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2020 Annual Conference Sessions

Pre-Conference Session: Mindfulness, ACT, and Counseling in CS&D: An Experiential Learning Session

4/22/2020 1:30 PM - 4/22/2020 5:30 PM

Location
Salons A-E
Speakers
  • Scott T. Palasik, PhD, CCC-SLP - Associate Professor
    The University of Akron
Summary
Communication Disorders has a long history of counseling clients. This experiential workshop will focus on the basics of Mindfulness along with the core principles of Acceptance and Commitment Therapy (ACT) by allowing participants to experience these approaches through hands-on activities. Also, current neurological research that exists related to Mindfulness and Acceptance and Commitment Therapy (ACT) practices will be discussed. Finally, examples of how to engage graduate students and other SLPs with how to learn counseling skills will be shared and experienced.

Learning Objectives:
  • Define ‘mindfulness.’
  • List the six core principles of Acceptance and Commitment Therapy (ACT).
  • Summarize one current finding regarding the ways in which mindfulness practices and/or ACT practices may be physically changing the brain.
  • Take away two (2) ways to encourage graduate students and/or SLPs to think and engage with counseling skills.
  • Newcomers' Orientation

    4/22/2020 5:30 PM - 4/22/2020 6:00 PM

    Speakers
    • Ann Eddins - CAPCSD President
    • Lynn Flahive - CAPCSD Conference Chair
    • Michael Bamdad - CAPCSD VP of Program Resource Development
    Summary
    Meet with the Conference Planning Committee and the CAPCSD Board to hear highlights of the conference as you navigate your first CAPCSD Annual Conference.

    x - Not Attending a Session During This Time Slot

    4/22/2020 5:30 PM - 4/22/2020 6:00 PM

    Unmasking the Value of the Undergraduate Education in Communication Sciences and Disorders

    4/23/2020 8:30 AM - 4/23/2020 - 10:30 AM

    Speakers
    • Joe A. Melcher, PhD - Professor Emeritus
      Xavier University of Louisiana
    Summary
    The US population has become more diverse, however, this diversity is not represented in our student population in CSD. This requires innovative recruitment practices to identify students for our professions. As students transition into graduate education, our expectations shift to more application-based learning. The session will discuss recruitment of underrepresented populations, alignment of curriculum methods between undergraduate and graduate education, and alternative career path options.

    Learning Objectives:
  • Identify three potential solutions for recruiting underrepresented populations into CSD
  • Understand the need for innovative methods of preparation of undergraduates for a successful transition to a graduate program
  • Describe the value of the UG degree in CSD in selecting alternate career paths
  • x - Not Attending a Session During This Time Slot

    4/23/2020 8:30 AM - 4/23/2020 - 10:30 AM

    Report from ASHA's Ad Hoc Committee on Graduate Education in Speech-Language Pathology

    4/23/2020 11:00 AM - 4/23/2020 12:00 PM

    Speakers
    • Lemmietta G. McNeilly, PhD - Chief Staff Officer, Speech-Language Pathology
      American Speech-Language-Hearing Association
    • Loretta Nunez, MA, AuD, CCC-A/SLP - Director, Academic Affairs and Research Education
      American Speech-Language-Hearing Association
    • Lynn Williams, PhD - Associate Dean and Professor
      East Tennessee State University
    • Margaret Rogers, PhD - Chief Staff Officer for Science & Research
      American Speech-Language-Hearing Association
    Summary
    The ASHA Ad Hoc Committee on Graduate Education in SLP report will provide information on: (a) survey/focus group data concerning perceptions about what is needed now, and in the near future, to adequately prepare SLPs to enter practice; (b) information on aspects of the current model that are serving the profession and the public adequately now, and in the near future, and which aspects are not; (c) rationale and relevant data regarding the committee's recommendation to the ASHA Board of Directors to recommend to the CAA that an accreditation program be developed for optional, post-entry-level clinical doctoral programs in SLP.

    Learning Objectives:
  • Describe educational challenges identified by ASHA members in preparing speech-language pathologists to enter clinical practice within the current 2-year master’s degree model.
  • Discuss perceptions about what is needed now, and in the near future, to adequately prepare speech-language pathologists (SLP) to enter practice.
  • Summarize data and concerns that led to the recommendation that an accreditation program be developed for optional, post-entry-level clinical doctoral programs in speech-language pathology.
  • Clinical Diversity Training Programs: Listing Change or Short-term Gain?

    4/23/2020 11:00 AM - 4/23/2020 12:00 PM

    Speakers
    • Eusabia Mont, M.S., CCC-SLP - Associate Clinical Professor
      University of Maryland, College Park
    Summary
    Abstract: A major goal of the Cultural and Linguistic Diversity Emphasis Program (CLD-EP) at the University of Maryland, College Park is to reduce health disparities in underrepresented populations through culturally responsive clinical training. However, without examining how culturally responsive practices are sustained over time, the achievement of this goal cannot be determined (Brach, C., & Fraserirector, I., 2000). This session discusses data from an ongoing IRB to investigate the knowledge, attitudes, and skills of students enrolled in a clinical diversity training program from pre-service training through the clinical fellowship.

    Learning Objectives:
  • Describe methods for tracking diversity-learning during and following completion of a clinical diversity training program.
  • Discuss the best methods to deliver diversity-related content in a clinical training program based on current research data.
  • Discuss the implications of research data for curriculum and program development in diversity-related clinical training programs.
  • IPE/IPP CAPCSD Committee Update

    4/23/2020 11:00 AM - 4/23/2020 12:00 PM

    Location
    Iberville
    Speakers
    • Carolyn W. Higdon, Ed.D, CCC-SLP, F-ASHA, F-NAP - Professor
      Chair, CAPCSD IPE/IPP Committee
    • John W. McCarthy, Ph.D. - Professor of Communication Sciences and Disorders, Associate Dean
      Ohio University
    • Laura A. Karcher, M.A., CCC-SLP, CBIS - Clinical Professor
      Indiana University
    • Lauren Bland, Ph.D. - Associate Professor/Graduate Program Director
      Western Kentucky University
    Summary
    CAPCSD IPE/IPP Committee will discuss the work plan for the past year including the recent IEP IPP survey sent to programs, the landing page of the new CAPCSD website, the new and improved IPE IPP Blog, and the progress toward a formal committee structure. There will be an opportunity for member programs and representatives to discuss the results of the survey. The work steps for 2020-2021, generated from the survey results, will be presented. Input from all attendees is welcomed.

    Learning Objectives:
  • Attendees will review the IPE IPP CAPCSD Survey results and discuss the implications for future planning.
  • Attendees will discuss the IPE IPP landing page of the new CAPCSD website.
  • Attendees will review the new and improved IPE IPP CAPCSD blog.
  • Faculty Ethical Behavior in the Classroom

    4/23/2020 11:00 AM - 4/23/2020 12:30 PM

    Speakers
    • Judith Vander Woude, PhD - Professor & Chair
      Calvin University
    • Kenn Apel, PhD - Professor/Chair
      University of South Carolina
    • Melody Harrison, PhD CCC SLP - Professor Emerita
      University of North Carolina at Chapel Hill
    Summary
    The extant literature is rich with information on teaching ethical behaviors to students, yet much less so when it comes to learning how faculty can ensure their own ethical classroom behavior. Examples of potential ethical conflict include demonstrating impartiality, implementing exams and assignments, permitting students to express a variety of viewpoints, managing teaching assistants, and forming multiple relationships with students. This session will address ethical principles and applying them to common classroom dilemmas, and guides for ethical decision-making. Case studies will be used to highlight the conversation between presenter and participants.

    Learning Objectives:
  • Identify which ethical values may be present in a given classroom situation;
  • Analyze at least one case study using an ethical-decision making model; and,
  • Develop at least 2 possible solutions to ethical conflicts faced by faculty in the classroom environment.
  • Problem Solving Information Exchange: Interviewing Processes for Facilitating Holistic Admissions in Graduate Studies

    4/23/2020 11:00 AM - 4/23/2020 12:00 PM

    Speakers
    • Christine Carmichael - Professor, Graduate Admissions Coordinator
      Our Lady of the Lake University
    • Douglas F. Parham, PhD CCC-SLP - Associate Professor, and Graduate and Undergraduate Coordinator
      Wichita State University
    • Kerry C. Mandulak, PhD, CCC-SLP - Associate Professor
      Pacific University
    • Laura Plexico, PhD, CCC-SLP - Chair
      Auburn University
    • Melissa Fruscione, JD - Director of Admissions - Graduate Studies
      Saint Mary's College
    Summary
    This facilitated discussion will look at the CSD graduate applicant's process and the difficulties associated with it. Graduate programs face very difficult decisions regarding whom to admit, with many qualified applicants and a limited number of spaces within programs. Admissions processes are a bit different across programs, but few include an interview as part of their graduate admissions review. Programs wonder the worth of an interview on the selection process; however, some applicants who seem to be a perfect match on paper are not! In this PSIE, a cursory review of holistic review and the role of interviews will be discussed with the presenters and audience. A discussion regarding the benefits and risks of interviewing will be facilitated in order to answer questions and provide insight regarding applicant feedback, time and effort, and outcomes for programs.

    Learning Objectives:
  • Describe at least two processes to conduct interviews for graduate admissions at their institution.
  • Compare and contrast benefits and deterrents of using interviews for graduate admissions.
  • Identify evidence to support the rationale for conducting interviews for graduate admissions.
  • World Health Organization Rehabilitation Competency Framework: An International Framework for IPE/IPP

    4/23/2020 11:00 AM - 4/23/2020 12:00 PM

    Speakers
    • Lawrence F. Molt, PhD, CCC-A, CCC-SLP, FASHA, FAAA - Professor and Director, Neuroprocesses Research Laboratory
      Auburn University
    Summary
    In 2017, the United Nations World Health Organization set an agenda of establishing or enhancing rehabilitation services globally, in it's Rehabilitation 2030: A Call for Action. In 2018-2019, a working group of 20 individuals from 8 rehabilitation-linked professions constructed a Rehabilitation Competency Framework (RCF) as a guide for developing rehabilitation services. The framework is currently undergoing a modified Delphi study review to insure structural coherence and global fidelity. The finalized version will be presented, and it's usefulness as a framework in both IPE and IPP will be discussed along with examples of the RCF use in various rehabilitation interventions.

    Learning Objectives:
  • Describe the basic WHO Rehabilitation Competency Framework including functional areas, skills and knowledge, and levels of competency
  • Define how specific professional competencies are met in an IPE and IPP oriented model in the WHO RCF.
  • Demonstrate how the RCF model could be implemented across several types of rehabilitation interventions.
  • Challenges in Remediating Au.D. Students

    4/23/2020 11:00 AM - 4/23/2020 12:00 PM

    Speakers
    • Sridhar Krishnamurti, PhD - Professor and Program Coordinator of Audiology
      Auburn University
    Summary
    A vast majority of students accepted in national Au.D programs appear to meet the rigors and demands expected to succeed academically and clinically. However, on an infrequent basis, Audiology program directors do encounter a few students in every program that do not meet these expectations and need remediation. These issues and challenges will be discussed in detail with probable factors, problems, and solutions. Audience participation will be encouraged. A remediation model will be developed to benefit all Au.D programs that are facing these challenges.

    Learning Objectives:
  • Upon completion, participants will be able to identify academic and clinical issues that lead to remediation
  • Upon completion, participants will be able to identify programmatic issues to address remediation
  • Upon completion, participants will be able to develop a remediation model that benefits the Au.D program implementation
  • Motivating Faculty to Reach Their Potential

    4/23/2020 11:00 AM - 4/23/2020 12:00 PM

    Speakers
    • Linda Jarmulowicz, PhD - Dean
      University of Memphis
    Summary
    Working with faculty requires balancing their professional development with the goals of the program. This session will focus on helping colleagues feel valued, connected, and empowered in the context of the changing academic landscape. Discussion will include building a coherent team and matching goals to people’s strengths.

    Learning Objectives:
  • Identify at least two ways to assist others with their professional growth
  • Explain how personal, professional, and program growth are intertwined
  • Identify 3 ways to be a better leader
  • x - Not Attending a Session During This Time Slot

    4/23/2020 11:00 AM - 4/23/2020 12:00 PM

    x - Not attending a Session During This Time Slot

    4/23/2020 11:00 AM - 4/23/2020 12:30 PM

    Reshaping and Refreshing Academic Audiology: Dynamics of Change

    4/23/2020 12:00 PM - 4/23/2020 1:00 PM

    Speakers
    • Ann C. Eddins, PhD, M.B.A - Associate Chair, Associate Professor
      University of South Florida
    • Donald Nielsen, PhD - Audiology University Adviser
      Fuel Medical Group
    Summary
    Abstract: Reshaping academic audiology programs begins with asking probing questions: How does your program look relative to 5 or 10 years ago? Same students, same curriculum, same goals? What environmental factors are forcing change? If you could start from scratch, how would your program look? Would it impress new students, parents, patients, faculty, administrators, and the profession? Would it be collaborative with other departments, clinics, or programs on campus or near-by institutions? Addressing these strategic questions within your department will build consensus around a programmatic strategy that enables new or rejuvenated programs to succeed in times of change and disruption.

    Learning Objectives:
  • Identify the dynamic environmental factors forcing change in academic audiology programs and plan how to deal with them.
  • Create a new or reshape an existing academic program, which will impress all stakeholders.
  • Identify and apply creative solutions for shaping new or refreshing existing academic audiology programs and departments.
  • CALIPSO for Electronic Tracking of the CAA and CFCC Standards

    4/23/2020 12:00 PM - 4/23/2020 1:00 PM

    Speakers
    • Laurel Hays, MEd CCC-SLP ASHA F - President
      CALIPSO, LLC
    Summary
    This presentation will provide a live demonstration of the CALIPSO for Speech-Language Pathology® and CALIPSO for Audiology® web-based applications for tracking of the CAA and CFCC Standards. The demonstration will review features pertinent to both academic and clinical education as well as for graduates applying for certification.

    Learning Objectives:
  • Recognize the efficiency of a web-based application for academic and clinical tracking
  • Utilize processes for tracking changes to the CFCC Standards
  • Summarize key reports for CAA and CFCC Standards verification
  • Imagine More Engaging Ways to Teach CSD Students

    4/23/2020 12:00 PM - 4/23/2020 1:00 PM

    Speakers
    • Courtney L. Seidel, CCC-SLP - Associate Clinical Professor
      University of Wisconsin - Madison
    Summary
    How do we reach millennial students and engage them actively in learning? Imagine more classrooms where students are motivated to dive into learning. Imagine more students who explain how their strategies are evidence-based. Imagine more engaging ways to teach CSD students! Video examples serve as online learning which promote prerequisite knowledge and allows for class-time to focus on active learning. This presentation focuses on how video examples serve as independent, online learning that promotes the acquisition of prerequisite knowledge and skills (at the lower end of Bloom’s taxonomy) thus allowing in-class time to focus on higher-level, active learning activities.

    Learning Objectives:
  • Move the novice student/clinician along a continuum from being unconsciously unskilled to consciously skilled
  • Employ blended learning by offering evidence-based video examples to students as independent, online learning
  • Structure in-class/meeting time in a way that it focuses on higher-level, active learning activities
  • x - Not Attending a Session During This Time Slot

    4/23/2020 12:00 PM - 4/23/2020 1:00 PM

    Newcomers' Luncheon

    4/23/2020 12:00 PM - 4/23/2020 1:00 PM

    Summary
    No CEU credit for this luncheon

    Teaching Assessment Content to Pre-Service Students

    4/23/2020 1:00 PM - 4/23/2020 2:00 PM

    Speakers
    • Peter C. Entwistle, PhD - Clinical Training Program Liaison
      Pearson
    Summary
    The Pearson University Training Partnership will be described so participants can learn about the support for teaching assessment best practice. We will review the process for membership application and describe the opportunities associated with TPP. Participants will learn how it can benefit university training programs and how to access information and slide decks for many of the products published by Pearson, including electronic administration and scoring with the Digital Assessment Library such as the CELF5, PPVT5, EVT3 and the Goldman-Fristoe assessments.

    Learning Objectives:
  • Participants will learn about opportunities associated with the TPP and be able to communicate the assessment best practices to faculty and graduate students.
  • Participants will be able to describe the Digital Assessment Library on Pearson q -interactive available to students and their faculty focusing on Speech and Language.
  • Participants will learn how to access online training modules and how to access teaching slide decks on the latest Pearson published products such as the CELF-5, PPVT5 and EVT3.
  • A Cutting Edge Approach to Developing Clinical Competencies and Improving Documentation Skills

    4/23/2020 1:00 PM - 4/23/2020 2:00 PM

    Speakers
    • Angi Martin, Ed.D., CCC-SLP/A - Course Instructor/Clinical Supervisor
      Western Illinois University
    • Clint M. Johnson, MA, CCC-SLP, CHSE - Vice President of Simucase Education
      Simucase
    • Julie L. Cox, PhD CCC-SLP - Assistant Professor & Graduate Coordinator
      Western Illinois University
    • Lana Fox - CEO
      ClinicNote
    Summary
    Many CSD programs have embraced simulation as a technique for improving students' clinical skills. Additionally, these programs have recognized the value of having students document and practice technical writing while utilizing an EMR system. This session will describe a pilot program at a university clinic which combined simulation-based education with an EMR system. This allowed students to practice documentation skills following the completion of four simulations. The benefits of providing this integrated approach will be presented, implementation strategies will be discussed, outcome data from faculty and student surveys will be reviewed and opportunities for future research will be described.

    Learning Objectives:
  • Summarize the benefits of combining simulations-based education with an EMR system in a university training program.
  • Analyze outcome data from faculty and student surveys following the pilot study.
  • Develop opportunities for future and expanded research.
  • x - Not Attending a Session During This Time Slot

    4/23/2020 1:00 PM - 4/23/2020 2:00 PM

    The Introvert's Guide to Academic Leadership

    4/23/2020 2:00 PM - 4/23/2020 3:30 PM

    Speakers
    • Jeff Buller, PhD - Senior Partner
      ATLAS Leadership Training
    Summary
    Most leadership books and management courses are designed for extraverts. In fact, many of the practices commonly regarded as “effective leadership” (complete accessibility, ease and graciousness in social situations, the willingness to take calculated risks) come far more naturally to extraverts than to introverts. But well more than half of the people who choose an academic career are introverts. How can they be effective as leaders? This workshop explores how introverts can build on their strengths, compensate for their weaknesses, and balance their leadership teams so as to achieve more of their high-priority goals.

    Learning Objectives:
  • Upon completion, participants will be able to distinguish the leadership strengths of introverts from those of extraverts.
  • Upon completion, participants will be able to work more effectively with extraverted colleagues (and vice versa).
  • Upon completion, participants will be able to compensate for the weaknesses that introverts occasionally bring to leadership situations.
  • LGBTQIA+ People in CSD Education: Tools to Support Colleagues, Students, and Clients

    4/23/2020 2:00 PM - 4/23/2020 3:30 PM

    Speakers
    • Adrienne B. Hancock, PhD, CCC-SLP - Associate Professor and Director of Graduate Studies
      George Washington University
    • Gregory C. Robinson, PhD CCC-SLP - Associate Professor
      University of Arkansas for Medical Sciences
    Summary
    Unique stressors affecting educational and health outcomes for people in sexual orientation or gender minority groups, and the resilience factors that can mitigate their effects, will be explained using models of minority stress and barriers to care. Applications to our workplaces, classrooms, and clinics will be explored using interactive methods to demonstrate recommended methods for developing practitioner competency. Participants will assess whether their clinical and educational practices are inclusive and affirming for people in sexual orientation and gender minority groups, then learn basic criteria for competency in LGBTQIA+ sensitivity and inclusion, as well as best practices for teaching this competency.

    Learning Objectives:
  • Identify the needs of LGBTQIA+ students and colleagues by using a variety of theoretical perspectives, such as minority stress models and barriers to productive learning and work environments.
  • Summarize knowledge and skills critical to competency in working with sexual orientation and gender minority groups.
  • Describe at least 5 best practices for how to teach LGBTQ sensitivity and inclusion to SLPs and Audiologists.
  • Ethical Dilemmas in AUD Clinical Education

    4/23/2020 2:00 PM - 4/23/2020 3:30 PM

    Speakers
    • Jennifer P. Taylor, Au.D., CCC-A - Clinical Associate Professor
      University of Memphis
    • Mark DeRuiter, M.B.A., PhD, CCC-A/SLP - Clinical Professor & Associate Department Head for Clinical Education
      University of Arizona
    Summary
    Clinical education processes provide a wealth of opportunities for ethical conflict. Balancing the needs of students and clients, demonstrating impartiality among supervisees, addressing cultural differences, and tensions between what is taught in the classroom and what occurs in clinic are a few common ethical problems faced by clinical educators. Knowing how to apply and make decisions that are in harmony with the AAA and ASHA Codes of Ethics can be challenging. This session addresses ethical principles and applying them to clinical education using guides for ethical decision-making. Case studies are used to highlight the conversation between presenters and participants.

    Learning Objectives:
  • Identify which ethical values may be present in a given situation;
  • Analyze at least one case study using an ethical-decision making model; and,
  • Develop at least 2 possible solutions to an ethical conflict faced by administrators
  • Problem Solving and Information Exchange - Clinic Directors 101

    4/23/2020 2:00 PM - 4/23/2020 3:30 PM

    Speakers
    • Carol Ann Raymond, MBA, EdS, CCC-SLP - Clinical Professor/Clinic Director
      University of Georgia
    • Tom Muller, AuD, CCC-A, FAAA - Clinical Associate Professor; Coordinator of Clinical Education in Audiology
      University of Arizona
    Summary
    This facilitated session provides an opportunity for new Clinic Directors to acclimate and to discuss issues related to the position, such as developing clinical grading rubrics, mentoring clinical educators, and expanding clinic placement sites. Questions will be addressed with an opportunity for group problem solving and information sharing to facilitate innovative approaches.

    Learning Objectives:
  • Identify three characteristics of positive mentoring
  • Discuss elements of clinical grading rubrics, including competencies
  • Develop strategies for clinical placement expansion
  • Innovative Evidence-based Ideas for Teaching

    4/23/2020 2:00 PM - 4/23/2020 3:30 PM

    Speakers
    • Jennifer C. Friberg, Ed.D - Cross Endowed Chair in the Scholarship of Teaching and Learning, Professor of Communication Sciences & Disorders
      Illinois State University
    Summary
    Scholarship in teaching and learning can (and should) be applied by course instructors in speech-language pathology and audiology to inform evidence-based approaches to course development and implementation. Outcomes from many recent studies have indicated that a variety of innovative curricular approaches to teaching (e.g., flipped course design, use of mediated clinical simulations) have improved student learning outcomes. This session will review a variety of these research-informed pedagogies for use in CSD courses. Discussion will focus on ways in which course instructors can use these techniques to facilitate the development of critical thinking and problem solving.

    Learning Objectives:
  • Understand the benefits of using evidence to inform choices in course design and implementation.
  • Explain specific curricular innovations such as flipped classroom, simulation, and case-based learning.
  • Recognize the need for systematic, program approach to integrating curricular innovations.
  • Problem Solving and Information Exchange - Program Directors 101

    4/23/2020 2:00 PM - 4/23/2020 3:30 PM

    Speakers
    • Ayasakanta Rout, PhD - Program Director and Associate Professor of Audiology
      James Madison University
    • Kenneth J. Logan, PhD - Associate Professor, Graduate Program Director
      University of Florida
    Summary
    This facilitated session provides an opportunity for new program directors to discuss issues related to the position, such as curriculum mapping, admissions, and mentoring. Questions will be addressed with opportunities for group problem solving and information sharing to help promote a quality and innovative program.

    Learning Objectives:
  • Discuss their role in curriculum mapping
  • Describe various strategies for admissions
  • List 3 characteristics of effective student mentoring
  • Auditory Rehabilitation: The "Stepchild" of SLP and Au.D. Training Programs

    4/23/2020 2:00 PM - 4/23/2020 3:30 PM

    Speakers
    • Donald M. Goldberg, PhD - Professor
      The College of Wooster/Cleveland Clinic Foundation
    Summary
    'Auditory Rehabilitation' (AR) is an area of clinical practice for both Speech-Language Pathologists and Audiologists, who present with specific knowledge, skills, and abilities (see ASHA/AR Competencies, 2001). It appears that AR has become de-emphasized in our training institutions, at a time when more and more infants through older adults are in need of such services. This presentation will provide data from a web-based analysis of the AR course offerings in our graduate SLP and Au.D. training programs; along with outcomes of AR pre-test knowledge from three past year First Year Clinical Experience (FYCE) Extern classes at a major hospital.

    Learning Objectives:
  • Report on the results of a web-based analysis of the AR curricula of SLP graduate training programs and their limited offerings dedicated to AR.
  • Describe a similar analysis of the AR and Pediatric Audiology curricular offerings of Au.D. training programs.
  • List the AR pretest results from three class years of Doctor of Audiology extern classes in their Final Year Clinical Experience (FYCE) at a top U.S. hospital.
  • Problem Solving and Information Exchange - Chairs 101

    4/23/2020 2:00 PM - 4/23/2020 3:30 PM

    Speakers
    • Colleen Le Prell, PhD - Professor and Area Head
      University of Texas at Dallas
    • Jayne Brandel, PhD, CCC-SLP - Chair, Associate Professor
      West Virginia University
    Summary
    This facilitated session provides an opportunity for new chairs to acclimate and to discuss issues related to the position, such as running effective meetings, developing time management solutions and providing feedback to faculty. Questions will be addressed with an opportunity of group problem solving and information sharing to facilitate innovative approaches.

    Learning Objectives:
  • List 3 effective strategies for running productive meetings
  • Develop practical solutions for time management
  • Describe 2 strategies for providing feedback to faculty
  • x - Not Attending a Session During This Time Slot

    4/23/2020 2:00 PM - 4/23/2020 3:30 PM

    Building Inclusive Environments Within Clinical Education: A Focus on Functional Activity

    4/23/2020 4:00 PM - 4/23/2020 5:30 PM

    Speakers
    • Anu Subramanian, PhD, CCC-SLP - Director of Clinical Education - SLP; Clinical Associate Professor
      University of Iowa
    • Julie A. Hengst, PhD, CCC-SLP - Associate Professor
      University of Illinois at Urbana-Champaign
    • Laura S. DeThorne, PhD - Chair & Professor of Speech, Language & Hearing Sciences
      Western Michigan University
    Summary
    This panel discussion from scholars across three institutions focuses on building inclusive clinical education programs using an activity theory perspective. We will draw on the historical context of the field as well as modern-day perspectives from disabled speech-language pathologists. We will also offer concrete examples from day-to-day clinical education and highlight the process of developing an essential functions document using an activity-based approach.

    Learning Objectives:
  • Delineate an activity- v. behavioral-based approach to clinical education
  • Provide concrete examples of how an activity-based approach translates to clinical education practices
  • Outline a plan for building an essential functions document based on an activity-based approach
  • Leveraging Current Information Technology to Foster Clinical Interprofessional Education

    4/23/2020 4:00 PM - 4/23/2020 5:30 PM

    Speakers
    • Donyel Byrd, MSW, LCSW - Associate Faculty
      Indiana University
    • Laura A. Karcher, M.A., CCC-SLP, CBIS - Clinical Professor
      Indiana University
    Summary
    The Indiana University (IU) Interprofessional Education (IPE) Health Coaching Project, a collaboration between the IU School of Medicine, IU School of Social Work and IU Department of Speech and Hearing Sciences developed an innovative use of Canvas, a learning management system (LMS) to administrate IPE across three disciplines. The result was faster, more comprehensive instructor feedback for both teams and individual students, decreased time and effort of instructors via LMS individual and team rubrics, and early data suggesting increased student perception of competency using the 9-item Interprofessional Education Collaborative Competency Self Efficacy Tool (IPECC-SET).

    Learning Objectives:
  • Participants will describe interdisciplinary evaluation methods for IPE team-based projects using a learning management system (LMS).
  • Participants will discover new IPE team-based grade rubrics for use across multiple disciplines.
  • Participants will describe the use of technology to facilitate IPE team and individual evaluation and growth.
  • Laissez Les Bon Temps Rouler! CAPCSD Clinical Educator eLearning Courses Update

    4/23/2020 4:00 PM - 4/23/2020 5:30 PM

    Speakers
    • Andy Clare, M.S., CCC-SLP CBIS - Clinical Supervisor / Externship Coordinator
      George Washington University
    • Carol Cokely, PhD - Clinical Professor and Director of Clinical Education
      University of Texas at Dallas
    • Jennifer Yurof, MEd - Instructional Designer
      EDC
    • Kevin M. McNamara, MA CCCSLP - Clinical Director
      Department of Communication Disorders, Southern Connecticut State University
    • Lee A. Robinson, M.S., CCC-SLP - Clinic Director, Associate Clinical Professor
      Brigham Young University
    • Tammy Fredrickson, Ph.D., CCC-A - Director of Audiology Clinical Education
      University of Colorado Boulder
    Summary
    The movement for clinical educator training is alive and well! In this presentation, we will describe the four CAPCSD clinical educator eLearning courses, including the newest offerings in courses three and four, focusing on feedback in clinical education and assessment of student performance. Helpful hints will be offered for accessing and completing the courses, as well as for accessing a repository of course materials for additional skill development and training. Information on course usage to date will be presented. Suggestions will be shared for ways to promote and utilize these resources with CAPCSD-affiliated clinical educators.

    Learning Objectives:
  • Describe the key instructional content of the four CAPCSD Clinical Educator Training eLearning courses
  • Identify the procedures for enrolling in eLearning courses, navigating content, and accessing materials in the resource repository
  • Develop a strategy for promoting and disseminating CAPCSD Clinical Educator Training eLearning courses to support the skill development of clinical educators affiliated with their programs
  • Ethical Decision Making in Clinical Education

    4/23/2020 4:00 PM - 4/23/2020 5:30 PM

    Speakers
    • Katie Strong, PhD - Assistant Professor
      Central Michigan University
    • Michael Bamdad, M.A - Director of Clinical Education
      The George Washington University
    Summary
    Clinical education processes provide a wealth of opportunities for ethical conflict to occur. Balancing the needs of students and clients, demonstrating impartiality among supervisees, addressing cultural differences, and tensions between what is taught in the classroom and what occurs in clinic are just a few of the common ethical problems faced by clinical educators. Knowing how to apply and make decisions that are in harmony with the AAA and ASHA Codes of Ethics can be challenging. This session will address ethical principles and applying them to clinical education using guides for ethical decision-making.

    Learning Objectives:
  • Will be able to describe an ethical decision-making model.
  • Will apply essential functions to an ethical decision making model.
  • Will be able to analyze at least one case study using an ethical decision-making model.
  • CAA Update

    4/23/2020 4:00 PM - 4/23/2020 5:30 PM

    Speakers
    • Kimberlee Moore, MPP - Director of Accreditation
      Council on Academic Accreditation-American Speech-Language and Hearing Association
    Summary
    This session will focus on the current work of the Council of Academic Accreditation in Audiology and Speech-Language Pathology (CAA) related to the implementation of the 2017 Standards, as well as updates to the Standards and accreditation processes. The most frequently cited standards in accreditation decisions, and appropriate responses to citations will also be discussed.

    Learning Objectives:
  • Describe updates to Standards and accreditation processes .
  • Discuss Standards interpretation and application
  • Describe the appropriate program responses to citations in annual reports and reaccreditation reports
  • Public Policy Trends Impacting Academic Programs in Communication Sciences and Disorders

    4/23/2020 4:00 PM - 4/23/2020 5:30 PM

    Speakers
    • Jeffrey P. Regan, M.A - Director of Government Affairs and Public Policy
      American Speech-Language-Hearing Association
    Summary
    There are several significant public policy trends and issues currently impacting academic programs and university clinics in communication sciences and disorders. This presentation analyzes paradigmatic changes in reimbursement policy for therapy services delivered in skilled nursing facilities, student supervision policy under Medicare Part B, proposed policy changes to programmatic accreditation requirements, “gainful employment standards” under Title IV of the Higher Education Act and their impact on student aid, access to graduate student loans, and efforts to diversify student populations in accredited programs. The presentation also underscores the importance of advocacy as a collaborative means by which to effect positive change.

    Learning Objectives:
  • Describe the top public policy trends and issues currently impacting academic programs and university clinics.
  • Understand how those current trends and issues are impacting academic programs, university clinics, faculty, and students in the current political environment.
  • Understand the important and pivotal role that advocacy plays in effecting positive change in public policy.
  • Unmasking the Potential for Clinical Simulation in Audiology

    4/23/2020 4:00 PM - 4/23/2020 5:30 PM

    Speakers
    • Susan Scollie, PhD - Professor
      National Centre for Audiology, University of Western Ontario
    Summary
    Traditional professional training practices have encouraged a passive learning environment. Recent educational research has found improved student learning outcomes with the use of innovative clinical simulation. This session will review the advantages and limitations of using traditional versus simulated instructional and evaluation techniques. Discussion will review creative approaches for implementing varying approaches for clinical simulations for use in teaching audiological procedures.

    Learning Objectives:
  • Compare and contrast traditional versus simulated instructional techniques
  • Describe evidence supporting simulations in audiology
  • Identify types of clinical simulation that could fit your program
  • Cultural Competence: From Inclusive Classroom Learning to Inclusive Practice

    4/23/2020 4:00 PM - 4/23/2020 5:30 PM

    Speakers
    • Valarie B. Fleming, Ph.D., CCC-SLP - Professor and Chair
      Texas State University
    Summary
    One of ASHA’s strategic objectives is to increase members’ cultural competence in order to address cultural and linguistic influences on service delivery outcomes. Setting clinicians on the path to cultural competence begins with innovative practice in CSD programs. In this session, the presenter will discuss perceived barriers to infusing diversity and inclusion topics into CSD curriculum and address innovative ways to incorporate more inclusive teaching practices. The presenter will also explore ways in which CSD programs can help foster student growth from learning about diversity and inclusion to becoming culturally competent and compassionate care providers. Learning Objectives: Identify barriers to infusing diversity and inclusion issues into curriculum content. Discuss innovative learning strategies to effectively incorporate diversity and inclusion issues into curriculum content and classroom interactions. Identify strategies to develop culturally competent clinicians who deliver culturally competent compassionate care.

    x - Not Attending a Session During This Time Slot

    4/23/2020 4:00 PM - 4/23/2020 5:30 PM

    Unmasking the Power of Integrating Academic and Clinical Education

    4/24/2020 8:00 AM - 4/24/2020 10:00 AM

    Speakers
    • Catherine Palmer, PhD - Associate Professor
      University of Pittsburgh
    • Cheryl Messick, PhD, CCC-SLP - Professor, Vice Chair for Academic Affairs
      University of Pittsburgh
    • Elaine Mormer, PhD, CCC-A - Associate Professor
      University of Pittsburgh
    Summary
    Integrating the academic and clinical missions of CSD clinical education programs is both challenging and rewarding. Having effective leadership teams target this goal requires intentionality. This session will provide examples of approaches to building successful academic/clinical integration in our education programs.

    Learning Objectives:
  • Explain why the integration of knowledge and skills is vital to the curriculum
  • Identify strategies for measuring meaningful student outcomes
  • Identify three approaches leading to successful integration
  • x - Not Attending a Session During This Time Slot

    4/24/2020 8:00 AM - 4/24/2020 10:00 AM

    Ethics in Higher Education Administration

    4/24/2020 10:30 AM - 4/24/2020 12:00 PM

    Speakers
    • Sherry Sancibrian, MS - Professor/Program Director/Associate Chair
      Texas Tech University Health Sciences Center
    Summary
    Department chairs, program directors, and others with administrative responsibility can face ethical dilemmas but may not have systematic guidance on how to respond. Being able to address administrative issues in an ethical manner is essential, given recent events such as sexual harassment by faculty, academic bullying among colleagues, social justice issues, acceptable uses of grant funding, and donors attempting to control policies via their financial contributions. The presenter will review ethical principles, situate them in the administrative context, and offer potential solutions to guide decision-making. Case studies will be used to highlight the ethical principles addressed in this session.

    Learning Objectives:
  • Identify which ethical principles may be present in a given situation
  • Analyze at least one case study using an ethical-decision making model; and
  • Develop at least 2 possible solutions to an ethical dilemma faced by administrators.
  • Integrating Theory with Practice: Embracing Conflict as a Teaching Tool

    4/24/2020 10:30 AM - 4/24/2020 12:00 PM

    Speakers
    • Karmen L. Porter, PhD, CCC-SLP - Department Chair/Assistant Professor
      Fort Hays State University
    • Marcus A. Porter, PhD - Credit for Prior Learning Coordinator
      Fort Hays State University
    Summary
    New certification standards stress interprofessional training for speech-language pathology/audiology students (CFCC, 2018). Effective communication skills are a key component to any successful collaboration. Misunderstandings, disagreements, and other communication challenges are inevitable no matter what the work setting or clinical population, but how they are managed can make a difference in professional success or failure (Wright, Banas, Bessarabova, & Bernard, 2010). This session will provide an overview of effective conflict management strategies, as well as practical suggestions for how to incorporate meaningful conflict management training into academic coursework and clinical practicum.

    Learning Objectives:
  • Identify three types of conflict.
  • Explain how teaching students effective communication strategies can help them manage conflict.
  • Describe how clinical practicum experiences can be integrated with conflict management strategies presented in the classroom.
  • Accreditation Commission for Audiology Education

    4/24/2020 10:30 AM - 4/24/2020 12:00 PM

    Speakers
    • Carol Cokely, PhD - Clinical Professor and Director of Clinical Education
      University of Texas at Dallas
    Summary
    This session is devoted to review and update on the Accreditation Commission for Audiology Education (ACAE), the single accrediting body 'of, by, and for audiologists.' The sole purpose of the ACAE is accreditation of Doctor of Audiology programs to ensure that graduates are ready for limited license practitioner status and are prepared to practice audiology responsibly, autonomously, and independently. We will summarize the 2016 ACAE standards, program review and accreditation process, updates in changes to the on-line reporting platform, and developing status applications. Time is allotted toward the end of the session for questions from the audience.

    Learning Objectives:
  • Participants will identify advantageous updates to the reporting platform of the accreditation process.
  • Participants will identify the requirements for programs for ACAE developing status.
  • Participants will identify ways in which ACAE accreditation enhances and add values to an AuD program.
  • Creating (Clinically/Culturally) Competent Clinicians

    4/24/2020 10:30 AM - 4/24/2020 12:00 PM

    Speakers
    • Vicki R. Deal-Williams, MA, CCC-SLP, FASAE, CAE - Chief Staff Officer for Multicultural Affairs
      American Speech-Language-Hearing Association
    Summary
    This session assumes a basic understanding of the need for culturally (i.e., clinically) competent clinicians and focuses on how curricular change related to culture and language can be implemented. This session will provide an overview of established and emerging approaches for effective practices that help CSD professionals and students address culture and language in their professional encounters. Approaches that address cultural and linguistic content, as well as effective strategies and methodologies will be included. In addition, tactics for addressing access, equity, and creating more inclusive classrooms and CSD programs will be highlighted.

    Learning Objectives:
  • Identify content related to culture and language to be included in CSD coursework
  • Describe effective practices for increasing cultural competence in future CSD professionals
  • Discuss strategies for increasing inclusion in CSD classrooms and academic programs
  • Work-life Balance

    4/24/2020 10:30 AM - 4/24/2020 12:00 PM

    Speakers
    • Jeff Buller, PhD - Senior Partner
      ATLAS Leadership Training
    Summary
    Even more than in other professions, it’s easy for the work of a college professor or administrator to become all-encompassing. There’s always more we can do to prepare for class, advance our research, serve our clients, or respond to (endless) emails. We all long for work-life balance, but what is it really? In this highly interactive workshop, we’ll identify each participant’s current state of work-life balance and then develop a plan that will help the participant achieve the level of work-life balance that he or she desires.

    Learning Objectives:
  • Upon completion, participants will be able to recognize their personal obstacles to achieving work-life balance.
  • Upon completion, participants will be able to develop an action plan for overcomng their obstacles to work-life balance.
  • Upon completion, participants will be able to understand the proper timeframe within which work-life balance can occur
  • Working with Children in Poverty: Serving the Under-served

    4/24/2020 10:30 AM - 4/24/2020 12:00 PM

    Speakers
    • Kathy Shapley, Ph.D. - Chair & Professor
      Mississippi University for Women
    Summary
    According to the US Census Bureau in 2017, 12.8 million American children lived in poverty. Poverty has emotional, social, cognitive, and health-related consequences. Graduate programs must equip future clinicians to assess and treat clients experiencing poverty. This session will help educators begin to explore ways to engage students in conversations about the impact of poverty. Learning Objectives: Identify signs, risk-factors, and impact of poverty within our clinical populations Summarize the research on the impact of childhood poverty related to the assessment and treatment of speech, language, and hearing disorders Articulate the clinician’s role in the long-term education and advocacy for underserved clients/patients

    Diving into the CSDCAS Data: Benefits to Programs, Universities, and the Profession

    4/24/2020 10:30 AM - 4/24/2020 12:00 PM

    Speakers
    • Douglas F. Parham, PhD CCC-SLP - Associate Professor, and Graduate and Undergraduate Coordinator
      Wichita State University
    • Kerry C. Mandulak, PhD, CCC-SLP - Associate Professor
      Pacific University
    • Laura Plexico, PhD, CCC-SLP - Chair
      Auburn University
    • Megan Woods, MA - Director of Centralized Admissions
      Council of Academic Programs in Communication Sciences and Disorders
    • Rachel M. Theodore, PhD - Associate Professor
      University of Connecticut
    Summary
    With the majority of speech-language pathology and audiology graduate programs using the centralized application service (CSDCAS), we can leverage the CSDCAS dataset to compile statistics on applicants' experience and demographics profiles, program decisions, and the relationships among these factors. Understanding these relationships is critical to recruitment strategies, developing projections for the field, providing data-driven advice to applicants, and having data-driven measures to assess the health of programs and admissions procedures. Here we will (1) interpret national data, (2) provide hands-on demonstrations for running program reports, and (3) discuss how these data might be used in admissions decisions, planning, and development.

    Learning Objectives:
  • Describe recent national trends in speech-language pathology and audiology applicant data.
  • Run WebAdMIT reports on applicant pool.
  • Explain the benefits of wide-scale CSDCAS use to the field at large.
  • Pharmacology and Communication Disorders

    4/24/2020 10:30 AM - 4/24/2020 12:00 PM

    Speakers
    • Elizabeth A. VandeWaa, PhD - Professor
      South Alabama
    • Linda D. Logan, PharmD, BCPS, BCPP, BCAPP - Public Service Associate
      University of Georgia
    Summary
    The session will provide relevant information related to pharmacology and communication disorders. Available resources for communication professionals will be provided. Learning Objectives: Describe pharmaceuticals that are prescribed for common diagnoses Identify medications with negative side effects affecting speech, language, hearing, cognition and swallowing/feeding List 3 resources for finding information about commonly used pharmaceuticals

    Empowering Black Students to Become Speech-Language Pathology Leaders: The XULA Model

    4/24/2020 10:30 AM - 4/24/2020 12:00 PM

    Speakers
    • Camellia M. Okpodu, PhD - Dean, College of Arts and Sciences
      Xavier University of Louisiana (XULA)
    • Celeste R. Parker, SLP.D. - Director of Clinical Education
      Xavier University of Louisiana (XULA)
    • Elgustus -. Polite, PhD - Assistant Professor
      Xavier University of Louisiana (XULA)
    • Gloriajean L. Wallace, M.A., PhD, M.Div., CCC-SLP, BC-ANCDS - Endowed Professor and Chairperson
      Xavier University of Louisiana (XULA)
    • Marguerite S. Giguette, PhD - Associate Provost and Chief Institutional Research Officer
      Xavier University of Louisiana (XULA)
    • Terrylynn F. Jenkins Gillis, PhD - Assistant Professor
      Xavier University of Louisiana (XULA)
    Summary
    Xavier University of Louisiana (XULA), a Historically Black Catholic College/University (HBCU), was founded to provide academic opportunities for African Americans and tribal groups. XULA attracts, supports, and is a top producer in the nation of science and pharmacy African American graduates. Success is attributed to the XULA Model which includes deep assessment, close monitoring of success, and readily available comprehensive support for each student. Team members who support XULA’s new Speech-Language Pathology (SLP) Master of Science program will present data associated with XULA’s phenomenal student success rate, and application of XULA’s model to the new program.

    Learning Objectives:
  • Describe the high graduation and professional success rates for XULA graduates, who represent a diverse student population.
  • List key components of the XULA model which is grounded in assessment, monitoring, and support.
  • Describe how to apply the XULA model to the field of Speech-Language Pathology, based on specific examples that will be provided.
  • x - Not Attending a Session During This Time Slot

    4/24/2020 10:30 AM - 4/24/2020 12:00 PM

    How to Create and Give a Persuasive Presentation

    4/24/2020 12:15 PM - 4/24/2020 1:15 PM

    Speakers
    • Donald Nielsen, PhD - Audiology University Adviser
      Fuel Medical Group
    • Stuart Lyon - Director of Brand Development
      Fuel Medical Group
    Summary
    Want to persuade the faculty to action, the dean to support your planning, donors to fund your cause, or write a convincing blog, this presentation is for you. It will also stimulate new ways to think of classroom teaching and mentoring. What you learn here will be useful for presentations to large international audiences, or private conversations with students or colleagues. The essential element in a persuasive presentation is how it is structured. We will illustrate why the structure used traditionally does not work well and suggest a new, more effective approach, to creating and delivering a persuasive presentation.

    Learning Objectives:
  • Recognize and articulate the psychological basis for persuasion.
  • Perform the six necessary steps to develop a successful persuasive presentation.
  • Develop a compelling call to action within their presentation, so the audience will take the desired action when they leave.
  • Guided Observation Under the 2020 Standards: New Features in Master Clinician Network

    4/24/2020 12:15 PM - 4/24/2020 1:15 PM

    Speakers
    • Martin A. Fischer, PhD, CCC-SLP - Emeritus Professor | CEO
      Pacific University | Master Clinician Network
    • Rachel E. Fischer - Director of Product Development
      Master Clinician Network
    • Shesna Calkins, MBA - Vice President
      Master Clinician Network
    Summary
    Master Clinician Network (MCN) provides a platform for guided observation and the development of clinical skills in speech-language pathology. This presentation will focus on changes to the platform that insure all observations obtained from MCN are consistent with the 2020 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology. Specifically, we will discuss (1) the creation of faculty designed questions and comments for guided observations, (2) the debriefing of students following an observation, and (3) the use and modification of pre-designed observation sequences.

    Learning Objectives:
  • Describe the 2020 Standards and Implementation Procedures for the Certificate of Clinical
  • Competence in Speech-Language Pathology as they relate to guided clinical observation.
  • Create custom questions, comments, and debriefings that will guide student’s observations. Use and modify pre-designed observation sequences.
  • x - Not Attending a Session During This Time Slot

    4/24/2020 12:15 PM - 4/24/2020 1:15 PM

    Leadership Academy Alumni Luncheon - Leadership Alumni Only

    4/24/2020 12:15 PM - 4/24/2020 1:15 PM

    Speakers
    • Robert Serianni
    • Wendy Bower
    Summary
    This session is only available to alumni of the CAPCSD Leadership Academy.

    Preparing Emerging Professionals for Practice in a Disruptive Hearing Healthcare Market

    4/24/2020 1:30 PM - 4/24/2020 3:00 PM

    Speakers
    • Amyn M. Amlani, PhD - Director of New Business Development
      Audigy Group, LLC
    • Bettie Borton, AuD - Director, University and Student Outreach
      Audigy Group, LLC
    Summary
    Traditional hearing healthcare is under reform. These new ideologies and distribution models—such as direct-to-consumer amplification products (OTCs, PSAPs), patient self-testing, and pharmaceuticals—will have a profound effect on the profession, from student education (curricula, student-loan debt) to professional provider. Is audiology prepared? This presentation provides participants with the forthcoming changes, highlights gaps that minimize the profession’s future potential, and offers strategies to strengthen students' ability to succeed in today's disruptive hearing healthcare market.

    Learning Objectives:
  • After attending this session, the participants will be able to describe the various healthcare reforms that are changing traditional hearing healthcare.
  • After attending this session, the participants will be able to enumerate and explain educational gaps that audiology should consider to ensure its value in the future of healthcare.
  • After attending this session, the participants will be able to describe 3 didactic or clinical strategies designed for enhancing audiology students' ability to succeed in a disruptive market.
  • Problem Solving and Information Exchange - Clinic Directors 201

    4/24/2020 1:30 PM - 4/24/2020 3:00 PM

    Speakers
    • Debra Schober-Peterson, PhD, CCC-SLP, BCS-CL - Clinical Professor; Director of Clinical Education
      Georgia State University
    • Jennifer M. Simpson, Au.D., CCC-A - Jennifer M. Simpson, Au.D., CCC-A
      Jennifer M. Simpson, Au.D., CCC-A
    Summary
    This facilitated session provides an opportunity for clinical directors to discuss ways to expand clinical opportunities for students, review external placement challenges, and explore ways to evaluate clinical faculty. Questions will be addressed with an opportunity for group problem solving and information sharing to facilitate solution-centered support.
    Learning Objectives:
  • Discuss ways to overcome externship challenges
  • List strategies to balance the needs of the academic and clinical missions
  • Discuss tools for evaluating clinical educators/faculty
  • Debriefing: How to Facilitate and Evaluate Reflective Discussions with CSD Students

    4/24/2020 1:30 PM - 4/24/2020 3:00 PM

    Speakers
    • Clint M. Johnson, MA, CCC-SLP, CHSE - Vice President of Simucase Education
      Simucase
    • Katie Ondo, MA, CCC-SLP, CHSE - Editor in Chief
      Simucase
    • Stacy L. Williams, PhD, CCC-SLP, CHSE - CEO
      Simucase
    Summary
    This presentation will emphasize the critical importance of the debrief session following clinical simulations. The presenters will review a variety of evidence-based debriefing methodologies and discuss a process for selecting debriefing strategies to meet specific learning objectives for a given simulation. They will also share lessons learned for facilitating reflective discussions during the debrief process. A rubric for analyzing learners’ participation during a clinical simulation debrief will be presented, and several tools for assessing participants' overall satisfaction with the debrief session will be discussed.

    Learning Objectives:
  • Explain the importance of debriefing learners following clinical simulations.
  • Identify appropriate debriefing methodologies based on the learning objectives of the simulation.
  • Score and interpret tools for assessing performance during a debrief, and for evaluating participants' overall satisfaction with the debrief session.
  • Problem Solving and Information Exchange - Program Directors 201

    4/24/2020 1:30 PM - 4/24/2020 3:00 PM

    Speakers
    • Annette Hurley, PhD, CCC-A - Program Director and Associate Professor/ Department Head
      LSU Health Sciences Center
    • Sherry Sancibrian, MS - Professor/Program Director/Associate Chair
      Texas Tech University Health Sciences Center
    Summary
    This facilitated session provides an opportunity for program directors to discuss issues related to graduate admissions, recruiting students, and student outcomes. Questions will be addressed with an opportunity of group problem solving and information sharing to facilitate solution-centered support.

    Learning Objectives:
  • Develop strategies for optimizing graduate admissions.
  • Identify 3 strategies for recruiting a diverse student cohort.
  • Describe the key quality outcome measures for their own program.
  • Problem Solving and Information Exchange - Chairs 201

    4/24/2020 1:30 PM - 4/24/2020 3:00 PM

    Speakers
    • Craig Champlin, PhD, CCC-A - Professor
      University of Texas at Austin
    • Valarie B. Fleming, Ph.D., CCC-SLP - Professor and Chair
      Texas State University
    Summary
    This facilitated session provides an opportunity for experienced program chairs to discuss issues related to faculty mentoring, how to balance academic and clinical needs, and developing ways to maintain personal and professional growth. Questions will be addressed with an opportunity for group problem solving and information sharing to facilitate solution-centered support.

    Learning Objectives:
  • Explain effective strategies for faculty mentoring
  • List strategies to balance the needs of the academic and clinical missions
  • Discuss ways to maintain personal and professional growth
  • Servant Leadership in High Education

    4/24/2020 1:30 PM - 4/24/2020 3:00 PM

    Speakers
    • Jeff Buller, PhD - Senior Partner
      ATLAS Leadership Training
    Summary
    The traditional image of the leader is someone who stands at the front of the line (or the top of a pyramid) and rules by command. In 1970, Robert Greenleaf began a movement known as servant leadership: an approach in which those in charge see their role as caring for the stakeholders of an organization, not dictating to them. How does this approach function in the unique organizational culture of higher education? In this workshop, participants will explore the dimensions of servant leadership and emerge with a clear concept of how they can apply servant leadership in their own areas.

    Learning Objectives:
  • Upon completion, participants will be able to understand what servant leadership is (and what it isn't), as well as how this concept developed.
  • Upon completion, participants will be able to envision specific strategies for their own servant leadership.
  • Upon completion, participants will be able to pass on the philosophy of servant leadership t others who need it
  • ASHA Certification Updates

    4/24/2020 1:30 PM - 4/24/2020 3:00 PM

    Speakers
    • Todd R. Philbrick, CAE, Credentialing Specialist - Director, Certification
      American Speech-Language-Hearing Association
    Summary
    Please attend this session to learn more about ASHA's 2020 certification standards, the 2020 Clinical Fellowship process, specialty certification, and the upcoming assistant certification program.

    Learning Objectives:
  • Know the 2020 SLP certification standards and changes to the clinical fellowship report and ratings form
  • Know the 2020 Audiology certification standards
  • Learn about the upcoming assistant certification program
  • x - Not Attending a Session During This Time Slot

    4/24/2020 1:30 PM - 4/24/2020 3:00 PM

    Infusing Hands-on Medical Experiences into a College of Education-based Master's Program

    4/25/2020 9:15 AM - 4/25/2020 10:45 AM

    Speakers
    • Jennifer Meyer, M.S. CCC-SLP - Director of Clinical Education
      University of Oregon
    • Samantha Shune, PhD, CCC-SLP - Assistant Professor
      University of Oregon
    Summary
    Creating opportunities for students to acquire medical experiences is challenging, especially for programs without affiliated medical schools or other allied health programs and for programs in rural areas or smaller cities. This session describes a series of activities our College of Education-based program has implemented, including an acute care simulation lab, collaborations with local skilled nursing facilities, and hands-on dysphagia lab. These opportunities have increased the variety of clinical cases our students are exposed to and the number of adult clinical clock hours earned. They also resulted in increased ratings on final performance evaluations completed by medical externship supervisors.

    Learning Objectives:
  • Upon completion, the participants will be able to identify challenges in providing high quality, medical-based training to speech-language pathology students, particularly in communities with limited access to other healthcare resources
  • Upon completion, the participants will be able to describe potential benefits of simulation and hands-on lab training.
  • Upon completion, attendees will be able to develop an initial plan for integrating one strategy learned in the presentation into their own clinical program
  • Recruiting Underrepresented Students

    4/25/2020 9:15 AM - 4/25/2020 10:45 AM

    Speakers
    • Annette Hurley, PhD, CCC-A - Program Director and Associate Professor/ Department Head
      LSU Health Sciences Center
    • Kerry C. Mandulak, PhD, CCC-SLP - Associate Professor
      Pacific University
    Summary
    In 2018, 8.0% of American Speech-Language Hearing Association (ASHA) members and affiliates were members of a racial minority (compared with 27.6% of the U.S. population, according to the 2010 Census). Universities began strategically looking at recruitment and retention practices in response to lack of progress in increasing representation. This session will examine ways to broaden approaches for improving representation in the CSD profession.

    Learning Objectives:
  • Evaluate existing recruitment and retention processes and compare them to current best practices
  • Identify key areas primed for change to improve recruitment and retention practices
  • Develop three strategies for implementation within their institution
  • Unmasking Opportunity: Providing Feedback and Evaluation to Clinical Faculty

    4/25/2020 9:15 AM - 4/25/2020 10:45 AM

    Speakers
    • Nancy Alarcon, MS, CCC-SLP - Nancy Alarcon, MS, CCC-SLP
      University of Washington, Dept of Speech & Hearing Sciences
    Summary
    The periodic evaluation of all faculty is paramount for career advancement and program success. It is also a central component of institutional policy. However, the role and responsibility of clinical faculty do not always fit neatly within traditional methods of faculty review. Establishing identified opportunities for feedback and clearly defined evaluation processes provide an infrastructure to strengthen job satisfaction and career advancement for clinical faculty. In addition, this infrastructure supports a program’s ability to demonstrate that they are meeting their principles, as well as providing evidence for advocacy within the university.

    Learning Objectives:
  • Identify the role and purpose of faculty evaluation in annual review and promotion
  • Discuss challenges related to the evaluation of clinical faculty
  • Develop a list of strategies/tools for fair, objective, and valuable feedback and evaluation of clinical faculty
  • Data on Your Side: Supply and Demand for Faculty-researchers and Clinicians

    4/25/2020 9:15 AM - 4/25/2020 10:45 AM

    Speakers
    • Carol Dudding, PhD - Professor
      James Madison University
    • Judy Blackburn, PhD, CCC-SLP - Associate Director, Academic Affairs and Research Education
      American Speech-Language and Hearing Association
    • Loretta Nunez, MA, AuD, CCC-A/SLP - Director, Academic Affairs and Research Education
      American Speech-Language and Hearing Association
    • Sarah Slater, M.A. - Director of Surveys and Analysis
      American Speech-Language and Hearing Association
    Summary
    What data may help show the need for maintaining or expanding current academic programs? Are we preparing a sufficient number of speech-language pathologists, audiologists, and faculty-researchers to meet workforce demands? How is the discipline advancing to increase diversity in the field?  This session will feature reviews of current clinical and research personnel pipeline data, workforce data, and workforce demands in audiology and speech-language pathology from the 2019 CSD Education Survey.

    Learning Objectives:
  • Identify data collected through the CSD Education Survey, the U.S. Bureau of Labor Statistics, and ASHA Survey Research and Reports that can describe current workforce characteristics and employment projections for the audiology and speech-language pathology professions.
  • Describe national data trends for admission, enrollment, and graduation rates among graduate audiology and speech-language pathology programs, including trends toward increasing diversity in the field.
  • Describe national data trends for Ph.D. researcher education and employment in communications sciences and disorders.
  • Using the ETS Data Manager for Decision Making

    4/25/2020 9:15 AM - 4/25/2020 10:45 AM

    Speakers
    • Kathy R. Pruner, M.B.A. - Client Relations Director
      Educational Testing Service
    Summary
    This session will demonstrate how to use the ETS Data Manager to run a variety of data reports to analyze your program's performance on Praxis exams. You will see national performance data on the Praxis Audiology and SLP tests for institutional comparison purposes. Test preparation resources for your students will be reviewed.

    Learning Objectives:
  • Gain confidence in navigating the ETS Data Manager to pull reports and dissagregate data.
  • Compare your program performance to national performance on Praxis exams.
  • Learn about available test prep resources for your students.
  • From Admissions to Graduation: Predicting Success in an AuD Program

    4/25/2020 9:15 AM - 4/25/2020 10:45 AM

    Speakers
    • Carol Cokely, PhD - Clinical Professor and Director of Clinical Education
      University of Texas at Dallas
    • Colleen Le Prell, PhD - Professor and Area Head
      University of Texas at Dallas
    Summary
    Predicting students’ academic and clinical success before admission would allow graduate programs to select the best few candidates from large applicant fields. Programs would be able to maximize resources in the selection process and limit student remediation or failure. For multiple cohorts at the University of Texas at Dallas, various admission metrics (GRE, GPA, interviews, recommendation letters, class standing) were evaluated relative to formative and summative program outcomes throughout the program's time course (Performance Assessment of Skills; comprehensive case-based examinations, clinical competency summaries; PRAXIS scores) to determine which admission criteria best predict successful program outcomes. Results will be reviewed.

    Learning Objectives:
  • Describe the limitations for predicting success in an AuD program from typical admission criteria such as undergraduate GPA, GRE, and letters of recommendation.
  • Examine whether ad-hoc, qualitative assessments, such as interviews, aid in identification of candidates who will be successful in the program.
  • Identify admission criteria that are positively associated with student program outcomes.
  • x - Not Attending a Session During This Time Slot

    4/25/2020 9:15 AM - 4/25/2020 10:45 AM

    Using Effective Coaching Strategies in Clinical Education

    4/25/2020 11:00 AM - 4/25/2020 12:00 PM

    Speakers
    • Hayley S. Arnold, PhD, CCC-SLP - Associate Professor / Program Coordinator
      Kent State University
    • Sloane Burgess, PhD - Associate Professor and Undergraduate Coordinator
      Kent State University
    Summary
    Coaching has been defined as “a relationship in which one person is primarily dedicated to serving the long-term development of effectiveness in the other” (Silsbee, 2010). This seminar will introduce coaching techniques supported by evidence (de Haan, 2019; Losch et al., 2016). Participants will watch and identify coaching strategies, then engage in hands-on coaching practice with problem scenarios.

    Learning Objectives:
  • At the end of this session, participants will be able to demonstrate understanding of key coaching skills that will prompt problem solving and growth.
  • At the end of this session, participants will be able to demonstrate understanding of the supporting evidence behind the coaching methods presented in this session.
  • At the end of this session, participants will be able to demonstrate coaching techniques within various scenarios.
  • Teaching Tracheostomy Management Skills to SLP and RT Graduate Students Using IPE

    4/25/2020 11:00 AM - 4/25/2020 12:00 PM

    Speakers
    • Doreen Kelly. Izaguirre, MA, CCC-SLP - Manager of SLP Clinical Education
      Asst. Professor & Program Director of the MS in SLP Program
    • J. Brady Scott, MSc, RRT, RRT-AACS, AE-C, FAARC, FCCP - Director of Clinical Education, MS in Respiratory Therapy Program
      Asst. Professor & Program Director of the MS in SLP Program
    • Lisa LaGorio, PhD, MPH, CCC-SLP - Asst. Professor & Program Director of the MS in SLP Program
      Asst. Professor & Program Director of the MS in SLP Program
    Summary
    In 2016, collaboratively with the Department of Respiratory Therapy, we developed and implemented a simulation-based IPE program for SLP and RT graduate students. Our program focused on acquiring the clinical and interprofessional communication skills needed to evaluate candidacy for oral communication and oral feeding in patients with a tracheostomy. To date, 143 students have participated. Learning outcomes were measured across the affective and cognitive domains, with pre/post scores on questionnaires and written examinations analyzed via t-tests. Four-year aggregate results demonstrate improved decision making and interprofessional communication confidence (p<0.0001); and, greater tracheostomy/ventilator knowledge (p<0.0001). Challenges and lessons learned will be discussed.

    Learning Objectives:
  • Describe how a collaborative interprofessional clinical simulation activity can enhance graduate student learning
  • Describe some of the challenges in developing clinical simulation learning activities using case-based scenarios
  • Assess multiple learning domains following a clinical simulation activity.
  • Training Speech-language Pathology Students to Collect a Case History: Comparing Simulation Methods

    4/25/2020 11:00 AM - 4/25/2020 12:00 PM

    Speakers
    • Aimee Sayre, MA, CCC-SLP - Academic Support Services Director
      University of Kentucky
    • Donna S. Morris, MA, CCC-SLP - Associate Professor
      University of Kentucky
    • Janine L. Schmedding-Bartley, PhD, CCC-SLP - Assistant professor
      University of Kentucky
    Summary
    First-semester graduate SLP students were trained to collect case histories through a didactic lecture and one of two lab conditions: computer-based simulation or standard-patient simulation. Following the lab, the students’ performance in case history collection was evaluated using an objective structured clinical examination (OSCE). A 35-item checklist was used to rate their performance during the OSCE. Students in both lab conditions performed similarly in the OSCE. Student perception surveys indicated that those in the standard-patient condition tended to endorse increased knowledge, confidence, and preparedness more frequently than those in the computer-based condition.

    Learning Objectives:
  • Define the five different types of simulation methods described in the literature.
  • Describe the results of this program’s comparison of standardized patient simulation and computer-based simulation in regard to the participants' case history collection skill and participants' perceptions.
  • Discuss and appraise the Case History Collection Competency Evaluation checklist.
  • An Effective Way to Get Hearing Competencies for SLP Graduate Students

    4/25/2020 11:00 AM - 4/25/2020 12:00 PM

    Speakers
    • Saneta Thurmon, M. A. CCC-SLP/A - Program Director
      Program Director
    Summary
    Are your SLP graduate students competent and confident when providing services to clients who are Deaf or Hard of Hearing? The continued innovation of hearing technology is creating an ever-changing landscape when working with children and adults who are D/HofH. This session discusses the results of a 3 year pilot program where SLP graduate students were assigned a semester in the audiology campus clinic. An Audiology SimuCase patient, lab experiences and case studies were used for preparation of this clinical rotation. Survey results completed by students will be shared to identify learning outcomes and clinical competencies from this experience.

    Learning Objectives:
  • Identify the need for future SLPs to be trained in Aural Rehabilitation and Habilitation as well as and basic troubleshooting of HAs, CIs and HATs.
  • Describe how audiology clinical rotations can provide meaningful IPE experiences for SLP graduate students
  • Identify opportunities where the audiologist can participate in supervision of the SLP graduate student and assign competencies
  • Got CSDCAS? Increase Efficiency for Informed Application Decisions with Centralized Application Service

    4/25/2020 11:00 AM - 4/25/2020 12:00 PM

    Speakers
    • Christine M. Carmichael, Ph.D., CCC-SLP - rofessor, Graduate Admissions Coordinator
      Our Lady of the Lake University
    • Jennifer P. Taylor, Au.D., CCC-A - Clinical Associate Professor
      University of Memphis
    • Karen Jacobs, M.A - Vice President, Account Management
      Liaison International
    • Megan Woods, MA - Director of Centralized Admissions
      CAPCSD
    • Melissa Fruscione, JD - Director of Admissions - Graduate Studies
      St. Mary's College
    Summary
    This session will cover the benefits of CSDCAS including utilizing administrative tools for decision making, promoting your program to increase applicant diversity, communicating with applicants, data analyses, and customer support. Ways to tackle obstacles and tap resources when joining CSDCAS and will also be discussed.

    Learning Objectives:
  • List three reporting tools that can be used to analyze and export data from CSDCAS.
  • Identify three solutions for overcoming obstacles with administration, faculty or IT.
  • Describe how the CSDCAS system works how it may facilitate complex aspects of the admissions process.
  • x - Not Attending a Session During This Time Slot

    4/25/2020 11:00 AM - 4/25/2020 12:00 PM

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