Dear CAPCSD Member,

Warm regards,

Important Dates

Below are the upcoming important dates so that you may plan accordingly. Dates are subject to change. CAPCSD will send separate email for each of the below dates with official information.

2026 Call for Committee Volunteers - Academy of Inclusive Practice
Today is the last day to apply!

Announcing the Simulation IPE Community of Practice

Are you ready to take the next step in Interprofessional Education and Practice?

Don't miss this chance to elevate your IPE program and make a meaningful impact in your institution!

Apply for the free 2026/2027 Simulation IPE (SimIPE) Community of Practice, a 7-10 hour academic-year hybrid space where you will work collaboratively with other professionals to advance your program's IPE footprint.

Who: CSD educators, professionals, and administrators who can commit to this academic-year process and attend ALL 4 synchronous Zoom events listed below. Participation is limited to approximately 30–35 individuals. 

What: The CAPCSD Sim IPE Community of Practice is designed for individuals and institutional teams interested in developing, strengthening, or expanding interprofessional education and interprofessional practice experiences in communication sciences and disorders.

Participants will be placed into small working groups of approximately 5–6 members based on institutional context, experience level, implementation goals, simulation experience, readiness to implement, and preferred grouping when possible.

When: 1.5-hour synchronous Zoom events will be held on September 22, November 10, January 26, and March 9
Time: 6:30–8:00 pm EST
Not eligible for CEUs

Why: IPE Learning Community members will:

• Engage stakeholders in the IPE/IPP journey
• Develop a theory-based learning activity appropriate to your program
• Select appropriate learner assessment and program evaluation methods
• Develop a plan for successful funding
• Enhance your leadership skills for developing and implementing IPE/IPP within your institution

Submit your application by August 9th, 2026 for consideration. There is no cost to participate in the SimIPE Community of Practice Learning Community.

Admission to the Community of Practice will be based on cohort fit and capacity. Applications will be reviewed to support a balanced group of participants with varied institutional contexts, levels of IPE/IPP experience, implementation goals, and areas of expertise. Priority will be given to applicants who can fully participate in ALL four synchronous sessions, complete prework, engage actively in small-group collaboration, and develop a final implementation deliverable. Because space is limited, not all qualified applicants may be selected.

DEIB

Fostering Belonging as a Clinical Competency: Neighborism and Professional Identity Formation in Clinical Education

       Graduate education in speech-language pathology and audiology is focused on developing clinical competence. Students learn assessment procedures, intervention techniques, evidence-based practice, and professional standards. While these competencies are essential, they represent only part of a graduate student's developmental journey. To be an effective clinician, one must also learn how to cultivate trust, understand diverse perspectives, foster belonging, and support meaningful participation in the lives of those they serve. Neighborism offers a valuable conceptual framework through which these broader dimensions of clinical development can be understood. More than a concept of community engagement, neighborism can represent a professional stance that invites clinicians to approach every interaction with curiosity, respect, shared responsibility, and a commitment to human dignity. At its core, neighborism suggests that learning to be a clinician begins with learning to be a neighbor—to see the person before the diagnosis and recognize the shared humanity, dignity, and vulnerability often present within every clinical encounter.
          Drawing upon the scholarly literature on neighborliness, neighborism may be understood as an intentional framework for recognizing the dignity, humanity, and interconnectedness of others through relationships characterized by presence, mutuality, belonging, hospitality, and shared responsibility. Scholars across philosophical, sociological, ethical, and religious traditions describe neighborliness as a commitment to mutual recognition, accountability, and respect across difference rather than merely a function of geographic proximity (Thiranagama, 2019; Jureidini & Hassan, 2019; Welz, 2023). Neighborism extends these principles beyond personal disposition and applies them to professional identity formation, ethical decision-making, and community participation. It is less concerned with where people live and more concerned with how they choose to engage with one another. At its core, neighborism invites individuals to move beyond simple coexistence and toward genuine responsibility for one another's well-being and participation in community life.

          This perspective is particularly relevant to graduate student clinicians. Every day, students encounter individuals and families navigating communication and auditory challenges, developmental differences, neurological conditions, educational barriers, and life transitions. While student clinicians often focus on the question, “How do I treat this disorder?” neighborism encourages a different starting point in their clinical training: “How do I understand this person's experience, honor their dignity, and support their participation in the communities that matter most to them?” In this way, neighborism reframes clinical practice as both a scientific endeavor and an opportunity to understand the lived experiences, identities, needs, and strengths that shape each person's journey.

          Neighborism begins with the recognition that every clinical interaction is an opportunity to cultivate belonging. Before assessments are administered or interventions are planned, clinicians encounter individuals whose experiences, identities, strengths, and aspirations shape how they engage with the world around them. Neighborism encourages student clinicians to approach these encounters with curiosity, respect, and a genuine desire to understand. In doing so, relationships become more than a vehicle for service delivery; they become the foundation upon which trust, participation, and meaningful clinical outcomes are built. Through these experiences, students begin to develop a professional identity informed not only by competence, but also by connection.

          This perspective also aligns closely with ASHA's commitment to person-centered care which emphasizes understanding individuals within the context of their values, preferences, cultures, lived experiences, and goals. Rather than viewing clients as passive recipients of services, both person-centered care and neighborism encourage clinicians to engage individuals and families as active partners in decision-making and intervention. For student clinicians, this approach reinforces the importance of listening, collaboration, respect for autonomy, and shared responsibility throughout the clinical process.

          Fred Rogers captured the essence of this responsibility through his mother's enduring advice: “Look for the helpers.” Graduate student clinicians are preparing to become those helpers. Yet helping extends beyond technical expertise. It requires presence, empathy, and a willingness to engage authentically with others. The invitation, “Won't you be my neighbor?” reflects this same spirit. In clinical education, neighborism reminds student clinicians that they are not simply providing services to clients; they are partnering with individuals and families. It encourages future professionals to listen before acting, seek to understand lived experiences, cultural identities, and personal goals, and value relationships as much as intervention techniques. Through this lens, effective practice becomes not only a matter of clinical competence, but also of creating environments in which individuals feel seen, heard, respected, and valued. In answering the call of “Won't you be my neighbor,” student clinicians begin to develop the habits of presence, partnership, and responsibility that shape professional identity.

          The principles reflected in neighborism have long existed within the professions of speech-language pathology and audiology. Graduate student mentor and child development advocate Dr. Joel Stark captured this spirit in his simple yet profound directive to student clinicians: “Love that child.” While clinical education rightly emphasizes evidence-based practice and measurable outcomes, Dr. Stark reminded clinicians that human connection must remain at the center of professional practice. Loving the child means acknowledging potential before limitation and approaching each interaction with compassion, respect, hope, and unconditional acceptance. For student clinicians, this perspective transforms assessment, intervention, and decision-making by anchoring clinical expertise in deep respect for the individuals and families they serve.

          This perspective also expands how student clinicians understand communication and participation. Communication and hearing are not merely clinical outcomes; they are the means through which individuals connect with family, education, employment, relationships, and community life. Student clinicians who embrace neighborism recognize that their work contributes not only to improved communication, but also to greater access to the experiences, relationships, opportunities, and communities that give life meaning.  This perspective is particularly important in university clinics serving underserved communities. Students quickly discover that participation is influenced not only by communication challenges, but also by broader social, cultural, educational, and economic realities, including social determinants of health. Transportation difficulties, socioeconomic disparities, language differences, healthcare inequities, educational access, and social isolation all influence outcomes. Neighborism encourages future professionals to look beyond presenting concerns and view advocacy, collaboration, and community engagement as essential dimensions of ethical and equitable practice. In this way, neighborism becomes a framework for advancing participation, inclusion, and belonging.

          The values reflected in neighborism also complement the ethical foundations of the professions. The four principles of ASHA's Code of Ethics call upon clinicians to prioritize the welfare of those served, maintain professional competence, uphold responsibility to the public, and foster respectful relationships with colleagues and other professionals. Neighborism offers a relational lens through which these ethical responsibilities can be understood. It reminds student clinicians that ethical practice extends beyond compliance with professional standards and includes the everyday choices that cultivate trust, demonstrate respect, support inclusion, and advance the well-being of individuals and communities.

          Neighborism provides a bridge between clinical competence and human connection. It reminds us that professional excellence is measured not only by what clinicians know, but also by how they engage with others, respond to difference, and create conditions in which people can participate, contribute, and belong. As a conceptual framework for professional identity formation, neighborism invites student clinicians to view relationships not as secondary to clinical practice, but as foundational to it. Perhaps the enduring lesson reflected in the work of Fred Rogers, Dr. Joel Stark, and the broader scholarship on neighborliness is this: professional identity is shaped not only by what clinicians learn to do, but by how they learn to be with others. Meaningful change often begins not with intervention, but with relationship. In doing so, clinicians not only support communication and participation, but also help build communities in which each individual is valued, included, and connected.

Jureidini, R., Bin, H., & Fares Hassan, S. (2019). Migration and Islamic ethics: Issues of residence, naturalization and citizenship (p. 240).

Thiranagama, S. (2019). Respect Your Neighbor as Yourself: Neighborliness, Caste, and Community in South India. Comparative Studies in Society and History, 61(2), 269–300.               doi:10.1017/S0010417519000057

Welz, C. (2023). Editorial: Ethical and Epistemological Aspects of ‘Dialogue’: Exploring the Potential of the Second- Person Perspective ^§. Religions, 14(4), 543. https://doi.org/10.3390/rel14040543

Admissions Corner

Admissions Survey- We Need your Responses!

We are seeking feedback from faculty and staff on two sections of the CSDCAS application currently under review: the Experiences section and the Letters of Recommendation section. Whether you serve on an admissions committee, write recommendation letters, or support the admissions process in another role, your perspective is extremely valuable to us.

The survey is anonymous and takes only a few minutes to complete. We would also ask that you share it with colleagues at your institution who are involved in this work so we can gather as many perspectives as possible. Use the link below to respond by July 24, 2026.

Asynchronous Admissions Interviews: Expanding Flexibility While Maintaining Quality

Interviews are a common component of the admissions process for audiology and speech-language pathology programs. They provide an opportunity to learn more about applicants while assessing communication skills, professionalism, enthusiasm, and the ability to think and respond in real time. Traditionally, interviews have been conducted either in person or through synchronous virtual platforms such as Zoom. While these formats allow direct interaction, they also require significant coordination among applicants, admissions committee members, staff, and interviewers. Scheduling can be challenging, multiple evaluators often need to be available simultaneously, and applicants may need to travel or reserve large blocks of time to participate.

Asynchronous interviews offer an alternative approach. In this format, applicants respond to predetermined interview questions by recording video responses at a time and location convenient for them (Hidalgo Hernandez and Tatem, 2024). This flexibility can reduce scheduling barriers, minimize travel requirements, and provide applicants with greater control over the interview experience.

From an admissions perspective, asynchronous interviews can improve efficiency while maintaining a structured evaluation process. Faculty reviewers can assess responses on their own schedules rather than coordinating participation in live interview sessions. Recorded responses can be reviewed multiple times when clarification is needed, supporting consistency in scoring and decision-making. Programs may choose from a variety of review models, including assigning faculty to score individual questions across all applicants (horizontal review), evaluating complete applicant interviews (vertical review), or using a combination of approaches.

Asynchronous interviews may also support holistic admissions practices by increasing accessibility and reducing barriers for applicants. Because interviews can be completed remotely and on a flexible schedule, applicants are not required to incur travel expenses, miss work, or navigate scheduling conflicts associated with live interviews. This may broaden access for candidates from diverse geographic, socioeconomic, and educational backgrounds. In addition, recorded responses allow multiple reviewers to independently evaluate applicants, creating a more comprehensive assessment of communication skills, professionalism, critical thinking, and overall program fit.

Several platforms are available to support asynchronous interviewing. Programs using CSDCAS can integrate Kira Talent directly into their admissions process. Other higher education-focused platforms include Acuity Insights and StandOut, while business-oriented options include Willo, Testlify, and AsyncInterview.

Despite these advantages, programs should consider several potential limitations. Asynchronous interviews do not allow interviewers to ask follow-up questions or applicants to seek clarification. Some applicants may perceive video interviews as less personal or feel disconnected from faculty and the program. Research suggests that clearly communicating the rationale for using asynchronous interviews—such as improved standardization, flexibility, and fairness—can positively influence applicant perceptions (Basch and Melchers, 2019). Programs may also wish to offer supplemental opportunities for interaction, such as virtual open houses or Q&A sessions. Finally, unlike in-person interviews or interviews conducted through existing videoconferencing platforms, asynchronous interview systems typically involve additional costs that should be considered during implementation.

Basch, J., & Melchers, K. (2019). Fair and flexible?! explanations can improve applicant reactions toward asynchronous video interviews. Personnel Assessment and Decisions, 5(3). https://doi.org/10.25035/pad.2019.03.002

Hidalgo Hernandez, Y., & Tatem, G. (2024). Virtual versus In-Person: What Applicants Really Want in the Interview Process. ATS scholar, 5(4), 482–485. https://doi.org/10.34197/ats-scholar.2024-0131ED

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                                                                                                                                                                                       July 2026