Break Out Group Reports 2015 CAPCSD Conference

These comments are presented as submitted by the group reporters and have not been edited in

interest of preserving the content.

Group 1

1. Parents of students are focused on employment potential more than on education

Works in our favor at the present time, but only if the student gets into CSD

graduate school

Employment potential for students who do not get into CSD graduate school

remains ill defined

Many chairs reported receiving “a lot” of calls from parents, in general

One program has studied predictors of CSD graduate school admittance in

undergraduate majors, and reported that students with GPAs below 3.0 are not

successful in securing a seat in graduate school

One program reported offering two UG tracks: one for SLPA, one for graduate

school

Not all states have the option of SLPA education and training options at the UG

level, while others reported limited numbers of SLPA positions in some states

Discussed identifying unlikely graduate school contenders earlier in UG program,

reports of the significant benefits of UG clinical experiences as helping to identify

those students

Discussed concept of “counseling out” UG majors versus “counseling into” other

related fields; we could benefit from re-thinking the “counseling out” mentality

One chair stated that we “fail to fail,” thereby not communicating when a student

is a poor fit for CSD

2. Chair's job is the toughest job in academia

One program lacks a strategic plan that is viable; suggestion was to invite in an

outside person to lead a discussion and help shape the work

One program reported that they recently were on CAA probation, and that it

actually ended up being very helpful in bringing together all of the faculty and

staff to pull through it

Many programs reported being on campuses where there is a very high number of

administrators turning over

One program said they embrace change, and believe that change is good

Discussion of term length of chairs: varied greatly from no set terms to 3-year and

5-year terms that are renewable to set terms that are non-renewable

Many chairs reported needed increased administrative support and increased

knowledge of budget and budget transparency

3. The clinical hours requirements are stressors to chairs and clinic directors

Many programs reported that they are being pressured to admit more students, but

clinical hours and placements are too difficult to find

Discussion of simulated patients, etc. as counting towards clinical hours

requirement

Questions were raised regarding the uniform requirement of 400 hours for every

student, with many people expressing frustration with it

Questions regarding the requirement of a CFY, with many people saying that it

was an archaic requirement that should be discontinued

4. Admitting non-CSD majors into CSD graduate programs

General sentiment that those students were successful and often sought out

On-line leveling coursework was reported to be going okay

One program being asked to discontinue their UG CSD major and replace it with

a generalized major called Health Professions

5. The clinical doctorate in SLP

Supported by participants in our group as a good option for some students

No one in our group thought that it would become, nor should become, the entry-

level degree

Group 2

1. How do the “perks”/”expectations” of recruiting undergraduates influence their

expectations of graduate school?

Specifically related to self-responsibility…

In general students appear to want to know “what do the professor’s want or tell

me what to do?”, regardless of whether or not assignments are clear.

There appears to be a “fear of risk and error.” and in some ways need to counsel

them to be ok with uncertainty.

There is a focus/obsession on grades or “to be done” and not necessarily as

learning for a profession.

Perhaps the professionals’ focus on grades, and how can professors begin to

bridge and shift that focus once we are in graduate school. Some programs

counsel students to become less focused on grades and self efficacy.

What are we doing at home to raise children to become these students.

There appears to be a generational gap – however- perhaps there is a need to

understand what might help influence engaged learning.

2. Admissions processes appear to hinder us and 4.o students may not have critical

thinking or social skills–how can we determine whether students perhaps self-

challenged. Some programs have adjusted rubrics to reflect the quality and challenges of

courses and involvement – versus an easy A. Others rank letters of rec. to reflect

leadership.

A focus on overcoming adversity and accepting students that have some reflection

on that and how that influenced academic success.

Individual in South Africa noted a different system where students with maturity

with low SES with perhaps low marks are recruited – and supports are put in place

for these students to be successful.

3. When and who should council out of program. There is an issue of not retaining students

in the program if they feel that they will not make grad school. A focus is to advertise

about the value of the COMD undergraduate as being valuable. Create a list of what

does it mean to get an undergraduate degree and how this can relate to a job in multiple

fields.

Some programs require even essays and “elevator speeches” of the COMD

undergraduate degree to be able to summarize the values of the position.

Internships have been developed to help students to understand where they could

go with this undergrad degree that is not necessarily SLP/Aud. The undergrad

degree prepares students to be excellent in many jobs and in some programs all

students are advised and facilitated to develop a plan B.

Regarding issue of white-middle class group, need to create opportunities for

different types of learning.

Need to recruit students that are not focused on the majority viewpoint. A grant

focused on earlier recruitment level at the undergrad level to grad level is highly

influenced by low SES where those of minority are working full time and not able

to maintain the grade status.

4. How might programs increase their diversity?

GREs are now not considered in some programs

Scholarships for diversity

Undergraduate major in second language. Acquisition as comm disorders

Younger recruitment – how are we helping these stories of adversity or

touching lives early before even highschool --- One idea is to recruit

students in the school.

Some universities have “gatekeeper” classes to help students to have “warning

classes” to reflect on whether this program is a right fit.

5. How are we as a profession as even SLPs or audiologists in the school recruiting early.

In elementary school one parent gave the example of ADAPTIVE LEARNING

her child in the low 15% is getting a warning system, and then there is a plan for

tutoring during the school day- perhaps this could get infused into a graduate

curriculum. In a clinical program there could be a focus on competency-based

assignments and then individualizing the program.

What about burnout with faculty and what about rules and equitability for such a

plan --- there is an issue of sustainability.

Advocacy is an issue and needs to be a taught- One program needs to do an

advocacy project in the community so may begin to talk about this profession.

Appears to be development – university in general

The development officer is your friend and being very vocal with them. The

development officer and the university should be heard by you and the stories.

Advancement needs to hear our stories and collaborations can be successful – it is

well worth the time.

Need CAPCSD to develop a list of what can do with undergrad COMD degree.

Group 3

1. However, speaking in relation to SLP the drop dead date was yesterday. We know we

turned away a large number of highly qualified applicants. As a discipline, we believe it

is unethical to increase our UG numbers when we can’t accommodate that many at the

graduate level. We are doing ourselves a disservice by having an average GPA rate for

admission be so high (i.e, 3.8). We believe this is unsustainable and will encounter

encroachment from other professions into our area.

At a private (Boston), there is no pressure to increase UG enrollment. Rather,

there is tremendous pressure to increase graduate numbers because that is where

the revenue is generated. It’s hard to bring in students at the doctorate level, so

for them there is high pressure to increase the numbers at the master’s level.

Trying to come up with creative responses to address this demand from upper

administration to make an increase in MS numbers.

Education is changing in the US. Tuition is so expensive, we (Boston) do not

have tons of money to provide students. Student body looks very homogenous.

It’s difficult to change this without the ability to give out money in order to

increase diversity. To build on that southern Connecticut is in an urban diverse

area yet the population of students is not diverse. It had been in the past but that

was based on the ability to provide students with funds to be able to afford to get

an education.

When we are all driven by GPA/GRE, it creates another issue for encouraging

people of diversity to our programs. GPA and GRE are not the only indicator of a

successful graduate student. We needs to embrace this in our admissions.

2. Clinical practicum sites are diminishing all across the board. How did we come up with

400 hours for SLP and 1800 for AuD – it’s too arbitrary.

With a decrease in possible sites and the fact that we can’t count so many things

including simulation or standardized patients, it’s becoming difficult for students

to get these minimum hours. This is unsustainable for the future of our field.

The technology is there to support more ways to learn/earn hours. We need to

take advantage of these opportunites.

3. As professionals in the area, how can we encourage supervisors to our take our

students? How can we help them so the process of ‘taking our students’ is not

burdensome? How can we teach them to interact with students in a ‘walk and talk’

model as opposed to the time that was typically taken several years ago with sitting

down with a supervisor for an hour a week? We need to help them want to engage in

this outreach of our professions. This training needs to take place based on how things

are done now; not how they were done in the 1970s.

Domino effect – we see the need for changes yet how do we make these changes.

It becomes difficult because one change impacts so many different other areas.

4. Are you all vying for the same dollars?

In Wyoming there is just one program so we don’t have that pressure. It was

brought up that there are so many universities looking for placements/getting

supervised externals. We are competing with so many other universities to get

these placements for our students. In states with only one or few programs, they

face the same issue because these are low population areas. So many of these

students have to leave the area and even the state in order to get the external hours

completed.

SLP graduates about 7000 per year. AuD is about 600 per year. They face the

same issues—placing the students. It takes about 3000 audiologists to come up

with the clinical clock hours required for all of these hours to graduate.

Model of clinical training needs to change. There is difficulty in getting the

random amount of hours. Also, with the cost of what the clinical model takes we

are unable to take more undergraduate students at the graduate level. In order to

be able to take more graduates, we need a major change in the model of how our

students will receive their clinical education. Why aren’t we looking at

competencies? Why are we restricting ourselves to a specific number of hours?

But there are at least 150,000 SLPs associated with ASHA. That ratio can sustain

the clinical supervision model. We just need to change their outlook on becoming

supervisors. We are not inspiring students to be supervisors once they are out in

the fields. We need to do a better job of this.

An elective was started at U of Wyoming to address supervision. Nobody goes

into the field thinking that they will be a supervisor yet it is essential training for

all of us. Especially if we think it is important to change the cultural view of

supervision and increase the number of supervisors in the long term. We need to

teach them the skills and the importance of this information.

We need to look for ways we can help – Some programs offer free CEUs for

those who are willing supervise our students. Some agencies are not letting

students come because of a reduced productivity in the actual job setting of the

supervisor.

Akron created an online program to increase the number of graduates, increase

revenue, and address the SLP shortage. They give preference to applicants who

reside in rural areas -- live far from campus yet they want to be an SLP. This is

also great for supervisors because a lot of these areas don’t get requests to have

students and they are thrilled to get them. Same courses as the regular program;

it’s just ALL online. This works and it is NOT hard to set up. Cohort of 40

students (part time – 8 semesters) in length.

In Michigan, there is a new program -- graduating 60 students each year. Are we

setting ourselves up like nursing did a few years ago? In that there will be too

many SLPs and the demand will no longer be there in the future.

5. There is a window of opportunity where STEM is the ‘in thing’. How can we build this

into our requests for more faculty lines?

It is a legitimate concern that we might be flooding the market. We subsidize our

graduate programs by increasing costs at the UG level. We need to do a better job of

finding the students that would be those ‘star students’ and bring them into the field

early.

In NM, the big business model is taking shape but there is a disconnect between that

and how workloads should be calculated to capture what we all do, faculty and

supervisors. Who are we answering to? We need to define the stakeholders.

The clinical model is difficult to support – it is very expensive for the university. It

is also difficult for some of those in upper administration to understand what we do.

We need to educate those stakeholders too. Discussing how ‘engaged’ we are in the

various communities needs to be at the top of list for representing what ‘we do’.

Chair comment – we need to give a consistent message of how much FTE we need in

order to function.

6. The most optimistic message in the plenary sessions was linking the stage of grief to the

organizational structure. Grief happens; but it is okay and we can/will get out of it.

We have good students. It’s a good career.

Very timely to talk about how integral we are involved in community engagement.

Group 4

1. Issues that resonated with you – take away points:

Compelled by Kim’s argument of accepting large numbers vs. not accepting large

numbers. Does this need to be revisited? Revenue generation.

Trend of undergraduate training –but are the undergraduate courses as robust as

needed for graduate training? Too many instructors instead of faculty teaching

undergraduates and we may be missing the mark on where to invest on high quality

teaching and training. Focus on research, PhD, undergraduate training.

Undergraduate program is exploding. ASHA’s UG requirements are helpful to align

prerequisites and allow students choices in their undergraduate experiences. Prepare

for a capstone course to increase awareness of choices that are available for ongoing

graduate degrees. SLP, counseling, rehab counseling, etc.

Started a minor in CSD as students were choosing not to come to the university

because they wanted a UG degree in CSD. The minor has increased in popularity –

provides degrees of freedom in training. And training in different fields to increase

diversity in the classroom and field.

Concern of students who come from leveling courses – are they prepared? Many say

yes, can’t tell them apart from other students. Sometimes they are better prepared –

maturity level.

Inclusion – increasing diversity - attempting to get underrepresented students in the

program, having difficulty providing support to them as individuals.

Urban environment, students are first generation college. These students need

different support and mentoring than other students for success.

Difficult to understand differences when a system is set up for others who are

different. Remember those who fail, but not those who are successful. Need to think

deeper about how to support students who didn’t get the same level of support as

undergraduates or early education. Need mentoring and empowerment in order to be

successful.

Our responsibility to think deeply about this – how to support diversity within the

training and field. Faculty need to be more open to diversity.

Importance of community for students from diverse backgrounds.

Would like some ideas on good models of mentorship for supporting diversity?

NSSLHA’s role in mentoring and supporting diversity?

Challenging our commonly held conceptions – is leveling really necessary? Students

with ‘other’ background vs. ‘without’ background.

Courses are more integrated with students with different backgrounds. Not as

isolated as they were with the leveling model.

AP courses/dual enrollment courses. Push for students to graduate in 3 years at UG.

About half of those students to well. Others struggle. Then this brings up the

emotional maturity challenges. Not as much life experience. Difficult time accepting

constructing criticism. Very performance issued.

We aren’t seeing the ‘average’ students in CSD programs. High performing students

typically interested in CSD. It’s okay to be a high achiever.

Learning communities are beginning to emerge at UG levels. Have found this to be

very helpful.

PhD – UG providing opportunities to get a degree to enter the workforce? Emphasis

on PhD, that is not where the universities are placing value. Not where the masses

are.

Others are increasing PhD numbers – upper administration wanting to count more

numbers. Not quality but quantity.

2. How do you deal with leadership challenges?

Level of governor. Tennessee Promise – 2 years of community college for free.

Impact on students and programs?

Asking for increased numbers in admission but no resources to support them. Then if

a faculty line is given, can’t fill the line.

Number of ‘doctorates’ counted at university – AuD is then working to the

advantage.

Are clinical doctorates being hired as tenure line? Hiring but not on tenure. AuD may

have more on tenure track lines. Some institutions don’t allow this.

130 current openings listed on CAPCSD for PhD. Where is the critical mass for the

number of faculty retiring

Pushback from mentors for PhD students who take positions post-graduation at MA

position only – as it is a perceived waste of time with mentoring when not a research

institution.

Limit number of candidacies? Contributing to the shortage of PhDs and faculty as

these new programs continue to increase demands of doctoral level trained

individuals.

Rationale to keep numbers small. Employability. SLP/A schools as BA.

Because we are in a helping profession sometimes we are too accommodating and

this then allows us to become vulnerable.

How much do rankings play into perceived in leadership at your university?

Regionally a reputation makes a difference.

Parents asking questions about rankings, admittance rate, job placement, internship

experiences.

Lists of what you can do with a CSD UG degree. Integrating that into the curriculum.

3. Future topics

Where to your undergraduates end up if not graduate programs in CSD. Can we have

more info on our undergraduates through CAPCSD.

Group 5

1. Undergraduate issues

Low GPAs; can’t get into graduate schools; no minimum requirements for

undergrads

Expanding grad programs is problematic with the shortage of tenure track faculty

Brings in tuition but won’t get into grad school; how do we resolve this ethically?

Undergraduates use resources that can’t go to graduate students

Not only marginal students, but good students are not getting into graduate

schools

Allocation of resources is the issue; too many resources go into undergraduate

programs; need to impact with GPA

Why a concern to us but not similar other fields (e.g. PT, OT)?

SLPA is a possible profession; but some states have minimal standards for SLPAs

2. Future CAPCSD project: how many good students are not getting into grad programs –

is national survey needed?

There are many liberal arts program with core curriculum; introduce our

undergraduates to other potential opportunities such as special education,

counseling, etc.

5-year Master’s program (3+ 2 model) – excellent retention rate; might change

majors; involved in clinic in observations, etc.

3. Retention issues: is it more successful if students are counseled to more appropriate

majors or to remain in the CSD major?

Similar issues with OT, PT

Major in health professions – can find jobs in medical sales, pharmaceutical sales,

hospital middle management

Need STEM background; very important to take harder science courses; some

search for easiest faculty to complete science courses

o Future discussion topic: outreach to capable candidates (e.g. math majors)

but still need to meet federal financial aid requirements

o Future discussion topic: focus on undergraduate programs; counseling

marginal undergraduate students

o Future discussion topic: 5-year Master’s program models (3 + 2); how to

decide so early on; various pathways an important discussion

o 1:5 ratio of applicants of undergraduates admitted to graduate programs

per ASHA statistics

o Hampered by model of clinical education; that is the bottleneck; driven by

Medicare regulations in clinics as well

4. Clinical model alternatives

10 years ago clinics were teaching labs and not businesses/revenue generator;

currently not the case and are revenue generators; students audit own Medicare

charts (HIPAA and consent forms signed, etc.)

Administrators love revenue generating clinics

Public relations important; marketing needed to obtain attention of donors

Clinical work involves money; more attention to business side very important;

training in savvy business practices is needed

Revenue generation – one program has on-line Master’s degree program with

45% back to department and rest to college of extended learning.

5. Future discussion topic: marketing and development strategies

Raising revenues in clinics and other activities

Development/donor funding important; call alumni; many heart-warming stories

from the field; training needed

Marketing and public relation training needed

6. Multi-cultural issues in graduate programs

Many more international students in US programs

Faculty need to be better trained in this area

Lack of diversity in many programs

Group 6

1. Ways to attract students from different backgrounds to increase diversity

Issue is income level; offer financial incentives

Undergrad level

Provide resources for tutorials, small group supplemental instruction

Teach study skills

Campus tutoring center employs CSD upperclass students as tutors so there’s

knowledge of content

Recruitment at high school level campus visits, esp. in labs with technology

visits even from students at elementary level

2. Graduate admissions

Add more students of diverse backgrounds to wait list

Bonus points at grad admissions

o Ethnicity

o Leadership other experiences, esp. related to talking to people

Increase faculty/staff sensitivity and provide a broader range of experiences

at graduate level, may have to provide makeup work

Mentors – more advanced graduate students or community professionals

3. Increasing students attracted to the major while undergraduates

GER courses

Communication in the Mind

Great Books - use books with characters with disabilities

Communication Disorders through Film

Honors Courses

Freshmen seminars

4. Advising

Gateway to other fields, but background gives you a benefit as you apply to other

disciplines

Special ed, regular ed, other therapy fields, deaf studies, interpreting, counseling,

social work, behavior specialists

NSF grants for helping students finish in the sciences and go to grad school

STEM - CSD should so better at being considered a STEM discipline

Focus on skills and values learned that are beneficial for a lot of careers

o create well-rounded students

o problem solving

o communication

o good writing skills

o good oral communication skills

o high EQ and interaction skills

o more employable: businesses prefer flexible, problem-solving employees

Include more humanities in curriculum, e.g. through disability studies

o politics

o art and film – increases 'human' awareness

3-year undergrad programs eliminate important liberal arts curriculum

Group 7

Recruitment and budget is geared toward undergraduate programs.

1. Question from administration: Why can’t you take more students?

Bottleneck – too many students in the program, but not enough professionals

to fill the jobs.

2. Thinking about diversity/diverse group – possibly use criteria of maintaining a 2.8 GPA

(vs. GPA admission criteria).

Budget money to look at state performance measures (e.g., students securing

jobs in the field; students admitted to graduate programs in the field).

3. Undergraduate numbers dropped when properly advised (e.g., students who can’t get

into graduate school). How do we ethically teach students who won’t ultimately be

successful in the field based on their academic performance? How can we guide these

students? Possible solution: A minor in CSD; major in another discipline (e.g., special

education; linguistics).

Structure undergraduate program in a way that it can be a base for a variety of

other fields.

Undergraduate: Range from 38 – 42 credit units

Undergraduate Sessions (publicized on campus): What’s my Plan B?

Popularity of ASL classes – possibility of ASL minor/major

4. Few undergraduate programs guarantee that you be accepted to a graduate program (e.g.,

English majors at some schools). CSD is unique because you need a graduate degree to

practice.

5. Post-baccalaureate programs/Leveling courses – are they helping our undergraduate

programs? May be “hurting” these students because of increased GPA, motivation, etc. .

6. Some universities advertise a “general” product. Undergraduate degree is

background/foundational information. No coursework in disordered areas/not a clinical

degree (e.g., speech science; language science; hearing science). Cons: Are we training

students to be “clinical?” Do they have enough information with this coursework to

understand the clinical component of AUD/SLP practice?

Difference between students who may have a 4.0 in academic coursework and

those that will be successful in a clinical experience.

7. CDCAS in collaboration with council: Name attributes that can be identified in the

admission process that can be attributed to success in a graduate program. What can we

learn from the data? What “things” from the admission process are helpful? Future

research in the central application service.

Group 8

1. What are the big topics you are covering with your graduate students?

The power of orientation

Do orientation with undergrads ASAP

Focus on the options they have in masters level work, didn’t require

o Rehab sciences

o Public Health

o Gerontology

Advising

Knowing your faculty advisor

What is remediation

How can we help you be successful

Let graduate students know things that will delay graduation

o It can be tricky in terms of reporting time to graduation

o No missed practicum days

o Communication with external supervisors is crucial to enforce

o The student wouldn’t be allowed to register for class

o You have to have enough rules to know what should be an exception

Professionalism

ASHA Website under NSSLHA

o Written like ASHA code of ethics but it is for students

Make it clear what expectations are in the program

Students have to sign an essential skills document

The power of social media in creating an environment of entitlement and

violations of their own FERPA and that of their peers in terms of placements

and exceptions

It is our role to inform them of potential consequences for later life

Placements

There is also a sense of everyone for themselves in terms of trying to get a

placement

Give students a choice and allow to pursue own so they feel more in control

and more satisfied

Share the mission statement of your faculty

2. What is the role and purpose of your programs?

Are we preparing students that can serve the new American

How do you nurture students to be successful citizens in the world

(These statements weren’t made explicitly. They were extrapolated from the

themes of the conversation. – CGR)

We are trying to educate and inspire students to feel compelled to care for the

other humans around them. Specifically, we are hoping to give them skills that

will help them identify the people that may need their help the most. At the

undergraduate level, it is not the end goal to ensure that every student gets into

a graduate program. The end goal is to try to inspire students to see the need

to lend a hand to the people around them that need it.

3. Who are our customers?

Students see themselves as consumers entitled to certain services and grades

based on their tuition money.

We are serving students to help form them into who they need to be in order

to be successful in the world. It is our job to provide students with the tools

and skills that will carry students into any profession not just SLP or

Audiology.

4. Dealing with funding cuts?

How are you using our clinics to support ourselves

o Using IPE to help develop a working clinic

o Teaming with other healthcare in the area

o Each program will really have to consider what can work in their

program and their community

o Can use the value of volunteer hours as showing economic impact in

the university community

o Don’t forget to remind your Deans that they are getting tuition dollars

for the clinic

o Differential tuition

Regular tuition plus additional tuition for covering clinical

faculty time

The point was made that this type of billing may create

additional financial barriers for students pursuing degrees in

SLP and AuD

5. How do we contend with the quality of undergraduate students and the odds that they

will get into graduate school?

A program can use focus groups of undergrads, grads in programs and grads

who did not get into programs, and faculty in other non CSD programs to get

data on how they think advising undergraduates to leave the major could be

handled and how this topic is handled in other disciplines (e.g., Psychology,

Biology, Sociology)

Some programs use a Clinical intro to SLP and Aud class to outline the rigors

of the profession

o What does it mean to be a professional in our fields

Cultural and linguistic issues

HRSA module on using interpreters

o This class can be used to emphasize what are the core pieces that you

need to be successful as humans in society not necessarily as grad

applicants

Can be sent to the career center

Resumes

Letters

Group 9

1. At the Crossroads: Higher Education and Big Business (Wilcox & Jones)

Business Model – Shift in clinical operations to take insurance, some colleges

or universities are focused on revenue and generating income.

Typical university clinics cannot provide the level of supervision needed for

medicaid and medicare; requires increased fees, increasing number of

appointments; building capacity; business manager as well as a Director of

Clinical Education.

Some clinics are required to earn enough to pay clerical people in addition to

clinical staff.

Billing is the most challenging aspect to moving to a fee based model.

Clinical staff are not paid from the state – so, they must generate their own

salaries.

Recommend that you hire people to do the billing.

On some campus’ there is a need to focus on 1st year clinics and specialty clinics,

not on service provision.

One potential solution might be to rely on philanthropic funding.

Operating a ‘real’ clinic allows students who have no conversational skills

about finance, insurance, to learn the language and develop skills. Student

complete the forms, Medicaid, Medicare – CPT codes and diagnostic codes.

Multiple clinical salaries are generated; monies generated go back to the

college and are also used to pay clinical supplies, equipment maintenance, etc.

Clinical faculty paid by medical college – not by clinical services; dispensing

hearing aids.

In some institutions, clinic doesn’t have its own budget. Have to consider the

ratio of supervisors to students and ratio of student clinicians to clients.

Whatever you do for Medicaid and Medicare, you have to do it across the

board.

More philosophical – sliding fee schedule, support groups, can develop other

services exempt from billing.

Clinical faculty complete 80% teaching and 20% clinical services.

Teaching includes clinical teaching, supervision and direct supervision.

Revenue generating in ENT hospital 13.25 clinical faculty.

2. What are the equivalencies?

Academic faculty 1 hour = 1 hour

Clinical faculty 1 hour = 1 hour (16 clients with 16 students)

Every client supervision 1 hour per week to meet with student, 30 minutes per

week for documentation = 40% supervision

Each 6 clients makes 1 SCH – 2 clients at the same time

Ongoing therapy, diagnostics, support group, students, undergraduates,

graduates, etc.

Unbelievably hard to find a Ph.D., 125 tenure track positions open; people are

not quitting job; not getting rid of faculty, they are retiring.

Look at other education models and compare values with the other doctoral

degrees.

Ph.D. programs may need to change their model to accommodate needs.

Consider Ph.D. from other programs, share Ph.D. position with rehabilitation –

we give you a 50% position. We need to change like that, experimental

psychologists, visual cognition.

Big push – Ph.D. programs – actually make more money in a clinic than in

academia, academia pays too low.

We need to support Ph.D. students with a $20,000 stipend and full tuition. We

may need to identify early and train – budget $30,000 per year for university

professor. If you can’t support new Ph.D. students you should recruit from

other professions.

3. Plenary B: Leadership in an Atmosphere of Change

Department chairs, analogy – OREO cookie was great.

What are the leadership qualities? What do you do with toxic employees?

Scared to confront, professor confrontational with faculty. Address employee

in annual evaluations with chairs.

Documentation meeting – what happened; remediation or mediation; hold

accountable often enough; always have to be the one to stay calm.

Collegiality, professional behavior, change in behavior with promotion to full

professor.

Respectful of department in dealing with situations; Conflict resolution

training, past lectures, presentation, budget etc.; Mentoring in CAPCSD for

new program directors.

Group 10

1. Undergraduate don't get in: now what

Concerns: Regarding application process to graduate programs

Grad admit process if 3.6 GPA is lowest

o Really not a big difference

o Admit process: writing, communication

Encourage faculty to write better letters to discern those most likely to

succeed as a clinician

Regarding challenges with making poor selection of students into graduate

programs

o Coaching costs once in program

o Grade inflation-is this the crux? Work for grade not knowledge

Possible needs in undergraduate programs:

Counseling about job opportunities with a CSD BS/BA degree

Early education of undergrads of what they need for grad school

2. How funding impacts clinical training

Formulas for funding universities:

Tuition differential some programs have this in place.

Lab fees to support clinical expenses in some programs.

Lot of Pressure or focus on undergraduate programs so revenue pulled

from graduate clinical programs

Some programs are changing when undergraduates are eligible to enter

CSC undergraduate programs.

Master level students are considered “quick turnarounds” since only

enrolled semesters.

Employability more of a focus at some universities

Outcomes change minds.

3. Programs need to move into 21st century: how do we do this? STEM?

One program has involved psychology, music, spec Ed.; IP EDUCATION

IP Education- use cases and team in Smart Room with other disciplines

including businesses. Takes people training

Formal problem based learning class

4. Leadership. What is our future?

Changing face of academia that was stable but changing.

Group 11

Lots of conversation about the interest in undergraduates

o Concern about undergraduates being accepted to a graduate program

o May promote the undergraduate degree as a platform for other

professional areas. Focus should be that this is a great degree because

there is so much you can use in many different areas/fields

o Need to provide other options upfront in case you do not get into

graduate school (or if you are not planning to go to graduate school)

o Get away from the idea that the undergraduate degree is a pre-

professional degree.

o Other undergraduate programs, such as psychology, emphasize the

degree as an education vs. a specific job

o Bachelor degrees are still getting jobs

o General concern about the fact that CSD programs are expensive and

may be cut based on numbers

Entrepreneurial programs

o More online courses

o Creative ways to support students

Grants

Scholarships by local AEA (pay for students to stay in the

school district)

Student support campaign

Identify at risk students early on

Active NSSLHA tutoring night

Other discussions

o Concern - Manufacturing jobs in administration at an increasing rate

o Students feeling entitled

Group 12

1. Were you involved in business model discussions at your university?

For some, there is a separation between faculty and administrators, with

faculty having little input. At other institutions, faculty are either given a

strategic plan and told how to address it, or given the strategic plan and told to

implement it with little direction.

There was also variability amongst institutions with regard to having a voice

when budget decisions are made regarding tuition or establishing services that

students want. At some institutions faculty input is solicited, while at others

institutions faculty have no voice at all.

2. How do you manage the shrinking dollar and programmatic initiatives?

Some programs are able to keep revenue they generate, while at other

institutions administration views revenue as a source of funds they can access.

One institution is trying to use clinical income to incentivize faculty to

generate more revenue as they get a percentage of revenue generated.

In some states, state legislatures have cut higher ed. funding which has

exacerbated problems, thwarting initiatives.

Several people noted that their institutions rely on Deans as well as upper

administration for support.

It was suggested that it helps when faculty across departments speak with one

another so that they have one voice regarding various initiatives. It was

suggested to those that felt they had no voice to consider taking on a different

role in order to increase awareness and advocacy.

Others shared that it is hard for their departments to make changes as they are

"stuck" in old models which inhibits implementing new initiatives.

Some also commented that their programs are always on the defensive, never

knowing what edicts or changes are coming, which makes future planning

impossible.

3. How does your institution's business model affect research?

This question did not generate much discussion.

In one institution, a large administrative fee is taken out of grant funds (51%)

for overhead/administrative costs and yet the grant is still charged for phone,

software, supplies, data storage, etc.  The concern was that this model is not

sustainable in the current climate of decreased grant funding.

4. Do we accept students as consumers?

What are the ramifications to growing undergraduate programs in an effort to

generate more revenue when they then cannot get into graduate schools?  On

the other hand, if we flood the market with SLP graduates, will there be jobs

in areas where graduates want to work, e.g., urban vs rural areas, east/west vs

north/south, etc.?

One person commented that as a profession we need to re-frame

undergraduate education.  It was her opinion that an undergraduate education

in CSD should not be considered a pre-professional degree. Instead, it should

be looked upon as a valuable degree, akin to a liberal arts degree, even if the

student is not going to graduate school. To do this, she suggested, we need to

better market the value of an undergraduate degree in CSD. The perception

needs to shift so that it is not considered a failure if a student does not get

admitted to graduate school. We need to better inform students of the options

available to them with a CSD undergraduate degree.

With regard to STEM, we need to do a better job of communicating how we

fit in. To do this, we need to work with other disciplines, engage in

collaborative research (bench to bedside), participate in IPE, and do a better

job with PR to inform others (news, newspapers, etc.).  Students can help with

all of this as they are both a resource and a customer - if they believe that they

received good customer service, they will want to give back.A new model of

educating our students is needed. Consider the MD model, send students out

of state for practica.

5. What will the future of SLP look like?

Tele-practice

On-line education

Group 13

Group 14

1. Undergraduate Programs

The first area dealt with the need for CSD programs to focus more on their

undergraduate programs with the upper university administration rather than

the MA/MS speech-language pathology or the Au.D. audiology programs.

CSD faculty are more concerned about the accredited programs for entry-level

professionals than the undergraduate program.

Discussion continued regarding the concern what undergraduate CSD majors

do if they don’t get into a graduate program.

Should these students be directed to graduate programs in education, special

education or teacher of the deaf programs as an alternative option? The

question arose if anyone was tracking these students for several years after

they graduate as some of these students who are not admitted to CSD

programs initially may be admitted a year or two later after gaining more

experience, most likely as a speech-language pathology aide or assistant.

It was recommended that CSD undergraduate students have a minor which

can lead to a plan B for careers if not admitted to a CSD graduate program.

2. Low Graduation Rates

The second area dealt with the low graduation rates of undergraduate students

from the bottom quartile of socioeconomic status. This resulted in less

diversity in graduate CSD program.

A suggestion was made that to recruit students from diverse backgrounds to

the CSD professions that programs need to promote the professions to

younger students in middle and high schools.

There was also discussion of the role of the GRE score in graduate

admissions. CSD programs that give a high weighting to the GRE score may

be reducing the diversity of our graduate students.

It was recommended by some that CSD programs eliminate the GRE as an

admission requirement or use it as a value-added score in the admissions

rubric (e.g. 0 points given for taking the GRE but points given if scores were

greater than 150 so that GRE scores did not penalize an applicant but only

help them).

Others suggested that more students from diverse backgrounds be given

interviews to see if there are other qualities not captured in their quantifiable

GPAs or GRE scores that would make the applicant a good graduate student.

3. Revenue Sources

The third area dealt with developing alternative revenue sources. Some

programs suggested holding summer camps, such as one does a literacy camp

for junior high students.

Other programs are contracting with a correctional facility and residential

psychiatric day treatment centers to provide staff and students to provide

speech, language and hearing services.

It was suggested that CSD programs consider differential tuition or program

fees that stay with the department to support purchasing of clinical equipment

and materials and also fund professional development for clinical faculty.

Another suggestion was to add classes in sign language as they typically draw

large class sizes, which lead to increases in program funding (depending on

the funding model of the institution).

Group 15

1. Student entitlement

Possibly related to how students are viewed as customers

Seems to be a nationwide problem

Students tend to go straight to the top (administration) when there is a

problem, rather than dealing with the faculty member

Push from above is to do whatever is necessary to keep student in program

This shift will likely not change in the future

Perhaps during orientation talk to students about this- talk to them about not

being customers, but investors (shared stakeholders). Helpful analogy is

renting versus buying a house.

Some of this is a generational issue

This phenomenon may be particular to the traditional college students (as

opposed to minority students, non-traditional students, first generation college

students, etc.)

2. Shifting from “teaching” to “learning”

Students may resist “learning”- they seem to want lectures, even though that

isn’t necessarily the best way to learn

Modern students have been tested ever since preschool- they are very invested

in testing, grades

Flipped classroom- is it realistic expectation that students spend lots of time

outside of class prepping, with the students’ academic and courseload?

With flipped classrooms, students may not realize how much prep on the

professors’ part needs to take place? Are their professor evaluations going to

unfairly penalize faculty?

3. Leadership

Being proactive versus reactive is difficult when you are having to respond to

“fires” all day

Building on strengths: having all faculty do the strengths finder and discover

what others are good at, what their strengths are and encourage those skills in

them

Balancing and managing faculty workload can be a challenge

In some universities there is an informal “pecking order” based on who has

Ph.D., year of experience, etc. Perhaps looking at faculty strengths will help

faculty to see that all have things to contribute equally.

Some programs have a real gulf between Ph.D. faculty and clinical faculty.

o Some clinical faculty are intimidated by doctoral faculty

o Can program chairs lead the change in the culture?

Supporting faculty in terms of their time allocation so that they

have time to be in the clinic

o The culture of the school can really affect how well Ph.D. and clinical

faculty work together

Can we change culture?

The group needs to buy in

Change can’t necessarily be mandated- it should take time

This can be part of strategic planning

A culture of open communication is important to get the faculty to

buy in

Focus in on what is best for the students-make sure coursework

supports clinical work

Sit in on other faculty’s courses to get an idea of what is being

taught and how and connect it to clinical work

Have clinical faculty come into courses as guest speakers

Some programs have faculty that can’t supervise (don’t have their

CCC’s)

In the interest of transparency in communication, one program has

student reps from NSSLHA come to faculty meetings for a portion

of the meeting to share questions, concerns, thoughts, etc. Students

also shared this information with fellow students

4. Undergraduate education

With the need for SLPs, does it make sense to drop UG SLP programs?

Some programs have gone to a minor in SLP to make UG more

marketable if they don’t get into grad school

A program has a neuroscience major with an SLP concentration

Programs that have gone from an undergrad program to another

variation have seen no drop in their numbers

Group 16

1. What goes around, comes around! Change is needed.

We evolve and embrace change. Council is getting bigger. Seems like same

issues recycle through each year. People who were here 15 years ago are hearing

the same issues now. We keep pace with technology. Strive to be like a business

model? Maybe we shouldn’t. Maybe that is the issue.

Students are better prepared. We change with change and we do it well.

Sometimes we meet resistance.

(Chair) needing to know business plans (self-taught). As SLP/AuD we don’t

know how to run a business or come up with a business plan so had to teach

ourselves.

2. What pressures are there for your programs?

How do you persuade administration (to meet your needs).

Explain to administration that students must meet the standards of an accrediting

body. Students are in high demand and employed even before graduation. So,

this (name the needs of the department/clinic) is what we need to keep up these

demands.

Professors educate students, provide clinical services and do research. They are a

triple threat. Professors need to be good at all three of these things. Stay ahead of

the curve and remain flexible or your program won’t be there.

Be aware of political climate. Biggest job as Chair – lead the parade and follow it

with a shovel!

Need to answer why you need/want something done to meet the needs/goals.

Model of grief (valley of death). Might have to work through the process by trial

and error.

When your boss changes your job changes!

Administrators look at undergrad numbers.

3. How do you balance [as an ethical professional] undergrad enrollment vs grad

admissions.

- Counsel out of the program but stay in the University

- Counsel in to other careers

- Can increase undergrad numbers – but then what

- Can increase undergrad numbers – but then you lack resources

Ethical issues

- Advertise what you can do with the degree (4 year)

o Might not be able to get in to grad school but can go into another grad program

4. Undergrad requirements to get in to the sequence.

GPA. Professionalism. Competency

5. Where can you generate revenue?

NIH. Medicare

6. Online collaboration

1:1 trade if you collaborate with another program. Trying to find funding for an

online exchange between Universities (but who gets credit). This could help with

shortages like PhD.

Convenience education. Same instructors teach in class and online. Interact with

each other weekly. (Skype. Blue Jeans). Get more resources and invested in

more faculty. 20 cohort online and 18 residential. Can’t add to in-house

program.

7. Supervising externs – credentialing

Require credentials - we send our interns out to supervisors who have no

training for the most critical part of our program [the clinical part].

8. Breakout sessions

Folks would like more breakout sessions instead of 3 hours of presentations

9. Trying to grow the clinic

Competitive pay

Staffing

Contract with private companies

Getting the 2 for 1 with the staff and clinician (student)

10. Do you use advisory boards to raise money for scholarships?

Never miss an opportunity to tell someone about the great things that you do as a

clinic/department. Get people on the advisory board with deep pockets.

Raise money: Increase enrolment. Research grants. Have a “mega” clinic.

Cultivate potential donors.

Do you require a donation from the person on the advisory board? “Advancement

board” would be a more accurate term.

Get well known people in the community to jump on board. Can make it part of

the culture “100% of our board is a donor.” Includes fundraising advice.

Generate community outreach. Who to invite on the board?

11. What do you want your students to become?

Wealthy? Major contributors to our alumni fund.

12. Curriculum revision

Curriculum needs to change but “not my class” mentality!

Group 17

Group 18

1. Issue: Undergraduate Programs

Not enough focus on undergraduate students

o Focus on their success so they get into graduate programs

Mix of undergraduate program size

o Some growing

o Some small

Challenges

o Many undergraduates won’t get into graduate school

What do you say to them?

Alternative careers: grad school in other areas

Counseling students out of major but stay at university

SLPAs

Public health careers

Focus on hiw disability and human communication can be

important for other careers

Student groups have talks on alternative careers (have

message come from peers)

Get info from social work, early childhood

Programs need to eliminate undergraduate programs or embrace them as having

value outside of students becoming SLPs or AUDs.

o Eliminating undergrad program might make depts. Not viable because

professional programs are too small and not as well respected as needed to

exist alone

Faculty need to stop giving subtle message that all students will become SLPs and

AUD by saying “when you become an SLP…” in classes

ASHA should provide info on what students could do without a graduate degree

2. Some schools violating April 15 deadline

Is there a list of schools who violate this policy?

Some schools don’t seem to care

3. Focus of students is on getting a job

Only becoming SLP/AUD

In master’s programs okay for that focus

Need to focus on the career not a job

Some students graduate with lots of debt so focus on a job might be reasonable

Student funding is very important – limited sources

4. How are programs being forced to seek alternative funding?

Focus on grants, funding 50% salary with grants

Clinic funds/income

o Whether it covers faculty salaries

o Clinicas are expected to cover clinical salaries

o Medicare restricts what clincs can do

o Clinic funds fully pay clinical faculty: 3 Partly: None:

o 1 new policy, 1 for 4 years, 1 always

SLPs/AUDs have productivity and see clients without students (up

to 50%)

o Some clinical faculty salaries are paid by differential tuition by graduate

students

$400 per student per semester (PT gets $600)

5. Leadership

Can you share personal info within a department if you may know someone is

depressed

o Faculty can feel a connection to those who ask about their personal lives

o Can be a role model by sharing some of your personal life