Research is necessary for our discipline—not only to advance basic understanding, but also to ensure the highest quality of clinical services. Indeed, it is fair to say that research is essential for our discipline to survive: We must continue to
Ours is a maddening and dazzling age of communication revolution; a time of wholesale, unceasing transformations in the ways that we share, receive, and store information; an era of profound, still-unfolding changes in how we as professionals, friends, and family
The demand for professionals in communication sciences and disorders (CSD) may compel program directors to consider an expansion of their graduate programs to increase student capacity. Determining feasibility for increasing student capacity requires careful consideration. Three variables consistently emerge in
Question What makes the University of Pittsburgh clinical training model different than most other CSD clinical programs? Answer First, it is probably important to provide some background on our department and the environment in which we are situated. The University
ASHA’s Science and Research Programs include several opportunities for students and emerging-to-mid-career scientists to enhance grantmanship: Lessons for Success, Clinical Practice Research Institute, Grant Reviewer Training, and special sessions at the annual Convention focused on funding mechanisms and grantsmanship. One message that resonates throughout these
At the recent ASHA 2009 Convention, Dr. KerryAnn O’Meara presented a thoughtful review of her recent book, Faculty Careers and Work Lives (O’Meara, Terosky, and Neumann, 2008), followed by a panel of deans who are also professors in communication sciences
In 2004, ASHA, via its then Focused Initiative on the PhD Shortage, established a grant competition for innovative models of PhD education in communication sciences and disorders (CSD). The faculty at the University of Cincinnati (UC) were willing to take
In the discipline of Communication Sciences and Disorders (CSD), intervention research aimed at informing clinical practice has proceeded for nearly a century now without a clear set of expectations about what the necessary, or at least desirable, steps ought to
In 1990, Ernest L. Boyer, president of the Carnegie Foundation for the Advancement of Teaching and Learning and a former ASHA member, published the groundbreaking Scholarship Reconsidered: Priorities of the Professoriate. The framework for recognizing and valuing different types of scholarship,
Many of us audiology types are curious people. We got into the field because we care about people, about good communication, and about both the science and the humanity of how hearing loss affects lives. We’re curious about what works
ASHA publishes four peer-reviewed scholarly journals and one peer-reviewed scholarly review journal pertaining to the general field of communication sciences and disorders (CSD) and to the professions of audiology and speech-language pathology. These journals are the American Journal of Audiology; American Journal of Speech-Language Pathology; Journal of Speech, Language, and Hearing Research; Language, Speech, and Hearing Services in Schools; and Perspectives of the ASHA Special Interest Groups. These journals have the collective mission of disseminating research findings, theoretical advances, and clinical knowledge in CSD.
General Questions: journals@asha.org
For Perspectives: perspectives@asha.org
