When was Special Interest Group 10 (Issues in Higher Education) founded?
SIG 10 (then Special Interest Division 10) was established in 1991 to represent the unique perspectives of teachers, researchers, and volunteers for ASHA and other organizations in college and university settings.
How many affiliates does SIG 10 have now?
SIG 10 has 547 affiliates. Last year at this time, SIG 10 had 468 affiliates.
Why should ASHA members affiliate with SIG 10?
Our colleges and universities develop future clinicians and researchers. Colleges and universities are also the sources of many exciting developments in research and education. SIG 10 offers all of us-those who work in higher education as well as those who don't-the opportunity to connect with others as we develop and share innovations and best practices in higher education. It is a great way to influence positively the future of the professions.
How does SIG 10 affect ASHA's membership at large?
SIG 10 provides professionals in higher education with a venue to share information, collaborate and network so evidence guides undergraduate and graduate academic experiences as much as it does clinical practice. The better the quality of the education we provide, the better the quality of the clinicians we send out to the workforce. SIG 10 strives to support academics to keep our professions strong and moving forward.
What are two benefits of affiliating with SIG 10 that everyone should know about?
Through our Perspectives publication, SIG 10 offers continuing education opportunities for all affiliates, addressing issues germane to novice and veteran academics alike. Additionally, SIG 10 affiliates have access to an online community of colleagues in higher education, which commonly is used to touch on classroom and research topics in a discussion-based format.
Which of your recent Perspectives articles is a must-read for CSD professionals, and why?
The topics in Perspectives on Issues in Higher Education range from best practices in pedagogy to the latest teaching technologies in the field of communication sciences and disorders. ASHA members have provided considerable positive feedback for the October 2012 issue. Five articles provide insight on alternative doctoral education pathways from the perspective of faculty members who pursued these routes to academic careers. Readers seem to have found this issue particularly relevant in recognizing strengths in doctoral education in related fields, and presenting potential solutions for issues pertinent to academia in communication sciences and disorders. The article by Patti Solomon-Rice and Betty Yu, in particular, presents compelling arguments for the innumerable benefits of doctoral training in related disciplines. These include addressing the faculty shortage in communication sciences and disorders and broadening interdisciplinary research contributions to the field. We highly recommend that you check it out!