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I feel compelled to respond to the Feb. 3, 2004 article that appeared in The ASHA Leader by Robert L. Ringel titled "In Search of Teacher/Scholars." I am currently pursuing a professional doctorate degree via a distance-learning model from an accredited institution. Although distance-learning training modules lack extensive didactic learning styles, doctoral students do receive an opportunity to meet with designated advisors through various modes (e.g. face-to-face correspondence; Web-cam mechanism) of communication. A mentoring relationship is fostered through collaborative efforts via the advisor and advisee.
As a practicing speech-language pathologist, I have found the doctorate program advantageous. I have received an opportunity to pursue an advanced degree and continue my professional clinical practice. The recurring question posed within our profession regarding the validity of professional doctorates versus PhD degrees is disturbing. Within my doctoral experiences, I have participated in a very intensive and challenging academic curriculum, requiring analytical and research skills as well as synthesizing course material.
Traditional speech-language pathology professionals in the academic arena must become increasingly cognizant regarding innovative technology used for educational purposes. The purpose of such technological improvements is to provide non-traditional students an opportunity to achieve professional goals while providing efficacious speech and language clinical services. Therefore, to encourage continued participation in advanced degree programs, one must recognize the high standards that are placed on such programs and commend qualified students who choose to pursue educational aspirations.
Deana Lacy McQuitty
Greensboro, NC
mcquitty@nova.edu
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