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An electronic survey was sent to 1,026 rehabilitation sciences faculty members at higher education institutions around the nation to determine the relative importance faculty in the rehabilitation sciences placed on technical literacy skills in higher education. The survey contained a list of 55 technology and distance education skills in six broad areas: electronic searches and resources, computer productivity tools, Web-based instruction, teleconferencing, using technology to deliver instruction, and virtual mentoring. For each skill, respondents indicated the level of importance they attached to each skill as it relates to successful performance as a faculty member in the rehabilitation professions by selecting a number between 1 and 5, with 1 indicating that the skill is not at all important and 5 indicating that the skill is extremely important. The return rate of the survey was 17.6%. Although there was considerable variability for rated importance of skills within categories, results indicated that skills related to computer productivity and electronic searches were judged as most important to faculty success. Those skills related to newer technologies and skills related to troubleshooting were rated as least important. Discussion of these findings and implications for future research and doctoral instruction are presented.

A national survey of 228 program directors was conducted to determine how master's level professional preparation programs are meeting the challenge of preparing speech-language pathologists to provide quality services to an increasingly diverse population. A total of 91 respondents provided information regarding their programs' efforts to address diversity by increasing the diversity of speech-language pathology professionals, preparing students in research for diverse populations, and providing students with the didactic knowledge and clinical experience required to serve diverse populations. Results indicated that professional preparation programs continue to lag in their enrollment of minority students, but there are efforts actively to recruit and retain students from diverse groups. Much variation in preparation in research was found across programs. Graduate students are being presented with information concerning diversity issues, but clinical experiences vary greatly according to the geographic location of the preparation program and individual practicum placements. Implications of these findings for speech-language pathology preparation programs and other allied health programs are discussed.

The efforts of a group of participants in the Coalition for Allied Health Leadership program to assess how and why allied health students became interested in their professions and students' plans for future employment are described. Results of a survey administered to 29 physical therapist assistant (PTA) and 54 communication disorders (CD) students revealed that most of the students first learned about their professions through personal experience. Almost half of the PTA students decided to pursue their career after working in another career, and most of the CD students made the decision during high school or in college. The most important factors in students' decisions to enter the professions were a desire to help others and the nature of the work. CD students preferred private practice, whereas the most desired employment setting for PTA students was an outpatient clinical facility. For both groups, the three most important factors influencing where they wish to live and work were job availability, access to medical care, and proximity to family and loved ones. Although half of the CD students hailed from small towns and rural areas, less than one third intended to work in these areas. Implications of survey findings are discussed.