Article | June 01, 2005The University of Cincinnati’s Doctoral Training Program Gloriajean L. Wallace and Nancy A. Creaghead Author Affiliations & Notes Gloriajean L. Wallace University of Cincinnati, Cincinnati, OH Nancy A. Creaghead University of Cincinnati, Cincinnati, OH Editor’s Note: The University of Cincinnati received a 3-year grant from ASHA ($50,000 for each of 3 years totaling $150,000) beginning in January 2004 to implement an innovative PhD education program. Gloriajean Wallace and Nancy Creaghead serve as co-principal investigators. (For more information, see the online ASHA Leader article at www.asha.org/about/publications/leader-online/archives/2004/040511/).Editor’s Note: The University of Cincinnati received a 3-year grant from ASHA ($50,000 for each of 3 years totaling $150,000) beginning in January 2004 to implement an innovative PhD education program. Gloriajean Wallace and Nancy Creaghead serve as co-principal investigators. (For more information, see the online ASHA Leader article at www.asha.org/about/publications/leader-online/archives/2004/040511/).× © 2005 American Speech-Language-Hearing Association Article Information Professional Issues & Training / Articles Article | June 01, 2005 The University of Cincinnati’s Doctoral Training Program SIG 10 Perspectives on Issues in Higher Education, June 2005, Vol. 8, 8-10. doi:10.1044/ihe8.1.8 SIG 10 Perspectives on Issues in Higher Education, June 2005, Vol. 8, 8-10. doi:10.1044/ihe8.1.8 View Article Figures Tables PDF PDF Supplemental Data Supplements Multimedia Share Email Twitter Facebook Pinterest Tools Get Citation Citation Wallace, G. L. & Creaghead, N. A. (2005). The University of Cincinnati’s Doctoral Training Program. Perspect Iss Higher Ed, 8(1), 8-10. doi: 10.1044/ihe8.1.8. Download citation file: RIS (Zotero) EndNote BibTex Medlars ProCite RefWorks Reference Manager © 2018 American Speech-Language-Hearing Association × Alerts User Alerts You are adding an alert for: The University of Cincinnati’s Doctoral Training Program You will receive an email whenever this article is corrected, updated, or cited in the literature. You can manage this and all other alerts in My Account The alert will be sent to: Confirm × Sign In or Create a free account to receive alerts. × In the fall of 2004, the University of Cincinnati (UC) Department of Communication Sciences and Disorders accepted eight students into the Institutional Partnerships-Distance Learning Enhanced, Three Pronged Approach to Program Entry Doctoral Training Program (IP-DLE-3). The IP-DLE-3 Program is an innovative doctoral training program that was developed in response to the shortage of individuals entering into speech-language pathology (SLP) research and academic careers. The program is funded in part by a grant from the ASHA, matched with funding from the Department of Education and the University of Cincinnati. Please refer to Wallace (2004) and Wallace and Creaghead (2004) for an overview of the IP-DLE-3 Model and Program. Following is information on students and program activities to date. First Page Preview × View Large Subscribe to view more For full access to this article, log in to an existing user account, become a SIG affiliate, or purchase a short-term subscription. Become a SIG Affiliate Join a SIG Pay Per View Entire SIG 10 Perspectives on Issues in Higher Education content & archive 24-hour access $25.00 Buy Now This Issue 24-hour access $17.00 Buy Now This Article 24-hour access $10.00 Buy Now Sign In or Create an Account Please sign in using your ASHA.org login. If you do not have an ASHA login, you may register with us for free by creating a new account. Sign In or Create an Account We've Changed Our Publication Model... The 19 individual SIG Perspectives publications have been relaunched as the new, all-in-one Perspectives of the ASHA Special Interest Groups. Learn more > Related Articles A National Survey of Simulation Use in University Programs in Communication Sciences and Disorders American Journal of Speech-Language Pathology, February 2018, Vol. 27, 71-81. doi:10.1044/2017_AJSLP-17-0015 Letter to the Editor American Journal of Audiology, November 1994, Vol. 3, 73-74. doi:10.1044/1059-0889.0303.73 Current Issues: Training To Ensure Quality Practicum Supervision of Graduate Students SIG 11 Perspectives on Administration and Supervision, March 2010, Vol. 20, 14-19. doi:10.1044/aas20.1.14 Training Students to Evaluate Preterm Infant Feeding Safety Using a Video-Recorded Patient Simulation Approach American Journal of Speech-Language Pathology, March 2018, Vol. , 1-8. doi:10.1044/2017_AJSLP-16-0107 Inclusion of Transgender Voice and Communication Training in a University Clinic Perspectives of the ASHA Special Interest Groups, October 2017, Vol. 2, 109-115. doi:10.1044/persp2.SIG10.109 Related Topics Professional Issues & Training