The traditional student entering the program, holds a Bachelor's degree with a liberal arts and science focus in addition to background in the area of human communication science and disorders. The student may also have a' Master's degree in communication science and disorders in either speech-language pathology or audiology or related discipline (e.g., linguistics, Psychology, Engineering). However, a Masters degree is not a condition of admission.

The program is designed to be individualized and flexible enough to allow individuals to prepare to be researchers, academics, and/or administrators. The course work required consists of courses in human communication science and disorders along with cognate areas, e.g., learning, psychoacoustics, physical acoustics, sensory physiology, along with laboratory and clinical investigation. There is a common knowledge base in communication science and disorders, i.e., speech-language pathology or audiology as a prerequisite or part of any doctoral program. The program requires that students become familiar with the scientific and professional literature in communication sciences and disorders undergirding the areas of concentrated study. The common goal of the program is the development of a thorough understanding of the scientific process and of the knowledge and research skills needed to apply that process to the generation of new knowledge and new applications of knowledge. This statement is not to minimize or restrict the extent or type of research training or to imply that such training will be the same for all students; rather it is based on a recognition of the applicability of scientific training to both basic and applied knowledge. "The doctoral program should develop the interests and capabilities for the generalization of new knowledge, regardless of the nature of their (student’s) primary career goals." (Moll, 1983).

There are five general principles concerning the integration and sequencing of content, which depend on the goals and specialization of individual students.

• Doctoral programs will usually be concerned with in-depth mastery of subject matter in a rather narrow area. However, achieving this goal generally requires a broadening of the knowledge base in other fields related to the student's special area of interest, e.g., psychology, health science, physiology, education, business administration, and physical and social sciences.
• Second is the development of knowledge and skills that represent the necessary and basic tools for carrying out clinical, research, or teaching functions - for example, computer science, laboratory instrumentation, statistics, behavioral research methods, tests and measurements, as well as an understanding of the history and philosophy of science.
• The third content area involves clinical or intern experience. These might include ongoing involvement in clinic work, supervision, teaching, or research.
• The fourth area involves the research experience. The development of research skills requires sequential experience in posing questions and hypotheses, designing research projects to evaluate them, and carrying out the research. Such experience will extend throughout the doctoral program. The dissertation project is intended to be the capstone to the research experience, not the beginning of it.
• The final area is related to teaching. One of the goals of doctoral education is to prepare the individual as an academic professional who is equipped to teach students. This will require content dealing with principles of education, methods of evaluation, instructional technologies, and teaching approaches.

Admission Procedures and Forms

Complete Program Description