Communication Sciences & Disorders

Strategic Plan

University of Utah Overview

The University of Utah fosters student success by preparing students from varying backgrounds for lives of impact as leaders and citizens. We generate and share new knowledge, discoveries, and innovations, and we engage local and global communities to promote education, health, and quality of life. These contributions, in addition to responsible stewardship of our intellectual, physical, and financial resources, ensure the long‐term success and viability of the institution.

University of Utah Strategic Goals

  1. Develop and transfer new knowledge
  2. Promote student success to transform lives
  3. Engage communities to improve health and quality of life
  4. Ensure long‐term viability of the University

University of Utah Core Values

  1. Student success and engagement
  2. Research and teaching excellence
  3. Sustainability
  4. Global vision and strategy
  5. Community
  6. Leadership

Department of Communication Sciences & Disorders Overview

The Department of Communication Sciences and Disorders supports the mission and vision of University of Utah Health and the University of Utah by providing excellence in education, research, and clinical services related to the disciplines of Audiology and Speech‐Language Pathology.

    Mission Statement

    The Department's Mission Statement:

    The mission of the Department of Communication Sciences and Disorders is to 1) develop competent and caring Audiologists, Speech Language Pathologists, and Speech-Language-Hearing Scientists, 2) advance basic and clinical research, 3) deliver exceptional clinical services, and 4) to provide pre‐professional undergraduate students with a strong background in the basic processes underlying speech, language, and hearing. As a preeminent research and teaching department with national and global reach, we are committed to providing an academic environment where the highest standards of teaching, scholarship, and clinical service are practiced.

    Department Goals

    Department Goals:

    1. To train competent and caring speech‐language pathologists, audiologists, educators, and research scientists,
    2. To advance knowledge through innovative basic and clinical research and scholarship,
    3. To provide compassionate, comprehensive, state‐of‐the‐art clinical services to the community,
    4. To provide outstanding pre‐professional training in speech and hearing science, and
    5. To raise awareness of the professions of audiology and speech‐language pathology and to recruit exceptional students to our programs.
    History of the Department of Communication Sciences & Disorders

    History of the Department of Communication Sciences & Disorders

    An elementary class in speech correction and a speech correction clinic were first offered by Mrs. Mary Johnson Webster in 1927. These first courses and clinics were offered through the Department of Theater in the College of Fine Arts. They included Speech 118 (Elementary Speech Correction) and Speech 119 (Speech Correction Clinic).

    Reportedly, little came of these offerings at the beginning since the President (George A. Thomas) of the University felt that speech correction was still in the experimental stage, and the University of Utah had no funds available for experimentation. It was not until 1936 that President Thomas believed that something could be done for those with disordered speech, and the course offerings were expanded.

    In 1941, Room 104 in Kingsbury Hall on the University of Utah campus was partitioned into six cubicles and a waiting room. This room was designated as the University Speech Clinic. From 1941 to 1946, children receiving speech therapy at the Crippled Children's Service attended the Speech Clinic in Kingsbury Hall. In 1946 the clinical facilities were moved from Kingsbury Hall to Building 413 on the University's upper campus. In 1952 the University of Utah Speech Clinic was invited by the State Board of Health to occupy space in the new State Children's Health Center. The Children's Health Center was on university property leased to the state.

    In 1949 the first Audiology Master’s Thesis was defended: An investigation of the effect on the audiogram of starting points in audiometer testing, William Ickes. The first Speech Pathology Master Thesis was defended in 1952: An audio-visual slide-film series on primary stuttering for parent-teacher guidance, Allez Morrill Ashmead. The first Ph.D. was awarded
    in 1958: Hypernasal voice: Its relation to growth disturbance and physiological activity, Samuel Fletcher.

    In 1950, the "Area of Speech Pathology and Audiology" was established within the "Department of Speech" in the College of Arts & Sciences.

    In 1972, The "Area of Speech‐Language Pathology and Audiology" moved to the Department of Communication (College of Humanities) and became the "Division of Speech‐Language Pathology and Audiology." As part of the administrative move, the division and on‐campus clinic were moved to the 12th and 13th floors of the newly constructed Social and Behavioral Sciences Building.

    The "Division of Speech‐Language Pathology and Audiology" moved to the College of Health in 1984 and received departmental status then. In 1985, the Department was renamed the "Department of Communication Disorders." In 2002, the Department of Communication Disorders was further renamed the "Department of Communication Sciences and Disorders."

    The Speech, Language, and Hearing Clinics remained in the Social and Behavioral Sciences Building until 2005. By then, the Department of Communication Sciences and Disorders had grown in faculty size, number of students, and research and clinical activity to the point that more space was needed.

    In January 2005, the clinical enterprise was moved to a newly renovated 6000 square‐foot space at 417 Wakara Way in Research Park. This new facility doubled the size of the Department and clinic facilities for speech, language, and hearing services. The new and larger clinics are now more easily accessible to clients, which has allowed services to include many additional clients than previously seen in the older, smaller clinics in the Behavioral Sciences Building.

    In 2018 we added 3000 sq ft. to our footprint in 417 Wakara Way, including two new classrooms, faculty offices, a telehealth room, and additional clinic space, including a new audiology booth and a vestibular testing suite.

    We currently have approximately 40 AuD students, 90 MS SLP students, 100 undergraduates, and 12 Ph.D. students. The Department has numerous federal and other grants totaling multiple millions of dollars.

    In 2027, the Department and University will celebrate 100 years of education and clinical service in communication disorders. A committee will be formed to explore how best to promote our centennial.

    CSD Strategic Plan

    The primary educational focus of the Department of Communication Sciences and Disorders is to provide students with the necessary knowledge and skills to become competent and compassionate audiologists, speech‐language pathologists, and speech-language-hearing scientists who can improve the lives of individuals with communication disorders. This strategic plan outlines the goals, strategies, and initiatives the department can undertake to improve program rankings and remain a leader in communication disorders.

      Area 1: Advance Academic Programs

      Area 1: Advance Academic Programs

      The rationale is to enhance the quality of students and graduates and promote excellence in the quality and variety of experiences provided to our students.

      The rationale is twofold: to enhance the quality of students at entry into programs, and to provide excellent and variable experiences within programs to enhance the quality of our graduates.

      Undergraduate (U.G.) Major in Speech and Hearing Sciences and SLP-A Certificate

      Goal 1: Promote stability and growth of the Speech and Hearing Science B.S. program and the SLP‐A Certificate.

      Action Steps:

      1. Target and recruit students with solid academic potential who can surpass the CSD minimum requirements. Enhance our presence and visibility on campus. Attend and sponsor U of U events to promote degree and certificate.
      2. Enhance our presence locally, nationally, and globally. Develop new marketing material for U.G. major and SLP‐A certificate.
      3. Enhance our standing as a competitive major on campus. Integrate students and student organizations into outreach/recruitment events.
      4. Make web advising enhancements.

       

      Goal 2: Innovate and grow the program's learning experiences and opportunities to expand student exposure to the profession and scope of practice.

      Action Steps:

      1. Update B.S. curriculum to reduce redundancy, and reflect changes in scope and nature of practice.
      2. Launch new U.G. and SLP‐A orientations.
      3. Implement new U.G. and SLP‐A program evaluations.
      4. Through coursework modification, add new clinical practice experiences, community engagement, and experiential learning experiences at the U.G. Level. Add SLP clinic rotation. Continue to support the U.G. Audiology rotation (CSD 5450).
         

      Clinical Doctorate of Audiology (AuD) and Master of Science (M.S.) Degree Program

      Goal 1: Promote stability, excellence, and growth in the quality and experience provided by our graduate programs. Innovate and grow the program's learning experiences and opportunities.

      Action Steps:

      1. Consider new clinical experiences, including collaborations across campus, local, and global communities.
      2. Increase community engagement courses and community partners.
      3. Enhance the use of simulations as clinical training tools.
      4. Offer specialized elective courses.
      5. Explore specialized curriculums for an "Educational SLP Track" and a "Medical SLP Track."
      6. Support faculty in implementing top‐of‐the‐license, evidence‐based practice, interprofessional education, and cultural competency.
        1. Collection of information from faculty on current practices.
        2. Provide training experiences and events.
        3. Encourage using campus resources like the Center for Teaching and Learning
          Excellence (CTLE).
      7. Recruit exceptional faculty to solidify expertise in necessary content areas.
        1. Target another tenure‐line hire for 2024‐25
        2. Increase clinical faculty

      Goal 2: Recruit exceptional students to the graduate programs to improve the caliber of the learning environment, enhance a sense of belonging, and promote flow to the doctoral program.

      Action Steps:

      1. Increase financial support. Investigate, promote, and apply for recruitment scholarships, especially for those with varying backgrounds.
      2. Increase visibility on U of U campus with new marketing.
      3. Work with NSSLHA and CAA reps who coordinate with other groups to expose more U of U students.
      Area 2: Advance Research Programs

      Area 2: Advance Research Programs

      The rationale is to support and enhance a robust research enterprise within CSD and across the College of Health and the University of Utah.

      Goal 1: Enhance interdisciplinary research within the Department

      Action Steps:

      1. Encourage broader faculty attendance at Doctoral Student Proseminars. Extend faculty discussion around Ph.D. student talks.
      2. "Lightning Research Talks" in faculty meetings
      3. Research round tables

      Goal 2: Enhance interdisciplinary research outside the Department

      Action Steps:

      1. Foster meetings with other research groups on campus.
      2. Encourage participation in the College of Health and the University of Utah Research Forums
      3. Continue to encourage VPCAT participation for junior faculty.

      Goal 3: Enhance department research infrastructure

      Action Steps:

      1. Optimize existing resources
        1. Use an existing equipment inventory database to optimize resource allocation across labs
        2. Identify and operationalize shared laboratory space to increase collaboration, especially among doctoral students.
      2. Junior faculty career support
        1. Use research presentations to aid in identifying funding, grant writing, and career development conversations.
        2. Continue faculty mentorship program
      3. Leverage the increased pre‐ and pos‐award grant support offered through the College of Health
      Area 3: Advance Clinical Training and Clinical Service Delivery

      Area 3: Advance Clinical Training and Clinical Service Delivery

      The rationale is to optimize and enrich clinical service delivery and community outreach.

      Goal 1: Support and enhance clinical education at all levels.

      Action Steps:

      1. Work with Clinical Faculty to investigate increasing observational opportunities for UG students.
      2. Clinic directors, clinic faculty, and program directors to identify the appropriate use of simulations for ASHA clock hours. Expand the use of simulations to provide experiences with cases not seen in clinics or externships.
      3. Clinic Educational Directors and Clinic Manager to develop marketing plans for the
        clinics
      4. Expand services to underserved populations in the community. Clinic Directors to meet and identify underserved populations and develop a plan to reach out to them.
      5. Create a robust pathway for dissemination of research in EBP.
        1. Foster improved communication between didactic instructors, clinical supervisors, and research faculty — schedule meetings with stakeholders to solicit input.
        2. Re‐implement our EBP faculty discussions.

      Goal 2: Update clinic management procedures and build the financial stability of the clinic.

      Action Steps:

      1. Continue to develop our new clinical administrative model with a Clinic Administrator who works closely with the Directors of Clinical Education, the Dept. Administrative Manager, and the Dept Chair.
      2. Continue to expand programs, specialty clinics, and community outreach
      3. Clinic Administrator and Directors of Clinical Education to develop a marketing plan.
      4. Stabilize clinic office personnel by reviewing all clinic procedures and identifying optimal staffing levels and job descriptions.
      5. CSD Clinic Management Committee (Directors of Clinical Education and Clinic Administrator) to develop a plan to maximize clinical service provision to the community and decrease the time the clinic sits idle.
      Area 4: Ensure Staffing and Fiscal Stability

      Area 4: Ensure Staffing and Fiscal Stability

      The primary threats to the CSD Department in the coming years are our upcoming retirements and the availability of adequate financial resources to continue funding our programs. Recruiting top research faculty can be a lengthy and challenging process.

      Goal 1: Create a plan to address staffing challenges.

      Action Plan:

      1. Determine when retirements will occur and develop a recruitment strategy, including assigning search committees and chairs well in advance. Create a robust advertising campaign.
      2. Continue strengthening faculty and staff support, including appropriate access to conference travel and other continuing education funds.
      3. Continue to promote faculty and staff as appropriate.
      4. Continue the process of cross‐training staff in critical administrative areas

      Goal 2: Ensure fidelity of expenditures

      Action Plan:

      1. Engage Program Directors in budget processes and expenditures.
      2. Schedule quarterly management team meetings to evaluate program spending.

      Goal 3: Ensure fiscal vitality
      Action Plan:

      1. When possible, recruit faculty who will bring external funding on the research side and faculty that can optimize clinical revenues on the clinic side.
      2. Explore expansion of online courses that have a national reach
      3. Maximize program marketing to ensure our student application numbers are not below critical thresholds.
      Area 5: Promote a Sense of Belonging Among Faculty, Staff, and Students

      Area 5: Promote a Sense of Belonging Among Faculty, Staff, and Students

      The College of Health at the University of Utah aims to promote a climate of respect that cultivates and sustains transformative practices for forging spaces of possibility where people feel safe, valued, and welcomed. These ideals are intrinsic to collaborative partnerships and our commitment to expanding the health professions workforce.

      Goal 1: Attract future faculty, staff, and students from various backgrounds.

      Action Plan:

      1. Improve processes that attract students from populations historically underrepresented in the fields of audiology and speech and language pathology.
      2. Improve the processes for attracting and recruiting faculty and staff from populations historically underrepresented in the fields of audiology and speech and language pathology.
      3. Ensure continued success of all enrolled students by promoting best advising practices including providing university student-led resources and organizations.
      4. Continue faculty and staff training to ensure a healthy working environment.

      Goal 2: Enhance community engagement

      Action Plan:

      1. Fully document our current community engagement.
      2. Assess methods to further develop community outreach programs to increase awareness of the Department's services and to provide education to the community about audiology and speech‐language pathology