Education Leadership Conference —
Summary of Participants' Responses

Inaugural ELC Goals

94% agreed or strongly agreed that the ELC met its goal to address specific questions of relevance to education and training

88% agreed or strongly agreed that the conference met its goal to examine the future of education in psychology and psychology in education and to facilitate the development of an agenda to meet challenges and opportunities

Longer-Term ELC Goals

76% agreed or strongly agreed that the ELC provided a forum for groups and organizations across all levels of education and training to address issues of mutual concern

72% agreed that the ELC promoted a shared disciplinary identity among education and training leaders in psychology.

Individual inspection revealed that each respondent who disagreed that the conference met longer-term goals expressed concerns regarding representation of specific groups in psychology. These respondents expressed desires for more participants from the following groups: school psychologists, educational psychologists, practitioners, academic (non applied) psychology programs, master's level programs, internship programs, postdoctoral programs, students; teachers of psychology, IO psychologists, research psychologists. (Although as planned each of these groups had one or more representatives, conference participants were themselves selected by their own organizations, and clearly represented breadth vs. depth in any one area of psychology.)

84% indicated that an Education Leadership Conference should be held on an annual basis, especially in the beginning years. 11% believed it should be held biannually. Numerous topics were offered as themes for future conferences, including updates on progress with topics initially addressed, plus interdisciplinary education; best practices of collaborative efforts between education and psychology; cultural competence in research and practice; masters level education and training; technology; psychology's role in K-12 education; recruitment and retention of minority students/faculty; and science-practice integration, among others.