Factors of Graduate and Undergraduate Student Success
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These Perspectives (SIG 10) articles explore several issues related to student success.
Sylvan, Brock, Perkins, and Garret examine prerequisites required by graduate
programs in speech-language pathology across the United States. Roitsch, Murphy, and
Raymer investigate the relationship between executive functions and academic
outcomes in speech-language pathology graduate students. Richardson, Roberts, and
Victor explore ways to predict the clinical success of graduate students studying speechlanguage
pathology. Look, Shoemaker, Hoepner, and Blake discover benefits of
engaging undergraduate students in research.
will be able to:
- describe the variation in prerequisite graduate requirements across accredited
graduate programs in speech-language pathology
- describe how executive function measures relate to academic and clinical
outcomes in a speech-language pathology graduate program
- explain the benefits of considering academic and nonacademic variables in the
admissions process of selecting highly qualified students for speech-language
pathology graduate programs
- describe the benefits of giving undergraduate students an opportunity to
participate in high-level research projects, such as systemic reviews