Models of Academic and Clinical Education

2125V - Preparing for the Future: Supporting PhD Students and Early Career Faculty-Researchers in the PhD Pipeline

ON-DEMAND

Format: 1-Hour Seminar (Virtual)

Audience: Students, Researchers

Keywords: CSD Education Survey, PhD students, Early career faculty, Diversity, equity, and inclusion, Salary

Presenting Author(s)

Judy Blackburn, PhD, CCC-SLP

Associate Director, Academic Affairs and Research Education
ASHA

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Loretta Nunez

American Speech-Language-Hearing Association
JoAnne Cascia, Ed.D., CCC-SLP

Assistant Professor/ Research Advisor
Kean University

Author Only (Not Presenting)(s)

Sarah Slater

American Speech-Language-Hearing Association

How can ASHA and CAPCSD help PhD students and early career faculty succeed as faculty-researchers who will train the next generation of clinicians? For both PhD students and early career faculty, success means more than performing research and teaching courses; it also means exploring innovative teaching methods, designing and disseminating research that impacts clinical practice, and mentoring their own students. We will share survey results about PhD student enrollment, diversity trends, first employment, and faculty salary ranges, in addition to workforce supply and demand data that documents the need for faculty-researchers in CSD. PhD students and early career faculty can learn about research training, funding opportunities, and mentoring programs offered by ASHA and CAPCSD to help them achieve their goals.

Learning Objectives:

Identify 3 goals that PhD students and early career faculty need to achieve for success in an academic-research career.
Describe 3 ways that PhD students and early career faculty can explore educational and career opportunities through the CSD Education Survey data, CAPCSD Salary Survey data, and ASHA member survey data.
Identify 3 ways that ASHA and CAPCSD programs can help advance the careers of PhD trained professionals in providing research funding, research education, and mentoring.