Description

Creating a diverse cohort of students, not only in race, ethnicity, and gender, but also in lived experiences, socioeconomic status, and perspective is a goal for many universities, and in particular, CSD programs. Making changes to long standing admissions processes and procedures can be challenging, even when evidence exists that these changes may facilitate increased diversity in incoming student cohorts. By implementing inclusive and equitable admissions processes, grounded in evidence, and interrogating our own implicit biases around these processes, we have the opportunity to facilitate changes that will ultimately result in a workforce that more closely reflects the world in which we live and the populations we serve. This webinar is an opportunity to learn about 1) evidence-based admissions processes that have been shown to increase student diversity, on multiple dimensions; 2) implicit bias and how it affects equity and inclusivity of admissions decisions and outcomes and 3) strategies and solutions for implementation of these processes. In addition, the webinar will include time for Q & A and discussion about facilitating changes for inclusive and equitable admissions processes within your program or at your institution

Learning Objectives

• Define the foundational tenets of holistic review, defined by the initiatives set forth by the American Association of Medical Colleges (AAMC) and implemented successfully in other allied health professions 
• Identify the evidence regarding increased diversity of student cohorts in health professions using holistic review practices
• Describe the different types of implicit biases and where they may occur in admissions processes 
• Identify 2 - 3 strategies or solutions that may shift admissions processes to be more equitable and inclusive.

Time Ordered Agenda
7:00 - 7:05: Introductions and introduction to webinar
7:05 - 7:30: Inclusive and equitable admissions processes, including holistic review for admissions
7:30 - 7:50: Implicit bias and admissions (including the impact on evaluating interviews, videos, and other methods
7:50 - 8:00: Recommended strategies and solutions
8:00 - 8:30: Discussion, sharing, and Q&A around strategies and solutions

Speakers

Kerry C. Mandulak

Pacific University 

As Chair of the Graduate Admissions Committee in the School of Communication Sciences and Disorders, Dr. Kerry Mandulak has seen firsthand the power of using holistic review processes to increase the diversity of the speech-language pathology and audiology workforce. She has also been an active member and past Chair of the Communication Sciences and Disorders Centralized Application Service (CSDCAS) Committee. Through speaking opportunities and collaborative discussions presented by these roles, Dr. Mandulak hopes to continue the national conversation around this important work. 

Disclosures:

Financial: Salary at Pacific University, Honorarium from CAPCSD for this webinar presentation, internal grant funding at Pacific University through an intercollegiate grant mechanism for a project entitled “Exploring Best Practices in Holistic Admissions and the Support for Diverse Student Cohorts in Health Professions.”
Non-financial:  Member of ASHA, CSDCAS user/administrator at Pacific University, Chair of Graduate Admissions Committee at Pacific University

Danai  Fannin

North Carolina Central University 

Dr. Fannin is an Associate Professor in the Department of Communication Sciences and Disorders at North Carolina Central University. Her research interests include cultural effects on communicative functions, culturally and linguistically appropriate language evaluation, interdisciplinary intervention for children with developmental disabilities, and autism intervention for children in underserved, rural areas. 

Disclosures:

Financial: Salary from North Carolina Central University, Honorarium from CAPCSD for this webinar presentation,
Non-financial:  NCCU Department of Communication Sciences and Disorders admissions committee member, Chair of the NCCU Student Committee that oversees things like admissions processes, CAPCSD CSDCAS Subcommittee on Recruitment member, ASHA Multicultural Issues Board member, ASHA SIG 14 Professional Development Manager. 

Jennifer Taylor

University of Memphis 

Jennifer P. Taylor, AuD, is the Director of Clinical Services in Audiology and a Clinical Associate Professor for the School of Communication Sciences and Disorders at the University of Memphis and Audiology Section Chief at the University of Tennessee Boling Center for Developmental Disabilities. She is an active volunteer at the local, state and national levels for communication sciences and disorders. 

Disclosures:
Financial: Salary from University of Memphis, Honorarium from CAPCSD for this webinar presentation,
Non-financial:  VP of Organizational Advancement, CAPCSD 

ASHA CEU Statement

This course is offered for .15 ASHA CEUs (Introductory level, Related area).