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Speech-Language Pathology

Nova Southeastern University offers a full range of degree levels, from a bachelor's to a master's to a doctoral degree, in the field of speech-language pathology. Become a speech-language pathologist or a researcher, and support individuals and communities dealing with communication disorders.

We confer the following degrees:

All students gain a research-based, academic foundation in the concepts and principles in speech, hearing, language, and human communication disorders.

Nova Southeastern University
Health Professions Division
College of Health Care Sciences
Department of Speech-Language Pathology
Strategic Plan
2017-2019

Vision

Nova Southeastern University’s Department of Speech-Language Pathology is a recognized provider of academic excellence through interprofessional education, clinical best practices, scholarly activity, research, and service.

Mission

The mission of the Department of Speech-Language Pathology is to foster academic excellence and intellectual inquiry of best practices within the profession. The department uses a variety of instructional delivery models to equip students with the essential skills to serve diverse communities and to provide the opportunity to both traditional and non-traditional students to succeed in a rigorous educational environment. 

Core Values

  • Academic Excellence
  • Student Centered
  • Integrity
  • Innovation
  • Opportunity
  • Scholarship/Research
  • Diversity
  • Community 

Envisioned Future 2025

The Department of Speech-Language Pathology at Nova Southeastern University supports its vision to be a provider of academic excellence through inter-professional education, clinical best practices, scholarly activity, research, and service. The department is housed in a facility that supports experiential teaching and learning, and enhances interprofessional education (IPE) and interprofessional practice (IPP).

The Department of Speech-Language Pathology is a leading provider of innovative educational opportunities offering a variety of instructional delivery models to ensure comparable educational and clinical experiences for traditional and non-traditional students. Graduates of the program are equipped with the essential skills necessary to serve a diverse community through acquisition of academic excellence, scholarly inquiry, clinical best practices, and interprofessional education.

The department uses rigorous standards resulting in selection of the most accomplished, diverse students who demonstrate the potential for academic and clinical excellence. The department offers a variety of instructional delivery models to maximize learning objectives as well as provide the ability to better meet the learning needs of the student. Interprofessional educational opportunities are emerging with programs in allied health, psychology, nutrition, sports medicine, and the medical school.

The clinical program employs best practices across all content areas of service delivery.  Students demonstrate the ability to develop evidence-based diagnostic and therapeutic clinical care plans, infusing technology into care as appropriate and accessible. Supervisors both on and off campus are trained in the use of best practices through continuing clinical education opportunities and resources.  Supervisors are equipped to assist students in the development of their care plans using best practices and technology. Supervisors effectively evaluate the students’ decision-making and clinical acumen. Interprofessional clinical practice opportunities are actively sought for clinical practicum placements.

Faculty participates in independent and collaborative research for publication. There are opportunities for students to participate in faculty directed research, guided independent research, doctoral student directed research and scholarly presentations within and outside the university. An environment of scholarly inquiry is fostered across all three levels of education (bachelor’s, master’s, and doctoral) both in the classroom and in the clinic.

Mentorship is a cornerstone of the program. The department mentors faculty into leadership roles to facilitate an effective plan of succession for program administration, teaching, and research.  Students are actively mentored in the development of leadership through participation in a variety of activities and service opportunities. Students serve on departmental committees to enhance engagement and to develop professional skills that assist their transition to successful early career professionals. Doctoral students are actively involved in the teaching curriculum through coursework development and teaching apprenticeships to mentor them into roles as academicians following graduation.

The program actively engages alumnae, current students, on-campus and off-campus supervisors, and others in order to develop, implement, and review the academic and clinical programs. This insight from stakeholders assists the program in the training of students in current best practices.

Strategic Pathway (SP) 2019 (2017-2019)

  1. Improve the admissions process
  2. Advance the use of best practices in both the curriculum and student clinical practice
  3. Enhance faculty and student engagement with scholarly pursuits
  4. Strengthen the use and infusion of technology to meet the needs of students academically and clinically.
  5. Expand student leadership opportunities for service, teaching, research, and clinical practice
  6.  Advocate for facilities that support IPE and IPP
  7.  Develop succession planning

Two Pathways will follow to the EF, 2025 (2020-2022 and 2023-2025)

Key Performance Indicators (KPI)

Objective #1: Improve the admissions process

Objective Owner: Mr. Vertz

  1. The CSDCAS system is used for admission into the  master’s program

Objective #2: Advance the use of best practices in both the curriculum and student clinical practice

Objective Owner: Dr. Kaploun

  1. Number of selected courses evaluated for best delivery model.
  2. Number of on campus supervisors who demonstrate advanced clinical competencies in their content areas.
  3. Number of on campus supervisors who participate in peer review clinical education activities.

Objective #3: Enhance faculty and student engagement with scholarly pursuits

Objective Owner: Dr. O’Connor Wells

  1. Number of manuscripts submitted for publication by full time faculty
  2. Percentage of faculty who participate in scholarly activities.
  3. Percentage of students are presenting scholarly  at conferences and meetings
  4. Percentage of student opportunities for participation in faculty-directed research
  5. Percentage of students participation in guided research projects

Objective #4: Strengthen the use and infusion of technology to meet the needs of students academically and clinically.

Objective Owner: Mrs. O’Brien

  1. Number of instructors trained in the use of the shared drive of technology for infusion into coursework
  2. Percentage of on campus supervisors train in the use of the shared drive of technology for infusion into clinic

Objective #5: Expand student leadership opportunities for service, teaching, research, and clinical practice

Objective Owner: Dr. Braun

  1. Percentage of student  who participate in service activities
  2. Percentage of doctoral students who participate in teaching courses
  3. Percentage of students who participate in committee meetings
  4. Number of teaching assistants are used in courses
  5. Percentage of students who participate in research committee meetings
  6. Number of stakeholders  who participate in curriculum committee meetings

Objective #6 Advocate for facilities that support IPE and IPP

Objective Owner: Dr. Roberts

  1. Number of forecasts completed for IPE
  2. Number of forecasts completed for IPP

Objective #7 Develop succession planning

Objective Owner: Dr. Newman

  1. Number of key skills documents developed for positions in the Department
  2. Number of mentorship plans developed  for succession into priority  one positions

Next Steps:

  • Objective Owners recruit and establish teams and provide to the Strategic Plan Leader by 8/19/16
  • Objective Owners baseline data for their objective by 12/31/16
  • Objective Owners and their Teams determine targets by 12/31/16
  • Objective Owners and their Teams determine initiatives to achieve objectives by 12/31/16

Review cycle starts 1/1/2017:

  • Objective Owners meet quarterly with their Objective Team
  • Objective Owners meet quarterly with the Strategic Plan Leader
  • Chair for the Department of SLP meets quarterly with the Leadership Team for the Department of SLP to communicate information regarding the Strategic Plan.
  • Strategic Plan Leader meets annually with the Department in SLP faculty, administration and other stakeholders regarding the status of the Strategic Plan.