Interview with Dr. Angela Sherman, Assistant Professor & Coordinator, Speech and Language Services, Department of Speech, Louisiana Tech University
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Beck:Hi Angela. It's a pleasure to speak with you again.Sherman:Hi Doug. Thanks for inviting me.Beck:Angela, as you know I'm an audiologist and I earned my doctorate through the distance learning program at the University of Florida, Gainesville. I know speech language pathologists are interested in
Beck:Hi Angela. It's a pleasure to speak with you again.
Sherman:Hi Doug. Thanks for inviting me.
Beck:Angela, as you know I'm an audiologist and I earned my doctorate through the distance learning program at the University of Florida, Gainesville. I know speech language pathologists are interested in distance education too, and perhaps you can share your experiences and reflections on earning your professional doctorate in Speech Language Pathology (SLP)?
Sherman:Sure Doug. I earned my bachelor's in 1992 and my master's in 1994, both from Louisiana Tech University. In August of 2003, I received my clinical doctorate from Nova Southeastern University in Ft. Lauderdale, Florida. The issue for me was that I wanted to gain more expertise in my profession, but I wanted it to be clinically based. I was not really interested in earning a Ph.D. where I would have to leave my current position to further my education. When the opportunity to earn a professional doctorate in speech-language pathology, with an emphasis on clinical work was offered I enrolled and was very excited. This program required that I come to the campus for orientation along with a second trip for a two-week institute in the summer. My courses were taught on the weekend. This did not affect my current employment so this was a better option for me. Clinical work is why I became an SLP, and it's what I love to do. The courses were designed to be applicable to your current work setting. Each instructor encouraged choosing projects that would be most beneficial to you as a clinician.
Beck:I understand. Angela, as one of the relatively few people who has earned an SLP-D, can you tell me, what inspired you, and what are your thoughts regarding how the SLP-D has changed you?
Sherman:My inspiration was from within myself. I always knew I wanted to further my education and eventually when I became employed in the university, I knew that that day would be approaching. However, I wanted to earn a doctorate, but again, I wanted to do so as a clinical SLP focusing on the doctoral level. Earning the SLP-D has broadened my ability to understand and deliver higher quality SLP services. I have a more thorough understanding of professional issues and it has made me a better teacher and instructor for my students, and of course, a better clinician. I think I should mention that the degree I earned had a research component too which was a wonderful yet challenging experience for me. This professional research project (PRP) was similar to that of a dissertation. It included selecting, preparing, and designing a clinical research project. My project includes a review of the literature, methods, results, and conclusions. The entire project had to be completed, including data analysis and reporting findings. Some institutions only require a thorough review of the literature and the proposed methods. However, that was not the case with the SLP-D degree. The research project I embarked on focused on leadership roles and personality characteristics of university supervisors which directly impacts clinical supervision and training graduate students. I benefited from the research experience itself, and the knowledge gained, and it did enhance and impact my professional doctoral experience. Through the research opportunity, I was able to explore and conduct a study on an area that I love, Clinical Supervision. Through this experience, I learned to be a better manager and supervisor. But I think the primary impact on me is that I am a more knowledgeable clinician and understand the anxiety or frustrations students may have toward research and it allows me to share my experiences with them.
Beck:While working on my doctorate, I was surprised that in the 16 years between my master's and my doctorate, the profession had changed and grown so much. I was frankly amazed at what I didn't know! And to make it worse, you can't know what you don't know, until you start taking classes in your profession, as a mature professional...and then the voids become obvious! Was it like that for you?
Sherman:Yes, in some respects it was that way for me. Going back to school as a professional allowed me to focus on the areas I had developed professional interests in, and allowed me to learn more about the areas of SLP practice within which I felt I needed more exposure and knowledge. The entire SLP-D journey was a fabulous experience for me, and I am grateful for the opportunity.
Beck:Have you noticed additional responsibilities and respect from professionals and patients?
Sherman:That's a tough question, but in general, the answer is yes. I think there is definitely a large number of professionals and patients that recognize the foundation of knowledge and are more impressed and respectful of the title "doctor." While I was working on my doctorate, one class I enrolled in was pharmacology. I learned so much about the medications my patients were being prescribed and how so much of that may directly impact my patient's cognitive and communicative behaviors. It opened up a whole new world of understanding for me regarding my patients, their needs and their issues and concerns. As you probably know, when I earned my master's, graduate students did not take a class specifically designated as Pharmacology. We might have received information about medications and their side effects in other coursework but this was a class primarily dedicated to learning about general principles of drug action, particularly as related to communicative function. Case studies were used and drug interactions, toxicity, and side effects were discussed.
Beck:How long did it take for you to earn your doctorate?
Sherman:I did the entire program in just about two years. I was focused and wanted to get through the program as quickly as I could! The proposed timelines Nova provides to the students are two years of coursework and an additional year(s) to complete the PRP if needed in order to address everyone's schedules and needs. I believe for me that turned out to be about 39 credits above post-master's degree and I worked on my PRP while taking coursework.
Beck: What were some of the courses you were required to take?
Sherman:Courses included Technology and Instrumentation in Communication Sciences, Research and Evaluation, Supervision, Genetics, Pharmacology, Augmentative and Alternative Communication, Advanced Seminar in Voice and Swallowing, Neuroscience, Counseling, Business Management and Leadership, and Advanced Seminar in Pediatric Development.
Beck:What was the cost?
Sherman:Expensive. At the time I began the program it was $650.00/credit. I am sure the cost has gone up since then. There were additional fees for labs and graduation.
Beck:What about those students who graduate with a pre-professional undergraduate degree in speech-language pathology and chose to move into the doctoral program? Are they at a disadvantage?
Sherman:Not at all. The only problem a student may have is because they may not have had time to develop an area of expertise therefore they may be limited in personal experience to include in projects, classroom discussion, etc. However, they still gain clinical experience in the program and have that to include in those later courses that instructors may expect you to contribute to the discussions. Not all information is clinical either. Those students have an advantage in that they are still in the "student mode". For those who have sat out for awhile and then return the transition might not be quite so easy.
Beck: What are some other schools besides the one you attended
that offer the clinical doctorate in SLP?
Sherman:I am not aware of any other programs who offer the clinical doctorate in
SLP.
Beck:Do you think the doctoral trend will ever really gain "traction" in SLP?
Sherman:Well, I'm not sure. At the moment, I don't see a massive trend towards SLP-D degrees. Maybe that's in part because we have so many well trained and competent SLPs with master's degrees. Maybe there's less need for doctoral level practitioners in SLP than there was in audiology. I'm really not sure. Nonetheless, I totally endorse doctoral education and the benefits I've realized are plentiful. My doctoral education has taught me about research, pharmacology, genetics and so many other things. It was a rewarding professional experience and I absolutely recommend it for those who are considering furthering their education.
Beck:Very good Angela. Thanks so much for sharing your time and experience with me.
Sherman:You're welcome. It was my pleasure.
Sherman:Hi Doug. Thanks for inviting me.
Beck:Angela, as you know I'm an audiologist and I earned my doctorate through the distance learning program at the University of Florida, Gainesville. I know speech language pathologists are interested in distance education too, and perhaps you can share your experiences and reflections on earning your professional doctorate in Speech Language Pathology (SLP)?
Sherman:Sure Doug. I earned my bachelor's in 1992 and my master's in 1994, both from Louisiana Tech University. In August of 2003, I received my clinical doctorate from Nova Southeastern University in Ft. Lauderdale, Florida. The issue for me was that I wanted to gain more expertise in my profession, but I wanted it to be clinically based. I was not really interested in earning a Ph.D. where I would have to leave my current position to further my education. When the opportunity to earn a professional doctorate in speech-language pathology, with an emphasis on clinical work was offered I enrolled and was very excited. This program required that I come to the campus for orientation along with a second trip for a two-week institute in the summer. My courses were taught on the weekend. This did not affect my current employment so this was a better option for me. Clinical work is why I became an SLP, and it's what I love to do. The courses were designed to be applicable to your current work setting. Each instructor encouraged choosing projects that would be most beneficial to you as a clinician.
Beck:I understand. Angela, as one of the relatively few people who has earned an SLP-D, can you tell me, what inspired you, and what are your thoughts regarding how the SLP-D has changed you?
Sherman:My inspiration was from within myself. I always knew I wanted to further my education and eventually when I became employed in the university, I knew that that day would be approaching. However, I wanted to earn a doctorate, but again, I wanted to do so as a clinical SLP focusing on the doctoral level. Earning the SLP-D has broadened my ability to understand and deliver higher quality SLP services. I have a more thorough understanding of professional issues and it has made me a better teacher and instructor for my students, and of course, a better clinician. I think I should mention that the degree I earned had a research component too which was a wonderful yet challenging experience for me. This professional research project (PRP) was similar to that of a dissertation. It included selecting, preparing, and designing a clinical research project. My project includes a review of the literature, methods, results, and conclusions. The entire project had to be completed, including data analysis and reporting findings. Some institutions only require a thorough review of the literature and the proposed methods. However, that was not the case with the SLP-D degree. The research project I embarked on focused on leadership roles and personality characteristics of university supervisors which directly impacts clinical supervision and training graduate students. I benefited from the research experience itself, and the knowledge gained, and it did enhance and impact my professional doctoral experience. Through the research opportunity, I was able to explore and conduct a study on an area that I love, Clinical Supervision. Through this experience, I learned to be a better manager and supervisor. But I think the primary impact on me is that I am a more knowledgeable clinician and understand the anxiety or frustrations students may have toward research and it allows me to share my experiences with them.
Beck:While working on my doctorate, I was surprised that in the 16 years between my master's and my doctorate, the profession had changed and grown so much. I was frankly amazed at what I didn't know! And to make it worse, you can't know what you don't know, until you start taking classes in your profession, as a mature professional...and then the voids become obvious! Was it like that for you?
Sherman:Yes, in some respects it was that way for me. Going back to school as a professional allowed me to focus on the areas I had developed professional interests in, and allowed me to learn more about the areas of SLP practice within which I felt I needed more exposure and knowledge. The entire SLP-D journey was a fabulous experience for me, and I am grateful for the opportunity.
Beck:Have you noticed additional responsibilities and respect from professionals and patients?
Sherman:That's a tough question, but in general, the answer is yes. I think there is definitely a large number of professionals and patients that recognize the foundation of knowledge and are more impressed and respectful of the title "doctor." While I was working on my doctorate, one class I enrolled in was pharmacology. I learned so much about the medications my patients were being prescribed and how so much of that may directly impact my patient's cognitive and communicative behaviors. It opened up a whole new world of understanding for me regarding my patients, their needs and their issues and concerns. As you probably know, when I earned my master's, graduate students did not take a class specifically designated as Pharmacology. We might have received information about medications and their side effects in other coursework but this was a class primarily dedicated to learning about general principles of drug action, particularly as related to communicative function. Case studies were used and drug interactions, toxicity, and side effects were discussed.
Beck:How long did it take for you to earn your doctorate?
Sherman:I did the entire program in just about two years. I was focused and wanted to get through the program as quickly as I could! The proposed timelines Nova provides to the students are two years of coursework and an additional year(s) to complete the PRP if needed in order to address everyone's schedules and needs. I believe for me that turned out to be about 39 credits above post-master's degree and I worked on my PRP while taking coursework.
Beck: What were some of the courses you were required to take?
Sherman:Courses included Technology and Instrumentation in Communication Sciences, Research and Evaluation, Supervision, Genetics, Pharmacology, Augmentative and Alternative Communication, Advanced Seminar in Voice and Swallowing, Neuroscience, Counseling, Business Management and Leadership, and Advanced Seminar in Pediatric Development.
Beck:What was the cost?
Sherman:Expensive. At the time I began the program it was $650.00/credit. I am sure the cost has gone up since then. There were additional fees for labs and graduation.
Beck:What about those students who graduate with a pre-professional undergraduate degree in speech-language pathology and chose to move into the doctoral program? Are they at a disadvantage?
Sherman:Not at all. The only problem a student may have is because they may not have had time to develop an area of expertise therefore they may be limited in personal experience to include in projects, classroom discussion, etc. However, they still gain clinical experience in the program and have that to include in those later courses that instructors may expect you to contribute to the discussions. Not all information is clinical either. Those students have an advantage in that they are still in the "student mode". For those who have sat out for awhile and then return the transition might not be quite so easy.
Beck: What are some other schools besides the one you attended
that offer the clinical doctorate in SLP?
Sherman:I am not aware of any other programs who offer the clinical doctorate in
SLP.
Beck:Do you think the doctoral trend will ever really gain "traction" in SLP?
Sherman:Well, I'm not sure. At the moment, I don't see a massive trend towards SLP-D degrees. Maybe that's in part because we have so many well trained and competent SLPs with master's degrees. Maybe there's less need for doctoral level practitioners in SLP than there was in audiology. I'm really not sure. Nonetheless, I totally endorse doctoral education and the benefits I've realized are plentiful. My doctoral education has taught me about research, pharmacology, genetics and so many other things. It was a rewarding professional experience and I absolutely recommend it for those who are considering furthering their education.
Beck:Very good Angela. Thanks so much for sharing your time and experience with me.
Sherman:You're welcome. It was my pleasure.