Supervision: Qualifications of Clinical Faculty in Hiring and Expectations for Tenure and Promotion Over the last 30 years, programs in communication sciences and disorders have begun to recognize the unique role of the clinical educator and supervisory process. The role of clinical educator often includes clinical and classroom teaching, service and, in some cases, research. While the role has evolved over time, ... Article
Article  |   March 01, 2006
Supervision: Qualifications of Clinical Faculty in Hiring and Expectations for Tenure and Promotion
Author Affiliations & Notes
  • Sandra Clark-Lewis
    Auburn University, Auburn, AL
  • Laura A. Karcher
    Indiana University, Bloomington, IN
  • Elizabeth Zylla-JonesColumn Editor
Article Information
Professional Issues & Training / Supervision
Article   |   March 01, 2006
Supervision: Qualifications of Clinical Faculty in Hiring and Expectations for Tenure and Promotion
SIG 11 Perspectives on Administration and Supervision, March 2006, Vol. 16, 8-12. doi:10.1044/aas16.1.8
SIG 11 Perspectives on Administration and Supervision, March 2006, Vol. 16, 8-12. doi:10.1044/aas16.1.8
Over the last 30 years, programs in communication sciences and disorders have begun to recognize the unique role of the clinical educator and supervisory process. The role of clinical educator often includes clinical and classroom teaching, service and, in some cases, research. While the role has evolved over time, recognition via promotion opportunities amid a traditional system of tenure and promotion for non-clinical educators has lagged behind. This paper focuses on the qualifications of clinical faculty in hiring and expectations for tenure and promotion.
The number of non-tenure track professionals in communication disorders programs has steadily increased. A survey by Janes and Hetrick (1991) revealed that 70% of 23 surveyed programs employed masters level professionals as clinical educators. Eighty-one percent of those were non-tenure track positions. These clinical educators have job descriptions that fall outside the traditional roles of academic faculty, with greater emphasis on clinical teaching and service and less emphasis, if any, on research. An informal survey conducted during the 2005 Midwest Clinic Directors Conference indicated that a majority of clinical educators are hired at an entry-level position (Clinical Lecturer/Instructor or Clinical Assistant). Promotion beyond these entry-level ranks led to titles of Associate or Clinical Professor. Entry level hiring criteria typically included MA or MS, CCC, eligibility for state licensure, and 2 to 3 years of clinical experience. Supervision experience, though desired, was not required in any of the hiring criteria of the programs surveyed. Hiring expectations at the Clinical Assistant Professor level generally required more clinical experience (2-4 years) and supervisory experience (2-3 years). The University of WisconsinStevens Point required nine professional credits beyond the MA to be considered for the Assistant Professor level.
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