SIG News | June 01, 2001ASHA’s 2001 Research in Higher Education Mentoring Program Debra Bussaco Author Affiliations & Notes Debra Bussaco Academic Affairs Office, ASHA, Rockville, MD © 2001 American Speech-Language-Hearing Association Article Information SIG News SIG News | June 01, 2001 ASHA’s 2001 Research in Higher Education Mentoring Program SIG 10 Perspectives on Issues in Higher Education, June 2001, Vol. 4, 10-11. doi:10.1044/ihe4.1.10 SIG 10 Perspectives on Issues in Higher Education, June 2001, Vol. 4, 10-11. doi:10.1044/ihe4.1.10 View Article Figures Tables PDF PDF Supplemental Data Supplements Multimedia Share Email Twitter Facebook Pinterest Tools Get Citation Citation Bussaco, D. (2001). ASHA’s 2001 Research in Higher Education Mentoring Program. Perspect Iss Higher Ed, 4(1), 10-11. doi: 10.1044/ihe4.1.10. Download citation file: RIS (Zotero) EndNote BibTex Medlars ProCite RefWorks Reference Manager © 2018 American Speech-Language-Hearing Association × Alerts User Alerts You are adding an alert for: ASHA’s 2001 Research in Higher Education Mentoring Program You will receive an email whenever this article is corrected, updated, or cited in the literature. You can manage this and all other alerts in My Account The alert will be sent to: Confirm × Sign In or Create a free account to receive alerts. × For the third year, ASHA has provided funds for the Research in Higher Education Mentoring Program. This program was developed initially in 1999 and continued in year 2000 as one of ASHA’s strategies to address shortage of teacher/scholars in communication sciences and disorders in institutions of higher education across the nation. This year the program was co-sponsored by ASHA and the American Speech-Language Hearing Foundation (ASHF). The goal of the Research in Higher Education Mentoring Program is to provide undergraduate and master’s students with a one to two-week short-term mentoring experience with a teacher/researcher in a university setting. Students who apply for the program should have a strong interest in pursuing a PhD with the eventual goal of a career as a teacher-scholar in an academic program in communication sciences and disorders. Each student who applies for this short-term mentoring program is responsible for finding a mentor and developing a plan that would provide the student with opportunities to observe or participate in the mentor’s ongoing research activities. In addition, students are exposed to the daily responsibilities of a university professor. In the past 2 years, many of the mentors have provided students with an opportunity to interact with PhD students in their university programs, attend doctoral seminars, and assist doctoral students in their research activities. Such experiences help undergraduate and master’s students decide if they are interested in pursuing a PhD degree. Past student participants have reported gaining a positive and unique experience that has helped them make decisions about choosing a research and teaching career. Several students who participated in the 1999 or 2000 Research in Higher Education Mentoring Programs have enrolled in PhD programs in communication sciences and disorders. First Page Preview × View Large Subscribe to view more For full access to this article, log in to an existing user account, become a SIG affiliate, or purchase a short-term subscription. Become a SIG Affiliate Join a SIG Pay Per View Entire SIG 10 Perspectives on Issues in Higher Education content & archive 24-hour access $25.00 Buy Now This Issue 24-hour access $17.00 Buy Now This Article 24-hour access $10.00 Buy Now Sign In or Create an Account Please sign in using your ASHA.org login. If you do not have an ASHA login, you may register with us for free by creating a new account. Sign In or Create an Account We've Changed Our Publication Model... The 19 individual SIG Perspectives publications have been relaunched as the new, all-in-one Perspectives of the ASHA Special Interest Groups. Learn more > Related Articles Related Topics