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Graduate Degree Program Assessment Progress Report Cover Sheet:

Degree: Ph.D. Communication Sciences and Disorders For Calendar Year:____2015 _ _______(Date submitted to college committee: _April 29, 2016__By: _Betholyn Gentry, Ph.D. )(Date posted on college assessment website:__________)

Overall Rating:__________________________________

Respond to all six parts following the “Degree Program Assessment Progress Report Instructions.” (NOTE: Parts 1 through 4 can be copied from the relevant sections of your assessment plan.) Attach additional pages as needed.

(1) Student learning goal(s) addressed this year:

The overall goal of the program is to prepare high-quality scholar-teachers who 1) will engage in research to expand the knowledge base in communication sciences and disorders and 2) will educate the audiologists and speech pathologists of the future.

(2) Learning outcomes/objectives for those goals addressed this year:

Objective #1: The CSD consortium will be effective in attracting and graduating high quality students

Objective #2: The student will display competence in teaching by exhibiting refined communication skills and knowledge of the subject matter; by promoting critical thinking and lifelong learning; by organizing and managing course elements; by implementing a variety of media and technology and by being sensitive to individual student circumstances.

Objective #3: Students will display competence in research, grant writing and in their specialty area by demonstrating research skills and disseminating information; by writing and submitting a grant; and by disseminating information in their specialty area.

(3) Courses & activities where assessed:During the fourth year of the five-year cycle the doctoral program assessment will involve examination of the assessment feedback loop. The CSDPHD assessment committee will examine the effectiveness of the current plan and determine if any actions have been taken as a result of feedback from the assessment plan. This information will be disseminated to the intercampus committee for feedback on any necessary changes to the assessment process. Additionally, data from the newly implemented annual evaluations of doctoral students will be collated and reported. Current students in the program are in their third year or beyond and are focusing on developing teaching skills and completing their dissertation. Coursework from the curriculum and the area assessed are listed in the table below.

AUSP CSDPHD Assessment Report for 2015 year 1

Ph.D. Courses and Activities Assessed in 2016Area Assessed: TeachingAUSP 8110 Teaching Internship

Area Assessed: ResearchAUSP 9199-9999 DissertationArea Assessed: SupervisionAUSP 8111 Supervision InternshipArea Assessed: Qualifying ExaminationsAUSP 8301 Doctoral Seminar in Hearing

(4) Methods used:The Audiology and Speech Pathology Department has historically assessed graduate students using a variety of assessment tools that have been useful for program building and improvement. As part of the doctoral program consortium with the University of Arkansas at Little Rock, University of Arkansas for Medical Sciences and the University of Central Arkansas, we continue this tradition. The Arkansas Consortium for the Ph.D. in Communication Sciences and Disorders (CSDPHD) continues to value assessment as a critical component in the growth of the program. The current assessment report reflects our assessment efforts for the fourth year of the CSDPHD five year assessment plan schedule. Admissions Report form, Student Scholarship form, Faculty Scholarship form, Student Feedback form and the Ph.D. Graduate Exit Survey form. In addition this year we examined the feedback loop by using our new Ph.D. Student Annual Evaluation and Ph.D. Student Self Evaluation forms.

(5) What are the assessment findings? How did you analyze them?

Admissions: The CSD Ph.D. program received no complete applications for admissions during 2015. There were 4 incomplete applications started in our online WebXt4ender application system in 2015. All four were female applicants who started the application process but did not continue. There was one incomplete application that was meant for the M.S. program in speech language pathology. One of the remaining applications was for the Ph.D. in audiology and two were for the Ph.D. in speech language pathology. Starting fall 2016 all new applications for the Ph.D. program will go through the ne student information system at UAMS (GUS). Data for the admissions report was collected using the Admissions Report Form (Appendix A). Additionally there were numerous telephone/email inquiries from students in the US and from international students who did not follow up with an application. Two students made inquiries about part-time enrollment/online courses neither completed an application. The formal application process was not started by several students after learning that we do not have stipends for new doctoral students.

Recruitment: During 2015 recruitment efforts for the doctoral program consortium concentrated on one major professional conference, the Arkansas Speech Language and Hearing Association. Recruitment activities at this conference involved purchasing a


recruitment table, staffing the table with consortium faculty and distributing consortium promotional materials. During 2015 approximately 20 contacts (name, email, and interest area) were made as a result of this recruitment effort. Recruitment efforts also included responding to email and telephone inquiries about the program throughout the year. Again, one major hindrance to recruitment efforts was the lack of funding available to support doctoral students. Of note is the fact that one doctoral student graduated in 2015 leaving our total number of remaining students at six.

Student Scholarship: Our current Ph.D. students were encouraged to participate in scholarly activities during 2015 and data was collected using the Student Scholarship Form (Appendix B). Three of our seven Ph.D. students were responsible for making 14 presentations at state, regional and national conventions. Additionally, one Ph.D. student published an article in a refereed journal; two Ph.D. students received over $13,000 in grant funding; and one student received a scholarship award from the Arkansas Speech Language and Hearing Association during 2015. We will continue to encourage this type of scholarship in our doctoral students in the future. These activities are summarized in the table below and are listed in detail after the table.

Faculty Scholarship: The consortium faculty (UALR, UAMS and UCA) were very productive during 2015. Data from fourteen consortium faculty were compiled on the Faculty Scholarship Form (Appendix C) and used for the Faculty Scholarship Report. The consortium faculty was very visible professionally in the state and nation during 2015 as can be seen from the number of presentations and publications reported. A total of 42 presentations were made at local, regional and national professional conferences by the consortium faculty. With regard to grant applications, the consortium faculty submitted a total of 15 grants, 8 of which was funded. This resulted in a 53% funding rate for the consortium faculty. Additionally, a total of 22 articles were disseminated for publication out of 27 submissions for a publication rate of 81%. Additionally, there are 5 manuscripts currently under review. There were 4 books published and 4 book chapters (3 in press) published in 2015. Faculty scholarship efforts are remarkable and help raise the visibility of our Ph.D. program.

CSDPHD Student Feedback Report: Student feedback is an important component for assessing the doctoral program. This year we were able to get feedback from five of our seven Ph.D. students using the revised Student Feedback Form (Appendix D). This resulted in a response rate of 71%. All five respondents were third year students or later. The findings indicate that our Ph.D. program is providing the necessary learning opportunities to develop student skills in teaching, research, supervision and grant writing. Based on the information obtained from doctoral student feedback our Ph.D. program is providing the necessary learning opportunities to develop student skills in teaching, research, supervision and grant writing. All third year respondents and beyond mentioned several opportunities during their program to develop these skills. We will continue to make it our goal to provide these opportunities as part of each doctoral student’s individualized program of study. The consortium Ph.D. teacher/scholar model provides doctoral students with several opportunities to practice firsthand, teaching,


doing research, providing supervision and writing grants. These opportunities are beneficial to our doctoral students. We will continue to monitor these skills and make recommendations accordingly.

Ph.D. Annual/Self EvaluationsThe consortium faculty voted to start annual reviews of Ph.D. students in the fall 2013 intercampus meeting. We planned to report the results of this evaluation in the fourth year of our five year assessment cycle. For the current fourth year report we have results two years of results from 2014 and 2015. Each doctoral student was rated annually with regard to meeting essential functions and progress toward completion of the Ph.D. degree by their mentor. The following rating scale was used by the mentors and students: 1=Consistently does not meet expectations; 2= Occasionally does not meet expectations; 3=Meets expectations; 4=Occasionally exceeds expectations; 5=Consistently exceeds expectations. An overall rating was obtained by adding ratings for all five essential functions. The overall total possible is 25. Six Ph.D. students were rated in 2014 and 5 Ph.D. students were rated in 2015. Overall our students are meeting our essential functions and making progress toward completion of the Ph.D. degree.

Assessment of the Feedback LoopDuring the fourth year of the assessment plan we initially planned to examine the effectiveness of the current assessment plan and determined if any actions were needed to be taken as a result of feedback from the assessment plan. However, the consortium faculty was not able to meet to discuss these topics. We hope to incorporate these topics in meetings for 2016 when we review the program’s philosophy, mission and goals.


Appendix ECurriculum Assessment Map: Degree Program Assessment

Arkansas Consortium for the Ph.D. in Communication Sciences and Disorders: Ph.D.

Emphasis: Extensive Somewhat Little NoneAssessed: Exam Paper Project Other Not Assessed

Goal #1: The overall goal of the program is to prepare high-quality scholar-teachers who 1) will engage in research to expand the knowledge base in communication sciences and disorders and 2) will educate the audiologists and speech pathologists of the future.

Courses and Activities

How Outcomes are Addressed and Assessed

Outcome # 1 - The student will display competence in teaching by exhibiting refined communication skills and knowledge of the subject matter; by promoting critical thinking and lifelong learning; by organizing and managing course elements; by implementing a variety of media and technology and by being sensitive to individual student circumstances.

Outcome #2 - Students will display competence in research, grant writing and in their specialty area by demonstrating research skills and disseminating information; by writing and submitting a grant; and by disseminating information in their specialty area.

AUSP 8110 Teaching Internship

Emphasis:Assessed

ExtensiveOther

None

AUSP 8207 Teaching Pedagogy

Emphasis:Assessed

ExtensiveExamOther

None

AUSP 8104 ResearchProject 1

Emphasis:Assessed

None ExtensiveOther

AUSP 8204 Research Project II

Emphasis:Assessed:

None ExtensiveOther

AUSP 8300 Advanced Research Methods

Emphasis:Assessed:

None ExtensiveExamOther

AUSP 8109 Grant Writing

Emphasis:Assessed:

None ExtensiveOther


InternshipAUSP 8205 Grant Writing Pedagogy

Emphasis:Assessed:


AUSP 8111 Supervision Internship

Emphasis:Assessed:

None ExtensiveOther

AUSP 8206 Supervision Pedagogy

Emphasis:Assessed:

None ExtensiveExam

AUSP 9199-9999Dissertation

Emphasis:Assessed

None ExtensiveProject

AUSP 8301 Doctoral Seminar in Hearing

Emphasis:Assessed


AUSP 8302 Doctoral SeminarIn Speech

Emphasis:Assessed


AUSP 8303 Doctoral Seminar in Language

Emphasis:Assessed



ASSESSMENT IMPLEMENTATION PROGRESS REPORTDOCTOR OF PHILOSOPHY DEGREE

Arkansas Consortium for the Ph.D. in Communication Sciences and Disorders (CSDPHD) College of Health Professions (UAMS)

Douglas Murphy, Ph.D., DeanCollege of Professional Studies (UALR)

Ann Bain, Ph.D., DeanCollege of Health and Allied Sciences (UCA)

Jimmy Ishee, Ph.D., DeanAudiology and Speech Pathology Department (UALR/UAMS)

Nannette Nicholson, Ph.D., Interim ChairDepartment of Speech-Language Pathology (UCA)

Dee Lance, Ph.D., Interim ChairBetholyn Gentry, Ph.D. and Brent Gregg, Ph.D., Co-Directors

Betholyn Gentry, Ph.D., CEHP Assessment CommitteeANNUAL REPORT - APRIL 2016

Faculty Contributors: Betholyn Gentry, Ph.D., Nannette Nicholson, Ph.D., Dee Lance, Ph.D., Brent Gregg, Ph.D.

CSDPHD Mission

The mission is to develop students' intellectual curiosity and abilities so that they desire to discover and disseminate knowledge. This in turn will benefit persons with communication disorders, their families and the community as a whole, while encouraging a lifelong desire to learn.

Program Goals

The overall goal of the program is to prepare high-quality scholar-teachers who 1) will engage in research to expand the knowledge base in communication sciences and disorders and 2) will educate the audiologists and speech pathologists of the future.

Program Objectives

Effectiveness of the program is based on student learning outcomes (objectives #2-5) as well as internal and external benchmark measures. Because completion of student outcomes could take 6-10 years, internal and external benchmarks must be used to provide information about the program as it evolves along the way. Objective #1: The CSDPHD consortium will be effective in attracting and graduating high quality students

Objective #2: The student will display competence in teaching by exhibiting refined


communication skills and knowledge of the subject matter; by promoting critical thinking and lifelong learning; by organizing and managing course elements; by implementing a variety of media and technology and by being sensitive to individual student circumstances.

Objective #3: Students will display competence in research, grant writing and in their specialty area by demonstrating research skills and disseminating information; by writing and submitting a grant; and by disseminating information in their specialty area.

Arkansas Consortium for the Ph.D. in Communication Sciences and Disorders (CSDPHD)Five-Year Assessment Plan

The five-year assessment plan for the CSDPHD between the University of Arkansas for Medical Sciences, the University of Arkansas at Little Rock and the University of Central Arkansas is explained below. The doctoral program assessment plan includes changing the focus of assessment each year following a five-year cycle. This is the beginning of a new five-year cycle for the CSDPHD program.

First Year Assessment Plan (2012): The first year of the five-year cycle involves gathering data related to assessment of the doctoral program admissions, curriculum and faculty. This assessment process includes: reviewing the admissions policy (number of applications completed, average GRE scores of applicants, and average GPA of applicants); reviewing the curriculum (student feedback, and accrediting agency feedback when available); reviewing faculty effectiveness (student course evaluations when available, student scholarship). These data will be utilized to evaluate program effectiveness and help determine if the program is attracting high quality students. Results from this data can be used for program improvement and decision-making and will be included in the report for next year.

Second Year Assessments (2013): During the second year of the five-year cycle assessment efforts for the doctoral program will focus on assessment of doctoral student teaching. Assessment efforts for the doctoral program will include data reported for doctoral student teaching evaluations including course and clinical evaluations, and Ph.D. Graduate Exit Surveys when available. These data will be used to determine if the doctoral students are competent in teaching by evaluating their communication skills and knowledge of the subject matter; their critical thinking skills, their organization and course management skills and their ability to utilized media and technology in the classroom.

Third Year Assessments (2014): During the third year of the five-year cycle assessment efforts for the doctoral program will focus on assessment of doctoral student scholarship. Assessment efforts for the doctoral program will include data reported from candidacy examinations, dissertation completion rate (when available), and doctoral students grant funding rate and Ph.D. Graduate Exit Surveys (when available). These data will be used to determine how well the program is meeting the goal of producing students who are competent in research, grant writing and in their specialty area.


Fourth Assessment Year (2015): During the fourth year of the five-year cycle the doctoral program assessment will involve examination of the assessment feedback loop. The CSDPHD assessment committee will examine the effectiveness of the current plan and determine if any actions have been taken as a result of feedback from the assessment plan. This information will be disseminated to the intercampus committee for feedback on any necessary changes to the assessment process. Additionally, data from the newly implemented annual evaluations of doctoral students will be collated and reported.

Fifth Year Assessment (2016): During the fifth year of the five-year cycle the focus of assessment will again shift to evaluating the program philosophy, mission and goals. Review of the program philosophy, mission and goals will include examining the employment of students in academic settings; surveys of former students; student exit interviews; Ph.D. Graduate Exit Surveys; and student performance as teachers, researchers, and grant writers.

CSDPHD Assessment Plan - Five-Year Cycle

Assessment Tool Cycle Report Year

Assessment of program admissions, curriculum and faculty Year 1 2015Admissions Report Data yearlyRecruitment Report As NeededStudent Scholarship Data yearlyFaculty Scholarship Data yearlyStudent Feedback Data yearly Assessment of doctoral student teaching Year 2 2013Teaching Evaluation 2 yearsClinical Evaluation 2 years Ph.D. Graduate Exit Survey 2 years

Assessment of doctoral student scholarship Year 3 2014Candidacy Examination 3 yearsDissertation completion rate 3 yearsStudent grant writing 3 yearsPh.D. Graduate Exit Survey 3 years

Assessment of the feedback loop Year 4 2015Ph.D. Student Annual Evaluation 4 yearsPh.D. Student Self Evaluation 4 years

Assessment of the program philosophy, mission and goals Year 5 2016Review current assessment plan 5 yearsReview overall success of the program 5 years


Use of Assessment

The Audiology and Speech Pathology Department has historically assessed graduate students using a variety of assessment tools that have been useful for program building and improvement. As part of the doctoral program consortium with the University of Arkansas at Little Rock, University of Arkansas for Medical Sciences and the University of Central Arkansas, we continue this tradition. The Arkansas Consortium for the Ph.D. in Communication Sciences and Disorders (CSDPHD) continues to value assessment as a critical component in the growth of the program. The current assessment report reflects our assessment efforts for the third year of the CSDPHD five year assessment plan schedule. The doctoral program was assessed in 2015 using the following assessment tools: Admissions Report form, Student Scholarship form, Faculty Scholarship form, Student Feedback form and the Ph.D. Graduate Exit Survey form. In addition this year we examined the feedback loop by using our new Ph.D. Student Annual Evaluation and Ph.D. Student Self Evaluation forms.

CSDPHD Admissions Report

The CSD Ph.D. program received no complete applications for admissions during 2015. There were 4 incomplete applications started in our online WebXt4ender application system in 2015. All four were female applicants who started the application process but did not continue. There was one incomplete application that was meant for the M.S. program in speech language pathology. One of the remaining applications was for the Ph.D. in audiology and two were for the Ph.D. in speech language pathology. Starting fall 2016 all new applications for the Ph.D. program will go through the ne student information system at UAMS (GUS). Data for the admissions report was collected using the Admissions Report Form (Appendix A). Additionally there were numerous telephone/email inquiries from students in the US and from international students who did not follow up with an application. Two students made inquiries about part-time enrollment/online courses neither completed an application. The formal application process was not started by several students after learning that we do not have stipends for new doctoral students.

CSDPHD Recruitment Report

During 2015 recruitment efforts for the doctoral program consortium concentrated on one major professional conference, the Arkansas Speech Language and Hearing Association. Recruitment activities at this conference involved purchasing a recruitment table, staffing the table with consortium faculty and distributing consortium promotional materials. During 2015 approximately 20 contacts (name, email, and interest area) were made as a result of this recruitment effort. Recruitment efforts also included responding to email and telephone inquiries about the program throughout the year. Again, one major hindrance to recruitment efforts was the lack of funding available to support doctoral students. Of note is the fact that one doctoral student graduated in 2015 leaving our total number of remaining students at six.


CSDPHD Student Scholarship Report

Our current Ph.D. students were encouraged to participate in scholarly activities during 2015 and data was collected using the Student Scholarship Form (Appendix B). Three of our seven Ph.D. students were responsible for making 14 presentations at state, regional and national conventions. Additionally, one Ph.D. student published an article in a refereed journal; two Ph.D. students received over $13,000 in grant funding; and one student received a scholarship award from the Arkansas Speech Language and Hearing Association during 2015. We will continue to encourage this type of scholarship in our doctoral students in the future. These activities are summarized in the table below and are listed in detail after the table.

CSDPHD Student Scholarships for 2015

# of ConsortiumStudents reporting

#Presentations(State, regional,

national)

#Grant Applications/

# Funded

#Articles Submitted/Published

3 14 2/2 1

Ph.D. Student Presentations

Alanazi, A., Nicholson, N., & Atcherson, S. & Martin, P. (March, 2015). Comparison of behavioral threshold and cortical estimate (poster). AudiologyNOW! 27th Annual Conference of the American Academy of Audiology. San Antonio, TX.

Alanazi, A., Nicholson, N., Atcherson, S., & Martin, P. (2015, March 25-28). Comparison of behavioral threshold and cortical threshold estimates. Poster presented at the American Academy of Audiology Convention and Exposition. San Antonio, TX.

Alanazi, A. (2015), presented "Comparison of behavioral threshold and cortical threshold estimation" at the UAMS Research Day.

Alanazi, A. (2015), presented at the Graduate school symposium at UAMS.

Alanazi, A. (2015), presented at the "Saudi Arabian Night" event, a Saudi celebration at UALR.

Kennett, S.W., Castoni, E.E., & Webb, J. B. (2015, Oct 15-17). Demonstrating toward Benefit. Invited presentation at the American Cochlear Implant Alliance Conference, Washington, D.C.

Kennett. S.W., Castioni, E.E., White, J.L., Webb, J.B., & Gilbert, M.G. (2015, Oct 15-17). An integrated method for recording the electrically evoked stapedial reflex threshold (eSRT). Poster presentation at the American Cochlear Implant Alliance Conference, Washington, D.C.


Kennett, S.W., & Castioni, E.E. (2015, Oct 15-17). A stimulation strategy to improve music perception. Poster presentation at the American Cochlear Implant Alliance Conference, Washington, D.C.

Kennett, S.W., Atcherson, S.R., Finley, C.C., Koka, K.K., & Spahr, T. (2015, March 25-28). Effects of channel interaction on speech perception in cochlear implant users—A pilot study. Poster presentation at the American Academy of Audiology Conference, San Antonio, TX.

Thomason, A. (2015, December 3), Infant-Toddler Communication Assessment, Guest lecture, UAMS/UALR Department of Audiology and Speech-Language Pathology, Little Rock, AR.

Thomason, A. (2015, November 19), Overview of Infant-Toddler Feeding & Swallowing, Guest Lecture, UAMS/UALR Department of Audiology and Speech-Language Pathology, Little Rock, AR

Thomason, A. (2015, October 8), Introduction to Speech Pathology Roles with Cleft Palate & Craniofacial Anomalies, Guest lecture, UAMS/UALR Department of Audiology and Speech-Language Pathology, Little Rock, AR.

Thomason, A. (2015, October 5), Introduction to Stuttering, Guest Lecture, UAMS/UALR Department of Audiology and Speech-Language Pathology, Little Rock, AR.

Thomason, A. (2015, April 23). Stuttering. Short course (live and webcast), UAMS Pediatric Tele-educational Conference: Peds PLACE, Little Rock, AR.

Ph.D. Student Publications

Gregg, B.A. & Scott, M. (2015). Acoustic startle response and temperament in children who stutter. Procedia, 193, 115-122.

Ph.D. Student Grants

Kennett, S. (2015), received a Research and Education Grant from Advanced Bionics for $9,834 and completed a 10-week internship on the research and technology team at AB.

Alanazi, A., Nicholson, N., Atcherson, S.R., & Franklin, C.A. (August, 2015). “Use of Baby ISAO Simulator and Standardized Parents in Hearing Screening and Parent Counseling Education”, Dean’s Society Research Grant, College of Health Professions, University of Arkansas for Medical Sciences. Total Requested: $3,620 (funded).

Ph .D. Student Awards


Thomason, A, (2015), received the Arkansas Speech- Language Hearing Association Graduate Student Scholarship award.

These results are very encouraging. Our doctoral students are getting experiences presenting at the state and national levels. We will continue to encourage this type of scholarship in our doctoral students in the future.

CSDPHD Faculty Scholarship Report

The consortium faculty (UALR, UAMS and UCA) were very productive during 2015. Data from fourteen consortium faculty were compiled on the Faculty Scholarship Form (Appendix C) and used for the Faculty Scholarship Report. The consortium faculty was very visible professionally in the state and nation during 2015 as can be seen from the number of presentations and publications reported. A total of 42 presentations were made at local, regional and national professional conferences by the consortium faculty. With regard to grant applications, the consortium faculty submitted a total of 15 grants, 8 of which was funded. This resulted in a 53% funding rate for the consortium faculty. Additionally, a total of 22 articles were disseminated for publication out of 27 submissions for a publication rate of 81%. Additionally, there are 5 manuscripts currently under review. There were 4 books published and 4 book chapters (3 in press) published in 2015. Faculty scholarship efforts are remarkable and help raise the visibility of our Ph.D. program. These efforts are summarized in the table below and listed in detail after the table.

CSDPHD Faculty Scholarship for 2015

# of Consortium

Faculty reporting

#Presentations(State, regional,

national)

#Grant Applications/

# Funded

#Articles Submitted/published

#Books/book chapters

Published

14 42 15/8 27/22 4/4

Faculty Publications -Books/Book Chapters

Atcherson, S.R., Childress, T., & Kennett, S.E. (in press, 2016). Hearing assistive and access technologies and applications to auditory-verbal therapy. In W. Eastabrooks and K. McIver-Lux (Eds.), Auditory-Verbal Therapy for Young Children with Hearing Loss and Their Families, and the Practitioners Who Guide Them. San Diego: Plural Publishing.

Atcherson, S.R., Lowry, M., & Slavych, B.K. (in press, 2016). Framework for anatomy and physiology. In B. Rousseau and R. Branski (Eds.), Anatomy and Physiology of Speech and Hearing. New York: Thieme Medical Publishers.

Gentry, B., Wiley, P. & Torres, J. (2016). Autism: Attacking social interaction problems (AASIP): A therapy manual targeting social skills in children 10-12. Plural Publishing,


Inc., San Diego, CA

Gentry, B., & Wiley, P. (2016). Autism: Attacking social interaction problems (AASIP): A therapy manual targeting social skills in teens. Plural Publishing, Inc., San Diego, CA.

Hadden, K., Zraick, R.I., & Atcherson, S.R. (in press, 2016). Health literacy implications for head and neck cancer patients. In B.H. Ruddy, J. Lehman, H. Ho, and C. Sapienza (Eds.), Cases in Head and Neck Cancer: A Multidisciplinary Approach. San Diego: Plural Publishing.

Nevins, M.E & Sass-Lehrer, M. (2016) Developing and sustaining exemplary practice through professional learning. In M. Sass-Lehrer (Ed.). Infants, Toddlers and their Families: An Interdisciplinary Perspective. Oxford University Press: New York.

Wiley, P. & Gentry, B. (2016). Autism: Attacking social interaction problems (AASIP): A pre- vocational training manual for ages 17+. Plural Publishing Inc., San Antonia, CA.

Wiley, P., Gentry, B., & Torres, J. (2016). Autism: Attacking social interaction problems (AASIP): A therapy manual targeting social skills in children 4-9. Plural Publishing, Inc., San Diego, CA.

Faculty Publications - Articles

Atcherson, S.R., Kennett, S.E.W., & Holland, S. (2015, Winter). Simple, painless: objective tests. Hearing Health, 31(1), 12-14.

Atcherson, S.R., McKee, M.M., Moreland, C.J., & Zazove, P. (2015). Hearing Loss: Hearing augmentation. FP Essentials, 434, 18-23

Atcherson, S.R., Mendel, L.L., Baltimore, W.J., Patro, C., Lee, S., Spann, M.J, Pousson, M. (submitted) The Effect of Conventional and Transparent Surgical Masks on Speech Understanding in Individuals With and Without Hearing Loss. Journal of the American Academy of Audiology (pending review).

Atcherson, S.R., Nagaraj, N., Kennett, S.E.W., & Levisee, M. (2015). Overview of central auditory processing deficits in older adults. Seminars in Hearing, 36(3), 150-161. [Invited]

Chute, P.M. & Nevins, M.E. (in press) Providing services in educational contexts: Defining the role of the educational audiologist. In R. Seewald & A.M. Tharpe (Eds.), Comprehensive Handbook of Pediatric Audiology, 2ndedition. Plural Publications, Inc.: San Diego.

DiGiovanni, J. J., Riffle, T. L., & Nagaraj, N. K. (2015). High- and Low-Frequency Decrement Contribution to Spectral Enhancement. American Journal of Audiology, 24(3), 432–439. http://doi.org/10.1044/2015_AJA-14-0087

Franklin, C. (2015). Keeping Up with Wireless Hearing Assistive Technology. Journal of Phonetics and Audiology. Retrieved January 8, 2016 from


http://www.omicsonline.org/open-access/keeping-up-with-wireless-hearing-assistive-technology-jpay-1000e101.pdf.

Franklin, C.A., Smith-Olinde, L., & Atcherson, S.R. (2015). Considerations for hearing assistive and access technology. Audiology Practices, 7(3): 24- 29.

Gregg, B.A. (2015). An academic training model in the initial evaluation of preschoolerswho stutter: A simulated caregiver model. Procedia, 193, 123-130.

Gregg, B.A. & Scott, M. (2015). Acoustic startle response and temperament in childrenwho stutter. Procedia, 193, 115-122.

Gregg, B.A., & Sawyer, J. (2015). Assessing disfluencies in school-age children whostutter. Communication Disorders Quarterly. DOI: 10.1177/1525740114565506.

Kim, B-J., Chang, S-A., Yang, J., Oh, S-H., & Xu, L. (2015). Relative contribution of spectral and temporal cues to Korean phoneme recognition. PLOS ONE, 10(7), e0131807.

McKee, M.M., Moreland, C.J., Atcherson, S.R., & Zazove, P. (2015). Hearing Loss: Communicating with the patient who is deaf or hard of hearing. FP Essentials, 434, 24-28

Minaya, C.P. & Atcherson, S.R. (2015). Simultaneous extratympanic electrocochleography and auditory brainstem responses revisited. Audiology Research, 5(1):2015. doi: 10.4081/audiores.2015.105

Moreland, C.J. Atcherson, S.R., Zazove, P., & McKee, M.M. (2015). Hearing Loss: Issues in the deaf and hard of hearing communities. FP Essentials, 434, 29-40.

Nagaraj, N. K, DiGiovanni, J., & Montgomery, J. (submitted). Predicting listening comprehension using speech recognition and cognitive measures. Journal of Speech, Language and Hearing Research (pending review).

Nagaraj, N. K., & Knapp, A. N. (2015). No evidence of relation between working memory and perception of interrupted speech in young adults. The Journal of the Acoustical Society of America, 138(2), EL145–150. http://doi.org/10.1121/1.4927635

Nagaraj, N. K., DiGiovanni, J., & Montgomery, J. (submitted). Effect of noise on auditory working memory, attention switching and inference ability. Journal of Experimental Psychology: Human Perception and Performance (pending review).

Nicholson, N., Atcherson, S.R., Martin, P.F., Spragins, M.G., Schlagenhauf, L., & Zraick, R.I. (2016), Readability, user-friendliness, and key content analysis of newborn hearing screening brochures. Journal of Early Hearing Detection and Intervention, 1(1), 66-77.

Nicholson, N., Martin, P., & Munoz, K. (2015). Satisfaction with Communication Using Remote Face-to-Face Language Interpretation Services with Spanish-Speaking Parents: A Pilot Study. Perspectives on Hearing and Hearing Disorders in Childhood, 25, 70-82.

Shollenbarger, A., Robinson, G.C., and Valetar, T. (submitted). Dialect variation and phonological representation of final consonant clusters, submitted to Language,


http://www.omicsonline.org/open-access/keeping-up-with-wireless-hearing-assistive-technology-jpay-1000e101.pdf

http://www.omicsonline.org/open-access/keeping-up-with-wireless-hearing-assistive-technology-jpay-1000e101.pdf

Speech, and Hearing Services in the Schools (under review).

Suskind, D.L., Graf, E., Leffel, K.R., Hernandez, M. W., Suskind, E., Webber, R., Tannenbaum, S. & Nevins, M.E. (in press) Project ASPIRE: Spoken Language Intervention Curriculum for Parents of Low Socioeconomic Status and their Deaf and Hard-of-Hearing Children. Otology & Neurotology

Yang, J., Fox, R. A., & Jacewicz, E. (2015). Vowel development in an early Mandarin-English bilingual child: A longitudinal study, Journal of Child Language, 42(5), 1125-1145.

Yang, J., Brown, E., Fox, R. A. & Xu, L. (2015). Acoustic properties of vowel production in prelingually deafened Mandarin-speaking children with cochlear implants. Journal of the Acoustical Society of America. doi: 10.1121/1.4932165

Faculty Presentations

Alanazi, A., Nicholson, N., Atcherson, S., & Martin, P. (2015, March 25-28). Comparison of behavioral threshold and cortical threshold estimates. Poster presented at the American Academy of Audiology Convention and Exposition. San Antonio, TX.

Anjum, J, & Nagaraj, N. K (April, 2015). Building Creative and Collaborative Toolkits for Graduate Student Funding Resources. Presented at CAPCSD conference, San Diego, CA.

Atcherson, S.R. & Childress, T. (2015, May 15-17). Audiology assistive technology: clinical simulation lab with (H)AT & amplified stethoscope demos. Didactic and Hands-On Presentation at the 2015 Biennial Association of Medical Professionals with Hearing Losses conference, Ann Arbor, MI.

Atcherson, S.R. (2015, April 17). Hearing Assistive and Access Technologies: Foundations, Practice, and Evidence. Invited all-day institution for Missouri Speech-Language-Hearing Association convention, Osage Beach, MO.

Atcherson, S.R. (2015, August 5). Smart (APP)lications for Audiology: Overview and Uses. Invited webinar and 4-Part Webinar Guest Editor for AudiologyOnline.com.

Atcherson, S.R. (2015, December 7-8). Needs Assessment of Hearing Assistive and Related Technology for Adults. Invited presentation at the 1st International Conference on Adults with Complex Listening Needs (Partners for Better Hearing; Phonak and Advanced Bionics), Phoenix, AZ.

Atcherson, S.R. (2015, June 24-26). Trading signals: a brief memoir on hearing loss and audiology. Invited keynote presentation at the Educational Audiology Association, St. Petersburg, FL.

Atcherson, S.R. (2015, March 11). Basic Techniques: abstract writing and poster presentations. Invited UAMS College of Health Professions Lunch-N- Learn presentation, Little Rock, AR.

Atcherson, S.R. (2015, May 18). Hearing loss and aging. Invited presentation at the Arkansas Geriatric Education Mentors & Scholars, Summer Institute, Arkansas Geriatric


Education Center, University of Arkansas for Medical Sciences, Little Rock, AR.

Atcherson, S.R. (2015, October 22-23). I’m a Penguin: A Personal Analogy to Growing Up with Hearing Loss. Invited presentation at the 36th Annual Conference on Mainstreaming Children with Hearing Loss, Marlborough, MA.

Atcherson, S.R., Gifford, R., Stelmachovich, P., Wolfe, J., et al., Thibodeau, L. (moderator). (2015, December 7-8). Round Table: Integrating Hearing Healthcare for Adults with Severe-to-Profound Hearing Loss. Invited panelist at the 1st International Conference on Adults with Complex Listening Needs (Partners for Better Hearing; Phonak and Advanced Bionics), Phoenix, AZ.

Atcherson, S.R., Loudermill, C., & Gentry, B. (2015, October 14-16). Body language in Speech-Language Pathology and Audiology: A Worthwhile Skill? Paper presented at the Arkansas Speech-Language-Hearing Association convention, Little Rock, AR.

Atcherson, S.R., Richburg, C.M., Benefield, N., Wakefield, S., & Findlen, U.M. (2015, March 26-28). Grand Rounds: CAPD. Invited featured session at the American Academy of Audiology Convention and Exposition, Anaheim, CA.

Atcherson, S.R., Richesin, S., Sloan, L., Dornhoffer, J.L., & Franklin, J.L. (2016, April 13-16). Verificationof a New Auditory Brainstem Response Screener in Non-Tumor Patients. Poster presentation at the American Academy of Audiology Convention and Exposition, Phoenix, AZ.

Bayles, K. (2015). Mini Seminar on Cognitive Wellness at the American Speech Language Hearing Association annual convention, Denver, Co.

Bruce, S., Gardner, E., Smart, A., Mirus, K., Ryan, C., Kushalnagar, P., Schlehofer, D., Atcherson, S., Cella, D., McCaw, D., & Paludeviciene, R. (2015, December 3). Population health research with Deaf & HoH adults. Population Health Symposium at Rochester Institute of Technology, Rochester, NY.

Crass, K. & Nevins, M.E. (2015, October). “Listening for Language Learning & Literacy.” Professional Presentation at Arkansas Speech and Hearing Association Annual Conference, Little Rock, AR.

Crigler, M. E., Nicholson, N., Martin, P. (March, 2015). Infant hearing decisions: Feedback from parents and professionals (poster). 14th Annual National Early Hearing Detection and Intervention Conference, Louisville, KY

Dockery, R., Martin, P., & Nicholson, N. (March, 2015). Implications of comparisons between ABR thresholds and behavioral responses in a group of infants diagnosed with permanent hearing loss (poster). 14th Annual National Early Hearing Detection and Intervention Conference, Louisville, KY.

Franklin, C., Atcherson, S.R. & Smith-Olinde, L. (2015, October 14-16). Application of wireless hearing assistive and access technology. Paper presented at the Arkansas Speech-Language-Hearing Association convention, Little Rock, AR

Franklin, C.A., Atcherson, S.R., & Smith-Olinde, L. (2015, March 25-28). Application of


wireless technology in assistive and access devices. Poster presented at the American Academy of Audiology Convention and Exposition. San Antonio, TX.

Gentry, B. & Loudermill, C. (2015, October). All That Chit Chat: Addressing Social Language Skills Through Guided Conversation. Session presented at the Arkansas Speech-Language-Hearing Association Convention, Little Rock, AR

Gentry, B. & Wiley, P. (2015, November). Transition or Departure: Parent Perspectives on ASD After Age 21. American Speech-Language-Hearing Association, Denver, CO.

Gregg, B.A. & Yairi, E. (2015). A Longitudinal Investigation of the Interplay Between Stuttering and Phonological Performance in Preschoolers who Stutter. Poster Presentation at ASHA, Denver, CO.

Gregg, B.A. (2015). An academic training model in the initial evaluation of preschoolerswho stutter: A simulated caregiver model. Invited seminar through Vanderbilt University and the Stuttering Foundation of America.

Gregg, B.A. (2015). International Stuttering Awareness Symposium. Expert Panelist, International Fluency Association.

Hill, A., Nicholson, N. & Martin, P. (2015). Systematic review of home visiting models for families of children who are deaf/hard of hearing. College of Helath Professions Faculty Showcase, Little Rock, AR.

Kennett, S.E.W., Atcherson, S.R., Finley, C., Koka, K., & Spahr, T. (2015, March 25-28). Effects of channel interaction on speech perception in cochlear implant users: A pilot study. Poster presentation at the American Academy of Audiology Convention and Exposition. San Antonio, TX."

Knapp, A., Dockery, R., Honea, E., Kolb, S. Nagaraj, N., Crigler, M.E., Foley, C., Hill, A., Holland, S. & Menchaca (April, 2015). Correlation of Working Memory with Interrupted Speech Perception on the Telephone. Presented at Audiology Now!, AAA convention, San Antonio, TX.

Lance, D. M. & Hanyak, R. E. (2015). Candidacy Site Visitor Training. A Council on Academic Accreditation Webinar.

Menchaca, T., Kimberlain, J., Martin, P., & Nicholson, N. (March, 2015). Exploring the use of bone anchored implants (BAI) in children birth to three (poster). 14th Annual National Early Hearing Detection and Intervention Conference, Louisville, KY.

Nagaraj, N. K, DiGiovanni, J., & Montgomery, J. (April, 2015). How good is Speech Recognition in predicting listening Comprehension? Presented at Audiology Now!, AAA Convention, San Antonio, TX.

Nevins, M.E. & Sussman, K. (March, 2015). The Art and Science of Effective Conversations for the EHDI Workforce. Instructional Session presentation at Early Hearing Detection and Intervention (EHDI) 14th Annual Conference, Louisville, KY, March 2015.

Nevins, M.E. (July, 2015). “Advancing the Listening, Spoken Language and Literacy Outcomes


of Children who are Deaf or Hard of Hearing.” Invited Speaker, ASHA Schools Conference, Phoenix, AZ.

Nevins, M.E. (May, 2015). “Exploring the Intersection of Technology, Technique and Temperament to find the ‘Sweet Spot’ of Auditory-Based Intervention.” Keynote Presentation, Florida Speech, Language & Hearing Association Annual Conference/Listening and Spoken Language Strand. Fort Lauderdale FL..

Nevins, M.E. (November, 2015). “Exploring the Intersection of Technology, Technique and Temperament to find the ‘Sweet Spot’ of Auditory-Based Intervention.” Invited Speaker, NJ AG Bell Association Professional Learning Program, Montclair, NJ.

Nevins, M.E. (October, 2015). “Managing Your Listening and Spoken Language Professional Dashboard.” Invited Speaker, Clarke Schools for Hearing and Speech Professional Development Program, King of Prussia, PA.

Nicholson, N., Schlagenhauf, L., Newman, J., Loyd, S., McElroy, S., Bennewise, P., & Diggs, S. (March, 2015). One Year Later: Findings from the Electronic Registration of Arkansas Vital Events (ERAVE) Infant Hearing Screening (IHS) Module Project (poster). 14th Annual National Early Hearing Detection and Intervention Conference, Louisville, KY.

Paramby T, Evangelista L, “Pleural Confusion: A 2015 Update Towards a Comprehensive course on Lungs and Dysphagia” (1-hour seminar) American Speech-Language Hearing Association Annual Convention, Denver, USA 2015.

Paramby T, Evangelista L, “Penetration-Aspiration Scale & Pharyngeal Retention Score Training Using an Audience Response System” (1-hour seminar) American Speech-Language Hearing Association Annual Convention, Denver, USA 2015

Pegram, T, & Nagaraj, N. K, (November, 2015). Speech Recognition in realistic noise: Relation to Working memory capacity. Presented at ASHA convention, Denver, CO.

Yang, J., Vadlamudi, J., Yin, Z-G., Lee, C-Y., & Xu, L. (2015). Production of word-initial fricatives in prelingually-deafened children with cochlear implants: A preliminary study. The 42nd

Annual Scientific and Technology Conference of the American Auditory Society (AAS 2015), Scottsdale, Arizona, March 5-7.

Faculty Grant Applications

Alanazi, A., Nicholson, N., Atcherson, S.R., & Franklin, C.A. (August, 2015). “Use of Baby ISAO Simulator and Standardized Parents in Hearing Screening and Parent Counseling Education”, Dean’s Society Research Grant, College of Health Professions, University of Arkansas for Medical Sciences. Total Requested: $3,620 (funded).

Atcherson, S.R., (June 2015). “PROMIS-Deaf: Inclusion of Deaf Patients in Disability and Outcomes Research,", National Institute on Deafness and Other Communication Disorders (R01 5-Year subaward) for PI: P Kushalnagar, Role: Consultant Total Requested: $88,054 (funded)


Franklin, C., Atcherson, C., & Nicholson, N. Thorvilson, L., (July, 2015). “Clinical Training in Computerized Dynamic Posturography (CDP) Assessment at the UALR Speech and Hearing Clinic,” Submitted to Blue & You Foundation for a Healthier Arkansas, Little Rock, AR. Total Request $120,470 (not funded)

Franklin, C. & Smiley, D (2015) Percentage of daily listening time for school-aged children. Dean’s Society Research Grant, College of Health Professions, University of Arkansas for Medical Sciences. Total Requested: $4,620 (funded).

Gentry, B., & Loudermill, C. (2015). Using Technology to Improve Social Skills in Students with Autism Spectrum Disorders. Submitted to Dean’s Society Research Grant, College of Health Professions, University of Arkansas for Medical Sciences. Total Requested: $4,620 (not funded).

Magimairaj, B., Benafield, N., & Nagaraj, N. (2015). Central Auditory Processing Disorder: Moving the science forward through interdisciplinary collaborative research integrating Hearing, Language, and Cognitive Science. Emerging Research Grants from Hearing Health Foundation. Total Requested: $30,000 (funded).

Magimairaj, B., Hearing Health Foundation – 2015 Emerging Research Grants [$30,000]Co-investigators Dr. Natalie Benafield (UCA) and Dr. Naveen Nagaraj (UAMS/UALR) Funded.

Magimairaj, B., 2015 American Speech Language Hearing Foundation: New Investigator Research Grant: “Restoration of interrupted speech in children with and without specific language impairment.” (Not Funded)

Magimairaj, B., 2015 American Speech Language Hearing Foundation: Advancing Academic-Research Careers Award (Not Funded)

Martin, P., & Nicholson, N. (2015). Home Visiting Programs for Children who are Deaf or Hard of Hearing, Submitted to the Oberkotter Foundation, Washington DC. through Arkansas Children’s Hospital, Little Rock, AR. Total Requested: $30,000 (funded).

Nagaraj, N. (2015). Relation between cognition and listening comprehension in individuals with sensorineural hearing loss. ASHA New Investigators Research Grant. Total Requested: $15,000 (not funded)

Nevins, M.E. & Crass, K. (December, 2015). “Made in Arkansas: Growing and Sustaining a Vibrant Professional Listening and Spoken Language Community for Skilled Service Provision to Children who are Deaf or Hard of Hearing”. Submitted to U.S. Department of Education Office of Special education and Rehabilitative Services Office of Special Education Programs Personnel Development to Improve Services and Results for Children with Disabilities: Related Service Grant Number CFDA 84.325K Total Request: $1,082,003 (under review).

Nevins, M.E. (August, 2015). The VOLARE Project: Video Observation of Learning in Auditorily Responsive Environments. UAMS CHP Dean’s Society . Total Requested: $4800 (funded)


Yang, J., University Research Council Grant “Consonant production in children with cochlear implants”: $6,650 (Funded).

Yang, J. ASHA New Century Scholars Research Grant “Acoustical development of vowel production and coarticulation in children with cochlear implants: (not funded).

CSDPHD Student Feedback Report

Student feedback is an important component for assessing the doctoral program. This year we were able to get feedback from five of our seven Ph.D. students using the revised Student Feedback Form (Appendix D). This resulted in a response rate of 71%. All five respondents were third year students or later. The findings indicate that our Ph.D. program is providing the necessary learning opportunities to develop student skills in teaching, research, supervision and grant writing. The responses are presented below.

CSDPHD Student Feedback for 2015

Questions for 1st Year Students (n=0) %Yes %No Comments1. Were you assigned a major advisor in a timely fashion this semester? When was this assignment made? Please give date.

NA No new students admitted.

2. Did you and your major advisor meet to discuss/outline a proposal for your program of study? If so, when?


3. Have you had a program committee meeting to approve your program of study? If so, when?


4. Do you feel that your program is individualized? NA No new students admitted.

5. Do you feel that you will be able to complete the program in the allotted amount of time?


Questions for Second & Third Year Students (n= 3)1. During your course of study, did you have the opportunity to learn and develop the skills necessary to develop, conduct and disseminate research? If yes, please describe the opportunities you were given and the outcomes of each.

100% 1).Yes, internship at AB. I had the opportunity to work with world class researchers in the field. I independently wrote prospectus (chs 1-3) and then worked with mentor to edit the document.2). Yes, I have primarily been developing these research skills through completion of my pre-dissertation research project, IRB audit, IRB continuing


review, IRB protocol modifications for transitioning my project into the dissertation phase, consulting with statisticians on my power calculation, and writing of my first three dissertation chapters in preparation for my dissertation prospectus.3) Yes. I have been working on three research projects with faculty and these studies will be out soon for publication. Moreover, I am working on other research studies including, a systematic review, an internet-based study survey study about audiology and speech pathology in Saudi Arabia, and another paper on using of Baby Isao simulator and standardized parents in hearing screening and parent counseling education.

2. During your course of study, did you have the opportunity to learn and develop the skills necessary to write grants? If yes, please describe the opportunities you were given and the outcomes of each.

100% 1). Yes, but not really NIH grants. I would have liked more experience in that.2) Yes. I have prepared two grants proposals. The first grant proposal was about the HEARLab system cortical threshold estimation and was funded in part by the McNiece Doctoral Research Fellowship Award, UCA ($800). The other grant proposal focuses on using of Baby Isao simulator and standardized parents in hearing screening and parent counseling education. Also, It was funded by the Dean’s Society Education Enhancement Grant, College of Health Professions, UAMS ($3620).3. Though I took a course in grant writing through the


UAMS, doctoral nursing program, I felt like the course most prepared me to write UAMS IRB protocols rather than grants. I would have liked to have learned more about drafting grants and funding opportunities in our field. I cannot really say that I have grant writing experience aside from my application for the McNiece Doctoral Fellowship Award.

3. During your course of study, did you have the opportunity to learn and develop the skills necessary to teach and provide clinical supervision at the University level? If yes, please describe the opportunities you were given and the outcomes of each.

100% 1) Yes, I am currently teaching my 3rd semester as adjunct and have had a good experience.2) Yes. I took teaching pedagogy class last summer and attended several workshops organized by Educators Academy and the Graduate Teachers of Central Arkansas (GSTCA), UAMS. I supervised students at UALR Speech and Hearing clinic last semester. I am currently teaching Hearing Sciences course to undergraduate students. All this (and more to come) has helped me to obtain skills and knowledge I need as a faculty member in the near future.3) Yes, aside from my current contract with the UALR/UAMS Department of Audiology and Speech-Language Pathology as a visiting instructor and clinical supervisor, I have been given the opportunity to give guest lectures in multiple courses at UCA and UALR/UAMS over stuttering, cleft palate/craniofacial anomalies, and pediatric feeding and swallowing. During my Teaching Internship, I was able


to get experience co-teaching a Fluency Disorders Graduate Course with my doctoral mentor and supervise graduate students facilitating their summer fluency camp. I have generously been given the opportunity to attend the Stuttering Foundation’s Iowa Workshop for Educators, a five-day course for doctoral students and new faculty about how to teach courses in stuttering. I will attend this workshop in May, 2016.

Questions for Fourth & Fifth Year Students (n=2)1. Have you completed your prospectus and received approval from your dissertation committee? ___Yes ___No

100% Both students have had their prospectus approved by their dissertation committee.

2. If not, what deterrents have prevented you from completing your prospectus?

NA

3. Have you started collecting data for your dissertation?

100% Both students have started collecting data for their dissertation.

4. If not, what deterrent have prevented you from starting to collect data?

NA

5. When do you expect to complete your degree? NA Both students expect to graduate during 2016:1) June 20162) August 2016

6. Please circle your rating of satisfaction with the Ph.D. Consortium program on the scale below: N=4

NA The four students who responded to this question rated the program as follows:Excellent = 1Very Good = 2Good = 1

Based on the information obtained from doctoral student feedback our Ph.D. program is providing the necessary learning opportunities to develop student skills in teaching, research, supervision and grant writing. All third year respondents and beyond mentioned several opportunities during their program to develop these skills. We will continue to make it our goal to provide these opportunities as part of each doctoral student’s individualized program of study. The consortium Ph.D. teacher/scholar model provides doctoral students with several


opportunities to practice firsthand, teaching, doing research, providing supervision and writing grants. These opportunities are beneficial to our doctoral students. We will continue to monitor these skills and make recommendations accordingly.

Ph.D. Annual/Self EvaluationsThe consortium faculty voted to start annual reviews of Ph.D. students in the fall 2013 intercampus meeting. We planned to report the results of this evaluation in the fourth year of our five year assessment cycle. For the current fourth year report we have results two years of results from 2014 and 2015. Each doctoral student was rated annually with regard to meeting essential functions and progress toward completion of the Ph.D. degree by their mentor. The following rating scale was used by the mentors and students: 1=Consistently does not meet expectations; 2= Occasionally does not meet expectations; 3=Meets expectations; 4=Occasionally exceeds expectations; 5=Consistently exceeds expectations. An overall rating was obtained by adding ratings for all five essential functions. The overall total possible is 25. Six Ph.D. students were rated in 2014 and 5 Ph.D. students were rated in 2015. Overall our students are meeting our essential functions and making progress toward completion of the Ph.D. degree. The findings are presented in the table below.

Annual Ph.D. Student Performance/Self Evaluation

Essential FunctionsEvaluated

Communication Skills

Professional Skills

Observation Skills

Technical Skills

Intellectual Skills

Overall

Mean Ratings from Mentors2014

4.8 5.0 4.6 4.5 5.0

Mean Ratings from Ph.D. students 2014

4.0 4.5 4.5 4.0 4.1

Mean Overall Ratings from Mentors 2014

24.0

Mean Overall Ratings from Mentors2015

24.0

Mean Ratings from Mentors2015

4.5 5.0 5.0 5.0 4.8

Mean Ratings from Ph.D. students 2015

4.2 4.8 4.4 4.4 4.4

Mean Overall Ratings from Ph.D. students 2014

21.2

Mean overall rating Ph.D. students 2015

22.0


Assessment of the Feedback LoopDuring the fourth year of the assessment plan we initially planned to examine the effectiveness of the current assessment plan and determined if any actions were needed to be taken as a result of feedback from the assessment plan. However, the consortium faculty was not able to meet to discuss these topics. We hope to incorporate these topics in meetings for 2016 when we review the program’s philosophy, mission and goals.

Stakeholder Involvement

The major stakeholders for our Ph.D. consortium include: three universities, faculty, students, employers and working graduates. The faculty as a whole has distinguished themselves in publications and presentations during 2015 and is a valuable asset to the Ph.D. program. As more students graduate from our program we will be able to assess our performance in meeting the needs of these primary stakeholders.

Doctoral students are important stakeholders in our doctoral program. Third, fourth & fifth year students were given the opportunity to complete the Student Feedback Form and evaluate the opportunities for teaching, research, supervision and grant writing in their program. These data will be reviewed in years to come for trends that may require our attention.

Employers of graduates from the CSDPHD program are able to evaluate the doctoral program using our Ph.D. Graduate Exit Survey form. We will collect this data and report it periodically during our five assessment efforts. Improved method of dissemination of this form will be tried in the future to increase the response rate. As more students graduate from the program, this information will be invaluable in assessing program effectiveness.

The administrations on all three consortium campuses are important stakeholders in the consortium doctoral program. They have an obligation to support the program, provide student stipends and fulfill financial obligations promised when the program was started. Hopefully more funding for student stipends will be available in the future.

Conclusions

Our unique consortium Ph.D. program is a model of intercampus cooperation and commitment to providing the next generation of researchers and educators in the discipline of communication sciences and disorders. Our relatively new program has graduated a total of 13 students as of 2015. Assessment efforts on the part of the consortium will be invaluable as we finalize and confirm the matriculation process for our students. Our Ph.D. consortium is effective in attracting and graduating high quality students who are competent teachers, researchers, supervisors and grant writers. We need more permanent administrative funding for Ph.D. student stipends to continue to attract more students. Current students are using other limited avenues of funding to stay in the program. The curriculum assessment map (Appendix F) of doctoral courses and their relationship to the consortium goals established by the intercampus faculty is contained in this report.


Appendix ACOMMUNICATION SCIENCES AND DISODERS DOCTORAL PROGRAM CONSORTIUM

Admission Report Form ____2014_Calendar Year

Applicant Admission Professional Funding GRE Graduate Racial-Ethnic# Status Certification Source Verb Quan Wrtg GPA Residency Citizenship Category M/F

1

2

3

4

5

6

7

8

9

10


Appendix BStudent Scholarship Form

Reporting for _2014____ (Calendar Year)

Student # ofPresentations

# of Grant Applications# Funded

# Manuscripts Submitted

# Awards

CSDDC Student Scholarship Form 1/07


CSDDPC Admission Report Form 1/07

Appendix C

COMMUNICATION SCIENCES & DISORDERS DOCTORAL PROGRAM CONSORTIUMFaculty Scholarship Form

Reporting for __2014__ (Calendar Year)

# Faculty Presentations Grant Applications# Funded

Articles Submitted

Articles Published

Grants Key: 1) Indicate funded amount; 2) Approved not funded; 3) Not approved; Publications Key: 1) In-Press; 2) Approved with Revisions; 3) SubmittedCSDDPC Faculty Scholarship Form 1/07


Appendix DCOMMUNICATION SCIENCES & DISORDERS DOCTORAL PROGRAM CONSORTIUM

Student Feedback Form Regarding Curriculum:Reporting for ____________ (Calendar Year)

Questions for First Year Students:

1. Were you assigned a major advisor in a timely fashion this semester? When was this assignment made? (Please give the date.)____________________________________________________________

2. Did you and your major advisor meet to discuss/outline a proposal for your program of study? If so, when?___________________________________________________________

3. Have you had a program committee meeting to approve your program of study? If so, when?_______________________________________________________

4. Do you feel that your program is individualized? ________________________________________________________________

5. Do you feel that you will be able to complete the program in the allotted amount of time? ________________________________________________________________

(Stop here if you are in the first year of study and return form)

Questions for Second and Third Year Students:

1. During your course of study, did you have the opportunity to learn and develop the skills necessary to develop, conduct and disseminate research? If yes, please describe the opportunities you were given and the outcomes of each.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. During your course of study, did you have the opportunity to learn and develop the skills necessary to write grants? If yes, please describe the opportunities you were given and the outcomes of each. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. During your course of study, did you have the opportunity to learn and develop the skills necessary to teach and provide clinical supervision at the University level? If yes, please describe the opportunities you were given and the outcomes of each. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SDDPC Student Feedback Form 1/07


Appendix EPh.D. Student Annual Evaluation Form

ARKANSAS CONSORTIUM FOR THE PHD IN COMMUNICATION SCIENCES AND DISORDERS (CSDPHD)

Annual Performance Evaluation for Ph.D. StudentsStudent:____________________________________ Year in Program: ______ Date:________________Mentor: ______________________________________________________________________________Advisory Committee: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please rate the doctoral student’s performance of the essential functions/skills listed below using the following rating scale: : 1=Consistently does not meet expectations; 2= Occasionally does not meet expectation; 3=Meets expectation; 4=Occasionally exceeds expectation; 5=Consistently exceeds expectation. ESSENTIAL FUNCTIONS RATINGS COMMENTSCommunication Skills(oral & written)

Professional Skills(respectful, honest behavior)

Observation Skills(visual, hearing, sensory)

Technical Skills(motor abilities to execute instruments & equipment)

Intellectual Skills(conceptual, emotional,


cognitive)

Total Overall RatingTotal Overall Self-rating

PROFESSIONAL DEVELOPMENT PLAN (List all skills that received a rating of 1 or 2):

Essential Function:_____________________________Explain how student did not meet expectation:

Suggestion(s) for improvement of performance:

Timeline for improvement:

Essential Function:______________________________Explain how student did not meet expectation:

Suggestion(s) for improvement of performance:

Timeline for improvement:

MENTOR COMMENTS:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STUDENT COMMENTS:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student Signature: _________________________________________________Date________________Mentor Signature: _________________________________________________Date________________(Note: Please attach student’s self-evaluation form.)


Annual Performance Evaluation for Ph.D. Students Progress Checklist

Name:___________________________________ Date:______________ GPA: ___________(Check the appropriate column for each significant milestone listed.)

Milestone Completion Date

In Progres

s

Not Started

Comments

Admitted to Ph.D. program

Assigned program mentor

Completed on site writing sample

Received Student Handbook

Read Joint Program Handbook and signed acknowledgement form

Read and signed Retention and Probation Policy

Read Essential Functions Document and signed form (CSD)

Formed program advisory committee

Filed Ph.D. Advisory Committee Form (CSD)

Completed and filed Program of Study plan (CSD)

Presented Pre-Dissertation project idea presentation to facultyApproval of Pre-Dissertation Form completed (CSD)

Completed pre-dissertation project

Presented pre-dissertation project

Milestone Completion In Not Comments


Date Progress

Started

Filed Report of Doctor of Philosophy Candidacy Examination form (UAMS)

Formed prospectus committee

Filed Doctoral Advisory Committee

Presented Prospectus Idea to full faculty

Presented Prospectus to Dissertation Committee

Filed Approval of Prospectus form (CSD)

Obtained IRB Approval (if required)

Began Dissertation data collection

Defended dissertation

Filed Successful Completion & Defense of Dissertation form (CSD)

Completed Statistics course sequence (9 hrs)

Completed Research Methods course (3 hrs)

Completed Doctoral seminars (12 hrs min)

Completed Seminars in minor (6 hrs min)

Completed outside collateral (6 hr min)

Completed Dissertation hours (18 hrs min)

Milestone Completion Date

In Progres

s

Not Started

Comments


Submitted dissertation to UAMS, UCA & UALR libraries

Cleared the campus(es) (returned keys, etc.)

Completed Child Abuse Training Module

Annual TB Skin TestAnnual Flu ShotAnnual HIPPA TrainingOther:

Approved by Consortium Faculty 9.20.13


Appendix FPh.D. Student Self Evaluation Form

ARKANSAS CONSORTIUM FOR THE PHD IN COMMUNICATION SCIENCES AND DISORDERS (CSDPHD)

Annual Ph.D. Student Self-Evaluation of Performance

Student:____________________________________ Year in Program: ______ Date:________________Mentor: ____________________________________ PT/FT: ___________Total Credits: ____________

Please rate your performance of the essential functions/skills listed below prior to your annual review using the following rating scale: 1=Consistently does not meet expectations; 2= Occasionally does not meet expectations; 3=Meets expectations; 4=Occasionally exceeds expectations; 5=Consistently exceeds expectations.

ESSENTIAL FUNCTIONS RATINGS COMMENTSCommunication Skills(oral & written)

Professional Skills(respectful, honest behavior)

Observation Skills(visual, hearing, sensory)

Technical Skills(motor abilities to execute instruments & equipment)

Intellectual Skills(conceptual, emotional, cognitive)

Accomplishments this year:

Areas for improvement:

Student Signature: _____________________________________________________________________


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