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Application cycle for the next ALDP cohort will open in fall of 2019.

About ALDP

The Administrator Leadership Development Program (ALDP), an AACOM Leadership Institute offering, is for osteopathic administrative leaders serving as department chairs, vice chairs, directors, heads, assistant deans, and associate deans (henceforth referred to as “administrators”) who lead departments and programs at U.S. colleges of osteopathic medicine (COMs).

The program assists new and experienced administrators with similar academic and administrative responsibilities to develop and enhance critical leadership and management competencies. The Institute’s objective is to ensure that fellows have a positive impact on their institutions, and that COMs have the leadership necessary to meet the challenges and identify the opportunities presented by a dynamic health care environment.


WHY ALDP? AN IMPORTANT NEW TOOL FOR COM LEADERSHIP

Upon completion of the ALDP, you will be well positioned to meet today’s osteopathic medical education challenges, including the ability to:

  • Understand and build on your personal strengths as a leader
  • Communicate effectively with other senior administrators, faculty, and students
  • Set priorities and implement plans
  • Improve time management and work-life balance
  • Identify and address faculty and staff management and performance issues
  • Enhance understanding of academic law and effectively interact with legal counsel
  • Prepare for and meet COCA expectations
  • Strengthen relationships between your institution and others
  • Implement your personal career plan
  • Network with peers

How It Works

The ALDP program will take place over a one-year period consisting of five phases and will involve four-and-a-half days of on-site participation, as well as conference calls over the course of the program.

Phase I: Personal and Interpersonal Competencies 

During Phase I, Fellows will explore how personality preferences influence leadership and performance. They will review self- and 360-degree leadership assessments taken in preparation for the program and discuss behaviors associated with effective leadership. Other topics include identifying ways to improve working relationships, giving and receiving peer feedback about leadership challenges at Fellows’ home institutions, and developing an action plan for improving leadership practices. Phase I includes roundtable discussions with the previous class about the projects they pursued during the fellowship year.

Phase II: The Leader and Organizational Dynamics

Phase II focuses on the framework for academic leadership, strategic planning, and financial management. Fellows will identify four distinct frames for understanding the department or unit and participate in a case study, applying the reframing model to interprofessional education and collaborative practice. The session will address how the processes and challenges of budgeting and financial management in higher education and in the COM. Phase II also includes an exploration of the role of the chair in the accreditation process.  

Phase III: Administrative Issues in Leadership

Among the topics in Phase III are legal issues faced by academic administrators and strategies to address them. Phase III include learning about communication styles and processes to assist the leader in working with senior administration, managing conflict, and providing performance feedback to faculty and staff. Participants will learn about their styles of managing change and how to gain commitment from faculty, staff, and others to implement change.

Phase IV: Leading Oneself – Beyond the ALDP

Phase IV addresses managing stress, life balance, and time management. Topics will include defining the challenges of work-life balance and planning for next steps as a leader both at one’s institution and nationally. Phase IV explores the role of the academic administrator as a mentor, coach, and facilitator of faculty development in the context of one’s legacy as a leader.

Phase V: Project Discussion and Conclusion

Phase V is the culmination of this one-year program and includes joint programming that engages graduating Fellows with the incoming Leadership Institute class. This joint 
session will provide an opportunity for discussion about how graduating Fellows have applied program content to daily challenges at their home institutions.




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Capstone Project

The AACOM Leadership Institute is designed not only to benefit the fellow and his or her institution, but also osteopathic medical education as a whole. As a part of the year-long experience, each fellow will identify a project at his or her institution that, when implemented, will have a significant impact in one or more of the following areas:

  • Interprofessional education and collaborative practice
  • Faculty recruitment, development, and retention
  • Community outreach
  • Research
  • Education
  • Mentoring
  • Information technology
  • Relations within the academic health center or with the parent institution
  • Relations with the practicing community

ALDP Fellows will identify their project shortly after Phase I, with the Capstone Project summary due before Phase V. Because of major changes taking place around interprofessional education and collaborative practice, fellows are strongly encouraged to consider projects associated with this area.


Fees & Institutional Commitment

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AACOM is committed to supporting the ALDP by subsidizing a significant portion of the actual tuition cost of $5,225 for Fellows from AACOM-member institutions. Tuition for fellows from non-member institutions will not be subsidized. Tuition covers resource books and other materials, speakers and moderators, and certain other ancillary costs. It does not cover travel and other expenses which will be paid by the fellow and/or his or her institution.

The fellow’s institution agrees to pay his or her full salary and benefits during the time the fellow participates in the program.

CME Credit

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CME credit will be made available through the University of New England College of Osteopathic Medicine (UNECOM), which is accredited by the American Osteopathic Association (AOA) and by the Maine Medical Association’s Committee on Continuing Medical Education and Accreditation (CCMEA), to provide continuing medical education for physicians. Contact hours may be submitted by non-physician, non-PA health professionals for continuing education credits.

Application & Nomination Process

Participation in the ALDP is based on a competitive application process. Preference is given to chairs, vice chairs, heads, directors, associate and assistant deans, and others who are appointed to oversee an academic unit, chairs, program directors and leadership with similar responsibilities who have served three years or less in their positions or who are about to assume an administrative position. 

Positions in the ALDP are also available for other senior leaders who aspire to become a dean during their career.  Applicants must be nominated by their dean. Non-AACOM members may self-nominate. 
Successful applicants will show evidence of the following:

  • Outstanding success in past or current positions
  • A clear track record of increasing administrative responsibilities
  • Experience with responsibilities such as chairing committees, advising student groups, or mentoring faculty and students
  • Participation in local, regional, or national professional development workshops
  • A record of scholarly contributions through teaching or research
  • Nominator’s stated commitment and strategies for supporting the nominee during the ALDP program year

How To Apply

Deans

Would you like to nominate someone for the ALDP? All applicants must be nominated before they are considered for this program

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Administrators

Would you like to be nominated for this program? Talk to your dean to get verbal approval or email this nomination link  to him/her. Once nominated you may apply. 
Not a member of a COM? Apply now.

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What Our Graduates Have Said About ALDP

Coming Soon

2018 Cohort

Michael A. Becker, DO, MS, PCOM

Lance C. Bridges PhD, ARCOM

Bonnie Buxton, PhD, GA-PCOM

Matthew D. Cannon, DO, VCOM-CC

Danielle Cooley, DO, RowanSOM

Sonsoles de Lacalle, MD, PhD, OU-HCOM

Guy DeFeo, DO, UNECOM

Heather P. Ferrill DO, MS MEdL, RVUCOM

Tammy Fowler, EdD, NYITCOM A-State

Chris Frothingham, DO, UNECOM

Jennifer L. Gwilym, DO, OU-HCOM

Mara L. Hover, DO, TUNCOM

David Kuo, DO, PCOM

Sophie La Salle, PhD, CCOM/MWU

Lawrence LeBeau, DO, ATSU-SOMA

Alison Mancuso DO, RowanSOM

Andrea P. Mann, DO, CUSOM

Rance McClain, DO, WCUCOM

Terry MIller, MS, PhD, TUNCOM

David L. Osborne, PhD, BCOM

David J. Park, DO, RVUCOM Southern Utah

Robert M. Pepper, DO, WVSOM

George J. Scott, DO, RowanSOM

Laurel Starling-McIntosh, Med, ARCOM

Megan Thomas, DO, VCOM-VC

Gerald R Thrush, PhD, Western U/COMP

Kirsten Waarala, DO, MSUCOM Detroit

Kevin Wilson, DO, ICOM

Bruce A. Wolf, DO, MSUCOM

Amanda Wright, DO, ARCOM

ALDP Mentors - Deans

Thomas Cavieri, DO, RowanSOM

Lori A. Kemper, DO, AZCOM/MWU

Kenneth J. Veit, DO, MBA, PCOM

Wolfgang Gilliar, DO

Margaret A. Wilson, DO, ATSU-COM