Jump to content

bibliophile222

Members
  • Content Count

    270
  • Joined

  • Last visited

  • Days Won

    2

bibliophile222 last won the day on November 24 2018

bibliophile222 had the most liked content!

2 Followers

About bibliophile222

  • Rank
    Mocha
  • Birthday 05/16/1986

Profile Information

  • Location
    Vermont
  • Application Season
    2018 Fall
  • Program
    Speech-Language Pathology

Recent Profile Visitors

1,884 profile views
  1. Hmm, interesting. I totally see how in certain circles it really can matter, like these competitive private practices you mention. For people looking to get these kinds of jobs that is definitely valuable information to know. I still think, though that for the majority of future SLPs school rank won't matter. Unfortunately, most of the country is NOT highly educated--in addition, there is a general lack of health literacy. People without as much money and education (i.e., most people who need our services) may be far less likely to investigate healthcare professionals in this way. Different cultural norms may also come into play: for instance, some cultures regard any healthcare or education professional as a respected expert, so these populations may be far less likely to doubt our expertise. Also, even in the medical realm there are times when I feel this would be far less likely to happen: if a patient is in acute care following a stroke, and their SLP is THE SLP, what can the family do, move them to a new hospital just because the SLP isn't from an Ivy? I imagine it's happened, but I don't think it's happened nearly enough for prospective students to be worried about their job opportunities. Another economic point: if a student spends a fortune on a top-ranked school, the overwhelming amount of student loan debt they end up with may cancel out any additional earnings they got due to their schooling. If student A makes 5,000 a year less than student B, but student A has 20,000 in loans and student B has 120,000, it would take at least 20 years for the costs to even out. Student B makes more, but they may also postpone buying a house, having a family, or saving for retirement. If someone gets a great financial aid deal to an Ivy then that's another question entirely, but funding is sadly far too difficult to come by at most SLP grad programs. I also think that the article you cited doesn't provide the whole picture. Although it would be an extreme exaggeration to say that only wealthy students attend Ivies, it is also safe to say that much of the student populations come from well-educated families who also tend to have more money, since education is correlated with socioeconomic status. These families may be legacies with connections to the school and other legacies, or they may own companies with connections to a number of prestigious jobs. Families with generations of wealth and education tend to have more power and networking ability, thus securing higher-paying jobs. The school obviously assists them in that, but assigning only one variable (the school) as the reason someone makes more money is missing the effect of other variables. (I'm going to blame my research methods class on my obsession with variables...) I'm sorry if this got really long and rant-y. I promise I'm not trying to be argumentative! I think you raise some really good points about what may matter in very specific settings, I just don't believe that it can be generalized to all or even most SLP settings. I also don't want to dis highly-ranked schools in any way, since they do tend to provide a great education, but I don't want anyone to spend a fortune when they don't need to because they're worried about their job prospects. Unless they really want to, of course! 🙂
  2. Have you heard this from others, or do you have personal experience? I've never heard/read/thought of this before. I can see that clients may be impressed by an Ivy, but other than that how are they to know which SLP programs are highly ranked? I'm guessing most of them aren't checking the US News rankings (which are suspect to begin with)! Also, they wouldn't even see your diploma unless you're in a private practice (or maybe outpatient?) so I don't think that's a big enough factor to ultimately decide someone's school choice. In some of your previous posts you've also stressed the importance of program reputation, which I'm curious about because all the advice I've read/gotten to date from seasoned SLPs contradicts that viewpoint--they ALL have said to just go with the cheapest program as long as it's accredited, good Praxis pass rate, etc, and that employers don't care where you went to school. Do you have any personal experiences with this you'd be willing to share to confirm your position?
  3. bibliophile222

    Questions for a current grad student!

    I was under the impression that neuroanatomy is either/or versus undergrad or grad, meaning that you either take it as an undergrad prereq or take it in grad school. From what I've heard the trend is to move away from offering it in grad school and switching to a prereq. My program doesn't have a grad neuroanatomy course because it's a required prereq.
  4. bibliophile222

    Free time in grad school?

    Yeah, I can see how connections would be helpful if someone's main goal is to settle in a city with more competition. Cities with multiple programs can be oversaturated with SLPs, which may make it harder to compete with grads from that area. Of course, getting placements in a saturated area can also be more challenging--many in my cohort are doing their summer placements in their home states, but they've been having a tough time competing against students from all the other programs.
  5. bibliophile222

    TA schedules

    I was a grader last semester for a 1-credit intro course. Most weeks all i did was monitor the email and answer questions from my section, but whenever there was a paper due (fortunately only five 2-pagers total) it took about 7 hours to grade 62 papers. It can definitely be tricky to find a balance between grading too harsh or too lax. Having a grading rubric really helped. Just a warning, though: grading might crush your soul a teeny bit! A lot of the papers were, without exaggerating, terribly written, but since it was a 1-credit course, they hadn't had their writing courses yet, and some of them came from different backgrounds than others, I had to try not to be too tough on them. I just kept writing feedback over and over to not write in one long paragraph and to freaking proofread! Aargh!
  6. bibliophile222

    In State tuition and FAFSA

    Unfortunately grad students can't get any grants (free money) through FAFSA, it's all loans that need to be paid back. You might get a scholarship or GA position through your school. Some schools offer a decent amount of funding, others don't. The good news is that since you don't have any undergrad debt, you might get off fairly easily financially (compared to most SLP grads, at least).
  7. bibliophile222

    Questions for a current grad student!

    I'm not sure exactly what you mean by practicals. Is that the same as clinic? We get graded normally for class (A, B, etc). For clinic we have a final grade where different components get a 1-4 rating, with a 3 being "meets expectations". We also do a mid-semester evaluation where we come up with personal goals. I actually feel fine being observed, although I was nervous the first time I had parents and students observe. The way I look at it, I'm already being "observed" by my client, and my supervisors have been really nice and understanding, so I feel fine with them observing me. I think it really helps having a separate observation room--even though I know people are watching I can put it out of my mind. I think you'll adjust to it after the first couple sessions. I won't lie, the first few are rough, but you'll make it!
  8. bibliophile222

    Free time in grad school?

    I actually laughed when I read the title of the post and thought "free time in grad school"?! It's a bit of an exaggeration since I do have a bit of down time, but you should expect to be working a lot, even if you're good at time management. I live next to a cool college town but rarely spend time downtown. As long as the smaller town has a few amenities and isn't an insanely long drive from a larger city I wouldn't have time to get too bored. Maybe use breaks to take road trips to more exciting places and be a homebody the rest of the year?
  9. bibliophile222

    Favorite Rejection Quotes from the Results Page

    That's hilarious! I just checked out the program's website, and their degree descriptions are really clear and simple, specifying exactly which one to apply to based on years of experience... sigh.
  10. bibliophile222

    Venting Thread- Vent about anything.

    I didn't get the summer placement I wanted. I thought the interview went alright, but I'm pretty sure the two other girls in my cohort have more relevant experience than me. Now I'm crossing my fingers that our placement coordinator gives me my second-choice placement as a consolation prize without having to compete for it!
  11. bibliophile222

    Physics or Chemistry?

    I don't know how much either of them is really going to help you in your career. Speech science has physics components (sound waves and how they react in different sizes of resonant chambers) but the formulas weren't too hard and there wasn't that much math. I took it without having had physics first and I didn't feel disadvantaged. Neuro also has chemistry components (neurotransmitters, sodium, etc) but again, not too challenging in my opinion. None of my grad courses have contained any chem or physics, just some basic statistics concepts. I would personally just go with whichever one seems easier to you. I plan on taking chemistry this semester because the physics math sounds tougher (in my prospective courses at least, it may be different depending on the course description).
  12. bibliophile222

    Questions for a current grad student!

    I haven't felt burned out on the program or career, which is good! At the end of last semester I felt mentally fried, but I think that was partly due to the adjustment to the program/workload and partly because Thanksgiving break is fairly late in the semester, so we went 3 months without a real break. At the end of the semester I spent most of my winter break in my PJs watching Netflix, which was WONDERFUL. The only problem is my brain turned to mush over break so it took me about a week to get motivated to work again. I'm on spring break now, so my semester's broken up a bit better and I feel saner. I think we've also all adjusted by now and everything seems a bit more manageable. The bad news is that even though it's spring break I'm still doing homework (finishing up the midterm for my aphasia class). The good news is that I'm also currently in my PJs watching Willy Wonka and the Chocolate Factory (the 70's one), so it's not like you won't get any down time!
  13. bibliophile222

    Please help! I have no idea where to go!

    I'm a New Englander born and raised, so I'm gonna say that Boston is way cooler than NYC! 🙂 That bit of silly regional pride aside, it sounds like you're really leaning towards Columbia. A difference of 18 spots in the ranking is pretty minuscule-- #30 is still pretty damn impressive! If there's no huge difference in cost, go with the one you want most and don't worry about the rankings--they really don't matter anyways! Just promise me you won't become a Yankees fan. 😉
  14. There are certainly pros and cons to every program--it sounds to me like @speechie1122 wasn't denigrating top-ranked schools but reminding people that perhaps other programs are under-rated, and people who go there shouldn't be ashamed or feel like they're less qualified in any way. I do have something to point out, though, about the argument that research professors may be too busy and clinical professors provide more time. In my experience, I've found this to be sort of the opposite. My school is fairly highly-ranked (top 17%). The school is officially a Tier-2 for research, but there are several prominent researchers in our department. I've found that if the professors are doing research, they may actually hang around in the building and may be more available to talk to if needed. On the other hand, one of our professors is great but incredibly hard to schedule a meeting with because in addition to teaching multiple classes she is involved with specialty voice/craniofacial teams and is absurdly busy. Another professor was a wonderful teacher, but she only teaches one grad class because she sees clients, so we got one great experience with her and that's it. Also, it really is fantastic hearing someone heavily involved in research get to passionately describe their area of interest. One professor admitted to not being good at the clinical side and never got her Cs, instead going back for the Ph.D. She therefore could not give us much practical advice for dealing with clients, but I loved her class because she gave her unique insights into her area of expertise (and very entertainingly bashed practices she didn't agree with. No one in our class will ever think of brain training the same way again!) Sorry, I don't mean to make anyone's decisions harder, I just wanted to share that just because someone is involved in research doesn't make them a disengaged, absent, not-practical teacher! Learning and working with them can be a really wonderful experience. It's not a necessary step to being a good SLP, but it's certainly enlightening.
  15. bibliophile222

    Questions for a current grad student!

    Sure! So a week before the semester starts we get our client assignments and meet with our clinical supervisor. I researched ahead of time to get some ideas for the first session, but my supervisors have been full of helpful ideas and have really helped me craft the plan for the first session. They encourage independence but are willing to sit in the room with you for the first session if you need it. Our clinic has the one-way mirror observation rooms, where they sit. They typically observe the whole session but might have to leave early or cancel on occasion. I've read online about some people's horror stories with nasty/incompetent clinical supervisors, but mine have all been awesome so far. They've all given mostly positive feedback in a compliment sandwich with constructive feedback, so it's easy to handle. The constructive criticism is almost all stuff I've noticed about myself anyways. One of my supervisors gives EXTENSIVE edits of projected treatment plans and dx reports and requires multiple drafts, which can get a little overwhelming, but the rest have given pretty minimal edits. I've been trying to spend less time on prep lately but still spend far more time than someone out in the field would, but this is pretty typical of grad students! If you have kiddo clients you can use board games, which helps, but people also make colorful target words, scavenger hunts, crafts, etc. All my clients have been teens and adults so far, so my prep mostly includes printing out lists of words or topic starters or rating scales (I have fluency clients this semester, so it's very qualitative in nature). Last semester I spent far too much time on activities--one time I spent probably 2 hours sorting and taping magnetic poetry words to different colored construction paper for an activity that took 10 minutes. Sigh. Don't be like me!!! Your experiences with clients and families will obviously vary. Sometimes parents can be problematic--they may disagree with your therapy goals, want to sit in the clinic room when it would be better for them not to, etc. However, I think in a university clinic you are much less likely to get real problem behaviors from either parent or child--the parents know we're still just students, which is why they're paying less than they would at a private clinic! So far I haven't had any real difficulty working with my clients. As I said, they're all teens or adults. Two out of the three have been talkative and self-motivated, which makes it easy to build rapport and work hard in the sessions. One client is very quiet and shy, and one of my personal goals has just been to connect with him and get him to open up a bit. There's definitely a counseling component, which is challenging but satisfying when you make a breakthrough. Also, this is a bit of a tangent, but if you have any student observers, make the most of it! At first the idea of other people watching your session is scary, but for one of my fluency clients I drag any observers into the session so my client can practice with unfamiliar listeners. It's nice to give them a brief about your client before beginning and let them know you can answer questions after if they'd like. It feels really good to pay it forward for other future grads.
×

Important Information

By using this site, you agree to our Terms of Use and Privacy Policy.