Just as the number of students with disabilities enrolled in higher education is on the rise nationally, so too is the number of students with disabilities who are drawn to speech-language pathology or audiology as a major. The legal definition
The cumulative 10-year completion rate for PhD students averages less than 50% in the United States (Council of Graduate Schools, 2008). Given the high level of personal and institutional investment required to support students for even 1 year in a
Plunging Into the Federal Grant Pool “Take the plunge, Cathy,” I kept telling myself. It was my 4th year as an assistant professor of speech-language pathology at the University of New Mexico (UNM), and I kept telling myself it was
To paraphrase Charles Dickens (1859), for today’s academic environment, it seems both the best of times and the worst of times. Many academic programs in communication sciences and disorders (CSD) are now finding that demands for increasing productivity and excellent
Over the past 12 years, the speech-language pathology program at Teachers College Columbia University (TC) has become known for its bilingual/multicultural program focus. To strengthen the program, the authors sought to offer an international experience incorporating clinical experiences with a
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
