University

Kaitlyn (Frey) Clarke, M.S., CCC-SLP
'11 M.S., Speech-Language Pathology, Misericordia University
Doctoral Student—The Pennsylvania State University

Ryan Burkick, M.S., CCC-SLP
'16 M.S., Speech-Language Pathology, Misericordia University
Doctoral Student—University of Wisconsin-Madison

Chapter Co-Leaders Cara Imbalzano and Ashley Johnson

Stuttering Group Support Page

About the Support Group

• Meets monthly
• This support group is for persons who stutter – teenagers and adults.
• The group discusses speech, struggles with speech, or anything in general. This is all done in a comfortable environment in the Speech-Language and Hearing Center.
• Stuttering support groups help people who stutter become confident, practice speaking in a relaxed environment with others who stutter, and discover new ways and strategies to cope with stuttering.

How did it all begin?
Terrence Murgallis, Speech-Language Pathology graduate student, began coming to the Misericordia University Speech-Language and Hearing Clinic for speech therapy when he was in high school. He says it was the first time he had ever spoken to another person who stuttered. He is one of the organizers behind the expansion of the support group. “It is great to be able to talk about my stuttering in an environment where people understand," Murgallis says. “It gives me peace of mind to know that I am not the only one facing this type of challenge."

Meetings

• Friendly and informal.
• Meetings are the third Sunday of every other month with time and location TBA. If you would like to receive notifications about the time and location of meetings, please email stutteringsupport@misericordia.edu to be added to our mailing list.
• Adolescences and adults are currently part of the group.

For further information regarding the Misericordia University Stuttering Support Group, email: stutteringsupport@misericordia.edu

National Student Speech-Language-Hearing Association (NSSLHA)

The National Student Speech-Language Hearing Association (NSSLHA) is the student arm of the American Speech-Language-Hearing Association (ASHA). Membership in NSSLHA is open to any student who has an interest in communication sciences and disorders. ASHA has special incentive programs for students who remain NSSLHA members throughout their studies. NSSLHA members also receive a discount in the registration fee to the Annual Convention of the association, and receive several of the publications that are made available to full ASHA members.

Most professional university programs in communication sciences and disorders have their own local chapters of NSSLHA. The Speech-Language Pathology department's NSSLHA chapter was chartered in the Spring 2004 semester.

All speech-language pathology majors are encouraged to become active members of the NSSLHA chapter.

Accomplishments achieved during the 2013-2014 academic year.

Service Events:

• Martin Luther King Jr. service day on Misericordia's campus
• American Cancer Society's "Making Strides against Breast Cancer" walk
• Color Mania run in Scranton, PA Created a NSSLHA team for Misericordia's Relay for Life
• Collected and cleaned used toys to be donated
• Head Start of Luzerne County Inservice on Phonological Awareness
• Head Start of Luzerne County Inservice on Literacy
• Back Mountain Library Story Hour
• Apple Tree Teacher Inservice on Spelling
• West Pittston Library Story Hour (2-5 year olds)
• Back Mountain Library Parent Workshop on Language
• Wyoming Seminary Teacher's Inservice ontest Evidence in Spelling Approaches.
• Story Hour with Adventures in Learning (4-5 year olds)
• Story Hour with Adventures in Learning (infants-4 years)
• Adopted a family through the Catherine McAuley Center in Scranton, PA to provide a family with Christmas items from a given wish list
• Wrote letters to soldiers for "Holiday Mail for Heroes" in Capitol Heights, MD
• Provided holiday crafts to members of the Mercy Center, a geriatric care management center on Misericordia's campus
• First Annual 5K Run/Walk: Don't Tell Me to Slow Down to benefit the National Stuttering Association (NSA)

Fundraising:

• Donated $150 to Allied Services in Scranton, PA, where funds were used to benefit Ryan's Run, a marathon run in New York City that benefits children and
• Donated $250 to the 2013-2014 NSSLHA Loves Campaign, "Small Steps in Speech," to help provide funds and awareness for those living with communication disorders.

Accomplishments achieved during the 2012-2013 academic year.

Service Events:

• Participated in the Livestrong Run/Walk 5K, Susan G. Komen Race for the Cure, and Bradley's Buddies Run/Walk 5K. All supported cancer research.
• Participated in Misericordia University's Physician's Assistant Run/Walk 5K.
• Created 60 construction paper pumpkins and 60 Christmas/holiday cards as a donation to the community and passed them out to each individual of the Mercy Center nursing home in Dallas, PA for the Halloween and Christmas seasons.
• Educated peers on stuttering and cluttering by handing out educational packets and playing a video for National Stuttering Awareness Day.
• Donated 10 shoeboxes filled with presents to Operation Christmas Child.
• Donated 40 pounds of non-perishable food to HJ Weinberg NEPA Food bank for the holiday season.
• Raised $300 as a donation to Catherine McCauley House "Adopt-a-family" for the holiday season.
• Assisted with story hour at the Back Mountain Library in Dallas by reading to children and educating parents on phonological awareness.
• Assisted with story hour at the West Pittston Library by reading to the children and educating parents about warning signs of difficulties with literacy.
• Educated parents about normal speech and language development at Back Mountain Library in Dallas, PA.
• Created a NSSLHA team for Relay for Life at Misericordia University.
• Participated in awareness days for Cerebral Palsy and Down Syndrome on campus.
• Participated in a pen pal activity with learning support classes from local schools.
• Held a movie night and watched "Up Syndrome" to promote Down Syndrome Awareness.

Fundraising:

• Make-A-Wish Foundation, $100
• Operation smile, $580
• Muscular Dystrophy Association (MDM), $100
• Autism Society of America, $100
• American Cancer Society, $100
• Alzheimer's Association, $200
• UNICEF, $100
• Victims Resource Center, $100
• A $100 donation was presented to Dan Bombay for generously speaking at Misericordia University.
• ASHA Annual Giving Campaign, $200
• A $600 donation was made to SLP graduate students (for travel expenses) who presented in Paris at the International Fluency Conference.

Accomplishments achieved during the 2011-2012 academic year.

Service Events:

• Created and delivered Holiday Cards to residents at the Meadows Nursing Home Dallas, PA.
• Collected and filled 28 shoeboxes for Operation Christmas Child.
• Donated 81 books, 15 movies to the Schenk Memorial Library in Noxen, PA.
• Participated in Andy Gavin's Green Ridge Mile to benefit United Cerebral Palsy.
• Members, under the direct supervision of a faculty member, presented a workshop on auditory processing, language, and literacy at Wyoming Seminary-Lower School.

Fundraising:

• Operation Smile to cover a reconstructive surgery $240.00.
• Rotary Club of Bombay Central to support a rainwater harvesting project in India $1000.00.
• John Heinz Institute of Rehabilitation Medicine $300.00.
• Ruth's Place Shelter $25.00 for the annual walk-a-thon.
• 2012 NSSLHA Loves Campaign $250.00.

Accomplishments achieved during the 2010-2011 academic year.

Service Events:

• Raised money, made, and donated 100 blankets to Dr. Collini, a plastic surgeon, who distributed them to children in Ecuador following facial reconstructive surgery.
• Donated hygiene supplies, linens, clothing, and $60 to Orphan Grain Train, an organization that provides food and necessities to those affected by the earthquakes in Haiti.
• Donated $240.00 and participated in a local Apraxia Walk for Apraxia research.

Fundraising:

• Raised $1,160 selling candy for the 2011 Memory Walk instituted to remember loved ones who suffered with Alzheimer's.
• Contributed $200 to the American Speech-Language-Hearing Foundation 2010 Annual Giving Campaign.
• Raised $200 selling tickets for a pasta dinner and collected donations for a Speech-Language Pathology alumnus who was battling cancer.

Links

ASHA Website
Council on Academic Accreditation (CAA) in Audiology and Speech-Language Pathology

Misericordia University has academic policies to ensure that students are treated equitably. According to College policy, a student who has an issue that is grievable can file a complaint in accordance with the Misericordia University's Student Grievance Process found in the Catalog: 

Misericordia Undergraduate Grievance Process

Misericordia Graduate Grievance Process

Students may also file grievances with the Council on Academic Accreditation (CAA) in Audiology and Speech-Language Pathology. To learn about the CAA Complaint Procedures go to the following link: CAA Complaint Procedures

SLP Newsletters

The SLP Program newsletters is written and produced by Misericordia University SLP students.

• 2018 Newsletter
• 2017 Newsletter
• 2016 Newsletter
• 2015 Newsletter
• 2014 Newsletter
• 2013 Newsletter
• 2012 Newsletter
• 2011 Newsletter
• 2010 Newsletter
• 2009 Newsletter
• 2008 Newsletter
• 2007 Newsletter

Student Handbook

American Speech-Language Hearing Association

The American Speech-Language Hearing Association (ASHA) is the professional organization for speech-language pathologists and audiologists in the United States. This web site has a multitude of information for professionals and students alike. To learn more about the professional organization, click on the link.

The Council on Academic Accreditation (CAA)

The Council on Academic Accreditation (CAA) (Council on Academic Accreditation in Audiology and Speech-Language Pathology) is the semiautonomous body within ASHA that is responsible for monitoring pre-professional academic programs in the communication sciences and disorders. All academic programs offering a master's degree in speech-language pathology and/or audiology must be duly accredited by the CAA. To learn more about the accreditation process, click on the link.

National Student Speech-Language-Hearing Association

The National Student Speech-Language-Hearing Association (NSSLHA) is the student arm of ASHA. Any student who has an interest in the communication sciences and disorders is eligible to join this national organization. Most pre-professional programs in communication sciences and disorders also have local chapters of NSSLHA. To learn more about NSSLHA and what it can do for you, click on the link.

Pennsylvania Speech-Language-Hearing Association

Most states have their own chapters that are affiliated with ASHA. The Pennsylvania Speech-Language-Hearing Association (PSHA) is a state chapter of ASHA. Student membership is encouraged in the state association. To learn more about PSHA, click the link.

Professional Certification

In order to work professionally, speech-language pathologists and audiologists must be duly certified. For speech-language pathologists, the culmination of professional preparation is the Certificate of Clinical Competence (CCC) in Speech-Language Pathology. ASHA has very specific requirements that all individuals must meet in order to be conferred the CCC. To learn more about these requirements, click on the link.

State Licensure Requirements

Most states require speech-language pathologists and audiologists to earn licensure before they can practice in that particular state. Pennsylvania, and the surrounding states of Delaware, Maryland, New Jersey, and New York have licensure laws. To view a summary of the licensure laws in these states, click on the link.

Teacher Certification Requirements for the Commonwealth of Pennsylvania

The Department of Education of the Commonwealth of Pennsylvania has specific requirements concerning the granting of certification for public school instruction. If you wish to work in the public schools in Pennsylvania, you must be duly certified by the Department of Education. To learn more about teacher certification, click on the link.

ASHA's Graduate Guide to Education

This site is maintained by ASHA and contains an exhaustive list of all the accredited graduate programs in communication sciences and disorders in the United States. To view the list, click the link.

Council on Academic Programs in Communication Sciences and Disorders

The Council on Academic Programs in Communication Sciences and Disorders (CAPCSD) is an organization composed of most of the undergraduate and graduate programs in communication sciences and disorders in the United States. Although this organization primarily responds to issues related to academic and clinical preparation, it contains a list of its members that may be of interest to prospective students. Click on the link to learn more.

Considering a Career in Communication Sciences and Disorders

If you're not exactly sure what kind of career you would like to have, but do have some interest in communication sciences and disorders, click on the link to find out more about this particular career path.

Beginning a Career in Communication Sciences and Disorders

To learn more about what is involved in a career in speech-language pathology, click on the link.

ASHA Career Center

To see a current list of jobs available in speech-language pathology and audiology, click on the link. This list changes periodically, so keep going back to see what opportunities exist for graduates.

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 AAC Lab (i.e., assistive technology), Language Lab, Voice Lab, Anatomage Virtual Dissection Table, and a Cognitive Science Lab. 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 2020-2021
LONG TERM 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 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
1. 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.

II. 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.

III. Strategies for Attainment
a) Clinical service offerings and seminars will be marketed to the community through a variety of methods including the following:
a. Direct mailings to potential referral sources (physicians, daycare facilities, retirement communities, and school districts with diverse populations (e.g., Hazleton Area School District).
b. Newspaper stories and interviews with faculty and clinical staff.
c. College of Health Science Recruitment Fair
d. SLP Department Open Houses
e. Career Day
f. 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.

IV. Schedule of Analysis
a) Ongoing

V. 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.

VI. 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 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.

I. Long-term program goal 2.
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 is housed in a recently renovated facility that also includes other health science departments as well as 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 AAC Lab (i.e., assistive technology), Language Lab, Anatomage Virtual Dissection Table, and a Cognitive Science Lab. It 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.

II. 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.

III. 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.

IV. Schedule of Analysis
a) May 2020: Complete SLP Departmental Resource Needs Survey.
b) May 2020: discuss short- and long-term equipment and material needs at the fall SLP department retreat.
c) September 2020 and January 2021, the SLP Department Administrative Assistant will conduct equipment and inventory updates.
d) October 2020: 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.

V. Mechanism for Regular Evaluation
a) Regular review at Department-wide meetings.

VI. Progress in Meeting Objectives
a) May 2020: 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 2020.
b) The SLP Department Chair has already met with both Grant offices and submitted six grants to fund additional equipment and materials. All six 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.