Category Archives: Online SLP Graduate Programs
Bellow is a guest post by Brian Goldstein, Ph.D., CCC-SLP (Dean & Professor, La Salle University). His words echo my own thoughts on the issue I frequently discuss on my blog – admittance into SLP graduate programs. He has much to say, and we should all be willing to listen, digest, and act. Read on my dear followers…
In my almost 10 years as a University administrator, I have had occasion to talk to members of the Board of Trustees at two different Universities. You might expect that main topics of conversation with Board members might have been graduation rates, faculty hiring, new programs, or budgets. You’d be wrong on all counts. The most common topic of discussion with Board members has involved admission into the master’s program in speech-language pathology. As the current Provost of La Salle University says, “it’s easier to get into some Ivy League schools than it is to get into the master’s program in speech-language pathology.” For the Fall 2014 class at La Salle, we had over 400 applications for 18 spots. In 2011-2012, there were 52,339 applications to the 224 ASHA-accredited programs that completed the survey, http://bit.ly/1vY9ril. I’m sure I don’t have to do that math for you. I would suggest you read this report for this and other sobering statics such as average GPA and average GRE score.
We are all aware of the fact that the number of applications to SLP programs far exceeds the number of available spots. The questions are why the situation exists and what might we do to obviate it. I, along with many others, am deeply concerned that if we do not start working to fix this issue, then well-qualified students will choose not to go into SLP because they believe they will never get into a master’s program. The time to address this issue is now and there is no time to waste.
The limited number of spots in master’s SLP programs has engendered numerous blog posts (e.g., here, here and here) and Twitter discussions—the latter being the impetus for this blog post. In my experience as Program Director, Department Chair, Associate Dean, and Dean, I thought I would try and bring my perspective to this discussion. Here, I want to focus on 2 main reasons for this bottleneck: (1) faculty and (2) clinical placements.
One solution to opening up more spots in graduate programs is to increase the size of the faculty in existing programs and/or hire faculty to open new programs. There’s a problem though. There are not enough faculty. Period. OK, so it’s more complicated than that but let’s start here. In 2011-2012, ASHA (2011, http://bit.ly/1vY9ril) reports that there were openings for 135 full-time faculty, with a projected total of 272 openings through 2017. Approximately, 28% of the openings went unfilled.
What do these data tell us? There are openings for faculty but not enough faculty to fill the available positions. If there are not enough faculty to fill open positions for the programs that exist now, how would it be possible to open any new programs? On a side note, it is expensive to run graduate speech-language pathology programs—from faculty to staff to labs to equipment, etc. The expenses are significant and growing. Back to the faculty issue. Is it possible to educate and hire faculty who do not have a research doctorate? Yes, no, maybe. Take a step back and think about how and where current faculty are educated. They are largely educated in research Universities whose mentors were educated in research Universities and so on. The expectation is that after graduation these individuals will be researchers who teach and not necessarily teachers who do research. Yes, I am generalizing. However, the mode educational paradigm is research faculty educating and mentoring doctoral students in research institutions who will become faculty members at research institutions and perpetuate the line. I freely admit, by the way, that I was of that mindset as well. My sojourn about 5 miles up Broad Street in Philadelphia from Temple University to La Salle University has changed my perspective. Now that the disclaimer is out of the way…
I’ve recently become fascinated by the SLP sub category on Reddit.com. It’s an open forum for questions, links, and information; in this sub-Reddit (as they say), there has been quite the discussion on “less competitive” SLP graduate schools. When I was applying, I didn’t think any grad school was less competitive than another. I thought they all had equally competitive application processes. And to be honest, I associate “less competitive” with “easy” “accepts lower GPA/GRE” or “less applicants”. And in some ways, I guess that’s true.
There are two threads of discussion on this topic that I’ve focused on.
- Reddit: On 4/9/2014, the question “What are some “less competitive” SLP grad programs” was posed to the group. Currently at 18 comments at the time of this post, it’s a great discussion.
- TheGradCafe.com: On 1/23/2014 a user started the “Fall 2014 “Less Competitive” Grad Programs Applicants Thread!”. Currently at 250 replies, it’s an amazing read if you want to scour the pages.
I think what interests me the most is the sheer number of people searching this type of information. I get lots of hits on my blog with similar search terms. People want to get into this profession, yet are blocked at the door. I’m scared for my readers and happy for the ones that make it. But there are so many applicants that are worthy and passionate. I just wish there was more room for everyone.
Give these threads a read if you are interested. My thoughts on “less competitive” grad schools is that truly, there aren’t any. Searchers looking for an answer, there are suggestions in these posts that “safety” school exist. I just don’t know if that’s solid advice. Maybe I’m just uninformed or cynical in the matter. But nothing short of hard work, experience, and determination will get you into grad school. And even that isn’t always rewarded with a ticket.
Keep at it readers. Keep asking and keep discussing. If others have success, learn from it and use it as fuel for your own fire.
This is the second post in my series regarding Online Speech-Language Pathology graduate schools. Read Part 1 and general information about online SLP graduate programs.
The below interview is with a spunky mother of two, 43 year old lovely lady, and current online graduate student who transitioned from bank manager to Speech-Language Pathologist. I admire anyone who decides to switch careers and become passionate about such an amazing field. If you are considering applying to online SLP programs or know someone who is, please read and share.
There are a million things about the Speech-Language Pathology profession that I love, yet there remains this small inkling of disappointment when it comes to SLP graduate schools. There just are not enough schools with too few spots for some amazing would-be-SLPs out there (I know they are out there). I won’t delve into the reasons for shortages in this post, but one of the ways Universities have started to expand their reach is by offering completely online Speech-Language Pathology Graduate Programs.
For more information about these programs, Christie over at “38 Things…An SLP Graduate Student’s Ramblings” has written a very helpful post on searching for accredited universities, including a comprehensive list of current SLP online programs, so check it out and head on back for more!
I wanted to gain a first-hand experience with these programs since they have become increasingly popular among other SLP2B students. To do this, I have enlisted the help of current graduate students or recent graduates to answer some common questions regarding online SLP Graduate Students. My first interview is with Heather from Indiana; this is Part 1 in a multi-part series over the next few weeks, so stay tuned!
She is 37 years old and SLP is her first career. She completed her undergrad in SLP in 1997, and worked as an assistant for 4 years before taking an 8-½ year “maternity leave” to be home with her kids. She has 3 wonderful kids—now 11, 8 ½, and 5. She is a recent graduate from Western Kentucky University with her Master’s Degree in Speech-Language Pathology.