Interview With Loretta M. Nunez, M.A., Au.D., CCC-A/SLP, Cert-AVT
Beck: Thanks for your time, Loretta. Would you please tell me a little about your professional education and history?
Nunez:Sure, Doug. I am dually certified and licensed in speech-language pathology and audiology and also hold certification in Auditory Verbal Therapy. I received my undergraduate degree in hearing and speech science in 1976 and a master's degree in audiology and speech-language pathology in 1978 from The Ohio State University. More recently, I completed the AuD degree through the joint program at Central Michigan University and the Vanderbilt Bill Wilkerson Center, and I've been an ASHA staff member since 2003. I have worked in both clinical and academic settings over the course of my career and have held several faculty appointments, including tenured Instructor at Kent State University, Visiting Assistant Professor and Director of the Audiology and Speech Center at the University of Akron, and AssistantDepartment of Otolaryngology, Head and Neck Surgery at the Johns Hopkins University School of Medicine while serving as Coordinator of Cochlear Implant Rehabilitation.
Beck:Thanks, Lorettato get a better feel for the discussion, I'd like to start by getting the facts and figures as best we can. I know you can only give me a "best guess," as the numbers change all the time, but please tell me, to the best of your knowledge and based on information ASHA has collected, how many audiologists are in the United States?
Nunez:As of year-end 2004, ASHA represented 12,899 audiologists holding the ASHA Certificate of Clinical Competence (CCC) in audiology and 1,371 dually certified members holding the CCC-A/SLP. These figures include individuals who are currently employed full- or part-time, on leave of absence, not employed and not seeking employment, and retired/volunteer. According to the U.S. Bureau of Labor Statistics, audiologists held about 11,000 jobs in 2002.
Beck:How many audiologists have earned the AuD and how many are currently in the process of earning the AuD?
Nunez:The most current data are available from the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) as part of the 2000-2001 Demographic Survey of Undergraduate and Graduate Programs. In the 1999-2000 academic year, 19 AuD degrees were awarded (see Table 7). In 2000-2001, there were 124 students enrolled in clinical doctoral entry-level programs and 420 students were enrolled in post-entry-level programs (see Table 14). This was the first year for which these data were gathered and reported.
It may also be helpful to know that more current information will be available in the near future. ASHA, the CAPCSD, the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA), and other organizations have collaborated on the development of a comprehensive, browser-based, higher education database system that will streamline the collection, reporting, analysis, and accessibility of institutional data. Data collection will begin in 2005. Kelly Appler, Associate Director of Credentialing for Research and Quality Management, serves as the primary ASHA contact person for this collaborative project. Further information on the Higher Education System will be available on ASHA's Web site beginning in mid-May. Go to www.asha.org and search on "higher education system."
Beck:By what date must all "new" audiologists enter the profession (per ASHA) with a doctoral degree?
Nunez:The requirement for a doctoral degree is mandatory for audiologists who apply for ASHA certification after December 31, 2011. Between 2007 and 2012, a minimum of 75 semester credit hours of postbaccalaureate study that culminates in a master's, doctoral, or other recognized academic degree is required. The new standards adopted in 1997 and are to be implemented in 2007, provide for a transition period necessary for academic programs to fully implement the change from master's-level to doctoral-level education in audiology.
Beck: How many audiologists and hearing scientists have the PhD degree?
Nunez:As of year-end 2004, 920 ASHA-affiliated audiologists held a PhD In addition, 346 individuals with dual certification held a PhD.
Beck:How many audiologists and hearing scientists are currently pursuing PhD degrees?
Nunez: Again, the most current data are available from the CAPCSD Demographic Survey of academic institutions.
In the 2000-2001 academic year, 202 students were enrolled at the research doctoral level (see Table 18).
Beck:What would the PhD numbers have looked like in 1980?
Nunez: The earliest academic year for which these data are available is 1982-1983, in which 141 audiology research doctoral students were enrolled.
Beck:Regarding SLP, how many SLPs are in the United States?
Nunez: Based on data as of year-end 2004, ASHA represented 101,812 individuals with the CCC-SLP and 1,371 with the CCC-A/SLP (note that the number of individuals with dual certification is also included in the audiology-related data presented earlier). Please keep in mind that these figures include individuals who are currently employed full- or part-time, on leave of absence, not employed and not seeking employment, and retired/volunteer. According to the U.S. Bureau of Labor Statistics, speech-language pathologists held about 94,000 jobs in 2002.
Beck:How many have doctoral degrees in {or speech sciences?
Nunez: As of year-end 2004, 2,696 ASHA-affiliated speech-language pathologists held a PhD. In addition, 346 individuals with dual certification held a PhD.
Beck:And how many students are pursing PhD degrees in speech sciences?
Nunez: The most current survey data are available on the CAPCSD Web site. The survey reported that 450 students were pursuing a research doctorate in speech-language pathology and 143 students were pursuing a research doctorate in speech and hearing science in 2000-2001 (see Table 18).
Beck:I realize that many university programs offer audiology and hearing sciences and they offer a master's degree, a PhD, and also the AuD Can you give me any idea as to how many ASHA-accredited programs offer which degrees?
Nunez: Keep in mind, Doug, that the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) is the accrediting body (not ASHA) and that the CAA only accredits entry level degree programs. Undergraduate, post-master's AuD, and research PhD programs are not eligible for accreditation by the CAA. With that said, the CAA currently accredits 62 clinical doctoral programs and 55 master's-level programs in audiology and has awarded Candidacy status (pre-accreditation) to an additional 3 clinical doctoral programs as of May 1, 2005. After December 31, 2006, the CAA will no longer accredit master's-level programs in audiology. Of the 62 accredited clinical doctoral programs, 6 use a degree designator other than the AuD2 grant the ScD and 4 grant clinical PhDs.
Regarding the research PhD, Table 2 in the CAPCSD 2000-2001 survey report presents data on the number of institutions and programs by level and specialization. This table identifies 39 programs offering a research doctorate (PhD, EdD, ScD) in audiology and 25 programs offering a research doctorate (PhD, EdD, ScD) in speech and hearing science.
Beck:Likewise, with respect to speech language pathology and speech sciences,
how many university programs offer which degrees?
Nunez: The CAA currently accredits 240 master's-level speech-language pathology programs. Three academic programs offer a clinical doctorate degree in speech-language pathology and Table 2 in the CAPCSD 2000-2001 survey report identifies 62 programs offering a research doctorate (PhD, EdD, ScD) in speech-language pathology and 25 programs (as mentioned previously) offering a research doctorate (PhD, EdD, ScD) in speech and hearing science.
Beck:So, now that we have an idea as to how many programs are out there and what they offer, why do you think so few people pursue the PhD degree in audiology and/or speech-language pathology?
Nunez: For starters, it is naturally expected that fewer audiologists and/or speech-language pathologists will ultimately pursue the PhD degree compared to the number who complete the master's and/or a clinical doctorate to enter the profession. The research PhD degree is designed to prepare one for an academic and research career with the expectation of contributing to the science of the discipline as well as to the preparation of future professionals and scientists. It is important to note that the program of study and intended outcome for the PhD degree is different from the preparation necessary to enter the profession. The program of study for a PhD degree is designed to permit one to more extensively study a focused area of interest within the discipline, to learn the scientific method, and to acquire the skill set necessary to independently pursue a line of research in one's area of interest. While the PhD degree is not for everyone, I think the real question here, Doug, is why are individuals who may be interested in or well suited to the nature of the work of academicians and scientists not pursuing the PhD degree or careers in academia to the extent that is needed in the discipline?
Beck: Well, okay, Loretta, since you put it that way, why do you suppose that desirable candidates are not pursuing the PhD degree?
Nunez: This is a complex issue with no easy answer. However, based on data collected by the ASHA and CAPCSD Joint Ad Hoc Committee on the Shortage of PhD Students and Faculty in CSD (2002), articles published about the PhD shortage, reports published about trends in higher education, and the e-mail received by Academic Affairs at ASHA, I'll comment on at least a few possible reasons.
We do know that CSD is not the only discipline facing a PhD shortage. This fact may imply a broader shift in the goals, interests, and career options of today's college students and professionals.
With the demands of preparing students to acquire the knowledge and skills associated with an expanded scope of practice for both audiology and speech-language pathology, there is less time within the current graduate curriculum for students to engage in research activities at the master's or clinical doctorate degree level. Such activities (e.g., Honors projects, theses, capstone projects) develop interest and experience in basic or applied research early on in the educational process and often serve as the catalyst for one pursuing the PhD. The most recent CAPCSD survey report identified that only 12% of audiology graduate students and 13% of SLP graduate students completed a thesis based on data collected for the 2000-2001 survey period and that this percentage was below highs observed in prior survey years of 29% and 24%, respectively. One of ASHA's initiatives strives to promote the integration of research education in some form at all levels of education.
Additionally, the demands for scholarly productivity at colleges and universities within a fixed tenure and promotion timetable may result in the academic work setting being viewed as not very "family friendly." This is particularly significant considering that the gender composition within the professions today is predominantly female (93.5%). A need for flexibility may be more applicable today for both women and men as family leave time has become an acceptable feature of the work culture within our society. Recently, the American Council on Education (ACE) published an executive summary report titled, An Agenda for Excellence: Creating Flexibility in Tenure-Track Faculty Careers (2005). This report, developed by a national panel of university presidents and chancellors, outlines an agenda for reforming and enhancing the academic career path for tenured and tenure-track faculty.
On a related note, individuals often communicate to ASHA's Academic Affairs team a desire to pursue a PhD if the educational process were to incorporate greater flexibility (i.e., part-time enrollment, distance learning options, a reduced residency requirement, etc.). These requests speak to a general desire for greater flexibility and accessibility related to the educational process. It remains to be seen, however, if the nature of PhD education will or could accommodate such innovative educational methods concerning time and space to a greater extent and still accomplish the educational objectives associated with the research degree. To address this particular issue, ASHA awarded a 3-year grant to the University of Cincinnati beginning in 2004 through an ASHA-sponsored grant competition for innovative academic programs to recruit and educate doctoral students who will enter academia.
Other feedback from members considering a PhD and career in academia indicates a perception that faculty salaries are not competitive with other career options, and for some individuals this is a significant factor. The CAPCSD 2003-2004 Salary Survey of Undergraduate and Graduate Programs identifies the mean 9-month adjusted base salary for faculty by rank as follows: $48,824 for Assistant Professor, $57,458 for Associate Professor, and $74,025 for Professor. ASHA has responded to concerns about faculty salaries by making available career ladder resources prepared by successful academicians to inform individuals about the process associated with tenure and promotion and to help them develop a plan for successful advancement in rank. Additionally, resources are available to foster successful accomplishment of scholarly activity that contributes to advancement in faculty rank and the attainment of higher salaries in as time-efficient a manner as possible.
Beck:I wonder if part of the reason for the small number of people pursuing PhDs has to do with more and better choices? In other words, when I got my master's back in the early 1980s, if I had chosen to pursue a doctorate, the prominent option was the PhD, which is of course a scholarly, academic, and research-based degree. I think it's probable that some people that earned PhDs were actually more clinically oriented but didn't have the option of earning a professional degree at that time. However, if we fast forward to 2005, people desiring a doctorate have the professional AuD as an option. So I wonder if the percentage of people who earned the PhD some 20 or 30 years ago was artificially inflated because it was the primary viable doctoral option, whereas the apparent decrease in PhD candidates that we're seeing now may actually represent the true percentage of people who want to voluntarily pursue the PhD? I hope I made my point...that was a bit convoluted! But I guess the bottom line is, now that we have more choices, maybe only people with true aspirations for research, academics, and scholarly work are pursuing the PhD, while those with more clinical or professional goals are earning the AuD.
Nunez: Doug, I agree that we each know of individuals who pursued the PhD degree because the doctorate degree met their professional goals but always intended to utilize the degree in clinical practice or a setting other than academia. That choice is still exercised today, because we know that only about half of the individuals completing the PhD take positions in academia. I would also agree that for some individuals the clinical doctorate degree, by itself, fulfills one's professional goals.
However, I would like to make two additional points on this subject. First, one of the goals of ASHA's Focused Initiative on the Doctoral (PhD) Shortage is to promote the integration of clinical and research interests at all levels of education. The objective is to alter the mindset that clinical practice and research are mutually exclusive activities. While recognizing that each of these two degrees, the research PhD and the AuD target different educational outcomes, the focused initiative encourages academic programs to incorporate research experiences throughout the educational process in order to foster an appreciation for the role of research in clinical practice and perhaps an interest in research as well. Such efforts are also consistent with the intent of evidence-based practice.
My second point is that it is conceivable that the AuD degree may have a positive impact on the pursuit of the PhD. Under the master's degree model of audiology education, a student typically completed two years of graduate education and then left the university setting in order to fulfill the clinical fellowship requirements for ASHA certification. In order to obtain the PhD, the individual would then return to a university for approximately 5 years of education (i.e., a 2 year + 1 year + 5 year model). With the entry-level professional doctorate, all of the educational and clinical requirements for ASHA certification are completed at the time that the AuD degree is conferred. Such a model provides the option to directly continue one's education toward the PhD without disruption and reduces the PhD educational component to 2 or 3 years post-AuD (i.e., a 4 year + 2 year model). The reduced time spent completing the PhD may increase the feasibility for practicing audiologists who hold the AuD degree to plan on returning to school for an additional 2 years versus an additional 5 years of education, which had been the case for the master's degree. By the way, a few joint AuD/PhD degree models of education are also emerging.
Beck:Loretta, what can you tell me about ASHA's efforts to promote doctoral education in audiology with respect to the AuD and the PhD?
Nunez:ASHA promotes the clinical doctorate in audiology as evidenced by the 2007 Standards for Clinical Practice in Audiology. These standards require the profession of audiology to transition from a master's degree to a doctorate degree as the entry level degree for practice.
To promote PhD education, ASHA established the Focused Initiative on the Doctoral (PhD) Shortage in 2004. This is a multiyear initiative that allows for additional association resources to be devoted to this issue. The 2005 Strategic Plan related to this focused initiative includes three issues and outcomes, with a variety of strategies being implemented to achieve each outcome. The issues/outcomes can be summarized as addressing (1) the recruitment and retention of PhD students and PhD-level faculty so that supply equals demand in CSD, (2) the establishment of new models of education that integrate clinical and research interests at all levels of education and foster an academic culture, and (3) the establishment of a coordinated communication mechanism that promotes data collection and dissemination of information about doctoral education.
Beck:Can you elaborate on some of the specific activities implemented through this focused initiative?
Nunez:Sure, Doug. Some examples of activities implemented to meet the objectives of this focused initiative include the following.
For Issue/Outcome 1: Recruitment and retention of PhD students and faculty
- Web-based information about PhD education and academic and research careers at www.asha.org
- Students Preparing for Academic and Research Careers (SPARC) Award, a competitive mentoring award to foster interest in PhD education and faculty careers among undergraduate and graduate students
- Advancing Academic and Research Careers (AARC) Award, a competitive award for new faculty that funds scholarly activity leading to tenure and promotion
- ASHA Convention sessions promoting the nature and benefits of PhD education and careers in academia
- Resources to assist practicing professionals who are interested in returning to school for a PhD (in development)
- Resources to assist current PhD degree holders who are interested in making the transition to a career in academia (in development)
For Issue/Outcome 2: New models of education that integrate research into the curriculum- Increased efforts to showcase student research at national conferences
- Establishment of an award to recognize early career research accomplishments
- ASHA and ASHFoundation jointly sponsored interdisciplinary research grant competition
- Researcher-Academic Town Meeting held at the ASHA Convention to foster a coordinated academic and research culture and to address current issues in the preparation of future teachers-researchers in higher education
- Identification of models of education that successfully integrate clinical and research interests at all levels of education (in development)
For Issue/Outcome 3: A coordinated data collection and information mechanism related to PhD education- Higher Education Systema comprehensive, browser-based, higher education database system that will streamline the collection, reporting, analysis, and accessibility of institutional data.
- Mentoring Database and Web-based mentoring portal that connects new faculty with seasoned/retired teacher-scholars (in development)
- Academic-Researcher Member Community Web sitea comprehensive section of ASHA's Web site devoted to the interests of academic and clinical faculty, researchers, and PhD students.
- Publication of Access Academics & Research, a free, bimonthly electronic newsletter disseminating timely news and information for faculty, researchers, and PhD students.
Beck:And again, with respect to SLP...what is ASHA doing to help promote doctoral education?
Nunez: The information shared about ASHA's Focused Initiative on the Doctoral (PhD) Shortage is applicable to both audiology/hearing science and speech-language pathology/speech-language science.
Beck:Do you suppose that the profession of SLP will soon adopt or embrace the professional degree, such as the SLP-D, as the audiologists did with respect to the AuD?
Nunez: I believe that speech-language pathology is facing clinical practice and educational issues similar to those of audiology, namely, an expanded scope of practice, which ultimately prompted audiology's transition to a doctorate as entry level for the profession. However, while there is speculation about whether speech-language pathology will follow a similar path, there is no definitive effort to promote such a change at this time. Recently, at the CAPCSD annual conference in April, a lively debate on the pros and cons of a clinical doctorate degree in speech-language pathology took place. So it is safe to say that at a minimum the academic community is discussing this concept.
Beck: If the professional doctorate is not required for entry into the profession for speech-language pathologists, do you think that programs will offer the degree?
Nunez: Well, there are currently three academic programs offering a clinical doctorate in speech-language pathology with no uniform degree designator emerging as of yet. The degree is offered as one option that meets the professional goals of some speech-language pathologists and is offered in the context of a continuum of educational opportunities (i.e., bachelor's, master's, clinical doctorate, and research doctorate degree). One may speculate that with a larger SLP population (102,000+), an optional clinical doctorate could be a fiscally viable offering by academic programs that have the resources to do so.
Beck: Do you have any advice for speech-language pathologists who may be thinking about exercising this option?
Nunez: One critical point worth communicating about the clinical doctorate is for speech-language pathologists to understand the intent and outcome of this type of degree (similar to what we discussed about the differences between the AuD and research PhD)namely, that the clinical doctorate does not automatically qualify one for an academic faculty position where a research doctoral degree is required. It is important that speech-language pathologists who choose to pursue the clinical doctorate understand this distinction and make an informed decision about the value of obtaining the clinical doctorate relative to their professional goals. I suggest that SLPs considering this option inquire with academic programs about the placement of their graduates who have earned the clinical doctorate degree. What types of positions or activities are such graduates engaged in? It is anticipated that graduates are utilizing the clinical degree for advancement in clinical or private practice settings, clinical administration positions, state or federal agencies, and clinical track faculty positions. Obtaining such information will facilitate making an informed decision.
Beck:Okay...well, Loretta, this has been a fascinating discussion, and I am very appreciative of your time. Do you have some suggested readings, white papers, or Web sites that address these same issues in more detail?
Nunez:Yes, Doug. I recommend the following readings and Web resources:
American Council on Education. (2005). An agenda for excellence: Creating flexibility in tenure-track faculty careers. Washington, DC: Author.
Council of Academic Programs in Communication Sciences and Disorders. (2002). 2000-2001 Demographic Survey of Undergraduate and Graduate Programs. Minneapolis, MN: Author.
Council of Academic Programs in Communication Sciences and Disorders. (2004). 2003-2004 Salary Survey of Undergraduate and Graduate Programs. Minneapolis, MN: Author.
Council of Graduate Schools Ph.D. Completion Project.
Golde, C. M., & Dore, T. M. (2001). At Cross Purposes: What the experiences of doctoral students reveal about doctoral education. Philadelphia, PA: The Pew Charitable Trusts.
Joint Ad Hoc Committee on the Shortage of Ph.D. Students and Faculty in Communication Sciences and Disorders. (2002a). Crisis in the discipline: A plan for reshaping our future. Rockville, MD: American Speech-Language-Hearing Association.
Joint Ad Hoc Committee on the Shortage of Ph.D. Students and Faculty in Communication Sciences and Disorders. (2002b). Ph.D. program survey resultsexecutive summary. Rockville, MD: American Speech-Language-Hearing Association.
Madison, C. L., Guy, B., & Koch, M. (2004). Pursuit of the speech-language pathology doctorate: Who, why, why not? Contemporary Issues in Communication Sciences and Disorders, 31, 191-199.
Beck:Thanks so much, Loretta. It's been a pleasure discussing this important topic with you.
Nunez: Doug, thank you for this opportunity to discuss doctoral education, the PhD shortage, and ASHA's activities that address this critical issue within the discipline of communication sciences and disorders. - Increased efforts to showcase student research at national conferences