CSD Education Survey National Aggregate Report for ... · Source: 2016 CSD Education Survey....
Transcript of CSD Education Survey National Aggregate Report for ... · Source: 2016 CSD Education Survey....
Communication Sciences and Disorders (CSD)
Education Survey
National Aggregate Data Report
2015-2016 Academic Year
A joint publication of the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD) and the American Speech-Language-Hearing Association (ASHA)
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 2
Introduction
The Communication Sciences and Disorders (CSD) Education Survey National Aggregate Data Report is
jointly published by the Council of Academic Programs in Communication Sciences and Disorders (CAPCSD)
and the American Speech-Language-Hearing Association (ASHA). It is the authoritative data source for
information about CSD undergraduate and graduate education. The report provides information on
applications, admissions, enrollment, graduation, and first employment as well as other data about
undergraduate through research doctoral (PhD) education to inform the pipeline of the discipline. Much of the
data are also published on individual institution profiles in EdFind, ASHA’s online searchable directory.
Data and Methods
The data contained in the national aggregate data tables were collected between July 28, 2016, and October
31, 2016, via the CSD Education Survey, which was electronically distributed to 317 higher education
institutions with undergraduate and graduate CSD degree programs. Data were collected for academic year
(AY) Fall 2015 through Summer 2016 for the 50 U.S. states, District of Columbia, and Puerto Rico. Data in
the tables are based on the actual numbers provided by academic institutions that completed and submitted
the survey; no statistical extrapolation was conducted. Trend data is available at
http://www.asha.org/Academic/HES/CSD-Education-Survey-Data-Reports/.
The academic program directors or chairs were asked to indicate CSD degree programs available at their
respective institutions by completing the profile self-selection page. The survey system then assigned
sections and questions to the institution’s survey on the basis of the degree programs offered. Program
directors and chairs were given the option to authorize access to faculty or staff to assist in completing the
survey.
The survey contained nine sections with 58 questions in various formats, including yes/no, single- or multi-
selection, data tables, and open-text responses. Questions were to be completed for each relevant degree
program offered at an institution. An institution with multiple degree programs would, therefore, answer the
select questions applicable to each degree program.
Response Rate
A total of 317 academic institutions received the 2016 CSD Education Survey, and 294 completed and
submitted data, representing a 93% response rate. Academic programs were contacted via e-mail and phone
during the open period to encourage participation.
Among the 294 institutions completing the 2016 CSD Education Survey, data were provided by the following:
• Undergraduate programs in CSD—93% (250/270)
• Clinical entry-level master’s programs in speech-language pathology—94% (251/266)
• Clinical entry-level doctoral programs in audiology—96% (71/74)
• Post entry-level clinical doctoral programs in audiology—86% (6/7)
• Post entry-level clinical doctoral programs in speech-language pathology—100% (6/6)
• Research doctoral degree programs in audiology, speech-language pathology and/or speech and
hearing sciences—92% (70/76)
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 3
Aggregate and Individual State Aggregate Data Reports Content
Degree Program
Data were collected for undergraduate, master’s, entry-level clinical doctoral (e.g., AuD), post–entry-level
clinical doctoral (e.g., SLPD), and research doctoral (e.g., PhD) degree programs in CSD. The number of
programs was determined through information provided by program directors or chairs on the academic
program profile self-selection page of the electronic survey. For institutions that did not complete the profile
self-selection page or start the survey, a search of ASHA’s database and institutional websites was conducted
to determine the number and type of degree programs offered at the institution. Research doctoral degree
programs may reflect multiple areas of study (e.g., audiology, speech-language pathology, and/or speech and
hearing sciences) at one institution.
Gender, Race, Ethnicity, and International Status
Respondents were asked to supply data on student race/ethnicity and gender. The number of programs
responding may be fewer than in other tables, as some institutions indicated that they are prohibited from
collecting or releasing data on race/ethnicity or gender. Data tables allowed programs to indicate grand totals
when a breakdown by race, ethnicity, or gender was not available. International status was defined as the
status of students who applied from outside the United States and who have been issued an F1, M1, or J1
visa by the U.S. Government.
Applications
Respondents were asked to provide data on the total number of applications received. The number of
applications reported by area of study and degree type does not reflect a 1:1 correspondence with the
number of students applying to graduate programs. Data on the average number of applications submitted by
students are not available from the CSD Education Survey.
Admissions
Respondents were asked to provide information about academic program capacity for admissions. Some
variability across capacity for new admissions occurs according to an academic program’s known resources
for a given year. In some cases, academic programs are able to enroll a larger number of students than
anticipated; hence, capacity may exceed 100%.
Enrollment
The survey asked respondents to provide data on first-year enrollment, total enrollment, enrollment of
students with a documented disability, and factors impacting enrollment. Students reflected in first-year
enrollments represent a cohort of students different from those reflected in the applications and admissions
data for the same academic year.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 4
Graduation
Respondents were asked to provide data on number of degrees granted. Data collected for research doctoral
degrees granted differed from data collected for undergraduate, entry-level degrees, as well as for post entry-
level clinical doctorates, as the former required the respondent to indicate number of degrees granted by
primary area of specialty. Similarly, data collected on time to degree varied between research doctoral degree
programs, master’s degree programs, and clinical doctoral degree programs.
Employment
Respondents were asked to include information about first employment post-graduation. Response options
for research doctoral graduates differed from those for entry-level degree graduates. Employment totals may
not be equal to data on degrees granted.
Clinical Practicum
Respondents with entry-level degree programs were asked to provide average number of clinical hours
obtained at “on-campus” sites and average number of clinical hours obtained at “off-campus” sites.
Time to Degree
Academic programs with entry-level, post entry-level clinical doctoral, and research doctoral degree programs
were asked to provide average time to degree. For entry-level degree programs and post–entry-level clinical
doctoral programs, the question was posed based on average number of quarter or semester hours required
to complete the degree. For research doctoral degree programs, respondents were asked to indicate the
number of graduates who completed the degree within certain timeframes measured in 3-year increments.
Administrative Location
Respondents were asked to indicate where the academic degree program was administratively housed within
the institution. The responses, collected via open-text entry, were categorized in accordance with the most
common locations:
a. Allied Health, Health Sciences, Health Professions, Public Health
b. Arts and Sciences, Humanities, Liberal and Fine Arts, and Social and Behavioral Sciences
c. Communication Disorders, Audiology, Speech-Language Pathology
d. Communications
e. Education
f. Medicine
g. Professional School/Studies
h. Other School/College Types
For programs that erroneously listed street addresses, a manual search of university websites was
conducted, or direct contact with the academic program was made to determine the administrative location of
the degree program.
Faculty
Data were collected to gauge faculty recruitment and retention. Numbers in the same row or column may not
add up to the totals reported, as some institutions provided information in total only and not by area of study
and academic year.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 5
Postdoctoral Appointments
The number of postdoctoral appointments available and the number of postdoctoral appointments filled were
reported for the most recently completed academic year.
Grants and Contracts
Respondents were asked to provide total number of federally funded and state-funded research and
personnel preparation active grants and contracts across all degree programs during the most recently
completed academic year. Respondents were asked to provide the total combined dollar amount of direct
costs budgeted for the most recently completed academic year.
Cautions and Limitations of the Data
Academic programs were encouraged to complete the survey in its entirety. However, some questions
allowed the respondent to indicate “no data” or “N/A”; therefore, sum totals for “number of programs
responding” may vary within and across tables. Column and row totals may not always be equal, as some
tables allowed entry of totals only where discrete breakdowns were not permitted. The program’s director(s)
or chairperson was instructed to review and confirm the accuracy of the data prior to submitting the completed
survey. ASHA staff conducted data review during the survey open period and after the close of the survey.
Program directors were contacted via e-mail or phone, alerted to possible data errors, and given the
opportunity to correct errors. ASHA staff conducted data cleanup to eliminate obvious data errors. Tables
were generated using Microsoft SQL Server Reporting Services, 2008, and IBM SPSS, Version 24.
Acknowledgments
This report is published jointly by the Council of Academic Programs in Communication Sciences and
Disorders (CAPCSD) and the American Speech-Language-Hearing Association (ASHA) as a service to the
CSD academic community. This comprehensive data report also seeks to inform students; local, state, and
federal agencies; related organizations; and the general public about the current state of CSD education.
Support of the CSD Education Survey is made possible by ASHA, which maintains the program and provides
financial, statistical, and technical support.
Contact Information
Questions or comments regarding this and related data reports should be directed to
Suggested Citation:
Council of Academic Programs in Communication Sciences and Disorders & American Speech-Language-
Hearing Association. (2017). Communication sciences and disorders (CSD) education survey national
aggregate data report: 2015–2016 academic year. Retrieved from www.capcsd.org and www.asha.org.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 6
CSD Education Data-At-A-Glance for Academic Year 2015-2016
Institution Summary
• 317 institutions offer undergraduate through research doctoral (PhD) education in CSD
• 270 offer an undergraduate degree in CSD
• 266 offer a master’s degree in speech-language pathology
• 74 offer an entry-level clinical doctorate degree in audiology
• 7 offer a post entry-level clinical doctorate degree in audiology
• 6 offer a post entry-level clinical doctorate degree in speech-language pathology
• 76 offer research doctoral degrees in audiology, speech-language pathology and/or speech and
hearing sciences
Applications Received (total number of applications across institutions; not number of unique applicants)
• 6,215 entry-level audiology clinical doctoral
• 67,008 master’s speech-language pathology
• 153 post entry-level audiology clinical doctoral
• 85 post entry-level speech-language pathology clinical doctoral
• 600 research doctoral in audiology, speech-language pathology and/or speech and hearing sciences
Total Enrollment
• 37,268 undergraduate CSD majors
• 2,781 entry-level audiology clinical doctoral
• 17,323 master’s speech-language pathology
• 100 post entry-level audiology clinical doctoral
• 133 post entry-level speech-language pathology clinical doctoral
• 855 research doctoral in audiology, speech-language pathology and/or speech and hearing sciences
Degree’s Granted
• 10,220 undergraduate CSD majors
• 697 entry-level audiology clinical doctoral
• 7,696 master’s speech-language pathology
• 30 post entry-level audiology clinical doctoral
• 24 post entry-level speech-language pathology clinical doctoral
• 158 research doctoral in audiology, speech-language pathology and/or speech and hearing sciences
Data was based on overall response rate of 93% (294 of 317 institutions responding). No extrapolation was
conducted.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 7
Data Tables, 2015-2016 Academic Year
Applications and Admissions Tables 1-11........................................................................ 21
Table 1—Number and Percent of Programs with Prerequisite Requirements for Non-CSD
Undergraduates by Area of Study and Degree Type .................................................................................. 21
Table 2—Number and Percent of Programs with Prerequisite Offerings for Non-CSD Undergraduates by
Area of Study and Degree Type .................................................................................................................. 22
Table 3—Total Number of Applications by Area of Study and Degree Type .................................................... 23
Table 4—Total Number of Applications by Area of Study, Degree Type, and International vs. Non-
International Status ..................................................................................................................................... 24
Table 5—Student Capacity for Admissions by Area of Study and Degree Type .............................................. 25
Table 6—Student Capacity for Admissions and Actual First-Year Enrollments by Area of Study and
Degree Type ................................................................................................................................................ 26
Table 7—Total Number Approved for Admission by Area of Study and Degree Type ..................................... 27
Table 8—Number Approved for Admission by Area of Study, Degree Type, and International vs. Non-
International Status ..................................................................................................................................... 28
Table 9—Number and Percent of Students Offered Admission with Funding by Area of Study and Degree
Type ............................................................................................................................................................. 29
Table 10—Number and Percent of Students Offered the Following Types of Funding among Students
Offered Admission with Funding by Area of Study and Degree Type ........................................................ 30
Table 11—GPA Range of Students Offered Admission by Area of Study and Degree Type ........................... 31
Enrollment Tables 12-21 ...................................................................................................... 32
Table 12—Graduate First-Year Enrollment by Area of Study and Degree Type .............................................. 32
Table 13—Graduate First-Year Enrollment by Area of Study, Degree Type and Gender ................................ 33
Table 14—Graduate First-Year Enrollment by Area of Study, Degree Type and Race/Ethnicity ..................... 34
Table 15—Total Enrollment by Area of Study and Degree Type ...................................................................... 35
Table 16—Total Enrollment by Area of Study, Degree Type and Gender ........................................................ 36
Table 17—Total Enrollment by Area of Study, Degree Type and Race/Ethnicity ............................................. 37
Table 18—Number of Students Enrolled with a Documented Disability by Area of Study and Degree Type .. 38
Table 19—Number of First-Year Research Doctoral Students by Area of Study and the Experiences that
Immediately Preceded Their Enrollment ..................................................................................................... 39
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 8
Table 20—First-Year Enrollments over Student Capacity for Admissions of Clinical Entry-Level and
Master’s Programs by State and Area of Study .......................................................................................... 40
Table 21—Number and Percent of Programs that Rated Factors Impacting Enrollment by Area of Study
and Degree Type ......................................................................................................................................... 42
Graduation Tables 22-25 ..................................................................................................... 45
Table 22—Total Number of Degrees Granted by Area of Study and Degree Type .......................................... 45
Table 23—Total Number of Degrees Granted by Area of Study, Degree Type and Gender ........................... 46
Table 24—Total Number of Degrees Granted by Area of Study, Degree Type and Race/Ethnicity ................ 47
Table 25—Number of Research Doctoral Degrees Granted by Primary Area of Specialty .............................. 48
First Employment Tables 26-27 .......................................................................................... 49
Table 26—First Employment for Clinical Entry-Level and Post Entry-Level Degree Graduates by Area of
Study, Employment Setting and In-State vs. Out-Of-State Status.............................................................. 49
Table 27—First Employment for Research Doctoral Degree Graduates by Area of Study and Employment
Setting ......................................................................................................................................................... 50
Table 28—Number and Percent of Programs that Require a Thesis for Conferral of the Graduate Degree
by Area of Study and Degree Type ............................................................................................................. 52
Clinical Practicum Tables 29-30 ......................................................................................... 53
Table 29—Average Number of Graduate Practicum Hours Obtained at On-Campus Sites by Area of
Study and Degree Type .............................................................................................................................. 53
Table 30—Average Number of Graduate Practicum Hours Obtained at Off-Campus Sites by Area of
Study and Degree Type .............................................................................................................................. 54
Time to Degree Tables 31-34............................................................................................... 55
Table 31—Average Time to Degree in Quarters by Area of Study and Degree Type ...................................... 55
Table 32—Average Time to Degree in Semesters by Area of Study and Degree Type ................................... 56
Table 33—Number of Graduates Who Completed the Research Doctoral Degree Requirements within the
Following Time Frames by Area of Study ................................................................................................... 57
Table 34—Number of Research Doctoral Students "Officially Dropped Out" of the Degree Program When
the Following Requirements Were Unfulfilled by Area of Study ................................................................. 58
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 9
Administrative Location ...................................................................................................... 59
Table 35—Administrative Location of Programs within Academic Institutions by Area of Study ...................... 59
Post-Doctoral Appointments .............................................................................................. 60
Table 36—Number of Post-Doctoral Appointments Available and Filled .......................................................... 60
Faculty Tables 37-40 ............................................................................................................ 61
Table 37—Total Number of Academic and Clinical Faculty Who Were Employed ........................................... 61
Table 38—Total Number of Faculty with Research Doctoral Degrees by Area of Study.................................. 62
Table 39—Total Number of Full Time Faculty Openings .................................................................................. 63
Table 40—Number of Faculty Searches and Positions Filled by Area of Study ............................................... 64
Grants and Contracts Tables 41-42 ................................................................................... 65
Table 41—Total Number and Dollar Amount of Federally Funded Research and Personnel Preparation
Grants and Contracts by State .................................................................................................................... 65
Table 41—Total Number and Dollar Amount of Federally Funded Research and Personnel Preparation
Grants and Contracts by State (continued) ................................................................................................. 66
Table 42—Total Number and Dollar Amount of State Funded Research and Personnel Preparation
Grants and Contracts by State .................................................................................................................... 67
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 10
Participating Institutions
The following institutions completed the 2016 CSD Education Survey. They represent 294 of the 317
institutions invited to participate.
Alabama
Alabama A&M University
Auburn University
Samford University
University of Alabama, Tuscaloosa
University of Montevallo
University of South Alabama
Arizona
Arizona State University
A.T. Still University - Arizona School of Health
Sciences
Midwestern University, Arizona
Northern Arizona University
University of Arizona
Arkansas
Arkansas State University
Harding University
Ouachita Baptist University
University of Arkansas, Little Rock
University of Central Arkansas
California
California Baptist University
California State University, Chico
California State University, East Bay
California State University, Fullerton
California State University, Long Beach
California State University, Los Angeles
California State University, Sacramento
California State University, San Marcos
Chapman University
Loma Linda University
San Diego State & University of California San
Diego - AuD Joint Doctoral Program
San Diego State University
San Francisco State University
San Jose State University
University of Redlands
University of the Pacific – Audiology Program
University of the Pacific – SLP Program
Colorado
University of Colorado, Boulder
University of Northern Colorado
Connecticut
Sacred Heart University
Southern Connecticut State University
University of Connecticut
Delaware
University of Delaware
District of Columbia
Gallaudet University
George Washington University
Howard University
University of the District of Columbia
Florida
Florida International University
Florida State University
Jacksonville University
Nova Southeastern University - Audiology
Program
Nova Southeastern University - SLP Program
University of Central Florida
University of Florida, Gainesville
University of South Florida
Georgia
Armstrong State University
Georgia State University
Valdosta State University
Hawaii
University of Hawaii at Mãnoa
Idaho
Idaho State University, Pocatello
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 11
Illinois
Augustana College (IL)
Aurora University
Eastern Illinois University
Elmhurst College
Governors State University
Illinois State University
Midwestern University, Illinois
Northern Illinois University
Northwestern University
Rush University
Southern Illinois University, Edwardsville
St. Xavier University
University of Illinois, Urbana-Champaign
Western Illinois University
Indiana
Ball State University
Butler University
Indiana State University
Indiana University – Purdue University, Fort
Wayne
Purdue University
Saint Mary’s College
Iowa
St. Ambrose University
University of Iowa
University of Northern Iowa
Kansas
Fort Hays State University
Kansas State University
University of Kansas
Wichita State University
Kentucky
Eastern Kentucky University
Murray State University
University of Kentucky
University of Louisville
Western Kentucky University
Louisiana
Louisiana State University - Health Science
Center, New Orleans
Louisiana State University and A & M College
Louisiana Technical University
Southeastern Louisiana University
Southern Louisiana and A&M College
University of Louisiana, Lafayette
Louisiana (continued)
University of Louisiana, Monroe
Xavier University of Louisiana
Maine
University of Maine, Orono
Maryland
Loyola University Maryland
Towson University
University of Maryland, College Park
Massachusetts
Boston University
Bridgewater State University
Emerson College
Harvard Medical School
MGH Institute of Health Professions
Northeastern University
Springfield College
University of Massachusetts, Amherst
Worcester State University
Michigan
Andrews University
Calvin College
Central Michigan University
Eastern Michigan University
Grand Valley State University
Michigan State University
Northern Michigan University
Wayne State University
Western Michigan University
Minnesota
Minnesota State University, Mankato
Minnesota State University, Moorhead
St. Cloud State University
University of Minnesota, Duluth
University of Minnesota, Minneapolis
Mississippi
Delta State University
Jackson State University
Mississippi University for Women
University of Mississippi
University of Southern Mississippi
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 12
Missouri
Fontbonne University
Maryville University
Missouri State University
Rockhurst University
Saint Louis University
Southeast Missouri State University
Truman State University
University of Central Missouri
University of Missouri
Washington University
Montana
University of Montana
Nebraska
University of Nebraska, Kearney
University of Nebraska, Lincoln
University of Nebraska, Omaha
Nevada
Nevada State College
University of Nevada, Reno
New Hampshire
University of New Hampshire
New Jersey
Kean University of New Jersey
Monmouth University
Montclair State University
Seton Hall University
Stockton University
William Paterson University of New Jersey
New Mexico
Eastern New Mexico University
New Mexico State University
University of New Mexico
New York
Adelphi University
College of Saint Rose
CUNY, Brooklyn College / Hunter College -
Graduate Center
CUNY, Brooklyn College
CUNY, Hunter College
CUNY, Lehman College
CUNY, Queens College
CUNY, The Graduate Center (PhD Program)
Elmira College
New York (continued)
Hofstra University
Iona College
Ithaca College
LIU Brooklyn
LIU Post
Long Island AuD Consortium -
Adelphi/Hofstra/St. John's Universities
Marymount Manhattan College
Mercy College
Molloy College
Nazareth College
New York Medical College
New York University
Pace University
St. John's University
Stern College/Yeshiva University
SUNY at Cortland
SUNY at Fredonia
SUNY at New Paltz
SUNY at Plattsburgh
Syracuse University
Teachers College, Columbia University
Touro College
North Carolina
Appalachian State University
East Carolina University
North Carolina Central University
Shaw University
University of North Carolina, Chapel Hill
University of North Carolina, Greensboro
Western Carolina University
North Dakota
Minot State University
University of Mary
University of North Dakota
Ohio
Baldwin Wallace University
Bluffton University
Bowling Green State University
Case Western Reserve University
Cleveland State University
College of Wooster
Kent State University
Miami University of Ohio
Northeast Ohio AuD Consortium (NOAC)- Kent
State/University of Akron
Ohio State University
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 13
Ohio (continued)
Ohio University
University of Akron
University of Cincinnati
University of Toledo
Oklahoma
Oklahoma State University
University of Central Oklahoma
University of Science & Arts of Oklahoma
University of Tulsa
Oregon
Pacific University - Audiology
Pacific University - SLP
Portland State University
University of Oregon
Pennsylvania
Bloomsburg University of Pennsylvania
California University of Pennsylvania
Clarion University of Pennsylvania
Duquesne University
East Stroudsburg University
Edinboro University of Pennsylvania
Geneva College
Indiana University of Pennsylvania
La Salle University
Marywood University
Misericordia University
Pennsylvania State University
Salus University - Audiology Program
Salus University – Speech-Language Pathology
Program
Temple University
Thiel College
University of Pittsburgh
West Chester University
Puerto Rico
Carlos Albizu University
Universidad del Turabo
University of Puerto Rico, San Juan
Rhode Island
Rhode Island College
University of Rhode Island
South Carolina
Bob Jones University
Columbia College
South Carolina State University
University of South Carolina
South Dakota
Augustana College (SD)
University of South Dakota
Tennessee
East Tennessee State University
Middle Tennessee State University
Tennessee State University
University of Memphis
University of Tennessee Health Science Center
Vanderbilt University
Texas
Abilene Christian University
Baylor University
Hardin-Simmons University
Lamar University
Our Lady of the Lake University
Stephen F. Austin State University
Texas A&M University, Kingsville
Texas Christian University
Texas State University
Texas Tech University Health Sciences Center
Texas Woman's University
University of Houston
University of North Texas
University of Texas at Dallas
University of Texas, Austin
University of Texas, El Paso
University of Texas, Rio Grande Valley
West Texas A & M University
Utah
Brigham Young University
Rocky Mountain University of Health
Professions
University of Utah
Utah State University
Vermont
University of Vermont
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 14
Virginia
Hampton University
James Madison University
Longwood University
Old Dominion University
Washington
Eastern Washington University
University of Washington
Washington State University
Western Washington University
West Virginia
Marshall University
West Virginia University
Wisconsin
AuD Consortium, University of Wisconsin-
Madison & University of Wisconsin-Stevens
Point
Marquette University
University of Wisconsin, Eau Claire
University of Wisconsin, Madison
University of Wisconsin, Milwaukee
University of Wisconsin, River Falls
University of Wisconsin, Stevens Point
University of Wisconsin, Whitewater
Wyoming
University of Wyoming
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 15
Highlights
Prerequisites
• Approximately half (54.9%) of audiology clinical doctoral entry-level programs had prerequisite
requirements for non-CSD undergraduates, as did 80.9% of speech-language pathology master’s level
programs (see Table 1).
• The majority of audiology clinical doctoral entry-level programs (59.2%) and speech-language pathology
master’s level programs (70.9%) offered prerequisite courses whether or not students were enrolled in
their program (see Table 2).
Applications and Admissions
• A total of 6,215 applications were received by the 71 audiology clinical doctoral entry-level programs that
responded to the survey, of which 2,603 were approved for admission. This averaged out to 88
applications and 37 admissions offers per program (see Tables 3, 4, 7, and 8). During the 2014-2015
academic year, there were 6,017 applications received and 2,332 approved for admission (based on 71
programs responding). In the 2014-2015 academic year, the average number of applications received per
program was 85 and the average number of admissions offers was 33. It is important to consider that the
total number of applications does not represent the number of unique applicants. That is, prospective
students may apply to more than one program and possibly receive multiple admissions offers. As such,
the number of applications reported does not reflect a 1:1 correspondence with the number of students
that applied to graduate programs during the academic year.
• A total of 67,008 applications were received by the 251 speech-language pathology master’s level
programs that responded to the survey. Of these applications, 16,479 were approved for admission. This
resulted in an average of 267 applications received per program, and 66 offers of admission (see Tables
3, 4, 7, and 8). In the 2014-2015 academic year, 67,510 applications were received and 16,282 of those
applications were approved for admission (based on 246 programs responding). Also, during the 2014-
2015 academic year, the average number of applications received per program was 274 and the average
number of admission offers was 66. Note that the number of applications reported does not reflect a 1:1
correspondence with the number of students that applied to the graduate programs.
• A total of 600 research doctoral applications were received among the 70 participating institutions offering
research doctoral programs across all areas of study and 246 approved for admission (see Tables 3, 4, 7,
and 8). During the 2014-2015 academic year, there were 612 applications received and 283 approved for
admission (based on 73 participating institutions that had research doctoral programs).
• The majority of applications across all areas of study and degree types were from non-international
applicants. Speech and hearing sciences doctoral programs reported the highest percentage of
international applicants (37.4%) (see Table 4). The majority of those approved for admission were non-
international, ranging from 73.4% for speech and hearing sciences research doctoral programs to 98.5%
for speech-language pathology clinical doctoral post entry-level degree programs (see Table 8).
• More than a fourth (26.0%) of audiology clinical doctoral entry-level students were offered admission with
funding, as were 20.6% of speech-language pathology master’s level students (see Table 9). A much
larger percentage of research doctoral students were offered admission with funding (83.3% of audiology
research doctoral students, 81.3% of speech-language pathology research doctoral students, and 90.0%
of speech and hearing sciences research doctoral students).
• Of those offered admission with funding, the most prevalent types of funding offered to audiology clinical
doctoral entry-level students were scholarships (51.6%) and assistantships (43.0%) (see Table 10). Half
(50.6%) of speech-language pathology master’s level students were offered assistantships and 43.8%
were offered scholarships. Fellowships were offered to 7.7%, 19.1%, and 38.6% of audiology, speech-
language pathology, and speech and hearing sciences research doctoral students, respectively.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 16
• The median grade point average (GPA) range for students offered admission to audiology clinical
doctoral entry-level programs was 3.2-4.0 and the median GPA range for speech-language pathology
master’s level programs was 3.3-4.0 (see Table 11).
Student Capacity for Admissions
• The median student capacity for admissions was 11 students for audiology clinical doctoral entry-level
programs, 30 students for speech-language pathology master’s level programs, and 3 for research
doctoral programs (2 for audiology, 4 for speech-language pathology, and 3 for and speech and hearing
sciences (see Table 5).
• Audiology clinical doctoral entry-level programs were filled to 90.7% of their new enrollment capacities,
speech-language pathology master’s level programs were filled to 98.0% capacity, and research doctoral
programs were filled to 38.5% capacity (28.6% for audiology, 33.3% for speech-language pathology, and
47.7% for speech and hearing sciences) (see Table 6). In the 2014-2015 academic year, audiology
clinical doctoral entry-level programs filled 98.4% of their capacities for new enrollment, speech-language
pathology master’s level programs filled to 99.5%, and research doctoral programs filled 61.6% of their
available new student openings.
• Audiology clinical doctoral entry-level programs ranged in their percent filled to capacity for new
enrollments from 60.0% in Kentucky and Minnesota to 107.1% in Connecticut (see Table 20). The range
for speech-language pathology master’s level programs was from 61.1% in Vermont to 162.2% in
Georgia. It is important to note that a possible data entry error was identified for the latter as one
institution reported substantially higher first-year graduate enrollment than the program’s capacity.
First-Year Enrollments
• A total of 793 first-year audiology clinical doctoral entry-level students were reported along with 8,244
speech-language pathology master’s level students and 161 research doctoral students (12 for audiology,
67 for speech-language pathology, and 82 for speech and hearing sciences; see Tables 12-14). In the
2014-2015 academic year, there were 784 first-year audiology clinical doctoral entry-level enrollments,
8,063 in speech-language pathology master’s level programs, and 176 in research doctoral programs (15
for audiology, 74 for speech-language pathology, and 87 for speech and hearing sciences).
• Across all degree types and areas of study, the majority of first-year students were women—87.5% in
audiology clinical doctoral entry-level programs, 95.6% in speech-language pathology master’s level
programs, 63.6% in audiology research doctoral programs, 88.3% in speech-language pathology
research doctoral programs, and 71.9% in speech and hearing sciences research doctoral programs (see
Table 13).
• Most first-year entry-level students were white (non-international)—85.8% in audiology clinical doctoral
entry-level programs and 83.3% in speech-language pathology master’s level programs, as were the
majority of research doctoral students (63.6% for audiology, 73.3% for speech-language pathology, and
59.4% for speech and hearing sciences) (see Table 14).
Total Enrollment
• A total of 37,268 undergraduate students were enrolled for the 2015-2016 academic year based on
92.6% of programs responding to the survey (see Table 15). Of the 185 programs (65%) reporting
demographic data, 5.1% were male, 23.6% were of a racial/ethnic minority (non-international), and 2.3%
were international students (see Tables 16-17). In the 2014-2015 academic year, there were 36,498
undergraduate students enrolled based on 89.9% of programs reporting. Of these, 4.8% were male,
24.5% were of a racial/ethnic minority (non-international) and 0.7% were international students.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 17
• There were 2,781 students enrolled in audiology clinical doctoral entry-level programs, 17,323 enrolled in
speech-language pathology master’s level programs, and 855 enrolled in research doctoral programs (68
in audiology, 368 in speech-language pathology, and 419 in speech and hearing sciences) (see Table
15).
• Of the programs reporting demographic data, males comprised 13.1% of all audiology clinical doctoral
entry-level students, 4.3% of speech-language pathology master’s level students, 28.3% of audiology
research doctoral students, 15.9% of speech-language pathology research doctoral students, and 25.2%
of speech and hearing sciences research doctoral students (see Table 16). Most entry-level students
were white (non-international)—86.8% in audiology clinical doctoral entry-level programs and 82.0% in
speech-language pathology master’s level programs (see Table 17). Students from non-white racial/
ethnic groups (non-international) comprised 11.1% of audiology clinical doctoral entry-level students and
16.6% of speech-language pathology master’s level students (see Table 17).
• The median number of students enrolled with a documented disability was 1 for audiology clinical doctoral
entry-level students and speech-language pathology master’s level students. The median number of
students enrolled with a documented disability in all research doctoral programs was 0 (see Table 18).
• Of first-year audiology research doctoral students, 41.7% enrolled while simultaneously enrolled in a
clinical doctoral degree program (e.g., AuD/PhD) and 33.3% enrolled immediately following the receipt of
a master’s degree (n=4) (see Table 19).
• For first-year speech-language pathology research doctoral students, 34.8% enrolled after practicing five
or fewer years in the professions(s)/ discipline, 22.8% enrolled immediately following the receipt of their
master’s degree, and 18.5% enrolled after practicing six or more years (see Table 19).
• About half (40.5%) of first-year speech and hearing sciences research doctoral students enrolled upon
receipt of a bachelor’s degree, 20.3% upon receipt of a master’s degree, and 16.5% after practicing five
or fewer years in the professions(s)/ discipline (see Table 19).
• Factors having the most impact on enrollment in audiology clinical doctoral entry-level programs were
insufficient clinical placements and insufficient student funding. More than a third (41.4%) of programs
reported insufficient clinical placements as either a moderate (25.7%) or major (15.7%) factor impacting
enrollment. Approximately one-third of audiology clinical doctoral programs (35.7%) reported insufficient
student funding as either a moderate (28.6%) or major (7.1%) factor impacting enrollment (see Table 21).
• Insufficient clinical placements, insufficient student funding and competing demands on faculty time
topped the list of factors having the most impact on enrollment in speech-language pathology master’s
level programs. One-third (30.6%) of these master’s programs reported insufficient clinical placements as
either a moderate (17.1%) or major (13.5%) factor impacting enrollment (see Table 21).
• Across all research doctoral programs, an insufficient number of qualified candidates applying and
insufficient student funding were the two factors having the most impact on enrollment (see Table 21).
Graduation
• A total of 10,220 undergraduate CSD degrees were granted in the 2015-2016 academic year based on
92.6% of programs responding (see Table 22). In the 2014-2015 academic year, 9,943 undergraduate
CSD degrees were granted based on 89.9% of programs responding.
• A total of 697 clinical entry-level doctoral degrees in audiology were granted, based on 71 programs
reporting, and 7,696 master’s degrees were granted in speech-language pathology with 251 programs
reporting. In the 2014-2015 academic year, a total of 623 clinical entry-level doctoral degrees were
granted in audiology, based on 71 programs reporting, and 7,539 master’s degrees were granted in
speech-language pathology with 246 programs reporting.
• A total of 158 research doctoral degrees were granted during the 2015-2016 academic year; 11 in
audiology, 70 in speech-language pathology, and 77 in speech and hearing sciences (see Table 22). In
the 2014-2015 academic year, a total of 156 research doctoral degrees were granted (12 in audiology, 70
in speech-language pathology, and 74 in speech and hearing sciences).
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 18
• Most (94.7%) of those earning an undergraduate degree were female (see Table 23). Males represented
13.9% of audiology clinical doctoral entry-level degree graduates, 3.8% of speech-language pathology
master’s level degree graduates, 36.4% of audiology research doctoral graduates, 18.8% of speech-
language pathology research doctoral graduates, and 34.3% of speech and hearing sciences research
doctoral graduates.
• White (non-international) students represented 75.9% of those earning an undergraduate degree, 23.0%
were individuals from racial/ethnic minority groups (non-international), and 1.2% of graduates held
international status (see Table 24).
• White (non-international) students represented the majority of graduates from audiology clinical doctoral
entry-level degree programs (86.1%), speech-language pathology master’s level degree programs
(83.6%), speech-language pathology research doctoral programs (68.8%), and speech and hearing
sciences research doctoral programs (60.0%) (see Table 24). International students represented the
majority of graduates from audiology research doctoral programs (45.5%).
• The top area of specialty for audiology/hearing sciences research doctoral graduates was hearing
science (n=28) (see Table 25). The top areas of specialty for speech and language pathology/speech
sciences research doctoral graduates were child language (n=36) and neurogenic communication
disorders (n=21).
Employment
• Audiology clinical doctoral entry-level graduates were most likely to be employed in a healthcare setting
(including private practice) (84.9% of those employed in-state; n=231, and 90.8% of those employed out-
of-state; n=258) (see Table 26).
• About half of speech-language pathology master’s level graduates were employed in a school setting
(47.0% of those employed in-state; n=1,908, and 39.1% of those employed out-of-state; n=665) (see
Table 26). A similar percentage were employed in healthcare settings (including private practice) (40.5%
of those employed in-state; n=1,645, and 51.1% of those employed out-of-state; n=870).
• The first employment setting for most audiology research doctoral graduates was either a
faculty/academic position within a CSD program (n=2) or a postdoctoral position (n=2) (see Table 27).
The majority of speech-language pathology research doctoral graduates either held a faculty/academic
position in a CSD program (n=26) or a postdoctoral position (n=12). Most graduates of speech and
hearing sciences research doctoral programs held a faculty/academic position in a CSD program (n=27)
or a postdoctoral position (n=16).
Capstone or Thesis Requirement
• A capstone project was required for conferral of the degree by 63.4% of the audiology clinical doctoral
entry-level programs.
• A thesis was required for conferral of the degree by 27.1% of speech-language pathology master’s level
programs (see Table 28).
Practicum Hours
• The average number of practicum hours obtained per student at on-campus and off-campus sites, within
a given audiology clinical doctoral entry-level program was 277.2 and 1,509.9, respectively (see Tables
29-30). The average number of practicum hours obtained per student among speech-language pathology
master’s level programs was 115.0 and 300.8 at on-campus and off-campus sites, respectively.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 19
Time to Degree Completion
• Audiology clinical doctoral entry-level students needed an average (median) of 15 quarters or 11
semesters to complete the program (see Tables 31-32).
• Speech-language pathology master’s level students needed an average (median) of 7 quarters or 5
semesters to complete the program (see Tables 31-32).
• Most (77.8%) of audiology research doctoral graduates completed the degree requirements within 4 to 6
years while 22.2% completed their programs within 1 to 3 years (see Table 33). Likewise, the majority
(66.7%) of speech-language pathology research doctoral graduates completed their requirements within
4 to 6 years. Sixty percent of speech and hearing sciences research doctoral graduates completed the
degree requirements within 4 to 6 years and 25.3% required 7 to 10 years to complete their degree
programs.
• Of those audiology, speech-language pathology, and speech and hearing sciences research doctoral
students who officially dropped out of their degree program, most left academic coursework,
comprehensive exams, and dissertation requirements unfulfilled (see Table 34).
Where Administratively Housed
• Most audiology, speech-language pathology, and speech and hearing sciences programs are
administratively located within schools or colleges of Allied Health; Health Sciences; Health Professions;
and/or Public Health (48.6%, 48.0%, and 42.5%, respectively) (see Table 35).
Post-Doctoral Appointments
• For the 2015-2016 academic year, 37 of the 294 institutions responding indicated offering a post-doctoral
opportunity (see Table 36). These institutions reported that there were a total of 66 post-doctoral
appointments available and that 63 were filled.
Total Number of Faculty
• A total of 5,213 academic and clinical faculty were employed during the 2015-2016 academic year, based
on 92.7% of institutions responding (see Table 37). Of these, 2,139 were full-time academic faculty, 927
were part time academic faculty, 1,099 were full-time clinical faculty, and 1,023 were part-time clinical
faculty.
• Of the 2,094 faculty with research doctoral degrees, the majority held a research doctorate in either
speech-language pathology (57.9%) or audiology (18.0%) (see Table 38).
Faculty Openings
• During the 2015-2016 academic year, there was a total of 291 full time faculty openings; 47 in audiology,
213 in speech-language pathology, 11 in speech/ language sciences, 10 in hearing sciences, and 10 in
no specific area of study (see Table 39). There were a total of 582 openings projected for the 5-year
period of 2017-2022; 127 in audiology, 392 in speech-language pathology, 15 in speech/ language
sciences, 29 in hearing sciences, and 19 in no specific area of study.
• A total of 385 searches were conducted for faculty during the 2015-2016 academic year (see Table 40).
Of these, 58 searches were conducted for audiology faculty, 288 for speech-language pathology faculty,
13 for hearing sciences faculty, and 14 for speech/ language sciences faculty. An additional 12 searches
were for no specific area of study.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 20
• Half (170; 50.6%) of the positions were filled with full time faculty holding a research doctorate—152
(45.2%) who held a research doctorate in CSD and 18 (5.4%) who held a research doctorate in another
discipline. An additional 26 (7.7%) positions were filled with individuals holding a clinical doctorate in CSD
and 80 (23.8%) with individuals holding a master’s degree in CSD. Sixty (17.9%) of the positions filled
were filled with part-time personnel with or without a research doctorate. About a quarter (n=101; 26.2%)
of the faculty searches went unfilled.
Federally-and State-Funded Research and Personnel Preparation Grants
• About a third (n=99) of responding institutions reported a total 418 federally-funded research grants,
adding up to more than $196.3 million (see Table 41). Sixty-one federally funded personnel preparation
grants were reported for an overall amount of more than $13.6 million.
• Forty-two institutions reported a total of 21 state-funded research grants totaling $1.8 million and 12 state-
funded personnel preparation grants totaling $2.3 million (see Table 42).
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 21
Applications and Admissions Tables 1-11
Table 1—Number and Percent of Programs with Prerequisite Requirements for Non-CSD
Undergraduates by Area of Study and Degree Type
Area of Study and Degree Type
Number of
Prerequisite Requirements for
Non-CSD Undergraduates
Existing
Programs
Programs
Responding Required Not Required
Audiology
Clinical Doctorate: Entry-Level 74 71 39 54.9% 32 45.1%
Speech-Language Pathology
Master’s 266 251 203 80.9% 48 19.1%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 22
Table 2—Number and Percent of Programs with Prerequisite Offerings for Non-CSD
Undergraduates by Area of Study and Degree Type
Area of Study and Degree Type
Number of
Prerequisite Requirements for
Non-CSD Undergraduates
Existing
Programs
Programs
Responding
Offered to All
Students
Offered to
Admitted
Students Only
Required but
Not Offered
Audiology
Clinical Doctorate: Entry-Level 74 71 42 59.2% 9 12.7% 20 28.2%
Speech-Language Pathology
Master’s 266 251 178 70.9% 43 17.1% 30 12.0%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 23
Table 3—Total Number of Applications by Area of Study and Degree Type
Area of Study and Degree Type
Number of
Existing Programs Programs Responding Applications
Audiology
Clinical Doctorate: Entry-Level 74 71 6,215
Clinical Doctorate: Post Entry-Level 7 6 153
Research Doctorate 25 23 43
Speech-Language Pathology
Master's 266 251 67,008
Clinical Doctorate: Post Entry-Level 6 6 85
Research Doctorate 48 43 218
Speech and Hearing Sciences
Research Doctorate 42 40 339
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 24
Table 4—Total Number of Applications by Area of Study, Degree Type, and International
vs. Non-International Status
Area of Study and Degree Type
Number of
Number of Applications
Existing
Programs
Programs
Responding Non-International International
Audiology
Clinical Doctorate: Entry-Level 74 67 5,554 96.51% 201 3.49%
Clinical Doctorate: Post Entry-Level 7 6 122 79.74% 31 20.26%
Research Doctorate 25 22 27 65.85% 14 34.15%
Speech-Language Pathology
Master's 266 227 57,390 97.45% 1,503 2.55%
Clinical Doctorate: Post Entry-Level 6 6 84 98.82% 1 1.18%
Research Doctorate 48 41 135 67.16% 66 32.84%
Speech and Hearing Sciences
Research Doctorate 42 37 194 62.58% 116 37.42%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 25
Table 5—Student Capacity for Admissions by Area of Study and Degree Type
Area of Study and Degree Type
Number of
Student Capacity for Admissions
Existing
Programs
Programs
Responding Sum Mean Median Minimum Maximum
Audiology
Clinical Doctorate: Entry-Level 74 71 874 12.3 11 5 32
Clinical Doctorate: Post Entry-Level 7 3 77 25.7 25 2 50
Research Doctorate 25 18 42 2.3 2 1 4
Speech-Language Pathology
Master's 266 250 8,369 33.5 30 11 260
Clinical Doctorate: Post Entry-Level 6 5 68 13.6 8 4 36
Research Doctorate 48 37 186 5.0 4 1 25
Speech and Hearing Sciences
Research Doctorate 42 35 151 4.3 3 1 18
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 26
Table 6—Student Capacity for Admissions and Actual First-Year Enrollments by Area of
Study and Degree Type
Area of Study and Degree Type
Number of
Existing
Programs
Programs
Responding
Student
Capacity for
Admissions
First-Year
Enrollments
Percent of Student
Capacity Filled
Audiology
Clinical Doctorate: Entry-Level 74 71 874 793 90.73%
Clinical Doctorate: Post Entry-Level 7 3 77 58 75.32%
Research Doctorate 25 18 42 12 28.57%
Speech-Language Pathology
Master's 266 250 8,369 8,201 97.99%
Clinical Doctorate: Post Entry-Level 6 5 68 55 80.88%
Research Doctorate 48 37 186 62 33.33%
Speech and Hearing Sciences
Research Doctorate 42 35 151 72 47.68%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 27
Table 7—Total Number Approved for Admission by Area of Study and Degree Type
Number of
Area of Study and Degree Type Existing Programs Programs Responding
Number Approved
for Admission
Audiology
Clinical Doctorate: Entry-Level 74 71 2,603
Clinical Doctorate: Post Entry-Level 7 6 60
Research Doctorate 25 23 19
Speech-Language Pathology
Master's 266 251 16,479
Clinical Doctorate: Post Entry-Level 6 6 66
Research Doctorate 48 43 103
Speech and Hearing Sciences
Research Doctorate 42 40 124
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 28
Table 8—Number Approved for Admission by Area of Study, Degree Type, and
International vs. Non-International Status
Area of Study and Degree Type
Number of Number Approved for Admission
Existing
Programs
Programs
Responding
Non-International International
Audiology
Clinical Doctorate: Entry-Level 74 68 1,933 98.32% 33 1.68%
Clinical Doctorate: Post Entry-Level 7 6 46 76.67% 14 23.33%
Research Doctorate 25 23 14 73.68% 5 26.32%
Speech-Language Pathology
Master's 266 231 14,801 98.14% 281 1.86%
Clinical Doctorate: Post Entry-Level 6 5 65 98.48% 1 1.52%
Research Doctorate 48 40 72 78.26% 20 21.74%
Speech and Hearing Sciences
Research Doctorate 42 37 80 73.39% 29 26.61%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 29
Table 9—Number and Percent of Students Offered Admission with Funding by Area of
Study and Degree Type
Area of Study and Degree Type
Number of
Existing
Programs
Programs
Responding
Students
Offered
Admission
Students
Offered
Admission with
Funding
Percent of Students
Offered Admission
with Funding
Audiology
Clinical Doctorate: Entry-Level 74 57 2,200 572 26%
Clinical Doctorate: Post Entry-Level 7 0 — — —
Research Doctorate 25 11 18 15 83.33%
Speech-Language Pathology
Master's 266 187 12,635 2,608 20.64%
Clinical Doctorate: Post Entry-Level 6 0 — — —
Research Doctorate 48 28 91 74 81.32%
Speech and Hearing Sciences
Research Doctorate 42 25 116 104 89.66%
Note: Where dashes (—) occur, no data were provided.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 30
Table 10—Number and Percent of Students Offered the Following Types of Funding among Students Offered
Admission with Funding by Area of Study and Degree Type
Area of Study and Degree Type
Number of Students Offered Admission with Funding
Existing
Programs
Programs
Responding
Students
Offered
Admission
with
Funding
Assistantships Extramural Fellowships Intramural Scholarships
Audiology
Clinical Doctorate: Entry-Level 74 54 547 235 42.96% 3 0.55% 18 3.29% 7 1.28% 282 51.55%
Clinical Doctorate: Post Entry-
Level 7 0 — — — — — — — — — — —
Research Doctorate 25 9 13 11 84.62% 0 0% 1 7.69% 0 0% 1 7.69%
Speech-Language Pathology
Master's 266 180 2,510 1,270 50.6% 81 3.23% 117 4.66% 33 1.31% 1,098 43.75%
Clinical Doctorate: Post Entry-
Level 6 0 — — — — — — — — — — —
Research Doctorate 48 25 68 50 73.53% 7 10.29% 13 19.12% 0 0% 4 5.88%
Speech and Hearing Sciences
Research Doctorate 42 24 101 57 56.44% 8 7.92% 39 38.61% 0 0% 8 7.92%
Note: Where dashes (—) occur, no data were provided.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 31
Table 11—GPA Range of Students Offered Admission by Area of Study and
Degree Type
Area of Study and Degree Type
Number of
GPA Range
Existing
Programs
Programs
Responding
Mean Median
Audiology
Clinical Doctorate: Entry-Level 74 71 3.27-3.97 3.24-4.00
Speech-Language Pathology
Master's 266 242 3.27-3.96 3.27-4.00
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 32
Enrollment Tables 12-21
Table 12—Graduate First-Year Enrollment by Area of Study and Degree Type
Area of Study and Degree Type
Number of
Graduate First
Year Enrollment
Existing
Programs
Programs
Responding
Audiology
Clinical Doctorate: Entry-Level 74 71 793
Clinical Doctorate: Post Entry-Level 7 6 58
Research Doctorate 25 23 12
Speech-Language Pathology
Master's 266 251 8,244
Clinical Doctorate: Post Entry-Level 6 6 55
Research Doctorate 48 43 67
Speech and Hearing Sciences
Research Doctorate 42 40 82
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 33
Table 13—Graduate First-Year Enrollment by Area of Study, Degree Type and Gender
Area of Study and Degree Type
Number of Graduate First-Year Enrollment by Gender
Existing
Programs
Programs
Responding
Male Female
Audiology
Clinical Doctorate: Entry-Level 74 62 86 12.48% 603 87.52%
Clinical Doctorate: Post Entry-Level 7 5 8 13.79% 50 86.21%
Research Doctorate 25 19 4 36.36% 7 63.64%
Speech-Language Pathology
Master's 266 223 309 4.37% 6,769 95.63%
Clinical Doctorate: Post Entry-Level 6 4 2 4.35% 44 95.65%
Research Doctorate 48 40 7 11.67% 53 88.33%
Speech and Hearing Sciences
Research Doctorate 42 34 18 28.13% 46 71.88%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 34
Table 14—Graduate First-Year Enrollment by Area of Study, Degree Type and Race/Ethnicity
Area of Study and Degree Type
Number of Graduate First-Year Enrollment by Race/Ethnicity
Existing
Programs
Programs
Responding
Non-International
International White
Racial/Ethnic
Minority
Audiology
Clinical Doctorate: Entry-Level 74 62 591 85.78% 81 11.76% 17 2.47%
Clinical Doctorate: Post Entry-
Level 7 5 26 44.83% 18 31.03% 14 24.14%
Research Doctorate 25 19 7 63.64% 2 18.18% 2 18.18%
Speech-Language Pathology
Master's 266 223 5,899 83.34% 1,076 15.2% 103 1.46%
Clinical Doctorate: Post Entry-
Level 6 4 31 67.39% 15 32.61% 0 0%
Research Doctorate 48 40 44 73.33% 11 18.33% 5 8.33%
Speech and Hearing Sciences
Research Doctorate 42 34 38 59.38% 6 9.38% 20 31.25%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 35
Table 15—Total Enrollment by Area of Study and Degree Type
Area of Study and Degree Type
Number of
Existing
Programs
Programs
Responding Total Enrollment
Undergraduate 270 250 37,268
Audiology
Clinical Doctorate: Entry-Level 74 71 2,781
Clinical Doctorate: Post Entry-Level 7 6 100
Research Doctorate 25 23 68
Speech-Language Pathology
Master's 266 251 17,323
Clinical Doctorate: Post Entry-Level 6 6 133
Research Doctorate 48 43 368
Speech and Hearing Sciences
Research Doctorate 42 40 419
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 36
Table 16—Total Enrollment by Area of Study, Degree Type and Gender
Area of Study and Degree Type
Number of Total Enrollment by Gender
Existing
Programs
Programs
Responding
Male Female
Undergraduate 270 185 1,354 5.1% 25,211 94.9%
Audiology
Clinical Doctorate: Entry-Level 74 62 323 13.12% 2,138 86.88%
Clinical Doctorate: Post Entry-Level 7 5 21 21% 79 79%
Research Doctorate 25 19 17 28.33% 43 71.67%
Speech-Language Pathology
Master's 266 219 604 4.26% 13,575 95.74%
Clinical Doctorate: Post Entry-Level 6 4 2 2.41% 81 97.59%
Research Doctorate 48 40 55 15.9% 291 84.1%
Speech and Hearing Sciences
Research Doctorate 42 34 90 25.21% 267 74.79%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 37
Table 17—Total Enrollment by Area of Study, Degree Type and Race/Ethnicity
Area of Study and Degree Type
Number of Total Enrollment by Race/Ethnicity
Existing
Programs
Programs
Responding
Non-International
International White
Racial/Ethnic
Minority
Undergraduate 270 185 19,706 74.18% 6,262 23.57% 597 2.25%
Audiology
Clinical Doctorate: Entry-Level 74 62 2,135 86.75% 272 11.05% 54 2.19%
Clinical Doctorate: Post Entry-
Level 7 5 41 41% 20 20% 39 39%
Research Doctorate 25 19 33 55% 7 11.67% 20 33.33%
Speech-Language Pathology
Master's 266 219 11,628 82.01% 2,348 16.56% 203 1.43%
Clinical Doctorate: Post Entry-
Level 6 4 51 61.45% 32 38.55% 0 0%
Research Doctorate 48 40 228 65.9% 58 16.76% 60 17.34%
Speech and Hearing Sciences
Research Doctorate 42 34 233 65.27% 42 11.76% 82 22.97%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 38
Table 18—Number of Students Enrolled with a Documented Disability by Area of Study
and Degree Type
Area of Study and Degree Type
Number of
Number of Students Enrolled with a
Documented Disability
Existing
Programs
Programs
Responding Sum Mean Median Minimum Maximum
Undergraduate 270 127 589 4.6 3 0 36
Audiology
Clinical Doctorate: Entry-Level 74 47 69 1.5 1 0 8
Clinical Doctorate: Post Entry-Level 7 5 3 0.6 0 0 2
Research Doctorate 25 15 2 0.1 0 0 1
Speech-Language Pathology
Master's 266 183 352 1.9 1 0 12
Clinical Doctorate: Post Entry-Level 6 3 1 0.3 0 0 1
Research Doctorate 48 28 3 0.1 0 0 1
Speech and Hearing Sciences
Research Doctorate 42 27 6 0.2 0 0 3
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 39
Table 19—Number of First-Year Research Doctoral Students by Area of Study and the Experiences that Immediately
Preceded Their Enrollment
Number of Immediately Following Receipt of While
Simultaneously
Enrolled in
Clinical
Doctoral
Degree (e.g.,
AuD/PhD)
Immediately
Following
Completion
of Clinical
Fellowship
After Practicing in the
Profession(s)/Discipline(s)
Other
experience
outside of
the
profession(s)
/discipline Area of Study
Existing
Programs
Programs
Responding
Bachelor's
Degree
Master's
Degree
Clinical
Doctoral
Degree
5 or Fewer
Years
6 or More
Years
Audiology 25 17 1 8.3% 4 33.3% 1 8.3% 5 41.7% 0 0.0% 0 0.0% 0 0.0% 1 8.3%
Speech-Language Pathology 48 36 4 4.3% 21 22.8% 0 0.0% 1 1.1% 8 8.7% 32 34.8% 17 18.5% 9 9.8%
Speech and Hearing Sciences 42 32 32 40.5% 16 20.3% 3 3.8% 1 1.3% 4 5.1% 13 16.5% 5 6.3% 5 6.3%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 40
Table 20—First-Year Enrollments over Student Capacity for Admissions of Clinical Entry-
Level and Master’s Programs by State and Area of Study
State Audiology Speech-Language Pathology
Alabama 90.91% 87.10%
Arizona 95.24% 91.53%
Arkansas 100.00% 105.94%
California 100.00% 99.32%
Colorado 100.00% 100.00%
Connecticut 107.14% 100.00%
Delaware — —
District of Columbia 84.62% 94.69%
Florida 93.75% 113.12%
Georgia — 162.20%
Hawaii — 92.86%
Idaho 100.00% 100.00%
Illinois 80.60% 102.36%
Indiana 100.00% 100.89%
Iowa 90.00% 99.08%
Kansas 77.78% 97.78%
Kentucky 60.00% 91.55%
Louisiana 100.00% 91.09%
Maine — 80.00%
Maryland 69.57% 90.55%
Massachusetts 85.00% 97.58%
Michigan 93.33% 101.16%
Minnesota 60.00% 97.14%
Mississippi 75.00% 88.42%
Missouri 100.00% 98.71%
Montana — 103.33%
Nebraska 100.00% 80.82%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 41
Table 20—First-Year Enrollments over Student Capacity for Admissions of Clinical Entry-
Level and Master’s Programs by State and Area of Study (continued)
State Audiology Speech-Language Pathology
Nevada — 100.00%
New Hampshire — 100.00%
New Jersey 100.00% 86.88%
New Mexico — 97.37%
New York 93.02% 95.60%
North Carolina 85.00% 97.44%
North Dakota — 94.29%
Ohio 88.33% 108.53%
Oklahoma — 82.61%
Oregon 88.89% 96.30%
Pennsylvania 95.24% 102.75%
Puerto Rico 100.00% 95.29%
Rhode Island — 96.00%
South Carolina — 95.24%
South Dakota 100.00% 100.00%
Tennessee 86.44% 96.69%
Texas 98.18% 94.86%
Utah 100.00% 101.22%
Vermont — 61.11%
Virginia 100.00% 100.91%
Washington 84.62% 86.36%
West Virginia 100.00% 105.45%
Wisconsin 95.00% 93.69%
Wyoming — 85.00%
Note: Where dashes (—) occur, no data were provided.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 42
Table 21—Number and Percent of Programs that Rated Factors Impacting Enrollment by
Area of Study and Degree Type
Area of Study, Degree Type and
Factors Impacting Enrollment
Number and Percent
Not a Factor Minor Impact
Moderate
Impact Major Impact
Audiology
Clinical Doctorate: Entry-Level
Insufficient number of faculty 45 64.3% 14 20.0% 9 12.9% 2 2.9%
Competing demands on faculty time 30 42.9% 25 35.7% 12 17.1% 3 4.3%
Insufficient clinical placements 25 35.7% 16 22.9% 18 25.7% 11 15.7%
Insufficient number of qualified candidates applying 62 88.6% 5 7.1% 3 4.3% — —
Insufficient student funding 19 27.1% 26 37.1% 20 28.6% 5 7.1%
Insufficient space (e.g. lab, classroom) 47 67.1% 18 25.7% 4 5.7% 1 1.4%
Clinical Doctorate: Post Entry-Level
Insufficient number of faculty 3 75.0% — — 1 25.0% — —
Competing demands on faculty time 3 75.0% — — 1 25.0% — —
Insufficient clinical placements 4 100.0% — — — — — —
Insufficient number of qualified candidates applying 3 75.0% — — 1 25.0% — —
Insufficient student funding 2 50.0% 1 25.0% — — 1 25.0%
Insufficient space (e.g. lab, classroom) 3 75.0% 1 25.0% — — — —
Research Doctorate
Insufficient number of faculty 7 35.0% 8 40.0% 4 20.0% 1 5.0%
Competing demands on faculty time 9 45.0% 7 35.0% 4 20.0% — —
Insufficient clinical placements 19 100.0% — — — — — —
Insufficient number of qualified candidates applying 6 30.0% 3 15.0% 6 30.0% 5 25.0%
Insufficient student funding 7 35.0% 3 15.0% 5 25.0% 5 25.0%
Insufficient space (e.g. lab, classroom) 17 85.0% 2 10.0% 1 5.0% — —
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 43
Table 21—Number and Percent of Programs that Rated Factors Impacting Enrollment by
Area of Study and Degree Type (continued)
Area of Study, Degree Type,
and Factors Impacting Enrollment
Number and Percent
Not a Factor Minor Impact
Moderate
Impact
Major
Impact
Speech-Language Pathology
Master's
Insufficient number of faculty 142 58.0% 60 24.5% 28 11.4% 15 6.1%
Competing demands on faculty time 122 49.8% 66 26.9% 44 18.0% 13 5.3%
Insufficient clinical placements 112 45.7% 58 23.7% 42 17.1% 33 13.5%
Insufficient number of qualified candidates applying 223 91.0% 17 6.9% 2 0.8% 3 1.2%
Insufficient student funding 113 46.1% 70 28.6% 48 19.6% 14 5.7%
Insufficient space (e.g. lab, classroom) 156 63.7% 55 22.4% 25 10.2% 9 3.7%
Clinical Doctorate: Post Entry-Level
Insufficient number of faculty 4 66.7% — — 2 33.3% — —
Competing demands on faculty time 3 50.0% 1 16.7% 1 16.7% 1 16.7%
Insufficient clinical placements 5 83.3% — — 1 16.7% — —
Insufficient number of qualified candidates applying 4 66.7% 1 16.7% — — 1 16.7%
Insufficient student funding 2 33.3% 4 66.7% — — — —
Insufficient space (e.g. lab, classroom) 6 100.0% — — — — — —
Research Doctorate
Insufficient number of faculty 24 60.0% 12 30.0% 3 7.5% 1 2.5%
Competing demands on faculty time 21 52.5% 13 32.5% 4 10.0% 2 5.0%
Insufficient clinical placements 37 94.9% 1 2.6% 1 2.6% — —
Insufficient number of qualified candidates applying 10 24.4% 8 19.5% 14 34.1% 9 22.0%
Insufficient student funding 13 31.7% 7 17.1% 8 19.5% 13 31.7%
Insufficient space (e.g. lab, classroom) 32 80.0% 4 10.0% 4 10.0% — —
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 44
Table 21—Number and Percent of Programs that Rated Factors Impacting Enrollment by
Area of Study and Degree Type (continued)
Area of Study, Degree Type
and Factors Impacting Enrollment
Number and Percent
Not a Factor Minor Impact
Moderate
Impact
Major
Impact
Speech and Hearing Sciences
Research Doctorate
Insufficient number of faculty 23 62.2% 9 24.3% 4 10.8% 1 2.7%
Competing demands on faculty time 22 59.5% 9 24.3% 5 13.5% 1 2.7%
Insufficient clinical placements 37 100.0% — — — — — —
Insufficient number of qualified candidates applying 10 27.0% 11 29.7% 11 29.7% 5 13.5%
Insufficient student funding 14 37.8% 7 18.9% 8 21.6% 8 21.6%
Insufficient space (e.g. lab, classroom) 30 81.1% 6 16.2% 1 2.7% — —
Note: Where dashes (—) occur, no data were provided.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 45
Graduation Tables 22-25
Table 22—Total Number of Degrees Granted by Area of Study and Degree Type
Area of Study and Degree Type
Number of
Existing
Programs
Programs
Responding
Total Number of
Degrees Granted
Undergraduate 270 250 10,220
Audiology
Clinical Doctorate: Entry-Level 74 71 697
Clinical Doctorate: Post Entry-Level 7 6 30
Research Doctorate 25 23 11
Speech-Language Pathology
Master's 266 251 7,696
Clinical Doctorate: Post Entry-Level 6 6 24
Research Doctorate 48 43 70
Speech and Hearing Sciences
Research Doctorate 42 40 77
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 46
Table 23—Total Number of Degrees Granted by Area of Study, Degree Type and Gender
Area of Study and Degree Type
Number of Total Number of Degrees Granted
Existing
Programs
Programs
Responding
Male Female
Undergraduate 270 188 409 5.3% 7,315 94.7%
Audiology
Clinical Doctorate: Entry-Level 74 61 82 13.9% 508 86.1%
Clinical Doctorate: Post Entry-Level 7 5 4 13.33% 26 86.67%
Research Doctorate 25 21 4 36.36% 7 63.64%
Speech-Language Pathology
Master's 266 222 248 3.84% 6,212 96.16%
Clinical Doctorate: Post Entry-Level 6 4 1 7.14% 13 92.86%
Research Doctorate 48 36 12 18.75% 52 81.25%
Speech and Hearing Sciences
Research Doctorate 42 32 24 34.29% 46 65.71%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 47
Table 24—Total Number of Degrees Granted by Area of Study, Degree Type and
Race/Ethnicity
Area of Study and Degree Type
Number of Total Number of Degrees Granted
Existing
Programs
Programs
Responding
Non-International
International White
Racial/Ethnic
Minority
Undergraduate 270 188 5,859 75.85% 1,775 22.98% 90 1.17%
Audiology
Clinical Doctorate: Entry-Level 74 61 508 86.1% 67 11.36% 15 2.54%
Clinical Doctorate: Post Entry-
Level 7 5 13 43.33% 3 10% 14 46.67%
Research Doctorate 25 21 4 36.36% 2 18.18% 5 45.45%
Speech-Language Pathology
Master's 266 222 5,398 83.56% 972 15.05% 90 1.39%
Clinical Doctorate: Post Entry-
Level 6 4 7 50% 7 50% 0 0%
Research Doctorate 48 36 44 68.75% 10 15.63% 10 15.63%
Speech and Hearing Sciences
Research Doctorate 42 32 42 60% 15 21.43% 13 18.57%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 48
Table 25—Number of Research Doctoral Degrees Granted by Primary Area of Specialty
Area of Study and Primary Area of Specialty
Number of
Existing
Institutions
Institutions
Responding
Research Doctoral
Degrees Granted
Audiology/Hearing Sciences
Balance 76 42 1
Hearing conservation 76 42 1
Hearing science 76 42 28
Pediatric audiology 76 42 1
Psychoacoustics 76 42 1
Rehabilitative audiology 76 42 3
Other Audiology/Hearing Science 76 42 2
Total 76 42 37
Speech-Language Pathology/Speech Sciences
AAC 76 67 4
Aural rehabilitation 76 67 0
Child Language 76 67 36
Fluency 76 67 6
Language science 76 67 14
Literacy 76 67 7
Neurogenic communication disorders 76 67 21
Phonology/articulation 76 67 2
Speech science 76 67 11
Swallowing 76 67 4
Voice 76 67 7
Other SLP/Speech Sciences 76 67 9
Total 76 67 121
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 49
First Employment Tables 26-27
Table 26—First Employment for Clinical Entry-Level and Post Entry-Level Degree
Graduates by Area of Study, Employment Setting and In-State vs. Out-Of-State Status
Area of Study, Degree Type
and Employment Setting
Number of
Existing
Programs
Programs
Responding In State
Out Of
State
Unknown
Location Total
Audiology
Clinical Doctorate: Entry-Level
Healthcare (including private practice) 74 71 231 258 30 536
School (Pre-K-12) 74 71 10 4 2 21
College/university 74 71 11 8 0 19
Unknown 74 71 8 5 16 39
Other 74 71 7 8 0 15
Not employed 74 71 5 1 3 9
Clinical Doctorate: Post Entry-Level
Healthcare (including private practice) 7 6 0 13 0 13
School (Pre-K-12) 7 6 0 2 0 2
College/university 7 6 0 6 0 6
Unknown 7 6 0 2 1 3
Other 7 6 0 5 0 5
Not employed 7 6 0 1 0 1
Speech-Language Pathology
Master's
Healthcare (including private practice) 266 251 1,645 870 130 2,714
School (Pre-K-12) 266 251 1,908 665 119 2,795
College/university 266 251 13 7 0 21
Unknown 266 251 297 94 687 1,138
Other 266 251 128 40 41 218
Not employed 266 251 69 26 22 171
Clinical Doctorate: Post Entry-Level
Healthcare (including private practice) 6 6 1 0 0 8
School (Pre-K-12) 6 6 0 0 0 6
College/university 6 6 0 0 0 0
Unknown 6 6 0 0 0 0
Other 6 6 0 0 0 0
Not employed 6 6 0 0 0 0
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 50
Table 27—First Employment for Research Doctoral Degree Graduates by Area of Study
and Employment Setting
Area of Study, Degree Type and Employment Setting
Number of
Existing Programs Programs Responding Graduates
Audiology
Research Doctorate
Faculty/academic position in a CSD program 25 18 2
Faculty/academic position in another discipline 25 18 0
Clinical position in an academic setting 25 18 0
Clinical position in a non-academic setting 25 18 1
Administration position in an academic setting 25 18 0
Administration position in a non-academic setting 25 18 1
Research position in an academic setting 25 18 0
Research position in a non-academic setting 25 18 1
Postdoctoral position 25 18 2
Postponed employment 25 18 0
Unknown 25 18 0
Speech-Language Pathology
Research Doctorate
Faculty/academic position in a CSD program 48 37 26
Faculty/academic position in another discipline 48 37 0
Clinical position in an academic setting 48 37 5
Clinical position in a non-academic setting 48 37 7
Administration position in an academic setting 48 37 1
Administration position in a non-academic setting 48 37 2
Research position in an academic setting 48 37 8
Research position in a non-academic setting 48 37 2
Postdoctoral position 48 37 12
Postponed employment 48 37 3
Unknown 48 37 0
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 51
Table 27—First Employment for Research Doctoral Degree Graduates by Area of Study
and Employment Setting (continued)
Area of Study, Degree Type and Employment Setting
Number of
Existing Programs Programs Responding Graduates
Speech and Hearing Sciences
Research Doctorate
Faculty/academic position in a CSD program 42 31 27
Faculty/academic position in another discipline 42 31 0
Clinical position in an academic setting 42 31 3
Clinical position in a non-academic setting 42 31 11
Administration position in an academic setting 42 31 0
Administration position in a non-academic setting 42 31 0
Research position in an academic setting 42 31 7
Research position in a non-academic setting 42 31 3
Postdoctoral position 42 31 16
Postponed employment 42 31 1
Unknown 42 31 4
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 52
Table 28—Number and Percent of Programs that Require a Thesis for Conferral of the
Graduate Degree by Area of Study and Degree Type
Area of Study and Degree Type
Number of Number and Percent of Programs
that Require a Thesis for
Conferral of the Graduate Degree
Existing
Programs
Programs
Responding
Audiology
Clinical Doctorate: Entry-Level 74 71 2 2.8%
Clinical Doctorate: Post Entry-Level 7 6 0 0%
Research Doctorate 25 23 0 0%
Speech-Language Pathology
Master's 266 251 68 27.1%
Clinical Doctorate: Post Entry-Level 6 6 0 0%
Research Doctorate 48 43 0 0%
Speech and Hearing Sciences
Research Doctorate 42 40 1 2.5%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 53
Clinical Practicum Tables 29-30
Table 29—Average Number of Graduate Practicum Hours Obtained at On-Campus Sites by
Area of Study and Degree Type
Area of Study and Degree Type
Number of
Average Number of Graduate Practicum
Hours Obtained at On-Campus Sites
Existing
Programs
Programs
Responding
Audiology
Clinical Doctorate: Entry-Level 74 68 277.2
Speech-Language Pathology
Master's 266 237 115.0
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 54
Table 30—Average Number of Graduate Practicum Hours Obtained at Off-Campus Sites by
Area of Study and Degree Type
Area of Study and Degree Type
Number of
Average Number of Graduate Practicum
Hours Obtained at Off-Campus Sites
Existing
Programs
Programs
Responding
Audiology
Clinical Doctorate: Entry-Level 74 67 1509.9
Speech-Language Pathology
Master's 266 237 300.8
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 55
Time to Degree Tables 31-34
Table 31—Average Time to Degree in Quarters by Area of Study and Degree Type
Area of Study and Degree Type
Number of Average Time to Degree in Quarters
Existing
Programs
Programs
Responding Mean Median Minimum Maximum
Audiology
Clinical Doctorate: Entry-Level 74 5 14.6 15 12 16
Clinical Doctorate: Post Entry-Level 7 2 11.5 12 8 15
Speech-Language Pathology
Master's 266 11 7.1 7 6 8
Clinical Doctorate: Post Entry-Level 6 1 9.0 9 9 9
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 56
Table 32—Average Time to Degree in Semesters by Area of Study and Degree Type
Area of Study and Degree Type
Number of Average Time to Degree in Semesters
Existing
Programs
Programs
Responding Mean Median Minimum Maximum
Audiology
Clinical Doctorate: Entry-Level 74 66 10.9 11 8 14
Clinical Doctorate: Post Entry-Level 7 3 6.0 5 4 9
Speech-Language Pathology
Master's 266 240 5.4 5 3 10
Clinical Doctorate: Post Entry-Level 6 5 6.4 6 0 12
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 57
Table 33—Number of Graduates Who Completed the Research Doctoral Degree
Requirements within the Following Time Frames by Area of Study
Area of Study
Number of
Number of Years
Existing
Programs
Programs
Responding 1-3 4-6 7-10
More than
10
Audiology 25 20 2 22.2% 7 77.8% 0 0.0% 0 0.0%
Speech-Language Pathology 48 38 12 18.2% 44 66.7% 9 13.6% 1 1.5%
Speech and Hearing Sciences 42 31 1 1.3% 45 60.0% 19 25.3% 10 13.3%
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 58
Table 34—Number of Research Doctoral Students "Officially Dropped Out" of the Degree
Program When the Following Requirements Were Unfulfilled by Area of Study
Area of Study
Number of
Number of Students Who Drop Out When the
Following Requirements Were Unfulfilled
Existing
Programs
Programs
Indicating
student
dropouts
Academic Coursework,
Comprehensive
Exams, Dissertation
Comprehensive
Exams,
Dissertation
Dissertation
Only
Audiology 25 4 3 — 1
Speech-Language Pathology 48 6 5 2 1
Speech and Hearing Sciences 42 6 8 1 —
Note: Where dashes (—) occur, no data were provided. Seventy of the 76 (92.1%) institutions with research doctoral degree programs provided data.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 59
Administrative Location
Table 35—Administrative Location of Programs within Academic Institutions by Area of Study
Area of Study
Administrative Location of CSD Degree Programs within the Institution
Allied Health;
Health Sciences;
Health Professions;
Public Health
Arts; Sciences;
Humanities;
Liberal & Fine
Arts; Social
and Behavioral
Sciences
Audiology;
Speech-
Language
Pathology;
Communication
Disorders Communications Education Medicine
Professional
School;
Professional
Programs/
Studies Other
Audiology 36 48.6% 20 27.0% 3 4.1% 2 2.7% 5 6.8% 4 5.4% — — 4 5.4%
Speech-Language Pathology 121 48.0% 58 23.0% 5 2.0% 9 3.6% 45 17.9% 6 2.4% 5 2.0% 3 1.2%
Speech and Hearing Sciences 17 42.5% 12 30.0% 1 2.5% 3 7.5% 3 7.5% 3 7.5% — — 1 2.5%
Note: Where dashes (—) occur, no data were provided. Two hundred and ninety-four of the 317 institutions (92.7%) provided data.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 60
Post-Doctoral Appointments
Table 36—Number of Post-Doctoral Appointments Available and Filled
Number of Existing
Institutions
Number of Institutions
offering Post-Doctoral
Opportunities
Total Number of Post-
Doctoral Appointments
Available
Total Number of Post-Doctoral
Appointments Filled
313 37 66 63
Note: 37 of the 294 institutions indicated offering a post-doctoral opportunity.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 61
Faculty Tables 37-40
Table 37—Total Number of Academic and Clinical Faculty Who Were Employed
Employed Academic Faculty Clinical Faculty Total
Full time 2,139 1,099 3,255
Part time 927 1,023 1,958
Total 3,066 2,122 5,213
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 62
Table 38—Total Number of Faculty with Research Doctoral Degrees by Area of Study
Research Doctoral Degree by Area of Study Number of Faculty
Audiology 376
Speech Language Pathology 1,213
Hearing Science 95
Speech/Language Science 196
Other 214
Total 2,094
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 63
Table 39—Total Number of Full Time Faculty Openings
Area of Study Academic Year (2015-2016) 5 Year Period (2017-2022)
Audiology 47 127
Speech Language Pathology 213 392
Hearing Sciences 11 15
Speech/Language Sciences 10 29
No Specific Area of Study 10 19
Total 291 582
Note: 288 of the 317 (90.9%) institutions provided data.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 64
Table 40—Number of Faculty Searches and Positions Filled by Area of Study
Filled with Full-Time Faculty Who Hold
Area of Study
Total Number
of Faculty
Searches
Conducted
Research
Doctorate(s)
in CSD
Research
Doctorate(s) in
Another Discipline
Clinical
Doctorate(s)
in CSD
Master’s in
CSD
Filled with Part-
Time Personnel
with or without
Research
Doctorate(s) Unfilled
Total
Number of
Positions
Filled
Audiology 58 22 0 22 4 13 13 61
Speech-Language Pathology 288 114 10 3 75 46 78 248
Hearing Science 13 7 2 1 0 0 1 10
Speech-Language Science 14 5 5 0 1 0 3 11
No Specific Area of Study 12 4 1 0 0 1 6 6
Total 385 152 18 26 80 60 101 336
Note: 276 of the 317 (87.1%) institutions provided data.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 65
Grants and Contracts Tables 41-42
Table 41—Total Number and Dollar Amount of Federally Funded Research and
Personnel Preparation Grants and Contracts by State
Number of
State Existing
Institutions Institutions
Responding Research
Grants Total $ Amount of Research Grants
Number of Personnel
Preparation Grants
Total $ Amount of Personnel Preparation
Grants
Alabama 7 2 3 $738,231 0 $0
Arizona 5 3 48 $63,773,750 0 $0
Arkansas 6 1 1 $130,867 0 $0
California 19 7 18 $3,353,862 18 $3,761,161
Colorado 3 1 4 — — —
Connecticut 3 2 6 $3,180,129 0 $0
Delaware 1 1 1 — 0 $0
District of Columbia 4 2 8 $835,333 1 $1,300,000
Florida 8 2 5 $3,503,557 2 $733,794
Georgia 5 1 3 $4,500,000 0 $0
Hawaii 1 — — — — —
Idaho 1 1 3 $519,000 0 $0
Illinois 15 4 26 $16,748,908 0 $0
Indiana 7 — — — — —
Iowa 3 2 11 $6,654,672 0 $0
Kansas 4 1 5 $158,178 0 $0
Kentucky 6 — — — — —
Louisiana 9 1 1 $162,544 0 $0
Maine 1 — — — — —
Maryland 3 2 13 $3,359,616 0 $0
Massachusetts 10 5 20 $1,615,206 1 $227,844
Michigan 9 3 11 $1,983,285 0 $0
Minnesota 5 1 4 $796,094 — —
Mississippi 5 — — — — —
Missouri 10 2 3 $324,174 15 $249,110
Montana 1 1 1 $47,288 1 $244,968
Nebraska 3 2 7 $3,567,409 2 $746,321
Nevada 2 1 0 $0 0 $0
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 66
Table 41—Total Number and Dollar Amount of Federally Funded Research and
Personnel Preparation Grants and Contracts by State (continued)
Number of
State Existing
Institutions Institutions
Responding Research
Grants Total $ Amount of Research Grants
Number of Personnel
Preparation Grants
Total $ Amount of Personnel Preparation
Grants
New Hampshire 1 — — — — —
New Jersey 6 1 1 $388,000 0 $0
New Mexico 3 2 2 $75,000 2 $375,000
New York 34 10 33 $3,441,917 1 $170,006
North Carolina 8 3 41 $18,152,928 0 $0
North Dakota 3 1 1 $390,663 0 $0
Ohio 14 7 14 $5,041,656 3 $1,470,000
Oklahoma 6 — — — — —
Oregon 3 2 11 $1,610,798 2 $809,287
Pennsylvania 17 3 6 $6,549,353 0 $0
Puerto Rico 3 1 0 $0 0 $0
Rhode Island 2 — — — — —
South Carolina 5 1 20 $7,867,507 0 $0
South Dakota 2 — — — — —
Tennessee 6 4 35 $11,843,634 3 $971,027
Texas 18 6 16 $13,459,095 5 $1,235,000
Utah 4 2 4 $170,000 3 $1,110,127
Vermont 1 — — — — —
Virginia 6 2 1 $40,000 1 $249,000
Washington 4 2 13 $6,032,026 0 $0
West Virginia 2 — — — — —
Wisconsin 8 3 17 $5,258,763 1 $12,924
Wyoming 1 1 1 $49,000 — —
Total 313 99 418 $196,322,443 61 $13,665,568
Notes: Where dashes (—) occur, no data were provided. Ninety-one of the 294 (31%) institutions indicated federally funded research grant awards. Of those, 80 institutions indicated the number of awards and 73 indicated the total dollar amount awarded. Forty-four of the 294 (15%) institutions indicated federally funded personnel preparation awards. Of those, 26 institutions indicated the number of awards and 25 indicated the total dollar amount awarded.
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 67
Table 42—Total Number and Dollar Amount of State Funded Research and Personnel
Preparation Grants and Contracts by State
Number of
State Existing
Institutions Institutions
Responding Research
Grants Total $ Amount of Research Grants
Number of Personnel
Preparation Grants
Total $ Amount of Personnel Preparation
Grants
Alabama 7 — — — — —
Arizona 5 2 1 $44,312 1 $333,507
Arkansas 6 — — — — —
California 19 — — — — —
Colorado 3 1 1 — — —
Connecticut 3 — — — — —
Delaware 1 — — — — —
District of Columbia 4 — — — — —
Florida 8 1 0 $0 0 $0
Georgia 5 — — — — —
Hawaii 1 — — — — —
Idaho 1 1 0 $0 0 $0
Illinois 15 1 0 $0 0 $0
Indiana 7 — — — — —
Iowa 3 1 1 $6,828 0 $0
Kansas 4 1 0 $0 0 $0
Kentucky 6 — — — — —
Louisiana 9 1 2 $156,125 0 $0
Maine 1 — — — — —
Maryland 3 — — — — —
Massachusetts 10 — — — — —
Michigan 9 — — — — —
Minnesota 5 — — — — —
Mississippi 5 — — — — —
Missouri 10 1 0 $0 1 $77,648
Montana 1 1 0 — 0 —
Source: 2016 CSD Education Survey. 2015-2016 Academic Year Page 68
Table 42—Total Number and Dollar Amount of State Funded Research and Personnel
Preparation Grants and Contracts by State (continued)
Number of
State Existing
Institutions Institutions
Responding Research
Grants Total $ Amount of Research Grants
Number of Personnel
Preparation Grants
Total $ Amount of Personnel Preparation
Grants
Nebraska 3 1 1 $154,053 2 $463,895
Nevada 2 — — — — —
New Hampshire 1 — — — — —
New Jersey 6 — — — — —
New Mexico 3 — — — — —
New York 34 5 2 $0 1 $29,992
North Carolina 8 4 6 $287,587 0 $0
North Dakota 3 2 0 $0 2 $119,118
Ohio 14 1 1 $10,000 0 $0
Oklahoma 6 — — — — —
Oregon 3 1 0 $0 0 $0
Pennsylvania 17 3 3 $79,600 0 $0
Puerto Rico 3 1 0 $0 0 $0
Rhode Island 2 — — — — —
South Carolina 5 — — — — —
South Dakota 2 — — — — —
Tennessee 6 4 0 $0 2 $935,167
Texas 18 3 2 $1,010,712 0 $150,000
Utah 4 1 1 $49,958 2 $172,383
Vermont 1 1 0 $0 0 $0
Virginia 6 1 0 $0 0 $0
Washington 4 1 0 $0 0 $0
West Virginia 2 — — — — —
Wisconsin 8 2 0 $0 1 $10,000
Wyoming 1 — — — — —
Total 313 42 21 $1,799,175 12 $2,291,710
Notes: Where dashes (—) occur, no data were provided. Twenty-four of the 294 (8%) institutions indicated state funded research grant awards. Of those, 14 institutions indicated the number of awards and 12 indicated the total dollar amount awarded. Twenty-two of the 294 (10%) institutions indicated state funded personnel preparation awards. Of those, 10 institutions indicated the number of awards and total dollar amount awarded.