Crisis in the Discipline: A Plan for Reshaping our Future Report of the Joint Ad Hoc Committee on the Shortage of PhD Students in Communication Sciences and Disorders

ASHACAPCSDMembers: Noma B. AndersonHoward Goldstein Michael R. ChialRaymond Kent C. Melanie SchueleJanis Costello Ingham Kim A. Wilcox (Co-Chair) (Co-Chair, 2002) D. Kimbrough Oller (Co-Chair, 2001)Participants: John E. BernthalJohn M. Hanley Nancy A. CreagheadRichard E. Talbott Julie J. MastersonAnn van Kleeck Cheryl M. Scott ASHA Staff Liaison: Debra Busacco

Findings History of Activity Targeting the Problem ( reports, articles, working groups, task forces, workshops, surveys, etc.) Lack of Coordination, Oversight, and Accountability of Activities

Lack of Information to Effectively Quantify the Magnitude of the Problem  The present 6% PhD faculty shortage is projected to rise by a factor of in the next years  The average CSD search pool is 2.4 qualified applicants  Demand exceeds supply by a factor of 3

Distribution of faculty holding the Ph.D. by age in Ph.D. Programs, from the Joint Ad Hoc Committee Survey, 2002 (Oller, Scott, and Goldstein) Mean full-time = Median full-time = Mean part-time = Median part-time = FULL-TIME N = 575 PART-TIME N = 59

Prevalent academic culture limits our ability to respond to this issue  Focus on clinical careers  “Break” in educational continuum  Small doctoral student cohorts  Small doctoral program cohort (11 programs account for 58% of current PhD enrollment)

The Plan Paradigm shift Information driven All parties have a stake in the outcome and a role in the plan Coordination and accountability

27 Recommendations in Six Areas 1.Create a Structure to Continue the Momentum in Addressing the PhD Shortage 2.Increase the Visibility of the Discipline, Research Opportunities, and Promote Higher Education as a Career 3.Target and Coordinate Data Collection and Dissemination 4.Develop a Centralized Mechanism for Information Exchange 5.Enhance Research Training Experience 6.Enrich PhD Program Leadership

Responsibilities CAPCSD and ASHA: 1.1 Appoint a Joint Task Force on the PhD Shortage. - Assess the shortage of students and faculty - Coordinate efforts - Monitor effectiveness 2.2 Publicize the message regarding personnel shortages with outside audiences, including other higher education groups and disciplines.

CAPCSD and ASHA: 1.1 Appoint a Joint Task Force on the PhD Shortage. - Assess the shortage of students and faculty - Coordinate efforts - Monitor effectiveness 2.2 Publicize the message regarding personnel shortages with outside audiences, including other higher education groups and disciplines.

CAPCSD and ASHA (cont’d): 2.7 Encourage state associations to assist in disseminating information. 2.8Develop a career development program for outstanding undergraduate students interested in academic research careers. 3.1Develop an integrated data collection plan for all of communication sciences and disorders. 3.2Consider mechanisms for collecting information on academic program characteristics.

CAPCSD and ASHA (cont’d.) 4.1Ensure ready access to survey results and analysis. 4.2Create an information clearinghouse on doctoral education. 5.7Explore the creation of CSD institutes.

ASHA: 2.1Augment information geared to students considering PhD education. 2.3Explore the development of a “high-quality” video/CD highlighting academic and research careers in CSD. 2.6Expand efforts to showcase student research and academic success at the ASHA Convention.

ASHA (cont’d.): 2.10Adopt the PhD shortage as a Focused Initiative. 5.3Increase flexibility in clinical requirements including the Clinical Fellowship.

All Organizations and Groups: 2.5Expand and revitalize our systems for recognizing faculty and student research accomplishments. 2.9Increase focus on faculty retention. 2.11Raise Salaries 5.8Expand doctoral funding opportunities. Academic Programs and ASHA: 2.4Ensure the inclusion of research and teaching as career options in all recruitment materials and activities.

Academic Programs and CAPCSD: 5.1Explore expansion of the BA to PhD model. 5.2Explore the development of other models of doctoral education. Academic Programs, ASHA, and CAPCSD: 5.4Revise curricula at all levels to enhance the scientific preparation of our students.

Academic Programs: 3.3Create a mechanism to obtain information from recent PhD program graduates employed in academic settings in regard to the relevance and quality of their PhD education. 5.5Expand collaborative efforts across academic programs. 5.6Expand interdisciplinary efforts on campus.

Academic Programs (cont’d.): 6.1Devise faculty research development programs. 6.2.Connect peer research networks. 6.3Revamp curricula. 6.4Establish systematic lines of recruitment from undergraduate- and MA-only programs. 6.5Organize PhD student cohorts.