The University of Cincinnati’s Innovative Doctoral Program: Set to Begin in Fall 2004 In response to the shortage of individuals entering into speech-language pathology research and professorial positions, the Department of Communication Sciences and Disorders at the University of Cincinnati has developed an innovative component to their traditional PhD program. The new component, called the Institutional Partnerships, Distance-learning Enhanced Education, Three Pronged ... Article
Article  |   October 01, 2004
The University of Cincinnati’s Innovative Doctoral Program: Set to Begin in Fall 2004
Author Affiliations & Notes
  • Gloriajean L. Wallace
    Department of Communication Sciences and Disorders, University of Cincinnati, Cininnati, OH
  • Nancy A. Creaghead
    Department of Communication Sciences and Disorders, University of Cincinnati, Cininnati, OH
Article Information
Professional Issues & Training / Articles
Article   |   October 01, 2004
The University of Cincinnati’s Innovative Doctoral Program: Set to Begin in Fall 2004
SIG 10 Perspectives on Issues in Higher Education, October 2004, Vol. 7, 7-8. doi:10.1044/ihe7.2.7
SIG 10 Perspectives on Issues in Higher Education, October 2004, Vol. 7, 7-8. doi:10.1044/ihe7.2.7
In response to the shortage of individuals entering into speech-language pathology research and professorial positions, the Department of Communication Sciences and Disorders at the University of Cincinnati has developed an innovative component to their traditional PhD program. The new component, called the Institutional Partnerships, Distance-learning Enhanced Education, Three Pronged Entry Approach (IP-DLE-3) Program will enter its first class of eight students beginning September 2004, with funds from ASHA that will be matched with funds from the University of Cincinnati. The IP-DLE-3 Program was designed to attract and accommodate the training needs of individuals who, although highly qualified, have traditionally been underrepresented within the academy. This includes:
  1. Seasoned professionals who hold a master’s degree in speech-language pathology and a CCC/SLP, but who reside in areas that are at a distance from speech-language pathology PhD training programs and who, because of personal or employment commitments, are limited in the amount of time that they can be away from their place of residence, and

  2. Undergraduate and early master’s degree students who have demonstrated interest and potential for attaining an academic/research career in speech language pathology, but who are at risk for losing the research/teaching interest by the end of their master’s training, which heavily emphasizes clinical pursuits.

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