The Case for Holistic Review in Communication Sciences and Disorders Admissions

Abstract

Purpose The purpose of this article is to review the foundational tenets and current evidence regarding holistic review for graduate admissions that can be applied specifically to the field of communication sciences and disorders (CSD). Holistic review represents a paradigm shift from expecting the best students as those with the highest academic metrics to those who are a best fit with the mission, values, and goals of any program. This shift may be challenging for widespread adoption by the CSD field. It requires reconsideration of long-standing traditions and beliefs about admissions criteria, and a strong definition of what makes a successful student and future practitioner. Conclusions A comprehensive exploration of current knowledge around holistic review and faculty perceptions or hesitations could inform future policies, create a unified effort across the fields of speech-language pathology and audiology, and inspire collaborative work among graduate programs. We have the opportunity to facilitate changes that will ultimately result in a workforce that reflects the world in which we live and the populations we serve. Graduate CSD programs must be training students who are both academically successful and who provide culturally sensitive, responsive, and competent clinical care.