ASHA's Faculty Development Institute

IMPORTANT: Due to the impact of COVID-19, ASHA has cancelled the 2020 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 interprofessional collaborative practice (IPE/IPP)
3. enhanced service delivery
4. cultural competence

The 2020 AFDI will be held on October 2–4, 2020, at the ASHA National Office in Rockville, Maryland. The application period opens on May 18, and applications to attend must be submitted online by June 17. More information about AFDI, eligibility, and how to apply is provided below.

This program is offered for 1.55 ASHA CEUs (Intermediate level; Related area)

About AFDI

Learning directed at memorization of facts and theories is no longer the gold standard of higher education. Learning to identify evidence, think critically about theory, and apply knowledge using analytical and creative skills—as well as possess cultural competence—are critical for 21st century work. 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 aims to (1) provide CSD faculty the opportunity for guided learning and (2) 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 and webinars prior to the face-to-face workshop; and
• will be expected to contribute to an e-publication that describes the journey, including plans and strategies, challenges and accomplishments within the first year, and lessons learned. As part of this process, participants must submit a goal implementation plan and progress reports following the face-to-face workshop.

Eligibility

We encourage applications by faculty at any rank who are interested in being champions of change to advance two or more of the four topics at their university. Up to 63 individuals will be selected to participate.

Application Instructions

Applications are due by June 17, 2020. 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 two or more of the four topics in the curriculum? One topic must cover evidence-based practice or IPE/IPP. The second topic must cover enhanced service delivery or cultural competence.
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 is available for print on the application website or can be downloaded [PDF] .)
3. A Curriculum Vitae, including courses that you currently teach or will be teaching.

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

Learning Outcomes

Participants of AFDI will be able to

• describe the need to align clinical education with evolving practice, specifically relative to evidence-based practice, interprofessional practice, enhanced service delivery, and cultural competence;
• identify three strategies for incorporating these topics into CSD curriculum; and
• establish a plan for implementing curricular enhancements related to these topics. 

Presenter Bios and Disclosures

Diane Hawley, PhD, RN, APRN-CNS, CNE, has taught nursing at Texas Christian University (TCU)-Harris College of Nursing & Health Sciences for 23 years. Her experience as a nurse spans nearly 40 years and is primarily in the arena of critical care where a team approach is almost mandated for quality outcomes. Diane’s PhD is in curriculum and instruction development, and she has chosen to concentrate most recently on expanding interprofessional education (IPE) and practice. She has been one of the key representatives to the inter-institutional collaboration between TCU and the University of North Texas Health Science Center (UNTHSC). They have had several very successful IPE initiatives with a multitude of healthcare professional students at various levels and with such content as dysphagia, code blue simulation, and the Seniors Assisting in Geriatric Education (SAGE) interprofessional team home visits with an older person.

Financial Disclosures:

• Financial compensation from ASHA for this presentation 

Nonfinancial Disclosures:

• No nonfinancial relationships to disclose

Jennifer Watson, PhD, CCC-SLP, BCSF, is a professor at Texas Christian University’s (TCU) Davies School of Communication Sciences and Disorders, where she serves as IPE Coordinator. Dr. Watson was a member of the inaugural executive board of the National Academies of Practice's Speech-Language Pathology Academy and continues to serve on the board. She has been active in intra- and cross-institutional efforts to prepare students for collaborative care. These efforts include students and faculty from more than 10 different disciplines at both TCU and the University of North Texas Health Science Center, where she is an adjunct faculty member. During her more than 35-year tenure at TCU, Dr. Watson has served as departmental chair, undergraduate and graduate program director, and clinic director. A Fellow of ASHA, Dr. Watson has served in a number of leadership roles at ASHA, including ASHA’s Vice President for Standards and Ethics in Speech-Language Pathology.

Financial Disclosures:

• Financial compensation from ASHA for this presentation 

Nonfinancial Disclosures:

• No nonfinancial relationships to disclose

Lemmietta McNeilly, PhD, CCC-SLP, FNAP, CAE, is ASHA’s Chief Staff Officer for Speech-Language Pathology and an ASHA Fellow. She leads ASHA’s objective to enhance service delivery across the continuum of care to increase value and access to services by engaging in varied service delivery options including practicing at the top of the license.

Financial Disclosures:

• Lemmietta McNeilly is an ASHA employee

Nonfinancial Disclosures:

• Objective Owner for Enhanced Service Delivery initiatives

Lesley Maxwell, MS, CCC-SLP, is Associate Chair and Associate Professor for the Department of Communication Sciences and Disorders at the MGH Institute in Boston. She is a specialist in pediatric speech-language pathology, clinical education, and supervision with interests in the areas of interprofessional education, leadership development, coaching, early childhood disorders of communication, autism, school-age language learning disabilities, and language and literacy instruction in regular education classrooms. Ms. Maxwell has expertise in curriculum development and design in traditional and online teaching environments. She is also an active coach, consultant, and professional development provider at the state and national levels.

Financial Disclosures:

• Financial compensation from ASHA for this presentation 
• Lesley Maxwell is an MGH Institute of Health Professions employee

Nonfinancial Disclosures:

• No nonfinancial relationships to disclose

Loretta Nunez, MA, AuD, CCC-A/SLP, FNAP, is Director of Academic Affairs & Research Education at ASHA. She leads ASHA’s Envisioned Future 2025 strategic objective to advance interprofessional education and collaborative practice. She is an ASHA Fellow and Distinguished Practitioner and Fellow of the National Academy of Practice in Speech-Language Pathology.

Financial Disclosures:

• Loretta Nunez is an ASHA employee

Nonfinancial Disclosures:

• Member of the American Interprofessional Health Collaborative (AIHC) and Co-Chair of Scholarship Committee to advance teaching and research in IPE/IPP
• Objective Owner for Interprofessional Education and Interprofessional Collaborative Practice initiatives

Margaret Rogers, PhD, serves as the Chief Staff Officer for Science and Research at the American Speech-Language-Hearing Association (ASHA). She oversees the five ASHA journals, The ASHA Leader, ASHA’s Practice Portal and Evidence Maps, the Academic Affairs and Research Education unit, the Survey and Analysis unit, and ASHA's National Center for Evidence-Based Practice. 

Financial Disclosures:

• Margaret Rogers is an ASHA employee

Nonfinancial Disclosures:

• Objective Owner for Evidence-based Practice initiatives

Mindy Sittner Bridges, PhD, CCC-SLP, is an Assistant Professor at the University of Kansas Medical Center (KUMC) and a certified speech-language pathologist. Broadly, her research interests include the connection between language and reading development. Dr. Bridges currently serves as an Investigator on two National Institute of Child Health and Human Development (NICHD)-funded grants examining reading comprehension in upper elementary and adolescent students. She teaches seminars on evidence-based practice and implementation science in the clinical doctorate program at KUMC.

Financial Disclosures:

• Financial compensation from ASHA for this presentation 

Nonfinancial Disclosures:

• No nonfinancial relationships to disclose

Valarie B. Fleming, PhD, CCC-SLP, is Professor and Chair in the Department of Communication Disorders at Texas State University. Her passion for teaching and her interests in the access and utilization of healthcare services spurred her to assist faculty in developing inclusive classroom practices and preparing culturally competent clinicians.

Financial Disclosures:

• Financial compensation from ASHA for this presentation 
• Valarie Fleming is a Texas State University employee

Nonfinancial Disclosures:

• No nonfinancial relationships to disclose

Vicki R. Deal-Williams, MA, CCC-SLP, FASAE, CAE, is ASHA’s Chief Staff Officer for Multicultural Affairs. She is an ASHA-certified speech-language pathologist, has worked extensively in the area of diversity and inclusion, association leadership, and strategic planning for over 30 years. Vicki is a Fellow of ASHA and the American Society of Association Executives.

Financial Disclosures:

• Vicki Deal-Williams is an ASHA employee

Nonfinancial Disclosures:

• Objective Owner for Cultural Competence initiatives