The Educational Backgrounds of American Business and Government Leaders: Inter-Industry Variation in Recruitment from Elite Colleges and Graduate Programs

Steven Brint; Sarah R K Yoshikawa

doi:10.1093/sf/sox059

Tracking the Training and Careers of Graduates of Advanced Degree Programs in Sport Psychology, 1989 to 1994

The Sport Psychologist ◽

10.1123/tsp.11.3.326 ◽

1997 ◽

Vol 11 (3) ◽

pp. 326-344 ◽

Cited By ~ 13

Author(s):

Mark B. Andersen ◽

Tim Aldridge ◽

Jean M. Williams ◽

Jim Taylor

Keyword(s):

Graduate Students ◽

Sport Psychology ◽

Graduate Programs ◽

Career Goals ◽

Advanced Degree ◽

Degree Programs ◽

Doctoral Graduates ◽

Future Career ◽

Educational Backgrounds ◽

Career Options

This study expanded the work of Waite and Pettit (1993) and contacted 75 graduate programs for lists of names and addresses of students who graduated between 1989 and 1994 (N = 731). Doctoral (n = 92) and master (n = 162) graduates completed a tracking survey (modified from Waite & Pettit), reporting their demographics, educational backgrounds, current positions, incomes, initial and future career goals, and supervised experiences. The majority of doctoral graduates have found positions in academia/research, and most of the master graduates were in some sport or sport psychology-related job. The majority of the master and doctoral graduates, however, reported that finding paying sport psychology work was difficult, and many expressed at least moderate levels of frustration with the progress of their sport psychology careers. The information from this study could be useful for advising current and potential graduate students about career options after graduation.

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Student Experience Applying to Graduate School for Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00102 ◽

2020 ◽

Vol 5 (1) ◽

pp. 192-205

Author(s):

Lesley Sylvan ◽

Andrea Perkins ◽

Carly Truglio

Keyword(s):

Graduate School ◽

Master's Degree ◽

Graduate Programs ◽

Student Experience ◽

Degree Programs ◽

Speech Language Pathology ◽

Application Process ◽

Master's Degree Programs ◽

Language Pathology ◽

Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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Does a Graduate Course in Fluency Disorders Make a Difference?

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd20.1.10 ◽

2010 ◽

Vol 20 (1) ◽

pp. 10-14 ◽

Cited By ~ 2

Author(s):

Evelyn R. Klein ◽

Barbara J. Amster

Keyword(s):

Undergraduate Students ◽

Graduate Programs ◽

The United States ◽

Cross Sectional Study ◽

Sectional Study ◽

Graduate Course ◽

Cross Sectional ◽

Fluency Disorders ◽

Introductory Course ◽

Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

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Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

Perspectives on Administration and Supervision ◽

10.1044/aas19.1.13 ◽

2009 ◽

Vol 19 (1) ◽

pp. 13-18

Author(s):

Corey L. Herd

Keyword(s):

Language Development ◽

Training Program ◽

Peer Interaction ◽

Graduate Program ◽

Peer Interactions ◽

Graduate Programs ◽

Communication Disorders ◽

Learning Opportunities ◽

Knowledge And Skills ◽

Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

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A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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