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ACADEMIC PROGRAM REVIEW GUIDELINES

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					        ACADEMIC PROGRAM REVIEW GUIDELINES
                                       Graduate Program Section

NOTE: The following sections (i.e. V and VI) should be completed for each GRADUATE
academic program within the Department undergoing review.

                 Program: Communication Disorders, M.S. Reference Code: 114

V. Program Enrollment and Student Data (The programmatic data below are provided by
Institutional Research for the most recent five-year period. Discuss significant characteristics of
the program as revealed by the data, paying particular attention to trends. For example, what
trends in number of majors, number of graduates, or student scores are apparent and how do
you account for them? How does program enrollment compare with other public institutions in
the state or elsewhere in the nation? Please address each data element separately in your
discussion.)
    A. Number of Majors:

                                Fall 2001       Fall 2002       Fall 2003       Fall 2004        Fall 2005
     Majors                            62             110             120             159              145

    The graduate program in Communication Disorders recognized a 121% increase in enrollment from 2005-2006
    and a 92% increase in 2006-2007. This was the highest growth rate in the College of Health and Human
    Services. From the data in Table V-A, it is evident that there has been steady growth in the department. The
    decline in enrollment from 2004 (159 students) to 2005 (145 students) is due to the department’s choice to
    further limit graduate enrollment. Reasons for this reduction were presented in section II-A.

                     Total Enrollment/Degree Trends (2006 FACT BOOK)
             Year                   # Enrolled              # Degrees
            2001                       143                     44
            2002                       212                     48
            2003                       222                     40
            2004                       272                     77
            2005                       275                     88

    B. Number of Graduates:

                                 2000/01          2001/02         2002/03         2003/04          2004/05
     Degrees Awarded                  23               21              21              42               60

    As show in Table V-B, from 2000-2001 to 2004-2005, the number of graduates increased by 260.86%. This
    substantial increase is due to the development and implementation of our distance learning degree option.

    Noteworthy of comment is also the fact that the graduate student retention rate is currently 94.55%.




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    C. Comparisons with External Data:

           Program Enrollments at Kentucky public universities

                     WKU         EKU        KSU       MoSU        MuSU         NKU         UK         UofL
     2001              60        N/A        N/A        N/A         42          N/A         38          30
     2002             110        N/A        N/A        N/A         28          N/A         38          34
     2003             120        N/A        N/A        N/A         28          N/A         39          43
     2004             159        N/A        N/A        N/A         25          N/A         42          48
     2005             145        N/A        N/A        N/A         23          N/A         38          44
           Source: Kentucky Council on Postsecondary Education (CPE).
           Degrees Conferred by Kentucky public universities

                     WKU       EKU        KSU        MoSU        MuSU        NKU        UK          UofL
      2000/01         23        N/A        N/A        N/A         18          N/A        23           16
      2001/02         21        N/A        N/A        N/A         17          N/A        17           14
      2002/03         21        N/A        N/A        N/A         13          N/A        25           15
      2003/04         42        N/A        N/A        N/A         12          N/A        20           13
      2004/05         60        N/A        N/A        N/A         13          N/A        19           16
           Source: Kentucky Council on Postsecondary Education (CPE).

      For the entire period of 2001-2005, the graduate degree program enrollment in Communication Disorders is
      157.89-200% (in 2001) larger than other Kentucky public universities – to 381.58-329.54% larger than its
      university counterparts in 2005.

      Regarding the number of degrees conferred on the graduate level, Western Kentucky University’s
      Department of Communication Disorders’ graduates exceed those of other Kentucky public universities by a
      maximum of 315.77% (in 2004-2005).

      Growth and future awarding of degrees is primarily limited by the need for additional faculty and the need for
      great physical space.

    D. GRE Scores/Undergraduate GPAs/GAP Scores of Students Admitted to the
       Program (for graduate programs):

     Avg. GRE*                    Fall 2001        Fall 2002        Fall 2003         Fall 2004         Fall 2005
     Comm.Disorders
     M.S.                               829               889               919               932                 876
     CHHS Average                       970               930               909               901                 949
     University Avg.                    931               925               946               945                 947
    *Includes only Verbal and Quantitative sections of the GRE due to the change in the scale of the Analytical
    Section of the exam. The maximum score is 1600.

     Avg. Ugrad GPA               Fall 2001        Fall 2002        Fall 2003         Fall 2004         Fall 2005
     Comm.Disorders
     M.S.                               3.33             3.18              3.42              3.23              3.04
     CHHS Average                       3.23             3.20              3.25              3.22              3.12
     University Avg.                    3.27             3.24              3.22              3.27              3.22
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     Average GAP*                Fall 2001         Fall 2002         Fall 2003         Fall 2004         Fall 2005
     Comm.Disorders
     M.S.                              2661              2936              3154              2919             2830
     CHHS Average                      3074              3011              2953              2919             2993
     University Avg.                   3054              3017              3059              3105             3081
    *GAP score is calculated as (Verbal GRE score + Quantitative GRE score) * Undergraduate GPA. The
    maximum score is 6400.

    Average GRE scores of the Communication Disorders graduate students are competitive within and outside the
    College of Health and Human Services.

    The average cumulative grade point average (GPA) of graduate students tends to be equal to and higher than the
    cumulative GPAs within and outside the College of Health and Human Services.

    The average GAP score for graduate students in this major is also competitive with equal to or greater than the
    average GAP scores within and outside of the College of Health and Human Services.

    E. Graduate GPAs of Program Graduates (for graduate programs):

     Graduate GPA               2000/2001         2001/2002         2002/2003         2003/2004         2004/2005
     Comm.Disorders
     M.S.                               3.80              3.79             3.82              3.78              3.78
     CHHS Average                       3.75              3.73             3.71              3.76              3.74
     University Avg.                    3.75              3.73             3.71              3.72              3.72

    Master of Science in Communication Disorders recipients have cumulative GPAs which exceed the averages
    for the College of Health and Human Services and for the University.

VI. Program Description and Self Study

    A. Mission Statement/Relation of Program to University Mission (Provide a copy of the
       program's mission statement or a brief statement of the overall purpose/direction of the
       program.):
        Institution: Western Kentucky University shall produce nationally and globally competitive graduates and
        provide optimum service and lifelong learning opportunities for its constituents.

        College: The College provides diverse educational opportunities leading to excellence in Health and
        Human Services for a global community.

         Program: The Mission of the Communication Disorders Program is:
             Training students in the knowledge and skills underlying communication sciences and disorders.
             Preparing students for careers in speech pathology and/or audiology.
             Promoting students’ acquisition of respect for individual differences, cultural diversity, and ethical
            responsibility.
             Enhancing students’ commitment to and appreciation of excellence in education, service, and
            research.
             Encouraging lifelong professional learning.
             Engaging in collaboration with other professionals.
             Supporting the Quality Enhancement Plan (QEP) of Western Kentucky University
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    B. Teaching and Learning:
       1. Graduate Students (Discuss the following for graduate programs):
           a. Selectivity (Comparison of number who applied with number who were accepted
              and with number who enrolled):

              Since the 2001-2002 academic year, 289 students applied for the Master of
              Science on-campus degree program. Of that number, 150 on campus students
              were accepted. This acceptance rate is at 52%. Due to accreditation standards
              (faculty/student ratios), additional students cannot be accepted unless the
              department employs additional graduate faculty members.

           b. Description of Students (number/percentage full-time, undergraduate institutions
              from which they graduated, kinds of job experiences they have had, etc.):

              On-campus students are required to be full-time. Students from Middle
              Tennessee State University, Eastern Kentucky University, Murray State
              University, Brescia University, University of Kentucky, Tennessee State
              University, Florida State University, Marshall University, and Auburn University
              have applied to our on-campus graduate program.

              Students applying to our graduate program are typically traditional students and
              enter our master’s program directly after finishing their undergraduate degrees.

           c. Graduate Assistantships (how many students applied, how many were awarded
              assistantships, nature of assistantships, how the assistantships contribute to their
              learning, etc.):

              Since the 2001-2002 academic year, thirty-four graduate students applied for
              assistantships. Of that number, thirty-three individuals received assistantships
              (97% of those applying). Graduate assistants assist the graduate faculty with
              Blackboard entry, administrative functions such as data entry for the Rank I
              program, the WKU web program, and the on-campus graduate program.
              Additionally, graduate assistants assist faculty with monitoring externship
              affiliation agreements as well as entry of undergraduate and graduate clinical
              practicum clock hours. On occasion, the GA’s work along side graduate faculty
              in the classroom as well as with the data gathering process associated with faculty
              research. Through the execution of their GA duties, graduate assistants acquire
              knowledge about the certification process and have opportunities to participate in
              faculty research and other types of data gathering.




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                  Indicators of Teaching and Advising Quality (Innovative features of the program
                  related to teaching quality, special awards and accomplishments of the faculty as
                  related to teaching, special efforts related to advising, evidence of advising
                  success, student ratings of instruction [i.e. S.I.T.E. Evaluations, etc.].

                  Our distance learning program is an innovative feature of the Communication
                  Disorders program. Two cohort groups of distance learning students are
                  matriculating through the program at any one time. One group is the WKU web
                  cohort. These students complete their academic coursework online. They are
                  then required to come to Bowling Green to complete CD 590 (Clinical Internship)
                  during a summer “boot camp” which is five weeks in duration.

                  The distance learning model which involves a collaborative agreement between
                  our distance learning program and the United Federation of Teachers group in
                  New York City was submitted to the Association for Continuing Higher
                  Education (ACHE) for possible recognition. The Department Communication
                  Disorders received the 2006 Region VI Distinguished Program award from the
                  Association for Continuing Higher Education (ACHE) in February, 2006. In
                  October of this year, the department was named the national recipient of the
                  award for this distance education program.

           2. Indicators of Student Learning (Note: Student learning focuses on outcomes. Each
              program is expected to have in place an assessment process that 1) identifies
              intended educational outcomes, 2) identifies means of assessment and criteria for
              success, 3) determines data collection methods, 4) obtains assessment results, and 5)
              uses results to improve the program.):

              Each course syllabus lists outcome statements and methods for evaluating student
              mastery of outcomes. In addition, graduate students have opportunities to discuss
              suggestions for course modifications with individual instructors and also have the
              SITE evaluations as a means of conveying information to instructors. Finally, exiting
              graduate students are invited to complete an electronic survey evaluating the graduate
              program experience.

              a. Assessment of Currently Enrolled Students
                 (Describe the program's method of assessing the learning outcomes of its
                 students. Provide data from program assessments and discuss the use of data to
                 improve the program.)

                  The development, validation, and assessment of student learning outcomes are
                  accomplished through the publication of these outcomes and assessment methods
                  in each course syllabus. Using a scoring rubric, students’ knowledge and skills at
                  meeting each outcome are measured. Results of this evaluation are recorded
                  within the Student Assessment Management System (SAMS). Student progress
                  toward meeting each course outcome can be individually tracked by the student or
                  the instructor.
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           b. Other Indicators of Success (Discuss evidence of student achievement and
              success, such as special experiences/projects, honors, publications, presentations,
              internship placements, etc.) For graduate programs, provide the number of
              students in thesis versus non-thesis options, and provide a list of the titles of
              theses.):

              The department has been a Unit Productivity Recipient for the past four
              consecutive years.

              The student retention rate for the graduate program is 94.55%.

              The Communication Disorders department has had a 121% increase in growth
              during the past five years and a 71% increase in the number of degrees awarded.

              The department has had a 100% employment rate for master of Science degree
              recipients for the past five years.

               Supervising Clinician Survey Results (2006): Survey results from supervising
               clinicians rated student proficiency levels in the areas of assessment, therapy data
               collection, collaboration, writing appropriate goals, selection of appropriate
               intervention strategies, setting appropriate criterion levels, and therapy
               competencies across the various communication disorder categories. Supervising
               clinicians made the following comments about our students:

                  “Western Kentucky University Graduate students have always impressed me
                  as well educated, well-rounded individuals. It has always been a pleasure
                  working with WKU Graduate students.”

                   “It is a pleasure to work with Western Kentucky University graduate students.
                  Each clinician has been very enthusiastic about the field of communication
                  disorders. The students are well prepared and eager to learn new
                  information.”

                  “Two of the 3 graduate students who have used our facility have been
                  excellent. In fact, one is now finishing her CFY with our facility and is an
                  integral part of out therapy team!”

                  “I am very pleased with the level of preparedness WKU students present in the
                  area of dysphagia. I am able to introduce them to the aspects of dysphagia
                  frequently encountered in long term care, without having to cover basics or
                  explain terminology.”

                  “The current graduate student that is in my facility is great. She possesses
                  many strengths that previous students have not exhibited. My answers are

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                   based on my experiences (as a whole picture) of having several graduate
                   students in the past.”

                   “It has been a pleasure to work with WKU graduate students in the
                   Communication Disorders program. I have always been very pleased with the
                   quality of their students. I look forward to having more WKU graduate
                   students in the future.”

           Employer Survey (2006): Employers of WKU graduates rated their employees on
           assessment competencies, therapy competencies, intervention strategies,
           charting/report writing, preparing reports with appropriate recommendations, and
           generally being able to work in collaboration with people from other professions.
           Employers were able to rate their employees across communication disorder types.
           Employer survey results indicated a greater than 85% approval rate.

           Electronic survey information from supervising clinicians and from employers of our
           graduates attests to the fact that our students are receiving a quality education which
           prepares them to enter the profession of Speech Pathology upon graduation.

           Program Graduates (Provide evidence that program graduates achieve professional
           success. For example, cite the number of graduates employed in areas related to
           major, pursuing advanced degrees, etc.:

           Graduate Student Survey Results (2006): Survey results indicated that students
           rated items in the areas of phonological/articulation disorders, fluency,
           voice/resonance as “good” with an 82% or better approval rate. Survey questions
           asked students to rate each disorder area in the following: etiologies, characteristics,
           assessment, intervention strategies, multi-modality intervention strategies, social and
           pragmatic issues in communication, and dialectic/multicultural issues.

           For the time period of this program review, 100% of our master’s graduates were
           immediately employed upon graduation. Two graduates of our program are now
           pursuing advanced (doctoral) degrees.



    3. Indicators of Student Engagement (Discuss the program’s efforts to engage students with
       communities other than their own in purposeful learning activities that explicitly address
       their capacity and responsibility to contribute to community and society. Describe how
       the program achieves and assesses the following student learning outcomes):
           a. Students will demonstrate their capacity to apply knowledge and training to
               address relevant concerns in community or society.
           b. Students will demonstrate respect for diversity of peoples, ideas and cultures.
           c. Students will demonstrate awareness of their opportunities as responsible citizens
               living and working in a global society.

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           Last academic year, the department decided to begin the QEP process by choosing the
           first outcome. In so doing, we began implementing our plan using the following
           methodology:

           On the graduate level, distance learning students in New York City assisted the four
           WKU Speech Pathologists residing in New York City with three service learning
           projects. They conducted speech/language screenings in two children’s psychiatric
           hospitals and conducted therapy sessions to an aphasia group in Harlem. The
           department is currently in discussion with DELO, planning to include WKU on-
           campus students in this effort next year. This activity enabled our distance learning
           students to evaluate difficult-to-test individuals, using knowledge learned from
           graduate courses in this major.

           On-campus graduate students engage in service learning projects by participating in
           projects sponsored by the Mobile Health Unit

           Following participation in available activities, students write to the prompt, "How
           have your service learning experiences helped you address relevant concerns in the
           community?" Results will be evaluated by the faculty. Clinical practicum experiences
           and planned service learning opportunities are modified based upon student input.

           Students and faculty have also been involved in professional presentations on the
           local, state, national, and international levels which describe how the department is
           implementing the university’s QEP plan. Two such presentations were
           “Incorporation of Service Learning and Civic Engagement Opportunities into
           Traditional and Distance Learning Graduate Programs in Communication
           Disorders” and “Technology Applications to Enhance the Effectiveness of Web-
           Based Master Degree Programs”.

           These QEP activities directly relate to the department’s chosen Year 1 outcome:
           Students will demonstrate their capacity to apply knowledge and training to
           address relevant concerns in community or society.


    C. Other Indicators of Program Achievement and Contribution (Supply information
       reflecting specific ways in which the program contributes significantly to the mission and
       success of the university in the following categories.):
       1. Program Viability (Provide evidence that the program attracts, recruits, and retains
           quality students. Provide any relevant data, citing recognized sources, about
           enrollment trends, cycles, etc., in the specific field.):

           The on-campus and distance learning training programs attract significantly more
           applicants than we can accommodate. As an example, the on-campus program had
           55 applicants this year. We were able to accept only 24 applicants (due to
           accreditation standards).

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           The distance learning programs (WKU Web cohort and United Federation of
           Teachers cohort) information is found in the following table:

                           Number of Applicants and Accepted Students
                                     Web and UFT Cohorts
                                          2001-2005

                Cohort                 # Applied                     # Accepted
                Web 1                      18                             15
                Web 2                      22                             12
                Web 3                      93                             39
                Web 4                     107                             29
                Web 5                    150+                      Projected 25-28
                UFT 1                     115                            39*
                UFT 2                      52                             28
                UFT 3                      93                             35
                UFT 4                     105                             31

           *5 of these were admitted in second semester to replace students who dropped out.

           Students admitted to the various distance learning cohort groups received their
           undergraduate degrees from the following institutions:
           UFT 1                                    Hampton Univ
                                                    Hofstra Univ.
           Brooklyn College-6                       Kean U
           Centro Escolar                           Lehman College-2
           Hampton Ist                              Long Island U-2
           Hoffstra-2                               Mount St. Mary College
           Hunter                                   MtSt Vincent
           Kean College                             NC A&T
           Lehman College-4                         Penn State
           Long Island U.-3                         Queens College-6
           Marymount Manhatten                      St. Johns
           NYU                                      Stern College for Women
           Pace U                                   SUNY
           Queens College-7                         SUNY New Paltz
           St. John’s-2                             SUNY University at Buffalo
           Staten Island                            Thomas Edison State Univ.-2
           SUNY Cortland                            Touro College-2
           SUNY Plattsburgh
           Touro College                            UFT 3
           U MD
           UT Austin                                Brooklyn College-3
                                                    Howard Univ.
           UFT 2                                    Iona College-3
                                                    Lehman College-6
           Brooklyn                                 Mary Mount Manhattan
           CUNY Brooklyn                            NYU
           Hampton Inst.                            Pace Univ-3
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           Pratt Institute                   WEB 3
           Queens College-5                  Adelphi
           St. John’s                        Brooklyn College
           SUNY                              Eastern Kentucky University-6
           SUNY Paltz                        Elmira College
           UF                                GA Stata
           University of Pittsburg           Harding Univ
                                             Indiana Univ
           UFT 4                             James Madison
                                             Maimonides College
           Adelphi-2                         Miami State
           Brooklyn College                  MtSt Vincent
           City College of NY                MTSU
           CUNY-2                            North Carolina State Univ
           Hampton Univ                      Ouachita Baptist Univ
           Haverford College                 Purdue
           Hofstra                           Radford
           Ithaca College                    State U. W. Ga
           Lehman College-6                  Temple Univ
           Long Island U                     Thomas Edison State College-3
           Mercy College                     Touro
           Monroe Comm. College
           PACE
           Queens College-3                  WEB 4
           St. John’s Univ.-4
           SUNY College-2                    Arizona State Univ
           U of Central Florida              Auburn Univ-2
                                             Butler Univ
           WEB 1                             Eastern Kentucky Univ-3
           Agilene Christian Univ            Emerson College
           Baylor University                 Empire State College
           Bombay University                 Idaho State Univ
           Brescia                           James Madison Univ
           College of Staten Island          McNeese State Univ
           James Madison                     MTSU
           Marshall University-3             North Carolina State Univ
           Radford Univ                      Purdue Univ
           Richard Stockton College of New   Queens College
           Jersey                            Richard Stockton College
           Southern Miss                     St. John’s Univ
           Texas A&M                         Thomas Edison State College-2
           University of Maine               Touro College-2
                                             University of Florida
                                             WestChester University of PA
           WEB 2                             Western Kentucky University
                                             U.S. Mississippi
           Bowling Green State Univ          U.W. Ga
           Brooklyn College                  Univ. MD College Park
           Butler Univ                       University Maine
           Delta State University-2          UNH
           Eastern Kentucky University-2     Western Kentucky Univ
           University of Cincinnati
           University of Kentucky-2


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           2. Contributions to University Programs (Describe the program's contributions to other
              university programs through its significant involvement in the general education
              program, its support to other university programs through service course offerings,
              or in other ways.):

              The Communication Disorders Clinic which is located in the Clinical Education
              Complex (CEC) serves individuals with communication disorders in this region. In
              addition to their major coursework, students are given opportunities to work with
              individuals across the lifespan who come from culturally diverse groups. In addition,
              due to the department’s affiliations with the Kelly Autism Program (KAP) and the
              Acquired Brain Injury Resource Program (ACBIRP), students have additional
              opportunities to work with clientele of these two programs.

              Due to our distance learning program, the department has a close working
              relationship with the Division of Extended Learning and Outreach (DELO) and is
              currently investigating the creation of two new cohort group opportunities for
              interested distance learning students.

           3. Use of Technology (Describe the program's use of appropriate technology to
              enhance learning. Describe the program's use of technology to provide alternative
              delivery to time/place-bound learners.):

              The department has offered a master’s degree program to distance education students
              since 1999. Students admitted to the program receive their online education via
              Blackboard. As mentioned in a previous section of this report, WKU web students
              also complete a five-week clinical internship on this campus during a summer term.
              The other cohort group is located in New York City, a collaborative effort between
              Western Kentucky University and the United Federation of Teachers. Students in
              that cohort group are able to complete their clinical practicum at the UFT/WKU
              Speech Clinic. We employ four part-time certified Speech Pathologists who provide
              the required direct supervision of these students.

              In addition to Blackboard, some of the faculty members utilize Tegrity to embed
              lecture material into the Blackboard system. Other types of technology include video
              streaming, voice analysis programs, synchronous and asynchronous chats,
              audiometric testing simulation programs, and Discussion Board.


           4. Uniqueness of Program (if applicable) (Describe the program's uniqueness to the
              state or region and indicate specific advantages the uniqueness affords the
              university.):

              This department offers the only distance education program within Kentucky.
              Additionally, this department has the largest on-campus graduate program within
              Kentucky. It has been recognized both regionally and nationally as a model distance
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              education program. As various electronic survey results have indicated, practicing
              clinicians and employers of our department’s graduates consider the training program
              and its students to be competent, prepared clinicians.

           5. Contributions to Diversity Goals (Describe the program's efforts and progress toward
              promoting diversity of students and faculty. Explain how issues of diversity, including
              contributions of women and minorities, are integrated into the curriculum.):

              Students obtain academic and clinical education pertaining to normal and impaired
              human development across the life span in a variety of graduate courses. In courses
              such as Educational Psychology, Normal Speech and Language Development, and
              Geriatric Communication Disorders, normal as well as non-normal aspects of
              development are discussed. Additionally, in graduate courses, normal as well as
              delayed or impaired communication is discussed as it relates to children, adolescents,
              and adults. In clinical practica, students are exposed to both typically and atypically
              developing children, as well as practica, where they are exposed to adults with and
              without cognitive, physical, or communication impairments.

              The ways in which students obtain academic and clinical education necessary for
              professional practice in a multicultural society include the infusion of academic
              knowledge throughout the curriculum and the exposure to clients from a variety of
              racial and ethnic groups in their clinical practica.

           6. Accreditation Status (Is accreditation available for the program? If the program is
              not accredited, explain why.):

              The graduate program is accredited by the Council on Academic Accreditation, the
              accreditation unit of the American Speech-Language-Hearing Association.
              Reaccreditation occurs every eight years. A site visit of our program was conducted
              on October 26 and 27, 2006. A copy of the preliminary report is found in Appendix
              A.

           7. Planning, Development, and Other Areas (Address the achievement of any strategic
              planning goals or action plans not covered elsewhere in this document. Address any
              other areas of significant contribution or achievement of the program, including
              successes in attracting development funds and other forms of private support.):

              At least two-to-three objectives from the university strategic planning goals have
              been met annually. Additional details can be found in the strategic planning
              document available online. Additionally, the program has received action agenda/PIE
              awards for three projects.

           8. Additional Indicators for Career Preparation Programs (Programs that have identified
              preparing students for specific careers as central to their missions should supply any
              additional, relevant information not already covered concerning the following topics:
              current and future demand or job outlook for graduates in this specific career area;
05/06/05                                                                                            12
              the 'need' [social, economic, technological, etc.] for program graduates in the region,
              state, and nation; job placement data for graduates; achievements and success of
              graduates in the specific career area; efforts of the faculty to assist students in
              identifying and obtaining employment.):

              As indicated earlier in this report, our students have identified positions where they
              will work prior to completion of the final term. Locating and securing employment is
              not an issue for our students.

    D. Factors Inhibiting Program Achievement and Contribution (If applicable, discuss any
       factors that may have prevented or inhibited the program from achieving Action Plan
       goals and objectives or any other achievements as reflected in any of the areas under
       item C above. Be as specific as possible in addressing these issues.):

           At least 90% of our Action Plan objectives are met annually. The department is in need
           of additional graduate faculty as is cited in this report.

    E. Response to Previous Program Reviews or Other Assessments (Address any perceived
       problems in the program as identified in previous program reviews or other relevant
       assessments, internal or external.):

           As is indicated in Appendix A, results of our site visit indicate that additional graduate
           faculty members are needed. By employing additional faculty, the department will be
           able to lower its student-to-faculty ratio, a requirement of the Council on Academic
           Accreditation. Additionally, additional faculty can be utilized to relieve current graduate
           faculty from having to teach overload courses. Existing faculty will then have more time
           to devote to research/scholarly activities required for promotion/tenure.


    E. Future Directions: (Briefly discuss plans or future directions for the program that have
       been developed by the faculty and administrators of the program. Are the plans
       documented in the University's Strategic Planning Process? Where is the program
       headed? What are its most pressing needs? What are its opportunities for enhancement
       and/or improvement? What resources (in general) are needed to realize plans?):

           The College of Health and Human Services, in meeting enrollment targets set by the
           Council on Postsecondary Education (for the year 2020), is directed to increase
           enrollment within the college by approximately 1100 students. A goal of the
           Communication Disorders program is to increase distance learning enrollment on the
           graduate level. Based upon the number of applications received for both distance
           learning cohort groups, coupled with new inquiries from various constituencies of people
           interested in providing graduate online education to members of these groups, increasing
           enrollment is only limited by lack of graduate faculty. Acquiring new faculty members
           will also require locating adequate space to house new faculty.


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              Graduate Program in Communication Disorders
     Impact on Student-to-Faculty Ratio by Increasing Number of Faculty

                                                Faculty FTE
                         Faculty                Student Population          Student/Faculty Ratio
       8.1 (current)                               140                               17.28
       9 (target)                                  140                                15.5
       10 (target)                                 140                                 14
       11 (target)                                 140                                12.7

       12 (target)                                 140                                11.7
       13 (target)                                 140                               10.77


      Our current student-to-faculty ratio is approximately 17.28 students per faculty member.
      Ideally, the American Speech-Language-Hearing Association prefers the ratio to be closer
      to 6:1; however, higher ratios are permitted if the graduate program can show it is meeting
      the needs of the students. Our program is operating at capacity. Keeping the student
      population constant, the above chart shows that our ratio could be reduced to 10.77:1 by
      adding approximately 5 additional faculty members.

      If we increase on-campus student population by 10 students per year and add 1 Faculty
      member per year then:
           Year             Number of Faculty          Number of Students      Student/Faculty Ratio

                  2007                    8.1                        150                   18.5



                  2008                    9                          160                   17.8



                                          10                         170                     17
                  2009


                  2010                    11                         180                   16.4



                  2011                    12                         190                   15.8


                  Year             Number of Faculty      Number of Students          Student/Faculty
                                                                                           Ratio
                  2012                    13                         200                   15.4


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           Again, if we increase faculty AND students as indicated in the chart above, we will still
           be faced with lack of facilities to house both faculty and students.

           It is also noteworthy that these data do not include any growth in the distance learning
           population. In the New York United Federation of Teachers Program alone, we receive,
           on average, more than 75 inquiries per cohort group. In the WKU cohort web group,
           approximately 100-150 applicants are considered each 1.5 years.




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