Communication Disorders & Sciences

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Department of Communication Disorders and Sciences provides high-quality academic and clinical instruction in an undergraduate program integrated with an accredited graduate program in speech-language pathology. Students are provided the critical thinking skills necessary to enter a culturally diverse society and make contributions in the areas of scientific inquiry, patient management, professional leadership, and responsible citizenship.

Our faculty fosters the development of knowledge and inquiry through excellent academic and clinical teaching, service, and research/creative activity. The department also strives to provide high-quality clinical services to individuals with communication disorders in the east-central Illinois region and to serve as a resource to community professionals on the nature, treatment and prevention of speech-language-hearing disorders

How does the program mission align with the university mission?

Department faculty are committed to excellence in teaching that is then integrated into real-world application in clinical practicum experiences. Students are also encouraged to engage in research activities that evaluate clinical efficacy. The opportunities provided develop articulate communication, professional interaction, and responsible leadership skills in students who must integrate the academic content in functional learning experiences.

Whom does the program serve?

The program provides services to the community through the EIU Speech-Language-Hearing Clinic; and by providing services at local schools and agencies. The program also places graduate interns in schools throughout Illinois and medical facilities throughout the state and country.

The EIU Speech-Language-Hearing Clinic provides speech-language-hearing services to more than 500 people. By conservative estimates, more than 1000 people in Illinois and surrounding states receive some level of speech-language-hearing service from an EIU intern in schools, hospitals and other rehabilitation settings during the course of an academic year.

What are the services provided? How do these services align with the university mission and program mission?

The Speech-Language Hearing Clinic provides evaluation and treatment to individuals of all ages who present with a vareity of communication disorders. Example disorders include voice, stuttering, articulation, language, aphasia, dysphagia, and hearing. More global deficits addressed include autism spectrum disorders, stroke, traumatic brain injury, and developmental syndromes. The university mission emphasizes the importance of applied learning experiences following excellent instruction and rigorous inquiry. Students in this major acquire knowledge and skills to engage in critical thinking for diagnosis and intervention planning, as well as professional oral and written comunication.

Describe the program’s origins (e.g. year established, purpose, expectations).

 Dr. Wayne Thurman, department chair 1962-1984, reported that the first courses in "speech correction" appeared in the EIU catalog in 1947 and were part of a major in "speech." Speech and hearing services were also initiated at that time.

The state's requirements for speech correctionists through student teaching with a "minor concentration" in speech correction emerged at EIU in 1951. Screening of the speech and hearing of all EIU undergraduates was initiated at that time; currently all education majors are required to complete speech and hearing screening. In the fall of 1964, the department began offering its major under the newly formed Department of Speech Correction and had an undergraduate enrollment of about 20 majors.

In 1966, the program changed its name to the Department of Speech Pathology and Audiology and initiated a one-year master's degree program. The master's program in speech pathology was accredited by the American Speech-Language Hearing Association in 1970 and has remained continuously accredited since that time.

In 1987, the program changed its name to Communication Disorders and Sciences. In 1988, a two-year graduate degree program was adopted, which expanded coursework for medical settings. The program met and continues to meet the requirements for ASHA's Certificate of Clinical Competence, the Type 73 Support Personnel Certificate required by the State Board of Education (now Illinois Professional Educator License), and the Speech-Language Pathologist License required by the Illinois Department of Professional Regulation.

How has the unit changed or adapted over time?

The program has adapted over time in a number of ways. The Department has changed its name to more accurately reflect national evolution of the profession through the decades. Curriculum is continually reviewed and updated to reflect the required scope of practice for graduates of the program. New initiatives are the hallmark of the program, including a laptop computer program for all students at the junior, senior, and graduate level; a required grade point average for admission to the upper division courses; the implementation of technology into all classes; a paperless clinic file system; conversion from a closed-circuit video viewing system to digital; and development of a hybrid face-to-face/distance education master's degree program.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

There are two courses that are offered to support the Neuroscience minor, which is a multidisciplinary minor, CDS 2500 - Anatomy and Physiology of Speech-Hearing and CDS 3500 - Neurology. In addition, the Department offers a Senior Seminar to support the general education requirements, EIU 4157- The Impact of Communication Deficits.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

Data from the Bureau of Labor Statistics Occupational Outlook Handbook reported that employment opportunities for speech-language pathologists are expected to grow by 23% (faster than average) for 2010-2020. Positions posted in 2010 for speech-language pathologists numbered 123,200 with an average salary of $66,920 per year.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The program is accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology, which is associated with the American Speech-Language-Hearing Association. The program was re-accredited in 2009 until December 2016.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

No

What are the most important outreach or public service activities supported by the program?

The Speech-Language-Hearing Clinic is the most important public outreach. Services provided include diagnostic evalautions and weekly remedial treatment for speech-language and hearing disorders. Clinical practicum services are also provided to hearing impaired and communication disordered students enrolled in the Charleston public school system, Kansas Elementary School, and a cochlear implant elementary school in Champaign. Second year graduate students are also enrolled in internship experiences in educational and medical settings across the state and country.

How do the local community and the region benefit from the program?

The reputation of the Speech-Language-Hearing Clinic is stellar throughout the region. Hundreds of individuals and EIU students receive services at the Clinic in the course of a year.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Communication Disorders and Sciences (B.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Communication Disorders and Sciences (M.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

The Speech-Language-Hearing Clinic is in the process of expanding to include an Autism Center. This would provide focused evaluation and consultation for individuals with autism spectrum disorders. The Department has hosted two conferences with financial sponsorship from several internal (EIU) and external sources to raise awareness regarding this initiative.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

Donor gifts have provided the five existing departmental scholarships that are awarded each year. One supports travel for graduate research presentations (i.e., Nilsen), two support graduate education (i.e., Hollowell and Struebing), and one supports undergraduate education (i.e, Coon). In addition, donor gifts provide money to replace equipment in the Speech-Language-Hearing Clinic, specifically the sensory room (i.e, Flynn) and one is a fund to support a student with significant financial hardship (i.e., Jacques). 

Alumni events are supported primarily through alumni gifts obtained through the telefund. An annual Alumni Newsletter, graduation reception, Art Gallery framing, and other special events are funded through the gift fund.

Students have also been actively engaged in fund raising for the Autism Center by securing sponsors for various events, such as the Illinois marathon. Faculty have also been involved in contacting specific individuals to request gifts to support the Autism Center.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

One significant relationship is maintained with the Charleston public schools. Speech-language services are contracted to supplement their staff at Jefferson School and aural rehabilitation services for hearing impaired students are provided at Carl Sandburg. Services are provided at the schools two days a week by graduate students supervised by EIU faculty. A similar relationship is maintained with Kansas Elementary School, in which the Department is contracted to provide all speech-language services at the school, including assessment, treatment, and IEP staffings. This advances the university mission by providing graduate students with opportunities to experience application of academic content in real-life learning experiences.

Approximately 30 internship sites must be secured each year for graduate students. There are several hospitals and schools that are extremely receptive to consistent placement of EIU students each year. Those relationships are key to being able to provide competitive quality educational and medical expriences for graduate students so they can accrue the required number of clinical practicum hours for graduation/certification.

The Department also has a long standing relationship with the Illinois Speech-Language-Hearing Association. Faculty have been instrumental in serving in key leadership positions for decades, enhancing the service aspect of the university mission statement. Faculty model professional involvement and encourage students to present and volunteer with the organization as an incentive to become professional members when they graduate.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

Revenue from fees associated with services provided at the Speech-Language-Hearing Clinic provide the resources to maintain the program. Travel for faculty's continuing education to maintain professional certifications and practice licenses are paid from the Clinic Fee account. A graduate assistant to help in the front office with clinic paperwork and cllient contacts on a daily basis is funded from the Clinic account. Equipment and furniture for the Department is funded from the Clinic account. The operating budget is minimal in maintaining the academic program; the Department is extremely dependent on the Clinic fees to maintain the quality of the both the academic and clinical programs.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

Classes are large because upper division and graduate courses are only offered one semester of the academic year; all majors at the specificed level (i.e., junior, senior, graduate) must enroll in one section of the class. The average is skewed a bit lower because sections of clinical practicum courses have few students enrolled to allow appropriate levels of one-on-one faculty supervision.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

How does the program seek to distinguish itself from similar programs at other institutions?

The Communication Disorders & Sciences program at EIU distinguishes itself from other programs in the state in several ways.

• We are unique in offering undergraduate clinical experiences so students have an opportunity to apply content knowledge and determine if graduate school for an advanced degree in speech-language pathology is their desired career path.
• We are the only program in the state that offers an online distance education master's degree option.
• We are unique in requiring two full semester internship experiences at the graduate level to allow students an opportunity to fully engage in two professional employment settings, medical and educational.
• We are unique in that our faculty are fully integrated into our Department mission of training future professionals. Faculty engage in both teaching and supervision, rather than being designated as teaching OR supervision/clinical faculty, which instills a pride in fulfilling the Department goals.
• Faculty model professional leadership and involvement, with more individuals who have served or are serving on state and national professional Boards and professional organizations than any other institution in the state.
• The laptop initiative allows students to organize and use electronic notes in a productive and efficient manner when they transition to internship and employment settings.

Note any unique and/or essential contributions that the program makes to the university.

Faculty from the CDS Department have served in several key leadership positions over the years, including Chair of Faculty Senate, NCAA Faculty Athletics Representative, Chair of the Committee for Assessment of Student Learning (CASL), and service on important committees, such as CAA, North Central Association Accreditation (NCA), and NCAA Recertification.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

All Student Outcomes Data are for Graduate Students in Communication Disorders and Sciences who were Prepared in the Field of Speech-Language Pathology

National Praxis (Speech Pathology) Examination Pass Rates of Graduates on First Attempt

Praxis (Speech Pathology) Examination Pass Rates Compared to State and National Averages

2012 Praxis Results from EIU students compared Illinois and the nation.

Program Completion Rate

Employment Rates of Graduates within 3 Months of Graduation

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

 Action Plan Grid for 2013-2014

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The university is exploring optional delivery plans for degree programs. CDS has developed a distance education master's degree that provides a model for a combination of on-campus and distance delisvery for non-traditional students.

The university is focused on improving student recruitment and retention. The CDS Graduate programs received over 300 applications for 30 graduate slots last year. Increased resources (e.g., faculty, classrooms) would facilitate an increased enrollment at the graduate level.

The Autism Center is a revenue producing enterprise with significant positive community outreach. Continued expansion of the concept offers opportunities for interdisciplinary activities with Departments of Psychology, Family and Consumer Sciences, Special Education, Office of Disability Services, etc.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

Establishment of an Autism Center is a promising opportunity to enhance an existing critical community outreach. Services at the Speech-Langauge-Hearing Clinic could be expanded to meet the needs of individuals with autism spectrum disorders in a more timely manner. In addition, faculty would have availability to provide on-site consulting within area schools for teachers and adminsitrators working with students who have autism. College students enrolled at EIU could be provided with a support network to insure their adjustment to the university environment. Technology to enhance communication with this population could be evaluated and training provided for families and teachers. Classes for professionals and parents who want to better understand the disorder could be offered. The Autism Center could be financially self-sustaining with an investment of personnel dollars (i.e., a Director and release time for faculty).

Additional personnel could also boost student enrollment at the graduate level. Over 300 applications were received in 2012-13 for 30 new graduate slots, limited by faculty to meet supervision needs associated with clinical practicum. The majority of graduate students in the Department pay full tuition and fees; only 10 graduate assistantships are avaiable for 60 graduate students. Additional graduate students would generate additional revenue for the institution. The program has added a distance education master's degree program, but did not admit a new class of students due to shortage of faculty to meet department needs.

The addition of faculty, students, and an Autism Center would necessiate additional space. The Department currently has one classroom that holds 45 students and one Seminar Room that holds 15 and doubles as a therapy room. Academic space is extremely limited. Additional faculty would also require additional faculty offices. 

If needed, provide supplemental comments to help the reader understand future opportunities for the program.