Introduction

• Declining number of doctoral degrees granted in Speech-Language Pathology and Audiology since 1981/82 source of concern.  (See Figure 1 from the 1998-99  Survey of Undergraduate and Graduate Programs conducted by the Information  Exchange Program of the Council of Academic Programs in Communication Sciences and Disorders; Petrosino,  Lieberman,  McNeil,  & Shinn, 1999).

• Must be viewed in context of annual growth or decline in the number of  doctorates awarded in all fields from 1957-1997.  (See Figure 2 from the Summary Report 1997,  Doctorate Recipients from United States Universities published by the National Science Foundation, the National Institutes of Health,  the National Endowment for the Humanities, the U.S. Department of Education, and the U.S. Department of Agriculture).

• Significant additional fact is the large number of doctorates granted in the 1960’s.  (See Figure 2.)  Many of these doctoral degree recipients who form the core faculty in  Speech-Language Pathology and Audiology are nearing retirement age.

• Web page (72% of first contact) that stresses the doctoral program together with content.
• Importance of Person to Person contact
• Campus visits.
• Continued contact with candidates.
• Recruit promising Master’s students before they leave campus; follow up after they  have graduated
• Admit Bachelor students into doctoral program.
• Undergraduate research experiences.
• Assign mentor/sponsor as part of the admission process.
• Mentor/Advisor critical need for each newly admitted doctoral student
• Follow-up visits with graduates within the first two years of their professional life.
• Bring a cohort group of new students into doctoral program.
• Financial support -  Money. -  Obtain stipend supplements.
• Be at a university with high overall academic reputation.
• Find a niche.
• Systematic research program.
• Faculty behavior

  -  Have faculty quit whining about their jobs.

  -  Need to stress positive benefits arising from careers in academia to
  currently enrolled students

• Have graduate assistants at Master level focus on research rather than being office assistants.
• Awareness that 5% of doctoral graduates work in R1 universities, yet R1 institutions educate 80% of the graduates.
• Include more emphasis on decision making/clinical outcomes research into our programs.
• Consider more Informatics in research programs - evidenced-based decision making/policy and outcomes of research across entire rehabilitation spectrum.
• Location.
• Study the uniqueness of gender issues in doctoral study.

• Importance of having Planning Committee assist each first year doctoral student in the creation of an Academic Plan.
• Creation of a realistic timeline, which is tied to continuation of funding.  Necessary to show evidence of timely progress toward the degree in order to maintain funding.
• First Year Research Project found to be efficient model for introducing first year doctoral students to design and completion of a research activity.  Opportunity to carry project to publication if appropriate.
• Qualifying Examination Committee
• Dissertation Committee

   -  Article in March 24, 2000 issue of the Chronicle of Higher Education,
   titled  “A new push for ABD’s to cross the finish line."

   -  Suggested activities include:
    Boot camp
    Personnel trainer
    Self-help books
    On-line help

References:

Leatherman, C. (2000, March).  A. new push for ABD’s to cross the finish line.  The Chronicle of  Higher  Education,  March 24, 2000, A18-A20.

Petrosino, L., Lieberman, R. J.,  McNeil, M.R.,  &  Shinn, R. E.   (1999).  1998-99 Survey of  undergraduate and graduate programs conducted by the Information Exchange Program.  Minneapolis, MN: Council of Academic Programs in Communication Sciences and Disorders.

Summary Report 1997, Doctorate Recipients from United States Universities, published by the National Science Foundation, the National Institutes of Health, the National Endowment for the Humanities, the U.S. Department of Education, and the U.S. Department of Agriculture.  (www.nsf.gov/sbe/srs/sengdr/summ97/summ97.pdf)