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Admission to the Doctor of Audiology (post-professional online) program requires certification/licensure as an audiologist. By checking this box, I certify I am professionally certified/licensed as a practicing audiologist.

Post-Professional Doctor of Audiology

Post-Professional Doctor of Audiology

Post-Professional Doctor of Audiology Program Online

A.T. Still University’s (ATSU) Post-Professional Doctor of Audiology program, previously referred to in the United States as the Transitional Doctor of Audiology program, is a tailored degree program configured around the unique needs of each practicing professional, offering flexibility and a full team of support. This program design offers the most personally relevant and rewarding route for current practitioners to pursue the AuD degree, making a difference in their future, the future of their patients, and the future of the profession of audiology. For general inquiries, please contact the Department of Audiology administrative assistant at 480.219.6124 or email For questions related to program admissions, please contact an Enrollment Counselor (toll-free) at 877.469.2878 or

Offered through ATSU’s Arizona School of Health Sciences (ASHS), this fully online program provides students with the flexibility to pursue advanced studies in the science of hearing and balance, to enhance their clinical practices with new skills and knowledge, and rekindle their passion for their profession while continuing to practice full-time.

The post-professional program curriculum is customized to each student’s individual learning needs and interests as a practitioner. The application and admissions process involve evaluation of each applicant’s clinical experiences, purpose statement, letters of recommendation, and personal interview results for determination of program length and content.

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The Post-Professional Doctor of Audiology program is a perfect option for working professionals. The fully online format provides an asynchronous education model delivered by an interdisciplinary team of faculty and support staff to fulfill degree requirements allowing students some flexibility in course choices and pace of learning. Online global faculty and guest experts provide a broad range of culturally and regionally pertinent topics to educate practicing audiologists to become practitioner-leaders and practitioner-scholars who can translate knowledge into practice and who are capable of serving as agents of change in new and expanded global arenas.

The Post-Professional Doctor of Audiology program offers two admission cycles with new cohorts of students beginning every July and January. Online classes encompassing the scope of practice of audiology and relevant professional and business topics are taught by world-class faculty. Courses are typically 10 and 4 weeks in length and course enrollment per class is managed to ensure a faculty-to-student ratio that promotes a high degree of individual attention.

Students engage in innovative learning experiences through a combination of modern teaching techniques, web-based instruction, video demonstrations, directed readings, clinically applicable projects, and email and discussion board interactions with fellow students and faculty. Additionally, this unique curriculum provides a four-week, virtual clinic component offering students the experience of applying course work in practical scenarios. Length of the online audiology degree program is two or three years based on the student’s clinical background experience.

A Doctor of Audiology degree from ATSU-ASHS is more than just a credential. Graduates join a history of healthcare innovation and a focus on whole person healthcare dating back more than 120 years. ATSU has educated more doctors of audiology than any other institution and is a leader in educating skilled and compassionate healthcare providers. A.T. Still’s founding mission and values of whole person healthcare underscore the University’s commitment to higher professional standards, passion for learning, and dedication to making a positive impact on healthcare service today by meeting unmet community health needs.

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.

ATSU-ASHS’ Department of Audiology also houses the entry level, residential AuD program, which also nurtures the new professionals in audiology for the future. With funding from the Audiology Foundation of America (AFA), ATSU’s Department of Audiology established the AFA Balance and Hearing Institute; creating a model audiology practice to serve patients, provide clinical and business education to audiology students, support the creation of scholarships, and provide opportunities for community outreach and collaborative scholarship.

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Video camera icon Related Videos

  • Doctor of Audiology Degree, ATSU | Tabitha Parent Buck, Chair
  • Post-Professional Doctor of Audiology Degree, ATSU | Program Director Andrea Ruotolo, AuD
  • Arizona School of Health Sciences, ATSU | Ann Lee Burch, Dean
  • Athletic Training Program, ATSU | Dr. Craig Phelps, President
  • Diversity at A.T. Still University | Clinton Normore
  • Audiology Program News +

    • Post-Professional Doctor of Audiology Program

      The Post-Professional Doctor of Audiology Program is now accepting applications.

  • Accreditation +

    • A.T. Still University is accredited by the Higher Learning Commission

      230 S. LaSalle Street; Suite 7-500
      Chicago, IL 60604

      Phone: 800.621.7440 | Fax: 312.263.7462

      Degree-granting authority for the Arizona School of Health Sciences has been given by the Arizona State Board for Private Postsecondary Education, 1400 West Washington Rd., Room 260, Phoenix, AZ 85007. Phone 602.542.5709.

  • Career Advancement+

    • This prestigious doctor of audiology post-professional degree is designed to enhance your expertise as a practicing audiologist for continued growth in your clinical practice. By improving and expanding your diverse skills in providing audiologic care, in professional issues and in practice management you can propel your career forward and perhaps in new directions, opening doors to new professional opportunities and leadership positions related audiology.

      Students enrolled in the elite ATSU-ASHS Transitional Doctor of Audiology online degree and ATSU alumni from the AuD program practice in a wide variety of clinical and management positions with a variety of titles, including:

      • Clinical Audiologist
      • Doctor of Audiology
      • Audiology Director
      • Audiology Practice Owner
      • Educational Audiologist
      • Pediatric Audiologist
      • Licensed Audiologist

      • Clinical Director
      • Chief of Audiology
      • Audiology Faculty

  • Testimonials+

    • Deciding to initially apply and then to complete the post-professional doctor of audiology program was both daunting and difficult, considering my previous university experience was a good 30 years ago. In saying this, the well-structured process that is in place for the application made it easier, as well at the extra support and guidance that was offered by the staff.

      I am incredibly pleased that I successfully completed the program. I strongly feel that it has made we a better clinician and has given the platform to continue improving and learning.

      The course itself was also very well organized, which made it possible to complete as well as intense enough to ensure it added to my existing experience as an audiologist. All the facilitators where very engaging, supportive, and informative. I am immensely proud to say that I’ve graduate from this great university.

      Bandale A., AuD, ’20
      Brighton East, Australia

      The attainment of the AuD through ATSU’s Post-Professional Doctor of Audiology long-distance academic curriculum was long-pursued and absolutely amazing in three ways: 1) to learn what I didn’t know strengthened my clinical skills with state-of-the-art knowledge; 2) to know what I did know bolstered my confidence in what I had been doing in practicing at the top of my license; and 3) to have been exposed to international students in various countries of the world presented a unique opportunity to gain insight into audiology practices in a global format. I can’t say enough about the expertise of the professors who provided confidence-building feedback along the doctoral journey.

      Paul S., AuD, ’20
      Michigan, United States

      The post-professional doctor of audiology online program was the perfect fit for me to be able to study while working full time. The course options are excellent and greatly expand on previous learning. The faculty are extremely pleasant and helpful in assisting students reach their full potential. This is one important career decision I will never forget!

      Michael V., AuD, ’20
      Alberta, Canada

      I know how much I have gained; I am really more confident now in audiology. I would really highly recommend all other audiologists do a doctor of audiology program, especially from A.T. Still University. The people are brilliant.

      Deepak K., AuD ‘17
      Dublin, Ireland

      View the complete video testimonial.

      I cannot say enough positive things about my experience in the program. The courses were relevant, the professors wanted us to succeed and I enjoyed the comradery of the other audiologists who were on this journey with me. The entire experience was empowering – validating what I brought to the table as a seasoned professional yet making me want to learn more with each course I took.

      Rex B., AuD ’15
      Toronto, Canada

      This post-professional online Doctor of Audiology (Au.D) program at A.T. Still University offered me a great flexibility to choose from a wide range of courses to suit my professional and personal needs while continuing to practice full- time.

      Pawan S., AuD ‘17
      Richmond, Canada

      I was able to connect with people all around the world; we were able to share our experiences and learn from each other.

      Verushka P., AuD ‘17
      Melbourne, Australia

      I learned so much that I will use all my career. In fact, we are now creating standard protocols for assessment and management for tinnitus, hyperacusis, and misophonia for pediatrics and adults in my office.

      Randi H., AuD ‘20
      North Carolina, United States

      The AuD is one of the greatest decision I made. I am borderline obsessed by it…in a good way! It is the first time that I am learning through reflection and I must say that it makes a great difference in the level of engagement toward the profession and my studies.

      Julie S., AuD ‘20
      Quebec, Canada

Doctor of Audiology Program Administration and Faculty

Audiology Department faculty members are dedicated to your success in your online AuD program. Interaction with a variety of faculty with extensive expertise within the scope of practice of audiology offers students exposure to various teaching styles, audiology practice experiences and education-related backgrounds; leading to a well-rounded education and fostering personal and professional growth.

  • Dean +

      • Ann Lee Burch, PT, MPH, EdD  Dean, Arizona School of Health Sciences Ann Lee Burch, PT, MPH, EdD Dean, Arizona School of Health Sciences
        Ann Lee Burch, PT, MPH, EdD  Dean, Arizona School of Health Sciences LinkedIn

        Phone: 480.219.6061


        Dr. Ann Lee Burch is the dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Burch received her doctor of education from Columbia University, Teachers College in 2005. She received her masters of public health from Columbia University, Mailman School of Public Health in 2002 and her masters of physical therapy from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University. Her BA is in psychology from the University of Rochester.

        Prior to her appointment as dean, Dr. Burch served as vice dean for ATSU-ASHS. She served as the chair of the Physical Therapy Department from 2008-January 2012. Prior to ATSU, Dr. Burch was the director of physical therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.

        Dr. Burch’s area of scholarly interest and application of that interest is in knowledge, attitudes, and self-efficacy of health care providers and healthcare professional students towards underrepresented patient/client groups.

        Dr. 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.  Dr. 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.

        She was a member of the class of 2014 cohort of Women in Educational Leadership at Harvard Graduate School of Education. In 2017 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.  

  • Vice Dean +

      • Marlene Salas-Provance, PhD, MHA, CCC-SLP Marlene Salas-Provance, PhD, MHA, CCC-SLP

        Dr. Salas-Provance, is professor and vice dean of A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. 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. She holds both a bachelors and masters in Speech Pathology from New Mexico State University.

        Prior to her appointment as vice dean, Dr. Salas-Provance served as associate dean of academic and student affairs for the School of Health Professions at the University of Texas Medical Branch Galveston. She served as assistant dean and chair in the College of Education, Department of Special Education and Communication Disorders at New Mexico State University in Las Cruces, New Mexico and department chair in the Department of Communication Sciences and Disorders at the University of Montevallo (AL). She held faculty positions at Fontbonne College and St. Louis University, in St. Louis, MO.

        She has made extensive professional contributions to the American, Speech, Language & Hearing Association (ASHA), serving on the Speech-Language Pathology Advisory Council, member of the Financial Planning Board, and the Multicultural Issues Board. She served as coordinator of ASHA’s Special Interest Group (SIG) 14, Communication Disorders and Sciences in Culturally and Linguistically Diverse populations and was a founding member and coordinator of SIG 17, Global Issues in Communication Sciences and Disorders. She is an ASHA Fellow and received ASHA’s highest awards for “Special Recognition in Multicultural Affairs” and “Outstanding Contributions in International Achievement.”

        Dr.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. In addition to Lima, Peru she has provided clinical services in China, Bangladesh, Philippines, El Salvador, Dominican Republic, Guatemala and Venezuela.

        Dr. Salas-Provance is coauthor of the textbook Culturally Responsive Practices in Speech-Language and Hearing Science (Plural Publishing, 2019) 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.

        Over the past ten years she has lectured extensively to international audiences, both in English and Spanish, including as invited speaker for the Congreso Internacional en Trastornos de la Comunicacion at Escuela de Fonoaudiologia (Speech Language Pathology / Audiology) de la Universidad de Talca, Chile and for the Department of Otolaryngology, Hospital Nacional Arzobispo Loayza, Lima, Peru, Endoscopic Evaluation of Velopharyngeal Dysfunction. She was invited keynote speaker for the First International Congress in Speech-Language Pathology and Orthodontics in the area of cleft lip and palate in Lima, Peru.

        Dr. Salas-Provance was selected for the American Council on Education (ACE) Women’s Leadership Program and attended the National Women’s Leadership Forum in Washington DC (2017) for advancing female executives in higher education.

  • Chair +

      • Tabitha Parent-Buck, AuD <br>Professor and Chair Tabitha Parent-Buck, AuD
        Professor and Chair

        Tabitha Parent-Buck, AuD <br>Professor and Chair  LinkedIn

        Courses taught:
        AUDE 5110 Human Anatomy and Neuroanatomy
        AUDP 7100 Neuroscience and Neuroimaging

        Tabitha Parent-Buck, AuD, is a tenured full professor and was appointed as the founding chair of the Department of Audiology at A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS) in July 1999. Dr. Parent-Buck obtained her bachelor’s and master’s degrees in audiology from Purdue University and her doctor of audiology degree from Baylor College of Medicine. She has practiced in a variety of clinical settings and has 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. Dr. Parent-Buck has published and presented in the areas of hearing aid technology, otoacoustic emissions, vestibular evaluation, pharmacology, neuroanatomy, genetics, and the AuD movement. Dr. 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 1996-2003. She is also a member of the American Academy of Audiology (since 1991) and has served on the Convention Special Events Subcommittee and the Task Force on Licensure and Payment Issues of Audiology Externship Students. In addition, she served on the task force for the Arizona audiology licensure revision from 2005 to 2007.

  • Director +

      • Andrea Ruotolo, AuD <br>Director, Post-Professional Doctor of Audiology Program Andrea Ruotolo, AuD
        Director, Post-Professional Doctor of Audiology Program

        Courses taught:
        AUDP 8220 Counseling, Aural Rehabilitation and Assistive Devices
        AUDP 9400 Culminating Case Experience I (CCE-I)
        AUDP 9410 Culminating Case Experience II (CCE-II)

        Andrea Ruotolo, AuD, is an associate professor and program director of the Post-Professional Doctor of Audiology program at A.T. Still University’s Arizona School of Health Sciences (ATSU-ASHS). Dr. Ruotolo received her bachelor’s degree and master’s degree from Indiana University and her doctor of audiology degree from ATSU-ASHS. 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. Dr. 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.

  • Full-Time Faculty and Staff +

      • Stephanie Adamovich, PhD Stephanie Adamovich, PhD
        Associate Professor and Clinical Coordinator
        Read Bio
      • Elton L. Bordenave, PhD Elton L. Bordenave, PhD
        Associate Professor and
        Director, A.T. Still University Center for Resilience in Aging
        Read Bio Elton L. Bordenave, PhD LinkedIn
      • Holly Bridgeman Holly Bridgeman
        Patient Services Coordinator/Administrative and Operations Support, AFA Balance & Hearing Institute
        Read Bio
      • Tricia Dabrowski, AuD Tricia Dabrowski, AuD
        Associate Professor and Director, Clinical Education
        Read Bio Tricia Dabrowski, AuD  LinkedIn
      • Melanie A. Gibson, MA Melanie A. Gibson, MA
        Instructional Designer, Program Manager and Co-Instructor
        Read Bio
      • Heather I. Guerra, AuD Heather I. Guerra, AuD
        Assistant Professor and Director, AFA Balance & Hearing Institute
        Read Bio Heather I. Guerra, AuD  LinkedIn
      • Troy D. Hale, AuD Troy D. Hale, AuD
        Assistant Professor
        Read Bio Troy D. Hale, AuD  LinkedIn
      • Zarin Mehta, PhD Zarin Mehta, PhD
        Associate Professor
        Read Bio Zarin Mehta, PhD LinkedIn
      • Stacy Neal Stacy Neal
        Patient Services Coordinator/Administrative and Operations Support, AFA Balance & Hearing Institute
        Read Bio
      • Teri Rorie Teri Rorie
        Administrative Assistant
        Read Bio Teri Rorie  LinkedIn
      • Kimberly Skinner, AuD, PhD Kimberly Skinner, AuD, PhD
        Assistant Professor
        Read Bio
  • Adjunct Faculty +

      • Rex Banks, AuD Rex Banks, AuD
        Adjunct Assistant Professor

        Read Bio Rex Banks, AuD  LinkedIn
      • Erica Bodie, AuD Erica Bodie, AuD
        Adjunct Assistant Professor

        Read Bio Erica Bodie, AuD  LinkedIn
      • Greg Borgmeyer, AuD Greg Borgmeyer, AuD
        Adjunct Assistant Professor

        Read Bio
      • Bettie Borton, AuD Bettie Borton, AuD
        Adjunct Assistant Professor

        Read Bio
      • Carolyn Bower, AuD Carolyn Bower, AuD
        Adjunct Assistant Professor

        Read Bio
      • Andrew Bzowyckj, PharmD Andrew Bzowyckj, PharmD
        Adjunct Assistant Professor

        Read Bio
      • Janina Carter, AuD Janina Carter, AuD
        Adjunct Assistant Professor

        Read Bio
      • Jolie C. Fainberg, AuD Jolie C. Fainberg, AuD
        Adjunct Assistant Professor

        Read Bio
      • Krista Fitzgerald, AuD Krista Fitzgerald, AuD
        Adjunct Assistant Professor

        Read Bio
      • Gloria Garner, AuD Gloria Garner, AuD
        Adjunct Assistant Professor

        Read Bio
      • Sara Jagger, AuD Sara Jagger, AuD
        Adjunct Assistant Professor

        Read Bio
      • Kristy Knight, MS Kristy Knight, MS
        Adjunct Assistant Professor

        Read Bio
      • Mary Ormson, AuD Mary Ormson, AuD
        Adjunct Assistant Professor

        Read Bio
      • Stacy Payne, AuD Stacy Payne, AuD
        Adjunct Assistant Professor

        Read Bio
      • Mia Pendergrass, AuD Mia Pendergrass, AuD
        Adjunct Assistant Professor

        Read Bio
      • Dany Pineault, AuD Dany Pineault, AuD
        Adjunct Assistant Professor

        Read Bio
      • Kelly M. Reavis, PhD, MPH, MS Kelly M. Reavis, PhD, MPH, MS
        Adjunct Assistant Professor

        Read Bio
      •  Michael  Vekasi, AuD Michael Vekasi, AuD
        Independent Contractor

        Read Bio
      • Melanie Venne, AuD Melanie Venne, AuD
        Adjunct Assistant Professor

        Read Bio
      • Amanda Zappler, AuD Amanda Zappler, AuD
        Adjunct Assistant Professor

        Read Bio

Post-Professional Doctor of Audiology Admissions

  • Requirements +

    • Admissions requirements for the Doctor of Audiology online program include:

      A master’s or doctoral degree in audiology from a regionally-accredited college or institution, or the equivalent based on evaluation of foreign transcripts for U.S. degree/course equivalency. Master’s degree equivalency as demonstrated through state licensure in audiology or verification of the Certificate of Clinical Competence in Audiology (CCC-A) is also accepted.
      A minimum of 2.70 GPA for the graduate program (on a 4.0 scale). The undergraduate GPA will be included in the GPA calculation for applicants whose transcripts are from countries where the undergraduate degree is the degree in audiology and the master’s degree is not required to practice.

      Submission of all official college or academic transcripts from the institutions where master’s and/or doctoral degree/s were earned, or official transcripts for all academic coursework utilized for degree/course equivalency. Applicants who have graduated from a university outside of the United States must submit acceptable evidence of U.S. degree/course equivalency. Canadian transcripts which are in English and on a 4.0 scale do not require evidence of U.S. degree/course equivalency.

      International applicants must also review the information on admissions for international students.

      Applicants must submit official documentation of current audiology licensure/certification/registration. If licensure/certification/registration were held in the past, but not currently active, applicants must submit official documentation of previous licensure, certification, or registration. If the licensure or certification agency does not send paper verification forms, the applicant must provide a website URL for verification of previous licensure or certification. For applicants who practice outside of the United States or Canada, the applicant must provide official documentation of regulatory certification or registration to practice audiology that is held by the applicant, and the applicant’s credentials will be evaluated on a case-by-case basis. Individuals are not eligible to enroll in the program if their license, certification or registration is currently revoked or suspended.

      Applicants must submit an Employer Verification form from a current or most recent employer. A colleague can complete the verification form to attest for those who are self-employed.

      Length and breadth of experience post-master’s degree will assist in determining curriculum:

      • A two-year curriculum plan may be approved for an applicant with three years or more of full-time clinical experience.
      • A three-year plan may be approved for an applicant with one to three years of full-time clinical experience

      If an applicant is not currently licensed, certified, or registered and has not been engaged in the profession of audiology in the past 5 years, a three-year academic plan will be required. Individuals who have not been engaged in the profession of audiology within the last 10 years are not eligible for the Post-Professional Doctor of Audiology degree program.

      Computer literacy and experience in word processing and Internet use. All curricula require extensive computer usage.

      Two references from audiologists or healthcare professionals familiar with the applicant’s clinical and professional experience. Letters of reference must be submitted for each application year.

      A personal resume following the guidelines offered in the application packet.

      Applicants are required to demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A.T. Still University. Written and spoken proficiency in the English language may be demonstrated by one of the following options:

      • Option 1 - English is your first language.
      • Option 2 - Graduated from a regionally accredited four year university or college in the United States (minimum BA or BS).
      • Option 3 - You are demonstrating your English proficiency by submitting acceptable scores on the Test of English as a Foreign Language (TOEFL) or the International English Testing Service (IELTS).

      Acceptable minimal scores for ASHS applications are:

      • TOEFL: Internet based total score = 80
      • IELTS score are an overall band score of 6.5

      The TOEFL is administered by TOEFL/TSE Services, P.O. Box 6151, Princeton, NJ, 08541-6151, USA 609.771.7100. Information is available at TOEFL. A.T. Still University’s institutional code is 0339. Please be sure to include this information when you submit your application packet. TOEFL Educational Testing Services P.O. Box 6151 Princeton, NJ 08541-6151 609.771.7100

      IELTS information

      Interview conducted via virtual meeting or by phone for those applicants who are considered potential candidates.

      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 877.469.2878 or

      Technology Requirements

      All ATSU students are required to own a computer system. Minimum system requirements vary depending on program.

      Foreign Credential Evaluation

      Applicants who have graduated from a foreign college or university must submit acceptable evidence of U.S. degree/course equivalency. All coursework taken at the foreign institution must be evaluated for American institution equivalence by one of the following services:

      • World Education Services P.O. Box 5087 Bowling Green Station New York, NY 10274-5087 phone: 212. 966.6311 fax: 212.739.6139
      • Educational Credential Evaluators, Inc. P.O. Box 514070 Milwaukee, WI 53203-3470 414.289.3400
      • American Assn. of Collegiate Registrars & Admissions Officers One Dupont Circle, NW, Suite 520 Washington, DC 20036-1135 202.293-9161
      • FCCPT - Foreign Credentialing Commission on Physical Therapy (PT Applicants only) p: 703.684.8406
      • Josef Silny & Associates, Inc. International Education Consultants 7101 SW 102 Avenue Miami FL 33173 p: 305.273.1616 f: 305.273.1338
      • ICD - International Consultants of Delaware (General) p: 215.222.8454
  • Application +

    • Image of ATSU audiologist showing patient what her inner ear's tympanic membrane looks likeFor additional information contact an Enrollment Counselor (toll-free) at 877.469.2878 or

  • Tuition +

    • Application Fee: $70 - nonrefundable


      $16,000 for 2-Year Curriculum Plan for the entire program for students who matriculate during the 2019-2020 academic year with tuition billed $4000 per semester (Standard Academic Plan for practitioners with a minimum 3 years of post-masters’ degree professional practice experience)

      $22,500 for 3-Year Curriculum Plan for the entire program for students who matriculate during the 2019-2020 academic year with tuition billed $3750 per semester (For practitioners with less than 3 years of post-masters’ degree professional practice experience)

  • Financial Aid+

    • If you have questions regarding specific financial assistance topics, you may contact Enrollment Services at (toll-free) 866.626.2878 Ext. 2019 or (direct) 660.626.2019 or via email to You may also fax materials to 888-676-6701.

      Free Application for Federal Student Aid (FAFSA) is available at for U.S. residents applying to this program.

The Family and Culture

Audiology doctor with youth patient Image of two ATSU students with unidentified woman in ATSU clinic. Audiology students facilitating hearing test in clinical training environment. Audiology students performing diagnostic and comprehsive procedures on patient. Professor and audiology students facilitating hearing test focusing on whole person healthcare. Image of ATSU student doctor talking to a little boy patient who is holding a Teddy Bear. Audiology student performing hearing test. Audiology students collaborating and working together. Audiology faculty.


  • Canvas Demo Course +

    • An iPad logging into ATSU's app with an open book displayed in the background

      Explore our interactive online learning platform (Canvas) through a virtual course tour.

      Click the “Connect Now” button below, then complete the following steps:

      • Choose “I’m a Student”
      • Enter join code: KADNHH
      • Enter your full name
      • Create a username and password
      • Agree to the Terms of Service and Privacy Policy
      • Choose the “Start Learning” button

      Connect Now

Post-Professional Doctor of Audiology Curriculum Overview

These exceptional courses in the doctor of audiology curriculum will provide students with the advanced knowledge, skills, insights and techniques consistent with what makes A.T. Still University a preeminent learning-centered institution. Please note that each student has a tailored curriculum plan so students do not take every course listed below.

The standard program length for completion of the online Post-Professional Doctor of Audiology Program is 2 years (38 semester hour credits) for students with the equivalent of three or more years of full-time audiology practice experience after completing a masters’ degree in audiology. A 3-year curriculum plan option (57 semester hour credits) is available for students with one to three years of post-master’s degree audiology practice experience.

Each course is ten or four weeks in length (indicated in parentheses following the description). Credits assigned to audiology courses are one and a half semester credit hours for a four-week course and four semester credit hours for a ten-week course. One quarter credit hour for a four-week module, and two quarter credit hours for an eight-week module. Course descriptions, course durations and related information are subject to change.

Post-Professional Doctor of Audiology program curriculum guide (pdf) 9/2020

Post-Professional Doctor of Audiology program curriculum guide (pdf) 2/2020

Course Descriptions

  • AUDP 7000 - Ethics, Leadership, and Professionalism +

    • Credits: 4
      This course begins with an introduction to the online learning system used for this academic program. Students will be instructed in online navigation tools, computer basics and academic resources. Students will then be introduced to the professional roles and responsibilities of a variety of members of the healthcare delivery system and provided an orientation to the history and philosophy of osteopathic medicine upon which A.T. Still University is founded. In addition, the course will examine contemporary ethical issues in audiology and provide a framework for ethical decision-making. Topics also include information regarding the organization and function of professional associations, activities which serve the professional community, service to the public and the development of leadership skills.
  • AUDP 7100 - Neuroscience and Neuroimaging +

    • Credits: 4
      The foundations of audiologic diagnostic and therapeutic measures are based upon an understanding of the anatomy and physiology of the nervous system. This course provides a study of the development of the nervous system, the structure and function of the peripheral nervous system and the central nervous system, neurovasculature, and in-depth coverage of the audiovestibular system. Students will gain an understanding of imaging techniques used for the evaluation of auditory and vestibular pathologies. Neurodiagnostic imaging data from CT scans, MRI, etc., will be correlated with audiologic findings when possible.
  • AUDP 7200 - Pathologies of the Auditory and Vestibular System +

    • Credits: 4
      This course provides detailed coverage of auditory and vestibular pathologies and their relation to structure and function. Course materials will present information about anatomy and physiology of the human ear, techniques in visualization and examination of the ear (including instrumentation) and cerumen management. Case studies are used to show audiologic patterns associated with various disorders. Topics will cover the basic otologic/medical evaluation and surgical and medical treatments of auditory/vestibular conditions.
  • AUDP 7300 - Pharmacology and Ototoxicity +

    • Credits: 4
      This course is designed to introduce students to the basic concepts and principles of pharmacology. Drug development, drug regulations, pharmacokinetics, pharmacodynamics and basic drug classifications will be covered. In addition, information will be presented regarding drugs used in the diagnosis and treatment of hearing and balance disorders, drugs which affect the function of the audiovestibular systems, and the concept of polypharmacy. The course also covers ototoxicity (cochleotoxicity, vestibulotoxity and neurotoxicity) and ototoxic monitoring. Students will gain an appreciation for the role of audiologists related to understanding patients’ needs, behaviors, and clinical outcomes associated with medication use, as appropriate for a professional committed to whole person healthcare.
  • AUDP 7500 - Genetics and Hearing Loss +

    • Credits: 4
      This course covers the wide diversity of genetic conditions and syndromes which involve hearing loss and/or aberrant audiovestibular system function is involved. Review of basic inheritance patterns, including Mendelian transmission together with pertinent embryology, is covered. Current genetic concepts and terminology are provided together with discussion of certain organ systems’ association with audiovestibular system impairments/deficits. Additional topics include appropriate professional language in syndromology, genetic testing, genetic counseling, and the need to utilize audiovestibular probes to best highlight the audiovestibular deficits seen in conjunction with the patient’s particular genotype.
  • AUDP 8100 - Vestibular Evaluation and Management +

    • Credits: 4
      This course is designed to provide students with in-depth coverage of the anatomy and physiology of the central & peripheral vestibular structures as well as the human equilibrium system. Vestibular assessment procedures including obtaining an appropriate case history, principles of ENG/VNG, non-computerized postural stability testing and non-computerized rotational testing will be addressed. Additionally, students will be introduced to vestibular rehabilitation techniques focusing on canalith repositioning maneuvers for benign paroxysmal positional vertigo (BPPV). Case studies will be utilized to enhance the learning experience. Topics include infection control procedures as they relate to vestibular evaluation and management.
  • AUDP 8110 - Advanced Vestibular Evaluation and Management +

    • Credits: 4
      This course is designed to provide students with a detailed understanding of specialized vestibular diagnostic tools. Topics will include rotational chair testing, computerized dynamic posturography (CDP), vestibular evoked myogenic potentials (VEMP), video head impulse testing (VHIT) and subjective visual vertical (SVV) testing. Test results will be correlated with ENG/VNG and common errors in interpretation will be covered. The philosophical bases for vestibular treatment will be addressed, providing specific symptom-based strategies for treating identifiable vestibular dysfunction. Students will be instructed on effective administration of vestibular rehabilitation therapy (VRT) protocol and accurate evaluation of treatment efficacy. Content delivery will utilize a practical approach to allow audiologists to develop knowledge and skills for provision of vestibular treatment within their scope of practice. Topics include infection control procedures as they relate to advanced vestibular evaluation and management.
  • AUDP 8200 - Amplification: Assessment, Fitting and Verification +

    • Credits: 4
      A solid base of knowledge regarding hearing aid technology, concepts and functions will be built by relating historical perspectives to current trends in amplification. Major hearing aid developments and how they relate to current fitting approaches will be covered. Students will explore hearing aid measurement science and methods for verifying and validating appropriate hearing aid fittings, as well as hearing aid trouble shooting techniques. In addition, students will study ear canal acoustics, ear mold impressions, and the evolving array of fitting options. Topics include infection control procedures as they pertain to amplification fitting and assessment procedures.
  • AUDP 8210 - Implantable Devices +

    • Credits: 4
      This course is an introduction to cochlear implants, bone-anchored hearing aids, auditory brainstem implants, other implantable devices and future trends. The goal is to provide a level of knowledge enabling the student to conduct initial counseling to prospective implant patients and make appropriate referrals to implant centers. Upon completion of the course, the student will have an understanding of candidacy, implant surgeries, postoperative follow-up, rehabilitative aspects, programming, communication options and outcomes. Topics include infection control procedures as they relate to implantable devices.
  • AUDP 8220 - Counseling, Aural Rehabilitation and Assistive Devices +

    • Credits: 4
      This course is designed to explore current theories and practices related to the fundamental principles of counseling as well as individual and group aural rehabilitation. The counseling aspect of this course will include the psychological and psychosocial effects of hearing loss on individuals of all ages, significant others, their families and communities. The aural rehabilitation aspect will focus on the use of self-assessment tools, communication strategies for individuals and family members, and speech reading techniques to meet rehabilitative needs. Group discussion will address cost effective options for the delivery of aural rehabilitation in clinical settings. This course also will provide students with the background and tools necessary to counsel, select, and configure assistive technology. The class will explore a variety of levels at which the audiologist may wish to provide these services.
  • AUDP 8300 - Electrophysiology: Scientific Foundations and Clinical Applications +

    • Credits: 4
      This course is designed to cover principles of various electrophysiological measurements in the area of auditory evoked potentials (AEPs). Understanding diagnostic applications and interpretation of test results and their relation to neuroanatomy and physiology of the auditory system will be emphasized. This course provides a study of clinical tools for use in the differential diagnosis of cochlear versus neural function, a diagnostic test battery for auditory neuropathy, and current uses of auditory steady-state response (ASSR) and cortical potentials in the investigation of sensory-neural hearing loss, auditory processing disorders, and aging. In addition, course material will explore the importance of intraoperative neurophysiological monitoring (IONM), the responsibilities required, and the role of the audiologist as a surgical team member. Topics include infection control procedures as they relate electrophysiological practices.
  • AUDP 8310 - Tinnitus and Hyperacousis: Theories, Evaluation and Treatment +

    • Credits: 4
      This course is designed to provide a detailed exploration of tinnitus and hyperacusis and the clinical tools required to treat this patient population. The topics of musical hallucinations, misophonia, and hidden hearing loss will also be examined. Course topics include etiology, epidemiology, comorbidity, impact on quality of life, and exacerbating factors. The course will also explore pathophysiological mechanisms underlying tinnitus and hyperacusis. Detailed case histories; tinnitus self-assessment questionnaires/inventories; hyperacusis visual analog scales; psychoacoustic measurements and self-report measures of stress, anxiety and depression will be explored. Students will learn evidenced-based audiological interventions related to tinnitus and hyperacusis treatment and management including counseling, amplification, and comprehensive management programs through the review of case studies.
  • AUDP 8400 - Global Healthcare and Audiology +

    • Credits: 1.5
      This course promotes guided discussion regarding current global hearing healthcare practices, areas of need and advocacy for effective policies and services. Telehealth in audiology and interprofessional collaboration will be explored as potential opportunities for improving access to hearing healthcare services.
  • AUDP 8410 - Advanced Acoustic Immittance +

    • Credits: 1.5
      This course provides a study of immittance measures for the assessment of tympanic membrane abnormalities, ossicular chain pathology, otitis media, neonatal hearing assessment, and aging of the middle ear system. The goal is to provide the advanced clinical audiologist with knowledge and skills to pursue additional audiologic information through the use of multi-frequency tympanometry, multicomponent tympanometry, wide-band immittance, acoustic reflexes and acoustic reflex decay for patient diagnosis and management.
  • AUDP 8430 - Tinnitus and Hyperacusis: Theories, Evaluation and Treatment +

    • Credits: 1.5
      This course is designed to explore the fundamental principles and clinical management of tinnitus and/or hyperacusis. Course material includes information concerning epidemiology, tinnitus mechanisms, measurement, treatments; and resources for audiologists, patients and their families. A literature review and discussion of studies related to misophonia will also be addressed. Case examples will be discussed, illustrating treatment options.
  • AUDP 8440 - Occupational and Environmental Hearing Conservation +

    • Credits: 1.5
      This course is designed to examine the principles and practices of occupational, educational and environmental hearing conservation. Topics include determination of noise exposure, regulatory and advisory agencies and standards, classroom acoustics, hearing conservation programs in occupational and school settings, noise abatement, and hearing protection devices. The course also includes a supplemental section presenting an overview of the principles and practices of forensic audiology.
  • AUDP 8450 - Infection Control in Audiology Practice +

    • Credits: 1.5
      This course is designed to increase student knowledge of current, evidence-based information on preventing and controlling the spread of disease. Infection control in the audiology workplace is a priority as new diseases emerge in our global society. Topics include pathogenic microorganisms and how they are transmitted, understanding of universal precautions and the development of infection control protocols that can be implemented in the workplace. Global infection control practices and regulatory bodies will be explored.
  • AUDP 8460 - Telehealth in Audiology +

    • Credits: 1.5
      This course presents the advantages and challenges of telehealth as it relates to clinical practice in audiology. Focus is placed on how communication, innovative technology, safety, and efficiency of patient care are addressed through telehealth. Students explore the feasibility of various telehealth/telepractice models applicable ac cross clinical environments. Global regulatory, legislative and political considerations will be discussed.
  • AUDP 8500 - Pediatric Audiology: Identification through Rehabilitation +

    • Credits: 4
      This course covers embryological development of the ear, developmental milestones, identification and intervention for newborn hearing loss, appropriate use of diagnostic tests, and the utilization of appropriate resources. Skills and knowledge will be gained in the use of family counseling and access to multidisciplinary resources. Early Hearing Detection and Intervention (EHDI) programs and the roles of educational audiologists will be explored. Topics include legislative mandates, screening protocols and procedures, organization and administration of programs, data management and tracking, program evaluation, and quality improvement. Topics include infection control procedures as they relate to pediatric practice.
  • AUDP 8600 - Assessment and Management of (Central) Auditory Processing Disorders +

    • Credits: 4
      This course examines the assessment of (C)APD and identification of auditory processing disorders in children and adults as a systematic and multidisciplinary process. The use of case histories, questionnaires, observation forms, audiometric tests and electrophysiologic measures will be explored. Students will learn efficacious interventions related to (C)APD treatment and management including but not limited to manipulating the acoustic environment, fitting of appropriate devices and instituting an auditory training regimen.
  • AUDP 8700 - Hearing Loss and Healthy Aging +

    • Credits: 4
      This course is designed to address issues concerning the effects of aging on hearing. Changes in the auditory system as a function of age, the impact on patient function and healthy aging will be emphasized. The course will provide information on management of hearing loss in the aged population and strategies for community collaboration to increase awareness for appropriate hearing healthcare.
  • AUDP 8800 - Practice Development and Marketing +

    • Credits: 4
      This course involves the study of basic business structures, practice development, marketing and the economic and regulatory aspects of healthcare practice. Topics covered include private practice models, business plan design, short- and long-range planning, general accounting practices, development and analysis of profit-and-loss statements, and marketing strategies. Students will have the opportunity to generate marketing strategies and budgets, as well as evaluate the effectiveness of different marketing media. Facilitated discussions will explore topics such as risk management, auditing, professional liability, regulatory compliance, and proper methods of documentation as practiced across the globe.
  • AUDP 8810 - Personnel Management +

    • Credits: 4
      This course introduces students to the concepts and ideas of personnel management, also known as human resource management or practice management. This course includes information on designing job descriptions; hiring and firing employees; and training, supporting and evaluating staff in a professional audiology practice. Audiologists who are going to serve as preceptors for audiology students need to learn concepts and skills related to the supervisory process and how to be a mentor in the clinical setting. Preceptor training will be discussed providing, information on adult learning styles, goal setting, constructive feedback, development of professionalism and strategies to facilitate critical thinking and case management skills. Facilitated discussions will explore personnel management topics as practiced across the globe.
  • AUDP 9410 - Culminating Case Experience II (CCE-II) +

    • Credits: 1.5
      These courses represent the culmination of the clinical doctoral degree program and requires students to demonstrate the integration and clinical application of the knowledge acquired throughout their individualized curriculum plans. In-depth case studies submitted by teaching faculty across the curriculum will be utilized. Student submissions will require critical thinking skills, use of appropriate professional and technical terminology, accurate interpretation of detailed case histories and clinical data, and presentation of relevant impressions and recommendations.