Graduate opportunities

Our faculty has a vast array of experience in a variety of health care delivery environments and broad expertise in health care and health-related research and policy. The focus is on developing academic research scientists who are interested in contributing to the health services discipline through research, education and policy analysis.

Graduates of the program will be prepared to function as educators, researchers and leaders in health services. You may find future graduates working as university faculty, as health research policy analysts with government and nonprofit agencies or as health systems administrators in the public sector or private industry.

Gain specialized expertise

Students have the opportunity to choose from four concentration areas: Applied Gerontology, Audiology and Speech-Language Pathology, Behavior Analysis and Rehabilitation Science.

Applied Gerontology

The concentration in Applied Gerontology is designed for the applied gerontology practitioner who is interested in contributing to the discipline through research, while maintaining a focus on active engagement with the aging population. In the current health care environment, the emphasis is on increasing quality, decreasing the cost of service delivery, and achieving positive, measurable outcomes that improve the health of seniors and that make services accessible and affordable. Practitioners experienced in the delivery of services for the aged are in the best position to identify opportunities for improvement and to conduct experience-based research that will result in improved service delivery and improved outcomes.

Audiology and Speech-Language Pathology

The concentration in Audiology and Speech- Language Pathology (ASLP) is designed to prepare researchers, educators and leaders in the academic fields of Audiology and Speech- Language Pathology with an emphasis on interdisciplinary collaboration. This program focuses on developing competent researchers, educators and leaders with the advanced knowledge and technical expertise necessary for improving the overall quality of life for individuals with speech, language and hearing disabilities.

Behavior Analysis

The concentration in Behavior Analysis is designed to train the next generation of behavioral scientists to work across disciplinary boundaries, expand scientific understanding and capability and solve socially relevant problems. Within the behavior analysis concentration, students can focus on a variety of research and application areas such as populations with learning differences, social justice, teaching sciences, animal behavior, behavioral neuroscience and behavioral health and contingency management.

Rehabilitation Science

The concentration in Rehabilitation Science prepares students to advance their knowledge and research in the psychosocial impact of disability across the lifespan, well-being and health disparities. This program focuses on developing skilled researchers, educators and leaders to be at the forefront of knowledge translation on improving the overall quality of life of individuals with disabilities. Graduates are expected to demonstrate advanced knowledge and skill in addressing critical areas of research, education, service delivery, clinical practice and/or policy.

Attending UNT

Admission requirements

You’ll need to meet the admission requirements for the Toulouse Graduate School® and the following program requirements:

  • Completed program application
  • Statement of intent
  • Résumé
  • Sample of written work
  • GRE scores
  • Official transcripts from all schools attended
  • Three letters of recommendation

Completed application forms should be submitted by Dec. 1 for the following fall semester. The graduate school’s admission requirements are outlined at the graduate school's website.

Degree requirements

The Ph.D. program, with a major in Health Services Research, requires a minimum of 51 hours beyond the master’s degree:

  • 18 semester hours in foundation core courses covering research methods and design, statistics, grant proposal writing and analysis, and writing for publication
  • 15 designated semester hours in the student’s chosen concentration
  • 9 semester hours of approved electives
  • A minimum of 9 semester hours of dissertation

Prospective students should be aware that the HLSR Ph.D. is a traditional on-campus program with most classes scheduled during regular business hours.

Financial assistance

Year-long graduate assistantships and scholarships are available. All assistantships and scholarships are competitive.


Katsura Aoyama, Associate Professor; Ph.D., University of Hawai’i at Manoa. Amplification devices; working memory; economic and marketing trends within the hearing aid industry.

Jessica Brooks, Assistant Professor; Ph.D., University of Wisconsin. Health promotion; psychosocial aspects of disability; vocational rehabilitation.

Chandra Donnell Carey, Assistant Professor and Director of Ph.D. Program; Ph.D., CRC, Michigan State University. Mental illnesses; recovery experiences of women of color; culturally responsive service provision in rehabilitation counseling practice.

Denise Catalano, Associate Professor; Ph.D., CRC, University of Wisconsin. Quality of life issues among individuals with disabilities; development, factors and processes of resilience; relationship of positive emotions to health and well-being.

Dalia Chowdhury, Assistant Professor; Ph.D., CRC, CADC, LPC, Southern Illinois University. Gender and disability; violence and trauma; HIV/AIDS, sexual behaviors and addictions; instrumentation.

Jeffrey Cokely, Associate Professor; Ph.D., Northwestern University. Study of speech materials used to evaluate the hearing of Spanish-speaking listeners.

Kamakshi V. Gopal, Professor; Ph.D., Michigan State University. Internal neuronal network dynamics of cultured auditory cortex networks; effects of heavy metals and neurotoxins on cultured cortical neurons; auditory processing in children and adults; music induced hearing loss; electrophysiological and fMRI measures in tinnitus patients.

Linda Holloway, Professor and Chair; Ph.D., CRC, Texas Woman’s University. Professionalism; undergraduate education; supported employment; psychiatric rehabilitation; emergency preparedness for people with disabilities.

Stanley R. Ingman, Professor; Ph.D. University of Pittsburgh. Senior re-engagement and volunteerism; sustainable senior housing and living; retirement policy and programs throughout the world.

Fang-Ling Lu, Associate Professor; Ph.D., University of Memphis. Evaluation and treatment of medically related speech, voice and swallowing disorders.

Ernest J. Moore, Professor; Ph.D., University of Wisconsin. Sensory neural hearing loss and tinnitus; molecular ion channel activity of dissociated inner ear hair cells in zebrafish.

Gloria Olness, Associate Professor; Ph.D., University of Texas at Dallas. Discourse linguistics; neurolinguistics.

Erin Schafer, Associate Professor; Ph.D., University of Texas at Dallas. Cochlear implants and assistive hearing devices; speech perception.

James H. Swan, Professor; Ph.D. Northwestern University. Aging services and policy; system responses to chronic illness; healthy lifestyle in the aged.

Wei-Mo Tu, Assistant Professor; Ph.D., NCC., University of Wisconsin-Madison. Motivation, vocational rehabilitation, school-to-work transition, positive psychology, psychosocial adjustment, and applications of the International Classification of Functioning, Health, and Disability (ICF) in rehabilitation.

Keith W. Turner, Associate Professor; Ph.D., University of Cincinnati. Modeling provision of community-based services; developing systems of care for children and adults with special care needs; integrating aging and disabilities resource systems.