Speech-Language Pathology Strategic Plan

The program will prepare students who can apply knowledge in the areas of articulation, fluency, voice, resonance, language, cognition, hearing, swallowing, social communication, and communication modalities needed for practice as a speech-language pathologist. 

Issue: Hiring faculty for the purposes of well-rounded student academic and clinical education across the curricular and clinical breadth and depth and the promotion of academic excellence Faculty with varied interests and experience is necessary to meet curricular objectives, increase involvement in student research, and promote the program at the local, state, national, and international levels. 

Baseline Data: Between the years of 2020-2025, two faculty members were hired to teach in the Bachelor of Science in Communication Sciences and Disorders program, write a proposal for a Master of Science in Speech-Language Pathology, conduct research, and serve in numerous ways. 

Outcome: Additional faculty will be hired in the communication sciences and disorders program. 

Indicators of Success: 5 additional faculty will be hired for the communication sciences and disorders programs and they will be retained. 

Strategies:  

• By Fall 2025, the program director will initiate the process to post one position for a   faculty member who will start Fall 2026. 
• By the Spring 2026 semester, the program director will initiate the process to hire one faculty member who will start in January of 2027. 
• By the Fall 2027 semester, the program director will initiate the process to hire two faculty members who will start in August of 2028.  
• By the Fall 2028 semester, the program director will initiate the process to hire two faculty members who will start in August of 2029. 

The program will develop partnerships in the community for the purposes of clinical education, engagement, research, and job placement after graduation. 

Issue: Establishment of faculty and community partner relationships are needed to support clinical education, regional engagement, research production, and job placement after graduation. 

Baseline data: The program has been in contact with three external partners for the purposes of teaching, engagement, and educational purposes in Stephenville and Fort Worth. A team of regional clinicians serve on an advisory board for the MS SLP program. We currently have external placement site MOUs in conjunction with the Division of Health Sciences. 

Outcome: The program will establish regional community and faculty partnerships.  

Indicator of Success: 50 external partnerships will be established by the Spring 2028 semester. 

Strategies:  

• By the end of the Spring 2028 semester, each faculty member will contact via email, phone, in person one external partner to identify community needs and begin developing external relationships in their area of interest.  
• Conduct 1-2 undergraduate and graduate service-learning opportunities with community partners which aligns with Tarleton State University’s Carnegie Community Engagement classification by the end of the Spring 2028 semester. 
• By the end of the Spring 2028 semester, the director of clinical education will have secured 50 external partnership MOUs.  

The program will promote education and opportunities related to person and patient variability throughout the student learning experience. Clinical practicum and curricular applications and practice opportunities will cover the tenets of person-and family-centered care. 

Issue: Create and maintain a patient-, student-, and faculty-centered educational, research, and clinical environment 

Baseline data: The program faculty (n=2) currently provide mentoring, educational, and support for observation hours to all students in the program. Currently, 1 faculty member conducts research. 

Outcome: Increased opportunities for faculty, student, and patient centered will be created. 

Strategies: 

• By Fall 2027, faculty will develop a mentoring program to support students throughout their educational journey. 
• By Spring 2028, faculty developing the courses will incorporate the tenants of person- and patient-centered care into each credit-bearing course. 

The program will promote research initiatives for students, support faculty research and professional development, and increase research collaborations across Tarleton State University, Texas A&M University System, and elsewhere. 

Issue: There is a need to elevate the research profile of faculty in the communication sciences and disorders programs at Tarleton State University for the purposes of attracting quality faculty members, addressing community needs, boosting programmatic national prominence, and providing opportunities for students to participate in research. 

Baseline Data: Between the years of 2021-2025, 17 publications in the area of communication sciences and disorders were published by one faculty member. 

Outcome: Increased number of publications from program faculty. 

Indicator of success: A 5% increase in publications across all faculty members each year, over 5 years. 

Strategies:  

• By Fall 2026, a research interest form will be sent to faculty. The program director will review research interests and connect faculty members within the program and across disciplines. 
• By Fall 2026, the program will implement group dedicated writing time each week where faculty meet in person or virtually to write. 
• Beginning Fall 2026, there will be a faculty research update at each faculty meeting. 
• During the Fall 2027 and Spring 2028 semester, faculty will be sent notices for university support for professional opportunities and will be informed of programmatic funding allocations for professional development. 
• During the Fall 2027 and Spring 2028 semesters, faculty will supervise at least 5 service-learning projects initiated by students as a part of the CAA requirement for student education in research informed decision making and planning.  

The program will exemplify excellence by providing academic and clinical education that meets high standards, support to all employees, and a collective commitment to resource acquisition and stewardship.  

Issue: Promoting excellence will help the program achieve national prominence and produce practice-ready clinicians.  

Baseline Data: We have no baseline data to report right now because the graduate program has not started. 

Outcome: We will have a high Praxis pass rate, on-time graduation rate, high employment rate, and a spirit of fiscal innovation and responsibility. 

Indicators of success include: 90% of students will pass the Praxis examination, greater than 80% of students will graduate from the program on-time, 100% of students will have a plan following graduation, and the program will secure donor funding by the end of the Spring 2029 semester. 

Strategies: 

• By the beginning of the Spring 2029 semester, students who do not pass the benchmark examination given at the end of the Fall 2028 semester will participate in a booster program called, “Competency Coaching in Speech-Language Pathology: Refresh and Rise.” Students will be tested again after participation to determine if additional intervention is needed.” 
• At the end of the Fall 2028 semester, 100% of students in their last year of the program will attend a meeting called, “Next Steps: Careers and Academia” where they will receive information about topics such as careers, continuing their education in academia, and licensure requirements lead by the program director. 
• By the end of the Spring 2028 semester, the program director and faculty will make contact with 2 donors. 
• Beginning in the Spring 2027 semester, the program director and faculty will create at least one informational press or media release every other week on communication sciences and disorders, departmental, or university outlets.