Dear CAPCSD Member: 

2026-2027 Board of Directors

Congratulations to Ashley Harkrider, Heather Isaacson, and Jana Waller!

On April 27, 2026, the voting window closed for each member program to submit its vote for the 2026–2027 President Elect. We are pleased to announce that Ashley Harkrider has been elected as the incoming President Elect. The full slate of the 2026–2027 Board of Directors is listed below.

As a result of Ashley Harkrider’s election as President Elect, she will vacate the final year of her term as Treasurer. In accordance with the Policies & Procedures, the Board of Directors has appointed Heather Isaacson to complete the term and serve as Treasurer for the 2026–2027 year.

CAPCSD also extends its sincere appreciation to the individuals whose terms conclude on June 30, 2026. Katie Strong completes her term as Past President, and Erin Lundblom completes her term as Vice President for Online Professional Development. The Board of Directors has appointed Jana Waller to serve as the new Vice President for Online Professional Development for a three year term (July 2026 – June 2029).

Please join us in congratulating Ashley Harkrider, Heather Isaacson, and Jana Waller on their new roles—and in thanking Katie Strong and Erin Lundblom for their dedicated service to CAPCSD.

Board of Directors

July 1, 2026 - June 30, 2027 

President: Christie Needham, MA, CCC-SLP (Baldwin Wallace University)

President-Elect: Ashley Harkrider, PhD, CCC-A (University of Tennessee)

Past President: Tricia Montgomery, PhD, CCC-SLP (Florida State University)

Secretary: Kelly Rutherford, EdD, CCC-SLP (Marshall University)

Treasurer: Heather Isaacson, PhD, CCC-SLP (Northern Michigan University)

VP Admissions: Doug Parham, PhD, CCC-SLP (Wichita State University)

VP Clinical Education: Andy Clare, DHSc, CCC-SLP, CBIS (George Washington University)

VP Online Professional Development: Jana Waller, MS, CCC-SLP (Ithaca College)

VP Organizational Advancement: Leslie Grubler, EdD, CCC-SLP (CUNY - Lehman College)

VP Professional Development: Heidi Verticchio, EdD, CCC-SLP (Illinois State University)

VP Research & Academic Affairs: John McCarthy, PhD, CCC-SLP (Ohio University)

Admissions Summit Recap/Highlights

The energy is still buzzing from the 2026 Admissions Summit, which was recently held during the CAPCSD Annual Conference Week. This information-packed day featured speakers Dr. Kerry Mandulak of Pacific University and Dr. Danai Fannin of North Carolina Central University. Throughout the day, attendees engaged in dynamic discussions on key admissions topics that included mission-aligned selection, application review, and moving beyond matriculation. These topics and more were further explored through group work that brought everyone together and challenged them to reexamine their admissions processes.

Attendees described the summit as highly engaging and transformative. They said the exercises and discussions helped them take a critical look at their admissions processes and make meaningful improvements. Many also reported a shift in how they think about admissions, sparking plans for department-wide conversations about holistic student support. Overall, they valued both the insights shared and the sense of community and collaboration they developed with their fellow attendees.

We are grateful to have welcomed such an outstanding group to the 2026 CAPCSD Admissions Summit. We know their commitment to learning and advancing admissions practice will continue well beyond the summit.

Lisa Scott Leadership Academy: Equipping Academic Leaders to Thrive

The 2026 Lisa Scott Leadership Academy proved once again to be an exceptional professional development experience for current and emerging leaders in CSD. Participants consistently praised the Academy’s clear focus on academic leadership, noting how refreshing and relevant it was compared to more corporate-style leadership programs.

Attendees, many of whom were new to leadership roles, described the two-day workshop as timely, energizing, and deeply supportive. Practical tools, thoughtful exercises, and immediately applicable strategies helped participants feel more confident and better prepared to navigate leadership challenges. Regardless of role or experience level, participants reported that every session felt meaningful and relevant.

Equally impactful was the strong sense of community fostered throughout the Academy. Participants valued the opportunity to openly share challenges, learn from one another, and build trusted networks that will continue well beyond the workshop. For many, the Academy helped reduce the isolation often associated with leadership and replaced it with connection and encouragement.

The Academy’s success was further enhanced by engaging facilitation, intentional programming, and opportunities to interact with CAPCSD leadership. Many participants described the experience as one of the best professional development opportunities of their careers and enthusiastically recommended expanding access in the future.

CAPCSD congratulates the 2026 cohort and extends sincere thanks to everyone who makes the Lisa Scott Leadership Academy such a meaningful and transformative experience for academic leaders.

Heidi Verticchio, EdD, CCC-SLP

VP Professional Dvelopment

The Board of Directors and Lisa Scott Leadership Academy participants enjoyed lunch with a view from Peaks Lounge at the Hyatt Regency Denver at Colorado Convention Center.

Elevating Excellence: 2026 CAPCSD Annual Conference Recap

The Council of Academic Programs in Communication Sciences and Disorders hosted its 2026 Annual Conference this April, bringing together academic and clinical leaders for several days of collaboration, learning, and connection. This year’s event marked a significant milestone for CAPCSD, with record‑breaking attendance and significant engagement across both in‑person and virtual formats.

A Growing and Engaged Community

More than 650 registrants representing hundreds of academic programs participated in the conference, reflecting the continued growth and vitality of the CSD education community. From the opening events through the final sessions, attendees noted the strong sense of collegiality and shared purpose that defined the experience.

Networking opportunities were thoughtfully integrated throughout the program, with structured and informal gatherings that encouraged connection across institutions and career stages. A highlight for many was the Ice Cream Social, which offered a relaxed, welcoming environment to unwind, reconnect with colleagues, and continue conversations sparked during the day’s sessions.

Programming That Made an Impact

The conference opened with intensive pre‑conference sessions addressing curriculum design, workforce development, and innovative assessment practices. These sessions set the tone for a program focused on practical strategies participants could bring back to their home institutions.

Plenary and breakout sessions throughout the conference explored timely and complex topics in academic leadership and clinical education. Attendees consistently praised the sessions for being well‑organized, relevant, and immediately applicable.

Focus on Emerging Priorities

Sessions addressing AI ethics and financial literacy emerged as standout areas of interest. Programming on AI ethics encouraged thoughtful discussion about responsible and equitable use of emerging technologies in teaching and clinical preparation. Financial literacy sessions provided concrete strategies for supporting students as they navigate the financial demands of graduate education and professional training.

The Virtual Conference Experience

The concurrent 2026 Virtual Conference extended access to high‑quality CAPCSD programming. Virtual attendees highlighted the affordability, flexibility, and convenience of the format, noting its value for those balancing full workloads, facing travel limitations, or seeking more accessible participation options. Overall satisfaction remained high, with many indicating they would attend virtually again.

What Attendees Valued Most

Across feedback from both in‑person and virtual participants, several themes stood out:

• High‑quality, well‑organized educational content
• Meaningful opportunities for networking and collaboration
• Engaging plenary and featured sessions that offered fresh perspectives

With Appreciation

CAPCSD extends sincere thanks to all who contributed to the success of the 2026 Annual Conference, including presenters, volunteers, sponsors, and exhibitors. Their support helped ensure a high‑value, subsidized event that continues to meet the evolving needs of academic programs in Communication Sciences and Disorders.

Thank you to everyone who participated and helped make the 2026 conference our most elevated event yet. We look forward to seeing how you carry this momentum forward and to connecting again next year.  We will see you in Atlanta, Georgia!

Heidi Verticchio, EdD, CCC-SLP

VP Professional Dvelopment

Check out all the photos on CAPCSD's Facebook Page: https://facebook.com/capcsd

DEIB

Activities to support DEIB during National Speech, Language, and Hearing Month 

During National Speech, Language, and Hearing Month, our profession has a unique opportunity to reflect on how belonging shapes the environments we create for students, colleagues, and clients. Brené Brown’s message – “Be here. Be you. Belong. – offers a powerful framework. The question is not whether we value belonging, but how we actively bring it to life in our daily practices.

Recent highlights shared at the National Black Association for Speech-Language-Hearing (NBASLH) Conference highlighted that fostering belonging requires more than awareness; it demands action. Just as cultural humility is an ongoing journey rather than a destination, building a culture of belonging is a continuous process. It evolves as we learn, listen, and respond to the individuals and communities we serve. 

In many ways, this mirrors the work we already do as speech-language and hearing professionals. We do not apply one-size-fits-all approaches in assessment and intervention; instead, we tailor our methods to each individual’s needs, strengths, and experiences. DEIB work requires the same level of intentionality. It asks us to see the whole person – not just their communication profile, or clinical skill set – but their identity, culture, and lived experiences.

Fostering belonging begins with trust. Trust is built through authentic relationships, active listening, and a willingness to acknowledge and address bias. It grows when individuals feel seen, heard, and valued – not only for what they contribute, but for who they are.

There are several practical ways to support DEIB and cultivate belonging, not just during National Speech-Language-Hearing month, but throughout the year. 

• Create space for storytelling. Invite students, clients, and colleagues to share their experiences and perspectives, recognizing that every voice adds depth to our collective understanding.
• Incorporate culturally responsive materials and practices into therapy and instruction, ensuring representation and relevance.
• Facilitate reflective discussions on identity, bias, reactions, and communication differences to promote awareness and empathy.
• Partner with families and communities to better understand cultural and linguistic backgrounds, strengthening collaboration and trust.
• Celebrate diverse communication styles and languages as strengths rather than deficits.

Equally important is adopting a growth mindset. Mistakes will happen, and discomfort is often part of the process. What matters is our willingness to learn, adapt, and continue the work with humility and compassion. We must view challenges and setbacks as opportunities to grow and refine our knowledge and skills.

Ultimately, belonging is not a static achievement but a dynamic, evolving practice. It is built in everyday moments – in how we greet one another, how we listen, how we respond, and how we create spaces where people feel safe to be fully themselves.

As we recognize National Speech, Language, and Hearing Month, let us recommit to continuously listening, learning, sharing and fostering environments where everyone can truly say: I am here. I can be myself. I belong.

Lisa Barber, M.S., CCC-SLP

Southern Connecticut State University

Clinical Practice Manager/Instructor

CAPCSD DEIB Committee Member

Pronouns: she, her, hers

Admissions Corner

Supporting the Class of 2027 Students from April 15 through Enrollment (Week 1)

For graduate programs in speech-language pathology, April 15, the national deadline for acceptance of offers, marks a shift in focus from student recruitment to retention. While a program’s waitlist may remain active until the first day of their classes in the graduate program, the composition of the Class of 2027 is now largely known. Efforts may now turn to minimizing “melt,” which is when accepted students withdraw their plan to enroll in the program. A successful retention plan will both minimize melt and offer a first step to supporting enrollment through program completion. 

Several strategies can be used to support enrollment and retention. One approach is to foster accepted students’ sense of belonging and engagement, whether they are new to the university or transitioning from an undergraduate to a graduate program at the same institution. To support belonging, faculty may craft personalized welcome emails, a strategy purported to improve motivation and attitudes in coursework (Legg & Wilson, 2009). Follow-up outreach, such as phone calls and email correspondence, may support continued, regular connections with students. Students may be assigned a faculty advisor after acceptance who will serve as their consistent primary point of contact, and help to establish relationships with the program, transforming an acceptance into a connection (Roos & Schreck, 2021). Early and frequent touchpoints may be important for enrollment, and later retention in the graduate program. Faculty advisors play an important role in helping students complete their programs and succeed in the profession (García, Fong, Harper, & Littlefield, 2025). Their mentoring can support student success by fostering a sense of belonging and connection to the program and the university (Wong et al., 2024).

Another strategy to minimize melt is to offer varied opportunities for engagement, which in combination with positive, consistent communication (e.g., via phone, email, social media or on learning management systems), strengthens student engagement and motivation and, in turn, increases the student’s retention (Phan, 2026). For example, engagement may be supported through in-person or virtual group program information meetings (e.g. meet and greets, orientation) during which program-specific logistics and expectations are shared (e.g., class schedules). Engagement can be fostered through the department’s social media platforms so incoming students can learn about the department's culture and environment, as well as the activities students are involved in (e.g., “A day in the life of…”).  Programs can support students by providing clear timelines for pre-matriculation requirements, offering meetings with infographics and videos, and sending emails to help ensure timely task completion. Providing information about financial resources, such as student employment opportunities, grants, and loans, may be welcome, given that a primary challenge in recruitment is students' need for financial support. Beyond providing information through email exchanges and meetings, engagement events offer students opportunities to connect with one another, fostering a stronger sense of belonging. 

Peer interactions with current graduate students and alumni through panels and individualized outreach may provide incoming students with an additional layer of support and connection within the department. A program may choose to support these student interactions through well-designed peer mentorship programs. Peer mentorship reduces stress among graduate students in speech-language pathology, for example, by pairing incoming students with second-year graduate student mentors who can provide guidance and support before classes begin (Greene, 2021). Mentorship provides valuable opportunities for students to network and collaborate which leads to increased student retention; however, there is limited information about how mentorship programs are implemented in healthcare programs (Germeroth, Murray, McMullen-Roach & Boshoff, 2024).

By supporting students intentionally during the transition from acceptance to matriculation, speech-language pathology programs can not only secure their incoming class but also take the first critical step in preparing future speech-language pathologists for success in the field. 

References

García, A. J., Fong, C. J., Harper, K. L., & Littlefield, T. D. (2025). Is Academic Advising a Game‐Changer for Student Belonging? A Mixed Methods Study on Community College Athletes of Color. New Directions for Higher Education, 2025(209), 57-66.  https://doi.org/10.1002/he.20525.

Germeroth, D., Murray, C. M., McMullen-Roach, S., & Boshoff, K. (2024). A scoping review of     mentorship in allied health: Attributes, programs and outcomes. Australian Occupational Therapy Journal, 71(1), 149–174. https://doi.org/10.1111/1440-1630.12903.

Greene, S. M. (2021). Effects of a Peer-Mentoring Program on Speech-Language Pathology Graduate Student Stress. Perspectives of the ASHA Special Interest Groups, 6(4), 855-866. https://doi.org/23814764000300140072.

Legg, A. M., & Wilson, J. H. (2009). E-Mail from Professor Enhances Student Motivation and Attitudes. Teaching of Psychology, 36(3), 205-211. https://doi.org/10.1080/00986280902960034.

Phan, T. A. (2026). The Role of Positive Communication in Enhancing Educational Outcomes. Business and Professional Communication Quarterly, 89(1), 41-54. https://doi.org/10.1177/23294906251345789.

Roos, B. H., & Schreck, J. S. (2021). The role of faculty advising, mentoring, and gatekeeping as social support for undergraduate communication sciences and disorders students. Perspectives of the ASHA Special Interest Groups, 6(4), 818-830. https://doi.org/10.1044/2021_PERSP-21-00007.

Wong, J. M. P. (2024). Underrepresented Student Experiences Applying to Speech-Language Pathology Graduate Programs: Challenges and Capital. Teaching and Learning in Communication Sciences & Disorders, 8(3), 11. https://doi.org/10.61403/2689-6443.1331.

CSDCAS Configuration Portal is Open!

The CSDCAS configuration portal for the 2026–2027 cycle is now open. Primary contacts responsible for their program’s pre‑launch configurations should have received an email with detailed instructions. If you did not receive this communication, please contact Teasha McKinley, Director of Centralized Admissions (teasha@capcsd.org).

The deadline for completing your program configurations is June 19, 2026.

Steps to Completing Configuration:

1. Log into the Configuration Portal in the WebAdMIT Prelaunch site.
2. Review and edit your program branding, instructional text, prerequisites, and questions, if applicable.
3. Preview your program and hit “Submit for Review” by June 19, 2026.

If you need help with the admissions processes for your MA/MS and/or AuD graduate education programs, or you need help with WebAdMIT or CSDCAS, please do not hesitate to reach out to the Admissions Committee and CAPCSD’s Director of Centralized Admissions.

Admissions Committee Contacts

https://members.capcsd.org/admissionscommittee

Teasha McKinley, Director of Centralized Admissions

teasha@capcsd.org 

If you can't attend the live webinar, register now and receive a recording of the webinar to view at your convenience. Please note, only registrants who attend the live webinar are eligible for ASHA CEUs.

https://www.capcsd.org                                                                                                                                                                                       May 2026