Teaching Symposium on Foundational CSD Science Courses

ASHA’s Teaching Symposium on Foundational CSD Science Courses is a 1½-day professional development event for faculty who teach or plan to teach foundational communication sciences and disorders (CSD) science courses (e.g., hearing science, speech science, language science, anatomy and physiology, neuroscience). The symposium will promote and enhance foundational education in the CSD sciences using evidence-based teaching strategies, including innovative instruction and high-impact learning practices, for a diverse group of learners.

ASHA will hold the Teaching Symposium on Foundational CSD Science Courses on May 21–22, 2020, at the ASHA National Office in Rockville, Maryland. Applications to attend open on August 15. Individuals must submit applications online by September 30. See below for more information about the symposium, eligibility, and the application process.

CE Provider Logo

This program is offered for 1.20 ASHA CEUs (Intermediate level; Related area)

About the Symposium

The 2015 Academic Affairs Board (AAB)—in its final report, The Role of Undergraduate Education in Communication Sciences and Disorders [PDF], and in the 2015–2018 Strategic Plan to Increase the Student Pipeline and Workforce for PhD Researchers and Faculty Researchers [PDF]—recommended enhancing science preparation at the undergraduate level and a means for sharing innovations and best teaching practices among faculty who currently teach CSD science courses (or may do so in the future).

The Teaching Symposium on Foundational CSD Science Courses aims to

  • assemble a community of faculty for the exchange of knowledge and pedagogical information about foundational CSD science courses;
  • provide CSD faculty the opportunity to experience guided learning and to develop plans in consultation with experts and peers to advance teaching of the CSD sciences; and
  • establish a learning community that can be sustained beyond the symposium. This could include, for example, curriculum and teaching practices, innovative instruction, and alternative models for delivery of quality education in the basic science foundations of the disciplines.

Learning Outcomes

Participants will be able to do the following after this symposium:

  • Describe the foundations of evidence-based pedagogy for teaching CSD science courses.
  • Identify three strategies for incorporating active learning, student engagement, co-curricular experiences, and other high-impact learning practices within CSD science courses.
  • Develop a plan for implementing high-impact teaching practices into undergraduate CSD sciences courses and for applying the translational relevance across audiology and speech-language pathology curricula.

Eligibility

Faculty of any rank, PhD students, and postdoctoral fellows who currently teach or will be teaching CSD science courses within 1 year of participation may apply for the CSD Science Teaching Symposium. ASHA will select up to 56 individuals as symposium participants. 

Participants of the CSD Science Teaching Symposium

  • will be provided 2 nights of lodging and on-site 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 symposium; and
  • will be expected to contribute to a learning community for faculty who are teaching CSD science courses.

Application Instructions

Applications are due by September 30, 2019. There is no application or registration fee. Applicants must complete the application online, which includes the following.

1. An application (not to exceed 150 words for each of the following items):

  • Briefly describe your motivation for participating in this CSD Science Teaching Symposium.
  • Describe the element(s) of your course(s) that you are considering changing. For PhD students or postdoctoral fellows, describe the innovative teaching element(s) that you are interested in learning about.
  • Describe how you will enhance the teaching of the CSD sciences following your participation in the symposium.
  • What could a learning community for CSD science educators look like? 

2. A bio sketch (not to exceed 1,000 words) that describes your

  • Educational background
  • Employment/academic positions
  • Scholarship/teaching awards (nominations)
  • Courses taught and their levels (undergraduate or graduate)
  • Other information you would like to share (50-word max)

3. 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 participating in and applying information learned to enhance the teaching of CSD science courses. (The statement of attestation can be found on the application website.)

If you have questions, please email academicaffairs@asha.org

Selection Criteria

ASHA will consider the following criteria during the selection process:

  1. Faculty who are currently teaching CSD science courses, PhD students, or postdoctoral fellows who will be teaching CSD science courses within 1 year of participating in the symposium.
  2. Faculty who feel prepared and willing to enhance their teaching practices and contribute to a learning community as a means for sharing innovations and best teaching practices.
  3. Diversity within the participant group to achieve as diverse a group of participants as possible; ASHA will examine the applicant pool as a whole with specific attention to geographical regions, CSD science expertise and courses taught, and faculty rank.

Presenters

Brad Story

Brad Story, PhD, is a Professor in the Department of Speech, Language, and Hearing Sciences at the University of Arizona. His research focuses on development of computational, physically based models that simulate the observed structure, movement, and acoustic characteristics of specific components of the speech production system. He has taught undergraduate and graduate courses in speech science, speech perception, acoustics, hearing science, and anatomy and physiology. Dr. Story is a Fellow of the Acoustical Society of America, a recipient of the Rossing Prize in Acoustics Education and Willard R. Zemlin Lecture in Speech Science, and has served as an Associate Editor of The Journal of the Acoustical Society of America. He has authored more than 100 publications in the area of voice and speech science.

Financial Disclosures

  • Salary from University of Arizona
  • Royalties from Plural Publishing
  • Honorarium from ASHA

Nonfinancial Disclosures

  • None

Sumit Dhar

Sumit Dhar, PhD, is the Hugh Knowles Professor of Hearing Science and is the Associate Dean for Research of the School of Communication at Northwestern University. The overall aim of Dr. Dhar’s research is to improve early detection of age-related hearing loss and to improve access to hearing health care. The physiological bases of much of the early detection work is built on an understanding of cochlear mechanics using otoacoustic emissions. Work in his lab is funded by the National Institutes of Health as well as by private foundations. Dr. Dhar is the recipient of the 2013 Clarence Simon Award for Teaching and Mentoring.

Financial Disclosures

  • Salary from Northwestern University
  • Consulting fee from Glenview Capital
  • Royalties from Plural Publishing
  • Intellectual property rights from Etymotic Research
  • Honorarium from ASHA

Nonfinancial Disclosures

  • None

C. Melanie Schuele

C. Melanie Schuele, PhD, CCC-SLP, and ASHA Fellow, is an Associate Professor in the Department of Hearing and Speech Sciences at Vanderbilt University Medical Center. She obtained her PhD from the University of Kansas’s Child Language Doctoral Program. Dr. Schuele’s teaching has encompassed coursework in language science, language development, speech sound disorders, and child language impairments. She actively participates in the programs of the Vanderbilt Center for Teaching and the Educator Development Core in the School of Medicine. These programs have enabled her to infuse evidence-based practices into her teaching. In addition, her training grants from the U.S. Department of Education have provided a platform allowing her to innovate in the classroom as well as in research and clinical mentoring.

Financial Disclosures

  • Salary from Vanderbilt University Medical Center
  • Grant funds from the U.S. Department of Education
  • Honorarium from ASHA

Nonfinancial Disclosures

  • None

Jennifer Friberg

Jennifer Friberg, EdD, CCC-SLP, is the Cross Endowed Chair in the Scholarship of Teaching and Learning and is a Professor of Communication Sciences and Disorders at Illinois State University. She serves as the co-chair for the International Society for the Scholarship of Teaching and Learning’s Advocacy and Outreach committee, and she is the founding Associate Editor for Teaching and Learning in Communication Sciences and Disorders. She publishes and presents frequently on topics related to research on teaching and learning.

Financial Disclosures

  • Salary from Illinois State University
  • Royalties from Plural Publishing
  • Honorarium from ASHA

Nonfinancial Disclosures

  • Board membership, volunteer membership on advisory committee or other panels, and other volunteer activities (founding associate editor and contributor to journal) with Teaching and Learning in Communication Sciences and Disorders
  • Membership, volunteer teaching and speaking, volunteer membership on advisory committee or review panels and other volunteer activities (co-chair of the Advocacy and Outreach committee, conference reviewer, conference presenter, member of ad hoc committee on publications marketing) with the International Society for the Scholarship of Teaching and Learning

Barbara Cone

Barbara Cone, PhD, CCC-A, is Professor of Speech, Language, and Hearing Sciences at the University of Arizona, Tucson. Her research interests include human auditory system development and electrophysiology. She was an Erskine Fellow at the University of Canterbury, Christchurch New Zealand (Summer 2015). She is a member of ASHA’s Academic Affairs Board (2018–2020) and an affiliate of Special Interest Groups 6 (Hearing and Hearing Disorders: Research and Diagnostics) and 9 (Hearing and Hearing Disorders in Childhood). Dr. Cone is a past member of ASHA’s Board of Directors, having served as Vice President of Academic Affairs in Audiology (2014–2016).

Financial Disclosures

  • Salary from University of Arizona
  • Travel stipend from ASHA

Nonfinancial Disclosures

  • None

ASHA Corporate Partners