ASHA's Faculty Development Institute

ASHA’s Faculty Development Institute (AFDI) is a 2½ day workshop for faculty that focuses on how to teach and incorporate four areas into communication sciences and disorders (CSD) curriculum directly relating to the future of learning and work:  

  1. Evidence-based Practice 
  2. Interprofessional Education and Collaborative Practice
  3. Practicing at the Top of The License
  4. Cultural Competency

The 2019 AFDI will be held on September 20–22, 2019, and offered at the ASHA National Office in Rockville, Maryland. Applications to attend open June 12 and must be submitted online by July 15. More information about AFDI, eligibility, and how to apply is provided below.

About AFDI

Learning directed at memorization of facts and theories is no longer the gold standard of higher education. Learning how to identify evidence, think critically about theory, and apply that knowledge using analytical and creative skills, as well as empathy and cultural sensitivity has become the coin of the realm for 21st century jobs. Students must also learn to work collaboratively and at the "top of the license" to solve complex problems, innovate and succeed in most employment settings.

AFDI aims to help CSD faculty develop and implement curricular enhancements that incorporate approaches consistent with the future of learning relative to the four areas listed above. AFDI will provide CSD faculty the opportunity for guided learning and to develop plans in consultation with experts and peers to advance teaching of these four topic areas. ASHA plans to support widespread dissemination of the information presented at the workshop and the strategies, plans, and results of participants’ implementation efforts through an e-publication.

Participants of AFDI:

  • Will be provided lodging and meals by ASHA.
  • Will obtain funding or fund their own round-trip travel expenses. 
  • Will be assigned preparatory readings prior to the face-to-face workshop.
  • Will be expected to contribute to an e-publication in September 2020, that describes the journey, including plans and strategies, challenges, and accomplishments within the first year, and lessons learned.

Eligibility

Faculty at any rank who are interested in being champions of change to advance one or more of the four topics at their university are encouraged to apply. Up to 34 individuals will be selected to participate.

Application Instructions

Applications are due by July 15, 2019. There is no application fee. Applicants must complete the application online, which includes uploading the following materials:

  1. A Letter of Intent (not to exceed 750 words) that addresses the following question: What opportunities do you see in your department to advance one or more of the four topics in the curriculum (evidence-based practice; interprofessional education and collaborative practice; practicing at the top of the license; and cultural competency)?
  2. A signed Statement of Attestation from the Program Administrator (e.g., Director, Chair, Dean), which attests that there is departmental and/or institutional support for exploring and implementing strategies to advance one or more of the four topic areas. (The Statement of Attestation can be found on the application website.)
  3. Curriculum Vitae, including courses that you currently teach or will be teaching.

If you have questions, please e-mail academicaffairs@asha.org

Selection Criteria

The following criteria will be considered in the selection process:

  1. Faculty engaged in teaching clinically-focused courses who are interested in or plan to incorporate or enhance one or more of the four topic areas into their courses and potentially the curriculum.
  2. Faculty who feel prepared and willing to be agents of change in their department and university to champion better preparation of students relative to one or more of the focus topic areas of the 2019 AFDI.
  3. ASHA will be examining the applicant pool as a whole, in an effort to achieve as diverse group of participants as possible, with specific attention to geographical regions, areas of clinical and/or research expertise, and faculty rank. 

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