Education Leadership Institute (ELI) Fellowship Curriculum

Program Length

This fellowship is one year in length.

The ELI Fellowship begins with an orientation in July and concludes in July of the following year. There will be an opportunity for ELI Fellow alumni to network in October concurrent with the fall Education Leadership Conference sponsored by the Education Section and the Academic Council. This cycle will repeat annually.

Program Orientation

A 2-hour orientation, using video and audio conferencing, facilitate fellows-in-training understanding of the roles and responsibilities of program participants, mentors, faculty, and program director. This orientation overview addresses the following:

  • In mentorship subgroups, expectations of fellows-in-training including challenges, rewards, the institutional leadership project, and leadership development plan are addressed.
  • Opportunity to connect online with the class of fellows-in-training, mentors with identification of fellows-in-training and mentor networking subgroups, fellowship program director, and selected ELI Fellowship Work Group members.
  • Instructions about how to access the APTA Learning Center to complete the online education component and Share Point e-community for fellow and mentor networking.

Online Education Component

Throughout the yearlong program, fellows-in-training complete a series of nine online modules focused on higher education in the APTA Learning Center that include curricular content, case-based situations, reading resources, and assignments that facilitate the application of content. The nine program modules that comprise the online learning component include:

  • Module 1: Personal Leadership and Management (4.2 CEUs)
  • Module 2: Higher Education, Healthcare Systems, and Society (4.0 CEUs)
  • Module 3: Institutional Leadership and Management (3.6 CEUs)
  • Module 4: Student Affairs (3.1 CEUs)
  • Module 5: Legal and Policy Issues (4.4 CEUs)
  • Module 6: Human Resource Management (4.0 CEUs)
  • Module 7: Resources/Financial Management (3.2 CEUs)
  • Module 8: Program Development and Outcomes Assessment (2.0 CEUs)
  • Module 9: Relationships, Influence, and Partnerships (3.0 CEUs)

Faculty content experts who teach the online modules are selected from outside of physical therapy to broaden each participant's perspective and understanding of leadership within the context of higher education. Module content will be applied directly to physical therapy situations during mentor e-community sessions and face-to-face sessions. ELI Fellows-in-Training have an opportunity to interact online with expert faculty during scheduled virtual office hours through the discussion forum.

Program content provided in the online modules is coordinated with the face-to-face components, where learned content is integrated into real life situations and problems with support and guidance offered by mentors. Integration of program content, as applied to the roles and responsibilities of Academic Administrators, is provided by highly experienced physical therapist and physical therapist assistant academic administrator mentors, leaders, and positive role models. Participants will receive CEUs for each of the modules completed in the online education component to include post-test assessments and post module evaluations.

Onsite Education Component

Participants will be required to attend three face-to-face education components that are sequenced in relation to the online education component. Face-to-face sessions provide an opportunity for fellows-in-training to engage with ELI faculty and mentors about the curriculum content. These sessions focus on connecting theory with practice to enable fellows-in-training to directly apply curricular content provided in the online modules to every day practices and through networking with their colleagues and mentors.

The first face-to-face session is convened at the fall Education Leadership Conference (ELC) to facilitate integration of the fellows-in-training within the Education Section, Academic Council, and Physical Therapist Assistant Educators Special Interest Group (SIG) to further their leadership development. The second (March) and third (July) face-to-face meetings will occur in a separate retreat format independent of other conferences with locations that are to be determined on an annual basis.

Participant Projects

Integration of Education Leadership Concepts

  • Apply contemporary leadership knowledge, skills, and behaviors associated with leadership in higher education to physical therapy.
  • Participate in course, program, and long-term professional evaluations to shape the continued enhancement of leadership competencies.
  • Incorporate education leadership concepts within a Leadership Project and Leadership Reflections in developing a plan.

 Leadership Development Reflections and Plan 

  • Develop leadership assessment and feedback skills.
  • Refine Leadership Development Reflections and plan with the support of the academic institution, peers, and Education Leadership Institute Fellowshipmentors.
  • Develop a strong network of ELI Fellows to advance leadership within physical therapy.
  • Empower ELI Fellows to facilitate and expand networks with colleagues in their academic institution and higher education.

Leadership Project

  • Develop, refine, and implement a Leadership Project that is relevant to the needs of the participant's academic institution and that facilitates the resolution of an issue/need within the supporting academic institution.
  • Involve the academic institution's leadership, including signed consent by the participant's Dean/supervisor, with the participant's leadership project. This project may or may not be fully realized by the completion of the ELI Fellowship and may continue beyond the yearlong curriculum.
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