LEND programs provide long-term, graduate level interprofessional training that complements genetic counselor education. The purpose of the LEND training program is to improve the health of infants, children and adolescents with disabilities. Three SCLEND Genetic Counseling Fellowships are available for Fall admissions, one of which is reserved for a candidate demonstrating cultural and social resiliency. 

If an applicant believes they are a candidate for the reserved Resiliency slot, they should submit the additional 250-word Resiliency statement. Further information on the statement can be found in the Resiliency Statement section.

SCLEND strives to demonstrate that interprofessional training opportunities will increase early diagnosis and treatment of those with Autism Spectrum Disorder (ASD) and other developmental disabilities (DD). Trainees participate in academic, clinical, and community opportunities to build cultural competence, capacity to evaluate, diagnose or rule out, develop, and provide evidence-based interventions to individuals with ASD and DD; and demonstrate an ability to use a family-centered approach.

The SCLEND Genetic Counseling Fellows engage in 300 hours of training over their two year master’s program.  In year one, the fellows will attend orientation, a leadership training day, and the Nurturing Developing Minds Conference. First year fellows participate in at least five clinical field experiences to include therapeutic interventions, interprofessional clinics and specialty care clinics. First year fellows also attend at least two community-based meetings, related to ASD/DD.

Second year SCLEND Genetic Counseling Fellows receive a stipend of $3000 ($1500 per semester) and complete a two semester interprofessional online course and a research project. Historically, Genetic Counseling trainees have had their Master’s Degree Thesis accepted as the required LEND research project.

The LEND program is a nationally known interprofessional leadership training opportunity.

As a Federal program, continuation funding is contingent on Federal renewal.

LEND was an incredibly valuable part of my graduate training. It provided me with a deep knowledge of the complex task of caring for children with neurodevelopmental disabilities and their families. LEND taught me how to better integrate my genetic counseling skills with those of other disciplines in order to maximize patient care.

- Erin Huggins, Class of 2018

As the University Center for Excellence in Developmental Disabilities for South Carolina, the mission of the Center for Disability Resources (CDR) is to enhance the well-being and quality of life of persons with disabilities and their families. The CDR collaborates with persons with disabilities, their families and organizations to develop new knowledge and best practices, train leaders and affect system change.

The CDR Assistantship is awarded to one student and is a 10 hour per week, one academic year commitment supporting one of the following areas of focus. As a service to the University, a stipend is provided to the graduate assistant, and out of state graduate students are granted in-state for their tuition costs.

Individuals Motivating People to Achieve Change Together (IMPACT), is a state-wide self-advocacy council that represents the needs of individuals with disability to state and local government.

Team for Early Childhood Solutions (TECS) is focused on research and planning activities for South Carolina’s statewide system of early intervention for infants and toddlers with disabilities.

Secondary Transitions Projects builds capacity for evidence based practices to improve transition planning and employment outcomes for students with intellectual and developmental disabilities.

South Carolina Act Early Team promotes collaborations among leaders in state agencies, universities, healthcare systems, private organizations and families to improve quality of life for children, youth and adults with autism spectrum disorder.

South Carolina Assistive Technology Program supports children and adults with disabilities in their efforts to acquire and use technology as routine part of day to day living.

Working for the Transition Alliance of South Carolina (TASC) within the CDR was a very rewarding experience during my graduate training. I was able to help disseminate information on evidence based practices to South Carolina schools in order to help improve transition planning and employment outcomes for students with a wide range of disabilities. This experience was a valuable part of my genetic counseling training as it has helped me better relate to my patients and enhanced my understanding of the special education my patients receive in South Carolina.

- Alyssa Gates, Class of 2019

This opportunity is a unique track within the Genetic Counseling Admissions Match, designed to support students matriculating into the genetic counseling program. One outstanding candidate will receive a stipend of $5000, which will be disbursed during their first year. This student will also have the honor of serving as a student leader on a program committee dedicated to promoting our Program’s core value of belonging, working alongside other students, faculty, and alumni.

To be considered for this award, applicants should submit the additional 250-word Resiliency statement. Further information on the statement can be found in the Resiliency Statement section.

Preparing Future Faculty is a national program for select graduate students interested in becoming faculty in higher education during their careers. PFF activities complement the genetic counseling curriculum and advance the development of the academic mission: teaching skills, scholarly research and service.  Under the mentorship of a genetic counseling faculty member, the selected PFF assistant is guided to evolve and assess personal growth in the skills required of university faculty.

The individual awarded the PFF Assistantship will receive a stipend of ~$2250 per semester (paid at the current graduate student rate) during the first academic year and will work under the mentorship of the Genetic Counseling Program Director, 10 hours per week. Out of state students are offered in-state tuition levels as a graduate assistant during the first year of the program.  PFF activities can also be accomplished during the second year, which does not include the assistantship work requirement.

The Genetic Counseling Program PFF Assistantship has a specific checklist of activities for the participant to choose from in each area—teaching, research & scholarly activity, and service.  Each activity is awarded points, with a specific number of points required to earn the PFF credential.  You can see an example of these activities here.  The assistantship is designed so that the faculty mentor will help the participant design a unique path to suit their needs and interests as genetic counselors and future faculty.

I’m am so fortunate to have participated in the “Preparing Future Faculty” assistantship during my time at USC. This role provided me with many enriching experiences that developed my skills related to academia and professional development, while drawing on principles of genetic counseling. The skills I learned in my PFF role will certainly benefit me in both clinical practice and academic settings.

- Emily Mason, Class of 2024

Karen Brooks (1961-2023) was a genetic counselor who completed her undergraduate education at Wofford College and her master's degree at Sarah Lawrence College. Her genetic counseling career spanned work with the Greenwood Genetic Center, Duke University Medical Center, the University of South Carolina School of Medicine-Columbia and South Carolina Oncology Associates. Karen invested over 25 years with the USC Genetic Counseling Program where she served as clinical supervisor, faculty, advisory board member, and where she developed the cancer genetic counseling service from its inception. Karen’s dedication to providing the best care and education for her patients and students included her commitment to lifelong learning.

To honor her legacy, the Karen Albiez Brooks Cancer Genetics Scholarship was established in 2023. Each year, one enrolled, second year, genetic counseling student will be selected to further their cancer genetics education, research, or clinical preparation with monetary support.

Karen would be proud to know she continues to foster excellence in cancer genetic counseling and that her legacy of exemplary knowledge and skills will continue to impact future genetic counselors.