Leadership Project

LEND Leadership Project ideas for 2020-21

1. Providing Family Resources
   • The focus of this project is to support families with children who are DHH with resources by using both questionnaires to determine family’s needs as well as developing resources that can be provided to families as a handout or as an emailed link.
   • Current questionnaires and family resources for IHDD Sound Beginnings/Sound For Life
2. Audiology Telehealth for Families
   • The focus of this project is to provide families with support via telehealth and electronic and phone communication during the early EHDI stages.
   • The LEND student will work with the Audiology Clinic Coordinator to identify families whose children who have not passed newborn hearing screening who have not been scheduled for follow-up screening/assessment and will either communicate with the families directly via phone and email or a telehealth visit.
   • The LEND student will provide follow-up communication with families whose child has been identified as DHH to answer questions and provide support via telehealth.
3. cCMV Project
   • The focus of this project is on increasing public health awareness of the impact of congenital cytomegalovirus (cCMV) and improving access to early CMV screening.
   • The student will work with Mallory Baker who has championed the WA CMV Project  (mallory.baker@wacmvproject.org) and Julie Skene (skenej@uw.edu), UW intern at the WA EHDDI program, who is working on improving cCMV awareness through the WA EHDDI program
4. Teens who are DHH and Mental Health
   • The focus of this project is to implement mental health screening of teens who are DHH and provide resources for community support as a follow-up to Jenna Sawafta’s 2019-20 LEND project.
5. Improving Communication Access for Children who are DHH during Audiology appointments: Impact of Masks
   • The focus of this project is to identify strategies and technology for improving children and teen’s communication access during audiology appointments that are impacted by the decreased audibility from providers and parents wearing masks.
   • Strategies and technology include: speech to text (e.g., Google translate); remote mic technology, and communication strategies to increase access (clear mask, positioning, etc)
6. Your idea…

UW LEND Leadership Project Poster Presentation Guidelines for UW LEND Leadership Day
POSTER PRESENTATION GUIDELINES
You will be presenting your LEND leadership project as a poster at the LEND Leadership day. The goals for your presentation are to:
o share your project and findings with the UW LEND community
o develop professional presentation skills and confidence
Please take the time to thoughtfully prepare your poster. Practice presenting the poster with your LEND mentor or fellow trainees.
• Poster sections
▪ Title: Include the title of project in 72pt, your name, your LEND discipline, your faculty mentor’s name
▪ Background: Give the audience some background on the broader context of your project
▪ Objectives: Explain the main goals/research questions of your project.
▪ Project: Describe the methodology of the project and the results. Use clearly labeled graphs.
▪ Conclusion: End your presentation with the “take-home message”.
▪ References: List cited resources, if applicable.
▪ Acknowledgements: Acknowledge other individuals that were involved in your project.
• Poster layout
▪ Headings: Use headings in at least 36pt to orient readers and convey major points
▪ Columns: Use a column format to make it easier for people to follow the content
• Poster content
▪ Use charts to show patterns or trends in data, and differences or interactions among data. Be consistent about the colors and shapes you use to represent categories of data. Titles should state the conclusions about the graphics content.
▪ Limit the amount of words on your poster. Use phrases and key words instead of sentences and paragraphs.
▪ Use visuals to convey information instead of text. Visuals allow you to communicate complex ideas, relationships, patterns in an easily-digestible way, allowing you to ‘show’ rather than ‘tell’, and allow your audience to make connections for themselves. Consider using Powerpoint Smartart for graphic and visual aids.
▪ Use images instead of text to illustrate a point or concept. Clipart may not add to your professional presentation, so use sparingly.
▪ Use color and white space and borders to provide contrast and visual interest. Overuse of color can overwhelm the reader.
• Poster content and format
▪ Format the poster to a size of 32 X 40 inches
▪ Use one of these fonts for ease of reading: Calibri, Arial
▪ Use a minimum font size of 24pt so that people can read the poster.
▪ Left-justify all text
• Finalize your poster
▪ Share your poster with your mentor allowing adequate time for revisions.
▪ Practice a 5-minute presentation of your poster with your mentor, so that you are prepared to explain your project and poster.
▪ Email the final version of your poster nan Ringera at charbert@uw.edu by the deadline.
• Present your poster
▪ Your poster will be displayed on CHDD 4th floor during the poster session on LEND Leadership Day. You are expected to be at your poster for the first hour so that you can guide trainees and LEND faculty through your project.
▪ You may bring handouts that include the abstract, contact details and supplementary information as applicable.

ORAL SLIDE PRESENTAION

Length: You will have 10-12 minutes for your presentation. It is recommended to prepare 10 slides and no more than 15 total slides. You will be introduced by your mentor, you will present your material, this will be followed by 2 minutes of Q & A.
Slide sections
▪ Title: Include the title of project, your name, your LEND discipline, and your LEND faculty mentor’s name
▪ Background: Give the audience some background on the broader context of your project.
▪ Objectives: Explain the main goals/research questions of your project.
▪ Project: Describe the methodology of the project and the results. Use clearly labeled graphs.
▪ Conclusion: End your presentation with the “take-home message”.
▪ References: List cited resources, if applicable.
▪ Acknowledgements: Acknowledge other individuals that were involved in your project.
Slide content
▪ Limit the amount of words on a slide. Too much content on a slide is difficult for the audience to both read and listen. Each slide you have a maximum of five lines. Use key words and phrases instead of complete sentences or paragraphs. Provide illustrations of your project, not the whole talk on the slide.
▪ Use visuals to convey information instead of text. Visuals communicate complex ideas, relationships, patterns in an easily-digestible way, allowing you to ‘show’ rather than ‘tell’ and allow your audience to make connections for themselves. Powerpoint Smartart may be helpful for your visuals.
▪ Use images instead of text to illustrate a point or concept. Clipart may not add to your professional presentation, so use sparingly.
▪ Use the notes section at the bottom of the slide in PP for your script; these are available in presenter view at the podium compute. If preferred you may print your notes and refer to your paper during the presentation.
Slide format
▪ Use a consistent, clear slide format and avoid busy formats that distract from your presentation
▪ Use light background and dark print
▪ Use Calibri or Arial fonts for ease of reading
▪ Use a minimum font size of 24pt so that people can read your slides.
▪ Line up text to the left side of the slide
Finalize your presentation
▪ Share your slides with your mentor with adequate time for revisions.
▪ Practice your presentation with your mentor and/or fellow trainee. Time the presentation so that you don’t exceed a 10-minute talk.
▪ Email the final PP of your slides to Nancy Saunders at charbert@uw.edu by the deadline.
Present your project
▪ Use the microphone on the podium or the hand held microphone
▪ Look at the audience. Don’t look at the slides on the projection screen; your audience will not hear you as well and its less engaging.
▪ Read or paraphrase the text on the slide. Avoid this comment – “as you can read here….”
▪ Before summarizing outcomes illustrated on a graph, orient the audience to the graph explaining the Y axis and X axis.
▪ When receiving a question from the audience, repeat the question and then offer your response.

2019-20 Projects

Jenna Sawafta:  Self-Efficacy and Mental Health in Teens who are DHH

Jessica Juozapaitis: Illuminating the Impact of HL with Electronic Counseling Tools

Senia Romero: Equity of Early Hearing Detection and Intervention: Exploring Barriers and Solutions

Katie Langford: Improving Child Participation in Pediatric Assessment 

Nicole Jahng Diebag: Student Training in the Use of Shared-Decision Making and Motivational Interviewing with Families of Children who are DHH

Moira McShane: Visual Support for Participation in Clinical Assessment