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The PhD in Speech and Hearing Sciences prepares students for academic and research careers, with students generally focusing on one of three areas: hearing science and audiology, language and education, or auditory neuroscience. Established in 1947, the program operates in collaboration with the Department of Otolaryngology–Head & Neck Surgery, with research topics including basic science, applied and clinical science, and clinical outcomes research. The department is among the largest and most heavily funded otolaryngology research groups in the country, consistently ranking among the top nationally in National Institutes of Health (NIH) funding. 

Curriculum

The curriculum combines interdisciplinary academic coursework, teaching experiences, and immersive research work, culminating in a dissertation. Each student’s experience is tailored to their individual interests.

Teaching Experiences

Teaching experiences prepare students to become effective teachers and communicators of their discipline and their own research. All PhD students receive training in pedagogy and complete teaching experiences at the introductory and advanced levels under the guidance of a faculty mentor.

Research

Students immerse themselves in the world-class research environment of Washington University. As they conduct their own original work, they participate in colloquia, Grand Rounds, brown bag seminars, research seminars, journal clubs, and similar opportunities. The program fosters opportunities to publish and participate in professional conferences. During the final year of the program, students present and defend their dissertations.

Affiliated Research

Affiliated research labs include those focusing on applied, basic, and clinical sciences within otolaryngology. The department also operates one of the nation’s largest research programs specifically focusing on hearing and deafness. 

AuD/PhD Program

Students who have dual interests in clinical audiology and research can pursue the AuD and PhD in a combined program. Enrolled AuD students are eligible to apply for PhD admission during the fall semester of their second year, with enrollment beginning in the third year of study. The remaining AuD coursework is completed in parallel with PhD coursework over an extended period of time. An individualized study plan is developed for each AuD/PhD student based on their background and interests. For students completing both degrees, the externship can be completed over two years on a part-time basis when combined with part-time coursework/research as part of the PhD program. The AuD is then awarded when those degree requirements are complete, with the student continuing enrollment in the PhD program. This model offers the benefit to students of receiving the AuD degree before both degree requirements are completed, transferring up to 48 hours of credit from the AuD to the PhD, and having access to additional funding opportunities as a PhD student. Students completing the AuD and PhD generally also complete the Summer Research Program and the Research Specialization during their AuD studies.

Visit the Program in Audiology & Communication Sciences website for more information.

As part of their degree requirements, PhD students must complete a program-defined Mentored Experience Requirement (MER) as per these guidelines. The Mentored Experience Implementation Plan (MEIP) is the written articulation of a program-defined degree requirement for PhD students to engage in mentored teaching activities and/or mentored professional activities, collectively referred to as MERs.

Mentored Experience Requirements (MERs)

Philosophy of Teaching

The Speech and Hearing PhD program prepares students for academic and research careers in speech and hearing sciences. Teaching experiences are designed to prepare PhD students to become effective teachers and communicators of their discipline and their intellectual research endeavors. Objectives of these teaching experiences include the following:

• Providing students with adequate breadth and depth of teaching experiences
• Providing faculty mentoring
• Enhancing the overall training for PhD students, including experiences that align with the student's academic/career goals

Preparatory Engagement

Preparatory Engagement activities are those that represent an introduction to the foundational skills associated with teaching or communication. Pedagogical preparation engagement activities are normally completed before students are permitted to engage in assisting or teaching in a classroom.

The following activity is required:

• Center for Teaching and Learning (CTL) Teaching Orientation

Students also choose one of the following:

• One additional 90-minute CTL teaching workshop
• Workshop on teaching/professionalism offered by the program
• Other preapproved experience related to teaching and learning

Mentored Teaching Experiences (MTEs)

Assistant in Instruction (AI)

An Assistant in Instruction (AI) is a PhD student who is directly engaged in the organization, instruction, and/or support of a semester-long course primarily taught by a faculty member. An AI receives mentorship from a faculty member related to best practices in classroom engagement, instruction in the field, interpersonal engagement, and other relevant skills. Students and mentors complete a mentorship plan prior to the start of each AI experience. To complete each AI assignment and to ensure that it applies toward their degree requirements, students must register for the appropriate course number for each semester of engagement. Refer to the "Required Pathways for Completion" section below for course numbers and details.

Mentored Independent Teaching (MIT)

MIT is a semester-long experience for PhD students who engage as the primary instructor or co-instructor of a course under the mentorship of a faculty member as part of the MER. Students and mentors complete a mentorship plan prior to the start of each MIT experience. To complete each MIT assignment and to ensure that it applies toward their degree requirements, students must register for the appropriate course number (ASGS 8020) for each semester of engagement. Refer to the "Required Pathways for Completion" section below for more details.

Required Pathways for Completion

Students work with their faculty mentor and their Director of Graduate Studies to plan how and when they will complete their MERs. Students register during the normal registration period for courses in accordance with one of these approved pathways.

Student complete the Preparatory Engagement activities first.

Students are required to have 30 MER units total to complete their MER. This can be done either by three AI engagements for 10 MER units each or one AI at 10 MER units and one Mentored Independent Teaching (MIT) at 20 MER units.

Pathway #1

UG Spanish Seminar

MGS 8010	Take one time
MGS 8020	Take one time

Pathway #2

UG Spanish Seminar

MGS 8010	Take three times

Optional Activity: Teaching Intensive Pathway (TIP)

The TIP is an optional pathway for those students whose career interests lie in academia or another field that would benefit from extended teaching experiences. This immersive experience allows students to further explore the breadth and depth of teaching best practices and pedagogy related to their respective field. Students who are interested in participating in this elective experience must formally request to participate, which is subject to program approval. Due to this experience being an elective, unpaid experience, students who participate in the TIP will not receive compensation.

Students interested in gaining additional teaching experience may elect to complete the TIP. This pathway will provide MIT opportunities, which may include classroom instruction and/or laboratory courses. Sample courses are listed below, though specific courses will be selected in consultation with the student’s advisor based on the student’s background and interests, as well as department needs.

Optional Pathway

UG Spanish Seminar

MGS 8020	Take two times