CSD Graduate Programs’ Entrance Requirements for Students Without CSD Backgrounds

Lubinsky, Jay

doi:10.1044/ihe7.2.6

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, some programs allow students to complete prerequisite requirements while enrolled in graduate programs, while others require all prerequisites completed prior to a master's program start date. A previous review of 12 graduate schools' (from unknown states) prerequisite requirements revealed a range of six to 12 classes being required before graduate school admittance (Lubinsky, 2004). A review of five of the Communication Sciences and Disorders (CSD) graduate program requirements in the state of Florida revealed a range of six to nine required classes.…”

Section: Introductionmentioning

confidence: 99%

Graduate Student Retention of Prerequisite Course Content

Tessel¹,

Grover²

2020

TLCSD

View full text Add to dashboard Cite

Although most graduate schools for Speech-Language Pathology require the same core prerequisite classes, there is still variation in class requirements as well as variation in course content. Sixty-one instructors completed a survey regarding what they felt was essential course content from their prerequisite communication sciences and disorders (CSD) classes. This information was used to create a student survey that consisted of 55 multiple choice questions chosen to assess knowledge from eight typically required prerequisite courses. Students preparing to enter their first year of their master’s program were asked to take the survey. Instructors that reported teaching a course in audiology agreed the most on course content. Regarding the student survey, students performed best in the areas of audiology and anatomy and physiology. Students that had a more than two-year gap between undergraduate coursework and their graduate program start date performed significantly worse than those who had a less than two-year gap. The variables of undergraduate major, age, and type of university did not prove significant. Implications for instructors and course content are discussed.

show abstract

Section: Introductionmentioning

confidence: 99%