Doctor of Audiology
Our Program
我们的课程为期4年,110个单元,包括学术课程, 临床轮转,还有一个博士研究项目. The AuD program is a full-time 课程设计为11个学期完成,包括夏季课程. The faculty is committed to student success. 每组8-12名学生,班级规模为 小到便于师生互动.
At our on-campus clinic, AuD students will work with graduate students in other healthcare 为听力损失的成年人提供协调的护理和支持. Our off-campus clinical rotations will take place in a variety of public and private clinical settings 让学生在我们社区经验丰富的听力学家的指导下接受培训.
- View out program learning outcomes
- View our course descriptions [pdf]
- View our sample program roadmap [pdf]
- View our graduate student handbook
- View our student outcome data [pdf]
Interested? 有关如何申请的详细信息将于2023年8月1日公布. Applications 截止日期会被接受吗 February 1st, 2024.
欲了解更多信息,请致电澳大利亚办事处408-924-1754.
项目学习成果(PLOs)
Doctor of Audiology students are expected to demonstrate competence in the following Program Learning Outcomes:
Graduates of our program will be ethical, culturally sensitive, prepared to assume leadership roles, and experienced in an interprofessional team approach to patient 婴儿、幼儿、儿童、成人和老年人的护理.
Course Descriptions
Year 1
Fall
Course | Course Description | Units |
---|---|---|
Fundamentals of the physics of sound and techniques for measuring and analyzing sound 以及与听力学练习相关的声音环境. |
3 |
|
Anatomy and physiology of the auditory and vestibular systems, including outer ear, middle ear, and inner ear; embryologic origins and development of structures related to body systems. |
3 |
|
Psychoacoustic theory and methods; auditory perception in normal hearing and hearing-impaired listeners. 包括实验室演示和项目. |
3 |
|
Evaluation of hearing using the standard audiological test battery (pure tone audiometrics, speech audiometry, acoustic immittance, and OAEs); differential diagnosis of hearing loss. |
3 |
|
Topics related to the professional practice of audiology, including: the role of professional associations; scope of practice; code of ethics; HIPPA regulations; introduction to interprofessional practice; introduction to evidence-based practice. Clinical observations 强调概念的经验也会包括在内. |
3 |
Spring
Course | Course Description | Units | Prerequisites |
---|---|---|---|
The organization and function of the central auditory nervous system, including the 听力损失对脑组织的影响. 视觉/本体感受的关系 系统、听力和平衡也将被检查. |
3 |
||
助听器和群放大系统的电声特性. Topics include signal processing strategies and software used by audiologists to provide 可听、可理解、舒适的扩音. Devices used in specialized 助听器配件也将被检查. |
3 |
|
|
Advanced concepts in tympanometry and otoacoustic emissions, and their role in the 听力损失的评估与鉴别诊断. |
3 |
||
在上海州立大学校内听力学诊所接受监督培训 为当地社区提供听力学服务. May be repeated for credit. |
3 |
||
AuD 511: Pediatric Audiology |
Topics related to hearing loss in children, including common etiologies and syndromes; newborn hearing screening procedures; and behavioral and electrophysiological diagnostic tests. |
3 |
Summer
Course | Course Description | Units | Prerequisites |
---|---|---|---|
Topics related to the professional practice of audiology, including patient and family counseling; report writing; role of audiologist in the IEF/IFSP process. |
3 |
||
AuD 510A:听力学临床轮转1 |
监督临床实践听力学在外地的位置. Doctoral students are expected to become increasingly independent and knowledgeable about patient care with each subsequent placement. |
3 |
顺利完成第一学年秋季和春季课程. |
Pathologies of the ear and medical diagnosis and treatment; interprofessional practice 在听力学和医学界. |
3 |
Second Year Standing |
Year 2
Fall
Course | Course Description | Units | Prerequisites |
---|---|---|---|
监督临床实践听力学在外地的位置. Doctoral students are expected to become increasingly independent and knowledgeable about patient care with each subsequent placement. |
3 |
Second Year Standing |
|
设计和分析研究实验,包括基于证据的作用 practice in patient care. |
3 |
Second Year Standing |
|
Theoretical and applied aspects of electrophysiological testing, including: brainstem responses; middle- latency responses; and cognitive potentials. |
3 |
Second Year Standing |
|
Selection, fitting, and verification methods for optimizing hearing aid use, satisfaction, and benefits. |
3 |
Second Year Standing |
|
Topics related to the management of adults with hearing loss, including the impact of hearing loss on adults of all ages; diagnosis of handicap; communicative strategies; speechreading; individual and group therapy techniques. |
3 |
Second Year Standing |
Spring
Course | Course Description | Units | Prerequisites |
---|---|---|---|
AuD 512:儿童听觉康复 |
Topics related to the management of children diagnosed with hearing loss, including: interprofessional practices; early intervention; communication modalities; hearing aid selection, provision, orientation, and follow up; FM systems; introduction to cochlear implants; Deaf community. |
3 |
|
The effects of noise on hearing. 主题包括职业的定义和测量 and recreational noise; changes in auditory physiology as a result of noise exposure; psychological effects of noise on function and productivity; federal and state regulations regarding workplace safety; and elements of hearing conservation programs (measurement; counseling; provision of ear protection). |
3 |
Second Year Standing |
|
Advanced concepts in selecting, fitting, and verification of specialized hearing devices, including cochlear implants; middle-ear implants; assistive communication technologies 对于有听力损失的人. |
3 |
Second Year Standing |
|
阅读和讨论的主题,准备博士生的研究. A research question and its justification, as well as an outline of the intended experimental process, will be finalized. |
2 |
Second Year Standing |
|
监督临床实践听力学在外地的位置. Doctoral students are expected to become increasingly independent and knowledgeable about patient care with each subsequent placement. |
3 |
Second Year Standing |
Summer
Course | Course Description | Units | Prerequisites |
---|---|---|---|
Theoretical and applied aspects of vestibular assessment, including the administration 以及眼震电图(ENG)、旋转和姿势术的解释. |
3 |
Second Year Standing |
|
耳鸣患者的病因、诊断和循证治疗. |
2 |
Second Year Standing |
|
听力学药理学原理及应用. |
1 |
Second Year Standing |
|
Methodology for student research projects will be finalized and IRP approval obtained, if needed. |
2 |
Second Year Standing |
|
监督临床实践听力学在外地的位置. Doctoral students are expected to become increasingly independent and knowledgeable about patient care with each subsequent placement. |
3 |
Second Year Standing |
Year 3
Fall
Course | Course Description | Units | Prerequisites |
---|---|---|---|
监督临床实践听力学在外地的位置. Doctoral students are expected to become increasingly independent and knowledgeable about patient care with each subsequent placement. |
3 |
Third Year Standing |
|
Topics include normal speech and language development; effects of hearing loss on speech and language development; specialized tests of speech recognition in quiet and noise; and central auditory processing evaluation and treatment. |
3 |
Third Year Standing |
|
成人和儿童的跨专业鉴定、诊断和治疗 with hearing loss and other disabilities including seminar discussion and clinical practicum experience. |
3 |
Third Year Standing |
|
为博士生研究项目收集和分析数据. |
2 |
Third Year Standing |
Spring
Course | Course Description | Units | Prerequisites |
---|---|---|---|
Business practices in audiology, including billing and coding; practice management; 获得四年级实习的面试策略和流程. |
2 |
Third Year Standing |
|
Applications of genetics for audiologists, including syndromes involving the auditory and vestibular systems. |
1 |
Third Year Standing |
|
Completion of student research projects; oral presentations. |
2 |
Third Year Standing |
|
监督临床实践听力学在外地的位置. Doctoral students are expected to become increasingly independent and knowledgeable about patient care with each subsequent placement. |
3 |
Third Year Standing |
Summer
Course | Course Description | Units |
---|---|---|
文化能力,多元文化问题. |
3 |
|
在校外机构进行全职临床实习. |
3 |
Year 4
Fall
Course | Course Description | Units |
---|---|---|
在校外机构进行全职临床实习. |
3 |
Spring
Course | Course Description | Units |
---|---|---|
在校外机构进行全职临床实习. |
3 |