policy, legislation, and professional development
in a sensory disability context. This nationwide
online course affords the Fellows multiple opportunities to learn from experts in other sensory disability areas (see Table 3). This creates an integral part of a community of learners in which
feedback is both given and received by peers and
expert faculty as part of the doctoral process.
Table 3
Faculty-led Enrichment Program Sessions by
Faculty Sensory Disability Area Specialization
B/VI Faculty
D/HH Faculty
Year 1
7
5
4
Total Faculty
(Unduplicated
by Year)
16
Year 2
3
1
6
10
Year 3
5
2
3
10
Year 4
42
DB Faculty
N/A: In Year 4 Fellows work with their NLCSD Committees
and others, as assigned
The second component of the Enrichment
Program focuses on face-to-face opportunities:
annual meetings with the NLCSD Community
(Fellows, Consortium faculty, PAC, OSEP and
Leadership Team); annual attendance at an education and/or disability related conference in conjunction with a Fellows' meeting; and support to
attend a professional conference of their own selection. Throughout these face-to-face sessions,
Fellows have multiple and repeated opportunities
for informal networking with their peers, faculty,
and PAC members. Structured sessions have included area such as presentations on their research topics with time for formative feedback
from both policy and research perspectives, mock
job interview sessions with faculty, and workshops on strengthening the content and form of
their curricula vitae.
Strengths of the Model
Additional to the above-discussed opportuni-
