ATSU is a leading innovator in audiology education nationwide. The addition of audiology to the medical and healthcare programs at ATSU provided a unique and appropriate home for audiology education to flourish and for audiology practitioners to become lifelong learners. Curriculum guide. Applicants are required to demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A.
Written and spoken proficiency in the English language may be demonstrated by one of the following options:. Please be sure to include this information when you submit your application packet. Box Princeton, NJ If an applicant is not granted admission, upon consideration of a completed application file, new materials and fees must be submitted in order to reapply at a later date and to demonstrate additional qualifications.
Applicants who wish to be considered for more than one program at ATSU must submit a separate application fee and application packet. Application materials are not transferable to another ATSU program. Acceptance to ATSU is to a specific program and is not transferable to any other program. For additional information contact an Enrollment Counselor toll-free at All ATSU students are required to own a computer system.
Minimum system requirements vary depending on program. Applicants who have graduated from a foreign college or university must submit acceptable evidence of U.
All coursework taken at the foreign institution must be evaluated for American institution equivalence by one of the following services:. Delinquent tuition penalties accrue at 1. Federal financial aid is available for qualifying students. For more information visit Enrollment Services or contact them at If you have questions regarding specific financial assistance topics, you may contact Enrollment Services at toll-free You may also fax materials to Ann Lee Burch is the dean of A.
Burch received her doctor of education from Columbia University, Teachers College in She received her masters of public health from Columbia University, Mailman School of Public Health in and her masters of physical therapy from Columbia University, College of Physicians and Surgeons in Her BA is in psychology from the University of Rochester.
Prior to her appointment as dean, Dr. She served as the chair of the Physical Therapy Department from January Burch is the author of a Guide to Physical Therapy Vault Publishers which was written to increase information access about physical therapy to both high school graduates and re-entry adults.
She was a co-investigator on an NIH grant at the University of Puerto Rico exploring the feasibility of an exercise program for breast cancer survivors living in San Juan. Burch has lived in Symi, Greece, Taipei, Taiwan, Ahmdebad, India and San Juan, Puerto Rico, and is committed to research, teaching and service that further the understanding of the impact of socioeconomic and cultural variables on health.
In she was the co-PI on a Centers for Disease Control, Association for Prevention and Teaching grant exploring a population health case study format for teaching and communicating the impact of social determinants of health on health disparities. She was recently appointed a peer reviewer for the Higher Learning Commission.
Salas-Provance, is professor and vice dean of A. Salas-Provance received her doctorate in speech science from the University of Illinois Urbana-Champaign. She received her masters of health administration from the University of Missouri School of Medicine-Columbia. Prior to her appointment as vice dean, Dr.
She held faculty positions at Fontbonne College and St. Louis University, in St. Louis, MO. Salas-Provance has served as a clinical educator throughout her academic career, especially related to children with cleft lip and palate.
She is a member of an international medical team with Rotaplast International and has traveled worldwide for over 15 years to provide clinical services to children with cleft palate. She implemented a program for graduate students in speech pathology to provide clinical services in Spanish to children with cleft palate in Lima, Peru.
Salas-Provance is coauthor of the textbook Culturally Responsive Practices in Speech-Language and Hearing Science Plural Publishing, which meets the needs for training students in healthcare professions regarding practice with individuals from culturally and linguistically diverse populations.
Her research is focused on attitudes towards disability by diverse populations and addressing the use of language interpreters during healthcare and educational encounters. In , the department was renamed the Department of Audiology and Speech-Language Pathology with the addition of the inaugural Speech-Language Pathology program.
The new program is awaiting candidacy review in January She has practiced in a variety of clinical settings and worked as a sales representative and trainer in the hearing aid industry. She provided academic and clinical instruction as an assistant professor in the Department of Speech and Hearing Sciences at the University of New Mexico, where she was recognized for teaching excellence.
Parent-Buck has published and presented in the areas of hearing aid technology, otoacoustic emissions, vestibular evaluation, pharmacology, neuroanatomy, genetics, and the AuD movement.
Parent-Buck is a past-president of the Academy of Doctors of Audiology. She served on the board of the Audiology Foundation of America from She has provided academic and clinical instruction at Portland State University and ATSU, where she has been recognized for teaching excellence. She has an extensive background in adult and pediatric assessment, amplification, and aural rehabilitation.
Her professional experience includes hospital and medical settings, school settings, and private non-profit facilities.
She has participated as an off-campus preceptor supporting local programs throughout her career and has frequently in-serviced nurses, physicians, and support staff on audiology-related issues. Ruotolo has presented courses on hearing science, amplification, pediatric audiology, vestibular disorders, educational audiology, professional issues, counseling, adult amplification, adult aural rehabilitation, and embryology and genetic conditions.
She currently serves as a board member and Educational Committee chair for the Oregon Academy of Audiology. She provides support to the Audiology department faculty, adjunct faculty, director, chair, and students. She efficiently manages the creation and updating of online courses. During her time as a student at Ashford University, Gibson designed content for adjunct instructors and content experts to improve how content is delivered in an online environment.
She obtained knowledge of learning styles, best practices in online education, instructional design, using technology tools to support various learning styles, and strategies for increasing student engagement and retention of content.
She has experience working with multiple learning management systems, including Blackboard and Canvas. She is a lifelong learner and continually researches and learns about other technologies to enhance teaching and learning. Teri Rorie is the administrative assistant in the Department of Audiology at A. Rorie assists the department chair and faculty with administrative needs for the entry-level and online post-professional Doctor of Audiology programs. She works closely with the audiology admissions committee to process student applications and acceptance paperwork and with the audiology clinical coordinators to ensure clinical requirements are met.
He has more than 20 years of management experience in running audiology clinics and in leading hearing healthcare teams. His background includes the nonprofit sector, ENT physician offices, private practice, and hospitals.
He is also a periodic guest lecturer for the Audiology department at Western University in Ontario, Canada. Banks received his doctor of audiology degree from A.
He is frequently called upon by the media to comment on a range of hearing healthcare topics that are of interest to Canadians. Her professional experience includes working in outpatient clinics, hospitals, and schools. Bodie has spent a majority of her career working as a federal government audiologist. Bodie has worked with all age groups, diagnosing and treating hearing loss with the use of hearing instruments, assistive technologies, and communication strategies.
Throughout her career, Dr. Bodie has enjoyed serving as an off-campus preceptor to residential audiology students from all over the country. He also leads a staff of audiologists providing diagnostic auditory and vestibular services. In addition, he performs disability exams for veterans at the local Veterans Affairs hospital. He lives in a quiet suburb of Vancouver, Washington, with his wife and two teenage boys. Borton has served on numerous national committees, working groups, and task forces for the profession of audiology and served as NAP Audiology Academy chair from She is currently employed by Audigy Group and serves as its national director of university and student outreach.
She obtained her clinical doctor of audiology degree from Auburn University in In February , Dr. While Dr. The goal of the Doctor of Audiology program is to prepare professionals who are well qualified for employment in a range of education- and health-related settings and who, once employed, are recognized for their competence, leadership, ethics, and commitment to service and life-long learning. The approach of the program is to focus on cutting-edge research, active learning, expert mentoring, and spirited engagement in service activities, so that students are prepared to design and deliver effective, culturally-sensitive, evidenced-based clinical services in audiology which improve the functioning and general well-being of persons with hearing and balance disorders.
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