Get documents about "Communication Sciences and Disorders Degree Government Grant
Description
Communication Sciences and Disorders Degree Government Grant document sample
Document Sample
Proposal to establish a Doctorate of Audiology degree (AuD.) program in the Department of
Communication Sciences and Disorders, School of Allied Health Sciences , East Carolina
University
Part One: Assessing Need for the Program
Need for the Program
What is the external need for the proposed program? Project the current and future
need for graduates with this degree at the regional, state, and national levels.
Hearing loss is a common problem in modern society due to the combined effects of noise,
aging, disease, and heredity. According to the National Institute on Deafness and other
Communication Disorders (NIDCD) approximately 28 million Americans have a hearing
impairment. Hearing loss affects approximately 17 in 1,000 children under age 18 and the
incidence of hearing loss increases with age: Approximately 314 in 1,000 people over age
65 have hearing loss and 40 to 50 percent of people 75 and older have a hearing loss.
About 2 to 3 out of every 1,000 children in the United States are born deaf or hard-of-
hearing.
Ten million Americans have suffered irreversible noise induced hearing loss, and 30 million
more are exposed to dangerous noise levels each day. Three out of 4 children experience
ear infection (otitis media) by the time they are 3 years old. Approximately 4,000 new cases
of sudden deafness occur each year in the United States. Currently, there are only
approximately 10,000 audiologists practicing in the United States. Considering the numbers
of individuals with hearing loss, the need for such professionals is evident. The U.S.
Department of Labor (U.S. DOL) states in their Occupational Outlook Handbook,
“ Employment of audiologists is expected to grow rapidly because of the expanding
population in older age groups is prone to medical conditions that result in hearing
problems… a clinical doctoral degree is expected to become the new standard.” The U.S.
DOL. continues in stating, “Employment of audiologists is expected to grow faster than the
average for all occupations through the year 2012. Because hearing loss is strongly
associated with aging, rapid growth in the population age 55 and over will cause the number
of persons with hearing impairment to increase markedly.” May, 18, 2004.
It has become increasingly evident that the field of audiology has grown in a variety of
directions and will continue to do so. This growth, fueled by technology and scientific
advances, has caused concern regarding the training of audiologists for the future. This
concern led the American Speech-Language-Hearing Association (ASHA) to put forth new
standards for the accreditation of graduate education programs. The Council of Academic
Accreditation (CAA) conducts the accreditation program. The CAA is recognized by the
Council for Higher Education Accreditation and the U.S. Department of Education as the
accrediting agency for graduate educational programs that provide entry-level professional
preparation with emphasis in audiology. The new accreditation requirement is to apply after
December of 2006. A requirement of a doctoral degree is to apply after December of 2011.
The American Academy of Audiology has embraced the clinical doctorate as the entry-level
for audiology. The Academy believes (Report of Task Force, Audiology Today, 1990) that
the doctoral level of training is necessary “to ensure the provision of the highest standards of
service delivery to individuals with auditory and other related communication disorders.”
The Doctor of Audiology (AuD) degree has become the preferred degree designator
nationally. This degree has grown out of the need for doctoral level clinical audiology
training.
CSDI, Proposal to establish AuD/PhD.
As one can easily see, the need for doctoral level audiologists will continue for years to
come. This need is dictated by both the incidence/prevalence of hearing impairment and the
increases in technological advances that have resulted in the expansion of the discipline.
East Carolina University is postured to meet this challenge with little change to its existing
program in CSDI. The graduate program in audiology at East Carolina University is the
oldest in the state. East Carolina University’s audiology program was the first to obtain
national accreditation, the first to have a doctoral program, and continues to have the largest
number of full-time audiology doctoral faculty in the state of North Carolina.
What are the expected enrollment patterns for the proposed program over the next five
years; what is the enrollment target within five years of establishment? What evidence is
there that the proposed program and this unit can attract quality students?
The enrollment target for this program is five to seven students per year. At present we
have 5 PhD students who have stated intent to obtain joint degrees (AuD/PhD) in the
proposed program. At the present time, we have graduated four doctoral students in the
audiology research concentration. All of these individuals have had numerous job offers
before their dissertations were completed. Three of our students have won national
research awards during their doctoral studies. We have attracted quality students in the past
and will continue to do so through recruitment activities at national, regional, and state
meetings, research publications, and visits to other UNC campuses. We are invited
annually to present our doctoral programs at UNC – Greensboro, North Carolina Central
University, Appalachian State University, Western Carolina University, and North Carolina
State University.
Linkages to Strategic Plans
How does the proposed program move the university, college, and unit forward in the
achievement of its strategic planning objectives?
The proposed program assists the university in accomplishing Strategic Planning goals in
the areas of research, grantsmanship, doctoral education and health delivery to the
surrounding communities.
Impact on other Unit Programs
What connections are there between the proposed program and existing programs in the
unit?
This is what makes our program unique in the nation. A student will not be able to achieve
an AuD degree until they have completed all requirements of the PhD degree. That is, a
student matriculating in the joint program must have a scheduled dissertation defense in
order to enroll in their clinical residency requirement for the AuD degree. Thus, once they
have achieved their clinical residency they will be able to graduate with both degrees.
(AuD/PhD) Thus the AuD/PhD program will be the only coordinated program of its kind
originating form the first day the student enters the program. Recently our existing program
was re-accredited for a maximum period of eight years by the Council on Academic
Accreditation. In their report they cited our joint AuD/PhD proposal as innovative with an eye
to the future. The establishment of this program design is possible with minimal curriculum
changes because of the existing clinical concentration in the PhD program. Once the
proposed AuD degree program is established the existing clinical PhD concentration will be
eliminated.
2
CSDI, Proposal to establish AuD/PhD.
How will the resource commitments needed and expected enrollments affect existing
unit programs?
No additional resources will be needed as this is a reorganization of our doctoral program to
better reflect our student experiences and to be in concert with the national clinical degree
moniker.
Comparison to Similar Programs in Other Universities
What similar programs exist in North Carolina or in neighboring states? How would the
proposed program compare in terms of current faculty’s scholarly strengths, anticipated
enrollment, quality of anticipated students, and size of expected faculty supporting the
program?
The proposed AuD/PhD program is unique. Our program proposal is unique because one
will not be able to obtain an AuD at ECU without completing a joint AuD/PhD program. This
program design is the result of our faculty’s focus on research and our goal to create
professionals for tenure-track academic positions. There is no coordinated AuD/PhD
program such as this in North Carolina or the nation.
How common is this type of program nationally and what about the proposed program
would enable it to particularly stand out from the others? What would it take to become a
nationally recognized program in this area?
This program is unique in that our students will graduate with the research skills of a PhD
degree along with the expertise of a clinical doctorate. To obtain national recognition, we
would have to graduate students who are self-motivated independent researchers with
publications (our current doctoral students graduate with an average of 4 refereed research
manuscripts) and passing scores on the national Board examination. We have already
demonstrated nationally that we can graduate a quality student as measured by the demand
for our students at universities across the country.
Accreditation Standards
Are there accreditation standards or requirements that will affect this program? Is so,
describe in detail how the proposed program will meet those standards or requirements.
Beginning January of 2007, accreditation standards (Council of Academic Accreditation of the
American Speech-Hearing-Language Association) require a doctorate degree to be accepted
for administration of the national Board examination. Our existing clinical track within the PhD
program meets all of these standards. However, there is an existing effort by the American
Academy of Audiology to create an accreditation program which requires the AuD degree to
obtain national accreditation and individual certification. This effort has grown in momentum. At
the moment the Veterans Administration programs of the federal government will only accept
AuD students into their facilities for their residency year. Thus our clinical concentration PhD
students are not eligible for this excellent program. The effort to make the AuD the degree of
choice for the clinical doctoral degree has been established. The program at East Carolina
University and our students will be penalized without this clinical degree moniker.
Part Two: Assessing Readiness of Current Faculty
Complete the Faculty Information Sheet (attached) for each individual who will serve as
a core faculty member, actively involved in delivering the proposed program.
Provide a summary of faculty readiness in the unit to include the cumulative totals of the
following:
o Number of core faculty at each rank who will be actively engaged in this program.
o Professor - Givens, Timothy Jones, Stuart
o Associate Professor - Allen, Culbertson, Sherri Jones
3
CSDI, Proposal to establish AuD/PhD.
o Clinical Associate Professor – Culbertson
o Instructor - Rutledge
o Number of core faculty with experience directing theses/dissertations
o All six audiology faculty have experience directing student research at
either the thesis or dissertation levels.
o Number of scholarly and professional activities related to proposed degree (with
emphasis on the past 5 years):
o The Faculty have served as Editors, Associate Editors and reviewers for
research publications such as;
o Ear and Hearing, Journal of Vestibular Research, American Academy of
Audiology, American Journal of Audiology, Seminars in Hearing,
American Institute of Biological Sciences, Audiology and Neuro-Otology.
o Drs. Timothy and Sherri Jones have served as reviewers and consultants
for NASA, and the NIH.
o Number of publications related to proposed degree
o The faculty has published 43 full length research based manuscripts in
the past two years.
o Number of grants & contracts submitted and awarded related to proposed degree
The faculty is currently the PI or co-PI on $2,067,569 of external research
grant projects. The faculty serves as a consultant on $3,535,029 of
research grant projects. The faculty has currently submitted or is in the
process of submitting, as co-PI or consultant, projects to NIH in the
amount of $1,352,220.
o Invited research presentations outside ECU
o The faculty has presented 62 research presentations since 2000.
o Patents/disclosures/copyrights
o The faculty holds four patents.
o Participation in scholarly collaborations with other universities, laboratories, & centers
o The faculty holds collaborative projects with the following;
o Harvard University, Dalhousie University, The Jackson laboratories, University of
California-Davis, University of California-San Francisco, University of Louisiana
Medical Center –New Orleans, Rutgers, Utah State University.
o Service on related national/international boards or committees
The faculty has served on Committees and Boards for the following
organizations.
Academy of Rehabilitative Audiology
The American Speech, Language and Hearing Association
American Academy of Audiology
National Council of State Boards of Examiners for Speech Pathology and
Audiology
The National Aeronautics and Space Administration.
North Carolina Speech, Hearing and Language Association
Part Three: Assessing Adequacy of Instructional / Research Facilities and Personnel to
Support the Program
Instructional and Research Facilities
Describe existing space and specialized equipment to be devoted to the proposed
program within the context of the space and equipment currently assigned to the unit/s.
The equipment for this program consists of established laboratories already in existence.
4
CSDI, Proposal to establish AuD/PhD.
Psychoacoustics Laboratory – This lab houses acoustic analysis and manipulation
equipment. This equipment exists in a sound- booth for controlled experiments.
Neuroscience Laboratory – This lab consists of computerized equipment that allows brain
mapping of responses to sensory stimulation. This equipment is housed in a sound booth to
control for acoustic environment.
Speech Science Laboratory – This lab houses equipment for the analysis of speech stimuli
and the brain’s reaction to such stimuli.
Audiometric Analysis lab - allows for the behavioral and electrophysiological measurement
of hearing and hearing loss.
Physiology Laboratory – The department has 2 animal laboratories at the Brody School of
Medicine for the investigation of vestibular system development. These laboratories contain
2 sound booths, and access to fume hoods.
Faculty in these laboratories published 23 refereed research manuscripts in the 2005-2006
academic year.
How will assignment of this space to the proposed program impact existing programs?
Assignment of space will not affect the existing program because of the new health
Sciences building’s laboratory space assigned to the CSDI program.
Describe additional facilities or specialized equipment that would be needed over the
next five years. None
Describe current holdings in library resources in the proposed program and projected
library resources needed to support the proposed program.
Our existing holdings are appropriate and should remain adequate.
Personnel
What additional personnel would be needed to make the proposed program successful
for growth and development over a five-year period?
o Faculty – An additional faculty member will be required in the third year due to
the increase in Clinical and research (dissertation) supervision.
o Post-doc associates - None
o Research technicians - None
o Graduate assistants – an additional 13 assistantships are being requested. This
is being requested through enrollment increase funds.
o Other staff - None
What will be needed to recruit such individuals and what is the recruitment market like?
The current market of applicants expects three years of funding. The recruitment market is
plentiful in the AuD arena. The UNC-Chapel Hill program had 71 applicants for 9 positions in
this year’s class. The uniqueness of the proposed joint degree program at ECU should
make us competitive for the student wishing to have a career in academia and/or clinical
application.
Part Four: Assessing Financial Resources to Support the Program
Describe existing financial resources to be devoted to the proposed program.
5
CSDI, Proposal to establish AuD/PhD.
The financial resources given this program from the Dean of Allied Health Sciences are
appropriate although we could use better support from the university in terms of graduate
student health benefits and tuition waivers.
Describe what additional financial resources would be needed over the next five years
and their proposed sources of funding.
Additional resources are requested in the form of graduate assistantships and one
faculty member in the third year.
What new financial resources will come to the university based on the projected increase
in enrollment?
The department expects enrollment increase funds to be generated at a level of
approximately 540 sch per year at Category III which currently funds new positions at 109
annual sch. There are also newly established federal program grants for AuD programs; in
addition, discussions have taken place with the staff at the Durham VA for cooperative
clinical programs at the AuD level. We have also talked with staff from the NIH concerning
the unique approach of this joint degree. There may be an opportunity for a program
grant if this proposal is accepted.
Will the program students contribute to the financing of the program through teaching,
research, and clinical practice?
Yes, we currently mentor the doctoral students in the classroom during their second and
third year. Research and clinical mentoring takes place with the students beginning with
the first year of the program. Doctoral students serve as teaching and research
assistants, in this manner; they support faculty teaching and research productivity.
Those doctoral students that hold clinical license also contribute toward meeting the
Department’s clinical responsibilities
What are your plans for the program if the financial resources anticipated for the
program (enrollment, external support, etc.) are 25% lower and 50% lower than
expected?
In the event of a reduction in financial resources the first action would be an increased
emphasis on grantsmanship both private and federal. The department would also
increase clinical partnering with other clinical facilities such as the eastern North
Carolina School for the Deaf, and Brody School of Medicine clinics as well as the VA
hospital system.
Part Five: Assessing External Support and Collaboration
List active grants/contracts specifically related to the proposed program.
Scottish Rite Clinical grant - $75,000 per year
Nash County Clinical services contract - $12,000 per year
Ontogeny of spatial coding in the mouse utricle (9/1/2003-2007)
1. Principal Investigator: NIH NIDCD R01 DC005776
2. Total Award: $ 1,162,22
Development & connections of the spiral ganglion (2002-2007)
3. Consultant: NIH NIDCD R01 DC 000160 (PI: Patricia Leake, UCSF)
4. Total Award: $1,324,604
Early development of auditory temporal processing (2001-2007)
5. Consultant: NIH R01 DC4303 (P.I. Lincoln Gray, Univ. Texas, Houston)
6. Total Award: $753,425
Genetic Basis for Gravity Receptor Dysfunction in Mice (Dec. 2005 to Nov. 2010)
NIH NIDCD R01 DC006443, Total Award: $1,458,552
Deafness Research Foundation, Total Award: $20,000 (Completed, renewal submitted)
6
CSDI, Proposal to establish AuD/PhD.
Functional Aging of Inner Ear Sensory Systems (July 2006 to Dec. 2007)
Role: Mentor, (PI: Bruce Mock, Doctoral Student)
NIH NIDCD F31 DC008012, Total Award: $30,000 (In progress)
NADPH Oxidase Complexes in Mammalian Vestibular Function (Dec. 2005 to Nov.
2009)
Role: Co-investigator, Consortium PI (PI: David Bergstrom, PhD, The Jackson
Laboratory)
NIH NIDCD R01 DC007431, Total Award: $1,352,500 (Consortium Budget: $142,500)
(In progress)
Describe existing collaborative efforts related to the proposed program with c ommunity
or state agencies, other institutions of higher education, federal laboratories or agencies,
national centers, or other external organizations.
Drs. Timothy and Sherri Jones have ongoing research collaboration with the National
Institutes of Health, Harvard University, University of California – Davis, University of
California – San Francisco, University of Missouri, National Aeronautic Space
Administration Laboratories and the Jackson Laboratories.
Dr. Andrew Stuart has collaborative work with Dalhousie University,
Dr. Gregg Givens has collaborative work with Kent State University, Utah State
University and LSU-Medical Center –New Orleans
Dr. Rose Allen has collaborative projects with Head Start programs and the University of
Alaska-Anchorage.
How do you plan to use external funding to support the proposed program?
External funding will assist in research costs including equipment, student
stipends, and travel and publication costs.
To what agencies or programs would proposals be submitted and with what timeframe?
o What indications are that the proposed program addresses significant problems
of stated interest to funding agencies?
The following grants have or will be submitted to the NIH in answer to their priorities
and interests.
Genetic basis for gravity receptor dysfunction in mice, NIH NIDCD (R01 grant),
PI: Sherri M. Jones, Co-investigators: Dr. Cesar Fermin at Tulane University,
Dr. Ken Johnson at The Jackson Laboratory (approx. $1.7 million total costs
over 5 years)
NADPH oxidase complexes in mammalian vestibular function, NIH NIDCD (R01
grant), PI: Dr. David Bergstrom at The Jackson Laboratory, Co-PI: Dr. Sherri M.
Jones at ECU.
Analysis of the spatial & temporal dependence of rhombic lip derivatives on
Math1, NIH NIDCD (K08 grant), PI: Dr. Steven Maricich at Baylor
University. Collaborator: Sherri M. Jones at ECU
Inner ear inflammation in sickle cell disease, Deafness Research Foundation, PI:
Sherri M. Jones, Co-investigator: Dr. Andrew Stuart at ECU ($38,720 over 2
years)
7
CSDI, Proposal to establish AuD/PhD.
Functional aging of the inner ear sensory systems, NIH NIDCD (F31 grant), PI:
Bruce Mock, Doctoral student, Mentor: Sherri M. Jones at ECU (approx. $60,000
over 2 years).
Role of otocadherin and CAML in the inner ear, NIH NIDCD (R21 grant),
PI: Dr. Elizabeth Bryda at University of Missouri, Co-investigators: Dr. Sherri
M. Jones at ECU, Dr. Richard Bram at Mayo Clinic, Rochester
o How well does the proposed program align with state and national initiatives as
stated by the indicated governmental agencies?
This program is in concert with the national funding agencies, especially the NIH.
There is a recognized shortage by these Institutes in research as well as
teaching faculty in this area.
o How well does the proposed program align with state and national initiatives as
stated by the indicated foundations or other non-governmental sources?
Agencies such as the Kate B. Reynolds Foundation are funding clinical projects
in this area in an attempt to fill the shortage in hearing health related services.
o What kind of university investments will be needed to leverage external support
and over what time period?
East Carolina University will need to maintain the department’s access to the
physiology labs and continue efforts toward the establishment of a temporary
animal facility on the Health Sciences campus.
Respectfully submitted,
Gregg D. Givens, PhD
Professor and Chair
Department of Communication Sciences and Disorders
School of Allied Health Sciences
252-744-6080, Givensg@ecu.edu
8
Related docs
