Relevant Degree Programs
Affiliations to Research Centres, Institutes & Clusters
New ways of assessing hearing aid outcomes; encouraging older adults to seek and use hearing health care services; acoustic and behavioural assessment of hearing aid processing.
Communication between audiologists and patients.
At the moment, I do not have funding to offer, so applicants should have their own funding (minimun $22,000/year).
Applicants can come from a range of backgrounds; audiology background preferred, but also open to related areas.
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
- A Laboratory Evaluation of Contextual Factors Affecting Ratings of Speech in Noise (2019)
Ear and Hearing,
- A critical review of hearing-aid single-microphone noise-reduction studies in adults and children (2018)
Disability and Rehabilitation: Assistive Technology, 13 (6), 600--608
- Developing a communicatively accessible group yoga class for adults with aphasia post-stroke (2018)
Aphasiology, 32 (sup1), 189--190
- Implications and attitudes of audiologists towards smartphone integration in hearing healthcare (2018)
- Speech mapping and probe microphone measurements (2018)
International Journal of Audiology, 57 (5), 398--398
- Matching real-ear targets for adult hearing aid fittings: NAL-NL1 and DSL v5.0 prescriptive formulae,La correspondance des cibles in situ pour l’ajustement des appareils auditifs chez les adultes: Formules prescriptive NAL-NL1 vs DSL v5.0 (2017)
Canadian Journal of Speech-Language Pathology and Audiology, 41 (2), 227-235
- “You Can Lead a Horse to Water …”: Focus Group Perspectives on Initiating and Supporting Hearing Health Change in Older Adults (2015)
American Journal of Audiology, 24 (3), 360
- Hearing Care for Elders: A Personal Reflection on Participatory Action Learning With Primary Care Providers (2015)
American Journal of Audiology, 24 (1), 23
- Slow Cortical Potentials and Amplification—Part I: N1-P2 Measures (2012)
International Journal of Otolaryngology, 2012, 1--11
- Slow Cortical Potentials and Amplification—Part II: Acoustic Measures (2012)
International Journal of Otolaryngology, 2012, 1--14
- Speech audiometry with non-native English speakers: The use of digits and Cantonese words as stimuli,Audiométrie vocale chez des personnes dont la langue maternelle n'est pas l'anglais: L'utilisation de chiffres et de mots en cantonais comme stimuli (2011)
Canadian Journal of Speech-Language Pathology and Audiology, 35 (3), 220-227
- Systematic review of barriers and facilitators to hearing aid uptake in older adults (2011)
Audiology Research, 1 (1S)
- Longitudinal Changes in Real-Ear to Coupler Difference Measurements in Infants (2009)
Journal of the American Academy of Audiology, 20 (9), 558--568
- Evaluation of the Desired Sensation Level [Input/Output] Algorithm for Adults with Hearing Loss: The Acceptable Range for Amplified Conversational Speech (2007)
Ear and Hearing, 28 (6), 793--811
- Temporal Envelope Changes of Compression and Speech Rate: Combined Effects on Recognition for Older Adults (2007)
Journal of Speech Language and Hearing Research, 50 (5), 1123
- Measuring the acoustic effects of compression amplification on speech in noise (2006)
The Journal of the Acoustical Society of America, 119 (1), 41--44
- The Effect of Temporal Envelope Changes on Recognition of Normal Rate and Time-Compressed Speech by Young-Old and Old-Old Hearing-Impaired Listeners (2006)
- Quantifying the Effect of Compression Hearing Aid Release Time on Speech Acoustics and Intelligibility (2005)
Journal of Speech Language and Hearing Research, 48 (3), 651
- Using Multichannel Wide-Dynamic Range Compression in Severely Hearing-Impaired Listeners: Effects on Speech Recognition and Quality (2005)
Ear and Hearing, 26 (2), 120--131
- Hearing aid troubleshooting based on patients' descriptions. (2003)
- Comparison of Linear Gain and Wide Dynamic Range Compression Hearing Aid Circuits II: Aided Loudness Measures (2000)
Ear and Hearing, 21 (1), 32--44
- Speech recognition with in-the-ear and behind-the-ear dual-microphone hearing instruments. (2000)
Journal of the American Academy of Audiology, 11 (1), 23-35
- Comparison of Linear Gain and Wide Dynamic Range Compression Hearing Aid Circuits: Aided Speech Perception Measures (1999)
Ear & Hearing, 20 (2), 117--126
- Is one good non-linear prescription enough? (1999)
The Hearing Journal, 52 (4), 36
- Validity and Repeatability of Level-Independent HL to SPL Transforms (1998)
Ear & Hearing, 19 (5), 407--413
- Effects Of Test Procedure On Individual Loudness Functions (1997)
Ear & Hearing, 18 (5), 401--408