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 FACILITATING TEAM MEMBER RESPONSIBLE FOR WORK PLAN: Vic Gladstone, Chief Staff Officer for Audiology
ISSUE 1: There is a critical shortage and continuing attrition of PhD level faculty that will affect professional preparation and conduct of research in communication sciences and disorders.
OUTCOME: Increased number of PhD teacher-scholars and students who choose higher education as a career option sufficient to fill academic faculty/researcher vacancies in human communication sciences and disorders over the next decade (i.e., supply = demand).
STRATEGIES FOR 2004:
1. By December 31, 2004, the Research Resources and Advocacy unit in collaboration with the Research and Scientific Affairs Committee will have developed new and revised current information targeting the promotion of careers as a PhD level teacher and/or researcher in higher education for use on ASHA’s Web site and in discipline/profession recruitment materials. A copy of the information developed will be submitted to the Chief Staff Officer for Audiology.
2. By December 31, 2004, the Research Resources and Advocacy and Public Relations units will have developed content material for a product that serves to highlight academic and research careers (i.e., used in an introductory course in CSD or as a general recruitment tool into the professions) possibly geared towards high school students and undergraduate students. A copy of the information developed will be submitted to the Chief Staff Officer for Audiology.
3. By December 31, 2004, the Academic Affairs and Research Resources and Advocacy units will have developed and funded an award to promote PhD career development for CSD undergraduate/graduate students through enhanced educational mentorship experiences/curricula that prepare students for successful PhD education and academic careers, travel to enhance research exposure, research training under a mentor, and web-based cohort activities for program participants. A copy of the program and recipients will be submitted to the Chief Staff Officer for Audiology.
4. By December 31, 2004, the Academic Affairs and Research Resources and Advocacy units in conjunction with the Surveys and Information Team will have planned and conducted a series of Focus Groups to further identify needed resources for 1) current practicing professionals who want to obtain a research doctoral degree, or 2) current practicing professionals who already hold a research doctoral degree and want to transition to a career as a teacher-researcher in higher education. A copy of the Focus Groups’ reports will be submitted to the Chief Staff Officer for Audiology.
5. By December 31, 2004, the Academic Affairs and Research Resources and Advocacy units will have developed and funded an ASHA award for new faculty who are in the beginning stages of their academic/research careers for the purpose of promoting retention in higher education by providing financial incentives to mentor research in their own students, conduct research, and/or improve teaching knowledge and skills. A copy of the award program and recipients will be submitted to the Chief Staff Officer for Audiology.
Strategy Update - October 2004
- Developed new and revised current information related to promoting careers as a PhD level teacher and/or researcher in higher education and research for use on ASHA's Web site and in discipline/profession recruitment materials.
- Submitted a proposal that was accepted to conduct a special session at the 2004 ASHA Convention session on "Woman in Science."
- Developed Web-based information promoting PhD education and teacher-researcher careers in higher education including a list of resources on PhD education, Adaptation of the Guide to Success in Doctoral Study and Faculty Work by Helen Ezell, and recruitment information geared toward high school and undergraduate students.
- Planned a series of Focus Groups to be conducted at the 2004 ASHA Convention for practicing professionals who desire to obtain a PhD, for current PhD holders who want to transition to a career as a teacher-researcher in higher education to identify needed resources that would assist them in making these changes, and to identify attributes and methods of successful integration of clinical and research interests as applied to all levels of education (Nov 19).
- Developed and funded the Students Preparing for Academic and Research Careers (SPARC) and Advancing Academic and Research Careers (AARC) programs to provide financial incentives to promote PhD career development for CSD undergraduate/graduate students through enhanced educational mentorship and for new faculty who are in the beginning stages of their academic/research careers for the purpose of promoting retention in higher education. Seventeen student/mentor pairs receceive SPARC awards and thirteen faculty members received AARC awards.
ISSUE 2: Tradition has limited the role of research instruction in all levels of the curriculum resulting in a lack of a coordinated academic culture and scientific/research personnel preparation experiences in the discipline that promote careers as teachers-researchers in higher education.
OUTCOME: Increased availability and use of new models of education applicable for all levels (undergraduate, master’s, doctoral) and all types of programs (PhD granting and non-PhD granting) that (1) allow students to begin preparing for PhD education early in their careers and enter PhD programs upon completion of their undergraduate or master’s degrees, and (2) facilitate the coordination of professional and research training (for those students pursuing professional credentials in addition to the PhD).
STRATEGIES FOR 2004
1. By December 31, 2004, the Research Resources and Advocacy unit will have expanded ASHA’s efforts to showcase student research and academic success at the ASHA Convention and other ASHA Continuing Education and Research Training venues. A report will be submitted to the Chief Staff Officer for Audiology.
2. By December 31, 2004, the Chief Staff Officer for Audiology will determine progress by the Committee on Honors to institute a new research/science award for individuals in the early stages of their careers that could include a financial award as part of this honor. A copy of the award criteria will be maintained by the Chief Staff Officer for Audiology.
3. By December 31, 2004, the Governmental Relations and Public Policy unit will have initiated efforts designed to inform Congress and the U.S. Department of Education about the doctoral shortage in communication sciences and disorders higher education programs and the negative impact this shortage will have on the education of audiologists and speech-language pathologists. A list of contacts made and the results of these contacts will be submitted to the Chief Staff Officer for Audiology.
4. By December 31, 2004, the Research Resources and Advocacy unit in collaboration with the Research and Scientific Affairs Committee, and the Professional Education and Academic Affairs units will have prepared a request for proposals to fund a program that facilitates interdisciplinary research collaboration with neighboring academic programs. A copy of the proposal will be submitted to the Chief Staff Officer for Audiology.
5. By December 31, 2004, the Academic Affairs and Research Resources and Advocacy units in conjunction with the Surveys and Information Team will have planned and conducted a series of Focus Groups to identify the philosophy, attributes and methods of successful integration of clinical and research interests as applied to all levels of education. A copy of the Focus Groups’ reports will be submitted to the Chief Staff Officer for Audiology.
Strategy Update - October 2004
- Expanded ASHA's efforts to showcase student research and academic success by awarding travel funds for 10 Student Research Travel Awards for presentations at the ASHA Convention, 10 travel awards for presentations at Lessons for Success conference, 7 Minority Student Travel Awards to showcase research at the annual Research Symposium, and 7 travel stipends awarded to the 2004 ASHF's New Century Scholars for travel to a 2005 research conference.
- Established the Early Career Contributions in Research and revised the Special Contributions in Higher Education certificate. Criteria for these awards are established by the Committee on Honors.
- Initiated efforts to inform Congress and the U.S. Department of Education about the doctoral shortage in communication sciences and disorders higher education programs and the negative impact this shortage will have on the education of audiologists and speech-language pathologists by:
- Retaining legislative counsel to assist in access to key lawmakers and in development of proposals to meet outcomes for this issue
- Developing specific legislative proposals for insertion into the reauthorizations of the Higher Ed Act and IDEA
- Developing legislative report language to equate graduatates in CSD with special education, math and science teachers for loan foregiveness,
- Promoting increased funding for grant opportunities related to the doctoral shortage in appropriations and reauthorization legislation.
- Meeting with over 40 members of Congress to discuss the impact of the doctoral shortage.
ISSUE 3: There is no coordinated data collection and dissemination system related to doctoral programs that allows for the exchange of information on research training experiences, funding levels, scholarship activities, and those who enter academia upon completing the PhD degree.
OUTCOME: Increased availability and use of a coordinated data collection and centralized mechanism for information dissemination on academic program characteristics, doctoral students and new faculty-researchers in CSD.
STRATEGIES for 2004
1. By December 31, 2004, the Academic Affairs, Surveys and Information, Credentialing, and Information Systems units will have developed an integrated/coordinated communication sciences and disorders database designed to gather, maintain, access, and analyze information from academic programs, including data on PhD graduates employed in academic settings, PhD program characteristics, and sources and levels of funding for PhD students. A report on the system developed will be submitted to the Chief Staff Officer for Audiology.
2. By December 31, 2004, the Membership and Information Systems units will have developed a mentoring database comprised of senior and retired teacher-researchers in communication science and disorders and related disciplines to assist new researchers (i.e., either students or new faculty) in the discipline in the pursuit of their teaching-research careers. A copy of the database components will be submitted to the Chief Staff Officer for Audiology.
3. By December 31, 2004, the Academic Affairs, Research Resources and Advocacy, and Governmental Relations and Public Policy units will have identified and disseminated sources of federal, state and private funding available to fund students to pursue PhD studies and careers as new researchers in communication science and disorders. A list of sources identified will be submitted to the Chief Staff Officer for Audiology.
4. By December 31, 2004, Academic Affairs, Research Resources and Advocacy and the ASHA Web Team will have developed and/or revised content on the ASHA Web site for the academic and research member communities to include doctoral students, clinical and academic faculty, researchers and academic programs. The Web site will also facilitate information exchange through various electronic mechanisms. A copy of the Web site information will be submitted to the Chief Staff Officer for Audiology.
5. By December 31, 2004, the Academic Affairs, Research Resources and Advocacy, Governmental Relations and Public Policy units, and the ASHA Web Team will have developed an e-Newsletter for the academic community to share information on research, funding, teaching, and legislation news. A copy of the E-newsletter will be submitted to the Chief Staff Officer for Audiology.
Strategy Update - October 2004
- Designed an integrated/coordinated communication sciences and disorders data collection/dissemination system to gather, maintain, access, and analyze information from academic programs. The first phase of a public-facing portion (i.e., search engine for students) will be implemented by December 31, 2004.
- Developed a mentoring database comprised of experienced teacher-researchers in CSD and related disciplines to assist new researchers (i.e., either students or new faculty).
- Developed a Web-based Research Fact Sheet that provides information about federal, state, and private funding sources to support students pursuing the PhD degree and careers in higher education.
- Developed a new ASHA Web site designed as an Academic-Researcher Member Community that features centralized information and resources that support academic and clinical faculty, researchers, and PhD students.
- Developed and published Access Academics & Research, a customized bimonthly e-zine newsletter for faculty, researchers and PhD students to share information on research, funding, teaching, legislation, and regulation news.
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