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ASHA's Faculty Development Institute

ASHA’s Faculty Development Institute (AFDI) is a multi-day institute for faculty that focuses on how to teach and incorporate four areas into communication sciences and disorders (CSD) education—areas that directly relate to the future of learning and work:

  1. evidence-based practice 
  2. interprofessional education and interprofessional collaborative practice
  3. enhanced service delivery/top of the license
  4. cultural competence

The 2021 AFDI will be held virtually, in which participants will view prerecorded sessions asynchronously prior to joining an online institute October 1–3, 2021. Be sure to check out the institute agenda [PDF]. The application period opens on May 17, and applications to attend must be submitted online by June 17. More information about AFDI, eligibility, and how to apply is provided below.

ASHA Approved CE Provider

This program is offered for 1.6 ASHA CEUs (Intermediate level; Related area)

About AFDI

Learning that is directed at memorization of facts and theories is no longer the gold standard of higher education. Learning that is done to identify evidence, think critically about theory, and apply knowledge using analytical and creative skills—as well as possess cultural competence—is 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 enhancements in CSD education that incorporate approaches consistent with the future of learning relative to the four areas listed above. AFDI aims to (a) provide CSD faculty the opportunity for guided learning and (b) develop plans in consultation with experts and peers in order to advance teaching of these four topic areas. ASHA plans to support widespread dissemination of the information presented at the institute and the strategies, plans, and results of participants’ implementation efforts through an e-publication.

Participants of AFDI

  • will be assigned preparatory readings and prerecorded sessions to view prior to the 3-day virtual institute;
  • 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 virtual institute; and
  • will actively engage in implementing their AFDI plans over a 2-year timeframe.

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 160 individuals will be selected to participate.

Application Instructions

Applications are due by June 17, 2021. There is no application fee. Applicants must complete the application online, which includes uploading the following materials:

  1. 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 CSD education?
  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. 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 achieve the following learning outcomes:

  1. Describe strategies to align education with evolving practice and the future of work—specifically relative to evidence-based practice, interprofessional practice, enhanced service delivery, and cultural competence.
  2. Identify areas for effecting change in CSD academic programs, such as the following:
    • Clinical Education
    • Didactic Coursework/Syllabus
    • Curricular Design and Pedagogical Approaches
    • Faculty Development and Education
    • Developing Collaborations
    • Building a Coalition/Changing Culture
    • Scholarship of Teaching and Learning
  3. Design an implementation plan related to one or more of the four AFDI topics.

Presenter Bios and Disclosures

Diane Hawley, PhD, RN, APRN-CNS, CNE, has taught nursing at TCU-Harris College of Nursing & Health Sciences for 23 years. Her experience as a nurse spans nearly 40 years and is primarily in the arenas of critical care and geriatrics where an interprofessional approach is mandated for quality outcomes. Her PhD is in curriculum and instruction development and she has chosen to concentrate on expanding interprofessional education (IPE) research and practice. She has been one of the key representatives to the inter-institutional collaboration between TCU and a health science center. There have been several 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. They have been able to boast about their successes at a variety of conferences both there and abroad that span disciplines and practices.

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 TCU’s Davies School of Communication Sciences and Disorders, where she serves as IPE Coordinator. She was a member of the inaugural executive board of the National Academies of Practice SLP Academy and currently serves on the NAP Registry and Partnerships committees and the CAPCSD IPE Committee. Dr. Watson has been active in cross-institutional interprofessional education efforts involving students and faculty from more than 10 different disciplines at multiple institutions, including the University of North Texas Health Science Center, where she is an adjunct faculty member. During her 39-year tenure at TCU, Dr. Watson has served as departmental chair, undergraduate/graduate program director, and clinic director. An ASHA Fellow, she has served in several ASHA leadership roles, including as ASHA’s VP for Standards and Ethics in SLP and on the Board of Ethics.

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 of the Department of Communication Sciences and Disorders at the MGH Institute of Health Professions. She has expertise and interests in the areas of clinical and academic education, leadership development, coaching, interprofessional education, anti-oppressive practice, and pediatric communication disorders. She is a founding faculty member of the program at the IHP and former Clinical Director with extensive experience in curriculum design and development. She believes that enhanced service delivery arises from educational practices that focus on developing critical thinking and innovation and that the field of speech-language pathology has extensive untapped potential and value to offer to education, healthcare, business, technology and other systems.

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:

  • Advisory Board Member of the American Interprofessional Health Collaborative (AIHC) and former Co-Chair of the Scholarship Committee to advance teaching and research in IPE/IPP
  • Objective Owner for ASHA’s 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, Academic Affairs and Research Education unit, 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 and a certified speech-language pathologist. Broadly, her research interests include the connection between oral and written language development and disorders. Dr. Bridges currently serves as an Investigator on three NIH-funded grants examining reading comprehension in upper elementary and adolescent students. She also serves as an investigator on an Institute of Education Science grant that seeks to develop and validate a dynamic assessment of early literacy for students with limited speech production. Additionally, she has ongoing research projects examining the effects of language-focused instruction with preschool students as well as the development of professional development related to such language-focused instruction for preschool teachers. In all research and instruction, Dr. Bridges is committed to the use of evidence-based practice and the translation of research to practice.

Financial Disclosures:

  • Mindy Sittner Bridges receives NIH grant funds

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, where she teaches courses in adult neurogenics and swallowing disorders. With over 20 years in the profession, her passion for communication disorders and teaching, as well as her interests in the access and utilization of healthcare services by underrepresented populations 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:

  • Valerie Fleming is an advisory committee/review panel volunteer for ASHA
  • Valerie Fleming is an advisory committee/review panel volunteer for the Texas Speech-Language-Hearing Association

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

Moderator Bios and Disclosures

Andrea N. Pluskota, MS, CCC-SLP, is a bilingual ASHA-certified speech language pathologist. Her content expertise includes bilingual service delivery and the infusion of cultural and linguistic influences into ASHA content, services, and programming. Her work also supports the Minority Student Leadership Program and recruitment and identification of bilingual service providers.

Financial Disclosures:

  • Andrea Pluskota is an ASHA employee

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Andrea "Deedee" Moxley, MA, CCC-SLP, is ASHA's Associate Director, Multicultural Practices at ASHA.  Deedee's areas of interest include health literacy, developing cultural competence, advancing gender inclusivity and professional mentoring. Recent projects include working on the development of the That's Unheard Of campaign and administration of the ASHA S.T.E.P. Mentoring Program.

Financial Disclosures:

  • Deedee Moxley is an ASHA employee

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Judy Blackburn, PhD, CCC-SLP, is an Associate Director of Academic Affairs and Research Education at the ASHA national office. She provides expert consultation on matters relating to the educational preparation of speech-language pathologists, audiologists, and researchers in communication sciences and disorders. Judy has worked in a variety of academic and clinical positions, including as an associate professor at Towson University, a training manager at Kennedy Krieger Institute, and a speech-language pathologist with the Baltimore City Public Schools. Prior to receiving her speech-language pathology degree, she worked as a social worker in social service, hospital, and school settings.

Financial Disclosures:

  • Judy Blackburn is an ASHA employee

Nonfinancial Disclosures:

  • Member of ASHA's strategic objective team focusing on Enhanced Service Delivery Across the Continuum

Karen Beverly-Ducker, MA, CCC-A, CAE, serves as ASHA’s Director, Multicultural Practices where she directs the Association’s resource development efforts related to the influence of cultural and linguistic diversity in accordance with identified Association needs and strategic objectives. She is responsible for tracking national trends; recommending, facilitating and coordinating the development of Association policy and resources related to clinical practice and professional issues; providing policy information and technical assistance to ASHA members, and serving as liaison and consultant on the practices of audiology and speech-language pathology and the pursuit of science as they relate specifically to diverse populations. In addition, she serves as consultant on disability-related concerns.

Financial Disclosures:

  • Karen Beverly-Ducker is an ASHA employee

Nonfinancial Disclosures:

  • Karen Beverly-Ducker is a member and volunteer with the National Black Association for Speech-Language and Hearing

Monica Sampson, PhD, CCC-SLP, is ASHA’s director of health care services in speech-language pathology. She is a member of ASHA’s strategic objective teams to advance interprofessional education and collaborative practice, and to enhance service delivery across the continuum of care. She has clinical practice experience in a variety of post-acute care health care settings.

Financial Disclosures:

  • Monica Sampson 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
  • Member of ASHA's strategic objective teams focusing on Interprofessional Education and Interprofessional Collaborative Practice and Service Delivery Across the Continuum

Rob Mullen, MPH, oversees the strategic direction and day-to-day operations of ASHA’s National Center for Evidence Based Practice (N-CEP), which is the nexus of all activities related to evidence-based practice at ASHA. This includes measure development and testing; outcomes registry design, development, and administration; clinical decision support tools such as the Evidence Maps; meta-analyses and narrative systematic reviews; and evidence-based clinical practice guidelines.

Financial Disclosures:

  • Rob Mullen is an ASHA employee

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Samantha Moore, CCC-SLP, serves as an associate director in ASHA's Office of Multicultural Affairs. She also serves as the ex officio for SIG 14 (Cultural and Linguistic Diversity) and is part of the Practice Portal team. Her clinical experience is primarily in the acute rehab setting. She has an educational background in linguistics and anthropology. Her specialized areas of interest are DEI, gender diversity, neurorehabilitation, and health literacy.

Financial Disclosures:

  • Samantha Moore is an ASHA employee

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Tiffany White MEd, CCC-SLP, CAS, serves as ASHA's Director of School Services which supports school-based SLPs related to service delivery and best practices. This team strives to provide resources and guidance related to IPE/IPP and evidence-based practices to be implemented within the school setting to support students and school-based clinicians. Tiffany has worked in public and non-public schools as a clinician with her clinical specialty areas being severe-profound disabilities and Autism Spectrum Disorders. In addition, she served as the Program Manager of the Speech-Language and Hearing Department in DC Public Schools for eight years.

Financial Disclosures:

  • Tiffany White is an ASHA employee

Nonfinancial Disclosures:

  • Member of ASHA's strategic objective teams focusing on Interprofessional Education and Interprofessional Collaborative Practice and Service Delivery Across the Continuum

Tobi Frymark, MA, CCC-SLP, is the associate director of ASHA’s National Center for Evidence-based Practice in Communication Disorders (N-CEP).  For the past 20 years she has served as a resource to ASHA staff and members regarding evidence-based practice and outcomes related activities. She received an M.A. from the University of Maryland in speech-language pathology. Prior to coming to ASHA, she has worked for over 15 years with the adult neurogenic population.

Financial Disclosures:

  • Tobi Frymark is an ASHA employee

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Tracy Schooling, MA, CCC-SLP, is the associate director of ASHA's National Center for Evidence-based Practice in Communication Disorders (N-CEP) for pediatric speech-language pathology. In this role, she assists with the coordination and development of clinical practice guidelines, systematic reviews. Evidence Maps, and the National Outcomes Measurement System (NOMS).

Financial Disclosures:

  • Tracy Schooling is an ASHA employee

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Tricia Ashby-Scabis, AuD, CCC-A, is ASHA's Director, Audiology Practices. Her responsibilities include management, leadership, and technical expertise within Audiology Practices. Dr. Ashby collaborates across ASHA's national office engaging audiology practices in ASHA's advocacy, policy, professional and resource development. Previous professional roles included operations in medical audiology settings and, most recently, as an assistant clinical professor at Towson University where she was focused on didactic teaching and clinical supervision, as well as a a member of the College of Health Professions IPP/IPE Case Study Committee. She is a member of ASHA's Strategic Objective #2 staff committee, focused on advancing interprofessional education and collaborative practice.

Financial Disclosures:

  • Tricia Ashby is an ASHA employee

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

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