Program Name: Communicative Disorders. Program Coordinator: Donna M. Fitzgerald-DeJean, PhD, CCC-SLP

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Program Name: Communicative Disorders

Program Coordinator: Donna M. Fitzgerald-DeJean, PhD, CCC-SLP

Report Completed by: Donna M. Fitzgerald-DeJean, PhD, CCC-SLP

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Table of Contents

Page Number

Introductory Review 1

1. Program Mission 2

1.1Mission Statement for the Program 2

1.2 Relationship to Institutional Mission 2

2. Program Curriculum 2

2.1 Most Recent Curriculum Study 5

2.2 Major/Minor 5

2.3 Student Learning Outcomes and Assessment 6

2.4 General Education Requirements 20

2.5 Anticipated Changes 20

3. Program Rationale 21

3.1 Similar Programs Nearby 21

3.2 Relationship with These Programs 21

4. Assessing Demand for Program 22

5. Outside Interest in the Program 24

6. Students 27

6.1. Enrollment 27

6.2. Admissions Policies and Practices 30

6.3 Award Productivity and Graduation Record 30

6.4 Career Counseling: 31

6.5 Follow-up and Student Placement: 31

6.6 Special Student Services: 33

7. Faculty 34

7.1 Faculty Who Are Direct Participants in the Program: 34

Table 1: Faculty Profile and Teaching Load 35

7.2 Narrative of Faculty Accomplishments: 36

Table 2: Faculty Research /Scholarly Activities 38

Table 3: Faculty Service and Awards 39

7.3 Staffing Changes: 39

7.4 Strengths or Specialists Not Existing in Present Faculty: 40

7.5 Special Faculty Services: 40

8. Departmental Objectives Related to the Program 42

8.1 Annual Plans for Program 42

8.2 Changes in Departmental/Program Objectives: 45

8.3 Anticipated Changes in Departmental/Program Objectives: 46

8.4 Resources 46

9. Informational Resources/Libraries 47

10. Facilities-Equipment 47

10.1 Current Facilities and Equipment 48

10.2 Needed Additional Facilities 48

10.3 Needed Additional Equipment 49

Conclusion 49

APPENDIX A APPENDIX B

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Narrative Introductory Review

Subsequent to the previous program review, the team remained highly focused on areas identified in the review for improvement, specifically the development of student clinical competencies and post graduate/employer surveys. At that time, the mission of the Nicholls Communicative Disorders (COMD) program was to educate its majors in the areas

of speech-language pathology and audiology to pursue entry level practice and/or graduate studies. With the responsibility to ready graduates for the workforce as speech-language

pathology assistants (SLP-A), the clinical competencies and job success of graduates were viewed as important outcomes. However, over the course of this review period, there was a significant shift in work force opportunities and student interest. The availability of SLP-A jobs decreased due to the high supervisory demands on fully licensed speech-language

pathologists (SLP) and, in order to increase preparation for graduate studies, Nicholls COMD Program graduates began requesting more rigorous undergraduate academic training. In 2012, the mission of the Nicholls COMD Program transitioned to be recognized as an innovative leader in the preparation of undergraduate students in the field of speech language pathology [SLP] and audiology [AUD]. Therefore, since the COMD Program would no longer prepare students to enter the workforce, the employer survey was not pursued and instead the following changes were implemented:

1. Throughout the current review period, syllabi for clinical practicums are reflective of systematic refinement towards competency based skill acquisition. As multiple faculty are often involved in delivery of each section of practicum these courses have more collaborative development than academic courses taught by a single individual. During 2014, faculty studied the student learning outcomes (SLOs) of courses across the curriculum and identified that an opportunity existed to more systematically align SLOs to ensure competency based learning across the curriculum. During Fall 2014, core parameters of knowledge were identified which were necessary to meeting university and COMD SLOs. By the end of the Fall semester, new SLOs were drafted for each course offered in the fall. This spring, faculty are drafting new SLOs for the rest of the COMD courses in order for these comprehensive revisions to be submitted for approval to Course and Curriculum in Fall 2015.

2. Electronic surveys for graduating seniors and alumni were developed. The Exit Interview survey was implemented in 2010 and has been administered to graduating seniors each semester. Initiated in 2010, the Nicholls COMD Alumni Survey 2008-2012 was developed and the database of 5 years of students built, in order for it to be administered from November to December, 2013. Both of these mechanisms have proved to be extremely beneficial to identify areas of strengths and weakness in order to systematically continue to improve the COMD program.

3. To strengthen alumni competitiveness for graduate school acceptance, comprehensive curriculum changes were made during this review period to increase the rigor and scholarly focus which included replacing the third clinical practicum with a new course in neuroscience. The Nicholls COMD Alumni Survey 2008-2012 indicated

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that graduates are completing graduate studies with superior to average grade point averages and successfully joining the professional work force.

1. Program Mission

1.1 Mission Statement of the Program

In the field of COMD, a large proportion of individuals train as speech-language pathologists which requires a minimum educational requirement of a master’s degree for certification. Becoming an audiologist (AUD) is an associated, less common COMD career path which requires an educational minimum of a doctorate. The Nicholls State University COMD Program, which has been in existence for over 40 years, strives to be recognized as an innovative leader in the preparation of undergraduate students in the field of speech language pathology and audiology to pursue graduate studies.

1.2 Relationship to Institutional Mission

The mission of the program is consistent with the missions of the department of Allied Health Sciences (AHSC), the College of Nursing and Allied Health (CNAH), and the university. The primary goal of the COMD Program is to prepare its majors to participate in society and in the workforce as productive, responsible, and engaged citizens and as educated individuals to meet the communication needs of Louisiana [La.] and beyond. Nicholls State University revised its mission in 2011 to further focus on educating a diverse student body in a culturally rich and engaging learning environment to support the educational, cultural, and economic needs of its service region while cultivating productive, responsible, and engaged citizens. Similarly, the CNAH mission focuses on the preparation of well-educated

healthcare professionals to meet the healthcare needs of the service region and global society through teaching, research, and service in a student-centered environment that fosters faculty, staff, and student engagement. The department of AHSC endeavors via allied health careers, to meet the unique geographic and multicultural health needs of the region and beyond through teaching, research, and service. The COMD program strives to prepare

undergraduate students to pursue graduate studies in the field of speech language pathology and audiology through teaching, clinical experience, research, and regional service in a personalized and dynamic learning environment that fosters faculty, staff, and student

engagement with diverse client populations. The dedication to teaching, research, and service to develop well-educated professionals to meet the demands of the regional, state, and global workforce needs are very well aligned throughout the respective mission statements.

2. Program Curriculum

Below is the curriculum that is listed in the 2014-2015 University Catalog: Communicative Disorders Program

The university awards the Bachelor of Science degree with a major in Communicative Disorders to the student upon successful completion of the curriculum listed below. This

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clinical education sites. To be considered for placement in the first clinical education

experience course (COMD 330), the student must 1) be a communicative disorders major; 2) have achieved an overall grade point average of 2.7 (4.0 scale); 3) have successfully

completed all prerequisite courses (ENGL 102, MATH 102, 110 or 214, COMD 278, 279, 281 and 327 with a grade of “C” or better), and 4) have completed the program’s specified clinical health requirements. Meeting these requirements does not guarantee immediate placement in COMD 330. The students accepted into the cohort for each semester (fall and spring) will be determined in accordance with available faculty and clinical facilities. A master’s degree is required for anyone seeking certification.

Bachelor of Science Degree in Communicative Disorders

 (CLR) Computer Literacy Requirement;  (GER) General Education Requirement;  (OCR) Oral Communication Requirement;  (UR) University Requirement

Suggested Course Sequence:

YEAR* COURSE NAME COURSE NUMBER REQUIREMENT CREDIT

HRS 1 Biological Sciences Elective

Sequence

** GER 3

1 Biological Sciences Elective Sequence

** GER 3

1 ENGL 101 GER 3

1 ENGL 102 GER 3

1 Freshman Seminar Course UR 1

1 HIST Elective GER 3

1 Humanities Elective GER 3

1 MATH 101 or 117 GER 3

1 MATH 102 or 110 or 214 GER 3

1 PSYC 101 GER 3

1 SPCH 101 OCR 3

2 Computer Literacy Elective *** CLR 2

2 COMD 278 3

2 COMD 279 3

2 COMD 281 3

2 COMD 327 3

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2 ENGL Literature Elective GER 3

2 COMD 121 3

2 PSYC Elective 200 level or above **** GER 3

2 HPED Elective 2

3 COMD 330 3

3 Approved Elective NURS 315 or FACS 470 3

3 COMD 380 3 3 COMD 384 3 3 COMD 386 3 3 COMD 390 3 3 COMD 395 3 3 COMD 397 3 3 COMD 340 3 3 PSYC 208 3 4 COMD 400 3 4 COMD 410 3

4 Approved Elective FACS 461, NURS 460 or PSYC 313

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4 Approved Elective DIET 330, FACS 480, or SOCI 204 3 4 COMD 430 3 4 COMD 436 3 4 COMD 399 3 4 ENGL 368 or 468 GER 3

4 Physical Sciences Elective GER 3

4 NURS 311 1

4 Fine Arts Elective GER 3

TOTAL HOURS 120

*Recommend complete as Freshman (1), Sophomore (2), Junior (3), Senior (4)

Courses in major should be taken in a sequential order. Students should obtain a curriculum plan from their advisor.

** Suggested Biology Electives: BIOL 114; 116

*** Suggested Computer Literacy Electives: CMPS 107; 108; 109 **** Suggested Psychology Elective: PSYC 212

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2.1 Most Recent Curriculum Study:

a. The most recent curriculum studies for the Bachelor of Science in COMD were completed in 2011, 2012, 2013, and 2014.

b. Courses and Curricula approved the following changes:

Review Year COMD Curriculum Changes

2011 PHYS 121 was renamed COMD 121.

NURS 315 was deleted and a new course COMD 399 was added. FACS 460 was deleted and a Physical Science Elective was added.

2012 COMD 340 was deleted and AHSC 425 was added.

COMD 399 was deleted and NURS 315 was added.

Minimum overall Grade Point Average (GPA) for acceptance into required clinical courses for graduation (COMD 330, 430 and 440) was increased from overall GPA of 2.3 to 2.7.

2013 COMD 350 was deleted and an Approved Elective: FACS 461, NURS 460, or PSYC 313 was added.

COMD 415 and CMPS 109 were deleted and a HEP Elective was added. AHSC 425 was deleted and COMD 399 added.

SOCI 151 was deleted and an Approved Elective: SOCI 204, DIET 330, or FACS 480 was added.

COMD 440 was deleted and COMD 340 was added.

Gerontology Electives were expanded to allow FACS 470 in addition to NURS 315.

Prerequisite changes:

COMD 386: COMD 281 and added COMD 384.

COMD 395: COMD 278 deleted added COMD 330, COMD 384, and PSYC 208.

COMD 397: COMD 278, COMD 380 and added COMD 384. COMD 399: COMD 380 and added COMD 430 and PSYC 208. COMD 400: COMD 390 and added COMD 281.

COMD 430: C or better in COMD 340.

COMD 436: COMD 330 prerequisite was expanded to allow as co-requisite also.

2014 MATH 110 omitted as MATH Elective option.

2.2 Major/Minor:

The COMD Program requires successful completion of 120 hours of coursework to attain the Bachelor of Science in COMD. This program includes academic and clinical pedagogy to prepare graduates for a master’s degree program in SLP or a clinical doctorate in AUD, credentials required for accreditation by the American Speech-Language-Hearing Association (ASHA). The following coursework may contribute to the mastery of clinical competencies required for certification: COMD Academic courses- 54 hours; COMD Clinical courses- 9 hours; Science, English and Psychology - 9 hours each; and electives in aging, medical terminology and cultural diversity. A COMD minor is not offered.

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2.3 Student Learning Outcomes and Assessment:

Assessment Tables for each of the past five academic years:

Year: 2010-2011

Program Learning Outcome 1

Demonstrate mastery in the cognitive domain specific to speech-language pathology and audiology at the undergraduate level.

Action Plan for 2010-11

A. Continue to trend and monitor outcome.

B. Develop Employer Survey

C. Initiate Exit Interviews.

D. Assess knowledge of norm referenced tests used to assess language disorders

Assessment Methods

A. Credentialing examination.

B. Employer Survey

C. Exit Interviews:

1. Graduate Exit Interview

2. Alumni Survey

D. Communicative Disorders (COMD) 281 Diagnostic Review Report.

Targets (Expected Results)

A. 90% of graduates will pass the credentialing exam.

B. 3 or greater on a 5 point Likert Scale of overall knowledge of graduates by 90% of employers.

C. 1. 2 or greater on a 3 point Likert Scale by 90% of students.

2. 2 or greater on a 3 point Likert Scale by 90% of alumni.

D. Minimum of 80% by 90% of class.

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B. Survey not developed; goal not met.

C. 1. Mean rating 2.1175 for 3/3 students; goal met for data collected.

2. Survey developed, not implemented; goal not met.

D. Not implemented yet.

Use of Results (Action Plan for 2011-12)

A. Measure clinical problem-solving in COMD 440 with COMD Evaluation of Student Clinician Therapy Performance Rating Form.

B. Remove measure; students expected to pursue graduate degree for certification.

C. 1. Continue to trend and measure outcomes.

2. Measure Alumni response with new survey.

D. Assess in next session of COMD 281.

Demonstrate behavioral observation skills necessary for speech-language pathology and audiology at the undergraduate level.

Utilize observational criteria and authentic techniques to assess expressive language skills in preschool children.

COMD 279 Preschool Observation and Language Sampling assignment.

80% by 90% of class.

Results (attach evidence)

Not yet implemented; goal not met.

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Employ ethical behavior in the practices of speech-language pathology and audiology after studying the American Speech-Language-Hearing Association (ASHA) Code of Ethics.

Written ethics assignment.

COMD 436 Written Ethics assignment.

Not yet implemented; goal not met.

Data collection has begun for reporting next year.

Summary

Of the 7 assessment methods included in the Nicholls University COMD Program Action Plan for 2010-2011, faculty indicate that the 2 assessment methods completed revealed student functioning at successful levels. It was recommended that assessment of performance of clinical performance in COMD 440 be further refined next year, whereas, criterion on assessment via Exit Interviews should be maintained. Of the 5 remaining assessment methods, faculty has determined that 4 remain relevant indicators which should be pursued next year. However, upon further deliberation, faculty has determined that the 5th indicator, attainment of Employer Survey data, should be removed relative to the growing trend in the field of decreased employment opportunity for speech-language assistants and stronger demand for graduate level prepared speech-language pathologist and audiologists.

Year: 2011-2012 Plan

A. Measure clinical problem-solving in Communicative Disorders (COMD) 440 with COMD Evaluation of Student Clinician Therapy Performance Rating Form.

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B. 1. Continue to trend and measure outcomes.

2. Initiate Alumni Survey.

C. Assess knowledge of norm referenced tests used to assess language disorders.

A. COMD 440- COMD Evaluation of Student Clinician Therapy Performance Rating Form, Implementation Section, items 9 and 12, final score (derived from mean of clinical session ratings on Evaluation of Student Clinician Therapy Performance).

B. Exit Interviews:

1. Graduate Exit Interview

2. Alumni Survey

C. COMD 281 Diagnostic Review Report.

A. 90% of students score 3.2 or better on 4 point scale (4 Demonstrates Independence to 0

Not Effective) on each item.

B. 1. 2 or greater on a 3 point Likert Scale by 90% of students for Item 19 (Therapy Methods Taught) for each of 4 areas assessed (Articulation, Language, Voice and Fluency).

2. 2 or greater on a 3 point Likert Scale by 90% of alumni for corresponding areas assessed above (Articulation, Language, Voice and Fluency).

C. Minimum of 80% by 90% of class.

A. 100% (19/19) COMD 440 students 3.2 or better on each item; goal met.

B. 1. 100% (16/16) anonymous surveys from SP 2011, FA 2011 and SP 2012; goal met.

2. Not implemented yet.

C. 23/23 (100%) of students attained a score of 80% or over; goal met and shifted to assessment in COMD 395 to assess the ability to score, analyze, and provide basic interpretation of results in articulation and language diagnostic measures.

A. Refine assessment instrument; continue to trend and measure outcomes.

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C. Assess scoring, analysis, and basic interpretation of diagnostic results in COMD 395.

Utilize observational criteria and authentic techniques in COMD 279 to assess expressive language skills in preschool children.

COMD 279 Preschool Observation 3 including Language Sampling assignment.

95% (36/38) students at 80% or over; goal met.

Continue to trend and monitor outcome.

Written ethics assignment.

COMD 436 Written Ethics assignment.

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20/20 (100%); goal met. Goal will be expanded to assess ethics, professional behavior and confidentiality to prepare students for clinical experiences and graduate school.

Expand to written assignment in Ethics, Professional Behavior and Confidentiality.

Summary

The COMD program was very fortunate that as the Program Director retired at the end of 2010-2011 that she helped to facilitate the marked improvement in measurement of student outcomes over the last year. She had lead the faculty in getting assessment procedures in place, as well as, implementing 2 in her own courses. Thus, all faculty were positioned to address the objectives developed in 2010-2011 and the new Program Director inherited 2 of the courses with assessments. Therefore, of the 6 assessment methods included in

the Nicholls University COMD Program Action Plan for 2011-2012, faculty indicates that all but 1 has been met indicative of student functioning at successful levels. For reasons

indicated above, 3 assessment methods will be continued at 2011-12 assessment levels, while 2 will be refined/ expanded. Since students performed well in the relatively

theoretical written diagnostic assignment in COMD 281 (which is a prerequisite for clinic), next year students will be assessed in the more advanced COMD 395 in their ability to score, analyze, and interpret diagnostic measures. Additionally, in order to stay abreast of

increasing ethical/professional standards in university and clinic settings, the scope of the ethical behavior assessment will be expanded. Due to gaps in availability of alumni demographic data, unfortunately the alumni survey had to be deferred again.

Year: 2012-2013 Plan

A. Refine assessment instrument; continue to trend and measure outcomes.

C. Assess scoring, analysis, and the basic interpretation of diagnostic results in Communicative Disorders (COMD) 395.

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A. COMD 440- COMD Evaluation of Student Clinician Therapy Performance Rating Form (Implementation- Items 9 and 12 same, but, document refined to include pages for session data in file).

B. Exit Interviews:

1. Graduate Exit Interview.

2. Alumni Survey Graduates (5 yrs. post-graduation)

C. 1.COMD 395 Diagnostic Review Activity.

A. 90% of students score 3.2 or better on 4 point scale (4 Demonstrates Independence to 0 Not Effective) on each item.

B. 1. 2 or greater on a 3 point Likert Scale by 90% of students for Item 19 (Therapy Methods Taught) for each of 4 areas assessed (Articulation, Language, Voice and Fluency).

2. 2 or greater on a 3 point Likert Scale by 90% of alumni for corresponding areas assessed above (Articulation, Language, Voice and Fluency).

A. 94% (16/17) COMD 440 students 3.2 or better; goal met.

B. 1. 100% (19/19) surveys from Fall 2012 and SP 2013 graduates; goal met.

2. Survey developed, but, delay in completing database; data collection has started, but, goal not met.

C. 15/16 (94%) of students attained a score of 80% or over; goal met.

A. Continue to trend and measure outcomes.

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Utilize observational criteria and authentic techniques in COMD 279 to assess expressive language skills in preschool children.

COMD 279 Preschool Observation including Language Sampling assignment.

85% (23/27) students at 80% or over; goal not met. Since written language competency is a component of writing observational reports, the goal will be refined to include that

assessment too.

Continue COMD 279 Preschool Observation and Language Sample activity with same format, but, expand rubric to assess clinical observational reporting, language sampling and writing style more sensitively; add a written language competency.

Expand to written assignment in Ethics, Professional Behavior and Confidentiality.

COMD 436 Written Ethics, Professional Behavior and Confidentiality assignment.

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Continue to trend and monitor outcomes.

Summary

Although indicators suggest that student outcomes in the program are strong, faculty are hesitant to make significant changes during this time of transition. With recent curriculum changes omitting one clinical practicum, faculty is monitoring student outcomes carefully and revisiting teaching strategies across coursework. The last section of COMD 440 Clinical Practicum in Speech and Language is projected to be offered in SP 2014. Going forward, faculty will begin to examine tying student learning outcomes of COMD courses with Program Learning Outcomes.

Year: 2013-2014 Plan

A. Continue to trend and measure outcomes.

C. Continue to trend and measure outcomes with new activity.

A. Communicative Disorders (COMD) 440- COMD Evaluation of Student Clinician Therapy Performance Rating Form (Implementation- Items 9 and 12).

B. Exit Interviews:

1. COMD Graduate Exit Interview- Item 19 (Therapy Methods Taught) for each of 4 areas assessed (Articulation, Language, Voice and Fluency).

2. Alumni Survey Graduates (5 yrs. post-graduation) - Item 12- Those Working as SLP-A & Item 13- Those Pursuing/Who Pursued COMD Graduate Studies.

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B. 1. 2 or greater on a 3 point Likert Scale by 90% of students for each of 4 areas assessed.

2. 2 or greater on a 3 point Likert Scale by 90% of alumni for each of 4 areas assessed.

A. 100% (18/18) of students score 3.2 or better on 4 point scale for both items; faculty deemed goal met.

B. 1. 100% (14/14) at 2 or greater on all 4 areas; faculty deemed goal met.

2. 100% of respondents (10/10 working as SLP-A (Item 12) & 25/25

pursuing/pursued COMD Graduate Studies (Item 13) responded with a 2 or greater on 3 pt. Likert scale for all 4 areas; faculty deemed goal met.

C. 100% (6/6) of students performed above 80% on the activity; faculty deemed goal met.

A. Program faculty agreed that although COMD 440 Clinical Practicum III has ended (due to curriculum change), that the COMD program should endeavor to maintain SLOs at this level with this SLOs administered in COMD 430 Clinical Practicum II and continued at same level of 90% score 3.2 or better on both items.

B. 1. Program faculty agreed that although COMD 440 Clinical Practicum III has ended reducing the amount and potentially parameters of clinical experiences that the program should endeavor to maintain SLOs at this level to ensure that clinical methods are effectively learned. Monitoring should continue with target of 90% of participants rating 2 or greater on 3 pt. Likert Scale on Item 19 on all 4 parameters of Annual Exit Interview.

2. Program faculty agreed that since COMD 440 Clinical Practicum III has ended, that the Alumni Survey should be repeated in 5 years with continued monitoring of the Items 12 & 13 with target of 90% of respondents @ 2 or greater on 3 pt. Likert Scale across all 4

parameters.

C. Program faculty agreed that without COMD 440 Clinical Practicum III that previous levels of clinical diagnostic experience would be decreased and that monitoring of this SLOs should be continued to ensure that previous student outcomes are maintained with 90% of students attaining 80% or greater on diagnostic activity.

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Continue COMD 279 Preschool Observation and Language Sample activity with same format, but, expand rubric to assess clinical observational reporting, language sampling and writing style more sensitively; add a written language competency.

COMD 279 Preschool Observation and Language Sampling assignment:

A. Assess content of clinical report.

B. Rate written language competency.

A. 80% by 90% of class.

B. 85% of students score 3 or better on 4 point scale (4-Demonstrates Independence to O Is

Not Effective).

A. 92.6% (25/27) 80% or better on clinical report; faculty deemed goal met.

B. 44% (12/27) at 3 or better on Writing competency; goal not met.

A. Program faculty agreed to continue and monitor with target of 90% of students at 80% or better on final (3rd) observation report including language sample.

B. Program faculty agreed that writing should be monitored at slightly lower target of 80% of students - 3 or better on 4 pt. rating for writing competency. Additionally, faculty felt that due to the high emphasis on writing in the COMD curriculum, that students below 80% next year should be referred to the Writing Center and that if the overall class, again, fell below the target, that an additional target should be added in COMD 281 (the subsequent course) to add a Writing Competence to the last Observation Report written in that course.

Employ ethical, professional behavior in the practices of speech-language pathology and audiology after studying the American Speech-Language-Hearing Association (ASHA) Code of Ethics.

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Continue to trend and monitor.

85% (24/28) attained a score of 12/15 or better on assignment.

All faculty agreed although entry GPA has increased in COMD program that due to the serious nature of this target, that it should be closely monitored and remain at the targeted 80% attained by 90% of students.

Year: 2014-2015 Plan

A. Continue to trend and measure outcomes in earlier course.

2. Remeasure alumni response (deferred until 2018).

C. Continue to trend and measure outcomes.

A. Communicative Disorders (COMD) 430- COMD Evaluation of Student Clinician Therapy Performance Rating Form (Implementation- Items 9 and 12).

B. Exit Interviews:

1. COMD Graduate Exit Interview- Item 19 (Therapy Methods Taught) for each of 4 areas assessed (Articulation, Language, Voice and Fluency).

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2. Alumni Survey Graduates (5 yrs. post-graduation) - Item 12- Those Working as SLP-A & Item 13- Those Pursuing /Who Pursued COMD Graduate Studies

C. COMD 395 Diagnostic Review Activity.

B. 1. 2 or greater on a 3 point Likert Scale by 90% of students for each of 4 areas assessed.

2. 2 or greater on a 3 point Likert Scale by 90% of alumni for each of 4 areas assessed.

A. To be completed August, 2015.

B. 1. To be completed August, 2015. 2. Deferred until 2018.

C. To be completed August, 2015.

Use of Results (Action Plan for 2014-15)

A. To be completed August, 2015. B. 1. To be completed August, 2015. 2. Deferred until 2018.

C. To be completed August, 2015.

In Fall 2014, continue COMD 279 Preschool Observation and Language Sample activity with same format assessing clinical observational reporting, language sampling and written language competency; if overall class does not meet writing competency, in Spring, 2015, add a Writing Competence to the last Observation Report written in COMD 281 (the subsequent course) at same targets.

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COMD 279 Preschool Observation and Language Sampling assignment (and COMD 281 last Clinical Observation Report if needed).

A. Assess content of clinical report.

B. Rate written language competency.

A. 80% by 90% of class.

B. 80% of students score 3 or better on 4 point scale (4-Demonstrates Independence to O Is

Not Effective).

A. To be completed August, 2015.

B. To be completed August, 2015. Use of Results (Action Plan for 2014-15)

A. To be completed August, 2015. B. To be completed August, 2015.

Employ ethical, professional behavior in the practices of speech-language pathology and audiology after studying the American Speech-Language-Hearing Association (ASHA) Code of Ethics.

Continue to trend and monitor.

Results (attach evidence) To be completed August 2015.

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To be completed August, 2015.

2.4 General Education Requirements:

a. No COMD courses may be completed for fulfillment of general education requirements. b. The COMD courses are primarily 200+ level coursework designed to systematically acclimate students to aspects of COMD including: academic and clinical concepts; anatomy and physiology for communication and hearing; evidenced-based research practices; and professional behavior and practices. Coursework draws heavily on the University’s core proficiency skills with most COMD courses having objectives linked to Effective Communication, Higher Order Thinking and Independent Learning, and Reading Comprehension. Additionally, courses associated with clinical application also tend to include objectives associated with: Quantitative Reasoning & Mathematics, Information Literacy, and Computer Literacy. These outcomes are particularly important to developing the abilities to: track and document client behavior; independently locate information outside of recommended course materials; and identify and use suitable clinical materials and

techniques.

2.5 Anticipated Changes:

Relative to curriculum, under the guidance of the relatively new department head, a departmental committee was developed to standardize course syllabi this fall. Subsequently, COMD faculty identified that program syllabi generally contained 6 or more SLOs per course rather than the recommended maximum of 4. Additionally, rather than specifically addressing general domains (i.e. Critical Thinking and Effective Communication) SLOs were tied more specifically to content and COMD assessment/intervention procedures to be

learned in course (i.e. language sampling). During Fall 2014, core parameters of the COMD curriculum were identified which closely aligned it with university SLOs. These parameters included: Scientific Foundation, Principles and Practices of Research, Clinical Application, and Effective Communication. Then, COMD courses were delineated as SLO Level 1 -3 courses as the complexity and rigor systematically increased over the course of the

curriculum. By the end of the semester, faculty had developed 4 draft SLOs for each of the courses taught in the fall. Currently, faculty are in the process of drafting refined SLOs for the rest of the COMD courses and inserting them into the standardized departmental syllabi. These revised syllabi are projected to be submitted to the Nicholls Courses and Curriculum

Committee in Fall 2015 for approval. Strong COMD program outcomes are illustrated in Appendix A Section 6. During the

course of this review period, average ACT scores of majors have increased while Program Award Productivity and Number of Years to Graduation have surpassed university outcomes. In Fall 2011- Spring 2012, the number of students exploring COMD was at a high, ranging from 87-85 respectively. Subsequently, in the following year (2012-2013), there were 20 COMD graduates resulting in the highest levels for both program indicators for the last 10

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as the program mission was changed. To this end, program faculty have been actively reeducating the university and regional community, while recruiting to reverse this recent

trend. Currently, new recruiting materials are needed. On a longer term basis, once the COMD Program returns to graduation rates

approximating 20 students per year, the feasibility of a COMD graduate program should be studied. With the growing elderly segment of the United States population, the COMD work force is being decreased by the proportionally large “baby boomer” population beginning to retire. This population trend is also expected to inadvertently create increased medical COMD work force needs. Additionally, in pediatric settings of early intervention, school-based treatment, and private practice, additional COMD services are being sought to intervene with earlier identification and increased incidence of autism. With the current limited graduate placement options, a COMD graduate program may be a viable option for retaining COMD alumni for post-graduate studies and attracting both in-state and out- of-state graduate students to the university.

3. Program Rationale

3.1 Similar Programs Nearby:

Institutions offering undergraduate programs in communication sciences and disorders within a 100 mile radius of Nicholls State University include the following:

Location Institution

Baton Rouge, La. Louisiana State University (LSU) Southern University (SU)

Hammond, La. Southeastern Louisiana University (SELU) Lafayette, La. University of Louisiana at Lafayette (ULL) New Orleans, La. Xavier University of Louisiana (XULA)

Louisiana State University Health Sciences Center (LSUHSC)

3.2 Relationships with These Programs

The above 5 programs are undergraduate, pre-professional programs in communication sciences and disorders. All of the above programs, except XULA,

additionally have graduate programs in SLP. Clinical doctorates in AUD are only awarded at LSUHSC. Of these programs, only LSUHSC does not have an undergraduate program.

Historically the XULA, SELU, Nicholls and SU programs were similar, with more required coursework in higher level COMD courses (i.e. diagnostics, fluency and voice), as well as, requiring a minimum of 100 clinical practicum hours for eligibility for state licensure as an SLP-A. Contrastingly, programs at LSU and ULL were more liberal arts oriented, offering courses such as diagnostics, fluency, voice and clinical practicums as electives. Recent curriculum changes at XULA have resulted in a curriculum more similar to LSU and ULL as these higher level COMD courses and practicums have been shifted to electives.

The SELU program remains the most similar to Nicholls with required coursework in diagnostics, a fluency/voice class, and 2 semesters of clinical practicum. However, the SELU program singularly continues to require the 100 minimum clinical practicum hours necessary for eligibility for SLP-A state licensure. Nevertheless, the Nicholls curriculum still ensures that graduates earn the majority of the allowable 75 undergraduate clinical practicum hours

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which ASHA allows graduate schools to accept towards certification. (Note: Despite web search and numerous attempted faculty contacts, SU curriculum information has not been available.)

As noted earlier, the vast majority of COMD majors pursue graduate studies in SLP rather than AUD. However, core audiology courses are prerequisite to graduate studies in both SLP and AUD, thus, they are required in all of these undergraduate programs. At the beginning of the review period, although students were able to incur AUD hours via hearing screening during SLP practicums, XULA, SELU and Nicholls required Audiological

Diagnostic Practicums. Currently, XULA is the only undergraduate program offering Audiological Practicum, but, on an elective basis.

The Nicholls COMD Program has earned a strong reputation for both academic and clinical preparation. Therefore, it appears that as individual student credentials have

increased and the program reputation grown, graduates have succeeded in being accepted to all of the above graduate programs during this review cycle. In 2013, feedback from the electronic Nicholls COMD Alumni Survey 2008-2012 indicated that over 75% of

respondents pursuing/completing graduate studies were in the 4.0-3.7 GPA range in graduate school. Relative to personal impressions of the overall strengths in Nicholls COMD Program preparation, alumni most valued: Clinical Expertise of Faculty (81%), Effective Supervision (81%) and Knowledge Base of Faculty (78%). Relative to academic and clinical training, those working as SLP-As most highly valued their Nicholls Articulation and Language preparation (both 70%), whereas, those attending/finished graduate schools cited Audiology (74%), Clinical Practicum (72%), and Voice (68%) as particularly advantageous. It should be noted that this represented a 50% response rate with 36 responding out of 72 graduates with available email addresses. This feedback reinforced faculty impressions as alumni working as SLP-As tend to service primarily children with articulation and language impairments and coursework cited by those pursing/completing graduate studies are reflective of our program advantages noted above.

All COMD faculty are actively involved in graduate school placement and are unaware of any alumni during this review period who were unsuccessful in completing graduate school for academic reasons.

The COMD Program continues to be a member of Council of Academic Programs in Communicative Sciences and Disorders (CAPCSD) an international organization dedicated to offering comprehensive solution-oriented support to undergraduate and graduate programs in communication sciences and disorders. It is estimated that over 95% of undergraduate and graduate programs in our country. The council meets in conjunction with the ASHA

Convention each fall and sponsors the CAPCSD Annual Convention in the spring. Faculty of all members are welcome to attend. Additionally, the COMD Program continues to be a member of the National Association of Pre-Professional Programs (NAPP) which is dedicated to supporting approximately 50 undergraduate communication sciences and disorders programs which are not affiliated with COMD graduate programs. This group is also open to our faculty and meets at the same meetings as CAPCSD.

4. Assessing Demand for the Program

4.1 List the types of jobs in which graduates with this degree could be expected to be employed.

Graduates of the COMD program have completed the prerequisites to apply to graduate programs in: Speech Pathology and Audiology. Additionally, the COMD degree also provides a strong foundation for alumni interested in pursuing graduate degrees in early

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4.2 Specify regional need for graduates as per Louisiana Economic Development forecast

and Louisiana Workforce Commission projections and surveys. According to the U.S. Bureau of Labor and Statistics (BLS), SLPs held 134, 000 jobs in 2012 and it was projected that 26,000 jobs would be needed by 2022. While an 11% growth rate is projected for all occupations, a 19% growth rate is projected for SLP which is faster than average. Although Audiology represents a smaller occupational sector with 13,000 jobs in 2012, projected growth is forecasted at 34% placing it in the much faster than average range. Regionally, COMD occupational forecasts for 2022 are similar with projected need in the southeastern states ranging from: 13% in La. to 26% in Texas for SLP and 26% in La. to 37% in Texas for AUD. Also, rural areas tend to be more underserved that urban areas. In this vein, Nicholls COMD Advisory Board members representing the schools and health care at the annual meeting on October 10, 2014, raised the issue of a growing number of open positions in the River Parish Region as numerous SLPs are/or are nearing retirement. 4.3 Provide data on degrees awarded, number currently employed and projected demand for graduates. Degrees Awarded 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 5 Year Total 10 15 18 20 17 80 Fall 2009-Spring 2014 Graduates T=80 Accepted Graduate Studies: In COMD

Accepted Graduate Studies: In COMD or Another field

50 (63%) 55 (67%)

Fall 2011-Spring 2013 Graduates

T=38

Applied/ Accepted COMD Graduate Studies: First

cycle

Accepted Graduate Studies: After 1st cycle

20 (53%) 27 (71%)

According to data for the 2012-2013 academic year from ASHA and the Council of Academic Programs in Communication Science and Disorders (CAPCSD), the 236 SLP master’s degree programs with the average 32 student admissions per cycle (i.e. most

accepting once per year) reported an acceptance rate of 22% of the total 60,456 applications. Similarly during this period, the 70 AUD programs, with an average class size of 11, reported an acceptance rate of 32% of a total of 5, 177 applications. Fortunately, these acceptance rates are rates of individual student acceptance as students are advised to apply to multiple schools. However, since the majority of supervised clinical practicum hours accepted for ASHA certification must be attained at the graduate level, historically, undergraduate class sizes have been much larger than graduate school classes. Also, although the mission of the Nicholls COMD program is to prepare graduates for associated graduate programs, it is the

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process of successfully matriculating through the Nicholls COMD program which helps some students realize that they may be suited to another field. A small percentage of Nicholls COMD students continues to very successfully enter associated graduate degree programs.

Projected demand for graduates:

To better support the Nicholls COMD program change in mission, students are now actively advised in the process for application to graduate school. Since the vast majority of the COMD students are La. residents, faculty relationships are being fostered with all 8 ASHA accredited COMD graduate programs in state universities across La. Thus, in addition to neighboring schools above, there are also master’s degree programs for SLP at University of Louisiana at Monroe (ULM) and Louisiana State Health Science–Shreveport (LSU HSC-S) with Louisiana Tech University (La. Tech) having both SLP and AUD graduate studies. All of these schools are actively seeking applicants who can handle the academic rigors of COMD graduate school and establish acceptable clinical competencies for ASHA

certification. Thus, in considering the program differences noted in the earlier curriculum review, when a student has incurred a strong GPA in the Nicholls COMD program and applies to a COMD graduate program, this is indicative of a student both academically and clinically suited to the field, with a high probability of completion of graduate studies.

Relative to the individual graduate student advising, information from the graduate programs and tracking of graduate acceptance data has reinforced that it is more effective to help students hone in on the programs where they appear individually more competitive and would feel comfortable. Also, while some of the smaller programs may be easier for the student to be accepted, students are encouraged to budget and plan to visit all programs which they are seriously considering. COMD students are encouraged to attend graduate school Open Houses, but, if they cannot, they are still provided an offer for an introduction to the program faculty to schedule a face to face visit. As a result, in this application cycle, all graduate programs in La. have received at least 1 Nicholls student application which faculty felt to be a strong competitor for application to that program. Additionally, students are advised to plan and budget: to prepare via books and/or courses for the GRE, to take it the GRE the summer of their junior year (while they are typically) away from academic pressures, and to allow time for any necessary retakes in order to get within the range that their target graduate schools prefer. Optimally, faculty hope that students are accepted in their first application cycle, however, they will continue to coach and support students in subsequent applications. Data tracking graduates from Fall 2011-Spring 2013 reflects alumni success in the reapplication process.

5. Outside Interest in the Program

5.1 Identify interest on the part of local groups, industry, research centers, other educational institutions, or state agencies (example: hospitals, culinary institutes, business.) and indicate the nature of contact made with these groups and the results of these contacts.

Under the supervision of ASHA certified SLP and AUD faculty, students of this program have gained valuable clinical experience while servicing individuals in the

community speech and hearing clinic and through outreach services for over 40 year. During the review period, screening and diagnostic SLP and AUD services were provided free of charge at the Jo Carol Nolen Speech and Hearing Clinic (JCN). A large proportion of the clients served at the JCN were addressed via the semester screening arrangement for all Nicholls Speech (SPCH) 101 students. This screening assists in the identification of students

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2013, in order to promote good hearing hygiene and hearing conservation for music majors, an annual Hearing Conservation Inservice was initiated for all majors with a hearing

screening associated with Music (MUSC) 119. At the JCN Clinic, speech, language and hearing diagnostic and treatment services were provided to children and adults who were self referred or referred by physicians, SLPs, AUDs, and educators. Due to the high demand for services, a waiting list was maintained with Nicholls faculty, students and their dependents seen as a priority. Diagnostic AUD services continued from the last review period until the resignation of Dr. Wendy Adams, AUD, at the end of Fall 2012. These AUD evaluations included: identification and monitoring of hearing loss, as well as, evaluations for Central Auditory Processing impairment. In SLP, diagnostic and treatment was provided for

individuals with developmental, functional and neurologically based articulatory, language, fluency and/or voice problems.

Each fall, under contractual arrangement to the St Mary/ Vermillion CAA Head Start Program, all COMD faculty and students enrolled in COMD 330, 340, 430 and 440, travelled to Morgan City and/or Franklin, La. to provide speech and hearing screenings to preschoolers in a culturally diverse environment. The screenings identified children in the Head Start needing SLP, AUD, and/or ENT referrals to facilitate early intervention per the mission of the Head Start program.

At the beginning of the review period, supervised SLP screening, diagnostic and therapy were provided via Return to Intervention (RTI) and Individualized Educational Programs (IEP) at Lafargue Elementary and the Maxine Giardina Charter School in Lafourche Parish. In the Fall 2011 when the contract with Lafargue Elementary was discontinued, a contract with Bayou Community Academy was initiated. Providing SLP services in these schools allows Nicholls COMD students to have an opportunity to

generalize the educational model taught in coursework, as well as, to experience SLP service delivery in an educational environment, a setting in which they one day may choose to practice. Students were engaged under supervision in individual, screening, diagnostic and/or therapy experiences with children exhibiting articulation, language fluency and /or voice problems. Some students were also engaged in group therapy. Additionally, during the 2012-2013 and 2012-2013-2014 school years, a total of 8 Nicholls COMD students were afforded externships by SLP volunteering to provide the experience. Thus, students selected for this program were additionally supervised in large group therapy and taught electronic

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The following 6,523 clinical clients have been served at the JCN Clinic or clinical off sites over the last 5 years:

Site Served

Clients served per year

Total Clients 2009 -2010 2010 -2011 2011 -2012 2012 -2013 2013 -2014

JCN Speech & Hearing Screening 860 870 870 730 900 4230

Head Start Screening 292 297 291 280 272 1432

JCN Speech and Audiology

Services 84 86 88 96 52 406

Terrebonne Parish Schools 0 0 17 57 68 142

Lafourche Parish Schools -

Lafargue 20 20 40

MAX Charter School 21 21 37 40 55 174

BCA Charter School 26 34 39 99

Total per year 1277 1294 1329 1237 1386 6523 5.2 Summarize any formal arrangements with industry, government, and other agencies outside of the academic community; specifically identify use and composition of advisory board(s) and describe nature of relationship with these board(s) (frequency of meetings, purpose of advisory board, etc.).

The COMD Program presently has formal contracts in place with the following agencies to provide services as described:

 St Mary/ Vermillion CAA Head Start Program-The COMD Program provides SLP screenings and hearing screenings to students enrolled in the Head Start Program. The Nicholls COMD Program was initially contacted to provide these services. The COMD Program is compensated monetarily for these services. Dr. Donna Fitzgerald-DeJean, COMD Program Director, presently attends the annual Community Partners Advisory Board meeting for which there is no additional enumeration.

 Lafourche Parish School Board-Until the Fall 2011, the COMD Program provided 1 clinical supervisor with student clinicians to provide 10 hours of services for 11 weeks during each fall and spring semester to children diagnosed with

communication disorders. Services provided included individual therapy, assessment, and/or writing IEPs. The Nicholls COMD Program was initially contacted to provide these services. The COMD Program was compensated monetarily for these services.  Maxine Giardina Charter School-Although during the last review period, the contract

delineated that up to 10 hours of SLP therapy per week could be provided for 10 weeks to children diagnosed with communication disorders, the contract has been subsequently updated and expanded. The COMD Program continues to provide 2 clinical supervisors with student clinicians to provide services for 10 weeks each semester, however, now up to 22 children with speech/language issues may be serviced via RTI or IEP services. The Nicholls COMD Program was initially

contacted to provide these services. The COMD Program is compensated monetarily for these services.

 Bayou Community Academy- In the Fall 2011, the Nicholls COMD Program was contacted by Bayou Community Academy to provide these SLP services. While the

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progressively grown as the enrollment of the school increased. By the Fall 2014, 2 supervisors were dedicated to the contract to serve a maximum of 20 children with speech/language issues through RTI or IEP. The COMD Program is compensated monetarily for these services.

The monies obtained through these agreements are used by the Communicative Disorders Program to fund: clinical equipment and supplies, the Jo Carol Nolen and Betty Wenter Student Scholarships, IPADS, computers, continuing education, professional travel, and materials for academic classes and clinical practicums.

Additional formal agreements include:

 Terrebonne Parish School Board as an externship and clinical observation site for COMD majors.

 Additional clinical observation sites for COMD majors include: Lafourche Parish School Board, Thibodaux Regional Medical Center- Outpatient Rehabilitation Center; and the Center for Pediatric Therapy.

6. Students

6.1. Enrollment:

a. What recruitment initiatives are in place other than the university recruitment program?

The COMD faculty advisor actively plans with National Student Speech-Language-Hearing Association (NSSHLA) officers to promote involvement of faculty and majors in program, departmental/college, and university activities. The NSSHLA chapter provides a vehicle to facilitate: student and faculty networking/ relationships, COMD career education, student service learning and philanthropic opportunities and program/university loyalty. Faculty and student representation ensures program participation all university activities including: Family Day, Career Day, Colonel Day, “Info Expo,” Nicholls CAN!

Since the last review period, the COMD Program Director has continued to closely monitor the department list of prospective majors. All students are assigned Faculty Advisors and advising is highly suggested each semester. Presentations have routinely been made in entry level (sophomore classes) by faculty in order to

welcome students to the major and by NSSHLA officers to encourage membership in the Nicholls chapter. In Spring 2014, COMD 121 was shifted to a spring course offering in order to begin to engage and retain those interested in COMD as freshman. Also, faculty provide information about the COMD major in University (UNIV) 101 classes. Faculty regularly attend Scholar’s Banquet. Too, faculty and students seize the opportunity to network and educate the several hundred students visiting the JCN Clinic for screening each year about the COMD major. Also, since the last review, the department has provided a new, very attractive brochure.

In order to ease the transition into the clinical track, a Clinical Mentoring Program was piloted in Fall, 2013 in COMD 330. In the course, students are required to attain 25 hours of clinical observation. Historically, students have observed a wide variety of clients, generally on a single occasion. Currently, the Clinical Mentoring Program pairs a strong students entering COMD 430, the final clinical practicum, with an incoming COMD 330 student. The program affords the COMD 330 Mentee

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the opportunity to observe one client across the course of the semester. Also, it enables them to work with a senior level student and a clinical supervisor more closely and to participate regularly in meetings regarding therapy planning,

techniques, and progress of the specific client. Additionally, the Mentees are routinely included in other more general trainings the supervisor has, for instance, to teach her clinicians a new therapy technique. Late in the semester, in accordance with clinic procedures, Mentees submit a Lesson Plan, administer treatment to the client, and complete routine clinical documentation. Student feedback indicates that the Mentees and Mentors find the program very valuable.

Secondary to the decreased program enrollment since the program mission change, the faculty advisor and students have been focused on developing new recruiting materials for increased recruiting on campus and at local schools. In the Spring 2014, NSSHLA members developed a recruiting video and a small portable table display was also developed for promoting the COMD program. Since the purchase of IPADs for the program, IPAD apps used in SLP are routinely

demonstrated at recruiting events. In Fall, 2015 increased involvement in Nicholls Student Orientation and recruiting at local schools is projected.

b. What are the qualities of students attracted to the program, (e.g., standardized test scores for admission, GPA, etc.)

A common theme amongst majors is the desire to help others. Most COMD majors have had personal experience with a family member or friend/community member who had a significant communication impairment. The average ACT score of majors and average number of years to graduation are trending favorably.

Additionally, since the minimum GPA for entry to the program was increased during this review period from 2.3 to 2.7, it is expected that these indicators will continue to increase.

YEAR

Average ACT of Majors Fall Spring 2009-2010 21.10 21.23 2010-2011 21.68 21.72 2011-2012 21.69 21.79 2012-2013 21.99 22.26 2013-2014 21.78 22.17 2014-2015 22.83

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YEAR

Average Number of Years to Graduate Program NSU 2009-2010 4.40 4.76 2010-2011 3.90 4.57 2011-2012 3.88 4.52 2012-2013 4.00 4.77 2013-2014 4.00 4.69

c. Explain enrollment trends (number of majors) for the 5-year period under review.

YEAR Number of Majors Fall Spring 2009-2010 63 73 2010-2011 75 79 2011-2012 87 85 2012-2013 83 69 2013-2014 70 67 2014-2015 49

As noted in Anticipated Changes, during the course of this review period, student credentials have increased and during Fall 2011- Spring 2012, the number of students exploring COMD was at a high, ranging from 87-85 respectively.

Subsequently, in the following year (2012-2013), there were 20 COMD graduates resulting in the highest levels for both program indicators for the last 10 years reviewed. Also, during this period, student acceptance to graduate school was increasing (Trend: 2009-2010 40%; 2010-2011 67%; 2011-2012 83%; 2012-2013 53%; Note: 2012-2013 only 1 acceptance cycle, expected to increase.) while students hired as SLP-As declined (Trend: 2009-2010 40%; 2010-2011 40%; 2011-2012 16%; 2012-2013 20%). During this time, Nicholls COMD graduates were eligible for Provisional SLP-A licensure, but, there were few jobs available for the alumni seeking them. So although few graduates were actually attaining jobs as SLPs, the program was continuing to attract some students who were either not interested in applying to graduate school upon graduation or wanted to have the option of being qualified to work as a SLP-A if not accepted. Too, some of academically poorer students realized that the new 2.7 minimum GPA was not attainable. Possibly another distraction during this period was the faculty turnover with a new program director and adjunct supervisors covering for a second faculty member who left. So

unfortunately, the program began losing students in the spring of 2012 with the trend continuing to Fall 2014.

Relative to student retention, faculty are much more engaged now in specifically discussing and tracking individual student future plans. While most

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students appear to be benefiting from the broadening and deepening of student advising, it appears to be specifically facilitating retention of some academically weaker students. These students are remaining in the program and either planning to apply to less competitive graduate schools or actively discussing graduate programs in: early childhood, elementary, secondary or special education. Too, faculty appear both engaged and excited in the accomplishments that are being made to improve the program. Also, faculty appear particularly appreciative of the opportunity to attend an external continuing education program each year, benefitting both from the increased education, as well as, the opportunity to network with colleagues from other programs and settings.

Enrollment in entry level courses has improved since the fall and active plans for recruitment activities are being made for this spring. Therefore, it is anticipated that within 3 years the program will be back to an enrollment of 70 students with stronger student credentials enabling the program to return to the maximum graduation rate of 20.

6.2. Admissions Policies and Practices:

a. There are no special admission policies for the COMD program. b. COMD has no special transfer relationships with other institutions. 6.3 Award Productivity and Graduation Record (Address data in Appendix A):

a. Explain award productivity record of full-time equivalent and degrees awarded during the last 5 years. The Award Productivity measure compares the number of degrees awarded each year to the number of degrees that would be expected to be awarded. (One-fourth for Bachelor; One-half for Associate; and Two-Thirds for Masters). TERM Program Award Productivity University Award Productivity 2009-2010 0.15 0.18 2010-2011 0.20 0.19 2011-2012 0.22 0.18 2012-2013 0.28 0.19 2013-2014 0.26 0.20

Award productivity for four of the past five years illustrates that COMD award productivity exceeds the university.

b. Explain number of years to graduate. If average number of years to graduate exceeds university average, please explain.

As illustrated above in 6 1.b, COMD majors on average, graduate in less than time that the university average. Additionally, it appears that a significant number of students are entering with advanced placement credit and/or dual high school

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enrollment credit, then, taking a heavy class load (i.e.18 hours a semester) which is enabling them to complete the 120 hour degree program in less than 4 years. c. Explain graduation data (trends or fluctuations in number of degrees awarded) for last 5 years. Explain reason for low completer programs if applicable. (Low completer as defined by Board of Regents: Bachelor or Associate degrees < 8 graduates per year; Master or Specialist degrees < 5 graduates per year; Ph.D. degree < 2 graduates per year)

COMD graduation rates have ranged from 10 graduates in 2009-2010 to 20 graduates in 2012-2013 annually during this review period.

6.4 Career Counseling:

A permanent COMD Faculty Advisor is assigned to the major as soon as they enter the program. The advisor initially orients them to the: curriculum, requirements for becoming accepted into the major, and career opportunities with the Nicholls COMD degree. During their work together the advisor advises and tracks their progress through the courses in the curriculum; prepares them for application to the major; and, if the student is interested, educates/and leads them to necessary steps to pursuing COMD graduate school or an alternate career goal.

6.5 Follow-up and Student Placement:

a. Provide information with respect to former students in the program (job placement, continuing degree work, etc.) over the past five (5) years.

Initial/Final Status Known Transition

Year COMD Graduates Accepted COMD Grad School Accepted Grad School Other Field Employed as SLP-A SLP-A to COMD Grad School COMD Grad School to SLP 2009- 2010 10 4 (40%) 1 (10%) 4 (40%) 0 2 (20%) 2010-2011 15 10 (67%) 1 (7%) 4 (26%) 2 (13%) 3 (20%) 2011- 2012 18 15 (83%) 0 1 (6%) 2 (13%) 8 (44%) 2012- 2013 20 12 (60%) 2 (10%) 3 (15%) 1 (5%) NA 2013- 2014 17 9 (53%) 1 (6%) NA NA NA Total 80 50 (63%) 5 (7%) 17 (22%) 5 (7%) 13 (17%)

A complete list is not available. Although this data reflects information gathered as alumni have re-contacted faculty/program, it suggests that 63% of alumni were accepted to COMD graduate school with an additional 7% seeking other

graduate degrees. Too, it is also known that 7% of alumni worked as SLP-As prior to being accepted to COMD graduate school and that 17% of these graduates have completed COMD graduate degrees and are currently working as SLPs. Too, the NAs on the chart are reflective of the facts that: (1) individuals graduating in 2013-2014 were no longer eligible for licensure as Provisional SLP-As and (2) it takes a minimum of 2 years to complete SLP graduate studies, so, none of the Fall 2012- 2014 graduates would be SLPs yet. Additionally, it should be noted that faculty are very involved in the application to graduate school process (so that data is expected to