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The Nov. 19, 2002, issue of The ASHA Leader carries papers about the PhD and the importance of research methods in communication science and disorders. One author is from the University of Utah, where I earned three degrees, and another is from the University of Kansas, where I served on the faculty. My route to the importance of research methods began with a bachelor's degree—supported by the GI Bill from the Marines—and introduction to speech therapy and to Army artillery. That led to my first research participation—helping test atomic artillery in Nevada in '53—and incidentally to serve as funeral officer for a Kiowa man who had scouted for George Armstrong Custer. In the Army, I subscribed to The Journal of Speech Disorders not expecting to publish in it, let alone edit it.
More GI Bill and back to Utah to study speech therapy. I was hired as a therapist in the university clinic before I completed my master's degree. Certification was not then an issue. Professor Sheets introduced me to James Bosma, head of pediatrics. Jim hired me to do research, including a dissertation, and he gave me a raise. Sam Fletcher and I were tutored by Dr. Bosma, Haskins, a pedodontist, and radiologists. My doctorate took less than three years.
On to Kansas University Medical School and later Arizona where participation in cleft palate teams and other clinical work influenced research and vice versa. Both influenced teaching. The field advanced from the word of "authorities" to data-based practice.
Ralph Shelton
Arivaca, AZ
ralphjoan.shelton@worldnet.att.net
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