Audiology: Track I, AuD

Doctor of Audiology (AuD)

At the time of application, individuals should have completed or be in the process of completing the baccalaureate degree at accredited institutions. The baccalaureate degree must be completed before commencing work at Rush University. Students entering the program must have transcript credit for at least one college-level math course, at least one course in the behavioral/social sciences and at least one course in the biological sciences, at least one course in the physical sciences. Although not required, the following coursework is strongly recommended: advanced college-level math, research methods, psychology, and physics. Applicants should check the program webpage for additional information about prerequisites.

Admission is granted for the fall quarter of each year. The application file includes a completed application with essay, application fee, three letters of recommendation from individuals acquainted with the applicant’s academic background, official transcripts from all universities attended and official scores from the Graduate Record Examination (GRE). Applicants whose native language is not English and who have not obtained a college degree from a U.S. institution must submit official scores from the Test of English as a Foreign Language (TOEFL).

The generally applied minimum standards for acceptance into the AuD program are a 3.0 undergraduate GPA overall (on a 4.0 scale) or a 3.5 GPA in major courses. GRE scores (Verbal and Quantitative) above the 50th percentile are recommended. The department Admissions Committee makes all admissions decisions.

Technical Standards for the Audiology and Speech-Language Pathology Programs

Rush University is committed to diversity and to attracting and educating students who will make the population of health care professionals representative of the national population.

Our core values - ICARE - Innovation, Collaboration, Accountability, Respect and Excellence translate into our work with all students, including those with disabilities. Rush actively collaborates with students to develop innovative ways to ensure accessibility and creates a respectful accountable culture through our confidential and specialized disability support. Rush is committed to excellence in accessibility; we encourage students with disabilities to disclose and seek accommodations.

The following technical functions are required of all students enrolled in the Audiology and Speech-Language Pathology programs:

Acquire Information

• Acquire information from demonstrations and experiences in courses such as lecture, group, and physical demonstrations.
• Acquire information from written documents and computer systems (e.g., literature searches & data retrieval).
• Identify information presented in accessible images from paper, slides, videos with audio description, and transparencies.
• Identify information presented in images from paper, slides, videos, and transparencies.
• Recognize and assess patient changes in mood, activity, cognition, verbal, and non-verbal communication.

Use and Interpret

• Use and interpret information from assessment techniques/maneuvers. Use and interpret information related to physiologic phenomena generated from diagnostic tools.

Motor

• Possess psychomotor skills necessary to provide or assist in holistic Audiology and Speech-Language Pathology care and perform or assist with procedures and treatments.
• Practice in a safe manner and appropriately provide Audiology and Speech-Language Pathology care and assessment in emergencies and life support procedures and perform universal precautions against contamination.

Communication

• Communicate effectively and sensitively with patients and families.
• Communicate effectively with faculty, preceptors, and all members of the healthcare team during practicum and other learning experiences.
• Accurately elicit information including a medical history and other information to adequately and effectively evaluate a population’s, client’s or patient’s condition.

Intellectual Ability

• Measure, calculate, reason, analyze, and synthesize data related to diagnosis and treatment of patients and populations.
• Exercise proper judgment and complete responsibilities in a timely and accurate manner according to the Audiology and Speech-Language Pathology role.
• Synthesize information, problem solve, and think critically to judge the most appropriate theory, assessment, or treatment strategy.

Behavioral

• Maintain mature, sensitive, effective relationships with clients/patients, families, students, faculty, staff, preceptors and other professionals under all circumstances.
• Exercise skills of diplomacy to advocate for patients in need.
• Possess emotional stability to function under stress and adapt to rapidly changing environments inherent to the classroom and practice settings.

Character

• Demonstrate concern for others.
• Integrity, accountability, interest, and motivation are necessary personal qualities.
• Demonstrate intent and desire to follow the Rush University and Audiology and Speech-Language Pathology Code of Ethics.

The technical standards delineated above must be met with or without accommodation. Students who, after review of the technical standards, determine that they require reasonable accommodation to fully engage in the program, should contact the Office of Student Disability Services to confidentially discuss their accommodations needs. Given the clinical nature of our programs time may be needed to implement the accommodations. Accommodations are never retroactive; therefore, timely requests are essential and encouraged. To learn more about accommodations at Rush University please contact:

Marie Ferro-Lusk, MBA, MSW, LSW
Manager, Office of Student Disability Services
Rush University
600 S. Paulina St. AAC 440
Chicago, IL 60612
(312) 942-5237
Marie_S_Ferro-Lusk@rush.edu

Academic Progression

Academic probation is assigned to a student who earns a quarterly academic grade point average (GPA) between 2.5 and 2.99 (A = 4.0), and/or whose cumulative academic GPA falls between 2.5 and 2.99 at any time. A remediation plan to address probation will be determined by the student and the student’s academic advisor and documented. A student must earn a quarterly and cumulative academic GPA of 3.0 or greater at the end of the quarter during which the student is on academic probation or be placed again on academic probation. A student who incurs academic probation for the third time will be dismissed from the program, even if the cumulative academic GPA is 3.0 or greater.

A student who earns a grade of “D” or less in a required course must repeat that course or an approved equivalent. In a repeated course, the new grade will replace the earlier grade in the cumulative academic GPA. Failure to receive a grade of “C” or better in a repeated course will result in dismissal from the program. A student who earns a grade of “D” or less in two or more required courses, regardless of the grade earned in a repeated course and regardless of the cumulative academic GPA, will be dismissed from the program.

A student who earns a quarterly academic GPA of less than 2.5 at any point during his or her course of study will be dismissed from the program.

A student who fails to meet the stated criteria for the comprehensive examination will be dismissed from the program.

A cumulative academic GPA of 3.0 or greater is required for graduation.

Clinical Progression

Clinical probation is assigned to a student who earns a grade of “C” or less in a clinical practicum, internship, or externship. Although the clinical contact hours may be used to meet CFCC (ASHA) certification requirements, the student is required to repeat the clinical education course before progressing further in the clinical sequence. A remediation plan to address clinical probation will be determined by the student, the student’s academic advisor, and the clinical education manager and will be documented. Failure to achieve a grade of “B” or higher in any subsequent clinical education course will result in dismissal from the program.

The faculty reserves the right to request the withdrawal of any student whose conduct or performance demonstrates lack of fitness for continuance in a health profession. Any such student not voluntarily withdrawing will be dismissed from the program.

Interrupted Program

Any student who wishes or needs to interrupt their program must fulfill the following requirements:

Meet with his/her academic advisor and the Program Director to work out a plan of action before leaving the program.

Complete all degree requirements within four years (master’s program) and eight years (doctoral program) of the beginning of the first quarter in which the full-time student is enrolled in the department.

Follow all appropriate leave of absence/withdrawal procedures and policies as defined by Rush University.

Academic Appeal and Grievance

See the CDS Student Manual for the policy on academic appeal and grievance and for other policies. The department follows procedures outlined in the College of Health Sciences Student Academic Appeal and Grievance Procedures. Students who wish to file a complaint related to compliance with an accreditation standard may contact the Council on Academic Accreditation at: Chair, Council on Academic Accreditation in Audiology and Speech-Language Pathology, American Speech-Language-Hearing Association, 2200 Research Blvd, #310, Rockville, MD 20850 (800-498- 2071 or 301-296-5700).

Thesis

The faculty’s commitment to research and the belief that an appreciation of scientific endeavors is critical to the clinical process provide the basis for an optional thesis. Many students in graduate school choose to do a thesis, thereby gaining valuable research experience. A thesis project is databased and may be an original or replication study. Often students present the results of their research at a professional meeting or publish results in a professional journal. The thesis project is optional in the speech-language pathology curriculum, and students are encouraged to consider choosing this option. Audiology students have the opportunity to complete a thesis in lieu of the Investigative Project. The complete thesis policy is found in the Student Manual for the Department of Communication Disorders and Sciences.

Investigative Project

Students enrolled in the Doctor of Audiology program complete the Investigative Project during the third year of the curriculum. The objectives of the Investigative Project are to synthesize a body of literature related to a specific topic in audiology, to cultivate professional writing skills, to acquire didactic skills for dissemination of professional information and to develop organizational and verbal tools needed for professional presentations. Ordinarily, the investigative project includes three options: 1) Evidence-based Practice Systematic Review; 2) Experimental Project; or 3) Professional/Clinical Project . A complete description of the Investigative Project is found in the Student Manual for the Department of Communication Disorders and Sciences. Students are expected to submit the completed project for presentation at a state or national professional meeting or for publication.

Service Activities

The faculty provides a full range of diagnostic and therapeutic services to a large clinical population, both inpatients and outpatients. In addition, faculty and students participate in community and professional activities on the local, national, and international level. Students and faculty participate in health fairs, screenings, and other service activities throughout the year. Faculty provide leadership, editorial, and committee service to state and national scientific and professional associations.

Track I Curriculum