AuD Comprehensive Exams, Clinical Research Project
Audiology Comprehensive Exit Examination
Definition.
Completion of the Au.D. degree requires that each student successfully complete the audiology comprehensive exit examination. The audiology exit examination consists of tests related to coursework taken during the completion of the Au.D. degree. Questions will be primarily integrative and will include such issues as philosophy, theory, anatomy and physiology, assessment, and treatment. Some objective questions requiring factual knowledge may also appear, but the main purpose of this exam is to determine if the candidate can synthesize information for problem-solving tasks.Question Preparation and Selection.
The appointed faculty committee representative will solicit questions from faculty responsible for graduate curricula.Administration.
The exit examination will be administered during the spring semester of the third year. A faculty proctor will monitor students while taking the examinations via Sakai.Examination Grading.
The faculty member supplying questions for a content area will grade the candidate's response(s).To obtain an overall passing grade for the comprehensive exit examination, the candidate must achieve a score of 80% or better for each content area.In the event that passing scores are not achieved, an individualized comprehensive examination remediation program will be developed by the faculty members from the course(s) needing to be remediated and the Program Director for Audiology. The remediation will be documented with a specific plan of action, criteria for passing, and the due date for completion. This form will be signed by the faculty member(s) and the student, with a copy being provided to the Program Director. Remediation may consist of one of three options (or a combination of options) based on the score on the original examination, input from the course(s) faculty, and information provided by the student:- Re-examination: Students may be required to re-take the failed course’s comprehensive exam. These re-examinations can be written and/or oral. The re-examination may be offered during the same semester as the exit examination or, if determined appropriate by the course faculty, the student may be asked to take the re-examination by the end of the semester following the comprehensive exit examination. The additional semester required before retaking the exam can delay the student’s graduation date.
- Comprehensive examination remediation project: This could be a project or independent study developed by the course faculty. This project may be offered during the same semester as the exit examination or, if determined appropriate by the course faculty, the student may be asked to complete the project by the end of the semester following the comprehensive exit examination. The additional semester required for completing the project can delay the student’s graduation date.
- Comprehensive examination remediation and enrollment in independent study course: Students who fail 40% or more of the total number of the comprehensive examination subject areas will be required to complete a remediation plan which must include enrolling in an independent study course in the summer semester following the comprehensive examination. The student will not be cleared to begin the 4th year externship until he/she has satisfactorily completed remediation of all coursework and completed the summer independent study enrollment.
Upon successful completion of the chosen option, the student would be cleared to start the fourth-year externship (given that all other requirements have been met). Should a passing grade not be obtained, the student will be referred to the Curriculum Committee who will meet with the course faculty member and then recommend the student perform another option for remediation (re-examination, remediation project, or independent study course enrollment). In this case, graduation will be delayed. If the student fails to successfully complete the second remediation program specified by the Curriculum Committee, the student will be dismissed from the program without graduation or conferral of the degree.Students cannot start their fourth-year clinical externship until all portions of the audiology exit examination have been successfully completed. For students required to enroll in the summer independent study course, a 4th-year externship cannot begin until the fall semester following comprehensive examinations (if the remediation course was successfully completed).Student Appeal of Exit Examination Grade
If the student questions the grading of portions of the examination, 1-2 additional faculty members will evaluate the student responses. Faculty member(s) familiar with the course material will be designated as second grader(s) by the Program Director.Timing of Audiology Exit Examination and Current Coursework.
Because the comprehensive exit examination will be completed prior to final examinations, many students will take the audiology exit examination while enrolled in one or more courses during that same semester. Satisfactory completion of both the exit examination and all coursework is required for the Au.D. degree. For example, it is possible that a candidate might pass the graduate course for the content area but fail the comprehensive examination in that content area. In this event, policies governing each requirement (the audiology exit examination and coursework) will be separately applied to determine the student's progress toward the Au.D. degree.
Student Appeal Process
If a candidate wishes to appeal the decision of the comprehensive examinations, he/she should follow the School of Health Professions Academic Grade Appeal policy (accessed through https://hscweb.ttuhsc.edu/health-professions/current/policies.aspx).
Credit by Examination
Courses in the Department of Speech-Language and Hearing Sciences may not be taken by examination.
Audiology Clinical Research Project
Objective
The clinical research project meets the following objective:
Understands the application of principles and practices of research
KASA: 49: principles and practices of research, including experimental design, evidence-based practice, statistical methods, and application of research to clinical populations
Broad Learning Outcome: JThe profession of Audiology is based on evidence- and mechanism-based approach and one that stresses the assessment of results from applied and basic research. As a result, the faculty at SLHS – TTUHSC supports expanding the field through research. During the course of the Doctor of Audiology Program, each student is expected to engage in some form of research. Students can choose from the following clinical research project options:Research Study - The student will plan and conduct a research study (e.g., reviewing previous research, planning the study, subject recruitment, data collection, data analysis, etc.)Research lab experience - The student will gain hands-on research experience working with faculty in their research lab. The experience may include any aspect of the research process (e.g., study development, working with research equipment, subject recruitment, data collection, data analysis, preparing a study for presentation, preparing a student for publication, etc.)Evidence-based case studies - The student will perform an in-depth study of two clinical cases. For each case, the student will apply published research evidence to support/explain each component of the case (e.g., background information on the main topic of the case, case history, diagnostic tests used, interpretation of test results, treatment recommendations, implications to the field of audiology, etc.)Protocol/program development - The student will use published research evidence to develop a clinical protocol or a clinical/service program related to the field of audiology. Protocol development will include all aspects of developing evidence-based practice clinical methods (e.g., the background of the procedure and current methodologies, the protocol, evidence to support the recommended protocol, discussion of limitations, etc.)Although the student is responsible for the content and format of the clinical-research project, a faculty mentor (AuD faculty shown in the table), selected by the student, is expected to provide guidance. Both the student and mentor should read and understand the guidelines found here prior to initiating the clinical research process.| INSTRUCTOR | AREA OF STUDY |
| Jeremy J. Donai, Ph.D. | Speech Perception, Use of High-Frequency Speech Energy: Human and Machine |
| Moumita Choudury, Au.D. | Aural Rehabilitation, Extended High-Frequency Audiometry |
| Tori Gustafson, Au.D. | Auditory Processing, Unilateral Hearing Loss, Audiologic Rehabilitation |
| Candace Hicks, Ph.D. | Pediatric/Educational Audiology, Assistive Listening Devices, Listening Effort |
| Leigh Ann Reel, Au.D., Ph.D. | Selective Auditory Attention, FM systems, Multicultural Issues, Noise-Induced Hearing Loss |
| Renee Zimmerman, Au.D. | Cochlear Implants, Clinical Protocols |
| Steven Zupancic, Au.D., Ph.D. | Balance Function, Electrophysiology, Cochlear Implants |
