A Comparison of Entrance and Graduation Requirements for the Au.D. with Other First Professional Degrees

2006 ◽  
Vol 17 (05) ◽  
pp. 321-330
Author(s):  
Mark G. Smith ◽  
Ian M. Windmill
Keyword(s):  
Graduation Requirements ◽  
Degree Programs ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Entrance Examinations ◽  
Health Care Professions ◽  
Professional Degree ◽  
Language Pathology ◽  
Professional Degrees ◽  
Certification Requirements

Over the past several years there has been increasing reference to the Doctor of Audiology degree (Au.D.) as a "first professional degree." Currently, first professional degrees are awarded in the fields of chiropractic, dentistry, law, medicine, optometry, osteopathic medicine, pharmacy, podiatry, theology, and veterinary medicine. General entrance requirements, clinical experiences, and graduation requirements for the Au.D. degree were compared to the health-care professions awarding first professional degrees. Comparisons were also made to the professions of pharmacy, psychology and speech-language pathology. For all first professional degree occupations, unique entrance and competency examination processes have been developed. The four-year postbachelor's Au.D. degree model is similar in length to first professional degree programs, although most of the other occupations provide the opportunity to specialize after graduation. For the factors examined in this study, including entrance requirements, entrance examinations, program length, graduation requirements, and certification requirements, the Au.D. continues to be more similar to the nonprofessional degree models of psychology and speech-language pathology. The comparison with first professional degree programs yields information for possible further evolution of the education of audiologists.

Exploring the Differences in Expectations Between Supervisors and Supervisees During the Initial Clinical Experience

2015 ◽  
Vol 25 (1) ◽  
pp. 4-30 ◽  
Author(s):  
Susan Mandel
Keyword(s):  
Cooperative Learning ◽  
Clinical Experience ◽  
Degree Programs ◽  
Graduate Degree ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Graduate Degree Programs ◽  
Direct Support ◽  
Language Pathology ◽  
Supervisory Process

The clinical experience is a major component of the curriculum for graduate degree programs in speech-language pathology. During this experience, the supervisor provides the student with the support needed to grow as a clinician. Both supervisors and students enter into the supervisory process with a variety of goals, skills, and expectations. In this article, the author presents the results of a survey in which the expectations of novice clinicians are compared to the expectations of their supervisors. Identification of the expectations of these groups assisted in determining the concerns of both supervisors and supervisees, and in assessing discrepancies, which affect the supervisor's ability to meet the student's needs. An analysis of the data revealed discrepancies in expectations of these groups. A review of expectations of novice clinicians in their first clinical experience revealed a limited understanding of the expectations of supervisors, while students entering their second clinical experience noted increased expectations for cooperative learning and supervisor feedback. Both first and second semester students expected supervisors to provide direct support throughout both clinical experiences. While supervisors expected to provide direct support to clinicians at the beginning of their first clinical experience, they anticipated moving to indirect support as the students progressed.

Speech-Language Pathology Graduate Admissions: Implications to Diversify the Workforce

2020 ◽  
pp. 152574012096104
Author(s):  
Mark Guiberson ◽  
Debra Vigil
Keyword(s):  
Linguistic Diversity ◽  
Graduate Programs ◽  
Survey Study ◽  
Diverse Students ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Cultural And Linguistic Diversity ◽  
Graduate Admissions ◽  
Professional Degree ◽  
Language Pathology

The purpose of this survey study was to describe screening and admission processes and considerations for graduate speech-language pathology (SLP) programs, with an eye for how programs consider cultural and linguistic diversity (CLD) in these processes. Responses were obtained from 110 graduate SLP programs. In addition to admission processes and decisions, the survey also asked specific questions about how bilingualism was considered, holistic admission processes and outcomes, and barriers to recruiting students from CLD backgrounds into programs. Based on results obtained as well as knowledge from admission considerations for other professional degree programs and trends in the field, the authors present promising undergraduate supports and holistic admission processes to recruit diverse students to graduate programs.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Student Experience Applying to Graduate School for Speech-Language Pathology

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.

scholarly journals Preservice Education in Augmentative and Alternative Communication: An Update

2020 ◽  
Vol 5 (5) ◽  
pp. 1243-1261
Author(s):  
Katherine M. DeJarnette ◽  
Jane R. Wegner
Keyword(s):  
Augmentative And Alternative Communication ◽  
Department Chairs ◽  
Graduate Programs ◽  
Faculty Members ◽  
Preservice Education ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Alternative Communication ◽  
Language Pathology ◽  
Survey Responses

Purpose This survey sought to gather information from graduate programs in speech-language pathology concerning their preservice education in augmentative and alternative communication (AAC). The results were compared to similar previous surveys to identify improvements, continued challenges, and common barriers in providing preservice education in AAC. Method Two hundred fifty-one program directors, department chairs, clinical directors, and faculty members of Council on Academic Accreditation graduate programs in speech-language pathology were surveyed to explore the characteristics of preservice education in AAC. Results A total of 85 survey responses were received for a 33.8% return rate. Data revealed that there has been a general trend toward an increase in the number of graduate programs that offer coursework in AAC, the number of graduate students who are receiving knowledge and skills in AAC, and the number of students who obtain clinical experiences in AAC. However, results indicate that graduate programs in speech-language pathology continue to face barriers in providing comprehensive preservice education in AAC. Specifically, these barriers included limited funding, lack of faculty members with expertise in AAC, access to AAC systems and technologies, and time constraints. Results from this study may be helpful in addressing said barriers in future practice. Conclusions Graduate programs in speech-language pathology have improved their preservice education in AAC over the past 10 years. Survey responses indicate a continued need for improvement in clinical experiences, funding, and an increase in the number of faculty members with expertise in AAC.

Studying Professional Degrees via the Internet

2015 ◽  
pp. 1309-1328
Author(s):  
Kirk P. H. Sullivan
Keyword(s):  
The Internet ◽  
Initial Contact ◽  
Degree Programs ◽  
Professional Activities ◽  
Life Long Learning ◽  
Key Skills ◽  
Professional Degree ◽  
Professional Degrees ◽  
Professional Doctorates

This case places the student in focus and through a reflective case study considers four distance professional degree programs. The author of this case followed these programs as life-long learning professional activities. The case considers the nudge, the study, and degree completion. The reflection is structured around the themes of initial contact, communication, support, deadlines, work, and keeping going. These themes reveal challenges, issues, and questions of relevance for the student and university. Key skills to assist the student towards completion are suggested along with what the potential student should consider prior to enrolling in a professional degree program that is delivered via the Internet. The growth in distance professional degrees, including professional doctorates, demonstrates the importance of the challenges, issues, and questions of relevance considered in this case from the student's perspective.

scholarly journals Fostering Clinical and Academic Faculty Collaborations to Improve Graduate Education

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Nicole Etter ◽  
Aarthi Madhavan ◽  
Elise Lindquist
Keyword(s):  
Graduate Education ◽  
Graduate Programs ◽  
Academic Research ◽  
State University ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Pennsylvania State University ◽  
Academic Faculty ◽  
Language Pathology ◽  
Collaborative Efforts

Accredited graduate programs in Communication Sciences and Disorders (CSD) work to integrate academic coursework, a breadth of clinical experiences, and an overarching capstone project (e.g. summative assessment). The best graduate programs focus on integrating these three elements through high quality collaborations between academic and clinical faculty. These collaborations are fostered when clinical and academic faculty attempt to provide students with experiences that intersect academic, research, and clinical areas of speech language pathology. The purpose of this paper describes the collaborative efforts undertaken by the CSD department at the Pennsylvania State University. We present a model for collaborations in graduate education and discuss examples of our current integrative projects.

Ethics: A Model Curriculum for Teaching Professional Issues in University Speech-Language Pathology and Audiology Programs

2010 ◽  
Vol 20 (1) ◽  
pp. 20-34 ◽  
Author(s):  
Mary Lou Poole ◽  
Barbara Solomon
Keyword(s):  
Clinical Education ◽  
The United States ◽  
Professional Issues ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Course Content ◽  
Daunting Task ◽  
Wide Range ◽  
Language Pathology ◽  
Teaching Professional

Abstract Educating graduate level speech-language pathology and audiology students has become a truly daunting task. As the American Speech-Language Hearing Association (ASHA's) Scope of Practice (ASHA, 2007) expanded over the last 15 years, so did demands and challenges placed on universities to offer a wide range of disorder classes and clinical experiences. With regards to the area of professional issues, many programs struggle with balancing and providing appropriate pedagogical learning and clinical experience. This article offers a Model Professional Issues Curriculum for educational programs in speech-language pathology and audiology that was developed by a consortium of representatives from several universities throughout the United States. The course content, which consists of 13 core topics, is presented using Bloom's Taxonomy as a guideline for teaching the learning outcomes addressed. Educators in clinical education will find this model useful for developing a course in Professional Issues or supplementing existing courses.

Collaboration With Caregivers and Educators in the Dominican Republic: Promoting Children's Language and Literacy Development

2017 ◽  
Vol 2 (17) ◽  
pp. 50-60 ◽  
Author(s):  
Sandra C. Jackson ◽  
Sheila Bridges-Bond ◽  
Jonise Cromartie ◽  
Elisha Blankson
Keyword(s):  
Dominican Republic ◽  
Literacy Development ◽  
Communication Disorders ◽  
Language And Literacy ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Language And Literacy Development ◽  
Collaborative Activities ◽  
Global Initiatives

This article describes the process of establishing collaborations with caregivers and educators of children in the Dominican Republic (DR) over a period of four years. The program's purpose was to collaborate with caregivers and educators in the DR to promote the language and literacy development of underserved children, while providing educational and clinical experiences for graduate students in communication disorders. We discuss the increase in global initiatives in speech-language pathology, collaborative service delivery, examples of collaborative activities and programs in international settings, and the authors' program in the DR.

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